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The position of children in American family and society is no longer what it used to be. The 1family in colonial （殖民时期的） North Americn was mainly concerned with survival and 2that, its own economic prosperity. Thus, children were 3in terms of their producitivity （生产能力）, and they played the role of producer quite early. 4they fulfilled this role, their position in the family was one of subordination（附属）。
Which the 5of the society, the position of children in the family and in the society became more important, In the complex and technological society 6the United States has become, each 7must fulfill a number of personal and occupational 8and be in contact with many other members. 9, viewing children as necessary members of society means that they are 10more as people in their own right than as those of subordination. This acepiance of children as 11participants in the family is reflected in various laws 12the rights of children and in the social and public welfare programs.
This new 13of children and the frequent contact between the members of society has also 14an increasing interest in child-raising techniques. People today spend much time 15the proper way to 16children.
Nowadays, the socialization of the child in the United States is a 17transaction （事务）between parent and child 18a one-way, parent-to-child training 19. As a consequence, socializaing children and 20with them over a long period of time is for parents a mixture of pleasure, satisfaction, and problems.
1.A. poor B. ordinary C. happy D. wealthy
2.A. except B. for C. heyond D. through
3.A. supported B. received C. encouraged D. valucd
4.A. Until B. After C. Although D. When
5.A. movement B. schievement C. development D. requirement
6.A. that B. where C. when D. what
7.A.pareat B.member C.family D.relative
8.A.purposes B.promises C.roles D.tasks
9.A.Besides B.However C.Instead D.Therefore
10.A.admired B.regarded C.made D.respected
11.A.willing B.equal C.similar D.common
12.A.enjoying B.preventing C.considering D.protecting
13.A.view B.faith C.world D.study
14.A.led in B.brought in C.result in D.taken in
15.A.seeking B.making C.fighting D.working
16.A.nurse B.praise C.understand D.raise
17.A.one-sided B.many-sided C.round-way D.two-way
18.A.more than B.ratherthan C.better than D.less than
19.A.manner B.method C.program D.guide
20.A.taking B.living C.playing D.disussing
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will spend about ten months in U.S. homes. They will attend U.S. schools, meet U.S. teenagers, and form
impressions of the real America. At the same time, about thirteen hundred American teenagers will go to other
countries to learn new languages and gain a new understanding of the rest of the world.
Here is a two-way student exchange in action. Fred, nineteen, spent last year in Germany with George's
family. In turn, George's son Mike spent a year in Fred's home in America.
Fred, a lively young man, knew little German when he arrived, but after two months' study the language
began to come to him. School was completely different from what he had expected-much harder. Students
rose respectfully when the teacher entered the room. They took fourteen subjects instead of the six that are
usual in the United States. There were almost no outside activities.
Family life, too, was different. The father's word was law, and all activities were around the family rather
than the individual. Fred found the food too simple at first. Also, he missed having a car.
"Back home, you pick up some friends in a car and go out and have a good time. In Germany, you walk,
but you soon learn to like it."
At the same time, in America, Mike, a friendly German boy, was also forming his idea. "I suppose I should
criticize (批评) American schools," he said. "It is far too easy by our level. But I have to say that I like it very
much. In Germany we do nothing but study. Here we take part in many outside activities. I think that maybe
your schools are better in training for citizens. There ought to be some middle ground between the two."
B. thirteen hundred
C. over three thousand
D. less than two thousand
B. send students in America to travel in Germany
C. let students learn something about other countries
D. have teenagers learn new languages
B. German schools were harder than American schools
C. Americans and Germans were both friendly
D. There were more cars on the streets in America
B. there are a lot of after-school activities
C. students usually take fourteen subjects in all
D. students go outside to enjoy themselves in a car
The position of children in American family and society is no longer what it used to be. The 36 family in colonial （殖民时期的） North Americn was mainly concerned with survival and 37 that, its own economic prosperity. Thus, children were 38 in terms of their producitivity （生产能力）, and they played the role of producer quite early. 39 they fulfilled this role, their position in the family was one of subordination（附属）.
Which the 40 of the society, the position of children in the family and in the society became more important, In the complex and technological society 41 the
This new 48 of children and the frequent contact between the members of society has also 49 an increasing interest in child-raising techniques. People today spend much time 50 the proper way to 51 children.
Nowadays, the socialization of the child in the United States is a 52 transaction （事务）between parent and child 53 a one-way, parent-to-child training 54 . As a consequence, socializaing children and 55 with them over a long period of time is for parents a mixture of pleasure, satisfaction, and problems.
36. A. poor B. ordinary C. happy D. wealthy
37. A. except B. for C. heyond D. through
38. A. supported B. received C. encouraged D. valucd
39. A. Until B. After C. Although D. When
40. A. movement B. schievement C. development D. requirement
41. A. that B. where C. when D. what
42.A.pareat B.member C.family D.relative
43.A.purposes B.promises C.roles D.tasks
44.A.Besides B.However C.Instead D.Therefore
45.A.admired B.regarded C.made D.respected
46.A.willing B.equal C.similar D.common
47.A.enjoying B.preventing C.considering D.protecting
48.A.view B.faith C.world D.study
49.A.led in B.brought in C.result in D.taken in
50.A.seeking B.making C.fighting D.working
51.A.nurse B.praise C.understand D.raise
52.A.one-sided B.many-sided C.round-way D.two-way
53.A.more than B.ratherthan C.better than D.less than
54.A.manner B.method C.program D.guide
55.A.taking B.living C.playing D.disussing
查看习题详情和答案>>A few days ago, my car was not running well. I pulled it into a garage and the young mechanic had
it fixed in just a few minutes. He knew what was wrong by simply listening to the engine. I was
amazed. The sad truth is, great talent is not enough.
I am constantly shocked at how little talented people earn. I heard the other day that less than
5 percent of Americans earn more than $100, 000 a year. A business consultant who specializes
in the medical trade was telling me how many doctors and dentists struggle financially. It was this
business consultant who gave me the phrase, "They are one skill away from great wealth."
There is an old saying that goes, "Job means' just over broke (破产)' ". And unfortunately, I
would say that the saying applies to millions of people. Because school does not think financial
intelligence is intelligence, most workers" live within their means". They work and they pay the bills.
Instead I recommend to young people to seek work for what they will learn, more than what they
will earn.
When I ask the classes I teach, "How many of you can cook a better hamburger than McDonald's?
" almost all the students raise their hands. I then ask, "So if most of you can cook a better hamburger,
how come McDonald's makes more money than you?" The answer is obvious: McDonald's is
excellent at business systems. The reason so many talented people are poor is because they focus
on bui1ding a better hamburger and know little or nothing about business systems. The world is filled
with talented poor people. They focus on perfecting their skills at building a better hamburger rather
than the skills of selling and delivering the hamburger.
B. he is ready to help others
C. he has a sharp sense of hearing
D. he knows little about car repairing
B. do in their own way
C. live in their own circle
D. live within what they earn
B. They lack financial intelligence.
C. They don't make full use of their talents.
D. They have no specialized skills.
B. good business systems
C. talented workers
D. excellent service
B. what schools should teach students
C. why so many talented people are poor
D. how McDonald's makes much money
get answers like "Shakespeare," "Samuel Johnson," and "Webster," but none of these men had any effect at
all compared to a man who didn't even speak English -William the Conqueror.
Before 1066,in the land we now call Great Britain lived peoples belonging to two major language groups.
In the west-central region lived the Welsh, who spoke a Celtic language,and in the north lived the Scots,
whose language, though not the same as Welsh, was also Celtic.In the rest of the country lived the Saxons,
actually a mixture of Anglos, Saxons,and other Germanic and Nordic people,who spoke what we now call
Anglo-Saxon (or Old English ), a Germanic language. If this state of affairs had lasted, English today would
be close to German.
But this state of affairs did not last. In 1066 the Normans led by William defeated the Saxons and began
their rule over England.For about a century,French became the official language of England while Old English
became the language of peasants. As a result,English words of politics and the law come from French rather
than German. In some cases,modern English even shows a distinction (区别) between upper-class French
and lower-class Anglo-Saxon in its words.We even have different words for some foods, meat in particular,
depending on whether it is still out in the fields or at home ready to be cooked,which shows the fact that the
Saxon peasants were doing the farming, while the upper-class Normans were doing most of the eating.
When Americans visit Europe for the first time, they usually find Germany more "foreign" than France
because the German they see on signs and advertisements seems much more different from English than
French does.Few realize that the English language is actually Germanic in its beginning and that the French
influences are all the result of one man's ambition.
B. Nordic and Germanic
C. Celtic and Old English
D. Anglo-Saxon and Germanic
B. president, bread, water
C. bread, field, sheep
D. folk, field, cow
B. They know little of the history of the English language.
C. Many French words are similar to English ones.
D. They know French better than German.
B. The similarity between English and French
C. The rule of England by William the Conqueror.
D. The French influences on the English language.