Kathy started at my nursery school at the age of three. She settled into the group easily, and would be first on the slide and highest up the climbing frame. She could put on her coat without help and not only fasten her own buttons but other children’s too.

She was a lovely child but unfortunately a scratcher. If anyone upset her or stood in her way, her right hand would flash out fast and scratch down the face of her playmates. Children twice her age would fly in fear from her.

This must have been very rewarding for Kathy but obviously it had to be stopped. All the usual ways failed and then I remembered an account by G  Atkinson Highfield School, of how fights in the playground had been stopped. No punishment had been given, but the attacker had been ignored and the victims rewarded. So I decided to try out on Kathy.

With a pocketful of Smarties I followed Kathy around. She was so quick that it was impossible to prevent her scratching, but I was dertermined to stay within arm’s length all afternoon.

All was peaceful but then I saw Kathy’s hand moved and heard the scream. Gently I gathered up the little hurt one in my arms and said “Nice, nice sweetie” and then looked puzzled when she got nothing.

Soon came another scream, this time from John. While holding him in my arms, I said, “Look, Kathy, a nice Smartie for John” and put it into John’s mouth.

A smile of understanding flashed across Kathy’s face. Minutes later, she came to me and said loudly, “Give me a Smartie! I have hurt my finger!”

“No,” I replied, “you’ll get it if someone hurts you.”

On purpose, she turned and scratched a nearby boy, Tom, and waited quietly while I mothered and rewarded him, then she walked away.

She has never scratched a child since.

Parents who find older children bullying younger brothers and sisters might do well to replace shouting and punishment by rewarding and giving more attention to the injured ones. It’s certainly much easier and more effective.

From the passage, we know that Kathy is _______.

A. sensitive but slow

B. smart but a bit rude

C. independent but selfish

D. quick but sort of passive.

Kathy scratched Tom because _______.

A. she was angry at Tom, who was in her way

B. she wanted to get a Smartie from the teacher

C. she was in the habit of scratching other children

D. she wanted to know if the teacher meant what she had said

According to the passage, the underlined word “bullying” is closest in meaning to“_______”.

A. helping

B. punishing

C. hurting

D. protecting

The writer of this passage aims to recommend an approach to _______.

A. rewarding children’s good behavior 

B correcting children’s bad behavior

C. punishing badly-behaved children

D. praising well-behaved children

The first ting we do is to put an APB and this goes to all the police stations in the country.

Next we telephone the hospitals. Often the person we are looking for has been in an accident.

Then we might try parents, friends or relatives they might be with. We try to follow their movements and to find the last person they saw in local or national papers—especially papers they might read. There are other things we can do: put posters in places where they might be, go on television.

Here in America there is a magazine in which there are photographs of missing children. This is often the last hope. Of course, with nearly two million missing children every year, we can’t do all these things for everyone. We haven’t got the time, or the money , or the people who work for it. 

Who do they look for?

A. Criminals.

B. The drivers who have caused accidents.

C. News reports.

D. Missing children.

How many ways to find the missing children are mentioned in the passage?

A. Five.   B. Six.   C. Two.   D. Seven.

When a person is reported to be missing, they     .

A. might not know the exact reason   B. might find out the reason first

C. set out to look for him at once     D. first turn to the police for help

They put photos in newspapers or put posters because they think    .

A. people will tell them what will happen to the missing persons

B. the missing persons might come back after reading them

C. everyone will know the missing persons

D. all the people will read them

According to the passage, when they are looking for a missing child, they  .

A. can always find him

B. couldn’t always try every way mentioned above

C. just try one way or another

D. won’t give up until they find him

Kids will often ignore your requests for them to shut off the TV, start their chores (雜事), or do their homework as a way to avoid following your directions. Before you know it, you’ve started to sound like a broken record as you repeatedly ask them to do their assignments, clean their room, or take out the trash. Rather than saying “Do your chores now.” you’ll be more effective if you set a target time for when the chores have to be completed. So instead of arguing about starting chores, just say, “If chores aren’t done by 4 pm, here are the consequences.” Then it’s up to your child to complete the chores. Put the ball back in their court. Don’t argue or fight with them, just say, “That’s the way it’s going to be.” It shouldn’t be punitive(懲罰性的) as much as it should be persuasive. “If your chores aren’t done by 4 pm, then no video game time until chores are done. And if finishing those chores runs into homework time, that’s going to be your loss.” On the other hand, when dealing with homework, keep it very simple. Have a time when homework starts, and at that time, all electronics go off and do not go back on until you see that their homework is done. If your kids say they have no homework, then they should use that time to study or read. Either way, there should be a time set aside when the electronics are off.

When a kid wears his iPod or headphones when you’re trying to talk to him, make no bones about it；he is not ignoring you, he is disrespecting you. At that point, everything else should stop until he takes the earplugs out of his ears. Don’t try to communicate with him when he’s wearing headphones — even if he tells you he can hear you. Wearing them while you’re talking to him is a sign of disrespect. Parents should be very tough about this kind of thing. Remember, mutual respect becomes more important as children mature.

According to the passage, it seldom happens that ________.

A．kids turn a deaf ear to their parents’ requests

B．parents’ directions sound like a broken record

C．children are ready to follow their parents’ directions

D．parents are unaware of what they are repeating to their kids

Parents will be able to deal with their children more effectively if they ________.

A．a(chǎn)void direct ways of punishment      B．make them do things at their request

C．a(chǎn)rgue and fight with their children    D．a(chǎn)llow their children to behave in their own way

When the kid is doing his homework, parents ________.

A．should provide him with a good learning environment

B．can do whatever they like

C．can stay aside watching TV

D．must switch off the power

It can be inferred from the passage that ________.

A．parents should take off his headphones when trying to have a talk with their child

B．it will make no difference that a kid is wearing his earplugs while talking to his parents

C．parents shouldn’t give in to their kid when he shows no sign of respect

D．kids’ purposely talking to their parents with iPod gives them a sense of power and control

The main idea of the passage is ________.

A．that respecting each other is more important than anything else

B．how kids behave to ignore and disrespect their parents

C．that children should make choices and decisions on their own

D．how parents can deal with their kids’ behavior effectively

HARTLAND, Wis. (AP) — Lauren Panos was surprised when she walked into her ninth-grade English class in the fall and saw there were no boys.

Her parents had not told her they had enrolled her in a new all-girls class at Arrowhead High School in Hartland. Panos still isn't sold on the idea.

"All the girls there, they can talk out of turn," the 14-year-old said. "We are bored of tasks and it's really upsetting."

More public school systems are looking at separating boys and girls, whether for certain classes or by total schools, after the federal government opened the door last fall. Supporters say separating students by sex helps them learn better and allows boys and girls to explore subjects they may not otherwise take.

"Boys just make a bigger trouble in the class," Panos' classmate, Alyson Douglas, 15, said “I likes not worrying about boys causing disruptions.”

Presently, nationwide, at least 253 public schools offer single-sex classes and 51 schools are entirely single sex, according to the National Association for Single Sex Public Education. In1995, just three public schools offered single-sex classes.

Critics of same-sex classrooms argue that proven methods of improving education should be carried out instead of one that divides boys and girls.

"Too many schools feel they can carry out a social experiment with students' education with really the weakest of theories," said Emily Martin, deputy director of the American Civil Liberties Union's Women's Rights Project.

Single-sex schools are an "illusionary(錯覺的) silver bullet," said Lisa Maatz, director of public policy and government relations for the American Association of University Women. They distract(分散) from real problems and do not offer proven solutions such as lower class sizes and enough funding, she said.

"I would suggest that for many of our kids and families, especially in Milwaukee, it's a question of choice," Spence said. "We have a series of choices in Milwaukee and I just think this should be one additional choice."

66．What surprised Lauren Panos was that_______ when she walked into the class.

       A．her classmates were all boys.           B．her classmates were all girls.

       C．the boys were all absent from class.      D．she went into the wrong class.

67．From what Panos said we can learn that ______.

       A．Panos thinks that the idea is very good for they can talk freely.

       B．Panos doesn’t accept the fact that girls in her class have to finish many tasks.

       C．Panos doesn’t like the idea that boys and girls are in separate classes.

       D．Panos prefers to study in a class in which there are only boys.

68．The underlined word “disruptions” in the fifth paragraph most probably means ______.

       A．trouble          B．danger   C．interest         D．happiness

69．Critics don’t support the idea of single-sex schooling mainly because_______.

      A．boys will cause more trouble and girls will hate studying.

      B．single-sex schooling that is not a proven idea can leave out key problems

      C．it doesn’t help students develop fully and healthily

      D．it can excite students to explore the unknown

70．The passage is probably taken from_________.

      A．a(chǎn) newspaper                     B．a(chǎn) magazine   

       C．a(chǎn) book of education           D．A TV programme

閱讀下面短文，從短文所給各題的四個選項(xiàng)（A、B、C、D）中選出能填入相應(yīng)空白處的最佳選項(xiàng)。

   Newcomers（新來的人） to the United States are often    36    by the schools. American schools    37    seem so different from the schools they know in    38    parts of the world. American education is based on the    39    that children    40    to learn to think    41    themselves. The school should be the    42    where they learn to do this.    43   , children learn the “three R’s” [(Reading, Writing and Arithmetic(算術(shù))], history and government (often called Social Studies) and many other    44   . They also learn    45   be independent(獨(dú)立的)，how to make their own judgement(判斷), and how to develop their own   46    and interests. The American teacher does not    47   the children in her class to sit    48   hands folded quietly and to say    49  . She wants them to listen attentively(專心地) to ask questions. She knows that    50    children learn from books is    51  . She also knows that it is necessary for them to know how to use this    52   for their   53    and development. During Open School Week, parents have a    54    to see how American education    55   .

A. happy          B. afraid               C. glad             D. surprised

A. some time    B. sometime         C. sometimes            D. some times

A. other          B. the other            C. another              D. all

A. opinion      B. idea                 C. promise          D. conclusion

A. need           B. needed               C. dare                 D. dared

A. of             B. against          C. for                  D. with

A. place        B. space            C. room             D. area

A. From school    B. out school           C. By school            D. In school

A. lessons       B. knowledge       C. subjects             D. object

A. when to       B. how to           C. what to              D. where to

A. ability        B. skill                C. abilities            D. skills

A. think         B. want                 C. let              D. make

A. with          B. across               C. over             D. above

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

A. that          B. which            C. where                D. what

A. important     B. unimportant      C. necessary            D. useless

A. study         B. work             C. learning             D. aim

A. growing        B. growth           C. future               D. tomorrow

A. ability            B. possibility          C. interest             D. chance

A. develops      B. learns               C. goes             D. works