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However important we regard school life to be, there is no gainsaying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and thwart curricular objectives.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 matter as the reading readiness program, manuscript writing and developmental mathematics.Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The informal tea and many interviews carried on during the year, as well as new ways of reporting pupils’ progress, can significantly aid in achieving a harmonious interplay between school and home.To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or 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 mathematics, and at the same time, enjoying the work.Too often, however, teachers’ conferences with parents are devoted to petty accounts of children’s misdemeanors, complaints about laziness and poor work habits, and suggestion for penalties and rewards at home.What is needed is more creative approach in which the teacher, as a professional adviser, plants ideas in parents’ minds for the best utilization 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’ capacities.1.The central idea conveyed in the above passage is that（）.2.It can reasonably be inferred that the author （） .3.We may infer that the writer of this article does not favor （） .

The American baby boom after the war made unconvincing U. S. advice to poor countries that they restrain their births. However, there has hardly been a year since 1957 in which birth rates have not fallen in the United States and other rich countries, and in 1976 the fall was especially sharp. Both East Germany and West Germany have fewer births than they have deaths, and the United States is only temporarily able to avoid this condition because the children of the baby boom are now an exceptionally large group of married couples.It is true that Americans do not typically plan their births to set an example for developing nations. We are more affected by women’s liberation: once women see interesting and well-paid jobs are careers available, they are less willing to provide free labor for child raising. From costing nothing, children suddenly come to seem impossibly expensive. And to the high cost of children are added the uncertainties, introduced by divorce; couples are increasingly unwilling to subject children to the terrible experience of marital breakdown and themselves to the difficulty of raising a child alone.These circumstances—women working outside the home and the instability of marriage一tend to spread with industrial society and they will affect more and more countries in the near future. Along with them goes social mobility, ambition to rise in the urban world, a main factor in bringing down the births in Europe in the 19th century.Food shortage will happen again when the reserves resulting from the good harvests of 1998 and 1999 have been consumed. Urbanization is likely to continue, with the cities of the developing nations struggling under the weight of twice their present populations by the year 2010. The presently rich countries are approaching a stable population largely because of the changed place of women, and they incidentally are setting an example of restraint to the rest of the world. Industrial society will spread to the poor countries, and aspiration will exceed resources. All this will lead to a population in the new century that is smaller than was feared a few years ago. For those anxious to see world population brought under control, the news is encouraging.1.What influences the birth rate most in the United States is （） .2.The sentence “From costing nothing, children suddenly come to seem impossibly expensive” implies that （） .3.A chief factor in bringing down the births in Europe in the 19th century is （） .4.The population in the new century, according to the writer, （） .

Should doctors ever lie to benefit their patients—to speed recovery or to conceal the approach of death? In medicine as in law, government, and other lines of work, the requirements of honesty often seem dwarfed by greater needs: the need to shelter from brutal news or to uphold a promise of secrecy.What should doctors say, for example, to a 46-year-old man coming in for a routine physical checkup who, though he feels in perfect health, is found to have a form of cancer? If he asks, should the doctor deny that he is ill, or minimize the gravity of the illness? Doctors confront such choices often and urgently. At times, they see important reasons to lie for the patient’s own sake. In their eyes, such lies differ sharply from self-serving ones.Studies show that most doctors sincerely believe that the seriously ill do not want to know the truth about their condition, and that informing them risks destroying their hope, so that they may recover more slowly, or deteriorate faster, perhaps even commit suicide. As one physician wrote: “Ours is a profession which traditionally has been guided by a precept that transcends the virtue of uttering the truth for truth’s sake, and that is, as far as possible ‘do no harm’.” Armed with such a precept, a number of doctors may slip into deceptive practices that they assume will “do no harm” and may well help their patients.But the illusory nature of the benefits such deception is meant to produce is now coming to be documented. Studies show that, contrary to the belief of many physicians, an overwhelming majority of patients do want to be told the truth, even about grave illness, and feel betrayed when they learn that they have been misled. We are also learning that truthful information, humanely conveyed, helps patients cope with illness.Not only do lies not provide the “help” hoped for by advocates of benevolent deception, they invade the autonomy of patients and render them unable to make informed choices concerning their own health. Lies also do harms to those who tell them: harm to their integrity and, in the long run, to their credibility. Lies hurt their colleagues as well. The suspicion of deceit undercuts the work of the many doctors who are scrupulously honest with their patients; it contributes to the spiral of lawsuits and of “defensive medicine”, and thus it injures, in turn, the entire medical profession.1.Doctors think that lying to their patients is （）.2.Most patients think that being told the truth of their illness may （） .3.Which of the following statements is NOT true according to the author?4.What is the author’s attitude towards doctors?

Anyone who trains animals recognizes that human and animal perceptual capacities are different. For most humans, seeing is believing, although we do occasionally brood about whether we can believe our eyes. The other senses are largely ancillary; most of us do not know how we might go about either doubting or believing our noses. But for dogs, scenting is believing. A dog’s nose is to ours as the wrinkled surface of our complex brain is to the surface of an egg. A dog who did comparative psychology might easily worry about our consciousness or lack thereof, just as we worry about the consciousness of a squid.We who take sight for granted can draw pictures of scent, but we have no language for doing it the other way about, no way to represent something visually familiar by means of actual scent. Most humans cannot know, with their limited noses, what they can imagine about being deaf, blind, mute, or paralyzed. The sighted can, for example, speak of a blind person as “in the darkness,” but there is no corollary expression for what it is that we are in relationship to scent. If we tried to coin words, we might come up with something like “scent-blind.” But what would it mean? It couldn’t have the sort of meaning that “color-blind” and “tone-deaf” do, because most of us have experienced what “tone” and “color” mean in those expressions, but we don’t know what “scent” means in the expression “scent-blind.” Scent for many of us can be only a theoretical, technical expression that we use because our grammar requires that we have a noun to go in the sentences we are prompted to utter about animals, tracking. We don’t have a sense of scent. What we do have is a sense of smell—for Thanksgiving dinner and skunks and a number of things we call chemicals.So if Fido and I are sitting on the terrace, admiring the view, we inhabit worlds with radically different principles of phenomenology. Say that the wind is to our backs. Our world lies all before us, within a 180 degree angle. The dog’s—well, we don’t know, do we?He sees roughly the same things that I see but he believes the scents of the garden behind us. He marks the path of the black-and white cat as she moves among the roses in search of the bits of chicken sandwich I let fall as I walked from the house to our picnic spot. I can show that Fido is alert to the kitty, but not how, for my picture-making modes of thought too easily supply falsifyingly literal representations of the cat and the garden and their modes of being hidden from or revealed to me.1.The phrase “The other senses are largely ancillary” (Paragraph 1) is used by the author to suggest that（）.2.The example in the last paragraph suggests that “principles of phenomenology” mentioned in Paragraph 3 can best be defined as（）.3.The missing phrase in the incomplete sentence “The dog’s—well, we don’t know, do we?” refers to （） .4.The example in the last paragraph is used to illustrate how（）.

Rite of Passage is a good novel by any standards: （） it should rank high on any list of science fiction.

You must let me have the annual report without （） by ten o’clock tomorrow morning.

The diversity of tropical plants in the region represents a seemingly （） source of raw materials, of which only a few have been utilized.

The discovery of new oil-fields in various parts of the country filled the government with （） hope.

Reporters and photographers alike took great （） at the rude way the actor behaved during the interview.

The new colleague （） to have worked in several big corporations before he joined our company.

I think you can take a(n) （） language course to improve your English.

It will take us twenty minutes to get to the railway station, （） traffic delays.

The main road through Littlebury was blocked for three hours today after an accident （） two lorries.

Hotel rooms must be （） by noon, but luggage may be left with the porter.

To plagiarize is simply “to use without （） credit the ideas, expressions, or productions of (another),” and this is remarkably easy to do unintentionally.

The liberal arts education asks that we confront our unexamined world view with historical understanding, new theories and intercultural （） .

You have lived in many foreign countries so I’d expect you to have some sort of （） people who have just arrived here.

The ancient Greeks had the notion of science as methodical knowledge, （） and universally valid.

These small companies now have their own（）identity.

A(n) （） entrepreneur will seek success farther afield and will risk more in the research than his more timid competitors.

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