B A sign is another kind of language. Here are some of them that you see on the roads. Number one is a sign with the number thirty on it. When drivers see this sign, they must not go at more than thir 题目和参考答案——青夏教育精英家教网—

My students often tell me that they don’t have “enough time” to do all their schoolwork.

My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done.

Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.

If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important.

That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.

If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.

Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.

1.We can infer from the 2^nd paragraph that we students still _____ .

A．have enough time B．can meet the president

C．get everything done well D．should accept the explanation

2.Which of the following is TRUE according to the passage?

A．The author’s students make good use of their time to do all their homework.

B．The author tried to tell the professor that he/she (author) had done a good job.

C．You can’t improve the quality of the work if you can’t get more time.

D．You’ll try to improve your skills in reading and writing if you’re a clever student.

3.What’s the passage mainly about?

A．Students don’t have enough time. B．Don’t work harder; work smarter.

C．No one can get more time. D．Read better and write better.

If you want to teach your children how to say sorry, you must be good at saying it yourself, especially to your own children. But how you say it can be quite tricky.

If you say to your children “I’m sorry I got angry with you, but…”, what follows that “but” can make the apology ineffective: “I had a bad day” or “You noise was giving me a headache” leaves the child who has been injured feeling that he should be apologizing for this bad behavior.

Another method by which people appear to apologize without actually doing so is to say “I’m sorry you’re upset”; this suggests that you are somehow at fault for allowing yourself to get upset by what the other person has done.

These pseudo(虚假的) apologies are used by people who believe saying sorry shows weakness. Parents who wish to teach their children to apologize should see it as a sign of strength, and therefore not turn to these pseudo apologies.

But even when presented with examples of true regret, children still need help to become aware of how difficult it is to say sorry. A three-year-old child might need help in understanding that other children feel pain just as he does, and that hitting a playmate over the head with a heavy toy requires an apology. A six-year-old child might need reminding that spoiling other children’s expectations can require an apology. A 12-year-old child might need to be shown that taking away the biscuit tin without asking permission is acceptable, but that borrowing a parent’s clothes without permission is not.

1.If a mother adds “but” to an apology, ________.

A. the child may find the apology easier to accept

B. the child may feel that he should apologize to his mother

C. she does not realize that the child has been hurt

D. she doesn’t feel that she should have apologized

2. According to the author, saying “I’m sorry you’re upset.” most probably means “_____”

A. You have good reason to get upset B. I apologize for hurting your feelings

C. I’m wrong for making you upset D. I know you’re upset, but I’m not to blame

3. We learn from the last paragraph that in teaching children to say sorry ____.

A. their ages should be taken into consideration

B. parents should be patient and tolerant(宽容的)

C. parents need to set them a good example

D. the difficulties involved should be taken no notice of

4. It can be inferred from the text that apologizing properly is ________.

A. not necessary among family members B. a sign of social progress

C. not as simple as it seems D. a matter calling for immediate attention

完形填空（共20小题；每小题1.5分，满分30分）

阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

Around twenty years ago I was living in Seattle and going through hard times. I could not find 36 work and I found this especially difficult as I had a lot of experience and a Master’s degree.

To my 37 I was driving a school bus to 38 my family. I had been through five 39 with a company and one day they 40 to say I did not get the job. I went to the bus barn, feeling 41 .

Later that afternoon, 42 doing my rounds through a quiet suburban neighborhood I had an inner wave 43 from deep inside me and I thought “Why has my 44 become so hard?” “Give me a sign, I asked, a physical sign, not some inner 45 type of thing.”

Immediately after this internal（内心的） scream I 46 the bus over to drop off a little girl and as she 47 she handed me an earring saying I should keep it 48 somebody looked for it. The 49 was stamped metal, painted black and said “BE HAPPY”. Then it struck me. I had been putting all of my 50 into what was wrong with my life 51 than what was right!

One night there was a phone call for me from the 52 at a large hospital. She asked me whether I 53 do a report for 200 hospital workers. I said 54 and got the job.

My day with the hospital workers 55 very well. I got a great welcome and many more days of work. To this day I KNOW that it was because I changed my attitude to gratitude.

1.A. satisfying B. probable particular D. considerate

2. A. joy B. luck shame D. surprise

3. A. meet B. supply C. provide D. support

4. A. meetings B. interviews conferences D. reports

5. A. came B. hoped called D. expected

6. A. excited B. worried disappointed D. frightened

7. A. though B. while unless D. until

8. A. rise B. shout raise D. cry

9. A. work B. situation life D. position

10. A. sound B. voice noise D. thought

11. A. pulled B. carried brought D. held

12. A. took off B. put off gave off D. got off

13. A. as long as B. now that in case D. as soon as

14. A. earring B. watch necklace D. bag

15. A. money B. ideas energies D. strength

16. A. rather B. other more D. less

17. A. nurse B. work patient D. manager

18. A. should B. would must D. ought

19. A. no B. hello yes D. nothing

20. A. went B. looked seemed D. appeared

My students often tell me that they don’t have “enough time” to do all their schoolwork.

My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done.

Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.

If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important.

That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.

If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.

Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.

1..

From the passage, we know that the author is probably ______ .

A. a poet B. an educator C. a novelist D. an engineer

2..

We can infer from the 2nd paragraph that we students still _____ .

A. have enough time B. can meet the president

C. get everything done well D. should accept the explanation

3..

Which of the following is TRUE according to the passage?

A. The author’s students make good use of their time to do all their homework.

B. The author tried to tell the professor that he/she (author) had done a good job.

C. You can’t improve the quality of the work if you can’t get more time.

D. You’ll try to improve your skills in reading and writing if you’re a clever student.

4..

What’s the passage mainly about?

A. Students don’t have enough time. B. Don’t work harder; work smarter.

C. No one can get more time. D. Read better and write better.

My students often tell me that they don’t have “enough time” to do all their schoolwork.

My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done.

Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.

If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important.

That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.

If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.

Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.

1.

From the passage, we know that the author is probably ______ .

A. a poet B. an educator C. a novelist D. an engineer

2.

We can infer from the 2^nd paragraph that we students still _____ .

A. have enough time B. can meet the president

C. get everything done well D. should accept the explanation

3.

Which of the following is TRUE according to the passage?

A. The author’s students make good use of their time to do all their homework.

B. The author tried to tell the professor that he/she (author) had done a good job.

C. You can’t improve the quality of the work if you can’t get more time.

D. You’ll try to improve your skills in reading and writing if you’re a clever student

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