There’s a time to get angry, and it’s best for your child if you do. Let’s say your child hits a playmate with a toy hard enough to make the other child cry. How can you teach your child to feel sorry so he or she won’t do it again? Researchers say the best way for parents to react（反应）is to show their anger and to let the child know exactly why they are mad.

　　Many parents believe that it is best to control their feelings and to wait until they’re calm before scolding their children. But the mother or father who explains reasonably to a child , “Peter was crying because you hit him,” is not likely to attract much attention. Young children need to be scolded immediately, and strongly, before they’ll take criticism （批评）to heart.

　　When your young child does something wrong, scold him or her seriously at once. At the same time be sure to tell the child clearly what he or she has done wrong. An angry reaction without an immediate explanation does little good. Forbidding a child to play outside or not allowing him to watch TV as a punishment works well-but only when taken together with an explanation. Make sure your child understands that although his or her wrongdoing has made you angry, you still love him or her. Use simple, direct words such as, “You hurt peter. How would you feel if he hit you? You must never, never hurt people.” If your voice expresses strong feeling clearly, your message will carry enough weight.

According to researchers, how should parents react when their child did something wrong?

       A．Ask the child not to do it again any time.

       B．Show the child how angry they are and tell him why.

       C．Teach the child why and how to say sorry to others.

       D．Let the child know you still love hime or her.

What do many parents think they should do with the wrongdoer?

       A．Calm themselves down before scolding him.

       B．Hide their feelings when talking to him.

       C．Explain immediately why he was wrong.

       D．Speak strongly and angrily to him.

What could be the best title for the text?

       A．Different Ways to Deal with Children’s Wrongdoings

       B．Differences among Parents in Dealing with Children

       C．Best Ways to Stop Children’s Wrongdoings

       D．Research on Preventing Children from Hurting Others

Doreen Sykora is now a junior at McGill University. She had a difficult time when she first began college. She said, “I was always well prepared for my examinations. But when I go into class to take the exam, I would fall apart. I could just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology(人类学) student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed(加压力于) about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved greatly! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were much the same. He is enjoying school a lot more and learning more.

1. What is the similarity between Doreen Sykora and Hitoshi Sakamoto?

A. They are students from the same university.

B. They failed in all the examinations.

C. They both had experiences of test anxiety.

D. They both had the same poor studying habits.

2. The phrase “blank out” in Paragraph 1 refers to “_______.”

A. lose interest in the exam           B. refuse to take the exam

C. get an extra paper                  D. be unable to think clearly

3. What’s the purpose of some special university student-help courses?

　　A. To help students to reduce test anxiety.   

　　B. To show a stress level experienced by students.

　　C. To learn more knowledge about test anxiety.

　　D. To have a better understanding of test anxiety.

阅读理解

　　On June 17, 1744, the officials from Maryland and Virginia held a talk with the Indians of the Six Nations. The Indians were invited to send boys to William and Mary College. In a letter the next day they refused the offer as follows:

　　We know that you have a high opinion of the kind of learning taught in your colleges, and that the costs of living of our young men, while with you, would be very expensive to you. We are certain that you mean to do us good by your suggestion; and we thank you heartily. But you must know that different nations have different ways of looking at things, and you will therefore not be displeased if our ideas of this kind of education happen not to be the same as yours. We have had some experience of it. Several of our young people were formerly brought up at the colleges of the northern provinces; they were taught all your sciences; but, when they came back to us, they were bad runners, and they knew little little of every means of living in the woods...they were totally good for noting.

　　We are, however, not the less obliged by your kind offer, though we refuse to accept it; and to show our grateful sense of it, if the gentlemen of Virginia will send us a dozen of their sons, we will take care of their education, teach them in all we know, and make men of them.

（1）The passage is about ______ .

[　　]

A. the talk between the Indians and the officials

B. the colleges of the northern provinces

C. the educational values of the Indians

D. the problems of the Americans in the mid-eighteenth century

（2）The Indians' chief purpose in writing the letter seems to be to _____ .

[　　]

A. Politely refuse a friendly offer

B. express their opinions on equal treatment

C. show their pride

D. describe Indian customs

（3）According to the letter, the Indians believed that ______ .

[　　]

A. it would be better for their boy to receive some schooling

B. they were being hurt by the offer

C. they knew more about science that the officials

D. they had a better way of education young men

（4）Different from the officials' view of education, the Indians thought _____ .

[　　]

A. young women should also be educated

B. they had different objects of education

C. they taught different branches of science

D. they should teach the sons of the officials first

（5）The mood of the letter as a whole is best described as ______ .

[　　]

When an earthquake hit a small town，many houses fell down.After the earthquake，all the newspapers reported many stories about some of the families who were in trouble.

One Sunday，when I was reading a newspaper，a special picture touched me.It gave the clothing sizes of each family member.I thought that this would be a good chance to teach my children to help those who were less lucky than themselves.I said to my seven?year?old twins，Brad and Brett，and three?year?old Meghan，“We have so much，and these poor people now have nothing.We’ll share what we have with them.”

I filled a box with foods and clothes.While I was doing this，I encouraged the boys to choose their toys and donate some of their less favourite things.Meghan watched quietly as the boys took out their old toys and games and put them together.Then she walked away.A few minutes later she came back with Lucy，her much?loved doll.She put the doll on top of the other toys.“Oh，dear，”I said.“You don’t have to give Lucy.You love her so much.”Meghan said，“Lucy makes me happy，Mommy.Maybe she’ll make another little girl happy, too.”

I looked at Meghan for a long moment.She taught me a lesson.It’s easy to give something that we don’t want any more，but hard to give what we cherish(珍爱)，isn’t it?

1．The writer has ________ children.

A．one 　　　　　 B．two 　　　　　　C．three 　　　　　 D．four

2．The underlined word “donate” probably means “________”．

A．捐赠 　　　　　B．丢掉 　　　　　C．展出 　　　　　D．放好

3．Lucy is the name of ________.

A．a girl　　　　 　B．a game　　　　　 C．a doll 　　　　 D．an earthquake

4．Which of the following is true?

A．An earthquake happened in the writer’s hometown.

B．The writer let Meghan give her much?loved doll.

C．The writer decided to buy some clothes for those people in trouble.

D．The writer thinks it is more difficult to give what we love a lot.

。

5．What’s the best title of this passage?

A．A Family Story　　　　　　　　　　 B．The Spirit of Giving

C．The Way of Helping Others　　　　　 D．A Sad Experience

Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word “obey” is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will also ask questions by gesture and by making questioning noises. Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves as particularly expressive as delight, pain, friendliness, and so on. But since these can’t be said to show the baby’s intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self-imitation（模仿）leads on to deliberate（有意的）imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech. It is a problem we need to get out. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will change as he gains more experience of the world .Thus the use at seven months of “mama” as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at other times for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself, I doubt, however whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds.

. Before children start speaking，what is greatly different?________.

A. the amount of listening     

B. a number of listening

C. the sound of listening

D. the meaning of listening

starters are often long listeners, the sentence means one can ________.

A. be hard to speak fluently

B. begin to speak quickly

C. start with listening

D. often take a long time in learning to listen properly

these can not be said to show a baby’s intention to speak, these refer to  ________.

A. pain　　  B. happiness  C. Kindness   D. above of all

according to the writer, we can draw a conclusion that  ________.

A. children are fond of imitating

B. these imitation can be considered as speech

C. children get more experience of the world

D. children’s use  of  words are often meaningless

When a child is six months, he can  ________.

A. call his mama

B. imitate many languages

C. store new words

D. play with sounds