Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high-risk behaviors, and help young people grow into healthy, successful adults.

The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug-taking, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting different kinds of fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society.

Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage matters -- young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression, suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after-school programs have a promising future, how they are designed and run matters.

Title: Quality After-school Programs

Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high-risk behaviors, and help young people grow into healthy, successful adults.

　 The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug use, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting the following fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society.

Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage (时量) matters ---- young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities for positive relationships, skill building, meaningful involvement (参与), expression, suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environments, encourage personalized (个性化的) involvement, and actively create learning opportunities. In short, although after-school programs have promising future, how they are designed and run matters.

Cheating is nothing new. But today, education and administrations are finding that examples of academic dishonesty on the part of students have become more frequent--- and are less likely to be punished---than in the

past. Cheating appears to have gained acceptance among good and poor students alike.

Why is student cheating on the rise? No one really knows. Some blame the trend on a general loosening of moral values among today’s youth. Others have attributed(归因于) increased cheating to the fact that today’s youth are far more practical than their idealistic ancestors. Whereas in the late sixties and early seventies, students were filled with visions about changing the word, today’s students feel great pressure to survive and succeed. In interviews with students at high schools and colleges around the country, both young men and women said that cheating had become easy. Some suggested they did it out of hate for teachers they didn’t respect. Others looked at it as a game. Only if they were caught, some said, would they feel guilty. “People are competitive,” said a second-year college student named Anna, from Chicago. “There is an potential fear. If you don’t do well, your life is going to be ruined. The pressure is not only from parents and friends but from yourself. To achieve. To succeed. It’s almost as though we have to surpass people to achieve our own goals.

Edward Wynne, editor of a magazine blames the rise in academic dishonesty in the schools. He claims that administrators and teachers have been too hesitant to take action. Dwight Huber, chairman of the English Department at Amarillo sees the matter differently, blaming the rise in cheating on the way students evaluated. “I would cheat if I felt I was being cheated,” Mr. Huber said. He feels that as long as teachers give short-answer tests rather than essay questions and rate students by the number of facts they can memorize rather than by how well they can combine and process information, students will try to beat the system. “ The concept of cheating is based on the false belief that the system is legal and there is something wrong with the individual who’re doing it,” he said, “That’s too easy an answer. We’ve got to start looking at the system.”

1.Educators are finding that students who cheat________.

A. have poor academic records

B. use the information in late years

C. can be academically weak or strong

D. are more likely to be punished than before

2.Which of the following statements reflects the information in the passage?

A. The pressure students faced with is partly the reason causing the student cheating.

B. Only the educational system and administrators are to blame for the rise in the cheating.

C. The 1960s vision of changing the world helped students never make mistakes.

D. Punishment for cheaters has always been severe in this country.

3.The phrase “the individuals” in Line 8, Para 3 refers to _________.

A. students who practice cheating

B. parents who put pressure on their children.

C. school administrators who approve of short-answer tests.

D. teachers who are too hesitant to take actions against cheating.

4.The author probably would agree with the point of view that _________.

A. students who cheat should be driven out of school

B. parents alone must take responsibility for the rise in student cheating

C. the educational system is sound, and students must follow every rule

D. the educational system in this country would benefit from a thorough evaluation

Cheating is nothing new. But today, education and administrations are finding that examples of academic dishonesty on the part of students have become more frequent--- and are less likely to be punished---than in the
past. Cheating appears to have gained acceptance among good and poor students alike.
Why is student cheating on the rise? No one really knows. Some blame the trend on a general loosening of moral values among today’s youth. Others have attributed(归因于) increased cheating to the fact that today’s youth are far more practical than their idealistic ancestors. Whereas in the late sixties and early seventies, students were filled with visions about changing the word, today’s students feel great pressure to survive and succeed. In interviews with students at high schools and colleges around the country, both young men and women said that cheating had become easy. Some suggested they did it out of hate for teachers they didn’t respect. Others looked at it as a game. Only if they were caught, some said, would they feel guilty. “People are competitive,” said a second-year college student named Anna, from Chicago. “There is an potential fear. If you don’t do well, your life is going to be ruined. The pressure is not only from parents and friends but from yourself. To achieve. To succeed. It’s almost as though we have to surpass people to achieve our own goals.
Edward Wynne, editor of a magazine blames the rise in academic dishonesty in the schools. He claims that administrators and teachers have been too hesitant to take action. Dwight Huber, chairman of the English Department at Amarillo sees the matter differently, blaming the rise in cheating on the way students evaluated. “I would cheat if I felt I was being cheated,” Mr. Huber said. He feels that as long as teachers give short-answer tests rather than essay questions and rate students by the number of facts they can memorize rather than by how well they can combine and process information, students will try to beat the system. “ The concept of cheating is based on the false belief that the system is legal and there is something wrong with the individual who’re doing it,” he said, “That’s too easy an answer. We’ve got to start looking at the system.”

1. 1.

   Educators are finding that students who cheat______.

   1. A.
      have poor academic records
   2. B.
      use the information in late years
   3. C.
      can be academically weak or strong
   4. D.
      are more likely to be punished than before
2. 2.

   Which of the following statements reflects the information in the passage?

   1. A.
      The pressure students faced with is partly the reason causing the student cheating
   2. B.
      Only the educational system and administrators are to blame for the rise in the cheating
   3. C.
      The 1960s vision of changing the world helped students never make mistakes
   4. D.
      Punishment for cheaters has always been severe in this country
3. 3.

   The phrase “the individuals” in Line 8, Para 3 refers to ______.

   1. A.
      students who practice cheating
   2. B.
      parents who put pressure on their children
   3. C.
      school administrators who approve of short-answer tests
   4. D.
      teachers who are too hesitant to take actions against cheating
4. 4.

   The author probably would agree with the point of view that______.

   1. A.
      students who cheat should be driven out of school
   2. B.
      parents alone must take responsibility for the rise in student cheating
   3. C.
      the educational system is sound, and students must follow every rule
   4. D.
      the educational system in this country would benefit from a thorough evaluation

How a person reacts to criticism(批评) often means the difference between success and failure. Take the   1  of Ole Bull, the famous Norwegian   2   of the 19th century.

His   3  father, a chemist, sent him to the University of Christiania to study for the ministry(牧师) and  4   him to play his beloved violin. He soon   5   the course and, disobeying his father,   6   all his time and energy to the violin. Unfortunately, though he had great ability, his teachers were   7  unskilled, so that by the time he was ready to start his concert   8   he wasn’t prepared.

In Italy a Milan newspaper   9   wrote: “He is a (n)   10   musician. If he be a diamond, he is certainly in the   11  and unpolished.”

There were two ways Ole Bull could have   12   to that criticism. He could have let it make him angry, or he could learn from it. Fortunately he chose the   13  . He went to the newspaper office and asked to see the critic. The   14   editor introduced him. Ole spent the evening with the 70-year-old critic, asked about his faults, and   15   the old man’s advice on how to correct them.

1．A．position                 B．place                   C．sample                D．case

2．A．musician               B．violinist               C．pianist                 D．performer

3．A．awkward              B．generous             C．stubborn             D．confident

4．A．allowed                 B．forbade               C．forced                 D．urged

5．A．gave up                 B．took up               C．made up              D．picked up

6．A．devoted                 B．donated               C．supplied              D．allocated

7．A．absolutely              B．completely           C．relatively             D．gradually

8．A．journey                 B．travel                  C．voyage                D．tour

9．A．editor                    B．critic                   C．reporter               D．journalist

10．A．untrained             B．gifted                  C．mature                D．leading

11．A．rough                  B．delicate                C．desperate             D．evident

12．A．referred               B．attracted              C．affected              D．reflected

13．A．former                B．latter                   C．later                    D．earlier

14．A．frightened            B．ashamed              C．astonished           D．convinced

15．A．questioned           B．sought                 C．offered                D．explored

16．A．delayed               B．deleted                C．cancelled             D．ignored

17．A．totalled                B．squeezed             C．spent                  D．spared

18．A．beneficial             B．theoretical            C．academic             D．able

19．A．by                      B．of                       C．upon                   D．after

20．A．when           B．as             C．while              D．since