The question of what children learn, and how they should learn, is continually being debated and redebated. Nobody dares any longer to defend the old system, the learning of lessons parrot-fashion, the grammar-with-a-whip system, which was good enough for our grandparents. The theories of modem psychology have stepped in to argue that we must understand the need of children. Children are not just small adults; they are children who must be respected as much.

Well, you may say, this is as it should be, a good idea. But think further. What happens? "Education" becomes the responsibility not of teachers, but of psychologists (心里学家). What happens then? Teachers worry too much about the psychological implications (暗示) of their lessons, and forget about the subjects themselves. If a child dislikes a lesson, the teacher feels that it is his fault, not the child’s. So teachers worry whether history is "relevant" to modern young children. And do they dare to recount stories about violence? Or will this make the children themselves violent? Can they tell their classes about children of different races, or will this encourage racial hatred? Why teach children to write grammatical sentences? Verbal expression is better. Sums? Arithmetic? No: Real-life mathematical situations are more understandable.

You see, you can go too far. Influenced by educational theorists, who have nothing better to do than to write books about their ideas, teachers leave their teacher-training colleges filled with grand, psychological ideas about children and their needs. They make elaborate, sophisticated (精致的，复杂的) preparations and try out their "modem methods" on the long-suffering children. Since one "modem method" rapidly replaces another the poor kids will have had a good bellyful by the time they leave school. Frequently the modem methods are so sophisticated that they fail to be understood by the teachers, let alone the children; even more often, the relaxed discipline so essential for the " informal" feelings the class must have, prevents all but a handful of children from learning anything.

8. People do not dare defend the old system mainly because under the old system________.

A. too much grammar was taught to children     B. children were spoiled (宠坏)

C. children were treated as grown-ups          D. children were made to learn passively(被动的)

9. What view do the modem psychologists hold?

A. Children must be understood and respected.

B. Children are small adults and know what they need.

C. Children are better off without learning lessons.

D. Education of children is the responsibility of psychologists.

10. What happens when teachers pay too much attention to the psychology of their lessons?

A. They find that the children dislike the lessons.

B. They tend to blame students for their failure.

C. They do not pay enough attention to the actual lessons.

D. They no longer want to teach children history.

11. Grammatical sentences are regarded as unimportant because ________.

A. it is better to use verbs only

B. words are said out of natural feelings only

C. talking freely and naturally without sentences is a better form of expression

D. it is felt that formal grammar rules might cause unnatural expressions

12. According to the passage, the modern methods are understood by ________.

A. neither teachers nor pupils      B. only a handful of teachers and pupils

C. the more sophisticated teachers  D. everyone who enjoys the relaxed discipline of the informal classes

The new secretary has written a remarkably _____ report only in a few pages but with all the details.

 A. concise                   B. clear                   C. precise                   D. elaborate

Handwriting reveals a great deal about how an individual thinks, since the brain dictate (发号施令) hand movements when a person writes. People who think quickly will write quickly, while people whose thinking is slow will write in the same way. Sometimes we see very elaborate (精致的) handwriting, particularly among public figures, such as actors or politicians, who want to draw attention to themselves. For them, handwriting is like a dress that enables them to stand out from the crowd.
The handwriting of someone who is suited to a routine job will appear well organized, clear, and regular, without any special features drawing attention to it. If the job requires proven accuracy, like that of an accountant(会计), the handwriting, especially the numbers, should be precise. On the other hand, someone in sales or public relations must be self-assured, know how to make a good impression, and be able to befriend people even when meeting them for the first time. The handwriting of such individuals will appear rather large, with elaborate capitals and on oversized signature. It will be quick, fluent, and not necessarily reasonable.
Handwriting analysis can be used to find potential behavioral or personality problems. People who are impulsive, aggressive, or dishonest write differently than those who are socially well adapted. Warning signs include broken and strongly or sporadically (零散的) pressured handwriting; disorderly handwriting in which the words run over the lines on the paper, or extremely sharp handwriting. Generally, handwriting that is extreme in any aspect-too small, too weak or too pressured-is suspect.
Evidence of medical problems also shows up in a person’s handwriting. Individuals in pain often stop in the middle of writing. Pauses will be visible in the handwriting of people who experience difficulty breathing, because they stop writing to take a breath.
Handwriting expresses the mental and physical state of the individual, as well. Depressed people write slowly, with lines sloping (倾斜) down and heavy pressure exerted(施加) on the page. People who are excessively excited will write quickly, and their handwriting will be extremely disorganized and practically unreadable. People who are tired tend to write lines that descend down the page, and their handwriting will appear weak and slow. Healthy and vigorous individual will write energetically, and their handwriting will be quick, rhythmic and fluent.
71. The passage is mainly about _____________.
A. what handwriting indicates
B. handwriting and personalities
C. the relationship between handwriting and the individual
D. handwriting analysis and the problems it shows
72. Suppose you are a famous pop star, your handwriting will be in the style of being_______.
A. well-organized          B. oversized           C. elaborate          D. sharp
73. If a person writes with a rather large, elaborate capitals and an oversized signature, we can conclude that he is probably a (an) __________.
A. famous person          B. salesman           C. doctor             D. accountant
74. If you see disorderly handwriting, you will think that the person who writes it is ________.
A. depressed          B. vigorous            C. slow in thinking        D. dishonest
75. According to the passage, a person’s handwriting has something to do with(与……有关) all of the following EXCEPT his______.
A. mind                B. education          C. health               D. profession (职业)

I was in the kitchen making lunch when I saw my six-year-old son, Billy, walking toward the woods. I could only see his back. He  1  to be walking with a great effort, trying to be as  2  as possible.
A few minutes after he disappeared into the   3 , he came running toward the house again. I went back to making sandwiches,   4  that whatever task he had been doing was completed. Moments later,  5 , he was once again walking slowly toward the woods.
 6 curiosity, I walked out and followed him on his journey. He was  7  both hands in front of him as he walked, being  8  not to spill the water he held in them. I secretly walked   9  behind him as he went into the woods and I saw the most amazing  10  .
Several large deer loomed in front of him. Billy walked right up to them. I almost  11   at him to get away. A huge male deer with elaborate（精美的）antlers was   12  close. But they didn’t even move as Billy   13  . And I saw a small deer lying on the ground, obviously suffering from   14 and extreme heat, lift its head  15  to drink the water cupped in my beautiful boy’s hands.
It was on this day that I learned the true lesson of  16 . You know, we hadn’t had any rain for three months and our crops were   17 . As the tears that rolled down my face began to hit the ground, they were suddenly   18  by other drops. I looked up at the sky. It was  19  God was moved to weep. The rain came that day and saved our farm, just like the  20  of one little boy who saved another.

Engagement, wedding, and birth of a baby are the three steps of a new family. The Danes’ special ways of doing these things inform their native culture.
People in other places of the world usually give their lovers a finger ring or a bundle of flowers as a gift of engagement.   36  in some areas of Denmark, it is still considered   37  
for a young man to   38  his fiancée with the wooden clappers once used to   39  clothes
  40  in a stream. These clappers were engraved with love-poems, and   41  tradition, they ensured good fortune and happiness.
And their country weddings also show a tint of local convention(传统). Until recently, a Danish country wedding was an event which   42  all who lived in the surrounding   43 . Everyone was tacitly(不言而喻地) invited to celebrate with the young couple. Preparations for the wedding lasted for many days but were made   44 , because to show happiness openly   45 
arouse the anger and jealousy of evil spirits.
46  the wedding morning the couple met in the courtyard of the bride’s house. The relatives and friend presented themselves to the couple, bowed and placed gifts at their feet. Every gift was   47  by good wishes recited in prose(散文) or in verse;   48  modest the gift the more elaborate(精致的) the wishes had to be.   49  who had neither the means to give   50 
the imagination to make a speech were, as a sign of their goodwill, placed   51  guard over the presents and, in the evening, over the couple’s bed.
  52  the conclusion of the ceremony a large jar of beer was taken to the courtyard. The hands of the betrothed(已订婚的) were joined over the jar and it was   53  into fragments(碎片). These pieces were picked   54  by the girls of marriageable age who were present, the girl with the largest   55  being destined to marry first.
36．A．However             B．But                     C．Therefore            D．So
37．A．a luck                 B．luck                    C．lucky                  D．lucks
38．A．send                   B．present                C．bring                  D．give
39．A．strike                  B．beat                    C．hit                      D．blow
40．A．to wash               B．washed                C．to be washed        D．washing
41．A．according to        B．with a view to      C．so far as              D．in addition to
42．A．stated                  B．related                C．concerned            D．considered
43．A．area                    B．district                C．zone                   D．region
44．A．publicly              B．silently                C．unknowingly       D．secretly
45．A．would                 B．should                 C．must                   D．may
46．A．At                     B．In                       C．On                      D．To
47．A．completed           B．accompanied        C．accomplished       D．matched
48．A．much more          B．the more             C．any more             D．more
49．A．These                  B．Those                  C．People                D．They
50．A．or                       B．and                     C．nor                     D．then
51．A．in                       B．on                      C．at                       D．against
52．A．At                      B．In                       C．To                      D．For
53．A．smashed(弄碎)    B．ruined                 C．crashed               D．cracked
54．A．out                     B．up                      C．on                      D．at
55．A．part                    B．fragment             C．section                D．block