Koko the gorilla knew over 1,000 signs based on American Sign Language, and used them to do everything from asking for food to joking around. Her trainer and long-term companion, Penny Patterson, thought Koko went further still, signing in novel ways and showing complex emotions. According to Ms Patterson, when a cat that Koko loved was killed in an accident, Koko signed: “Cat, cry, have-sorry, Koko-love.” When Koko died last month, some of her obituaries (讣告) mourned the gorilla who had “mastered American sign language.”
Then came the backlash, from linguists and experts in sign languages. Sign languages have complex grammars, equivalent to spoken tongues in expressiveness. Koko’s ability, it was pointed out, fell well short of a fluent human signer. Moreover, Ms Patterson was her interpreter, a role that invited the question of how much she was inferring what Koko “must have meant,” and explaining away random signs. It was hard to be sure: Ms Patterson preferred speaking to journalists over sharing her video and raw data about Koko with fellow researchers.
There is no doubt that animals communicate. Animals from one region can share sounds that differ from groups in another, leading researchers to talk of animal “dialects.” Then there are the remarkable achievements of Koko and her primate predecessors, including a chimp delightfully named Nim Chimpsky. Yet there is an important distinction between communication and language. Take the misleading term “body language.” It is sometimes claimed that words convey just 7% of meaning, and that body language and tone of voice do the rest. This wildly overstretches an old study which found that most emotional messaging — as opposed to the propositional kind — comes from tone and body language, especially when a neutral word such as “maybe” was used. But try conveying a fact like “It will rain on Tuesday” with your eyebrows, and the difference becomes clear. Language allows for clear statements, questions and commands.
Nim Chimpsky’s near-namesake, Noam Chomsky, has argued that people have a kind of “universal grammar”, and that all humankind’s languages are mere variations on a theme. Mr Chomsky has changed his mind repeatedly on what constitutes the core of human language, but one obvious candidate is syntax — rules, not just words, which allow the construction of a huge variety of meaningful utterances (所说的话). This capacity may even be infinite. Any statement in English, for example, can be made longer by adding “He said that …” at the beginning. This property is called recursion: a simple statement (“It’s cold”) is embedded in a more complicated one (“He said that it’s cold”). Human syntax also allows for hypotheticals (“If she hadn’t arrived …”), talking precisely about events distant from the present, and so much more.
That gorillas lack syntax should not blind humans to their magnificence. But the fact that Koko could communicate should not mislead observers into thinking she possessed language.
1. Which statement about KOKO the gorilla is true?| A．Koko’s ability was similar to a fluent human signer. |
| B．Koko could ask for food using sign language. |
| C．Koko was able to show complex feelings using sign language. |
| D．Koko was killed in an accident. |
| A．approval | B．bias | C．opposition | D．evidence |
| A．Koko was not as expressive as a human signer |
| B．Koko seldom needed an interpreter |
| C．Koko was able to communicate with journalists |
| D．Koko failed to speak several animal “dialects” |
| A．Humans can express past events using language while apes cannot. |
| B．Tone and body language play a dominant role in human communication. |
| C．Words enable humans to convey clear meanings. |
| D．Gorillas are still magnificent in terms of their ability to communicate. |
| A．Nim Chimpsky and Noam Chomsky — Who Has the Upper Hand? |
| B．Syntax — What Separates Humans and Apes. |
| C．Koko the Gorilla — A Magnificent Communicator. |
| D．Great Apes — Language and Communication Are Not the Same Thing. |
相似题推荐
【推荐1】What defines who we are? Our habits? Our tastes? Our memories? I would say it must be my deep-seated sense of right and wrong.
And yet, like many other people who speak more than one language, I often have the sense that I’m a slightly different person in each of my languages — more confident in English, more relaxed in French. Is it possible that my moral compass also points in somewhat different directions depending on the language I’m using?
Several recent psychological studies suggest that when people are faced with moral dilemmas, they do respond differently when considering them in their native and foreign tongue.
In a 2014 paper led by Albert Costa, volunteers were presented with a moral dilemma known as the “trolley problem”: imagine that a runaway trolley is dashing toward a group of five people standing on the tracks, unable to move. You are next to a switch that can shift the trolley to a different set of tracks, thereby sparing the five people, but resulting in the death of one who is standing on the side tracks. Do you pull the switch?
Most people agree that they would. But what if the only way to stop the trolley is by pushing a large stranger off a footbridge into its path? People tend to be very reluctant (不情愿的) to say they would do this. But Costa and his colleagues found that posing the dilemma in a language that volunteers had learned as a foreign tongue dramatically increased their willingness, from fewer than 20% of respondents working in their native language to about 50% of those using the foreign one.
Why does it matter whether we judge morality in our native language or a foreign one? According to one explanation, such judgments involve two separate and competing modes of thinking — one of these, a quick, gut-level “feeling,” and the other, careful deliberation about the greatest good for the greatest number. When we use a foreign language, we unconsciously sink into the more deliberate mode simply because the effort of operating in our non-native language cues our cognitive (认知) system to prepare for strenuous (费力的) activity. An alternative explanation is because our childhood languages change with greater emotional intensity than do those learned in more academic settings. As a result, moral judgments made in a foreign language are less burdened with the emotional reactions.
What then is a multilingual (多语言的) person’s true “moral self”? Is it my moral memories? Or is it the reasoning I’m able to apply when free of such unconscious restrictions? Or perhaps, as the research implies, regardless of how many languages we speak: that our moral compass is a combination of the earliest forces that have shaped us and the ways in which we escape them.
1. In the author’s opinion, it is your_____that defines who you are.| A．habit |
| B．taste |
| C．memory |
| D．morality |
| A．most volunteers agree to pull the switch |
| B．most volunteers attempt to push a stranger off a footbridge |
| C．20% of the volunteers choose to shift the tracks of the trolley |
| D．50% of the volunteers are reluctant to kill the five people on the tracks |
| A．make decisions unconsciously in a foreign language |
| B．take more time to make decisions in a foreign language |
| C．learn a lot about academic settings in their native language |
| D．are more likely to be influenced by emotions in their native language |
| A．What is Our True Moral Self |
| B．How Languages Shape People’s Personality |
| C．What is the Key Factor in Decision Making |
| D．How Morality Changes in a Foreign Language |
【推荐2】When one looks back upon the fifteen hundred years that are the life span of the English language, he should be able to notice a number of significant truths. The history of our language has always been a history of constant change—at times a slow, almost imperceptible change, at other times a violent collision between two languages. Our language has been a living growing organism, it has never been static. Another significant truth that emerges from such a study is that language at all times has been the possession not of one class or group but of many. At one extreme it has been the property of the common, ignorant folk, who have used it in the daily business of their living, much as they have used their animals or the kitchen pots and pans. At the other extreme it has been the treasure of those who have respected it as an instrument and a sign of civilization, and who have struggled by writing it down to give it some permanence, order, dignity, and if possible, a little beauty.
As we consider our changing language, we should note here two developments that are of special and immediate importance to us. One is that since the time of the Anglo-Saxons there has been an almost complete reversal of the different relationship of words in a sentence. Anglo-Saxon (old English) was a language of many inflections. Modern English has few inflections. We must now depend largely on word order and function words to convey the meanings that the older language did by means of changes in the forms of words. Function words, you should understand, are words such as prepositions, conjunctions, and a few others that are used primarily to show relationships among other words. A few inflections, however, have survived. And when some word inflections come into conflict with word order, there may be trouble for the users of the language, as we shall see later when we turn our attention to such matters as WHO or WHOM and ME or I. The second fact we must consider is that as language itself changes, our attitudes toward language forms change also. The eighteenth century, for example, produced from various sources a tendency to fix the language into patterns not always set in and grew, until at the present time there is a strong tendency to restudy and re-evaluate language practices in terms of the ways in which people speak and write.
1. In contrast to the earlier linguists, modern linguists tend to ________.| A．attempt to continue the standardization of the language |
| B．evaluate language practices in terms of current speech rather than standards or proper patterns |
| C．be more concerned about language than its analysis or history |
| D．be more aware of the rules of the language usage |
| A．Changes in the forms of words. |
| B．Changes in sentence structures. |
| C．Changes in spelling rules. |
| D．Words that have similar meanings. |
| A．It is generally believed that the year 1500 can be set as the beginning of the modern English language. |
| B．Some other languages had great influence on the English language at some stages of its development. |
| C．The English language has been and still in a state of relatively constant change. |
| D．Many classes or groups have contributed to the development of the English language. |
| A．historian | B．philosopher |
| C．anthropologist | D．linguist |
| A．The history of the English language |
| B．Our changing attitude towards the English language |
| C．Our changing language |
| D．Some characteristics of modern English |
【推荐3】Nineteen Eighty-Four, a dystopian novel by George Orwell, was set in a totalitarian state where even the language they use is controlled. Adjectives are forbidden and instead they use phrases such as “ungood”, “plus good” and “double plus good” to express emotions. As I first read this I thought how impossible it would be in our society to have such vocabulary. However, the more I thought about it, the more I realised in its own way it's already happening. I type messages to my friends and alongside each is the obligatory (惯用的) emoji. I often use them to emphasise something, or to not seem too serious, or because this specific GIF conveys my emotions much better than I ever could using just words. And I wonder, with our too much use of emojis, are we losing the beauty and diversity of our vocabulary?
English has the largest vocabulary in the world, with over one million words, but who's to say what it'll be like in the future? Perhaps we will have a shorter language, full of saying “cry face” if something sad happens or using abbreviations like LOL (laugh out loud) or BRB (be right back) instead of saying the full phrase. So does this mean our vocabulary will shrink? Is it the start of an exciting new era? Will they look back on us in the future and say this is where it all began—the new language? Or is this a classic case of the older generations saying, “Things weren't like that when I was younger. We didn't use emoticons to show our emotions?”
Yet when you look back over time, the power of image has always been there. Even in the prehistoric era they used imagery to communicate, and what's even more incredible is that we are able to analyse those drawings and understand the meaning of them thousands of years later. Pictures have the ability to go beyond the usual limits of time and language. Images, be it cave paintings or emojis, allow us to convey a message that's not restrictive but rather universal.
1. Why does the author mention Nineteen Eight Four?| A．To introduce the topic. | B．To show an example. |
| C．To give the reason. | D．To describe a phenomenon |
| A．To reduce the use of words. | B．To save time of typing. |
| C．To express naturally and casually. | D．To make fun of friends. |
| A．Disappear. | B．Lower. |
| C．Reform. | D．Change. |
| A．We can recognise the pictures' time period with technology. |
| B．We have kept the same vocabulary since the prehistoric era. |
| C．Pictures is an only way to record history. |
| D．Pictures can express human feelings accurately and vividly. |
【推荐1】One day, “supercharged plants” may help feed people around the world. Supercharged plants are ones that grow faster than normal plant life. Scientists can speed up the growth by modifying, or changing, the structure of plants' genes. The modifications make them react quickly to changes in light. This all has to do with photosynthesis(光合作用), the process in which plants turn sunlight, carbon dioxide and water into food.
Plants grow fastest in the sun. That is when they make the most food for themselves. But their rate of growth can slow when things like clouds or trees block sunlight. But when the sun returns, it can take many minutes for growth to speed up again.
This can be a problem because it means some of our most important crop plants are not as productive as they could be. Researchers say demand for food is expected to increase up to 70 percent by the middle of the century. They also note rising temperatures on Earth's surface. That is why they are looking for ways to improve photosynthesis and make plants more productive.
Steve Long is a plant biologist at the University of Illinois. He wanted to find a way to help plants get back up to speed quickly after a period of darkness. So he and his team added genes that shortened the recovery time. It also increased the speed at which the plants grew. His modified plants grew up to 20 percent more than untreated ones.
In Long's study, his group used a form of genetic engineering called transgenics (转基因). It means taking genes from one plant, then putting them into another. Now they are experimenting soybeans, rice, cowpeas and cassavas.
1. What is the advantage of supercharged plants?| A．They can grow more quickly. |
| B．They can grow in severe conditions. |
| C．They can offer high-quality grains. |
| D．They can replace normal plants. |
| A．Too hot weather. | B．Old farming methods. |
| C．Lack of sunlight. | D．Too much sunlight. |
| A．To find out what makes plants grow slowly. |
| B．To create a new plant that can grow with weak sunlight. |
| C．To find another way to help plants benefit each other. |
| D．To make plants recover quickly when the sun returns. |
| A．By changing their nature. | B．By adding new genes to them. |
| C．By developing new plants. | D．By supplying more sunlight. |
【推荐2】The World Needs Zoos
ZOOS play an important role in the world for conservation and education. They are particularly important for endangered species. Many animals are critically endangered and may go extinct in the wild, but in zoos, they are going strong. Many others are already extinct in the wild and only survive thanks to populations kept in captivity (圈养). Even those critical of zoos often recognize that it is better to have species preserved somewhere than lose them altogether.
Take the ring-tailed lemur (环尾狐猴) of Madagascar for example. This animal is almost ubiquitous in zoos as they breed well in captivity and the public are fond of them. However, despite their high numbers in collections around the world, they are the most threatened mammalian group on the planet. A recent survey suggests that up to 95 percent of the wild populations have been lost since 2000.
Such trends are not isolated. The giraffe is another very common species in zoos. Unlike the lemurs, giraffes are widespread in the countries across much of sub-Saharan Africa. Yet giraffe populations have gone down by a third in the last thirty years. While less dramatic than the drop in lemur numbers, this is obviously a major loss and again, whole populations (which some scientists think are of unique subspecies) are on the verge of extinction.
There will, I suspect, always be resistance to the argument for keeping animals in captivity and I will not defend the zoos that are bad and in desperate need of improvement or closure.
| A．So we can see many endangered animals living in zoos. |
| B．This is a trend that is only likely to continue. |
| C．This means that the remaining individuals are at serious risk. |
| D．In fact, species that are common can also come under serious threat before people realize it. |
| E．But unfortunately that is not always the case. |
| F．But if we wish to keep any real measure of biodiversity on the planet, we may have to lean on zoos far more than many realize. |
【推荐3】British scientists have discovered the willow trees planted at an angle could increase sugars for biofuel production.
Willow is a fast-growing species. It is already used to produce fuels for the renewable heating and power market. In future it could also help to produce biofuel to power vehicles. It has been known that when willows growing in the wild are blown sideways, they tend to produce more sugars. But for a while it has not been known why this happens.
Researchers at Imperial College London, led by Dr Nicholas Brereton and Dr Michael Ray of the Department of Life Sciences, have now solved the mystery. When the tree is blown sideways, its genes (基因) produce large numbers of sugar molecules (分子) to straighten the tree upwards.
“This is an important breakthrough. Our study now shows that natural genetic changes are related to these differences. And this could well be the key to unlocking the future for green energy from willow,” said Dr Brereton.
The research was carried out under lab conditions. The willows were grown at an angle of 45 degrees. They were compared to willows which grow naturally straight upwards. The team then looked for the same effect among the willows growing on the Isle of Orkney where strong winds cause the trees to bend at extreme angles. They discovered that the Orkney trees produce five times the amount of sugars found in willows grown in sheltered conditions.
Willow is widely planted across the UK. The results show that biofuel crops such as willows could be grown in climatically changeable conditions where chances of growing food crops are limited.
The study is published in Biotechnology for Biofuels.
1. What may happen when willows are planted in strong winds?| A．They stop growing. | B．Few sugars are produced. |
| C．They try to grow sideways. | D．Changes in genes take place. |
| A．are unusually rich in sugars | B．grow naturally straight upward |
| C．look taller than ordinary willows | D．are stronger than those growing in labs |
| A．use biofuel for heating and power | B．are encouraged to grow biofuel crops |
| C．can plant different kinds of food crops | D．should make their willows grow straight |
| A．A personal diary. | B．A travel magazine. |
| C．A scientific journal. | D．A newspaper advertisement. |
【推荐1】The other night I had dinner with my friend Kim, who in midlife is trying to change her career. She has spent decades as a successful photographer, but she knows it’s time to do something different. What, however, is she qualified to do, besides photography? “I’m good at parties,” she told me with a shrug. “And parallel parking.” We refilled our wineglasses and laughed really hard as we dreamed up the various careers in which that particular combination might be useful.
Here’s a humbling exercise: Ask yourself what you’re good at, aside from the skills you use at work. After my conversation with Kim, I put this question to a handful of friends and got responses ranging from “finding restaurants for people” to “spotting terrific old chairs.” The more I think about my own answer to this question, the more confused I seem to get.
A year ago this month I left a job, and a career, that brought me great satisfaction for more than two decades. Can serendipity(意外惊喜)be a strategy? It certainly worked for me. I happened to find a field in which my skills and the requirements of the job were a Venn diagram (韦恩图) with near total overlap. Like most of my friends, I spent my 20s and 30s marching determinedly along my given path, working hard, with purpose, and by the time I reached my 40s, I was able to enjoy the fruits of my labor. Isn’t that the way the American Dream goes?
Here’s what you learn when you wake up from that dream: hubris (自负) is the unpleasant by-product of success. If you are really good at your job for a long enough time, you begin to believe that you can be good at any job and therefore can easily jump from one thing to another, switching horses in midstream. Examples of this mistaken thinking are everywhere, from the harmlessly frivolous (Dancing With the Stars) to the dangerously serious (the current presidency). As it turns out, humility is its own kind of skill; developing it hurts, but falling on your face hurts more.
Over the years a number of 20-somethings have come to me for advice, which I have dutifully given: Work hard, meet lots of people, say yes to many things. Don’t complain, put a smile on your face, and remind yourself that studying Foucault for four years in college might not prove to be particularly relevant in the working world. Swallow your pride and ask a lot of questions.
What I should be telling the young and ambitious is this: being really good at one thing is fantastic until it isn’t. The day may come, in my experience, will come, when you know you want to do, want to be, something else. For example, 20-somethings, one day you might want to appear on Dancing With the Stars. I’m not sure if Sean Spicer is a fool or a genius for turning down this opportunity for his first post-Administration performance. Maybe he’s not aware that Apolo Ohno was placed first on the show.
Or maybe you’ll want to run for President. Never mind that it was a President–Abraham Lincoln–who popularized the warning about switching horses in midstream. If you are a real estate tycoon and loud-mouthed TV star who made a name for yourself with a combination of instinct, bravado(虚张声势)and riding the wave of chaos you create everywhere you go, then who cares what Abe Lincoln said? The White House is the logical next career step.
Or, 20-somethings, maybe you’ll do both! At the same time! After all, doesn’t today’s White House sort of resemble Dancing With the Stars, if you squint(眯眼)hard and use your imagination? With experts and amateurs working together, trying to make it all look graceful while the audience alternatively laughs and cries?
So, folks, an assignment: Ask yourself what you’re good at. As for me, aside from what I most recently did for a living–writing, editing, managing people and showing up to meetings on time–my greatest strengths seem to be making vacation packing lists and remembering which houses in my town are on the market. So I have entered this next phase of my life with gratitude (for what I’ve accomplished), humility (about all that I don’t know) and fear (see random greatest strengths). I used to be filled with optimism: if Donald Trump could become President, anything seemed possible. But with each passing month, and each new failure, my optimism dims. If he wanted to try something new, wouldn’t Dancing With the Stars have been a wiser choice?
1. Which of the following statements can be inferred from the passage?| A．Only failure contributes to the development of one’s humility. |
| B．Donald Trump is the very person for the US presidency. |
| C．Career success encourages overestimate of oneself. |
| D．College education is a must for a successful career. |
| A．Check whether one’s skill meets the requirements of the potential new job. |
| B．Seize each and every random opportunity that comes along. |
| C．Be optimistic about the potential new job and anything is possible. |
| D．Job hopping is such a severe danger as to be avoided. |
| A．It functions ideally as the political center of the United States. |
| B．It is the logical next career step for a wealthy and famous person. |
| C．It is as attractive and interesting as Dancing with the Stars. |
| D．It is a stage where officials don’t know how to run the country. |
| A．What one is really good at disappears. |
| B．One feels no more fantastic about the job. |
| C．One’s ambition weakens as he or she ages. |
| D．One tries to change to a new job. |
【推荐2】By now you’ve probably heard about the “you’re not special” speech, when English teacher David McCullough told graduating seniors at Wellesley High School: "Do not get the idea you're anything special, because you're not." Mothers and fathers present at the ceremony — and a whole lot of other parents across the internet — took issue with McCullough's ego-puncturing words. But lost in the anger and protest was something we really should be taking to heart: our young people actually have no idea whether they're particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it's not just privileged high-school students: we all tend to view ourselves as above average.
Such inflated (膨胀的) self-judgments have been found in study after study, and it's often exactly when we're least competent at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, "lack insight" into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with co-author Justin Kruger, suffer from a "dual burden": they're not good at what they do, and their wry ineptness (笨拙) prevents them from recognizing how bad they are.
In Dunning and Kruger's study, subjects scoring at the bottom of the heap on tests of logic, grammar and humor "extremely overestimated" their talents. Although their test scores put them in the 12th percentile, they guessed they were in the 62nd. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was "metacognitive skill" (元认知技巧): the capacity to monitor how well they're performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There's a paradox (悖论) here, the authors note: “The skills that develop competence in a particular domain are often the very same skills necessary to evaluate competence in that domain. "In other words, to get better at judging how well we’re doing at an activity, we have to get better at the activity itself.
There are a couple of ways out of this double bind (两难). First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don't possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you're doing, but just what it is that you're doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up.
If we adopt these strategies — and most importantly, teach them to our children — they won't need parents, or a commencement(毕业典礼) speaker, to tell them that they're special. They'll already know that they are, or have a plan to get that way.
1. The underlined phrase "took issue with" in paragraph 1 most probably means .| A．totally approved of | B．disagreed with |
| C．fully understood | D．held discussion about |
| A．we don’t know whether our young people are talented or not |
| B．young people can't reasonably define themselves |
| C．no requirement is set up for young people to get better |
| D．we always tend to consider ourselves to be privileged |
| A．They lack the capacity to monitor how well they are performing. |
| B．They usually give themselves high scores in self-evaluations. |
| C．They tend to be unable to know exactly how bad they are. |
| D．They are intelligently inadequate in tests and exams. |
| A．are not confident about their logic and grammar |
| B．tend to be very competent in their high-scoring fields |
| C．don't know how well they perform due to their stringent self-judgment |
| D．is very careful about their self-evaluations because they have their own limits |
| A．the best way to recognize excellence is to study past success and failure |
| B．through comparison with others, one will know where and when he fails |
| C．we need internal honesty with ourselves and external honesty from others |
| D．neither parents nor a commencement speaker can tell whether one is special |
| A．Special or Not? Teach Kids To Figure It Out |
| B．Let's Admit That We Are Not That Special |
| C．Tips On Making Ourselves More Special |
| D．Tell The Truth: Kids Overestimate their Talents |
【推荐3】Kids nowadays are growing up “connected”, learning to use technology at a surprising speed. Technology is a regular part of school now! Kids as young as Kindergarten are using smartboards, IPads, and computers to complete tasks in the classroom. Older children rely on the Internet for research, getting homework, sending work to teachers, and even accessing（ 获得） textbooks. In fact, today’s kids have been given the name “digital（数字）natives” because they are facing technology almost from birth, so new things have never been a greater challenge in the hands of our children. The Internet，Facebook, iPods, pictures and texting on cell phones and all of these are the ways kids communicate today. They have become a central part of their lives. It allows them a private life that most of us know very little about.
Kids just don’t think about the results of the new world of social networking and text messaging. They don’t think that it is dangerous to send a photo of a particular person to a foolish person, who might send it to some friends that may send it to a hundred others and the next thing you know, it’s on many Facebook sites and all over the Internet forever. They don’t think that way because they don’t have the life experience that we do. We have to help them.
The key to knowing how they manage this privacy（隐私） is our “connection” to them. How closely do we connect with our kids and pay attention to what they’re doing? And how often do we talk to our children... and really listen to them? If they believe in us and know that we will be there for them, they are more likely to follow our advice. If we talk openly about what we believe in, what we stand for, those values will become their own before long.
1. What is the author’s opinion about children?| A．They are good at accepting modern things. | B．They are well understood by their parents. |
| C．They almost like to surf on the Facebook. | D．They know the Internet dangers well. |
| A．Kids. | B．Adults. | C．Internet users. | D．Internet teachers. |
| A．They only understand their own private lives. | B．They are badly influenced by new things. |
| C．They do not have life experience. | D．They don’t depend on their parents. |
| A．When they are surfing on the Internet. | B．When they meet some dangerous situations. |
| C．When parents believe in what they are doing. | D．When parents communicate with them deeply. |
