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 "your noise was giving me a headache " leaves the person who has been injured feeling that he should be apologizing for his bad behavior in expecting an apology.

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.

Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtful or insulting, and which the person who is apologizing should promise never to do again. Saying "I'm useless as a parent" does not commit a person to any specific improvement.

These pseudo(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 resort to these pseudo-apologies.

But even when presented with examples of contrition（悔悟）, children still need help to become aware of the complexities of saying sorry. A three-year-old boy 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 boy might need reminding that spoiling other children's expectations can require an apology. A 12-year-old might need to be shown that taking 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. she doesn't feel that she should have apologized

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

C. the child may find the apology easier to accept

D. the child may feel that he owes her an apology

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'm aware you're upset, but I'm not to blame

C. I apologize for hurting your feelings

D. I'm at fault for making you upset

3. It is not advisable to use the general, all-covering apology because _______.

A. it gets one into the habit of making empty promises

B. it may make the other person feel guilty

C. it is vague and ineffective

D. it is hurtful and insulting

4. We learn from the last paragraph that in teaching children to say sorry _______.

A. the complexities involved should be ignored

B. their ages should be taken into thinking

C. parents need to set them a good example

D. parents should be patient and tolerant

5. It can be inferred from the passage that apologizing properly is _______.

A. a social issue calling for immediate attention   B. not necessary among family members

C. a sign of social progress                    D. not as simple as it seems

Kuss Middle School serves students in Fall River, Mass. , a former mill town that has struggled economically for decades. Students at Kuss have struggled, too, usually falling short of making the academic progress required under the No Child Left Behind law.
Then, last year, the school experimented with extending the school day. Teachers got paid at a higher hourly rate.
Students weren't thrilled at first with leaving school at 4:15 p.m. instead of at 2:20 p.m. But the added hours gave them more time for physical education and let them select special interest classes. By the end of the year, student scores had risen by enough to enable Kuss to make the progress required under the federal No Child Left Behind law.
The only surprise is that more districts haven't lengthened school schedules set decades ago to accommodate (适应) a farm economy rather the information economy of today.

My wife and I had just finished the 150-mile trip home from our daughter’s college. It was the first time in our life that we would __36__ for any length of time. We wondered how other people had __37__ it.
Later in bed, I __38__ the time I started college. My father had driven me, too. My mother had to stay home to keep the __39__ from getting into the crops. I, the fourth in a line of brothers, was the first to __40__ college.
The truck was slow, and I was glad. I didn’t want to get to the city __41__. I shook hands with my father in the truck and he didn’t say a word. But I knew he was going to make a little __42__. He finally said, “I never went to college and __43__ of your brothers did. I can’t say don’t do this or that, because everything is __44__ and I don’t know what is going to come up, but I think things will __45__. When you get a job, be sure to be honest and work hard.” I knew that soon I would be __46__ in the big town and I would be __47__ the life home.
Then my father __48__ the Bible that he had read so often. I knew that he would miss it but I must __49__ it. He just said, “This can help you __50__ you will let it.”
When I finished school I took the Bible __51__ to my father. But he said he wanted me to __52__ it.
Now, too often, I remember. It would have been so __53__ to give it to my daughter when she got out of the car. But I didn’t. My father could give me only a Bible, but now I don’t really believe that I gave her half as __54__ as my father gave me. So the next morning I __55__ up the book and sent it to her. I wrote a note “This can help you.” I said, “if you will let it.”

选词填空（共8小题，每小题1.5分，满分12分）

59．I walked on tiptoe towards the woods，for we were afraid our      will frighten the birds away.

60．You can     one other class member if you want.

61．Did you find the map       by the young traveler when he was hiking in the mountains?

62．The immigrants always try to      the customs and traditions in their homeland.

63．Bell never      to invent the telephone and what he was trying to design was a multiple telegraph.

64．These courses are designed to help you make greater progress        your current level.

65．This policy cannot be criticized        customer satisfaction．

66．After Dolly the sheep came into this world, the efforts of many scientists            .

Twenty-first century humanity has mapped oceans and mountains, visited the moon, and surveyed the planets. But for all the progress, people __1  don’t know one another very well.

That brings about Theodore Zeldin’s “  2  of conversation” — events   3  individuals sit in pairs with persons they don’ t know for three hours of  4  talk designed to help people know better about each other.

Mr. Zeldin heads Oxford Muse, a l0-year-old foundation based on the  _5  that what people need is not more information, but more inspiration and encouragement.

The “feast” in London looks  6 at politics or events, but at how people have felt about work, relations among the sexes, hopes  7   fears, enemies and authority, the shape of their lives. The “menu of _8  ” includes topics like “How have your concerns changed   9  the years?” Or, “What have you done against the past?”

As participants gathered, Zeldin opened with a speech: that despite  _10  communications like QQ and MSN in a globalized age, issues of human heart   11 . Many people are lonely, or occupied in dealing with their daily businesses that discourage knowing the _ 12 _ of one another. “We are trapped in _ 13 _ conversations and the whole point now is to think, which is sometimes painful,”he says. “But   14 _ interaction is what separates us from other species, __15  maybe dogs that do have interactions with humans.”

The main rules of the “feast”: Don’t   16 _ with someone you know or ask questions you would not answer. The only awkward moment came when the multi-racial crowd of people of different ages, in sun hats, ties and   __17_, looked to see   18  they would talk with for hours.   19  15 minutes later, everyone was seated and talking, continuing full force until organizers interrupted them 180 minutes later.

Some said they felt free to talk on   20   topics. Thirty-something Peter, from East London, said that “it might take weeks or months to get to the level of interaction we suddenly opened up.”

1.                A．still            B．already         C．even D．yet

2.                A．topic           B．subject         C．idea D．feast

3.                A．what           B．when          C．that  D．where

4.                A．free           B．organized       C．guided   D．random

5.                A．theory         B．idea           C．opinion   D．fact

6.                A．not            B．not only        C．never    D．ever

7.                A．but            B．and            C．or   D．with

8.                A．talk            B．speech         C．conversation   D．communication

9.                A．during         B．over           C．for  D．within

10.               A．convenient      B．accessible       C．immediate D．instant

11.               A．leave          B．appear         C．disappear  D．remain

12.               A．depth          B．well           C．truth D．good

13.               A．small          B．daily           C．deep D．shallow

14.               A．thinking        B．talking         C．communicating  D．lecturing

15.               A．with           B．besides         C．except    D．from

16.               A．talk            B．pair           C．involve    D．sit

17.               A．dresses        B．skirts          C．T-shirts    D．coats

18.               A．which          B．whom          C．who  D．that

19.               A．So            B．And           C．But   D．Then

20.               A．hot            B．popular        C．sensitive   D．private