Deciding what to watch on TV is a battle of wills that is fought in homes all over the world. According to psychologists （心理学家）, it is much more serious than simply deciding between a soap opera and a sports program, or between pop music and politics. This television conflict is part of a bigger power game which goes on in homes, even though most of the players do not realize that they are playing a game at all. “It’s such a game as is not easy to notice,” says psychologist Dr. David Lewis, “that many people don’t even know they’re playing it.”

Unconsciously, people begin to play the game as soon as they meet their future husband and wife. By the time toe couple get married, the rules of game are already formed. The big decision, like where to live and which school to send the children to, are usually joint decision. When it comes to less important things, it’s a different matter. Here is just one example of this process at work. A husband looks through a pile of holiday brochures （小册子） and announces his preference: “The South of France.” And his wife quickly agrees before he realizes that the only brochures she gave him were those for the South of France. Similarly, she may decide on how the home should be decorated, but he chooses the new car and decides what the family does at weekends.

“Family power struggles are interesting,” says Dr. Lewis. “Of course, some people are naturally more dominant （占统治地位） than others, and the most dominant personality in a family tries to lead. These days, even though some many couples make a special effort to have a true and equal partnership, men generally have a greater need to appear to be in physical control. Women, on the other hand, are not so interested in physical control as in emotional control. On the whole, they’re more controlling and can make the man think of something as his idea in the first place.”

1．What is the psychologists’ opinion about choosing a TV program at home?

       A．It’s likely to cause family quarrels.

       B．It’s an interesting game a family likes to play.

       C．It’s difficult to choose with so many programs.

       D．It’s a matter of power in a family.

2．According to the passage, which decision is made by the couple together?

       A．How to decorate their home.                 B．Where to settle down.

       C．What kind of car to buy.                       D．What to do at weekends.

3．What can we learn about family decision – making from the passage?

      A．Men have the final say in the family.

       B．Men are much better controlled than women.

       C．Women are rather skillful in influencing men.

       D．Women are emotional about important matters.

4．Which of the following is the best title of the passage?

       A．Why people fight for power at home

       B．Whose finger is on the button at home.

       C．How family members play games at home

       D．What decision family members make together

A person may have an idea about himself that will prevent him from doing good work.

He may have the  36  that he is not capable (有能力的) of it. A child may think he is stupid because he does not understand how to make  37  of his mental faculties(官能). Older people may be mistaken that they are incapable of  38  anything new because of their age.

A person who believes that he is incapable will not make a real  39 , because he feels that it  40  be useless. He won’t go at a job with the confidence(信心) necessary for success, and he won’t work his hardest, even though he may  41  he is doing so. He is  42  likely to fail, and the failure will  43  his belief in his incompetence(无能).

Alfred Adler, a famous doctor, had  44  like this. When he was a small boy, he had a poor  45  in maths. His teacher told his  46  he had no ability in maths in order that they would not  47  too much of him. In this way, they too  48  the idea. He accepted  49  mistaken thinking of his ability, felt that it was useless to  50 , and was very poor at maths,  51  as they expected.

One day he worked out a problem which  52  of the other students had been able to solve.

Adler succeeded in solving the problem. This gave him confidence. He now  53  with interest, determination and purpose, and he soon became especially good at  54 . He not only proved that he could learn maths well, but luckily he learned early in his life from his own experience that if a person goes at a job with determination and purpose, he may  55  himself as well as others by his ability. 36—40 ABBCA   41—45 BDBAC  46—50 DBADC  51—55 CABDA

1.                A．belief          B．way            C．fact  D．condition

2.                A．biggest         B．full            C．higher    D．deepest

3.                A．teaching        B．learning        C．accepting D．using

4.                A．decision        B．success         C．effort    D．trouble

5.                A．would          B．should          C．must D．could

6.                A．forget          B．think           C．guess D．understand

7.                A．truly           B．really          C．however  D．therefore

8.                A．lead to         B．strengthen      C．increase  D．result in

9.                A．an experience   B．an expert       C．a thought D．a story

10.               A．state           B．mind           C．start  D．ending

11.               A．classmates      B．friends         C．neighbours D．parents

12.               A．blame          B．expect         C．get   D．win

13.               A．developed      B．organized       C．discovered D．found

14.               A．a             B．one           C．its    D．the

15.               A．manage        B．succeed        C．try   D．act

16.               A．only           B．almost         C．just   D．then

17.               A．none          B．all             C．many D．most

18.               A．lived           B．worked         C．played    D．graduated

19.               A．lesson         B．medicine       C．subjects   D．maths

20.               A．encourage      B．love           C．astonish   D．disappoint

Many years ago my student asked me the question, "Mrs. Kindred, why do you teach?" Without taking time to reflect, I answered, "Because someday I might say something that might make a difference in someone’s life." Even though I was sincere, that wasn’t a very good answer and my student didn’t let it slide.
"Let me get this straight," he said, "You went to college for four years so you could come here every day because you have the hope that someday you might say something that will influence someone?" He shook his head as if I were crazy and walked away looking confused. I’m one of those people who look back and wish they had said something smart or witty, or swift.
Even though that particular student might no longer wonder why I teach, there are days when I wonder. On those days, I remind myself of the real reasons I teach:
It’s in my blood. My mother was my most influential teacher, and she was a 6th grade reading teacher until her death in 1990. She instilled (逐渐灌输) in me a love of reading and the knowledge that education opens doors.
Teaching is a way to make a difference. If you throw a stone in a pond the ripples go on and on until they reach the shore. You can’t have ripples without a "stone." Good teachers throw stones that make a positive difference, and that’s what I try to do.
I genuinely love teenagers. I want to share with others what I know and what I have learned through the years. Life is full of ups and downs, and if I can help students avoid some potholes on the road of life, I want to do so. If they’ll allow me to celebrate their victories with them, I want to do too.
Teaching isn’t for everyone, but I know I made the right career choice.
【小题1】Why did the student continue to ask the question about the writer’s being a teacher?