B
Having a bit of a temper tantrum(发脾气), whether at home or in the classroom, is as harmful as you can get and only serves to discourage your teenagers.
What they really need at this stage in their lives are words that build them up according to their needs that it may benefit them-that is, words of encouragement, affirmation(肯定) and a good deal of praise. The benefits to them and us as parents and teachers are quite amazing-harmony, peace and love.
When I left my last school where I had been a casual(代课老师) for eight years, I received "thank you" notes from the students. I think these notes illustrate what teenagers want and need from their parents and teachers.
Some of the notes mention kindness, patience, thoughtfulness, encouragement and fun. Teenagers value these qualities and what I found was that the more I relaxed and enjoyed their company, the less I had to discipline them.
Below I've included a few excerpts from the notes to let the kids speak for themselves. These are teenagers speaking from the heart and show what, according to teenagers, they need and value.
Each note began, "Thank you for..."
• making each student in the school happy
• putting up with us every time you get us (i.e. having patience)
• Always giving every student a chance and treating everyone like an adult giving lots
of merits and making every lesson fun and enjoyable
• Being very kind & for giving me lots of (merit) stickers
• You make working be fun
• Being a patient and thoughtful teacher
Patience is needed as well as kindness, thoughtfulness, a sense of humor and fun and the ability to listen more than talk.
When we praise and value our teenagers, the results are nothing short of miraculous.What’s the result of having a temper tantrum________?
| A．hurting yourself and your teenagers |
| B．being harmful to yourself only |
| C．being not good for teenagers |
| D．having no negative influence |
Which is NOT needed by teenagers________?
| A．words of encouragement |
| B．words of affirmation |
| C．words of praise |
| D．words of criticism |
What did the author receive when he left his last school________?
| A．"thank you" notes |
| B．students’ criticism |
| C．praise from the school |
| D．parents’ encouragement |
Why does the author mention the “Thank you” notes________?
| A．Because he wants to show himself off |
| B．Because he wants to tell parents and other teachers what teenagers really need |
| C．Because he wants to show that his students are all kind and polite |
| D．Because he doesn’t want to leave that school |
From the passage, we can learn that the author is __________.
| A．impatient, careful and humour |
| B．patient, thoughtful and strict |
| C．patient, kind and humour |
| D．impatient, kind and stubborn |
In the past few decades, Japanese cuisine(烹饪) has acquired global appeal. Japanese restaurants have sprung up almost all over the world. In Kyoto, the Heihachi Tea House boasts a 430-year-old tradition that the owners have kept all in the family. The tea house has been operated by twenty generations of the Sonobe family.
The Heihachi Tea House, in the northern part of Kyoto, is one of the city’s oldest business establishments. It is said to have opened in 1576. The present owner, Sonobe Heihachi, who is also the chef, represents the 20th generation of the Sonobe family to oversee the tea house.
Sonobe Heihachi, restaurant owner, said, “During the middle of the Edo era, from 1603 to 1868, it became customary for commoners to dine in mat rooms. The Heihachi Tea House specialized in a dish comprised of rice with barley(大麦). It then became an inn and a little later, a restaurant.”
Like every other chef, Sonobe Heihachi’s day often begins at the market where he personally selects ingredients that will be served to his customers. The restaurant specializes in a style of cuisine known as Kaiseki Ryori—possibly the ultimate in Japanese cooking. It offers both fresh and ocean fishes on its menu, including bream and eels. The owner’s son Sonobe Shingo is also an accomplished chef. His skills include the elaborate cutting of a “daikon” radish (萝卜) into strips. Later they will be shredded into thin strands to form part of the garnish（装饰菜） for sashimi.
Sonobe Shingo admits that when it comes to the small details of running the business, father and son have different ways of thinking. Sometimes they clash.
But they share a passion for what they do and continue to preserve an innovative and deeply rooted culinary（烹饪的） tradition. The main idea of this passage is about _______.
| A．Japanese tea house keeps a 430-year-old tradition |
| B．Sonobe Heihachi and his son Sonobe Shingo |
| C．Japanese restaurants springing up almost all over the world |
| D．Sonobe Shingo’s skills in cutting of a radish into strips |
The 21st generation owner of the Heihachi Tea House may be _______.
| A．Sonobe Heihachi | B．the first owner of the Heihachi Tea House |
| C．Sonobe Shingo | D．Sonobe Heihachi’s grandson |
During the middle of the Edo era, from 1603 to 1868, Japanese commoners were used to having all of the following EXCEPT _______.
| A．Chinese tea | B．a dish comprised of rice with barley |
| C．both fresh and ocean fishes | D．a style of cuisine known as Kaiseki Ryori |
We can infer from this passage that Shingo differs with his father _______.
| A．on the small details of running the Heihachi Tea House |
| B．on the main menu of the Heihachi Tea House |
| C．on the ingredients served to the customers |
| D．on the passion of running the business |
As I sit here on the eve of my 3rd year non-smoker anniversary, I’m thinking about that last cigarette I smoked. I was sitting at the kitchen table at 10 in the 16 at home, sick with bronchitis（支气管炎） again. I felt miserable, weak and desperate. I 17 smoking that moring in 2005 without any real confidence that I was smoking my 18 cigarette ever.
Today, there’s one thing about my future that I 19 with absolute certainty: I’ll never smoke again! I know without a shadow of a 20 that I’ll never go back. I’ve changed what cigarettes 21 to me and in the process I’ve gained permanent, true 22 from the habit that held me close for 26 long years!
Our thoughts and feelings control the 23 of our lives. It’s how we think about the experiences in our lives that 24 , not the events themselves.
Most of us smoked for years. We 25 to think of cigarettes as a part of us, even a friend. How do we now 26 changing the meaning that has become so 27 established in our lives? There are specific steps that, when 28 , will help you take control and shape your thoughts in ways that 29 you. Work these techniques into your daily routine and give them some time to 30 and flourish. You’ll be surprised at the positive 31 you can create in your life.
Anything you want to change in your life has to 32 from the should list to the must list. Most of us spent years thinking we should quit smoking. I sure did. 33 right now that quitting is a must for you. This has got to be the first step you take on the 34 to freedom. Don’t worry that you feel shaky and unsure. The steps outlined here will help you turn that 35 into strength of purpose. Make your quit a must—it’s where we all have to begin.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
How good are U.S. drivers?
The CBS TV “National Drivers Test” showed that many U.S. drivers have a lot to learn. Here’s why:
CBS picked 1,799 samples(被实验者) to take the test in TV studios in New York, Philadelphia, Chicago, and Los Angeles. More than two out of five of the drivers failed the test. And the average score was the lowest passing mark－51 points out of a possible 80.
Chicago drivers did best with an average of 53 points. Los Angeles drivers came next with 52 points. New York and Philadephia drivers tied(得同样的分数) with 50 points－a failing score. Drivers with 50 points or less were rated(被评价为) “poorly informed” by the judges.
Here are some of the test results:
(1) Are men better informed drivers than women?－Yes. Men averaged 52 points. Women got average of 49.
(2) Are older drivers better informed than younger drivers?－No. Drivers under 26 averaged 52 points. Drivers from 27 to 45 averaged 51. Driver over 45 failed with 48 points on average.
(3) Does education make a difference?－Yes. College graduates averaged 52 points. High school graduates averaged 50. Those without high school diplomas(文凭) got 48. And people who had taken driver education courses scored an average of 53 points－three more than those who hadn’t.
(4) Does driving experience make a difference?－Yes. Drivers with three or more years’ experience averaged 51 points. Drivers with less experience averaged 49.
Here are some surprising facts brought out by the test:
(1)More than one out of three drivers did not know that a blinking(闪烁) red light means a full stop. (2)Three out of ten drivers did not know that an octagonal (eight-sided) sign means stop.
(3)More than two of three drivers did not know what to do when being “tailgated”(危险地，紧接另一辆驶) The answer: slow down, drive to the right, and let the driver behind pass.
The results of the test were turned over to the National Safety Council. They will help future safety planning.The author’s purpose is to ___________.
| A．prove that men are better drivers than women | B．give you safe driving tips(提示) |
| C．tell you the results of a national drivers test. | D．urge you to get an education. |
From the information in this article, you could say that _________.
| A．older drivers are better informed than younger drivers |
| B．experience makes difference among drivers |
| C．most drivers failed the test |
| D．most people don’t know what a blinking red light means |
Which of the following as a group was rated “poorly informed” by the judges?
| A．Men. | B．High school graduate drivers. |
| C．Drivers from 27 to 45 years of age. | D．Drivers with 3 or more years’ experience. |
Which of the following statements is NOT true?
| A．Men are better informed than women. |
| B．Education makes no difference in the pass rate of the drivers. |
| C．Chicago drivers are the best informed drivers in America. |
| D．The test results will be used as a guide for future safety planning. |
We are going to talk again this week about higher education for disabled students who want to study in the United States．As we noted last time，there are no special colleges or universities for blind students．But there are for deaf students．One of them is Gallaudet University in Washington，D.C. Gallaudet is said to be the world’s only liberal arts university where everything is designed for deaf or hard-of-hearing students．About 2，000 students attend Gallaudet．The cost for international students is about 33,000 dollars a year．
Financial aid is available in the form of scholarships，but only after the first year of studies. Most scholarship aid goes to students in financial need who do well in their first year．One scholarship for international students is for deaf students from developing countries．Another is just for students from China．The university also offers an English Language Institute．But Gallaudet says this program does not guarantee (担保)acceptance to the university．
In the past year，students at Gallaudet protested against the administration’s choice of a new president for the university．The protests led to the choice of a different president who is more popular with the students，Robert Davila．He is a former officer of the National Technical Institute for the Deaf．This technical college is in Rochester, New York. It is one of the eight colleges in the Rochester Institute of Technology．
More than one thousand students attend the National Technical Institute for the Deaf. About one hundred of them are international students．They come from Africa, Asia，Europe and South America.
The cost is about 28,000 dollars a year for an international Technical Institute student．Foreign graduate students pay about 20,000 dollars. Both undergraduate and graduate student can receive limited financial aid. They can also take part in the student employment program．This program makes it possible for students to work at the school. The passage is written for _______ .
| A．blind students | B．deaf students | C．art students | D．dumb students |
The second paragraph mainly shows ________ .
| A．students can get scholarships easily | B．foreign students call receive more scholarships |
| C．some information about Gallaudet | D．the costs in Gallaudet are low . |
Robert Davila is the president who __________ .
| A．is well received there | B．is hated by the students |
| C．has high fame world-wide | D．was appointed by the government |
To those who study in Gallaudet，__________ .
| A．foreign students can earn more | B．the costs are different |
| C．receiving financial aid is easy | D．every student can find a suitable job |
Public schools in New York，America’s biggest city, commonly have numbers for names．But this is unusual．In the United States，the process of naming a school often involves parents and the community
as well as elected school leaders.
Researchers say school names can show civic (市民的) values and also shape them． For example，naming a school after a historic person becomes a way to teach students about that person’s importance in history．
A new study examines the naming of American public schools．The study is from the Manhattan Institute，an organization that does public policy research．The study shows that fewer and fewer schools are being named after people．Instead。more schools are being named after the local areas or natural features like hills．trees or animals．The researchers say these changes raise questions about the civic duty of public education．
The looked at seven states with 20% of all public school students in the country. They found the similar result in every state: new school are less likely to be named after people. This is true especially with presidents. For example, in Arizona, public school in the past 20 years were almost fifty times more likely to be named after such things as landforms or plants .
School officials say they try to choose names that will not offend anyone. For example, a few years ago the city of New Orleans banned the naming of any school after a person who owned slaves. Other school system have rules against naming new schools after any person, living or dead .
The researchers say naming a school after a person can lead it important debates about democratic values. They call for more research to identify the causes and effects of the changes in school names.
The causes may include changes in American culture as well as in the political control of school systems. One area worth exploring , they say, is the link between trends in school names and weak results for public schools on measures of civic education.More schools are being named after the following EXCEPT ________ .
| A．hills | B．trees | C．animals | D．people |
What does “they” in paragraph 7 refer to ?
| A．School officials | B．Public schools | C．The researchers | D．Democratic values |
If the passage appears in a newspaper, which column will it be ?
| A．Culture | B．Science | C．Travel | D．Entertainment |
What’s the best title for the passage ?
| A．Few Us Public School Now Are Named after people |
| B．Public Schools In New York Have Numbers for Names |
| C．The Various Origins of America Schools |
| D．US Public Schools Value the Names of Great Persons |