In the toys section, I noticed a small boy of about five years old, 1.(press) a doll against his chest. He kept on touching the hair of the doll and looked very sad. I wondered who he wanted to give the doll 2.. So I walked towards him and asked him all about it.
"It is the doll3. my sister loved most and wanted so much for this Christmas. She was so sure that Santa Claus would bring it to her."
I told him not to worry. However, he 4.(reply) sadly, "No, Santa Claus cannot bring it to 5.she is now. I'll have to give the doll to my mother so that she can give it to her when she goes there."
His eyes were filled with 6.(sad) while saying this.
"My sister7.(go) to be with God. Daddy said that Mommy will also join God very soon, so I think that she can bring the doll with 8.to give it to my sister."
My heart almost stopped beating 9. (whole). The little boy looked up at me and said, "I told Daddy to tell Mommy not to go yet. I asked her to wait 10.I come back from the store."
A gray sweater hung limply on Tommy’s empty desk, a reminder of the sad boy who had just followed his classmates out of our third-grade room. Soon Tommy’s parents, who had recently_______, would arrive for a conference on his _______schoolwork and bad behavior. _______parent knew that I had sent for the other.
Tommy, an (a) ______ child, had always been a happy, cooperative and excellent student. How could I ______ his father and mother that his recent failing grades represented a ______ child’s reaction to his loved parents’ separation and coming divorce?
Tommy’s mother entered and took one of the chairs I had placed near my desk.. Soon the father arrived. Good! At least they were ______ enough to be present at the meeting. A look of surprise and anger passed between them, and then they pointedly(purposely) ______ each other.
As I gave a detailed account of Tommy’s behavior and schoolwork, I prayed for the ______ words to bring these two together, to help them see what they were doing to their son. ______ somehow the words wouldn’t come. Perhaps if they saw one of his unclear ______ done papers.
I found a crumpled (褶皱的)tear-stained sheet stuffed in the back of his desk, an English paper. ______ covered both sides-not the assignment, but a single sentence scribbled(潦草的写) over and over.
______ I smoothed it out and gave it to Tommy’s mother. She read it and then without a word handed it to her husband. He frowned. Then his face ______. He studied the scrawled words for ______ seemed so long a time.
At last he folded the paper carefully, placed it in his pocket, and ______ his wife’s outstretched hand. She wiped the tears from her eyes and ______ at him. My own eyes were filled with tears, but neither seemed to notice. He helped her with her coat and they left together.
In his own way God had given me the words to ______ that family. He had guided me to the sheet of yellow copy paper covered with the ______showing(流露)of a small boy’s ______ heart.
The words, “Dear Mom ... Dear Daddy ... I love you ... I love you ... I love you.”
1.A. remarried B. separated C. left D. divided
2.A. puzzling B. encouraging C. failing D. disappointed
3.A. Neither B. Each C. Every D. Either
4.A. alone B. stupid C. fearful D. only
5.A. convince B. allow C. suggest D. promise
6.A. cold-hearted B. broken-hearted C. warm-hearted D. exited-hearted
7.A. liked B. sad C. inspired D. concerned
8.A. missed B. looked C. ignored D. fought
9.A. necessary B. grateful C. right D. helpless
10.A. Or B. But C. And D. So
11.A. carefully B. seriously C. patiently D. carelessly
12.A. Writing B. Phrases C. Tears D. Notes
13.A. Eagerly B. Secretly C. Silently D. Quickly
14.A. puzzled B. softened C. discouraged D. surprised
15.A. it B. that C. which D. what
16.A. took up B. got to C. held up D. reached for
17.A. smiled B. glanced C. laughed D. glared
18.A. help B. reunite C. support D. change
19.A. upset B. happy C. sad D. regretful
20.A. troubled B. beating C. disappointing D. moved
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
The Importance of Accessibility Awareness
At a recent Teen Leadership of Jewish Family Services meeting, people with disabilities talked about their lives. 1. However, what amazed me most was the great importance of education about handicap accommodations (残疾人便利设施).
One school-teacher who is blind, and a woman who has used a wheelchair all her life are two important members of the National Group for Disabled Persons, devoted to raising awareness about disabilities. 2. These include handicap parking spots, handrails, and wheelchair ramps. One big concern is the people who take advantage of aids, such as handicap parking spaces. 3. And the meeting focused on educating the public.
Some handicap spots have extra room next to them, marked with the “No Parking” signs. “As long as I'm not in the spot, I can take the no-parking area next to it,” some people say. However, the woman who uses a wheelchair disagrees to this. The space exists to allow someone in a wheelchair to have room to get in or out of their car. 4.
Some walkways have handrails next to them to help those who require extra assistance. Whether it is a blind person seeking guidance or an elderly person seeking support, the rail is there for walking. Sometimes the rail is blocked, by a parked bicycle for instance, and consequently made useless. 5. People who are informed of the rail’s use would be less likely to mistake it for a bike rack.
Meeting some of the people who are affected by the lack of education about accommodations made me see that there is work to be done. If more people were educated about the proper uses of accommodations, there would be fewer challenges for people with physical disabilities.
A. Accommodations will vary according to the needs of the disabled.
B. As with the parking spot, this is more likely a case of lack of education.
C. They educate about all the accommodations for people with disabilities.
D. Improvement must be made so that disabled people can fully participate.
E. If there is a car in that space, the handicap parking spot is no longer useful.
F. So people without disabilities need to be educated about these accommodations.
G. I was amazed to hear about the challenges faced by people with physical disabilities.
Many of us know what it feels like to be an outside in high school. Some give in to the pressure to fit in; others remain “on the bottom of the social food chain”. However, Alexandra Robbins, the author of the book The Geeks Shall Inherit The Earth believes what makes people unpopular in high school, mainly an unwillingness to obey, tends to translate into success as an adult.
Robbins has spent the past decade analyzing the behavior of high school students. She found the things that make a student different make them a target. But in adulthood and outside of the school setting, the things “that make you different make you interesting, fun, and often successful,” she told the UK’s Daily Mail.
She researched the qualities that people found most valuable in adults. The top qualities are: creativity, free-thinking, vision, authenticity, self-awareness, honesty, curiosity, love of learning, and courage. “Those are qualities that are far more likely to be found in school outsiders than in the popular kids,” she said.
According to Robbins, when people are in with a popular crowd, they are more likely to hide aspects of their identity in order to fit into the group. As she put it to Yahoo.com, “You are more likely to have goals of social dominance(强势)rather than forming actual true friendships. You are more likely to let other people pressure you into doing things. None of those things is admirable or useful as adults.”
Meanwhile, in the eyes of Robbins, the outsiders are much more self-aware and much braver than the popular students. They are brave because they are sticking to being themselves in a challenging environment.
There are many celebrity examples of progress from unpopularity to later fame. Hollywood director Steven Spielberg was laughed at for being Jewish in high school. JK Rowling, author of hugely popular Harry Potter, was teased in school as a glasses-wearing child who lived mostly in books and daydreams.
Robbins encourages students to participate in out-of-class activities. “They will automatically meet people with similar tastes,” she told Daily Mail.
1.According to Robbins, what can make a student a target in high school?
A. Difference to others
B. Pressure to fit in
C. Unwillingness to obey
D. Behavior of high school students
2.Which quality is NOT considered to be valuable in adults?
A. Being creative
B. Being authentic
C. Being different
D. Being curious
3.Why do popular kids tend to be not as successful as outsiders?
A. They may have goals of forming actual true friendships
B. They may hide aspects of their identity to fit in
C. They may force others into doing things
D. They may stick to being themselves in the society
4.Which of the following statements is true?
A. Young people who are outside are successful as adults
B. JK Rowling is one of celebrities of unpopularity
C. Unpopular students develop skills while the popular don’t
D. Robbins encourages young people to be themselves
If your preschoolers turn up their noses at carrots or celery, a small reward like a sticker(贴画) for taking even a taste may help get them to eat previously disliked foods, a UK study said.
Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster”, did not work as well.
The study found that when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables—either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas—in laboratory taste tests, the study said.
Researchers randomly assigned (分派) 173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where Parents used no special vegetable-promoting methods, served as a “control”.
Parents in the reward groups offered their children a taste of the “target” vegetable every day for 12 days. Soon after, children in the sticker group were giving higher ratings to the vegetables—and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround(转机) also seemed to last, with preschoolers in the sticker group still willing to eat more of the once-disliked vegetable three months later.
Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.
1.What is the purpose of writing the passage?
A. To show the procedure of an experiment on children’s diet
B. To introduce a practical method of making children eat vegetables
C. To explain why children hate to eat vegetables
D. To present a proper way of verbal praise to parents
2.What does the underlined word “backfire” in Paragraph 2 probably mean?
A. Shoot from behind the back
B. Make a fire in the backyard
C. Produce an unexpected result
D. Achieve what was planned
3.Which of the following statements is true according to the passage?
A. Most children are born to dislike carrots or celery.
B. Children in the sticker group will never lose interest in eating vegetables.
C. Oral praise works quite well in encouraging children to eat vegetables.
D. It remains a question whether rewarding is a good way to get children to eat vegetables.
4.What can we learn from the last paragraph?
A. Children like rewards, not verbal praise.
B. Parents should give up verbal praise.
C. Children are difficult to inspire.
D. Parents should praise their children in a sincere tone.
Inventor!
Can you patent and profit from your idea?
We have been assisting inventors since 1975. Full range of patenting and marketing services.
Confidentiality(机密) guaranteed
American Inventors Corp.
Call for free information: 1-800-338-5656 or visit www.aic.com
*Parents*
Can you afford to raise your hearing impaired child without the insights this highly-valued book has to offer? Make life easier for you and your child!
Bradford Publications
For information: 1-800-354-2760 or visit www.bpublications.com
Earn up to$25, 000 a year as a Medical Transcriptionist!
No experience is needed. Work the hours you choose. Train at home in your spare time. The medical profession needs skilled transcriptionists. So if you can type, or are willing to learn, we can train you to work at home doing medical transcriptions from tapes dictated by doctors. Get free information!
At-Home Profession Corp.
Call Toll Free 1-800-475-0100 or visit www. athome. com
Globe Insurance Company
Since 1951, Globe has grown in financial strength and reputation. With over 2.8 million policies in force. Globe is committed to providing affordable life, health and accident insurance for the entire family. It only costs＄1 to start your Long Life coverage.
Globe Insurance Company
Call Toll Free, Seven Days A Week, 24-hours A Day: 1-800-358-1945 or visit www.globeic.com
1.The best title of the 3rd advertisement would be .
A. Training at Home
B. Learning at Home
C. Recording Work
D. Working at Home
2.According to the information above, if your child has hearing problems, you can turn to________.
A. At-Home Profession Corp.
B. Globe Insurance Company
C. Bradford Publications
D. American Inventors Corp.
3.What can we learn from the advertisements about?
A. Globe Insurance Company has a history of 51 years
B. As a medical transcriptionist, you may earn$25,000 a month
C. Bradford Publications offers a treatment to hearing impaired parents
D. you can visit www.aic.com when you invent a new model of hearing aid
