However important we may regard school life to be, we can’t ignore the fact that children spend more time at home than in the classroom. Therefore the great influence of parents can’t be ignored or discounted by the teacher. They can become strong supports of the school or they can consciously or unconsciously prevent the school from accomplishing its aims.

Administrators have been aware of the need to keep parents apprised of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program and developmental math.

Moreover, the classroom teacher can also play an important role in explaining to parents what they should do. The informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils’ progress, can significantly aid the interchanged of ideas between school and home.

Suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent change his method. He might be persuaded to let Junior participate in discussing he family budget, buying the food, using a measuring cup at home, setting the clock, calculating mileage on a trip and engaging in scores of other activities that have a mathematical basis.

If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in math and at the same time, enjoying the work.

Too often, however, teachers’ conferences with parents are devoted to unimportant accounts of children’s wrongdoing, complaints about laziness and poor work habits, and suggestions for punishments and rewards at home.

What is needed is a more creative approach in which the teacher, as a professional advisor, plants ideas in parents’ minds for the best use of the many hours that the child spends out of the classroom. In this way, the school and the home join forces in fostering the fullest development of youngsters’ competence.

1.The underlined phrase “keep parents apprised of” (Line 1, Para. 2) probably means to let parents         .

A．judge                         B．know                  C．design                 D．develop

2.What is the purpose of the schools’ informal tea and interviews?

A．To improve the relationship between teacher and parents.

B．To explain to parents the change of the school curriculum.

C．To report students’ misdoings and suggestions for punishments.

D．To help develop good communication between school and home.

3.Why does the author provide all example in Paragraph 4？

A．To help parents to know the importance of home activities.

B．To show how the teacher can guide in home training.

C．To prove parents all non professional advisors.

D．To advice parents to teach kids math at home.

4.From the passage we learn that the author       .

A．thinks teachers should do better as professionals

B．is worried about children’s performance at home

C．is satisfied with the present state of school education

D．believes time spent out of the classroom has been wastedw.^w..c.#o@m

 

It is reasonable to say that every teenager can be affected by peer pressure(从众心理) at some point. Every day, in any high school, peer pressure has a major influence over the behavior of teenagers. It can be as subtle(微妙的) as being persuaded to be late for class or as extreme as a dangerous drug. Whether subtle or extreme, peer pressure can have damaging, some-times life changing, and even serious results.

“Teens don’t often consider the long-term results that some behavior can cause,” said Terri Price, a researcher. “Peer pressure can be very difficult to handle for many teens because of their fears of not fitting in.” Peer pressure has always been part of teen life, but teens experience it differently than former generations did in the past. Sources of peer pressure have increased because of the Internet and other electronic communications.

Recognizing peer pressure can be as simple as noticing that you have been asked to do something that you are not comfortable with. “Listen to your instinct(直觉), which is a sign for whether something is right or wrong. If it feels wrong, then most likely it is.” Says Price. w w w.k s 5 u.c o m

Teens are in a time of life when they are still discovering who they are. Many teens are influenced by peer pressure because of their insecurities. This can make them helpless especially when their selfcontrol is weak or they lack healthy support, causing them to take risky behavior or turn to unhealthy support.

Dealing with peer pressure is a topic of concern for teens. People can say, “Just say no,” but the truth is that the statement is easier said than done.

The underlined word “it” Paragraph 2 refers to_____. k#s5_u.c o*m

A．the Internet          B．teen life   

C．peer pressure        D．the fear of not fitting in

Why are teens easily influenced by peer pressure?

A．Because they don’t have the feeling of safety.

B．Because they have no sense of danger.

C．Because they need support for their health.

D．Because they have nobody to turn to when in trouble.

You can know whether a teen suffers peer pressure by watching ______.w_w w. k#s5_u.c

A．whether he often surfs the Internet   

B．whether he can get security

C．whether it is subtle or extreme      

D．whether he feels comfortable with it

According to the passage, we can know that dealing with peer pressure is______.

A．easy         B．hard          C．a new topic       D．an impossible task

 

 “I sat-in at a restaurant for six months, and when they finally agreed to serve me, they didn’t have what I wanted”---so went a famous line. In reality, the sit-in movement was not a joke. It began in Greensboro, North Carolina, at 4:30 P. M. , on the afternoon of February 1, 1960. On that day, Ezell Blair Jr. , Joseph McNeil, David Richmond, and Franklin McClain entered an F. W. Woolworth store. They sat down at a segregated（隔离的）lunch counter, ordered coffee, and then refused to leave when told, ‘We don’t serve Negroes. ”

The four young men had expected not to be served. What no one had expected, however, was that they would sit there and politely, but firmly, refuse to leave. This was 1960, and throughout the South black people were not allowed to sit at the same lunch counters with whites, swim at the same beaches, use the same water fountains, or worship at the same churches. Segregation was the law, and it meant separation of the races in every way.

The next day, the four returned to Woolworth’s---this time accompanied by sixteen other students. Again they sat at the lunch counter and requested service. Again they were refused. And again, they declined to leave. On Wednesday, February 3, seventy students filled the Woolworth’s store. This time, the group included white students as well as black. Many brought school books and studied while they waited. By this time, their protest had become known nationwide as a “sit-in”.

   On Thursday, there was trouble. An angry group of white teenagers began shoving（推搡） and cursing them but were quickly removed by the police. By February 10, the sit-in movement had spread to five other states.

  By September 1961, more than 70,000 people, both black and white, had participated in sit-ins at segregated restaurants and lunch counters, kneel-ins at segregated churches, read-ins at segregated libraries, and swim-ins at segregated pools and beaches. Over 3,600 people had been arrested, and more than 100 students had been driven away. But they were getting results. On June 10, 1964, the U. S Senate passed a major civil rights bill outlawing（宣布为非法）racial discrimination in all public places. President Lyndon Johnson signed it on July 2, and it became law. But the highest credit still goes to the four brave students from North Carolina who first sat-in and waited it out.

1. In this passage, “sit-in” refers to _________.

A. an activity where people sit together and drink coffee freely

B. a bill which outlaws racial discrimination in all public places

C. a form in which people peacefully sit and decline to leave

 D. a polite behavior that everyone enjoys

2. Which statement can be concluded from the fifth paragraph in the passage?

A. The sit-in movement was not successful.

B. The sit-in movement had a positive result.

C. Only black people participated in sit-ins.

D. A lot of protesters were arrested, with some students driven away from school

3. What was the purpose of the civil rights bill passed in 1964?

A. The highest credit went to the four brave students.

B. It declared that segregation was a law.

C. The students were allowed to participate in sit-ins.

D. It made racial segregation against the law in all public places.

4. What is the passage mainly about?

A. Segregation was the law in the South.

B. The first sit-in was in 1960.

C. The sit-ins helped to end segregation.

D. The civil rights bill was passed in 1964 by the U. S. Senate.

 

单词拼写(共10小题,满分5分)

1.This v________ became active last year with a series of eruption.

2.Motorists are warned to slow down and take extra care in f _______ conditions.

3.How can a responsible father d ______his wife and two children and be here alone?

4.To live in a world without you is more painful than any punishment. And no one can r_____ you in my heart.

5.His writings have been_________ (影响) by his mother.

6.Your v______ is too small; you need to learn more words.

7.Why do I always become the t_____ of the thief?

8.The performance of the host, i_______ to please the audience and draw their attention, was greeted with cold silence, however.

9.I didn’t dare to speak aloud or even w________ to her what was in my mind.

10.Even the best doctor in the country can not c_____ him of his disease .