There are some very good things about open education. This way of teaching allows the students to grow as people, and to develop their own interests in many subjects. Open education allows students to be responsible for their own education, as they are responsible for what they do in life. Some students do badly in a traditional classroom. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules. For students who worry about these things a lot, it is a good idea to be in an open classroom.
But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of students. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their schools.
You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want and need to have rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to.Open education allows the students to _________.
| A．grow as the educated |
| B．be responsible for their future |
| C．develop their own interests |
| D．discover subjects outside class |
Open education may be a good idea for the students who __________.
| A．enjoy learning |
| B．worry about grades |
| C．do well in a traditional classroom |
| D．are responsible for what they do in life. |
Some students will do little in an open classroom because __________.
| A．there are too few rules |
| B．they hate activities |
| C．open education is similar to the traditional education |
| D．they worry about the rules |
Which of the following is NOT mentioned in the passage?
| A．Some traditional teachers do not like it. |
| B．Many teachers do not believe in open education. |
| C．Teachers may have problems in open classrooms. |
| D．The teacher’s feelings and attitudes are important to the students. |
Which of the following best summarizes the passage?
| A．Open education is a really complex idea. |
| B．Open education is better than traditional education. |
| C．Teachers dislike open education. |
| D．The writer thinks that open education is a good idea in practice. |
The idea of “law” exists in every culture. All societies have some kind of law to keep order and to control the interactions of people with those around them. The laws of any culture tell people three things: what they can do (their right), what they must do (their duties), and what they may not do. In addition, there are usually specific types of punishment for those who break the law.
Although all societies have laws, not all have the same idea of justice—which is “right” and “wrong” and how “wrong” should be punished. In most Western cultures, it is thought that punishing criminals will prevent them from committing other crimes. Also, it is hoped that the fear of punishment will act as a deterrent(威慑) that prevents other people from committing similar crimes; in other words, people who are considering a life of crime will decide against it because of fear of punishment. In most non-Western cultures, by contrast, punishment is not seen as a deterrent. Instead, great importance is placed on restoring balance in the situation. A thief, for example, may be ordered to return the things he has stolen instead of, as in Western societies, spending time in prison.
Another difference in the concept of justice lies in various societies’ ideas of what laws are. In the West, people consider “laws” quite different from “customs”. There is also a great contrast between “sins” (breaking religious laws) and “crimes” (breaking laws of the government). In many non-Western cultures, on the other hand, there is little separation of customs, laws, and religious beliefs; in other cultures, these three may be quite separate from one another, but still very much different from those in the West. For these reasons, an action may be considered a crime in one country, but be socially acceptable in others. For instance, although a thief is viewed as a criminal in much of the world, in a small village where there is considerable communal（公共的） living and sharing of objects, the word thief may have little meaning. Someone who has taken something without asking is simply considered an impolite person.
Most countries have two kinds of law: criminal and civil. People who have been accused of acts such as murder or theft are heard in the criminal justice system, while civil justice deals with people who are believed to have violated others’ rights. The use of the civil system reflects the values of the society in which it exists. In the United States where personal, individual justice is considered very important, civil law has become “big business.” There are over 600,000 lawyers in the United States, and many of them keep busy with civil lawsuits; that is, they work for people who want to sue others. If a man falls over a torn rug in a hotel and breaks his arm, for instance, he might decide to sue the hotel owners so that they will pay his medical costs. In a country like Japan, by contrast, there is very little use of the civil justice system. Lawsuits are not very popular in Japan, where social harmony is even more important than individual rights, and where people would rather reach agreement outside court. The main point of paragraph 1 is that____.
| A．all societies, Western or non-Western, have some kind of law to keep order. |
| B．most countries in the world have two kinds of law “criminal and civil ” |
| C．there are usually specific types of punishment for those who break the law. |
| D．the laws of any culture dictate people’s rights, duties and what they are not supposed to do |
Which is TRUE in most Western cultures?
| A．Punishment has double functions. |
| B．A thief may be referred to as an impolite person. |
| C．Punishment is not regarded as a deterrent. |
| D．There is lots of communal living and sharing of objects. |
Which statement is NOT true according to the article?
| A．In the West, people think laws and customs are rather different. |
| B．In the West, there is little difference between “sins” and “crimes”. |
| C．An action that is considered a crime in one country may be socially acceptable in another. |
| D．There is far less use of the civil justice system in Japan than in the United States. |
Which of the following cases are not heard in the criminal justice system?
| A．Robbing a pedestrian. | B．Kidnapping people for ransom. |
| C．Breaking into a bank. | D．Failing to pay back the money. |
When you are at odds with someone close to you, the One-Minute Drill can show you how to express your feelings effectively – and how to listen more skillfully. All it requires is two individuals who are committed to improving their relationship.
Set aside at least ten minutes, and then sit facing each other. Decide who will be the Talker and who will be the Listener. It makes no difference, because later you will change roles.
How to perform the One-Minute Drill
For approximately 30 seconds, the Talker can say anything he or she wants. Your job will be to express your thoughts and feelings. You can discuss problems you've had a hard time talking about. Remember to limit yourself to about 30 seconds. When the Talker finishes, the Listener will summarize what the Talker just said, as well as how the Talker was feeling inside, as accurately as possible.
The Talker now gives the Listener a grade between 0 and 100 per cent to indicate how accurate the summary was. If the rating is 95 per cent or more, you can change roles; the new Talker can continue with the same topic or move on to something entirely new.
However, if the grade is below 95 per cent, the Talker should point out what the Listener missed or got wrong, and repeat the process until the overall rating is 95 per cent or more. Then you can change roles and repeat the exercise for as long as you both like.
How it works
Thirty seconds of emotionally charged information is sufficiently challenging for anyone. Express your feelings in strong, clear, direct language, but as your partner will be listening attentively, you won't need to shout, exaggerate or put your partner down.
The Listener should sit and listen respectfully without interrupting. Look into your partner's eyes, but avoid using negative body language. If you like, take a few notes.
So the Talker might say: "When I come home from work, I feel tired and I need some quiet time. But you tell me I'm supposed to spend time with the kids. This makes me feel frustrated. I work hard and I'm exhausted at the end of the day. I feel like I deserve a little time to relax, not listen to more demands."
In response, the Listener might summarize like this: "You just told me that you feel exhausted when you come home at night because you've been working hard all day. When I tell you I want you to spend time with the kids, you feel frustrated and ticked off because you're tired and you need time to relax. You see me as very demanding, and you're probably feeling like I don't appreciate you."
The first time you attempt the One-Minute Drill, you may get a low score. Don't worry, because you'll get up to speed quickly. Once you've tried this exercise a few times, you'll find that you can nearly always get ratings of 95 per cent or better on the first or second try. Who is the One-Minute Drill intended for?
| A．Those who are to act some roles in a certain play for the first time in their life. |
| B．Those who are preparing for the interview in order to make a good first impression. |
| C．Those who have difficulty communicating with their colleagues or family members. |
| D．Those who have troubled relationships with their friends or family members and try to improve them. |
Which of the following is NOT true?
| A．In the One-Minute Drill, the Talker and the Listener change roles in the process. |
| B．The Talker should talk about his / her thoughts and feelings in a brief way. |
| C．The Listener should listen carefully, respectfully and later summarize accurately. |
| D．After the Talker finishes talking, the Listener is to give him / her a grade. |
From the example given in “How it works,” we can guess that the talk might be between _____.
| A．husband and wife | B．father and son | C．mother and daughter | D．sister and brother |
What does the underlined part “ticked off” probably mean in this reading?
| A．fast asleep | B．very angry |
| C．burst into tears | D．marked with a symbol |
Four out of ten women who diet end up heavier than when they started watching their waistline（腰围）, a study revealed today. The research also showed that a large percentage of women start noticing the pounds creeping back on just 21 days after reaching their ideal weight.
Yesterday, Dr Ian Campbell of the Jenny Craig weight management program said: 'In the UK 61.4 per cent of adults are overweight or obese. Successful weight management requires a long-term commitment in order to lose weight successfully and for good. Dieting can be a real challenge so setting realistic goals and remaining focused on them is important. Otherwise as this research shows, women could end up heavier than when they started.'
The 'Food: Body: Mind' report was publicized by Jenny Craig who quizzed 2000 women aged between 18 and 65 who diet regularly on their attitudes, beliefs and behaviors around weight loss. Six in ten said they are currently on a diet and one in five women said they are on a 'continuous diet'.
It found the most common triggers to start dieting was seeing their 'reflection in the mirror', preparing for a summer holiday or unflattering photos posted on social networking sites. Other popular reasons include comments by friends or relatives or their other half.
However, the study showed that one in ten give up within one day, while almost a fifth manage to make it to a week or more. The average is ten days. Many blamed pressure they put on themselves to lose weight too quickly for the weight gain, which leaves them with a bigger appetite than normal. Others blamed colleagues, who tuck into fatty lunches and snacks unaware of the effect it has on the dieter, while mothers who polish off their children's leftovers was another common cause of weight gain.Which of the following might be the best title for this article?
| A．Three reasons to fail in dieting | B．Important things for successful diet |
| C．Four in ten women gain weight on diets | D．Obesity: problem for 61.4% adults in UK |
In the UK, women who go on a diet __________.
| A． are all overweight or obese |
| B． all fail because they are not persistent enough |
| C． are likely to gain weight again after reaching their ideal weight |
| D． end up heavier than when they start to diet |
The underlined word “triggers” in Paragraph 4 probably means_________.
| A．effects | B．causes | C． examples | D．imagination |
Which of the following is NOT the reason why many people quit dieting very soon?
| A．The pressure they put on themselves to lose weight quickly. |
| B．Colleagues who give them fatty lunches and snacks. |
| C．Leftovers of children’s taken by their mothers. |
| D．Reflections they see in the mirror. |
Spanish men will have to learn to change diapers and do dishwashing under the terms of a new law designed to strike a blow.
The law, due to be passed this month, is likely to cause a revolution in family affairs in a country where 40% of men reportedly don’t do housework at all. It will oblige men to “share domestic responsibilities and the care and attention” of children and elderly family members, according to the draft approved by the Spanish parliament’s justice commission.
“This will be a good way of reminding people what their duties are. It is something feminists (女权主义者) have been wanting for a long time,” said Margarita Uria, of the Basque Nationalist Party, who was behind what is an amendment to a new divorce law.
Failure to meet the obligations will be taken into consideration by judges when determining the terms of divorces. Men who refuse to do their part may be given less frequent contact with their children.
Spanish women spend five times longer on housework than husbands. Even when both have jobs outside the home, Spanish women still do three times as much work in the house.
“It is not just about housework, though,” said Ms. Uria.
A study five years ago by Spain’s Center for Sociological Investigation concluded that fathers spent an average of 13 minutes each day looking after their children.
Only 19 % of Spanish men thought it was right for mothers of school-age children to have a full-time job. More than a third thought mothers should not work outside the home at all.
The Change to the Spanish legal code will see domestic obligations added to a list of marital(婚姻的) duties that currently includes fidelity, living together and helping one another.
That should guarantee that, when the law—which will also make divorce proceedings faster and easier—is voted on in parliament in the next few weeks, the obligation to share domestic chores will be added to the statute books. What is the percentage of Spanish men who don’t do any housework?
| A．19% | B．40% | C．60% | D．80% |
About the new law, which of the following is NOT true?
| A．Men are obliged to do housework. |
| B．Men will have to take care of children. |
| C．Women have to have full-time jobs. |
| D．Men will have to take care of the elderly. |
According to the fourth paragraph, which of the following is TRUE?
| A．If a man fails to fulfill the obligation, he will get a divorce. |
| B．If a man fails to fulfill the obligation, he will be thrown to the jail. |
| C．If a man fails to fulfill the obligation, he will be in an unfavorable condition in a divorce. |
| D．If a man fails to fulfill the obligation, he will not be allowed to see the child any more. |
What is the general topic of the passage?
| A．Spain will pass a new law to oblige men to share domestic responsibilities. |
| B．Men have to share more domestic responsibilities. |
| C．There will be a revolution by provoked (被激怒的) feminists. |
| D．Marital laws in Spain are not enough yet. |
The other day at the supermarket, I saw a naughty child of about six crying loudly, falling to the floor and refusing to move. All the while the troubled mother was trying to persuade him to behave well but failed. A little smack (掴打) on his bottom would have done the job, I thought.
Teenagers also cause discipline problems. As a teacher I had a 16-year-old student who had fallen in love with a waiter at a fast-food restaurant. In fact, she had left home to stay with him. So we decided to put her in the school hostel. She refused. When she heard her mother begging her to stay in the hostel she turned round and said: “Why don’t you stay in the hostel if you like it so much?”
My palms were itching to slap her for being so rude but the poor mother continued to cajole her, hoping that gentle persuasion would work wonders. It did not. The last I heard, she had run away from home again.
The list goes on and on. Could it be that today’s parents are softer and believe that they must not rod (棍棒惩罚) their children for fear of the bad result? Or do they actually believe that the children will get rid of the bad habits and behave well naturally as they grow older? I beg to disagree. I believe it is the parents’ duty to discipline the children even at a young age.
My children who are now adults will prove the fact that I used the rod when I thought it necessary. Later when they went abroad, they related to their British university friends on how they were disciplined. Their friends abroad were filled with horror and told my daughter that I could be charged for child abuse (虐待). However, my daughter paid me the greatest complimentwhen she told them that she would not be where she was today if not for my strict discipline. According to the passage, the author would probably _______.
| A．beat the children every day | B．punish the children when necessary |
| C．1eave the children as they are | D．treat the children in a softer way |
The underlined word “to cajole” (in Paragraph 3) probably means _______.
| A．to persuade | B．to scold | C．to forgive | D．to punish |
Which of the following statements is TRUE according to the passage?
| A．The naughty boy’s mother hit him on the bottom at last. |
| B．The teenager’s mother lived together with her daughter in the school then. |
| C．The author was charged for child abuse by her daughter’s friends abroad. |
| D．The author’s daughter was very thankful for her parent’s strict discipline. |
Which of the following can be the best title of this passage?
| A．Respect Parents | B．Spoil Kids | C．Value Discipline | D．Protect Kids |