“In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on” said Avi Sadeh, psychology professor at Tel Aviv University. “Too little sleep and more accidents,” he said.

Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.

“When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. ” Sadeh said. “Some studies suggested that lack of sleep as a child affects development into adulthood and it’s more likely to develop their attention disorder when they grow older. ”

In earlier studies, Sadeh’s team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.

“Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.

“A tired child is an accident waiting to happen,” Hunt said. “And as kids get older, toys get bigger and the risks higher. ”Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.

“This is an important extension of what we already know, ” Hunt said of Sadeh’s research, adding sleep is as important as nutrition(营养) and exercise to good health.

“To put it into reality,” Hunt said, “parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. ”

What is Child Development?

A A new story                       B A popular book

C. A periodical magazine               D A TV programme

How many persons are exactly mentioned in the text?

A One          B Two          C Three           D Four

The underlined phrase “conducive to” (in the last sentence) means ________.

A helping to happen                  B influenced by

C full of                               D acceptable of

Which of the following statements is NOT true according to the passage?

A. There are some daily struggles between parents and children because of having nothing in common with extra rest time.

B. The children who sleep longer are weak in their study.

C. Lack of sleep as a child has great effect on their development into adulthood.

D. In general, children in elementary school need at least nine hours of sleep a night.

原创（一）

It is not so much what happens to each of us that determines our quality of life, but rather our reaction to what happens. Though we may have no     36    in unexpected events that happen to us, we most certainly have choice in   37   we interpret what happens, and in what we choose to do about it. These choices make all the   38   in how we experience our world and very much determine our    39     of life.

Neither does what we own    40    a major role in quality of life. One person with all the money and possessions in the world may have a   41   life, while another in the lowest income classes may    42   love their life. It is what we do with what we own that   43   our level of satisfaction and joy in life. It's not what you    44    or what happens to you in life that    45    , but rather what you do with it.

Every    46    something is happening in our lives. And every moment we    47    or a judgment about what happens. By choosing to become more   48   of how we react to what happens, we can   49   towards what we really want in our lives.   50    following habitual, reactive patterns which   51   more of the same, we can recognize and  52   our old habits to move powerfully in the   53   of creating the life we really want. Yet to do this, we must first find the    54  to look at some of the disempowering, often unconscious   55   which get in the way and don't serve to increase our quality of life. But by continually reminding ourselves of our intention to be creators, we can transform our life.

36．A．need                B．courage           C．choice             D．necessity

37．A．what               B．whether           C．that                 D．how

38．A．difference        B．troubles           C．decisions          D．measures

39．A．type                B．quality             C．amount            D．level

40．A．take                B．play                C．make               D．get

41．A．miserable         B．accessible         C．acceptable        D．adaptable 

42．A．practically              B．privately          C．absolutely        D．adequately

43．A．creates             B．investigates      C．affects             D．handles

44．A．lack                B．need                C．reserve            D．possess 

45．A．means             B．exists               C．works              D．matters

46．A．time                B．period             C．date                 D．moment

47．A．make a mistake                                   B．make a discovery

    C．make a decision                            D．make a fortune

48．A．conscious         B．sensitive          C．reasonable        D．active

49．A．alter                B．shift                C．differ                     D．distinguish

50．A．Other than              B．Rather than      C．As well as        D．According to

51．A．lead to             B．lie in               C．call for            D．appeal to/ equal to

52．A．transplant        B．transform         C．transport          D． transmit

53．A．edge                B．way                 C．direction          D．center

54．A．hope               B．interest            C．chance             D．courage

55．A．patterns           B．frames             C．landscape         D．examples

In bringing up children, every parent watches eagerly the child's acquisition (学会) of each new skill -- the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feelings of failure and states of worry in the child. This might happen at any stage. A baby might be forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural enthusiasm for life and his desire to find out new things for himself.

Parents vary greatly in their degree of strictness towards their children. Some may be especially strict in money matters. Others are severe over time of coming home at night or punctuality（准时）for meals. In general, the controls represent the needs of the parents and the values of the community as much as the child's own happiness.

As regards the development of moral standards in the growing child, consistency（前后一致） is very important in parental teaching. To forbid a thing one day and excuse it the next is no foundation for morality (道德). Also, parents should realize that "example is better than precept". If they are not sincere and do not practice what they preach (说教), their children may grow confused when they grow old enough to think for themselves, and realize they have been to some extent fooled.

A sudden awareness of a marked difference between their parents' principles and their morals can be a dangerous disappointment.

1.Eagerly watching the child’s acquisition of new skills, _________________.

A．should be avoided

B．is universal among parents

C．sets up dangerous states of worry in the child

D．will make the child lose interest in learning new things

2.In the process of children’s learning new skills, parents _________________.

A．should encourage them to read before they know the meaning of the words they read

B．should expect a lot of the children

C．should achieve a balance between pushing them too hard and leaving them on their own

D．should create as many learning opportunities as possible

3.The second paragraph mainly tells us that _________________.

A．parents should be strict with their children

B．parental controls reflect only the values of the community

C．parental restrictions vary, and are not always for the benefit of the children alone

D．it’s parents’ and society’s duty to control the children

4.The word“precept” in Paragraph 3 probably means “_________________”.

A．opinion           B．punishment        C．behavior          D．instruction

5.In terms of moral matters, parents should _____________________.

A．follow the rules themselves

B．be aware of the huge difference between adults and children

C．forbid things which have no foundation in morality

D．always ensure the security of their children

每空限填1个单词。

How to be a good listener

Everyone loves a good listener. But there are more reasons to develop the skill of listening than to win hearts or popularity contests.

Listening heals hurts and builds bridges. It gives us the ability to understand and empathize, to view the world from our own point. It can bring us wisdom over and above mere intelligence. But most importantly, it allows us to give the people around us the gifts they crave (渴望) most—a sense of worth.

As it turns out, there’s more to good listening than just keeping quiet and allowing someone to speak. Effective listening is actually a combination of two key communication skills: listening and verifying (确认).

Even when we’ve managed to hear a person’s entire message, we often interpret it wrong—according to our own understanding, experience, or prejudice. As an effective listener, your goal is to hear and absorb what another has to say……in exactly the way they mean it to be understood. Only then can you respond properly. This is much easier read than done, so here are a few helpful tips:

1. Give the speaker your full attention.

Stop talking and remove all distractions. Turn off the TV, your phone, or computer. Watch your body language. The way you look at the speaker, or the way you stand or sit, makes a huge difference. The right listening body language communicates that we are listening openly and attentively, and puts the other person at ease.

2. Be patient.

Not everyone is a gifted speaker. Some people take longer to find the right word to make a point. Others are too worried to get their message across properly. If necessary, ask the speaker to explain further. It will help him / her speak more exactly and it will help you hear and understand better.

3. Keep your emotions in check.

If what someone is saying creates an emotional response in you, make an extra effort to listen carefully. When we’re angry, frightened or upset, we often miss key parts of what is being said.

4. Hold your fire.

Don’t jump to conclusions immediately. A good listener doesn’t react until comprehension is complete. If you respond in a way that makes the other person defensive, even if you “win” the argument, you may lose something far more valuable.

5. Even if you think you understand. VERIFY.

Never assume you got the message right. Pause, think about what was said, and then ask “Is this what you meant?” or “Am I understanding this right?”

6. Empathize

Take a moment to stand in the other person’s shoes, to look at the situation from his / her point of view……especially when you’re being told something personal or painful, or something you strongly disagree with. The more shoes you are able to successfully stand in within your life time, the less puzzled you’ll find your life and relationships to be.

William James, the great psychologist (心理学家), said that most men are “old fogies (守旧者) at twenty-five”. He was right. Most men at twenty-five are satisfied with their jobs. They have closed their minds to all new ideas; they have stopped to grow.

The minute a man stops to grow –no matter what his years –that minute he begins to be old. On the other hand, the really great man never grows old. Goethe passed away at eighty-three, and finished his Faust only a few years earlier; Gladstone took up a new language when he was seventy. Laplace, the astronomer, was still at work when death caught up with him at seventy-eight. He died crying, “What we know is nothing; what we do not know is immense (extremely large).”

And there you have the real answer to the question, “When is a man old?”

Laplace at seventy-eight died young. He was still unsatisfied, still sure that he had a lot to learn.

As long as a man can keep himself in that attitude of mind, as long as he can look back on every year and say, “I grew”, he is still young.

The minute he ceases (stops) to grow, the minute he says to himself, “I know all that I need to know,” –that day youth stops. He may be twenty-five or seventy-five; it makes no difference. On that day he begins to be old.

According to William James, _______.

A. most people are not open to new ideas before 25.

B. few people continue to improve themselves after 25.

C. some people still try to make progress after 25.

D. all the people stop to make progress after 25.

The author mentions Goethe, Gladstone and Laplace to show that _____.

A. the great man stops to grow that minute he begins to be old.

B. the really great man never grows old.

C. the great man usually dies young.

D. the really great man never dies.

What do we know about Laplace?

A. He was a great writer.

B. He was not pleased with what he had learned.

C. He thought he was one of the greatest man.

D. He thought he was old when he was 25.

The author probably agrees with _______.

A. people should be pleased with what they have.

B. people should try to make a great difference.

C. people should cease to grow when they are 25.

D. people should not be satisfied with what they know.