Our parents always asked us to do the work ().

A.by chance

B.by heart

C.by ourselves

D.by mind

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文：Host: Welcome back to our series about issues that affect children in our communities. On our program last week, we heard about a few simple ways to help your children grow healthy by getting the right kinds of food to eat, and enough of it. Today, we'll talk about how girls sometimes don't get the food they need, and how to change that. In the following story, a young girl and her mother question the value of practices that favour boys at the expense of girls.

Mother: One of the proudest days of my life was the day that my daughter received her school certificate. It wasn't common for girls in my family to go to school, so I was especially proud.

Sara: I always did well in my classes, and got good grades. One year my grades were so high that I was at the top of my class!

Mother: Usually Sara did do well in school. But there was a time when I noticed a change in her. It was just be- fore harvest season. She seemed really tired and she wasn't helping with the chores much.., she kept complaining that she didn't have enough energy to do anything.

Sara: I was too tired to help my mother. And I didn't want to study either. I knew that my grades were falling, but I didn't say anything to my parents.

Mother: One day, Sam's father and I went to meet her teacher at the school. The teacher told us that Sara's grades had fallen, and that she might fail two of her classes. As you can imagine, we were very worried.

Sara: I never answered questions in class any more. One day in geography class I even fell asleep. But I didn't know what was wrong!

Mother: The teacher told us this was not the first time she'd noticed a change in Sara. And then she asked a clever question. She asked us if Sara was getting enough to eat.

Sara: My teacher must have noticed that I was thin and looked pale. It's true that I usually felt hungry just be- fore harvest time— that's when our food stores are almost empty.

Mother: I told the teacher that we often distribute food in the family a little differently when the supply is low. This usually happens close to harvest season, or when there's a drought. It's a tradition that girls and women in my family are given less to eat at these times. It may be wrong, but we have always believed that men need more food to do their work properly.

Sara: I always accepted this tradition. At certain times of the year, I knew that my mother had less to eat than my father, and I had less to eat than my brother. Nobody really questioned it.

Mother: The teacher suggested that now was the time to reconsider this family tradition. Sara's health was at risk. She pointed out that Sara was getting sick, and that she worked hard at school and at home. There was no reason that she should have less food than her brother.

Sara: I think that for the first time, my parents really thought about this tradition that had been part of my family for so long. They realized that the girls in the family should eat as well as the boys. I was working hard, like everybody else.

Mother: Since then, if we're short of food in the hungry season, I serve everybody a little bit less--not just Sara. And we all get some of the best parts of the meat/fish we eat. Not just the men and boys, but girls too. And I take some for myself. We might have less to eat, but we mintage, and it's more equal that way.

Sara: After that I went back to school, and my grades started to improve. I was able to work hard in the fields at harvest time. I was more helpful to everyone.

Host: Undernourished or hungry children get poor grades at school, and are too tired to help with chores at home. Sara and

A．People took it for granted.

B．People always questioned this value.

C．Girls do less than the boys in the family.

D．Boys need more nutrition than girls.

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文：Host: Welcome hack to our series about issues that affect children in our communities. On our program last week, we heard about a few simple ways to help your children grow healthy by getting the right kinds of food to eat, and enough of it. Today, we'll talk about how girls sometimes don't get the food they need, and how to change that. In the following story, a young girl and her mother question the value of practices that favour boys at the expense of girls.

Mother: One of the proudest days of my life was the day that my daughter received her school certificate. It wasn't common for girls in my family to go to school, so I was especially proud.

Sara: I always did well in my classes, and got good grades. One year my grades were so high that I was at the top of my class!

Mother: Usually Sara did do well in school. But there was a time when I noticed a change in her. It was just before harvest season. She seemed really tired and she wasn't helping with the chores much. .. she kept complaining that she didn't have enough energy to do anything.

Sara: I was too tired to help my mother. And I didn't want to study either. I knew that my grades were falling, but I didn't say anything to my parents.

Mother: One day, Sara's father and I went to meet her teacher at the school. The teacher told us that Sara's grades had fallen, and that she might fail two of her classes. As you can imagine, we were very worried.

Sara: I never answered questions in class any more. One day in geography class I even fell asleep. But I didn't know what was wrong!

Mother: The teacher told us this was not the first time she'd noticed a change in Sara. And then she asked a clever question. She asked us if Sara was getting enough to eat.

Sara: My teacher must have noticed that I was thin and looked pale. It's true that I usually felt hungry just before harvest time-- that's when our food stores are almost empty.

Mother: I told the teacher that we often distribute food in the family a little differently when the supply is low. This usually happens close to harvest season, or when there's a drought. It's a tradition that girls and women in my family are given less to eat at these times. It may be wrong, but we have always believed that men need more food to do their work properly.

Sara: I always accepted this tradition. At certain times of the year, I knew that my mother had less to eat than my father, and I had less to eat than my brother. Nobody really questioned it.

Mother: The teacher suggested that now was the time to reconsider this family tradition. Sara's health was at risk. She pointed out that Sara was getting sick, and that she worked hard at school and at home. There was no reason that she should have less food than her brother.

Sara: I think that for the first time, my parents really thought about this tradition that had been part of my family for so long. They realized that the girls in the family should eat as well as the boys. I was working hard, like everybody else.

Mother: Since then, if we're short of food in the hungry sea son, I serve everybody a little bit less--not just Sara And we all get some of the best parts of the meat/fish we eat. Not just the men and boys, but girls too. And I take some for myself. We might have less to eat, but we manage, and it's more equal that way.

Sara: After that I went back to school, and my grades started to improve, I was able to work hard in the fields at harvest time. I was more helpful to everyone.

Host: Undernourished or hungry children get poor grades at school, and are too tired to help with chores at home. Sara and h

A．People took it for granted.

B．People always questioned this value.

C．Girls do less than the boys in the family.

D．Boys need more nutrition than girls.

ility to（）Mary: Sometimes he even asked me to do some（）things. Tom: Tom suggests that they treat Tony with patience,（）and respect. Mary: Punishment doesn.t always work, and instead he picks up another（）Tom: You’d better not always punish him for little things like（）,etc.

us on our return to school from the holidays. The trees in the school yard would be in full leaf again and the old leaves would be lying around in scattered heaps like a muddy sea of leaves.

"Get that all swept up!" the headmaster would tell us. "I want the whole place cleaned up, at once!" There was enough work there, to last for over a week. Especially since the only tools with which we were provided were our hands, our fingers, our nails. "Now see that it's done properly, and be quick about it," the headmaster would say to the older pupils, "or you'll have to answer for it!"

So at an order from the older boys we would all line up like peasants about to cut and gather in crops. If the work was not going as quickly as the headmaster expected, the big boys, instead of giving us a helping hand, used to find it simpler to whip us with branches pulled from the trees. In order to avoid these blows, we used to bribe our tyrants with the juicy cakes we used to bring for our midday meal. And if we happened to have any money on us the coins changed hands at once. If we did not do this, if we were afraid of going home with an empty stomach or an empty purse, the blows were redoubled. They hit us so violently and with such devilish enjoyment that even a deaf and dumb person would have realized that we were being flogged not so much to make us work harder, but rather to beat us into a state of obedience in which we would be only too glad to give up our food and money.

Occasionally one of us, worn out by such calculated cruelty, would have the courage to complain to the headmaster. He would of course be very angry, but the punishment he gave the older boys was always very small--nothing compared to what they had done to us. And the fact is that however much we complained our situation did not improve in the slightest. Perthaps we should have let our parents know what was going on, but somehow we never dreamed of doing so; I don't know whether it was loyalty or pride that kept us silent, but I can see now that we were foolish to keep quiet about it, for such beatings were completely foreign to our nature.

At the beginning of the passage, the writer says "My hands and my flnger-tirps still remember!" because ______.

A．the work probably made his hands and finger-tips sore

B．the school work was too hard for the children

C．the work used to be finished by his own bands only

D．his hands proved to be skillful at school work

. Or maybe I was hungry. The simple truth is, when I walked into the living room and my 12-year-old son looked up at me and said. "I love you," I didn't know what to say. For several long seconds all I could do was standing there and staring down at him, waiting for the other shoe to drop. He must need help with his homework was my first thought. Or he's going to hit me up for an advance on his allowance. Or he's assassinated his brother—I always knew it would happen someday—and he's trying to prepare me gently for the news. Finally I asked, "What do you want？" He laughed, and started to run from the room. But I called him back. "Hey, what was that all about？" I demanded. " Nothing," he said, grinning, "My health teacher said we should, tell our parents that we love them and see what they say. It's sort of an experiment. "

The next day I called his teacher to find out more about this "experiment. " And, to be truthful, to find out how the other parents had reacted. "Basically, most of the fathers had the same reaction you did," my son's teacher said. "When I first suggested we try this, I asked the kids what they thought their parents would say. They all laughed. A couple of them figured their folks would have heart attacks. " Some parents, I suspect, resented what the teacher had done. After all, a junior-high-school health teacher's job is to teach children how to eat balanced diets and brush their teeth properly. What does saying "I love you" have to do with that？ It is, after all, a personal thing between parents and their children, nobody else's business. "The point is," the teacher explained, "feeling loved is an important part of health. It's something all human beings require. What I'm trying to tell the kids is that it's too bad we don't all express those feelings. Not just parents to children and not just boys to girls. A boy should be able to tell his buddy that he loves him. "

The teacher, a middle-aged man, understands how difficult it is for some of us to say the things that would be good for us to say. His father never said those things to him, he admits. And he never said them to his father — not even when his father was about to die. There are a lot of us like that. Men and women, who were raised by parents who loved us but never really said so. It is a common reason for the way many of us behave.

But as an excuse it is starting to wear thin. Our generation has devoted a great deal of attention to getting in touch with our feelings and verbalizing our emotions. We know, or should know, that our children — sons as well as daughters — need more from us than food on the table and clothes in the closet. We know, or should know, that a father's kiss will fit as comfortably on the cheek of a son as on that of a daughter.

So when my son came to me that evening for his bedtime kiss—a kiss that seems to be getting briefer every night—I held on to him for an extra second. And just before he pulled away, I said in my deepest, most manly voice, "Hey, I love you too. " I don't know if saying that made either of us healthier, but it did feel pretty good. Maybe next time when one of my kids says, "I love you," it won't take me a whole day to think of the right answer.

Why did the author's son say "I love you" one day when he arrived home？

us on our return to school from the holidays. The trees in the school yard would be in full leaf again and the old leaves would be lying around in scattered heaps like a muddy sea of leaves.

"Get that all swept up!" the headmaster would tell us. "I want the whole place cleaned up, at once!" There was enough work there, to last for over a week. Especially since the only tools with which we were provided were our hands, our fingers, our nails. "Now see that it's done properly, and be quick about it," the headmaster would say to the older pupils, "or you'll have to answer for it!"

So at an order from the older boys we would all line up like peasants about to cut and gather in crops. If the work was not going as quickly as the headmaster expected, the big boys, instead of giving us a helping hand, used to find it simpler to whip us with branches pulled from the trees. In order to avoid these blows, we used to bribe our tyrants with the juicy cakes we used to bring for our midday meal. And if we happened to have any money on us the coins changed hands at once. If we did not do this, if we were afraid of going home with an empty stomach or an empty purse, the blows were redoubled. They hit us so violently and with such devilish enjoyment that even a deaf and dumb person would have realized that we were being flogged not so much to make us work harder, but rather to beat us into a state of obedience in which we would be only too glad to give up our food and money.

Occasionally one of us, worn out by such calculated cruelty, would have the courage to complain to the headmaster. He would of course be very angry, but the punishment he gave the older boys was always very small--nothing compared to what they had done to us. And the fact is that however much we complained our situation did not improve in the slightest. Perthaps we should have let our parents know what was going on, but somehow we never dreamed of doing so; I don't know whether it was loyalty or pride that kept us silent, but I can see now that we were foolish to keep quiet about it, for such beatings were completely foreign to our nature.

At the beginning of the passage, the writer says "My hands and my flnger-tirps still remember!" because ______.

A．the work probably made his hands and finger-tips sore

B．the school work was too hard for the children

C．the work used to be finished by his own bands only

D．his hands proved to be skillful at school work

ldn't sit down with their families to eat a meal that was prepared at home. These including skipping meals altogether, eating at work, eating in the car, ordering take-out on the way home from work, choosing easy and quick-fix meals to serve or overeat after a missed meal.

The 69 low-income wage earners in the first study admitted to skip meals or not eating at home because of time constraints and for financial reasons. In the current study, we found that half of the mothers and fathers surveying depended on 12 of the 22 mealtime coping strategies. We know that when people cat together as family, diets of both the parents and the children tend to be better. But often our jobs don't allow us to eat together at home as often as we'd like.

The issue is not simply a matter of what we eat, but how we eat. Long and regular work hours are a primary cause of unhealthy eating habits, and for scheduling issues can't always be avoided, there are certain workplace-based interventions that could improve the diets of many wage-earning workers. Shift employees, for example, often resort to food from vending machines (自动售货机) because their employers' cafeterias are close during off hours; keeping cafeterias open longer during off-hours could help workers to eat healthier. Having breaks to ensure that employees eat regularly would be other helpful intervention. We hope that by quantifying the nutritional impact of on-the-job constraints. It might finally prompt employers to make some workplace changes. We are not going to fix the obesity epidemic simply by telling people to eat well and choose good food. This study is telling us that it is the structure of our lives what makes it very difficult to do what doctors recommend.

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When asked about our hobbies, eight out of ten people will mention traveling. Many are even mad about it. When traveling, we feel free both physically and mentally, especially mentally: no work, no boss, no assignment, no deadline... What a wonderful world! At the same time, we admire the magnificence of natural landscapes, and enjoy the tranquility of the remote countryside as well as the convenience of the modern cities. There is no doubt that most of us have some kind of traveling experiences. So share one with the class. Do an oral presentation of NO LESS THAN 300 words.Please hand in your recording through the icourse before 5 P.M. March 22nd.

听力原文： Three men are found smashing boulders with iron hammers.When asked what they are doing,the first man says,"Breaking big rocks into little rocks."The second man says,"Feeding my family."The third man says, "Building a cathedral."

Today's column focuses on the third man,the one who saw each hammer blow as contributing to the construction of a cathedral,a home for human dreams and sacred aspirations.To many of us who study and consult in occupational and organizational contexts,we would call what this third man does meaningful work.

I have come to see meaningful work as consisting of three central components.First,the work we do must make sense; we must know what's being asked of us and be able to identify the personal or organizational resources we need to do our job．Second,the work we do must have a point；we must be able to see how the little tasks we engage in build,brick-by-brick if you will,into an important part of the purpose of our company.Finally,the work that we do must benefit some greater good；we must be able to see how our toil helps others, whether that's saving the planet,saving a life,or making our co-workers'jobs easier so that they can go home and really be available for their families and friends．A growing body of evidence shows that meaningful workers are happy workers,more committed workers,and, in some tantalizing ways,better workers.

What does the second man answer when asked what they are doing？

A．Breaking big rocks into little ones

B．Feeding his family.

C．Building a cathedral.

D．Doing construction works.