It is w to spend the whole day in the forest, o how the chimps live. 题目和参考答案——青夏教育精英家教网—

题目内容

It is w___________ to spend the whole day in the forest, o_________ how the chimps live.

worthwhile observing

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Everyone has good days and bad days.

Sometimes, you feel as if you’re on top of the world. But occasionally you feel horrible, and you lose things and you cannot focus on your schoolwork.

For more than 20 years, scientists have suggested that high self-esteem（自尊）is the key to success. Now, new research shows that focusing just on building self-esteem may not be helpful. In some cases, having high self-esteem can bring bad results if it makes you less likeable or more upset when you fail at something.

“Forget about self-esteem,” says Jennifer Crocker, a psychologist（心理学家）at the University of Michigan, US. “It’s not the important thing.”

Feeling good

Crocker’s advice may sound a bit strange because it is good to feel good about yourself.

Studies show that people with high self-esteem are less likely to be depressed, anxious, shy, or lonely than those with low self-esteem.w(w w.ks&5 u.c*o m

But, after reviewing about 18,000 studies on self-esteem, Roy Baumeister, a psychologist at Florida State University, has found that building up your self-esteem will not necessarily make you a better person.

He believes that violent and wicked（邪恶的）people often have the highest self-esteem of all. He also said: “There’s no evidence that kids with high self-esteem do better in school.”

Problems

All types of people have problems. People with high self-esteem can have big egos（自我）that can make them less likeable to their peers（同龄人）,said Kathleen Vohs, a psychology professor at Columbia University.

People with high self-esteem tend to think more of themselves, Vohs says. People with low self-esteem are more likely to rely on their friends when they need help.

What to do

Researchers say it is best to listen to and support other people. Find positive ways to contribute to society. If you fail at something try to learn from the experience. “The best therapy（药方）is to recognize your faults,” Vohs says. “It’s OK to say, I’m not so good at that, and then move on.”

It is concluded in the research that high self-esteem_________.

A. is not important at all

B. has taken on a different meaning

C. may not be the key to success

D. does not help you do better at schoolw(w w.ks&5 u.c*o m

According to the research, people with high self-esteem_________.

A. have better relationship with people of their own age

B. are more likely to become violent and wicked

C. tend to be proud and do not care much about others

D. often feel depressed and can’t focus on their work

The advice in the last paragraph is mainly for people___________.

A. with high self-esteem B. with low self-esteem

C. who are still at school D. who are good at everything

Remembering names is an important social skill. Here are some ways to master it.

Recite and repeat in conversation.

When you hear a person's name, repeat it. Immediately say it to yourself several times without moving your lips. You could also repeat the name in a way that does not sound forced or artificial.

Ask the other person to recite and repeat.

You can let other people help you remember their names. After you've been introduced to someone, ask that person to spell the name and pronounce it correctly for you. Most people will be pleased by the effort you're making to learn their names.

Admit you don't know.

Admitting that you can't remember someone's name can actually make people relaxed. Most of them w ill feel sympathy if you say. "I'm working to remember names better. Yours is right on the tip of my tongue. What is it again?"

Use associations.

Link each person yon meet with one thing you find interesting or unusual. For example, you could make a mental note: "Vicki Cheng - tall, black hair." To reinforce your associations, write them on a small card as soon as possible.

Limit the number of new names you learn at one time.

When meeting a group of people, concentrate on remembering just two or three names. Free yourself from remembering every one. Few of the people in mass introductions expect you to remember their names. Another way is to limit yourself to learning just first names. Last names can come later.

Go early.

Consider going early to conferences, parties and classes. Sometimes just a few people show up on time. That's fewer names for you to remember. And as more people arrive, you can hear them being introduced to others - an automatic review for you.

How will most people feel when you try hard to remember their names?

A. They will be moved. B. They will be annoyed.

C. They will be delighted. D. They will be discouraged.

If you can't remember someone's name, you may _______.

A. tell him the truth B. tell him a white lie

C. ask him for pity D. ask others to help you

When you meet a group of people, it is better to remember ______

A. all their names B. a couple of names first

C. just their last names D. as many names as possible

What does the text mainly tell us?

A. Tips on an important social skill. B. Importance of attending parties.

C. How to make use of associations. D. How to recite and repeat names.

请认真阅读下面对话，并根据各题所给首字母的提示，写出一个英语单词的完整、正确形式，使对话通顺。

M=Mary

T=Tom

M: Hi, I'm going door to door tonight to tell people about the Student Action Union.

T: I think I read something in the (76)n last week.

M: Yeah, we are trying to (77) p and preserve some of the open spaces on campus.

T: You are the group that's (78) a　　　　against the extension of the parking lot next to Darwin Hall,

right?

M: That's us. We just feel it is important to save some of the (79) n beauty of the campus.

Some of those trees are hundreds of years old.

T: It's a pretty (80) p . My friends and I had picnics over there by the stream.

M: We are going to (81) o a demonstration on Thursday afternoon.

T: Well, I have a class on Thursday afternoon.

M:　But maybe you could (82) s this appeal letter. We are going to hand it in to the administration

to demonstrate how the students feel about this.

T: Sure, let me get a pen.

M: I have a pen right here. And let me (83) l you this little book about the Student Action

Union. Maybe you could come to some of our meetings. We get (84) t once a month.

T: Yeah, I'd like to know more about your group. Let me know (85) w the next meeting is and I

will try to be there.

However important we may regard school life to be, we can’t ignore the fact that children spend more time at home than in the classroom. Therefore the great influence of parents can’t be ignored or discounted by the teacher. They can become strong supports of the school or they can consciously or unconsciously prevent the school from accomplishing its aims.

Administrators have been aware of the need to keep parents apprised of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program and developmental math.

Moreover, the classroom teacher can also play an important role in explaining to parents what they should do. The informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils’ progress, can significantly aid the interchanged of ideas between school and home.

Suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent change his method. He might be persuaded to let Junior participate in discussing he family budget, buying the food, using a measuring cup at home, setting the clock, calculating mileage on a trip and engaging in scores of other activities that have a mathematical basis.

If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in math and at the same time, enjoying the work.

Too often, however, teachers’ conferences with parents are devoted to unimportant accounts of children’s wrongdoing, complaints about laziness and poor work habits, and suggestions for punishments and rewards at home.

What is needed is a more creative approach in which the teacher, as a professional advisor, plants ideas in parents’ minds for the best use of the many hours that the child spends out of the classroom. In this way, the school and the home join forces in fostering the fullest development of youngsters’ competence.

1.The underlined phrase “keep parents apprised of” (Line 1, Para. 2) probably means to let parents .

A．judge B．know C．design D．develop

2.What is the purpose of the schools’ informal tea and interviews?

A．To improve the relationship between teacher and parents.

B．To explain to parents the change of the school curriculum.

C．To report students’ misdoings and suggestions for punishments.

D．To help develop good communication between school and home.

3.Why does the author provide all example in Paragraph 4？

A．To help parents to know the importance of home activities.

B．To show how the teacher can guide in home training.

C．To prove parents all non professional advisors.

D．To advice parents to teach kids math at home.

4.From the passage we learn that the author .

A．thinks teachers should do better as professionals

B．is worried about children’s performance at home

C．is satisfied with the present state of school education

D．believes time spent out of the classroom has been wastedw.^w..c.#o@m

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