Attending a meeting on time is a recognized widely followed in the USA , but in Brazil things are different．题目和参考答案——青夏教育精英家教网—

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Attending a meeting on time is a recognized ________ widely followed in the USA , but in Brazil things are different．

答案：practice

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There was a boy who was sent by his parents to a boarding school (寄宿学校). 36 being sent away, this boy was the 37 student in his class. He was at the top in every 38 always with high marks.

But the boy changed after 39 home and attending the boarding school. His grades started 40 . He hated being in a 41 . He was lonely all the time. And there were especially dark times when he 42 committing suicide (自杀). All of this was because he felt 43 and no one loved him.

His parents started 44 about the boy. But they even did not know what was 45 with him. So his dad decided to travel to the boarding school and 46 him.

They sat on the bank of the lake near the school. The father started asking him some casual questions about his classes, teachers and 47 . After some time his dad said, “Do you know, son, why I am here today?”

The boy answered back, “To 48 my grades?”

“No, no,” his dad replied. “I am here to tell you that you are the most 49 person for me. I want to see you 50 . I don’t care about grades. I care about you. I care about your happiness. YOU ARE MY LIFE.”

These words 51 the boy’s eyes to be filled with tears. He 52 his dad. They didn’t say anything to each other for a long time.

Now the boy had 53 he wanted. He knew there was someone on this earth who cared for him deeply. He 54 the world to someone. And today this young man is in college at the top of his class and no one has ever seen him 55 !

A. After B. Before C. When D. While

A. hardest B. naughtiest C. brightest D. dullest

A. exam B. activity C. game D. class

A. coming B. returning C. leaving D. reaching

A. rising B. increasing C. reducing D. dropping

A. group B. term C. company D. party

A. led to B. felt like C. thought back D. looked for

A. worthless B. careless C. concerned D. annoyed

A. caring B. turning C. worrying D. speaking

A. crazy B. true C. possible D. wrong

A. talk with B. listen to C. tell to D. care about

A. family B. friends C. study D. grades

A. realize B. analyze C. check D. test

A. outstanding B. important C. famous D. familiar

A. happy B. excellent C. interested D. satisfied

A. caused B. wanted C. encouraged D. forced

A. answered B. ignored C. hated D. hugged

A. nothing B. something C. everything D. anything

A. showed B. meant C. intended D. expressed

A. sad B. angry C. pleasant D. joyful

It is found that American students spend less than 15% of their time in school. While there’s no doubt that school is important, a number of recent studies reminds us that parents are even more so. A study published earlier this month by researchers at North Carolina State University, for example, finds that parental involvement — checking homework, attending school meetings and events, discussing school activities at home — has a more powerful influence on students’ academic performance than anything about the school the students attend. Another study, published in the Review of Economics and Statistics, reports that the effort put forth by parents (reading stories aloud, meeting with teachers) has a bigger impact on their children’s educational achievement than the effort devoted by either teachers or the students themselves. And a third study concludes that schools would have to increase their spending by more than $1,000 per pupil in order to achieve the same results that are gained with parental involvement.

So parents matter. But it is also revealed in researches that parents, of all backgrounds, don’t need to buy expensive educational toys or digital devices for their kids in order to give them an advantage. They don’t need to drive their offspring (子孙，后代)to enrichment classes or test-preparation courses. What they need to do with their children is much simpler: talk.

But not just any talk. Recent research has indicated exactly what kinds of talk at home encourage children’s success at school. For example, a study conducted by researchers at the UCLA School of Public Health and published in the journal Pediatrics found that two-way adult-child conversations were six times as potent in promoting language development as the ones in which the adult did all the talking. Engaging in this reciprocal（双向的) back-and-forth gives children a chance to try out language for themselves, and also gives them the sense that their thoughts and opinions matter.

The content of parents’ conversations with kids matters, too. Children who hear talk about counting and numbers at home start school with much more extensive mathematical knowledge, report researchers from the University of Chicago. While the conversations parents have with their children change as kids grow older, the effect of these exchanges on academic achievement remains strong. Research finds that parents play an important role in what is called “academic socialization” — setting expectations and making connections between current behavior and future goals. Engaging in these sorts of conversations has a greater impact on educational accomplishment.

1.Parents are even more important than schools because ______.

A. parental involvement makes up for what schools are not able to do

B. teachers and students themselves do not put in enough effort

C. parental involvement saves money for schools and the local government

D. students may well make greater achievements with parents' attention

2.It can be inferred from the 2^nd paragraph that ______.

A. educational toys are unaffordable nowadays

B. digital devices can give children an advantage

C. some parents believe in enrichment classes

D. talking with children is a very simple task

3.The word "potent" is closest in meaning to ______.

A. powerful B. difficult C. necessary D. resistant

4.Which of the following will more encourage children's success at school according to the passage?

A. Parents order their children to stop playing video games.

B. Parents discuss with their children the possible future career.

C. Parents lecture their children on getting too low marks on tests.

D. Parents introduce colleges around the US to their children.

Dear David,

My daughter will be five years old. She is happy, well-mannered, loving and pretty. She has attended a Montessori school since she was 16 months old and has made two friends. The three girls are always together, or talking with each other.

But recently the girls told my daughter that they would not play with her if she kept playing with the boy who was disliked by most of the class. My daughter always finds good things in others and insisted they play with him, too. Then one of the friends told my daughter she didn’t have straight hair and shouldn’t play with them. Then she started ignoring my daughter. My mother-in-law decided to iron my girl’s beautiful curly hair(卷发).

With her birthday coming, my child decided to invite her friends to her party. When I asked her why, she said because they were always together, but I know one of the girls will not attend her party.

I’m concerned about her. I feel lost, not knowing how to help my child.

Jenny

Dear Jenny,

It’s always painful to a mother when someone hurts her child. Your daughter’s friends weren’t nice to her, but little kids are still learning how to get along with others. As a result, young friendships are often fleeting, even changing from day to day. Your daughter seems to be remarkably loving, outgoing and mature(成熟的) beyond her years. Perhaps you need to be proud of the way she treats people.

Ironing your daughter’s hair won’t send your daughter or the other girls a good message. It implies that there is something wrong with the way she is. You have no choice but to let your daughter know that one of the girls won’t be attending her birthday party. If she seems upset, remind her that other friends will be there. My guess is that she will rise to the occasion.

Hope this helps.

David

1.What’s the mother’s problem?

A．Her daughter doesn’t respect other kids

B．Her daughter seems to be losing her friends

C．Her daughter cares too much about her friends

D．Her daughter doesn’t know how to deal with others

2.When the daughter was asked not to play with that boy, she probably ____.

A．thought her friends were right.

B．felt lucky to have such good friends.

C．thought her friends shouldn’t have said that.

D．realized her friends were not popular with others.

3.David used the underlined word“fleeting”to show that _____.

A．kids value friendship B．young friendships don’t last long C．young friendships are very important D．kids are good at dealing with others

4.In David’s opinion, ironing the daughter’s hair _____.

A．is the right thing to do B．will make her more popular.

C．will make her doubt the way she is. D．will help her win back her friends.

FRIDAY, Aug. 3 (Health Day News) -- Middle school students who are physically fit are likely to score higher on standardized tests measuring reading and math abilities, a new study has found. And, the average scores went up in connection with levels of fitness, the findings showed.

“The more physically fit kids were, the higher their scores,” said the study’s lead author, Trent Petrie, director of the Center for Sport Psychology at the University of North Texas in Denton. “Parents should encourage their kids to be physically active. There are some real cognitive (认知的) and academic benefits that come from physical fitness”, Petrie said.

Results of the study are scheduled to be presented Friday at the annual meeting of the American Psychological Association in Orlando, Fla. The study included more than 1,200 middle school students from five schools in a suburban area of Texas, with 561 boys and 650 girls. About 57 percent of the children were white, and nearly one-quarter were Mexican American. Nine percent were black and about 2 percent were of Asian descent.

The school district provided the researchers with information on the children’s race, age, grade level and whether they qualified for the free school lunch program, which was an indicator of the family’s socioeconomic status. The schools also provided scores to the tests, which were given between one and four months after the researchers had assessed the children’s levels of fitness. Fitness tests were administered during physical education classes to determine the youngsters’ heart and lung health (cardiorespiratory fitness), as well as their body mass index (BMI), an indicator of how much body fat a person has. The children also filled out questionnaires that helped the researchers determine factors such as self-esteem and social support.

After accounting for factors such as age, sex, family income and self-esteem, the researchers found that for both boys and girls, higher levels of heart and lung health predicted better scores on both the math and reading tests.

For boys, perceived (感观的) social support also seemed to increase their reading scores, the investigators found. In girls, while being physically fit predicted higher reading scores, so too did a higher BMI-- which indicates more body fat. “We were a little surprised by this finding,” Petrie said.

“It was not as strong an association as the one with physical fitness,” he added. The authors suspect it may have something to do with girls this age entering adolescence, which may be related to a higher BMI and slightly higher brain development. He said he plans to make great effort to look for this relationship again in larger studies to see if it was a chance finding, or if the association holds up.

“While we can’t say 100 percent that physical fitness causes better academic performance, we can say that there is a strong and predictive relationship between physical fitness and academic performance,” Petrie said.

“It’s hard to tease apart (梳理) the exact reason for this association,” said Becky Hashim, an attending clinical psychologist and assistant professor in the departments of psychiatry and pediatrics at the Children’s Hospital of Montefiore, in New York City.

“It may be that the children are getting more oxygen. When the heart and lungs are working at a higher capacity, it may allow the brain to work at peak performance. Children who are less fit may be sleepier during school,” she noted. “I personally feel that there’s probably a strong relationship between the confidence you get from being able to do something physical well and academic performance.”

Whatever the reason behind this association may be, “there’s certainly no harm in pushing physical fitness,” Hashim added. “Physical fitness may make you feel better, give you more confidence and improve your performance across the board,” she said.

Petrie agreed. “Physically fit kids are happier, have higher self-esteem and, tend to have better relationships, and now we’re beginning to see that there also seem to be benefits cognitively and academically. Our study sends a strong warning to policymakers to reconsider the service program of physical education classes for kids,” he said.

1.How did the school district help the researchers carry out the study?

A．By analyzing the data of fitness tests.

B．By giving some basic information.

C．By completing some questionnaires.

D．By offering a certain amount of Money.

2.According to the passage, the result of the study will be published ______.

A．in a book B．in a journal C．at a conference D．on the Internet

3.What’s the suitable title of the passage?

A．Parents should be aware of the benefit of fitness.

B．Fitter kids are likely to make better grades.

C．Fitness affects kids’ social behavior greatly.

D．Teachers should value physical education classes.

4.What’s Becky Hashim’s attitude towards the relationship between physical fitness and academic performance?

A．Supportive B．Indifferent C．Critical D．Doubtful

5.What does the underlined word “one” in Paragraph refer to?

A．The BMI. B．The body fat. C．The brain development. D．The test score.

6.From the last paragraph we can infer that physically fit kids ______.

A．deserve to be treated well B．live much longer than others

C．get along well with others D．enjoy a peaceful life

These days, young children can enjoy directly what it is like to be a marine biologist (海洋生物学家) at a marine association. What they discover can lead them to appreciate and protect the ocean and also the animals living in it.

At the present time, learning isn’t only limited to the classroom. It’s quite common for kids to learn from outdoor experiences. Teachers commonly take their pupils on field trips to museums as well as other interesting areas. If you wish to help pupils to take care of the ocean, one of the best areas to take them to is a marine association, the place where the ocean biome (生物圈) is shown.

Taking your pupils to a marine association is a prefect way to help them learn. Education professionals agree that there are topics that children can learn more successfully whenever they experience them directly.

Several organizations that focused on protecting the ocean now operate on the coast of different areas in America and all around the world. It’s quite common for marine associations nowadays to open their doors several times a week to kids, parents, and ocean lovers to learn more about the ocean biome.

A marine association has different programs for children of different ages. You’ll find programs that are developed specially for pupils. Pupils are involved in interactive (互动的) learning. This learning experience allows young children to recognize the value of the role each species performs in their environment. They not only get to research creatures from the ocean, but they also get to see, touch, and smell most of these animals and plants. This type of exposure offers students an idea about the life of a marine scientist. It could help them choose a career afterwards.

These programs are generally held on Saturdays and Sundays in order that kids and parents can have more hours in which to have fun. Teachers who want to arrange these activities for their students can call a local marine association near them.

1.According to the text, pupils can have a better understanding of the ocean biome by _______.

A．learning about it from books

B．going to a marine association

C．attending marine biologists’ meetings

D．taking part-time jobs at marine associations

2.In Paragraph 5, the author mainly wants to tell us _______.

A．the advantage of learning at a marine association

B．different activities offered by a marine association

C．a marine association’s working conditions

D．the way to develop children’s interest in ocean

3.The underlined word “exposure” in Paragraph 5 probably means _______.

A．the way of explaining something

B．the way of choosing a career

C．a marine association’s working condition

D．the way to develop children’s interest in the ocean

4.Which of the following is TURE?

A．Young children can enjoy indirectly what it is like to be a marine biologist at a marine association.

B．To help your pupils to take care of the ocean, the best area to take them to is a marine association.

C．Children can learn the topics more successfully when they experience them directly.

D．A marine association has the same program for children of different ages.

5.The text is most probably taken from _______.

A．a teacher’s presentation

B．a marine biologist’s report

C．a student’s field trip journal

D．an introduction to a marine association

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