Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s.

In the same way, children are learning to do all the other things: they learn to do without being taught to walk, run, climb, whistle, ride a bicycle, compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes and correct them for himself. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answer, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine(常规) work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let the children learn what all educated persons must some day learn, how to judge their own understanding, and how to know what they know or do not know.

1.The first paragraph is written mainly to _________.

A．give advice on children’s language learning

B．tell us the fewer mistakes we correct, the better children will learn a language

C．suggest children are often too stubborn to accept advice

D．lead to the topic of the passage

2.Which of the following does the writer think teachers should NOT do?

A．Give children correct answers.

B．Allow children to make mistakes.

C．Point out children’s mistakes to them.

D．Let children mark their own work.

3.According to the writer, teachers in school should ________.

A．allow children to learn from each other

B．point out children’s mistakes whenever found

C．give children more book knowledge

D．correct children’s mistakes as soon as possible

4.According to the passage, the best way for children to learn things is by _______.

A．listening to skilled people’s advice

B．asking older people many questions

C．making mistakes and having them corrected

D．doing what other people do

Passage four(preface)

  Science is a dominant theme in our culture. Since it touches almost every facet of our life, educated people need at least some acquaintance with its structure and operation. They should also have an understanding of the subculture in which scientists live and the kinds of people they are. An understanding of general characteristics of science as well as specific scientific concepts is easier to attain if one knows something about the things that excite and frustrate the scientist.

  This book is written for the intelligent student or lay person whose acquaintance with science is superficial; for the person who has been presented with science as a musty storehouse of dried facts; for the person who sees the chief objective of science as the production of gadgets; and for the person who views the scientists as some sort of magician. The book can be used to supplement a course in any science, to accompany any course that attempts to give an understanding of the modern world, or – independently of any course – simply to provide a better understanding of science. We hope this book will lead readers to a broader perspective on scientific attitudes and a more realistic view of what science is, who scientists are, and what they do. It will give them an awareness and understanding of the relationship between science and our culture and an appreciation of the roles science may play in our culture. In addition, readers may learn to appreciate the relationship between scientific views and some of the values and philosophies that are pervasive in our culture.

  We have tried to present in this book an accurate and up-to-date picture of the scientific community and the people who populate it. That population has in recent years come to comprise more and more women. This increasing role of women in the scientific subculture is not an unique incident but, rather, part of the trend evident in all segments of society as more women enter traditionally male-dominated fields and make significant contributions. In discussing these changes and contribution, however, we are faced with a language that is implicitly sexist, one that uses male nouns or pronouns in referring to unspecified individuals. To offset this built-in bias, we have adopted the policy of using plural nouns and pronouns whenever possible and, when absolutely necessary, alternating he and she. This policy is far form being ideal, but it is at least an acknowledgment of the inadequacy of our language in treating half of the human race equally.

  We have also tried to make the book entertaining as well as informative. Our approach is usually informal. We feel, as do many other scientists, that we shouldn’t take ourselves too seriously. As the reader may observe, we see science as a delightful pastime rather than as a grim and dreary way to earn a living.

1.According to the passage, ‘scientific subculture’ means

A.cultural groups that are formed by scientists.

B.people whose knowledge of science is very limited.

C.the scientific community.

D.people who make good contribution to science.

2.We need to know something about the structure and operation of science because

A.it is not easy to understand the things that excite and frustrate scientists.

B.Science affects almost every aspect of our life.

C.Scientists live in a specific subculture.

D.It is easier to understand general characteristics of science.

3.The book mentioned in this passage is written for readers who

A.are intelligent college students and lay person who do not know much about science.

B.are good at producing various gadgets.

C.work in a storehouse of dried facts.

D.want to have a superficial understanding of science.

4.According to this passage,

A.English is a sexist language.

B.only in the scientific world is the role of women increasing rapidly.

C.women are making significant contributions to eliminating the inadequacy of our language.

D.male nouns or pronouns should not be used to refer to scientists.

5.This passage most probably is

A.a book review.

B.the preface of a book.

C.the postscript of a book.

D.the concluding part of a book.

Mothers and daughters go through so much—yet when was the last time a mother and daughter sat down to write a book together about it all? Perri Klass and her mother, Sheila Solomon Klass, both gifted professional writers, prove to be ideal co-writers as they examine their decades of motherhood, daughterhood, and the wonderful ways their lives have overlapped (重叠).

Perri notes with amazement how closely her own life has mirrored her mother’s: both have full-time careers; both have published books, articles, and stories; each has three children; they both love to read. They also love to travel—in fact, they often take trips together. But in truth, the harder they look at their lives, the more they acknowledge their big differences in circumstance and basic nature.

A child of the Depression (大萧条), Sheila was raised in Brooklyn by parents who considered education a luxury for girls. Starting with her college education, she has fought for everything she’s ever accomplished. Perri, on the other hand, grew up privileged in the New Jersey suburbs of the 1960s and 1970s. For Sheila, wasting time or money is a crime, and luxury is unthinkable while Perri enjoys the occasional small luxury, but has not been successful in trying to persuade her mother into enjoying even the tiniest thing she likes.

Each writing in her own unmistakable voice, Perri and Sheila take turns exploring the joys and pains, the love and bitterness, the minor troubles and lasting respect that have always bonded them together. Sheila describes the adventure of giving birth to Perri in a tiny town in Trinidad where her husband was doing research fieldwork. Perri admits that she can’t sort out all the mess in the households, even though she knows it drives her mother crazy. Together they compare thoughts on bringing up children and working, admit long-hidden sorrows, and enjoy precious memories.

Looking deep into the lives they have lived separately and together, Perri and Sheila tell their mother-daughter story with honesty, humor, enthusiasm, and admiration for each other. A written account in two voices, Every Mother Is a Daughter is a duet (二重奏) that produces a deep, strong sound with the experiences that all mothers and daughters will recognize.

1.Why does Perri think that her own life has mirrored her mother’s?

A. They both have gone through difficult times.

B. They have strong emotional ties with each other.

C. They have the same joys and pains, and love and bitterness.

D. They both have experiences as daughter, mother and writer.

2.The word “luxury” in Paragraph 3 means ______.

A. something rare but not pleasant

B. something that cannot be imagined

C. something expensive but not necessary

D. something that can only be enjoyed by boys

3.What is Paragraph 4 mainly about?

A. The content of the book.?????????? B. The purpose of the book.

C. The influence of the book.????????? D. The writing style of the book.

4.How are women’s lives explored in this book?

A. In a musical form.??????????????? B. Through field research.

C. With unique writing skills.???????? D. From different points of view.

To advertise effectively today, you must abandon the old-school idea of “reaching the masses”. All advertising is local and personal. The key to effective advertising today is to focus on the     45   .

Some are the     46    ways every advertiser could work out. You can print a specific offer of your goods or service on door-hangers and place them on doorknobs in your area. Door-hangers on doorknobs will produce results in direct     47    about the strength of your offer. If you need to reach the drivers, flyer (宣传单) under windshield (挡风玻璃) wipers may have better effect than door-hangers. Imagine, how     48    if you hire someone to be a walking ad or launch a T-shirt advertising,     49   , you can print your products on T-shirts of your     50   . In the early 1970s “Hamp Baker says Drive with Care” was spray-painted on cars, which was a public service ad. Ever since, spray-painted sign has become more and more    51   .

More grand ways are as follows: virtual showroom. Build a website to    52    a virtual showroom. Use it when people call to ask    53    about your company, your products or your services. Also you can even use an old slide projector to put on a nighttime show. They’re    54    effective, and in the long run, cheap. Nothing is quite as powerful as a public    55    that seizes the public’s attention. You can invite a band to give a performance.    56   , you can hire famous models to show it vividly.

Nothing screams “expert” quite as loudly as a book written about a subject. You simply can’t    57    the power of your name on the cover of a book. You might only sell a few copies online, but the copies you give away in your town will make you a fortune. You won’t make money on the book. You’ll make it because of the book.

Of course, word-of-mouth is the best way to promote your    58   . Friends and past customers recommend your products to their family, friends and colleagues. Word-of-mouth works because the    59     is based on previous positive experiences.

1.A. person                 B. product        C. individual                 D. style

2.A. special                          B. common     C. amusing                    D. normal

3.A. description                  B. decision   C. discussion                    D. permission

4.A. surprising            B. funny      C. impressive            D. amazing

5.A. that is        B. at the same time             C. as a result             D. on occasion

6.A. customers           B. employers     C. consumers                     D. employees

7.A. expensive           B. usual        C. popular                        D. meaningless

8.A. refer to      B. serve as         C. stand for               D. use as

9.A. location                   B. business-hours       C. salary            D. details

10.A. unbelievably        B. consequently          C. accidentally            D. occasionally

11.A. speech                       B. sport         C. debate                D. performance

12.A. For example         B. Moreover       C. However       D. To be exact

13.A. create                         B. guess              C. imagine         D. think

14.A. production                B. reflection               C. consciousness      D. business

15.A. information               B. relationship    C. pronunciation     D. achievement