EAT YOUR VEGETABLES.　Wash your hands.　Always say "please"　and　"thank you　".We are full of advice for our children,　but when it comes to money,　we often have little to say.　As a result,　our children may grow up with clean hands and good manners,　but without any idea how to　manage their money.Here are some basics that will help guide them their entire lives：

Show them the future.　If your 13-year-old girl were to save $1.000,invest(投资)it at 8% and add $100 every month,　by the time she's 65,she would have $980,983!zxxk

Be careful of credit(信用).Credit cards can help you buy necessary things and build a credit history,　but they must be used responsibly,　which means paying off your debt in time.　Explain to your children that when you buy something using a credit card,　you can easily end up paying two or three times what you would have paid if you used cash.

Teach patience.　Suppose your child wants a new bicycle that costs $150.Rather than paying the cash,　give him some regular pocket money and explain that by putting aside,say,$15 each week,　he will be able to buy it for himself in only ten weeks.

Provide incentive.　Tell your children the importance of saving.　"For every dollar he or she agrees to save and invest rather than spend,　you agree to add another dollar to the pot,　"says Cathy Pareto,　expert in money planning.

Explain your values.　Values and money are deeply intertwined(缠结在一起),　says 　Eilleen 　Gallo,　co-author of The Financially Intelligent Parent.　When your child demands that you buy something,　explain why you really don't want to buy it.　"You might say, 'I'd rather save that money for your education,'"　advises Gallo.　Every time you spend or don't spend money,　you have a chance to share your values.

1.The writer gives some basics to help ____ in a proper way.

A．parents teach their children how to deal with money

B．children follow their parents　'instructions

C．children manage their money

D．parents save their money

2.The underlined word　"incentive"　in paragraph 6 means ____.

A．honor            B．praise            C．excitement        D．encouragement

3.What leads the writer to write this article?

A.　Parents want to know how to educate their children.

B.　He wants to share his good ideas about money matters.

C　.He thinks money management the most important for children.

D.　Parents care 　little 　about their children's management of money.

People of Burlington are being disturbed by the sound of bells. Four students from Burlington College of Higher Education are in the bell tower of the 36 and have made up their minds to 37 the bells nonstop for two weeks as a protest against heavy trucks which run 38 through the narrow High Street. “They not only make it 39 to sleep at night, but they are 40 damage to our houses and shops of historical 41 . ”said John Norris, one of the protesters.

“ 42 we must have these noisy trucks on the roads, ”said Jean Lacey, a biology student, “why don’t they build a new road that goes round the town? Burlington isn’t much more than a 43 village. Its streets were never 44 for heavy traffic. ”

Harry Fields also studying 45 said they wanted to make as much 46 as possible to force the government officials to realize what everybody was having to 47 . “Most of them don’t 48 here anyway, ”he said, “they come in for meetings and the Town Hall is soundproof, so they probably don’t 49 . It’s high time they realized the problem. ”The fourth student, Liza Vernum, said she thought the public were 50 on their side, and even if they weren’t, they soon would be.

I asked if they wer 51 that the police might come to 52 them.

“Not really, ”she said, “actually we are 53 bellringers. I mean we are assistant bellringers for the church. There is no 54 against practising. ”

I 55 the church with the sound of the bells ringing in my ears.

36. A. college　　　　　　　 B. village　　　　　　　 C. town　　　　　　　　 D. church

37. A. change　　　　　　　 B. repair　　　　　　　 C. ring　　　　　　　　　　　　 D. shake

38. A. now and then　　 B. day and night　 C. up and down　　　　　D. over and over

39. A. terrible　　　　　　　 B. difficult　　　　　　　C. uncomfortable　　　　D. unpleasant

40. A. doing　　　　　　　　 B. raising　　　　　　　 C. putting　　　　　　　　　　 D. producing

41. A. scene　　　　　　　　 B. period　　　　　　　 C. interest　　　　　　　　　　D. sense

42. A. If　　　　　　　　　　　 B. Although　　　　　 C. When　　　　　　　　　　 D. Unless

43. A. pretty　　　　　　　 B. quite　　　　　　　　　C. large　　　　　　　　　　　 D. modern

44. A. tested　　　　　　　　B. meant　　　　　　　C. kept　 　　　　　　　　　　 D. used

45. A. well　　　　　　　　　 B. hard　　　　　　　 C. biology　　　　　　　　　　 D. education

46. A. effort　　　　　　　　 B. time　　　　　　　 C. trouble　　　　　　　　　　 D. noise

47. A. stand　　　　　　　　 B. accept　　　　　 C. know　　　　　　　　　　　 D. share

48. A. shop　　　　　　　　　 B. live　　　　　　 C. come　　　　　　　　　　　　 D. study

49. A. notice　　　　　　　　 B. mention　　　　 C. fear　　　　　　　　　　　　　 D. control

50. A. hardly　　　　　　　 B. unwillingly　　　C. mostly　　　　　　　　　　　 D. usually

51. A. surprised　　　　　 B. afraid　　　　　　 C. pleased　　　　　　　　　　 D. determined

52. A. seize　　　　　　　　　B. fight　　　　　　 C. search　　　　　　　　　　 D. stop

53. A. proper　　　　　　　 B. experienced　 C. hopeful　　　　　　　　　　 D. serious

54. A. point　　　　　　　　　B. cause　　　　　 C. need　　　　　　　　　　 　 D. law

55. A. left　　　　　　　　　 B. found　　　　　　 C. reached　　　　　　　　　　 D. passed

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
　　Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
　　In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
　　Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
1. Group work provides pupils with the opportunity_________.
　　A. to develop academic abilities                 　　 B. to learn to teach.
　　C. to do some experiments                        　　 D. to learn to be capable organizers.
2. By "held back" in the first paragraph the author means _________.
　　A. drawn to their studies                           　　     B. prevented from advancing
　　C. made to remain in the same classes         　　 D. forced to study in the lower classes
3. In the passage the author's attitude towards " mixed-ability teaching" is ________.
　　A.questioning               B. approving  　　     C. objective 　　 D. critical
4. The author's purpose of writing this passage is to _________.
　　A. offer advice on the proper use of the library
　　B. emphasize the importance of appropriate formal classroom teaching
　　C. argue for teaching bright and not -so-bright pupils in the same class
　　D. recommend pair work and group-work for classroom activities
5. The author argues that a teacher's chief concern should be the development of the student's _____.
　　A. total personality              　　                   B. intellectual ability
　　C. learning ability and communicative skills        D. personal qualities and social skills