A service-learning opportunity for teens that deals with fatherhood, parenting, and so on．
Older teens, grades 10－12, teach younger teens, grades 6－9, about the importance of fathers in children’s lives, the legal and financial responsibilities of parenting．
Teen teacher training goals & objectives
The goal of the teen teacher training is to better understand the complex problems surrounding legal fatherhood in our society．By discussing what makes healthy families, explaining the meaning of paternity(父亲的身份), and examining the risks people take in their lives, teens will develop the skills needed to make informed decisions in their own relationships and, finally, teach this information to others．
What’s in it for me?
An opportunity to：
Learn life skills like communication, decision making, and problem solving．
Get the chance to use knowledge in meaningful and effective ways．
Develop leadership, planning, teamwork, time management, and organizational skills to help you in every aspect of your life．
Forming lasting relationships with adult mentors(导师)．
Comments from teen teachers
“‘Dads Make a Difference’ made me realize how permanent and expensive parenthood is．”
“Speaking in from of groups and directing people in activities, I feel, is a valuable skill to have that I will use throughout my life．”
“I wish I would have gone through this program when I was in Junior High．I know it would have helped me to really think about the future and to make good decisions．”
“‘Dads Make a Difference’ has helped me to know the effects of my actions before I take them and I know what risks not to take to protect my future．”
(1)
“Dads Make a Difference”is a(n)________．
[ ]
A．
name of a school
B．
training center
C．
social organization
D．
education program
(2)
“Dads Make a Difference”can ________．
[ ]
A．
provide teens a chance to be a teacher in Junior High
B．
help teens learn more about parents
C．
help teens develop their life skills
D．
advise teens how to avoid risks in life
(3)
According to the passage, who will benefit most from“Dads Make a Difference”?
[ ]
A．
fathers and sons
B．
mothers and daughters
C．
teen teachers and adult mentors
D．
teens and societies
(4)
The underlined word“them”in the last paragraph refers to ________．
To take the apple as a forbidden fruit is the most unlikely strory the Christians(基督教徒)ever cooked up．For them, the forbidden fruit from Eden is evil(邪恶的)．So when Colu brought the tomato back from South America, a land mistakenly considered to be eden, ever jumped to be the obvious conclusion．Wrongly taken as the apple of Eden, the tomato was shut o the door of Europeans．
What made it particularly terrifying was its similarity to the mandrake, a plant that was the to have come from Hell(地狱)．What earned the plant its awful reputation was its roots w looked like a dried-up human body occupied by evil spirits．Tough the tomato and the man were quite different except that both had bright red or yellow fruit, the general population consio them one and the same, to terrible to touch．
Cautious Europeans long ignored the tomato, and until the early 1700s most of the We people continued to drag their feet．In the 1880s, the daughter of a well-known plant expert that the most interestinig part of an afternoon tea at her father's house had been the “introduction this wonderful new fruit-or is it a vegetable?”As late as the twentieth century some writers classed tomatoes with mandrakes as an”evil fruit”．
But in the end tomatoes carried the day．The hero of the tomato was an American named R Johnson, and when he was publicly going to eat the tomato in 1820, people journeyed for hun of miles to watch him drop dead．”Wha are you afraid of?”he shouted．”I'll show you fools these things are good to eat!” Then he bit into the tomato．Some people fainted．But he sur and, according to a local story, set up a tomato-canning factory．
(1)
The tomato was shut out of the door of early Europeans mainly because ________．
[ ]
A．
it made Christive evil
B．
it was the apple of Eden
C．
it came from a forbidden land
D．
it was religiously unacceptable
(2)
What can we infer the underlined part in Paragraph 3?
[ ]
A．
The process of ignoring the tomato slowed down
B．
There was little pregress in the study of the tomato
C．
The tomato was still refused in most western countries
D．
Most western people continued to get rid of the tomato
(3)
What is the main reason for Robert Johnson to eat the tomato Publicly?
[ ]
A．
To manke imself a hero
B．
To remove people's fear of the tomaoto
C．
To speed up the popularityt of the tomato
D．
To persuade people to buy products fo\rom his factory
(4)
What is the main purpose of the passage?
[ ]
A．
To challenge people's fixed concept of the tomato
B．
To give an explanation to people's dislike of the tomato
C．
To present the change of people's attitudes to the tomato
D．
To show the process of freeing the tomato from religious influence
新编小学单元自测题系列答案