阅读理解。 Many children first learn the value of money by receiving an allowance
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is to let children learn from experiences 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 (预算). Parents are usually advised
not to offer more money until the next allowance.
The object is to show young people that a budget demands a choice 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 allowances can also open the door to future saving and
investing. Many banks offer services to help children and teenagers learn about personal finance.
A saving account is an excellent way to learn about the power of compound interest.
Compounding works by paying 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.
B. whether the child has made a budget
C. where the money really goes
D. how often a child can get it
B. stronger power to hold one"s attention to saving money
C. money paid by the bank on your original money and the gain from it
D. your parents" money from working in the bank
B. children can learn to set up their own business with their allowances
C. keeping allowances in the bank is the best choice for children
D. it is not a good idea to pay children for housework at home
B. Be Wise to Avoid Financial Mistakes
C. Saving Allowances Does Good to Children
D. Allowances Help Children Learn about Money
答案
举一反三
That"s right, animals. Scientists have begun to understand what farmers have known for thousands of years.
Animals often seem to know in advance that an earthquake is coming, and they show their fear by acting in
strange ways. Before a Chinese quake in 1975, snakes awoke from their winter sleep early only to freeze to
death in the cold air. Cows broke their halters (缰绳) and tried to escape. Chickens refused to enter their cage.
All of this unusual behavior, as well as physical changes in the earth, warned Chinese scientists of the coming
quake. They moved people away from the danger zone saved thousands of lives.
One task for scientists today is to learn exactly which types of animal behavior predict quakes. It"s not an
easy job. First of all, not every animal reacts to the danger of an earthquake. Just before a California quake in
1977, for example, an Arabian horse became very nervous and tried to break out of his enclosure. The
Australian horse next to him, however, remained perfectly calm. It"s also difficult at times to tell the difference
between normal animal restlessness and "earthquake nerves." A zoo keeper once called earthquake researchers,
saying that his cougar had been acting strangely. It turned out that the cat had an upset stomach.
A second task for scientists is to find out exactly what kinds of warnings the animals receive. They know
that animals sense far more of the world than humans do. Many animals can see, hear, and smell things that
people do not even notice. Some can sense tiny changes in air pressure, gravity, or the magnetism of earth.
This extra sense probably helps animals predict earthquakes.
A good example of this occurred with a group of dogs. They were shut in an area that was being shaken
by a series of tiny earthquakes. (Several small quakes often come before or after a large one.) Before each
quake a low booming sound was heard. Each boom caused the dogs to bark wildly. Then the dogs began to
bark during a silent period. A scientist who was recording quakes looked at his machine. It was acting as
though there were a loud noise too. The scientist realized that the dogs had reacted to booming noise. They
also sensed the tiny quake that followed it. The machine recorded both, though humans felt and heard nothing.
In this case there was a machine to monitor what the dogs were sensing. Many times, however, our
machines record nothing extraordinary, even though animals know a quake is coming. The animals might be
sensing something we measure but do not recognize as a warning. Discovering what animals sense, and
learning how they know it is a danger signal, is a job for future scientists.
B. how animals know when an earthquake is coming
C. why animals not humans have a good sense of danger
D. how much animals know about an earthquake
B. snakes were frozen to death in their caves
C. snakes awoke from their winter sleep earlier
D. cows broke their halters and escaped from their sheds
B. A cougar had an upset stomach unexpectedly.
C. An Australian horse was perfectly calm.
D. A cat acted very strangely in a zoo.
B. compare the reactions of animals and those of humans
C. prove that animals could sense more than humans
D. find out what exact warnings animals send
important medical breakthroughs. He was being interviewed by a newspaper reporter who asked him why he
thought he was able to be so much more creative than the average person. What set him so far apart from
others?
He responded that, in his opinion, it all came from an experience with his mother that occurred when he
was about two years old. He had been trying to remove a bottle of milk from the refrigerator when he lost his
grip on the slippery bottle and it fell, spilling its contents all over the kitchen floor-a real sea of milk!
When his mother came into the kitchen, instead of yelling at him, giving him a lecture or punishing him,
she said, "Robert, what a great and wonderful mess you have made! I have rarely seen such a huge puddle
of milk. Well, the damage has already been done. Would you like to get down and play in the milk for a few
minutes before we clean it up?"
Indeed, he did. After a few minutes, his mother said, "You know, Robert, whenever you make a mess like
this, eventually you have to clean it up and restore everything to its proper order. So, how would you like to
do that? We could use a sponge, a towel or a mop. Which do you prefer?" He chose the sponge and together
they cleaned up the spilled milk.
His mother then said, "You know, what we have here is a failed experiment in how to effectively carry a
big milk bottle with two tiny hands. Let"s go out in the back yard and fill the bottle with water and see if you
can discover a way to carry it without dropping it." The little boy learned that if he grasped the bottle at the
top near the lip with both hands, he could carry it without dropping it. What a wonderful lesson!
This famous renowned scientist then remarked that it was at that moment that he knew he didn"t need to
be afraid to make mistakes. Instead, he learned that mistakes were just opportunities for learning something
new, which is, after all, what scientific experiments are all about. Even if the experiment "doesn"t work," we
usually learn something valuable from it.
B. compare the different ways of family education
C. reveal the secret of the scientist"s success
D. inspire the parents to improve their teaching methods
B. was so working hard as to succeed
C. owes a lot to his education from his mother
D. has made some great contributions to physics research
B. She cleaned the floor.
C. She taught how to grasp the bottle.
D. She gave the boy a lecture.
B. It would be great if the experiment doesn"t work at all.
C. It would be great if all parents would respond the way Robert"s mother responded to him.
D. It would be great if we are more creative than the average person.
science can be easy; there"s no need for a lot of scientific terms or expensive lab equipment. You only
have to share your children"s curiosity (好奇). Firstly, listen to their questions. I once visited a classroom
of seven-year-olds to talk about science as a job. The children asked me"textbook questions "about schooling,
salary (薪水) and whether I liked my job. When I finished answering, we sat facing one another in silence.
Finally I said, "Now that we"re finished with your lists, do you have questions of your own about science?"
After a long pause, a boy raised his hand, "Have you ever seen a grasshopper (蚱蜢) eat? When I try
eating leaves like that, I get a stomachache. Why?"
This began a set of questions that lasted nearly two hours.
Secondly, give them time to think. Studies over the past 30 years have shown that, after asking a question,
adults typically wait only one second or less for an answer, no time for a child to think. When adults increase
their "wait time" to three seconds or more, children give more logical (符合逻辑的), complete and creative
answers.
Thirdly, watch your language. Once you have a child involved m a science discussion, don"t jump in with
"That"s right" or "Very good". These words work well when it comes to encouraging good behavior (行为).
But in talking about science, quick praise can signal that discussion is over. Instead, keep things going by
saying "That"s interesting" or "I"d never thought of it that way before", or coming up with more questions or
ideas.
Never push a child to "Think". It doesn"t make sense, children are always thinking, without your telling
them to. What"s more, this can turn a conversation into a performance. The child will try to find the answer
you want, in as few words as possible, so that he will be a smaller target (目标) for your disagreement.
Lastly, show; don"t tell. Real-life impressions of nature are far more impressive than any lesson children
can learn from a book or a television program. Let children look at their fingertips through a magnifying glass
(放大镜), and they"ll understand why you want them to wash before dinner. Rather than saying that water
evaporates (蒸发), set a pot of water to boil and let them watch the water level drop.
for adults to do is ____.
B. to share the children"s curiosity
C. to explain difficult phrases about science
D. to supply the children with lab equipment
B. any problems
C. questions from textbooks
D. any number of questions
science discussion?
B. The fourth and fifth.
C. The fifth and sixth.
D. The seventh.
that adults should ____.
B. offer their children chances to see things for themselves
C. be patient enough when their children answer questions
D. encourage their children to ask questions of their own
For centuries, people have wondered about the strange places that they seem to visit in their sleep.
51._____ However, they have been valued as necessary to a person"s health and happiness. Historically
people thought dreams contained messages from God. It was only in the twentieth century that people
started to study dreams scientifically believing that they tell about a person"s character. 2._____ He
believed that dreams allow a person to express fantasies or fears,which would be socially unacceptable
in real life.
The second theory to become popular was Carl Jung"s compensation theory. Jung, a former student
of Freud, said that the purpose of a dream is not to hide something, but rather to communicate it to the
dreamer. 3. _____ Thus, people who think too highly of themselves may dream about falling; those who
think too little of themselves dream of being heroes.
Using more recent research, William Domhoff from the University of California found that dreaming
is a mental skill that needs time to develop in humans. 4._____ Until they reach age five, they can not
express very well what their dreams are about. Once people become adults, there is little or no change in
their dreams. The dreams of men and women differ. For instance, the characters that appear in the dreams
of men are often other men, and often involve physical aggression.
The meaning of dreams continues to be difficult to understand. 5._____ If you dream that a loved one
is going to die, do not panic. The dream may have meaning, but it does not mean that your loved one is
going to die.
B. However, people should not take their dreams as reality.
C. They have been considered as meaningless nighttime journeys.
D. It gives scientists chances to understand human mind better.
E. Children do not dream as much as adults.
F. They think their mind is trying to tell them something.
G. First, there was Sigmund Freud"s theory.
