Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high -risk behaviors, and help young people grow into healthy, successful adults.

The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug use, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting the following fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society.

Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage（時(shí)量）matters —young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after-school programs have promising future, how they are  designed and run matters.

57. Quality after-school programs can not help the students        .

A. have fewer attendances            B. improve academic performance

C. have high scores on tests           D. decrease high-risk teen behavior

58. According to the passage, a good after-school program is usually determined by       .

a. its unique opportunities            b. safe and fair environments

c. work staff characteristics           d. students’ willingness and family backgrounds

A. a, b, c, d          B. a, b, c       C. a, c, d         D. b, c, d

59. The main intention of the writer is to        .

A. present the problems with quality after -school programs

B. warn school leaders of quality after-school programs

C. compare quality after-school programs with bad ones

D. give an introduction of quality after -school programs

60. Which of the following structures suits the passage best?

   A. Quality Aims      

     After-school   Effects

      Program      Analysis   Conclusion

   B. Quality Aims      

     After-school   Causes    Effects

      Program      Analysis   Conclusion

   C. Quality Aims      

     After-school   Causes      Conclusion

      Program      Analysis

   D. Quality Aims      

     After-school   Effects     Conclusion

      Program      Analysis

We may encounter various setbacks (挫折) in our life and these setbacks  may never repeat themselves. They appear differently in different periods of life.
   Students may have problems in learning, for example, the goal and motivation of learning, the method and attitude of study, and their school performances as well. If they fail to deal with these matters properly, they may have problems in study and even develop psychological problems.

Job-hunting, career choosing, capability and unemployment are matters often leading to

psychological problems of the contemporaries (當(dāng)代人). How to choose a career, how to make a plan for life and how to keep competence in position and for promotion, etc., these are all factors to bring us worries and anxieties.
   Interpersonal relationship leads to one of the major psychological setbacks of the human being. The symptoms show that it is hard to get along with others, lacking necessary skills to communicate with others. These may lead to sad feelings of loneliness, bitterness, short of concerns and cares.
   The old often suffer from supersession of the old by the new, stepping down from leading positions, retirement, being isolated and helpless. How to look at these rules of law in life, get used to the change, handle domestic emptiness when children grow up and the bitterness facing death of the beloved, all these have to be dealt with properly, to avoid the development of depression and disease.
   Now, it comes to the key — how to handle them. 

Keeping a good mood:

Do not make your ambitions too high and never seek for perfection when doing things.

Do not expect too much from others. Otherwise, you will be disappointed if she/he fails to meet your expectation.

When angry, you’d better calm yourself so as to avoid doing something stupid.

Be tolerating and forgiving. Toleration and forgiveness can either smooth your own mood or benefit interpersonal relationship.

When you encounter setbacks you’d better leave it alone and begin to do something you like, for example, go to the theater or take exercise, etc.

You may ease yourself by telling your unhappiness to your good friends, parents, teachers or even making a telephone call to psychological hotlines.

Do something good for others. In this way, you will not only forget your worries but also find your own value and at the same time make friends with others.

To evaluate your ability and role properly, thus you will not develop unnecessary psychological pressure on yourself.
41. The writer is mainly trying to tell us _______.

   A. who knows about setbacks              B. how to deal with setbacks 

   C. when we have setbacks                  D. what causes various setbacks

42. Setbacks may result from the following EXCEPT _______.

   A. learning problems at school              B. weak competence in career

C. poor skills in communication                D. the rules of law in life

43. Guess the right meaning of the underlined word “supersession”.

   A. depression                                   B. replacement

  C. loneliness                                    D. emptiness

44. From the “key” given by the writer, we can infer that _______.

   A. anger can be turned into useful power

   B. those without ambitions are the happiest

   C. psychological problems can be solved by yourself

   D. doing something good for others adds to your worries

Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough，the answer to both these questions is yes．To some extent our intelligence is given to us at birth，and no amount of special education can make a genius out of a child born with low intelligence．On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings．Thus the limits of a person’s intelligence are fixed at birth，but whether or not he reaches those limits will depend on his environment. This view, now held by most experts can be supported in a number of ways．

       It is easy to say that intelligence is to some extent something we are born with．The closer the blood relationship between two people, the closer they are likely to be in intelligence．Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different．If on the other hand we take two identical twins, they will very likely be as intelligent as each other．Relations like brothers and sisters，parents and children，usually have similar intelligence, and this clearly suggests that intelligence depends on birth．

       Imagine that now we take two identical twins and put them in different environments．We might send one, for example, to a university and the other to a factory where the work is boring．We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part．This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence．

45．By using the example that two people closer in blood relationship are closer in intelligence that writer wants to prove _________．

       A．intelligence is given at birth

       B．intelligence can be developed by environment

       C．intelligence can be developed by experience

       D．education plays an important part in the development of education

46．A child who lives in rich and varied surroundings turns out higher in intelligence because ________．

       A．his family is rich and therefore can afford to develop his intelligence

       B．he can break the limits of intelligence fixed at birth

       C．his family is rich and provides him with various healthy food

       D．these surroundings are likely to help him reach the limits of their intelligence

47．Writer of this article believes that _________．

       A．the development of one’s intelligence is determined by many factors working together

       B．environment plays the most important role in the development of intelligence

       C．education plays the most important role in the development of intelligence

       D．birth plays the most important role in the development of intelligence

48．The best title for this passage might be __________．

       A．Intelligence                      B．Birth and Environment

       C．The Answer to a Question       D．Intelligence and Education

Play is the basic business of childhood, and in recent years research has shown the great importance of play in the development of a human being. From earliest infancy (嬰兒), every child needs opportunity and right materials for play, and the main tools of play are toys. The main function of toys is to suggest, encourage and play. To succeed in this, they must be good toys, which children will play with often, and will come back again and again. Therefore, it is important to choose suitable toys for different stages of a child’s development.

In recent years research on infant development has shown that the standard a child is likely to reach, within the range of his inherited abilities, is largely determined in the first three years of his life. So a baby’s ability to benefit from the right play materials should not be underestimated. A baby who is encouraged, talked to and shown things and played with, has the best chance of growing up successfully.

In the next stage, from three to five years old, curiosity knows no bounds. Every type of suitable toys should be made available to the child, for trying out, experimenting and learning, for discovering his own particular ability: Bricks and jigsaws and construction toys; painting, scribbling and making things; sand and water play; toys for imaginative and pretending play—the first social games for learning to play and get on with others.

But at the third stage of play development—from five to seven or eight years old— the child is at school. But for a few more years play is still the best way of learning, at home or at school. It is easier to see which type of toys the child most enjoys.

Until the age of seven or eight, play and work mean much the same to a child. But once reading has been mastered, then books become the main source of learning. Toys are still interesting and valuable, which lead up to new hobbies, but their significance has changed to a child of nine or ten years old, toys and games mean, as to adults, relaxation and fun.

49. According to the first passage we know that as a child grows up ______.

   A. he should be allowed to choose his own toys.

   B. he should be given the same toys.

   C. he should be given fewer and fewer toys. 

   D. he should be given different toys.

50. According to the passage, the abilities a child has inherited from his parents ______.

   A. determine his character

   B. will not change after the age of three.

   C. partly determined the standard he is likely to reach

   D. to a large extent determine the choice of toys 

51. We learn from the passage that a child has boundless curiosity ______.

   A. when he is two                    B. when he is around four

   C. when he is six                     D. when he is eight

52. The passage is mainly about _______.

A. the role of play in a child’s development

B. the importance of schooling

C. the importance of pre-school education

D. the choice of toys for youngster

Many children first learn the value of money by receiving an allowance. The purpose is to let children learn from experience at an age when financial mistakes are not very costly.

The amount of money that parents give to their children to spend as they wish differs from family to family. Timing is another consideration. Some children get a weekly allowance. Others get a monthly allowance.

In any case, parents should make clear what, if anything, the child is expected to pay for with the money. At first, young children may spend all of their allowance soon after they receive it. If they do this, they will learn the hard way that spending must be done within a budget. Parents are usually advised not to offer more money until the next allowance.

The object is to show young people that a budget demands choices between spending and saving. Older children may be responsible enough to save money for larger costs, like clothing or electronics. Many people who have written on the subject of allowances say it is not a good idea to pay your child for work around the home. These jobs are a normal part of family life.

Paying children to do extra work around the house, however, can be useful. It can even provide an understanding of how a business works.

Allowances give children a chance to experience the three things they can do with money. They can share it in the form of gifts or giving to a good cause. They can spend it by buying things they want. Or they can save it.

Saving helps children understand that costly goals require sacrifice: you have to cut costs and plan for the future. Requiring children to save part of their allowance can also open the door to future saving and investing. Many banks offer services to help children and teenagers learn about personal finance. A savings account is an excellent way to learn about the power of compound interest.

Compounding works by paying interest on interest. So, for example, one dollar invested at two percent interest for two years will earn two cents in the first year. The second year, the money will earn two percent of one dollar and two cents, and so on. That may not seem like a lot. But over time it adds up.

77.For children who receive allowances, they’d better not ________.　　

 A. waste money to buy gifts for their parents or friends　　

 B. buy their favorite clothing or electronics for themselves　　

 C. save money like their parents or other adults　　

 D. ask for the next allowance before the decided date.

78．Many parents give children an allowance regularly to ______.　　

 A. meet children’s basic need for life       

B. give control over their children　　

 C. see whether they have financial mistakes  

D. help children learn how to manage money

79.If children are required to save their allowance, they ______.　　

 A. can experience three things related to money　　

 B. can understand the relation between goals and sacrifice　　

 C. will do more work around the house　　

 D. help themselves found the basis for their future life

80. What is the best title for the passage?

A. Be Generous to Pay Your Children

B. Be Wise to Avoid Financial Mistakes

C. Saving Allowances Does Good to Children

D. Allowances Help Children Learn about Money

Everyone should learn to apologize. Apology language do work. Have you ever tried to apologize, only to be refused? It may be that you were offering partial apology in a “l(fā)anguage” that was foreign to your listener. The five languages of apology include:

Apology Language 1: “I am sorry.”

List the hurtful effects of your action. NOT “I am sorry if…”, but “I am sorry that…”. You might ask if they want to add any points that you have not recognized.

Apology Language 2: “I was wrong.”

Name your mistake and accept fault. Note that it is easier to say “You are right ” than “ I am wrong”, but the latter carries more weight.

Apology Language 3: “What can I do to make it right ?”

How are you now? How shall I make amends to you? How can I RESTORE YOUR CONFIDENC that I love you even I was so hurtful to you?

Apology Language 4: “I WILL TRY NOT TO DO THAT AGAIN.”

Engage in problem-solving. Do not make excuses for yourself such as: “Well my day just so …” Instead, offer what you will change to prevent yourself putting them in the same bad situation again.

Apology Language 5: “Will you please forgive me?”

Be patient in seeking forgiveness. They may need some time or greater clarification of your input from Apology Languages 1-4.

Finally, your apology may not be accepted, but at least you know that you have been faithful in offering a sincere olive branch of peace.

41. When offerring an apology, which of the following dose the author prefer?

A. “You are right .”            B. “I am sorry if …”     C. “I am wrong.”   D. “Well , my day was just so…”

42. In the last paragraph ,the author tells us even if your apology may not be accepted , at least __________ .

A .It is not your fault any more.                B. Your mind will be at peace.

C. your friend will make peace with you.        D. your apology is true to your heart.

43 .What does the passage mainly talk about?

A. Five tips for apology that work.             B. Five ways of refusing apology.

C. The function (功能) of apology language.   D. The importance of apology language

Love, success, happiness, family and freedom----how important are these values to you? Here is one interview which explores the fundamental questions in life.

Question: Could you introduce yourself first?

Answer: My name is Misbah, 27 years old. I was born in a war-torn area. Right now I’m a web designer.

Q: What are your great memories?

A: My parents used to take us to hunt birds, climb trees, and play in the fields. For me it was like a holiday because we were going to have fun all day long. Those are my great memories.

Q: Does your childhood mean a lot to you?

A: Yes. As life was very hard, I used to work to help bring money in for the family. I spent my childhood working, with responsibilities beyond my age. However, it taught me to deal with problems all alone. I learnt to be independent.

Q: What changes would you like to make in your life?

A: If I could change something in my life, I’d change it so that my childhood could have taken place in another area. I would have loved to live with my family in freedom. Who cares whether we have much money, or whether we have a beautiful house? It doesn’t matter as long as I can live with my family and we are safe.

Q: How do your get along with your parents?

A: My parents supported me until I came of age. I want to give back what I’ve got. That’s our way. But I am working in another city. My only contact with my parents now is through the phone, but I hate using it. It filters（過(guò)濾）out your emotion and leaves your voice only. My deepest feelings should be passed through sight, hearing and touch.

44. In Misbah’s childhood,      .

A. he was free from worry                                B. he liked living in the countryside

C. he was fond of getting close to nature             D. he often spent holidays with his family

45. What did Misbah desire most in his childhood?

A. A colorful life.                                        B. A beautiful house.

C. Peace and freedom.                                     D. Money for his family.

46. How would Misbah prefer to communicate with his parents?

A. By chatting on the Internet.                        B. By calling them sometimes.

C. By paying weekly visits.                           D. By writing them letters.

47. If there were only one question left, what would it most probably be?

A. What was your childhood dream?                  B. What is your biggest achievement?

C. What is your parents’ view of you?  D. What was your hardest experience in the war?

“Few things help an individual more than to place responsibility upon him，and let him know that you trust him.” These words are from the black American educator，Booker Washington. He was saying that，“If you want people to grow up，you have to stop treating them like children.”

In America，families are close but children are encouraged to be independent，to make their own decisions，even at a very early age. It’s not unusual for a child of seven to be given an allowance  (津貼) every week. The child is encouraged to save some of the money but he or she can spend it on whatever they choose，for example，buying clothes，school supplies or CDs. Some teenagers even have their own credit cards！That’s a big responsibility since even adults are tempted to overspend when they have credit cards（信用卡）.

From an early age，American children are asked for their opinions and they are included in family decision­making. At the dinner table，teenagers will be listened to on any topic，from politics to buying a new family car or where the family will go on vacation. In this way，teenagers are getting practice in becoming individuals：they are learning how to stand on their own two feet.

Many Chinese young people are becoming almost as interested as American teens in searching for independence. They want to express those qualities that make them unique human beings. You can see this in the way they dress，the music they listen to and the friends they choose.“Super Girl” Li Yuchun caught the imagination of Chinese teenagers on the “Super Girl” television contest. She was not the traditional “nice，young Chinese girl”．With her short，spiky hair and boy­like clothes，she was telling everyone that she was different. She had the courage to be her own person and to stand on her own two feet...and she won!

There is an old saying，“Everyone should carefully observe which way his heart draws him and then choose that way with all his strength.” If you do this，step by step，over a period of time，you may find that you have become the person you always wanted to be.

61. The passage is intended to encourage the youth to________.

A．save money for useful things     B．become independent

C．express their great ambitions     D．make important decisions

62. A child of seven is given an allowance so that he can______.

A．be accepted as a popular guy     B．learn to decide how to use money

C．overspend money without care    D．have school supplies of his own

63. The author implies that many Chinese children________.

A．a(chǎn)re more independent than Americans        B．should become interested in America

C．a(chǎn)re happy with their present situation         D．a(chǎn)re not satisfied to be nice，quiet ones

64．The main idea of the last paragraph is________.

A．that we should do things step by step      B．why we should understand our desires

C．what we should plan for our own life      D．how we can manage to realize our dreams

I start to wonder what else had changed since I’d been gone. My parents are in an awkward puzzle, wondering how to treat me now----whether to treat me—still their daughter—as one of them, an adult, or as the child they feel they sent away months earlier.

I run into two of my best friends from high school; we stare at each other, expressionless. We ask the simple questions and give simple answers. It’s as if we have nothing to say to each other. I wonder how things have changed so much in such a small amount of time. We used to laugh and promise that no matter how far away we were, our love for each other would never change. Their interests don’t interest me anymore, and I find myself unable to relate my life to theirs.

I had been so excited to come home, but now I just look at it all and wonder: Is it me? Why hadn’t the world stood still here while I was gone?  My room isn’t the same, my friends and I don’t share the same promise, and my parents don’t know how to treat me—or who I am, for that matter.

I get back to school feeling half-satisfied, but not disappointed. I sit up in my bed in my dorm room, surrounded by my pictures, dolls. As I wonder what has happened, I realize that I can’t expect the world to stand still and move forward at the same time.  I can change and expect that things at home will stay the same. I have to find comfort in what has changed and what is new; keep the memories, but live in the present.

A few weeks later, I’m packing again, this time for winter break. My mom meets me at the door. I have come home accepting the changes, not only in my surroundings, but most of all in me.

53. What can we infer about the writer?

       A. She is a high school student.    B. She is a college student.

       C. She is a clerk in a school.  D. She is a traveler.

54. What surprises the writer most?

       A. The living conditions of her parents.       B. The decorations in her room.

       C. The meeting with her best friends.   D. The things still staying the same.

55. What is this passage mainly about?

       A. The writer’s curiosity about the changes.

       B. The changes in the writer’s surroundings and in herself.

       C. The writer’s disappointment about the changes.

       D. The writer’s refusal to accept the changes.

When we talk about intelligence, we do not mean the ability to get good scores on certain kinds of tests or even the ability to do well in school subjects. By intelligence we mean a way of living and behaving, especially in a new or upsetting situation. If we want to test intelligence, we need to find out how a person acts instead of how much he knows what to do.

For instance, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. He tries to find out all he can, and then he acts immediately and tried to do something about it. He probably isn’t sure how it will all work out, but at least he tries. And if he cannot make things work out right, he doesn’t feel ashamed that he failed, he just tries to learn from his mistakes. An intelligent person, even if he is very young, has a special outlook on life, a special feeling about life, and how he fits into it.

If you look at children, you’ll see a great difference in what we call “bright” children and “not bright” children. They are actually two different kinds of people, not just the same kind with different amounts of intelligence. For example, the bright child really wants to find out about life, he tries to get in touch with everything around him. But the unintelligent child keeps more to himself and his own dream world: he seems to have a walk between him and life in general.

61. According to the passage, intelligence is the ability to ________________ .

       A. get high scores in some tests                         B. do well in school subjects

       C. deal with life                                              D. know what to do

62. In a new situation, an intelligent person _______________ .

knows more about what might happen to him

is sure of the result he will get

is ready to face and fit himself in the situation

cares more about himself

63. If an intelligent person failed, he would  ___________ .

try not to feel ashamed                              B. learn from his experiences

C.  try to find all he could                             D. make sure what result he would get

64. The difference between bright children and non-bright children lies in _________ .

       A. their attitude towards life                                    B. the degree of cleverness

       C. the amounts of knowledge about the world     D. their way of thinking