Most heavy teens’ attempts1.(lose) don’t work, but a new study shows a big secret of those who do succeed.
They do it more2. their own sake rather than to impress their peers or please their parents.
“Most parents have the view that their teens are 3.(large) influenced by other people’s perceptions of them,” said Chad Jensen, 4. psychologist at Brigham Young University. “Our 5.(finding) suggest that teens have motivations that are more intrinsic. One implication is 6. parents should help to focus their teen on healthy behaviours for the sake of being healthy more than for social acceptance.
Jensen and his students at BYU looked in depth at the success stories of 40 formerly overweight teens. On average the participants shed 30 pounds, 7.(move) them from the obese to the normal weight category. They also maintained their healthier weight for a full year. More than 60 percent8. (describe) their health as the primary motive. About 43 percent identified peer acceptance as a factor.
In another interview, nearly all of the teens emphasized that it was their own9. (decide) to lose weight. According to teens, parents provided the most help simply by modeling healthy behaviours and 10.(provide) healthier options for meals and snacks.
My heart beat with that feeling, like blood to my body as my fingers flew across the piano keys. As the piece neared the end, I ____ up to take my final bow. For a second, the room was ________. Yet, even in that one second, I had enough time to ____ whether I had done perfectly. Then, ____ , the applause (掌声) came.
“Thank you… so much,” I said, _____ to the person standing on my other side. Olga, my piano teacher for six years, smiled back at me. “You’ve been an ____ student all these years,” she said, “I hope that whatever you do, you never stop ______.”
I leaned forward, ____ I would keep playing because I loved piano, and hugged her.
As it ______, the promises weren’t as meaningful as I’d hoped. Right after the_____, I kept up my strict practicing schedule every day. ____, it began slipping away from me. The reason I had stopped taking ____ was because of my busy schedule with homework. Not long after, I stopped practicing altoge
ther. It was ____ not to have to stress about piano anymore. But something was ______ inside of me I was empty inside.
One day I met Michelle, who had also taken piano lessons from Olga.
“Are you ____ taking lessons from Olga?” she asked.
“Actually I just quit a while ago,” I replied.
“That’s a ____,” she responded, “I remember your performance a year ago; it was ____.”
Two days after talking to Michelle, I was at a ____ what to do. I moved slowly into the living room unconsciously, but in fact I knew ____ what I was doing.
As the music ____, a familiar feeling rose inside me.
1.A. showed B. sat C. stood D. looked
2.A. light B. quiet C. colorful D. nervous
3.A. expect B. remind C. know D. doubt
4.A. immediately B. successfully C. hopefully D. suddenly
5.A. turning B. waving C. running D. pointing
6.A. easy-going B. imaginative C. amazing D. honest
7.A. practicing B. learning C. competing D. gaining
8.A. telling B. promising C. admitting D. speaking
9.A. carried on B. brought up C. turned out D. taken in
10.A. performance B. final C. presentation D. play
11.A. Soon B. Besides C. Thus D. Instead
12.A. lectures B. parts C. lessons D. pieces
13.A. disappointing B. pleasing C. inspiring D. puzzling
14.A. beating B. rising C. changing D. shinning
15.A. still B. even C. much D. yet
16.A. shame B. relief C. pleasure D. deal
17.A. challenging B. breathtaking C. demanding D. embarrassing
18.A. time B. heart C. dream D. loss
19.A. normally B. exactly C. unclearly D. badly
20.A. ended B. hit C. covered D. spread
1.Sometimes they try to get out of a class to escape a teacher they don’t like. Here is some advice to solve this problem.
Ask yourself, “What can I learn from this teacher?” Even if you don’t worship (崇拜) his or her personality or lectures, dig deep until you find a subject in which he or she is very knowledgeable. Focus on that part of the teacher’s personality, and use him or her as a tool for learning. Not only will you gain more knowledge in that subject, but a closer relationship with your teacher may help you understand one another better.2.
Talk to students who are doing well in the class and ask them for tips, tools, and a plan of action to get along with the teacher better.3.
If you still can’t get along, make an appointment with the school guidance counselor (辅导员). He or she will offer many tips and suggestions for you to get out of difficult teacher relationships.4.That means they can help you and your teachers get rid of the bad impression on each other.
5.Your parents can meet with your teacher and try to work it out.
Teachers are there for more than just homework, and they know about more than just their subject matter. They can help you learn how to function as an adult and a lifelong learner.
Undoubtedly, these will be a few teachers along the way who you will always remember and who might change your life forever.
A. If your relationship problems can’t be solved in school, then it’s time to tell your parents or guardians.
B. If you’re too shy to talk to another student, study his or her actions and behavior in the classroom and try to follow that lead.
C. Students don’t always get along well with their teachers.
D. There must be something good in every teacher for you to learn from.
E. Students find it easy to get along well with their teachers.
F. Sometimes a guidance counselor can act as a mediator between you and the teacher.
G. Guidance counselors have the right to blame teachers.
Does handwriting matter? Not very much, according to many educators. However, scientists say it is far too soon to declare handwriting is not important. New evidence suggests that the link between handwriting and educational development is deep.
Children not only learn to read more quickly when they first learn to write by hand, but they are also better able to create ideas and remember information. In other words, it’s not only what we write that matters ---- but how.
A study led by Karin James, a psychologist at Indiana University, gave support to that view. A group of children, who had not learned to read and write, were offered a letter or a shape on a card and asked to copy it in one of three ways: draw the image on a page but with a dotted outline(虚线), draw it on a piece of blank white paper, or type it on a computer. Then the researchers put the children in a brain scanner and showed them the image again.
It was found that when children had drawn a letter freehand without a dotted outline or a computer, the activity in three areas of the brain were increased. These three areas work actively in adults when they read and write. By contrast, children who chose the other two ways showed no such effect. Dr. James attributes the differences to the process of free handwriting: not only must we first plan and take action in a way but we are also likely to produce a result that is variable. Those are not necessary when we have an outline.
It’s time for educators to change their mind and pay more attention to children’s handwriting.
1.What do scientists mean by saying “it is far too soon to declare handwriting is not important”?
A. Handwriting is not very important to children.
B. Handwriting should not be ignored at present.
C. Handwriting has nothing to do with education.
D. Handwriting can not be learned in a short time.
2.What does “that view” in Para. 3 refer to?
A. How we
write is as important as what we write.
B. Children read quickly when they write by han
d.
C. Children create ideas and remember information.
D. A group of students should know what to write.
3.Which is NOT the children’s task in the experiment?
A. Copy the image on a page but with a dotted outline.
B. Draw the image on a piece of blank white paper.
C. Put a brain scanner and show the image again.
D. Type the image directly on a computer.
4.According to the passage, the author obviously _______ giving up handwriting.
A. is for B. is against
C. is responsible for D. doesn’t care about
“She goes to the movies with her friends! How come I can’t go?”
“You love him more than me!”
“I wish I were an only child!”
Parents have heard them all when more than one child resides under their roof. Although siblings(兄弟姐妹) can be the closest of friends, it’s rare to find a child who gets along perfectly with all of his or her siblings.
Kids aren’t always the most rational of human beings----especially younger children. Sometimes, the smallest issue can turn into a major battle and strain a sibling relationship to the breaking point.
Attention. Children are always vying(竞争) for their parents’ attention. The busier the parents are, the greater demand is for their attention and the less they can focus on each child. When there’s a new baby, it can be hard for the other child (or children) to accept losing his or her position as the centre of attention. Sometimes the parents’ attention is focused on a child who is sick or has special needs. Kids will act out and misbehave to get the attention they want if they feel like they’re being ignored.
Sharing.Most homes don’t have unlimited resources. That means all siblings will unavoidably have to share at least some of their things. Giving up a toy or other favorite possessions to a sibling can be especially hard on young children.
Unique personalities. Your oldest child might be the headstrong one while the youngest is quieter and more introverted. Differences in character can lead to clashes. Age and gender differences can also lead to sibling fighting.
Fairness problems. Children are like little lawyers, always asking fairness and equality and fighting for what they consider are their natural-born rights. A younger sibling might complain that her elder sister goes to a concert and she has to stay home, while the elder sister complains that she has to babysit her little sister instead of going out with her friends. Feeling of unfair treatment and sibling jealousy can lead to hate.
1.The first three sentences are a kind of _______.
A. warning B. requirements
C. complains D. doubts
2.From the last paragraph we learn that _______.
A. children don’t like to do things for parents
B. children expect to be treated fairly
C. children have the right to play outside
D. children want to become lawyers
3.The purpose of writing this passage is to _________.
A. introduce the different characters of children
B. require parents to pay equal attention to children
C. give advice on dealing with sibling rivalry
D. explain the root of sibling conflict
Most people say that they do not usually feel confident. But exciting things can happen when we actually believe in ourselves. Here is a man who believed in his own ability even as a boy, and that confidence helped shape his adult life.
At the turn of the last century, a young boy quit school to help with the family expenses. When he was fifteen, he became interested in automobiles(汽车) and worked in a garage. He subscribed to a correspondence course on automobiles and, after a long day in the garage, studied at the kitchen table in the lamplight.
When he felt ready, he walked into the Frayer-Miller Automobile Company of Columbus, Ohio. When Mr. Frayer noticed him, he asked, “Well, what do you want?”
“I just thought I’d tell you I’m coming to work here tomorrow morning,” the boy replied.
“Oh! Who hired you?”
“Nobody yet, but I’ll be on the job in the morning. If I’m not worth an
ything, you can fire me.”
Early the next morning the boy returned to the plant. Noticing the floor was thick with metal shavings and accumulated dirt, the boy got a broom and set out t
o clean the place.
Because of his self-confidence and work ethic, the boy’s future was predictable. He went on to stand out in many fields, including automobile racing, piloting World War I planes and founding one of America’s largest airline companies ---- Eastern Airlines.
People who become more confident habitually encourage themselves. Without confidence, we are not likely to move far in the direction of our dreams. It is important that we always believe in ourselves. In order to reach victory, we must believe in ourselves even when we make mistakes
1.How did the boy learn knowledge concerning automobiles?
A. He attended school in the daytime.
B. He studied hard at home.
C. He read books in the garage where he worked.
D. He turned to some instructors for help.
2.We can learn from the boy’s words that _____.
A. he wanted to show off his competence
B. he looked down upon others
C. he was very generous
D. he believed in himself
3.Due to his efforts and confidence, the boy _____.
A. made World War I planes
B. learned much knowledge in a garage
C. achieved everything in his life
D. set up Eastern Airlines
4.What is the purpose of the passage?
A. To inspire us with self-confidence.
B. To tell us an interesting story.
C. To inspire us to work hard.
D. To stress the importance of realizing our dreams.
