----Did you see a child dressed in red pass by?
----Sorry, I _____ the poster on the board without noticing anyone.

Jason had been watching the X Games on TV. Athletes from all over the world were competing in the most amazing sports. Just then his grandmother walked into the room. “I want to be extreme. Would you really let me do that? You always worry about my safety!” said Jason.

“You will have to follow some rules,” said his grandmother. “You can only ride in the park — never on the streets. You have to promise to wear a helmet (头盔). If you hurt yourself too much, I have the right to take your skateboard away. Is it a deal?”

“You bet!” Jason was so excited that he jumped off the sofa. A week later he had a board and a helmet.

On Saturday, his grandmother dropped him off near the park. He was happy to have a grandmother who let him try new things.

Kids in the park were moving quickly up and down the ramps (坡道). They flew into the air and landed as easily as birds. When he watched the X games, Jason felt like he was doing the tricks himself. But watching these kids up close, he knew that none of it was going to be easy. He felt a little bit scared.

Very slowly he carried his board to the ramp. Taking a deep breath, he put his right foot on the board. He kicked off with his left foot. For a few seconds he glided (滑行) along, just waiting to fall. Then he came to a stop. Kicking off again, he waited for the worst to happen. Again, he stayed up. The third time he kicked, lost his balance, and fell hard on his left knee.

It hurt, but it was no big deal! Why had he been so scared? Now he felt calm because things had gone wrong, and he was fine!

Next time he kicked off harder and went fast and farther. “Excellent!” said a girl as she passed him. “Extreme!” laughed Jason to himself. “Not quite.”

1.Jason’s grandmother agreed to let him try skateboarding unless _____.

A．he finished his homework                 B．he liked the sport

C．he observed some rules                  D．he won a bet

2.Jason jumped off the sofa because _____.

A．he was allowed to go skateboarding

B．he was angry at his grandmother

C．he was going to play outside

D．he was given a board and a helmet

3.The girl praised Jason for his _____.

A．skill              B．honesty           C．courage           D．kindness

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?
The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.
The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次)　of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科)　science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).
Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”
But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.
【小题1】What do we know about this unusual class?

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?

The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.

The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次)　of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科)　science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).

Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”

But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.

1.What do we know about this unusual class?

2.The experiment was designed to find out             

3.Finding levels of meaning is            .

4.What did the science professors learn after the experiment?

Here are six steps to better studying.

Pay attention in class

Do you have trouble paying attention in class? Are you sitting next to a loud person? Tell your teacher or parents about any problem that is preventing you from paying attention.

Take good notes

Write down facts that your teacher mentions or writes on the board. Try to use good handwriting so you can read your notes later. It’s a good idea to keep your notes organized by subject.

Plan ahead for tests and projects

Waiting until Thursday night to study for Friday’s test will make it hard to do your best. One of the best ways to make sure that doesn’t happen is to plan ahead. Write down your test dates. You can then plan how much to do after school each day, and how much time to spend on each topic.

Break it up

When there’s a lot to study, it can help to break things into several parts. Let’s say you have a spelling test on 20 words. Instead of thinking about all of the words at once, try breaking them down into five-word groups and work on one or two different groups each night.

Ask for help

You can’t study effectively if you don’t understand the material. Be sure to ask your teacher for help. If you’re at home when the confusion occurs, your morn or dad might be able to help.

Sleep tight

So the test is tomorrow and you’ve followed your study plan—but suddenly you can’t remember anything! Don’t panic. Your brain needs time to digest all the information you’ve given it. Try to get a good night’s sleep and you’ll be surprised by what comes back to you in the morning.

1.We know from the passage that a loud person is       .

2.According to the author, which of the following is an effective studying method?

3.If you don’t understand what you have learnt, you can       .

4.By saying “Sleep tight”, what does the author mean?