The life-long benefits of teaching children how to take care of their money make it well worth the effort. Children who are not taught these lessons pay the consequences for a life time. Some parents don’t teach children about money because they think they shouldn’t talk about money with children, don’t have the time, or think they don’t have enough money. Parents should take the time to teach children about money regardless of their income and should start when children are young.

Most people have strong feelings and opinions about money, based on childhood experiences and the values and beliefs of their families. Most often, these experiences, values, and beliefs are different for each parent. Parents should talk about these feelings and opinions and establish an unchanging approach（方式） to teaching children about money. This is important for the healthy development of children.

Here are some tips that parents can keep in mind as they begin teaching their children to manage money:

★ Guide and advise your children how to spend their money, rather than tell them what they can and cannot do.

★ Encourage and praise children rather than criticize their actions.

★ Allow children to learn by mistakes and by successes.

★ Be consistent（前后一致的） while taking children’s differences into consideration.

★ Include all family members in money management discussions, decision making, and activities that are suitable for their age. As children get older include them in discussions of limits and consequences.

★ Expect all family members to do some everyday chores based on their abilities without being paid.

★ Express your desire to have things you can’t afford. Children need to know that parents say “no” to themselves, too.

1.It is _____ for parents to teach their children about money management in their childhood.

A．easy             B．useless           C．too early          D．beneficial

2.15-year-old Harry isn’t good at managing his money. His mother is advised to _____.

A．explain to him how to manage his money better

B．pay him more money to deal with his chores

C．praise him for what he has done

D．allow him to buy what he wants

3.When parents discuss how to manage the family finances, they should _____.

A．include their children in the discussion

B．express their desire to have some valuable things

C．pay more attention to their children’s differences

D．try to meet their older children’s needs first

The life-long benefits of teaching children how to take care of their money make it well worth the effort. Children who are not taught these lessons pay the consequences for a life time. Some parents don’t teach children about money because they think they shouldn’t talk about money with children, don’t have the time, or think they don’t have enough money. Parents should take the time to teach children about money regardless of their income and should start when children are young.

       Most people have strong feelings and opinions about money, based on childhood experiences and the values and beliefs of their families. Most often, these experiences, values, and beliefs are different for each parent. Parents should talk about these feelings and opinions and establish an unchanging approach（方式） to teaching children about money. This is important for the healthy development of children.

       Here are some tips that parents can keep in mind as they begin teaching their children to manage money:

       ★ Guide and advise your children how to spend their money, rather than tell them what they can and cannot do.

       ★ Encourage and praise children rather than criticize their actions.

       ★ Allow children to learn by mistakes and by successes.

       ★ Be consistent（前后一致的） while taking children’s differences into consideration.

       ★ Include all family members in money management discussions, decision making, and activities that are suitable for their age. As children get older include them in discussions of limits and consequences.

       ★ Expect all family members to do some everyday chores based on their abilities without being paid.

       ★ Express your desire to have things you can’t afford. Children need to know that parents say “no” to themselves, too.

64. It is _____ for parents to teach their children about money management in their childhood.

A. easy               B. useless    C. too early            D. beneficial

65. 15-year-old Harry isn’t good at managing his money. His mother is advised to _____.

A. explain to him how to manage his money better

B. pay him more money to deal with his chores

C. praise him for what he has done

D. allow him to buy what he wants

66. When parents discuss how to manage the family finances, they should _____.

A. include their children in the discussion

B. express their desire to have some valuable things

C. pay more attention to their children’s differences

D. try to meet their older children’s needs first

As children face their final month of revision before the exam season starts, many parents are looking for the words to motivate their offspring．But could they be mistakenly praising the value of ability over effort, asks Matthew Syed．

    Take a glance at these expressions of encouragement:

    "You learned that so quickly, you're so smart!"

    "Look at that drawing．Are you -the next Picasso or what?"

They appear as the kind of confidence-boosting statements that should be given to children or, indeed, anyone else．Such phrases are used in homes and classrooms every day, particularly with exams approaching．

Intelligence-based praise leads the receiver towards the fixed thought —it suggests to them that intelligence is of primary importance rather than the effort through which intelligence can be transformed．

Let's take a quick second look into the science of expertise, and ask a question．Where does excellence come from? For a long time, it was thought the answer to this depended, to a large degree, on genetic inheritance．Or, to put it another way, it is all about talent．

It turns out that this is mistaken．Dozens of studies have found that top performers—whether in maths, mi sic or whatever—learn no faster than those who reach lower levels of achievement—hour after hour, they improve at almost the same rates．

The difference is simply that high achievers practice for more hours．Further research has shown that when students seem to possess a particular gift, it is often because they have been given extra tuition at home by their parents．

This is not to deny that some kids start out better than others—it is merely to suggest that the starting point we have in life is not particularly relevant．

Why? Because, over time, with the right, kind of practice, we change so dramatically．It is not just the body that changes, but the brain．The question of talent versus effort would not matter terribly much if it  as merely theoretical．But it is so much more than that．It influences the way we think, feel, and the way we engage with our world．

1.What is the best title of this passage?

    A．The Words That Could Encourage Your Child

    B．Intelligence Says All

    C．High and Low Achievers

    D．Start Early, Learn More

2.Which statement is intelligence-based praise?

    A．"You're so brilliant - you passed that exam without really studying!"

    B．"With more efforts, you can achieve more!"

    C．" You combine study with entertainment so well!"

    D．"You study so hard even when you are so good at it!"

3.The writer thinks the answer to the question of talent versus effort is _____．

    A．simple           B．complicated      C．obvious          D．mysterious

4.Why do some people have higher achievements?

    A．Because they are born with great talent.

    B．Because they start better than others.

    C．Because they spend more of their spare time practicing what they have learnt.

    D．Because they improve themselves at almost the same rates.

As children face their final month of revision before the exam season starts, many parents are looking for the words to motivate their offspring．But could they be mistakenly praising the value of ability over effort, asks Matthew Syed．
Take a glance at these expressions of encouragement:
"You learned that so quickly, you're so smart!"
"Look at that drawing．Are you -the next Picasso or what?"
They appear as the kind of confidence-boosting statements that should be given to children or, indeed, anyone else．Such phrases are used in homes and classrooms every day, particularly with exams approaching．
Intelligence-based praise leads the receiver towards the fixed thought —it suggests to them that intelligence is of primary importance rather than the effort through which intelligence can be transformed．
Let's take a quick second look into the science of expertise, and ask a question．Where does excellence come from? For a long time, it was thought the answer to this depended, to a large degree, on genetic inheritance．Or, to put it another way, it is all about talent．
It turns out that this is mistaken．Dozens of studies have found that top performers—whether in maths, mi sic or whatever—learn no faster than those who reach lower levels of achievement—hour after hour, they improve at almost the same rates．
The difference is simply that high achievers practice for more hours．Further research has shown that when students seem to possess a particular gift, it is often because they have been given extra tuition at home by their parents．
This is not to deny that some kids start out better than others—it is merely to suggest that the starting point we have in life is not particularly relevant．
Why? Because, over time, with the right, kind of practice, we change so dramatically．It is not just the body that changes, but the brain．The question of talent versus effort would not matter terribly much if it  as merely theoretical．But it is so much more than that．It influences the way we think, feel, and the way we engage with our world．
【小题1】What is the best title of this passage?

       Everyone likes to feel that he or she is special.

       Unfortunately, many of us grow up believing that we’re not special at all. We wish that we could be better at sports or more attractive. We wish we had nicer clothes or more money. Like the Scarecrow, the Tin Man, or the Cowardly Lion from The Wizard of Oz (《绿野仙踪》), we believe we’re not good enough just as we are. In the movie, the Scarecrow wishes that he had a brain. The Tin Man wishes he had a heart, and the Lion wants courage. In the end, each of them realizes that he already has what he needs.

       Most parents want us to be the best we can be. They sometimes try to encourage us to do better by comparing us to others. They mean well, but the message we often get is that we’re not good enough. We begin to believe that the only way we can be special is by being better than someone else, but we are often disappointed. There will always be someone out there who is better than we are at something. There are plenty of people around who may not be as smart as we are but who are better at sports. Or they may not be as good-looking, but they have more money. It is impossible for us to be better than everyone else all the time.

       Like the Scarecrow, the Tin Man, and the Cowardly Lion, we all want what we believe will make us better people. What we don’t realize is that often we already have inside us the very things that we seek. Parents sometimes forget to tell us that we are special, that we are good enough just as we are. Maybe no one told them that when they were growing up, or maybe they just forgot. Either way, it’s up to us to remind them from time to time that each of us, in our own way, is special. What we are ... is enough.

This passage is most likely written by a ______.

A. teenager     B. parent C. teacher       D. coach

According to the author, it seems improper for parents to ______.

A. compare their children with others now and then

B. give no pressure to their children 

C. remind their children frequently they are special

D. praise their children too much

By discussing the characters in The Wizard of Oz, the author mainly wants to show ______.

A. we are not good enough just as we are

B. we already have inside us what we want

C. it is impossible for us to be better than others

D. there is always someone who is better than us

What does the author of this passage believe?

A. Not everyone can be special.                 

B. Smart people are more special than others.

C. The richer you are, the better you are.           

D. We are all good enough just the way we are.