Bringing up children is hard work, and you are often to blame for any bad behavior of your children. If so, Judith Rich Harris has good news for you. Parents, she argues, have no important long -term effects on the development of the personality of their children. Far more important are their playground friends and neighborhood. Ms. Harris takes to hitting the assumption, which has dominated developmental psychology for almost half a century. Ms. Harris's attack on the developmental psychologists' "nurture" argument looks likely to reinforce doubts that the profession was already having. If parents matter, why is it that two adopted children, brought up in the same home, are no more similar in personality than two adopted children brought up in separate homes? Or that a pair of identical twins, brought up in the same home, are no more alike than a pair of identical twins brought up in different homes? Difficult as it is to track the clear effects of parental upbringing, it may be harder to measure the exact influence of the peer group in childhood and adolescence. Ms. Harris points to how children from immigrant homes soon learn not to speak at school in the way their parents speak. But acquiring a language is surely a skill, rather than a characteristic of the sort developmental psychologists hunt for. Certainly it is different from growing up tensely or relaxed, or from learning to be honest or hard -working or generous. Easy though it may be to prove that parents have little impact on those qualities, it will be hard to prove that peers have vastly more. Moreover, mum and dad surely cannot be ignored completely. Young adults may, as Ms. Harris argues, be keen to appear like their peers. But even in those early years, parents have the power to open doors: they may choose the peers with whom their young associate, and pick that influential neighborhood. Moreover, most people suspect that they come to resemble their parents more in middle age. So the balance of influences is probably complicated. Even if... What does the author mean by saying parents are not completely off the look at the end of the passage? A) Parents should control the situation. B) Parents should give their way to children. C) Parents should spend more time on children. D) Parents should take on their responsibility.
D
(Question)
When someone says, "Well, I guess I'll have to go to face the music", it does not mean he is planning to go to a concert. It is something far less pleasant, like being called in by your boss to explain why you did this or that, and why you did not do this or that. Sour(; )music, indeed, but it has to be faced. The phrase "to face the music" is familiar to every American, young and old. It is at least 100 years old. Where did the expression come from? The first information comes from the American writer James Fennimore Cooper. He said in 1851 that the expression was first used by actors while waiting in the wings to go on stage. After they got their cue(,) to go on, they often said, "It's time to go to face the music." And that is exactly what they did--- face the orchestra which was just below the stage. An actor might be frightened or nervous as he moved on to the stage in front of the audience that might be friendly or perhaps unfriendly especially if he forgot his lines. But he had to go out. So, "to face the music" came to mean having to go through something, no matter how unpleasant the experience might be, because you knew you had no choice. The other explanation comes from the army. Men had to face inspection by their leader. The soldiers worried about how well they looked. Was their equipment clean--shiny enough to pass inspection? Still, the men had to go out, and face the music of the band, as well as the inspection. What else could they do? The phrase 'to face the music" was first used by _ . A) all the Americans B) the American writer James Fennimore cooper C) some American actors D) the American orchestra
(Answer)
C
Ques: Chinese students have tended to come to the UK at a younger age in recent years, which means they come to Britain not only for higher education, but also for high school or even primary school. Asian investors have followed this trend, and started to buy independent schools to serve this demand. An article carried by theTimes of London on October 17 reported that last year Chinese-owned company Achieve Education bought Chase Grammar, a boarding and day school in Cannock, Staffordshire. Chase Grammar includes a program that offers extra support for pupils from China. "This trend is very good and I am not at all surprised," Barnaby Lenon, chairman of the Independent Schools Council, told theGlobal Times, adding that Chinese people like the English education system. "We welcome Chinese investors in British private education." "Chase Grammar School is small, and the classes are small. It gives the school a family atmosphere," Jackie Medhurst, principal of Chase Grammar School, said in a welcome note on the school's website. Small class sizes, personal care, good exam result, and entry to world famous universities are features that are most attractive to Chinese students. But many parents are also worried that foreign investors might expand the proportion of international students, and that might _ the British tradition. It seems that Chase Grammar does not intend to hide their attempts to attract Chinese families. It has set up a China office in Shanghai to facilitate Chinese parents' communication with the school. Tong Zhou, a director of Chase Grammar, told the media that the school does not intent to change the ratio of local students and international students. Some international branches of British boarding schools are very popular in Asia. In recent years, the Chinese passion for the British boarding school system has led some of the best-known schools such as Harrow and Wellington to set up satellite schools in Beijing, Shanghai and Hong Kong. And the trend continues. It seems that the rising wealthy... Which of the following is NOT among the attractions of the British schools? A) The small size of classes. B) The entry to world-famous universities. C) Good exam results. D) Good living conditions.
Ans: D
Question: Recently, I came across an interesting article on the differences between British English and American English. I had a lot of fun reading it and thinking of as many differences as I could as an American. Their cars have "bonnets ",while ours have "hoods". They park their cars in a "car park" while we leave our in a "parking lot". Our "cookies" are their "biscuits", while their "rubbers" are our "erasers". Then there are the food words. Would you want to eat something called "Toad in the Hole" or "Bangers and Mash" or "Spotted Dick"? I'm here to report they are all very tasty. There are American equivalents , of course. We've got "Shoofly Mud Pie". What they call "crisps" is what we call "potato chips" and when we ask for "chips" in England we will get what we know at home in America as "French fries". They find it hysterical that we call the "toilet" the "bathroom" and they really double over with laughter when we ask for the "restroom". American ladies in England who ask for the "little girl's room" or the "power room" will be met with blank stares. A "fag" is a "cigarette" in the UK, which can lead to endless confusion for British visitors looking for a cigarette in America. Americans on the other hand are endlessly confused by English signs put up over doorways saying "Way Out". We Americans walk on the sidewalk not the pavement. "Pavement" in America is the actual cement the sidewalk is made of. What is the passage mainly about? A) Some similar habits between Americans and the British. B) Different communicating ways between Americans and the British. C) Different body languages between Americans and the British. D) Some differences between American English and British English.
Answer:
D