When you’re living a busy life, every minute must be accounted for, you feel like you must be checking something off the list, or __ to the next destination, And no matter how you ___ _ your attention there’s never enough time in a day to catch up.
Six years ago I was lucky to have a stop-and-smell-the roses type of___ _.When I needed to be out, she was taking her time___ a purse and a crown. When I needed to have a quick lunch, she’d___ _ to speak to the elderly woman who looked like her grandma.
___ _ my child caused me to deviate from (偏离)my schedule, I thought to myself, “We don’t have___ _ for this.” As a result, the two words I most ___ _ spoke to her were; “Hurry up.”
I started my __ _ with it. “ Hurry up and eat your breakfast.” I ___ _ my day with it. “Hurry up and get in bed.” Although the words did little to___ my child’s speed, I said them __ .
Then one day, things __ _.We’d just picked my older daughter up from kindergarten and were getting out of the car. Not going ___ _ enough, my older daughter said to her little sister, “You are so slow.” When she crossed her arms and let out a sigh, I saw__ _ it was a terrible sight.
I was a mother who pushed and pressured and ___ a small who simply wanted to enjoy life.
My eyes were opened; I saw the___ my hurried existence was doing to my children. I looked into my small child’s eyes and said, “I ___ _ to be more patient from now on.” I ___ _ her who was now smiling at her mother’s promise.
Living at a slower speed still takes a（n）__ _,but my younger daughter is my living reminder of why I must keep trying.
1.A. returning B. skipping C. rushing D. wandering
2.A.lose B. divide C. escape D. avoid
3.A. neighbor B. friend C. sister D. child
4.A. looking into B. picking out C. giving up D. handing out
5.A. stop B. continue C. agree D. decide
6.A. Wherever B. Although C. Whenever D. Since
7.A.time B. money C. space D. permission
8.A. happily B. commonly C. secretly D. anxiously
9.A. game B. job C. day D. business
10.A. ended B. enjoyed C. began D. spent
11.A. measure B. reduce C. reach D. increase
12.A.again B. anyway C. instead D. otherwise
13.A. settled B. started C. broke D. changed
14.A.far B. normally C. fast D. quietly
15.A. ourselves B. them C. her D. myself
16.A. worried B. appreciated C. supported D. hurried
17.A. damage B. credit C. good D. justice
18.A. hope B. prefer C. plan D. promise
19.A.begged B. adopted C. hugged D. fooled
20.A.lifetime B. effort C. minute D. team
How to be a good tourist
We travel for work but also for fun and learning. New restaurants, galleries, temples and new architecture…These places are homes for people like us who live and work there. How would you want visitors to behave in your own home? Think about it. 1. There are many ways of doing this without sacrificing our own holiday.
Do your homework. 2. Guides will help you when you get to site, but is that the best place to go? Is it popular only because the one-day tourist can see it easily or because it is really a worthwhile place to visit? You’d better check it out.
3. Don’t go to your hotels for meals. Walk around, even if in the streets closest to your hotel. Eat in local restaurants .Talk to the locals. Learn a few in the local language and use them. You will surely get a smile from the hotel staff and street sellers .
Help preserve the sites. Most of the sites you visit may be visited by millions of people a year, so care needs to be taken to allow others to enjoy them as well. Some of these monuments are so old and fragile that they are sensitive to the touch of hands or bags and shows. 4. This way, you don’t encourage the use of those plastic bags that fly all over many sites.
And here’s the big one—good manners are nearly universal. 5. If that doesn’t sound like you, then give the world a break and stay home.
A. Experience the place.
B. Always have a cloth bag with you .
C. Read up on the places you want to visit.
D. Try to buy something from the local stores.
E. good tourist is polite, positive and eco-sensitive.
F. We’ve cleaned up after ourselves and taken only good memories.
G. If we are good tourists, wherever we go, we try to make it a little better because of our visit.
Children are quick to ask “why” and “how’’ when it comes to new things, but research suggests that they learn more when teachers turn the questions back on them. “When children explain events, they learn more than when just getting the results,’’ said Cristine H. Legare, a professor at the University of Texas.
Ms. Legare brought in 96 children aged 3 to 5 and set before them a complex toy made up of colorful, interlocking gears (齿轮). With the first group, the researchers asked, “Can you explain this to me?” With the second one, they said, “Look, isn’t this interesting?’’
The two groups of children focused on different things, researchers found. Children who were asked to observe noticed the colors of the toy, while those asked to explain focused on the chain of gears working on each other.
Children who had explained the toy were better at re-creating it and not being disturbed by decorative gears, and they were better able to use what they had learned who had observed the toy outperformed the children in the explanation group on a memory task focused on the toy’s colors.
Dedre Gentner, the director of the cognitive science program at Northwestern University, said that teachers introducing a concept can improve students’ understanding by giving examples of close comparisons, and then asking children to explain how concepts are related.
In a series of experiments with 3-to 7-year-olds, she focus children can be con be confused by comparisons that focus on a relationship rather than a direct-object match.
For example, a 3-year-old shown a picture of two rabbits facing each other and told “this is a toma ’’ and then asked to find another “tome” will choose a picture of a rabbit over one of two cats facing each other 98 percent of the time. A 7-year-old is more likely to recognize the more abstract comparison of a relationship.
However, Ms. Gentner found that 3-year-olds can think more like 7-yesr-olds if they are given more examples. When shown a “toma” with rabbits and another with cats, and then asked, “Can you say why both of these are tomas?” most of the children can give a good explanation.
1.What is mainly described in the text?
A. Observation comes first for a learner.
B. Children can learn more first for a learner.
C. pictures can learn more by explaining.
D. Teachers should be patient with children.
2. As for the gear toy, the first group___.
A. learned more about its history
B. focused on the design of the toy
C. had a clear memory of its colors
D. found it hard to create the toy again
3. The author develops the text mainly___.
A. by cause and effect
B. by order in space
C. by examples
D. by time and events
A couple of weeks ago, my 12-year-old daughter, Ella threatened(威胁) to take my phone and break it. “At night you’ll always have your phone out and break you’ll just type,” Ella says. “I’m ready to go to bed, and try to get you to read stories for me and you’re just standing there reading your texts and texting other people,” she adds. I came to realize that I was ignoring her as a father.
Ella isn’t the only kid who feels this way about her parent’s relationship with devices. Catherine Steiner-Adair, a psychologist at Harvard, wrote The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age. For her book, Steiner-Adair interviewed more than 1,000 kids from the ages of 4 to 18. She talked to hundreds of teachers and parents.
One of the many things that knocked my socks off, ” she says, “was the consistency(一致性) with which children — whether they were 4 or 8 or 18 or 24— talked about feeling exhausted and frustrated or mad trying to get their parents’ attention, competing with computer screens or iPhone screens or any kind of technology.”
A couple of years ago, my daughter got a laptop for school. And because she was becoming more independent, we got her a phone. We set up rules for when she could use the device and when she’d need to put it away. We created a charging(充电) station, outside her bedroom, where she had to plug in these devices every night. Basically — except for homework— she has to put it all away when she comes home.
Steiner-Adair says most adults don’t set up similar limits in their own lives. “We’ve lost the boundaries that protect work and family life,’’ she says. “So it is very hard to manage yourself and be present in the moments your children need you.’’
After my daughter’s little intervention(介入),I made myself a promise to create my own charging station. To plug my phone in— somewhere faraway — when I am done working for the day. I’ve been trying to leave it there untouched for most of the weekend
1.Why did Ella threaten to break her father’s phone?
A. Her father spent a lot of money on his phone.
B. Her father did not do any housework or read to her.
C. Her father made a lot of noise by talking on the phone.
D. Her father gave his attention to his phone instead of her.
2. By saying “knocked my socks off ’’ , Steiner-Adair means “___’’.
A. made fun of her
B. surprised her a lot
C. took her socks off
D. made her exhausted
3.What does the author mainly talk about in paragraph 4?
A. How he protected his daughter from devices.
B. Why his daughter was dissatisfied with him.
C. How to create a charging station at home.
D. Why children need a laptop or a phone.
4. We can infer from the text the author___.
A. will not use his phone form now on
B. plans to create more charging stations at home
C. is a man who learns from his mistakes
D. doesn’t think a laptop is helpful to his daughter
The groundhog(土拨鼠) has been considered a weather prophet(预言家) for many years in north America. According to legend, all winter long the furry brown groundhog sleeps in his comfortable underground home, or hole. On February 2, he wakes up. The groundhog is very hungry and comes out to search for food. If the sun is shinning, the groundhog will see his own shadow. The sight of his shadow gives him such a fright that he quickly returns to his hole. This event means that spring will not come for six more weeks. If the sun is not shining, there will be no shadow. The groundhog will not be scared and he will stay outside his hole. Spring will come very soon.
The idea that animals could foretell the weather probably began in ancient Europe. At the time, most of the people were farmers and the weather was very important to them. If spring came early they could begin the planting season early and have an early harvest. They found some animals were good weather prophets. On February 2, when they celebrated Candlemas Day, a religious holiday around the time winter ends, all the people watched for an animal leaving its hole. In Germany, farmers watched for a badge. In England farmers looked for a hedgehog（刺猬）. They believed the animals could foretell the weather for the next six weeks.
When the early settlers came to North America there no badgers or hedgehogs near their homes. The farmers did not know when to plant their crops. In time they discovered an animal that left its hole at the end of winter. That animal was the groundhog, also called a woodchuck or a marmot. Every February 2 they watched for a groundhog. Finally, the day came to be called “Groundhog Day”. Many groundhog-watching clubs were formed. The members sometimes dressed in nightshirts and top hats made of silk. They would go to the hills in the dark morning and wait near a groundhog hole. Sometimes the groundhog-watching clubs would have other types of celebrations
1. Which of the following will frighten a groundhog according to Paragraph 1?
A. His own shadow B. The shining sun
C. The coming spring D. His underground home
2. According to legend, if it is cloudy on February 2, _____ .
A. spring will come in March
B. winter will end in a short time
C. the groundhog will go on sleeping
D. the groundhog will refuse to go out
3. Why did ancient Europeans watch for animals on Candlemas Day?
A. To amuse themselves.
B. To protect their harvest.
C. To say goodbye to winter.
D. To know when to plant crops.
4. The early North American settlers ____ .
A. wore formal clothes on Groundhog Day
B. tried to catch groundhogs near their homes
C. regarded the groundhog as a weather prophet
D. mistook groundhogs for badgers or hedgehogs
Learners of English, especially self-taught learners may have trouble in understanding speeches by native speakers. The following ways might help improve their listening ability.
First of all, do things step by step. It is not good to listen to something beyond your level. Better choose a suitable course and start with the first book. Go on to the second book only after you are sure you understand the first one.
Secondly, stick to one course of study. Don’t change books often. Never let your attention be attracted by another course just because it seems to be more “fashionable”.
Thirdly, listen to the English news program over the radio from time to time. Better go through the news stories in the Chinese-language newspaper first. That will make it easy for you to understand the English news on the radio.
Fourthly, if you have time, listen to some interesting stories in “Special English from the V.O.A. or other listening materials of the same level as that of your textbook”.
1. This is a piece of advice to learners of English on how to ________.
A. improve their listening ability
B. read fast
C. write better English and read faster
D. speak correctly
2. If you want to understand the English news program on the radio, you should ________.
A. read the Chinese-language newspaper step by step
B. read again and again the Chinese-language newspaper
C. go through the Chinese-language newspaper first
D. be able to recite the Chinese-language newspaper
3. The author advised that once you have taken up a course, you ________.
A. should stick to it
B. should begin with the last book
C. should take up other courses if they are more fashionable
D. shouldn’t do anything else
4.In this passage, V.O.A. stands for ________.
A. a book B. a magazine
C. a text-book D. a radio station
