It was a lovely day at the park and Stella Bianchi was enjoying the sunshine with her two children when a young boy, aged about four, approached her two-year-old son and pushed him to the ground.
“I’d watched him for a little while and my son was the fourth or fifth child he’d pushed,” she says. “I went over to them, picked up my son, turned to the boy and said, firmly, ‘No, we don’t push.’” What happened next was unexpected.
“The boy’s mother ran toward me from across the park,” Stella says, “I thought she was coming over to apologize, but instead she started shouting at me for blaming her child. All I did was let him know his behavior was unacceptable. Was I supposed to sit back while her kid did whatever he wanted and hurt other children?”
Getting your own children to play nice is difficult enough. Dealing with other people’s children has become a hidden danger.
In my house, jumping on the sofa is not allowed. In my sister’s house it’s encouraged. I find myself saying “no” a lot when her kids are over at mine. That’s OK between sisters but becomes dangerous when you’re talking to the children of friends or acquaintances.
“Kids aren’t all raised the same,” agrees Professor Naomi White of Monash University.” But there is still an idea that they’re the property of the parent. We see our children as a mirror of ourselves, so if you’re saying that my child is behaving improperly, then that’s somehow a criticism(批评) of me.”
In those situations, it’s difficult to know whether to approach the child directly or the parent first. There are two opinions.
“I’d go to the child first,” says Andrew Fuller, author of Tricky Kids. “Usually a quiet reminder that ‘we don’t do that here’ is enough. Kids have antennae (直觉) for how to behave in different settings.”
He points out bringing it up with the parent first may make them feel careless, which could cause problems. Of course, approaching the child first can bring its own headaches, too.
This is why White recommends that you approach the parents first. Raise your concerns with the parents and ask them to deal with it,” she says.   
Asked how to approach a parent in this situation, psychologist Meredith Fuller answers: “Explain your needs as well as stressing the importance of the friendship. Start with something like: ‘I know you’ll think I’m silly but in my house I don’t want…’” 
【小题1】What did Stella Bianchi expect the young boy’s mother to do when she talked to him?

The first attempt of even the most talented artists, musicians, and writers is seldom a masterpiece. If you consider your drafts as dress rehearsals (彩排), or tryouts, revising will seem a natural part of the writing ___21___.

What is the purpose of the dress rehearsals and the out-of-town previews that many Broadway shows go through? The answer is adding, deleting, replacing, reordering, __22___ revising. Andrew Lloyd Webber's musical Phantom of the Opera underwent（经历）such a process.

When Lloyd Webber began writing in 1984, he had in mind a funny, exciting production. However, when Phantom opened in London in 1986, the audience saw a moving psychological love story set to music. The musical had ___23___ several revisions due to problems with costuming andmakeup (戏服和化妆). For instance, Lloyd Webber ___24___ some of the music because the Phantom's makeup prevented the actor from singing certain sounds.

When you revise, you change aspects of your work in ___25___ to your evolving(不断演变的) purpose, or to include ___26___ ideas or newly discovered information.

Revision is not just an afterthought that gets only as much time as you have at the end of an assignment. ___27___, it is a major stage of the writing process, and writers revise every step of the way. Even your decision to ___28___ topics while prewriting is a type of revising. However, don't make the mistake of skipping the revision stage that follows training. Always make time to become your own __29__and view your dress rehearsal, so to speak. Reviewing your work in this way can give you ___30___ new ideas.

Revising involves __31__ the effectiveness and appropriateness（恰当）of all aspects of your writing, making your purpose more ___32____, and refocusing or developing the facts and ideas you present. When you revise, ask yourself the following questions, keeping in mind the audience for whom you are writing: Is my main idea or purpose ___33__ throughout my draft? Do I ever lose sight of my purpose? Have I given my readers all of the __34___; that is, facts, opinions, inferences --- that they need in order to understand my main idea? Finally, have I included too many___35___ details that may confuse readers?

1.                A．technique       B．style           C．process   D．career

2.                A．in particular     B．as a result       C．for example   D．in other words

3.                A．undergone      B．skipped         C．rejected  D．replaced

4.                A．rewrote        B．released        C．recorded D．reserved

5.                A．addition        B．response        C．opposition D．contrast

6.                A．fixed           B．ambitious       C．familiar   D．fresh

7.                A．However       B．Moreover       C．Instead   D．Therefore

8.                A．discuss         B．switch          C．exhaust   D．cover

9.                A．director        B．master         C．audience D．visitor

10.               A．personal        B．valuable        C．basic D．delicate

11.               A．mixing         B．weakening      C．maintaining D．assessing

12.               A．specifically      B．freshly         C．swiftly D．loosely

13.               A．amazing        B．bright          C．unique    D．clear

14.               A．angles         B．evidence       C．information D．hints

15.               A．unnecessary     B．uninteresting    C．concrete  D．final

Have you ever had problems in your life and don’t know how to be happy? If 41, you will find “Being a Happy Teenager” by Australian writer Andrew Matthews  42.
In his book, Matthews 43  us how to have a happy life and answers the  44  of teenagers.
There are many 45 such as parents and friends, and the book  46 we should stop being angry and forgive. The book tells us of useful skills  47  how to put what you have learned into pictures of your mind to 48 your memory better.
Many teenagers think  49 happiness comes from a good exam result 50 praise  from other people. But you can  51  be happy when there are no such “good” things.
Success comes from a(n)  52  attitude. If you  53  from problems, you will have success in the future.
Some school students have  54 such as being too tall or too short. But Matthews tells us that  55 comes from thinking about things in a positive  56. If you are 57, people notice you and you can get a  58  view at the movie; if you are short, your clothes and shoes 59 less room in your bedroom! This is Matthews’ most important 60 : you choose to be happy!

B
Beverley had been feeling dull, bored and a bit out of it. He mentioned his mood (state of mind) when going to Andrew for a sports massage. He wondered whether he should take up Tai Chi. But Andrew didn’t think so.
“Tai Chi is great for people who want to feel grounded, but that isn’t your problem,” he said. “What you need is something more exciting, like dancing.”
In future, therapists(理疗专家) may well suggest that you fight your sadness with a course in kickboxing, and family doctors might suggest that you take a rest in the mountains instead.
We’ve long been aware that exercise has benefits beyond the physical ones; that activity can relax you, and help psychological well-being by reducing stress, anxiety and sadness.
Now some trainers and sports psychologists are going further and examining how to identify the correct exercise for a client’s(当事人) specific state of mind and personality.
Professor Stuart Biddle, an exercise and sports psychologist based at Loughborough University, England, has researched the effects of exercise on moods.
One of his findings was that, if your problem is low self-esteem, weight training should be your bag. “Working with weights builds strength,” he says, “and creates a stronger body image.”
Anger management, meanwhile, demands bursts of explosive(爆发性的) activity, from sports such as boxing or tennis.
This is because anger makes the body release（释放）adrenaline(肾上腺素), which causes heart rate and blood pressure to rise and muscles to become tighter —— the physiological changes required if you are to defend yourself.
Research shows that the “punch-bag(用拳头击打沙袋)” method of releasing disappointment and anger through hitting a boxing opponent(对手) or tennis ball, can help with fighting issues.
They have also found that teamwork is good for self-esteem and that those who are brought together to work in a social setting become more lively.
Which type of exercise will best help is, of course, down to the individual. Clearly, before you can find the best physical activity for yourself, you have to know your needs.
Ask yourself a few questions such as: What do I need in my life? Which issues are difficult for me? Am I sad or troubled? Only then can you decide whether you need taking up, or taking down.
5.Why did Andrew think Beverley shouldn’t take up Tai Chi?
A. Because Beverley was too weak.
B. Because Beverley was too foolish.
C. Because Beverley’s mind was out of control.
D. Because Beverley lacked activity.
6. Which of the following is true according to the passage?
A. Psychologists haven’t realized the relationship between exercise and health.
B. People have already realized the relationship between exercise and spirits.
C. Boxing and tennis are the best ways to increase one’s self-esteem.
D. Trainers and psychologists don’t agree with each other on exercise.
7. Professor Stuart Biddle thinks that ____ .
A. anger should be examined by doctors
B. anger should be taken away by medicine
C. anger should be given off by activities
D. anger should be held back by oneself
8. The main idea of this passage may be ____ .
A. sports build up your body
B. sports are helpful to your mind
C. heart trouble is due to anger
D. anxiety and sadness are harmful to you

Children who speak English as their first language are now a minority in inner-city London primary schools，official figures show.
Youngsters with foreign mother tongues form a majority at primary schools in 13 out of33 London cities. Across the country，English is a foreign language to more than one in seven primary school youngsters.
The figures from the Department for Children，Schools and Families (DCSF) point to major demographic (人口的) changes over the past few decades，with around a fifth of pupils now coming from ethnic minorities.
There are concerns that school finances are coming under stress from the growing numbers of youngsters requiring help with English. The government has been urged to provide more funding，and give fair treatment to schools with large concentrations of non-English speakers.
In Tower Hamlets almost four out of five youngsters do not have English as their mother tongue. In other areas，including Leicester，Luton and Bradford the proportion approaches 50 percent.
The figures indicate that many recent migrants have settled in London. Sir Andrew Green，Founder and Chairman of Migration Watch UK，says，“These figures confirm the huge impact immigration is having on our society. When government funds are as tight as they are，this is bound to have a negative impact，since children for whom English is a second language need extra tuition (学费).”He adds，“In inner London it's hard to know with whom immigrant chil­dren are supposed to practice English，since the number of immigrant children is much larger than that of local. ”
A spokesman for DCSF stresses that the figures “only indicate the language to which a child was initially exposed at home，regardless of whether he or she comes to speak English fluently later on. It is only a relatively few recent arrivals for whom communication problems are serious”.“We are increasing funding to the Ethnic Minority Achievement Grant (助学金)to £206 million by 2010，to help bring students weak in English up to speed. We’re also equipping schools to offer effective English as an Additional Language teaching to new arrivals，”he adds
72.A minority of London primary school students speak English as their first language because
      .
A. local children prefer to speak other languages
B. more and more immigrant children are attending school in London
C. children learning English as an additional language need extra tuition
D. English is too difficult a language for primary school children to learn
73.Some people worry about      .
A. the increasing number of adults needing help with English
B. the government taking no measures to help the schools
C. non-English speakers putting school finances under stress
D. London schools not providing adequate service for children in need
74.It can be inferred from the passage that         .
A. most immigrant children make a great effort to learn English
B. the government used to treat non-English speakers unfairly
C. it's not easy to find English speakers for immigrant children in some parts of London to communicate with
D. local children are influenced by immigrant children
75.According to the spokesman for DCSF，the figures indi­cate       .
A. that children will speak English fluently later on
B. that immigration is having a huge impact on English society
C. what the language the children were exposed to first was
D. that funding is increasing to help students weak in English