1 . You've decided your child is spoiled（宠坏的），and you want to do something about it. Is it too late? Not necessarily。.   Here are four tips from an expert for getting your child to behave well.

    1     You've spoiled your child by giving him or her too much for too little. You can correct this by helping your child to learn to work harder for rewards and understand that not all good behavior is rewarded.    2     For example, at first, insist that your daughter put a few toys away before she gets a snack, and gradually increase the amount of work required for each reward.

Don't overreact to crying. When children don't get what they want, their natural behavior is to cry. If you react every time your child cries, you may be denying（拒绝给予） him or her an important chance to learn something.     3    

Prepare for a fight. At the beginning, children's demands will increase when they find out parents are not going to give them the new toys they want. When it happens, be careful not to give in just because the child shouts.         4    

Stick to the program.     5     That' s not necessarily a bad thing. It means the requirements are getting stricter and that your child is accepting changes. Remember： Give it time, and don't give up.

A．Make changes slowly.

B．Cut down on rewards.

C．Try your best to comfort the child.

D．Rather, wait until the child calms down.

E．Your child will probably be upset when you begin making changes.

F．There is little doubt that things will get worse before they get better.

G．As a parent, you need to know when to comfort a child and when to simply walk away.

2 . Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.

Being Authoritative Parents

Phrases like “tiger mom” and “helicopter parent” have made their way into everyday language.    1     But is there anything wrong with a kind of “overparenting style”?

Parental involvement has a long history of being studied. Many of the studies, conducted by Diana Baumrind, a famous psychologist at the University of California, Berkeley, have found that a good parent is the one who is involved and reacts to her child in a positive way, who sets high expectations but gives her child independence. These “authoritative parents” appear to hit the sweet spot of parental involvement and generally raise children who do better academically, psychologically and socially than children whose parents are not strict and less involved, or controlling and more involved.     2    

Authoritative parents actually help improve motivation in their children. Carol Dweck, a social psychologist at Stanford University, has done research that indicates why authoritative parents raise more motivated children. In a typical experiment, Dr. Dweck takes young children into a room and asks them to solve a simple puzzle. Most do so with little difficulty. But then Dr. Dweck tells some, but not all, of the kids how clever they are. As it turns out, the children who are not told they're smart are more motivated to solve increasingly difficult puzzles. They also show higher levels of confidence and show greater progress in puzzle-solving.

    3     Dealing with more difficult puzzles carries the risk of losing one's status as “smart”. Dr. Dweck's work strongly supports that of Dr. Baumrind, who also found that reasonably supporting a child's independence and limiting interference(干涉)causes better academic and emotional results.

The central task of growing up is to develop a sense of self that is independent and confident. If you treat your young child who is just learning to walk as if she can't walk, you reduce her confidence.    4     It is easier when they are young. The potential mistakes carry greater risks, and part of being a parent is reducing risk for our children.

A．Allowing children to make mistakes is one of the greatest challenges of parenting.

B．How is this parenting style different from the western concept of self-realization?

C．Many of us find ourselves drawn to the idea that with just a bit more parental hard work and effort, we might turn out children with bright futures.

D．As the experiment suggests, praising children's talents and abilities seems to shake their confidence.

E．Why is this parenting style so successful?

F．It can be learned from the experiment that parental expectations can motivate children to build a strong mind and encourage them to achieve their best academic performance.

3 . For a generation now, school reform has meant what students must be taught and carried out by standardized（标准化的）tests.

Here’s a thought experiment. Suppose that next year almost every student passed the tests. What would the reaction be from people? Would they shake their heads in respect and say, “Damn, those teachers must be good!”?

Of course not. Such remarkable success would be used as evidence that the tests were too easy and it needs to raise standards. “High standards” really means “standards that all students will never be able to meet”. My little thought experiment uncovers a truth that we have been taught to respond with doubt whenever all members of any group are successful. In America, success doesn’t count unless it is got by only a few.

Consider widespread complaints about “grade inflation（膨胀）” in higher education. Many people don’t even bother to stress that grades have risen over time. They simply point to how many students get A’s right now. The goal, in other words, isn’t to do well but to defeat other people who are also trying to do well. Grades in testing should be used to announce who’s beating whom. A school’s final task, apparently, is not to help everyone learn but to prepare the game so that there will always be losers.

This makes no sense in any situation. Perhaps, for example, we can defend rating states or nations based on the quality of their air, health care or schools, but ranking them is foolish. School testing ranking doesn’t lead to improvements in performance but tends to hold us back from doing our best. It makes productive teamwork less likely and leads all concerned to focus not on meaningful improvements but on trying to beat everyone else.

Most of all, it encourages the false belief that excellence is a zero-sum game. It would be more reasonable to rescue the spirit of the concept: Everyone may not succeed, but at least in theory all of us could.

1. What did the writer’s thought experiment prove?

A．Good teachers represent higher test scores.

B．Excellence is regarded as a rare thing.

C．American tests are usually too easy.

D．Students don’t meet the test standards.

2. What does the writer think American schools seem to do?

A．Promote teachers to teach better.	B．Remove the belief of beating others.
C．Help all students do well at school.	D．Ensure the existence of failures.

3. What is the writer’s attitude towards schools testing ranking?

A．Disapproving.	B．Optimistic.
C．Sympathetic.	D．Unconcerned.

4. What is the best title for the text?

A．How Can Students Succeed?	B．Why Can’t Everyone Get A’s?
C．What Standards Do Schools Set?	D．Who Get Best Grades at School?

4 . What do people in the outside world do when they want to learn something? They go to somebody who knows about it, and ask him. They do not go to somebody who is supposed to know about everything ---except, when they are very young, to their parents: and they speedily become dissatisfied with that variety of knowledge. They go to somebody who might reasonably expected to know about the particular thing they are interested in, When a man buys a motor-car, he does not say to himself: “Where can I find somebody who can teach me how to run a motor car?" He does not look in the telephone directory under T. He just gets an experienced driver to teach him. He just pays attention and asks questions and tries to do the thing himself, until he learns.

But this case, of course, assumes an interest of the pupil in the subject, a willingness and even a desire to learn about it, a feeling that the matter is of some importance to himself. And come to think of it, these motives are generally present in the learning that goes on in the outside world. It is only in school that the pupil is expected to be unwilling to learn.

When you were a child, and passed the door of the village blacksmith(铁匠) shop, and looked in, day after day, you admired his skill, and stood in awe of his strength; and if he had offered to let you blow the bellows for him and shown you how to make a red-hot penny, that would have been a proud moment. It would also have been an educational one. But suppose there had been a new shop set up in the town, and when you looked in at the open door you saw a man at work painting a picture; and suppose a bell rang just then, and the man stopped painting right in the middle of a brush-stroke, and started to read aloud “How They Brought the Good News from Ghent to Aix"; and suppose when he was halfway through, the bell rang again, and he said, "We will go on with that tomorrow," and started to chisel the surface of a piece of marble; and then, after a little, somewhat exhaustedly, started in to play "The Rock of Ages" on a flute, interrupting the tune to order you to stand up straight and not whisper to the little boy beside you. There's no doubt what you would think of him; you would know perfectly well that he was crazy; people don't do things in that way anywhere in the world, except in school.

And even if he had assured you that what were taught were later in your life going to be matters of the deepest importance and interest, and that you should start in now with the determination of becoming proficient in them, it would not have helped much. Not very much. It's nonsense that children do not want to learn. Everybody wants to learn. And everybody wants to teach. And the process is going on all the time. All that is necessary is to put a person who

knows something---really knows it---within the curiosity-range of someone who doesn't know it: the process begins at once, It is almost irresistible

If there were no teachers---no hastily and superficially trained Vestals who were supposed to know everything---but just ordinary human beings who knew passionately and thoroughly one thing and who had the patience to show little boys and girls how to do that thing---we might get along with our learning pretty well, Of course, we'd have to pay them more, because they could get other jobs out in the larger world; and besides, you couldn't expect to get somebody who knows how to do something, for the price you are accustomed to pay those who only know how to

teach everything,
1. What does the author mainly want to say with this article?

A．An education without teachers is unimaginable,

B．A teacher who knows everything is more welcome,

C．School teachers are far from satisfactory and necessary,

D．We have paid too much for teachers for school education.

2. What does the underlined "somebody" in the first paragraph refer to?

A．A teacher.	B．A parent.
C．A man in the outside world.	D．A man like the blacksmith,

3. What happened in the "new shop" mentioned in paragraph 3?

A．Useless subjects like painting and poetry, sculpture and music were taught.

B．The man at work became crazy with so many subjects to deal with.

C．One man teaching everything influenced the efficiency of learning.

D．Children listened carefully and often discussed about what is taught with others.

4. According to the author, which of the following can we infer?

A．Teachers are not as useful as parents in helping a child to learn,

B．Schools are the places killing students' interest and willingness to learn,

C．Learning life related skills like blacksmithing is more important than arts.

D．Teachers are ordinary human beings who know thoroughly everything.

5. Which of the following figures of speech(修辞手法) are used in the article?
a. exemplification(举例)        
b. exaggeration(夸张)
c. personification(拟人)          
d. irony(讽刺)            
e. analogy (类比)

A．abc	B．ade
C．bcd	D．cde

6. In the last paragraph, the author mainly _______.

A．introduces a new idea	B．raises a new question
C．gives some new evidence	D．stresses his viewpoint

5 . Today's world is not an easy adjustment for young adults. Key skill set for success is persistence (毅力), a characteristic that researchers say is heavily influenced by fathers. Researchers from Brigham Young University discovered that fathers are in a unique position to help their adolescent children learn persistence.

BYU professors Laura Padilla-Walker and Randal Day arrived at these findings after following 325 American families over several years. And over time，the persistence gained through fathers led to higher achievement in school.

"There are relatively few studies that stress the unique role of fathers，"Padilla-Walker said. "This research also helps to prove that characteristics such as persistence-which can be taught-are key to a child's life success.”

Researchers determined that dads need to practice an "authoritative" parenting style. Authoritative parenting is not authoritarian:rigid，demanding or controlling. Rather，an authoritative parenting style includes some of the following characteristics:children feel warmth and love from their father；responsibility and the reasons behind rules are stressed children are given an appropriate level of autonomy(自主权).

In the study，about 52 percent of the dads exhibited above-average levels of authoritative parenting. A key finding is that over time，children raised by an authoritative father were significantly more likely to develop persistence，which leads to better outcomes in school.

This particular study examined 11 to 14-year-olds living in two-parent homes. Yet the researchers suggest that single parents still may play a role in teaching the benefits of persistence，which is an avenue of future research.

1. What is special about the BYU professors' study?

A．It centered on fathers' role in parenting.

B．It was based on a number of large families.

C．It analyzed different kinds of parenting styles.

D．It aimed to improve kids' achievement in school.

2. What would an authoritative father do when raising his children?

A．Ignore their demands.	B．Make decisions for them.
C．Control their behaviors.	D．Explain the rules to them.

3. Which group can be a focus of future studies according to the researchers?

A．Single parents.

B．Children aged from 11 to 14.

C．Authoritarian fathers.

D．Mothers in two-parent homes.

4. Which of the following is the best title for the text?

A．Three Characteristics of Authoritative Fathers.

B．Key Skills for Young Adults to Succeed in Future.

C．Children Tend to Learn Determination from Father.

D．Family Relationship Influences School Performance.

6 . Parents do not owe （欠） their children a college education. If they can afford it, they can certainly send them to a good university. But they needn’t feel guilty if they can’t. When children grow up and want to get married, their parents do not owe them an apartment. They do not have the duty to look after their grandchildren, either. If they want to do it, it must be considered a favor, not an obligation.

Do parents owe their children anything? Yes, they owe them a great deal.

One of their obligations is to give their children a personal worth. Children who are always made to feel stupid and unworthy, constantly compared with brighter brothers, sisters, or cousins will become so unsure, so afraid of failing that they won’t try at all. Of course they should be properly corrected when they do wrong, but it’s often better to let children learn their mistakes by themselves in time. All their parents should do is to trust them, respect them, understand them and give them chances to try and fail. They must learn to stand failure. When criticisms （批评） are really needed, they should be balanced with a smile and a kiss. That is the way children learn.

Parents owe their children a set of solid values around which to build their lives. This means teaching them to respect the rights and opinions of others; it means being respectful to elders, to teachers, and to the law. The best way to teach such values is by deed. A child who is lied to will lie. A child who sees no laughter and no love in the home will have difficulty laughing and loving.

No child asks to be born. If you bring a life into the world, you owe the child something.

1. The author thinks parents ________.

A．should send their children to college

B．should support their children after they get married

C．need to buy an apartment for their children

D．needn’t feel guilty if they can’t send their children to universities

2. What does the underlined word “obligation” in Paragraph 1 mean?

A．Right.	B．Promise.
C．Duty.	D．Excuse.

3. According to the passage, what should parents do when children make mistakes?

A．Understand them and tell them not to do that again.

B．Let them learn the mistakes by themselves in time.

C．Compare them with brighter brothers or sisters.

D．Correct their mistakes immediately.

4. What does the author mainly talk about in this passage?

A．The duties of parents.

B．The best way to teach children.

C．The reason why children feel stupid and unworthy.

D．The reason why parents owe their children something.

7 . 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
增加:在缺词处加一个漏字符号(∧)，并在其下面写出该加的词。
删除:把多余的词用斜线(\)划掉。
修改:在错的词下划一横线，并在该词下面写出修改后的词。
注意:
1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者(从第11处起)不计分。

Before I went to Yunnan to attend a teaching activity, I had wondered what music to bring into the mountains to share with the children there. Music is an universal language, that is the best way to communicate with the children there. And I was afraid that the children would be too shy not to sing a song.

However, when I arrived, I found there was nothing to worry. They were extreme energetic during my class. I choose a famous song by Jay Chou “Fragrance of Rice”, tell the children whatever happened, their family would always be there for them. They should cherish anything and try their best to overcome difficulty in their life.

8 . We talk continuously about how to make children more “resilient (有恢复力的)”, but whatever we’re doing, it’s notworking. Rates of anxiety disorders and depression are rising rapidly among teenagers. What are we doing wrong?

Nassim Taleb invented the word “antifragile” and used it to describe a small but very important class of systems that gain from shocks, challenges, and disorder. The immune (免疫的) system is one of them: it requires exposure to certain kinds of bacteria and potential allergens (过敏原) in childhood in order to develop to its full ability.

Children’s social and emotional abilities are as antifragile as their immune systems. If we overprotect kids and keep them “safe” from unpleasant social situations and negative emotions, we deprive (剥夺) them of the challenges and opportunities for skill-building they need to grow strong. Such children are likely to suffer more when exposed later to other unpleasant but ordinary life events, such as teasing and social rejection.

It’s not the kids’ fault. In the UK, as in the US, parents became much more fearful in the 1980s and 1990s as cable TV and later the Internet exposed everyone, more and more, to those rare occurrences of crimes and accidents that now occur less and less. Outdoor play and independent mobility went down; screen time and adult-monitored activities went up.

Yet free play in which kids work out their own rules of engagement, take small risks, and learn to master small dangers turns out to be vital for the development of adult social and even physical competence. Depriving them of free play prevents their social-emotional growth. Norwegian play researchers Ellen Sandseter warned: “We may observe an increased anxiety or mental disorders in society if children are forbidden from participating in age adequate risky play.”

They wrote those words in 2011. Over the following few years, their prediction came true. Kids born after 1994 are suffering from much higher rates of anxiety disorders and depression than did the previous generation.

What can we do to change these trends? We can’t guarantee that giving primary school children more independence today will bring down the rate of teenage suicide tomorrow. The links between childhood overprotection and teenage mental illness are suggestive but not clear-cut. Yet there are good reasons to suspect that by depriving our naturally antifragile kids of the wide range of experiences they need to become strong, we are systematically preventing their growth. We should let go—and let them grow.

1. Why does the author mention the immune system in Paragraph 2?

A．To stress its importance.	B．To analyze the cause of anxiety.
C．To question the latest discovery.	D．To help understand a new word.

2. Parents overprotect children because ________.

A．they are concerned about their children’s safety

B．they want to keep children from being teased

C．parent-monitored activities are a must

D．children are not independent enough

3. According to the author, free play can ________.

A．promote children’s resilience

B．strengthen children’s friendship

C．reduce children’s risky behavior

D．develop children’s leadership skills

4. Which of the following does the author probably agree with?

A．Stop trying to perfect your child.

B．It takes great courage to raise children.

C．Prepare the child for the road, not the road for the child.

D．The more exposed the children are to the risks, the more resilient they would become.

9 . Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there is one sentence more than you need.

Best and Brightest

BAMA Companies has been making pies and biscuits in Oklahoma since 1920s. But the company is struggling to find Okies with the skills to fill even its most basic factory jobs. Graduates of local schools are often unable to read or do simple maths. This is why the company recently decided to open a new factory in Poland—its first in Europe.

    1    . Before 2000 half of the country’s rural adults had finished only primary school. Yet international rankings now put the country’s students well ahead of America’s in science and maths. What is Poland doing right? And what is America doing wrong? Amanda Ripley, an American journalist, seeks to answer such questions in The Smart kids in the World, her new book about the schools that are working around the globe.

If most exams quantify students’ ability to memorize material, the PISA test aims to assess their effectiveness at problem-solving. Since 2000 it has been administered to millions of teenagers in more than 40 countries, with surprising results. Pupils in Finland, South Korea, Japan and Canada consistently score much higher than their peers in Germany, Britain, America and France.

To understand what is happening in these classrooms, Mrs Ripley follows three American teenagers who spend a year as foreign-exchange students in Finland, Poland and South Korea. In each country, the Americans are startled by how hard their new peers work and how seriously they take their studies. Maths classes tend to be more sophisticated.     2    . And teachers in every subject exhibit the authority of Professionals.

Ms.Ripley credits Poland’s swift turnaround to Miroslaw Handke, the former minister of education. When he entered the post in 1997, Poland’s economy was growing but Poles seemed fated do the low-skilled jobs that other Europeans did not want. So he launched an impressive program of school reforms, with a new core curriculum and standardized tests. Yet his most effective change was also his vaguest: he expected the best work from all of his pupils. He decided to keep all Polish children in the same schools until they were 16, delaying the moment when some would have entered vocational tracks.     3    

Not every story of academic success is a happy one. In South Korea Ms. Ripley finds a “Culture of educational masochism(受虐狂),” where pupils study at all hours in the hope of securing a precious spot in one of country’s three distinguished universities.     4    . Even so, South Korea offers some good lessons for how quickly a country can change its fate.

A．Poland is a developed and democratic country, with a high-income economy, and a very high standard of living.

B．Poland’s swift rise in PISA rankings is largely the result of the high scores of these supposedly non-academic children.

C．The country may have one of the highest school-graduation rates in the world, but children appear miserable.

D．The PISA for Development initiative aims to encourage and facilitate PISA participation of interested and motivated low-and-middle-income countries

E．Poland has made some dramatic gains in education in the past decade.

F．Classrooms tend to be free of the high-tech devices of their schools back home.

10 . Directions: Complete the following passage by using the words in the box. Each word can only   be used once. Note that there is one word more than you need.

A. reflection B. coaching C. attributes D. traits E. academic F proficiency G. integrity H. exposing I. flood J. extracurricular K. particularly

We all hope that the values that are important to each of us are passed along to our children.

Often, however, that hope is challenged by a(n)    1    of pop culture messages,     peer pressure,       and over-scheduled lives that leave little time for good   counsel or    2    .       It’s       easy to forget that learning values and character at home   is as important as any schoolwork or    3    activity.

In the real world of jobs and career, people are judged by two standards: their professional skills and their personal    4    . While grade school, high school,   and college can teach   skills and    5    , it’s up to parents to teach children the    6    that make for success     in the real world—diligence, a cooperative attitude, creativity, optimism, assertiveness, and honesty.   Schools—    7    colleges—   don’t   focus on   these   issues.     That’s   the   job   of   the parents, so take the assignment seriously.   Send your kids into the world,   ready to handle not     only the tasks of life but also its hurdles, social obstacles, and frustrations with finesse and character.

You really can’t start soon enough. After all, children need personal    8    and morals as much as any adult.     Bullies will always be around;     tasks won’t always be assigned fairly; the good guys won’t always win; petty concerns will   often trump   issues of substance;   and   money won’t always be in ample supply;    9    children to the harsher realities of life isn’t     cruel; giving them that experience and    10    them through it is part and parcel of raising kids to have courage, resiliency and honor.