few rich kids even got new cars," he remembered, "When my father

ce the traditional school？

W: I doubt it. Schools are here to stay, because they are much more than just book learning. Even though more and more kids are going on-line, I believe few of them will quit school altogether.

Q: What does the woman think of conventional schools？

(14)

A．They will be replaced by on-line education expands.

B．They will attract fewer kids as on-line education expands.

C．They will continue to exist along with on-line education.

D．They will limit their teaching to certain subjects only.

Most people do not equate wealth with a big house or yacht(游艇). In fact, only 7% of people surveyed associate wealth with material possessions like cars, houses and boats. Rather, to many, being rich means having just enough not to worry about the next payday— that s according to 33% of those questioned. An additional 26% define being wealthy, or rich, as having more than enough money to quit their jobs. Still, few people place an actual dollar amount on what it means to be wealthy. About 17% felt that being rich means having at least $ 1 million or more, and 11% stated a six-figure yearly income would make them feel rich. Yet most people who are rich don t even consider themselves rich.

egan. When the news spread, farmers, lawyers, sailors, soldiers and school teachers rushed to California .by what ever means they could. Within a year, 100,000 people only 8,000 of whom were women had reached the coast of California. More than half of them had traveled overland across the American continent. "Gold fever" began to spread. Settlements throughout the United States were deserted. Homes, farms and stores were abandoned as everybody raced for California. Many came by sea, and in July 1850 more than 500.ships were anchored in San Francisco Bay, many of which had been deserted by gold- hungry sailors. A few people became very rich, but it was a risky business. Law and order broke down. Even if a miner "struck it rich" , there were always those who would try to take it away: gamblers, outlaws, and thieves. Gold and silver were discovered in Nevada a few years later, and "gold' fever" was all important part of the colonization of the western United States.

(33)

A．In 1848.

B．In 1884.

C．In 1846.

D．In 1849.

听力原文： In 1848, gold was discovered near San Francisco and the first great gold-rush began. When the news spread, farmers, lawyers, sailors, soldiers and school teachers rushed to California by what ever means they could. Within a ear, 100.000 people only 8,000 of whom were women had reached the coast of California. More than half of them had traveled overland across the American continent. "Gold fever" began to spread. Settlements throughout the United States were deserted. Homes, farms and stores were abandoned as everybody raced for California. Many came by sea, and in July 1850 more than 500 ships were anchored in San Francisco Bay, many of which had been deserted by gold-hungry sailors. A few people became very rich, but it was a risky business. Law and order broke down, Even if a miner "struck it rich" , there were always those who would try to take it away: gamblers, outlaws, and thieves. Gold and silver were discovered in Nevada a few years later, and "gold fever" was an important part of the colonization of the western United States.

(33)

A．In 1848.

B．In 1846.

C．In 1884.

D．In 1849.

y involved in their childrens education: meeting with teachers, volunteering at school, helping with homework, and doing a hundred other things that few working parents have time for. These obligations are so baked into American values that few parents stop to ask whether theyre worth the effort. Until this January, few researchers did, either. In the largest-ever study of how parental involvement affects academic achievement, Keith Robinson and Angel L. Harris, two sociology professors at Duke, found that mostly it doesnt. The researchers combed through nearly three decades worth of surveys of American parents and tracked 63 different measures of parental participation in kids academic lives, from helping them with homework, to talking with them about college plans. In an attempt to show whether the kids of more-involved parents improved over time, the researchers indexed these measures to childrens academic performance, including test scores in reading and math. What they found surprised them. Most measurable forms of parental involvement seem to yield few academic dividends for kids, or even to backfire(适得其反)— regardless of a parents race, class, or level of education. Do you review your daughters homework every night？ Robinson and Harriss data show that this wont help her score higher on standardized tests. Once kids enter middle school, parental help with homework can actually bring test scores down, an effect Robinson says could be caused by the fact that many parents may have forgotten, or never truly understood, the material their children learn in school. While Robinson and Harris largely disproved that assumption, they did find a handful of habits that make a difference, such as reading aloud to young kids(fewer than half of whom are read to daily)and talking with teenagers about college plans. But these interventions dont take place at school or in the presence of teachers, where policy makers have the most influence — they take place at home. Comment 1: Basically the choice is whether one wants to let kids to be kids. Persistent parental involvement and constantly communicating to the kids on what the parents want consciously or unconsciously would help the kids grow up or think like the parents sooner than otherwise. Comment 2: It also depends on the kid. Emotional and social maturity have a lot to do with success in college and in life. Some kids may have the brains and are bored by high school, but that doesnt mean they are ready for college or the work place. Comment 3: The article doesnt clearly define " helping" , but I understood it as actually assisting children in the exercises(e. g. helping them to solve a math problem)and/or reviewing their work for accuracy rather than simply making sure theyve completed their work. I think the latter is more helpful than the former. I would also certainly hope that no study would discourage parents from monitoring their childrens performance!

The word "they"(Para. 1)refers to______.

A．values

B．obligations

C．studies

D．principles

s feeling... like down and sad and even though I did't really show it."

Judith Wallerstein says problems from divorce can last many years. They can show up when the kids are adults. And the kids have their own trouble. Wallerstein studied 93 children over a generation. The results can be found in her book.

She says that children of divorce are more likely to have problems with drugs. They are far more likely to seek therapy. About 40 percent of them avoid marriage themselves. When they do marry, fail at nearly twice the usual rate. It is hard for them to trust. They are afraid of failing.

Critics say Wallerstein had too few children in her study. They think that Wallerstein stresses too much from a small study. Other things may be the cause of the kid's problems. The study does not compare kids from divorced families with kids from "healthy" families.

Wallerstein's families divorced a generation ago. Times have changed. People feel different a bout divorce. Today programs like Kid's Turn try to reduce some of the effects of divorce with family advice. Talking about their feelings helps the kids get through it. Since they know more about the problems, maybe the kids will be able to handle it.

Which word can best describe the kids from divorced families according to Paragraph 1？

A．Offensive.

B．Relieved

C．Depressed

D．Prejudiced

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

The concept of culture has been defined many times, and although no definition has achieved universal acceptance, most of the definitions include three central ideas: that culture is passed on from generation to generation, that a culture represents a ready-made prescription for living and for making day-to-day decisions, and, finally, that the components of a culture are accepted by those in the culture as good, and true, and not to be questioned. The eminent anthropologist George Murdock has listed seventy-three items that characterize every known culture, past and present. The list begins with Age-grading and Athletic sports, runs to Weaning and Weather Control, and includes on the way such items as Calendar, Fire making, Property Rights, and Tool making. I would submit that even the most extreme advocate of a culture of poverty viewpoint would readily acknowledge that, with respect to almost all of these items, every American, beyond the first generation immigrant, regardless of race or class, is a member of a common culture. We all share pretty much the same sports. Maybe poor kids don't know how to play polo, and rich kids don't spend time with stickball, but we all know baseball, and football, and basketball. Despite some misguided efforts to raise minor dialects to the status of separate tongues, we all, in fact, share the same language. There may be differences in diction and usage, but it would be ridiculous to say that all Americans don't speak English. We have the calendar, the law, and large numbers of other cultural items in common. It may well be true that on a few of the seventy-three items there are minor variations between classes, but these kinds of things are really slight variations on a common theme. There are other items that show variability, not in relation to class, but in relation to religion and ethnic background—funeral customs and cooking, for example. But if there is one place in America where the melting pot is a reality, it is on the kitchen stove; in thc course of one month, half the readers of this sentence have probably eaten pizza, hot pastrami, and chow mein. Specific differences that might be identified as signs of separate cultural identity are relatively insignificant within the general unity of American life; they are cultural commas and semicolons in the paragraphs and pages of American life.

According to the author's definition of culture,

A．a culture should be accepted and maintained universally

B．a culture should be free from falsehood and evils

C．the items of a culture should be taken for granted by people

D．the items of a culture should be accepted by well-educated people

Voice Your Opinion: Change is Needed in Youth Sports

Everywhere you look, you see kids bouncing a basketball or waving a tennis racquet (网球拍).And these kids are getting younger and younger In some countries, children can compete on basket-ball, baseball, and volleyball teams starting at age nine. _ (46) And swimming and gymnasticsclasses begin at age four, to prepare children for competition. It&39;s true that a few of these kids will de-velop into highly skilled athletes and may even become members of the national Olympic teams. _ (47) This emphasis on competition in sports is having serious negative effects.

Children who get involved in competitive sports at a young age often grow tired of their sport.Many parents pressure their kids to choose one sport and devote all their time to it. _ (48) But 66 percent of the young athletes wanted to play more than one sport for fun. Another problem is the pressure imposed by over-competitive parents and coaches. Children are not naturally competitive. In fact, a recent study by Paulo David found that most children don&39;t even understand the idea of compe-tition until they are seven years old. _ (49) The third, and biggest, problem for young athletes is the lack of time to do their homework, have fun, be with friends-in short, time to be kids. When they are forced to spend every afternoon at sports practice, they often start to hate their chosen sport. A researcher&39;s found that 70 percent of kids who take part in competitive sports before the age of twelve quit before they turn eighteen. _ (50) Excessive competitiveness took away all the en- joyment.

Need to remember the purpose of youth sports-to give kids a chance to have developing strong, healthy bodies.

47

48

49

50

请帮忙给出每个问题的正确答案和分析，谢谢！

Passage One

Sharon Keating was worried about her kids when she got a divorce. Her daughter, says, "I was feeling.., like down and sad and even though I didn't really show it."

Judith Wallerstein says problems from divorce can stay for many years. They can show up when the kids are adults. As adults the kids have trouble.

Wallerstein studied 93 children over a generation. The results can only be found in her book.

She says children of divorce are more likely to have problems with drugs. They are far more likely to seek therapy. About 40-percent of them do not marry. Their marriages fail at nearly twice the usual rate. It is hard for them to trust. They are afraid of failing.

Critics say Wallerstein had too few children in her study. Other things may be the cause of the kid's problems. The study does not compare kids from divorced families with kids from "healthy" families.

Wallerstein's families divorced a generation ago. Times have changed. People feel different about divorce. Today programs like Kid's Turn try to lessen some of the effects of divorce with family counseling. Talking about their feelings helps the kids get through it.

Since they know more about the problems, maybe the kids will be able to handle it.

31. Children of divorce ______.

A. are always happy

B. Sometimes feel sad but don't really show it

C. are not affected

D. are always very angry

TEXT D

The kids are hanging out. I pass small bands of students, in my way to work these morings.They have become a familiar part of the summer landscape.

These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be “self care”.

Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th-century cities, schools were open seven or eight hours a day, 11 months a year.In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.

The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.

“We have a huge mismatch between the school calendar and realisties of family life,”says Dr. Ernest Boyer ,head of the Carnegie Foundation for the Advancement of Teaching.

Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable.＂School, whether we like it or not, is educational. It always has been.”

His is not popular idea. School are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives？

It may be easier to promote a linger school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids’ lack of learning, the United State still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn’t produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.

The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition. And surely from kids. But the most important part of the conflict has been over the money.

95. Which of the following is an opinion of the auther’s？

A.＂The kids are hanging out.”

B.＂They are school children without school.”

C.＂These kids are not old enough for jobs.”

D.“The calendar called the school year ran out on them a few weeks ago.”