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I made a promise to myself on the way down to the vacation beach cottage. For two weeks I would try to be a loving husband and father. Totally loving. No ifs, ands or buts.

The idea had come to me as I listened to a talk on my car radio. The speaker was quoting a Biblical passage about husbands and their wives. Then he went on to say, ¡°Love is an act of will. A person can choose to love.¡± To myself, I had to admit that I had been a selfish husband. Well, for two weeks that would change.

And it did. Right from the moment I kissed Evelyn at the door and said, ¡°That new yellow sweater looks great on you.¡± ¡°Oh, Tom, you noticed¡±, she said, surprised and pleased. Maybe a little puzzled. After the long drive, I wanted to sit and read. Evelyn suggested a walk on the beach. I started to refuse, but then I thought, ¡°Evelyn¡¯s been alone here with the kids all week and now she wants to be alone with me.¡± We walked on the beach while the children flew their kites.

So it went. Two weeks of not calling the Wall Street firm where I am a director; a visit to the shell museum though I usually hate museums. Relaxed and happy, that¡¯s how the whole vacation passed. I made a new promise to keep on remembering to choose love.ª¥

There was one thing that went wrong with my experiment, however. Evelyn and I still laugh about it today. On the last night at our cottage, preparing for bed, Evelyn stared at me with the saddest expression.

¡°What¡¯s the matter?¡± I asked her.

¡°Tom,¡± she said in a voice filled with distress, ¡° I don¡¯t?¡±

¡°What do you mean?¡±

¡°Well¡­that checkup I had several weeks ago¡­our doctor¡­did he tell you something about me? Tom, you¡¯ve been so good to me¡­am I dying?¡±

It took a moment for it all to be understood. Then I burst out laughing.

¡°No, honey,¡± I said, wrapping her in my arms. ¡°You¡¯re not dying; I¡¯m just starting to live.¡±

?21. From the story we may infer that Tom drove to the beach cottage ______.

A. with his family B. with Evelyn C. alone ????????D. with his children

22. During the two weeks on the beach, Tom showed more love to his wife because ______.

A. he was determined to be a good husband

B. he had made a lot of money in his Wall Street firm

C. she looked lovely in her new clothes

D. the doctor said his wife was seriously ill

23. The author says, ¡°There was one thing that went wrong with my experiment.¡± What does ¡°one thing¡± refer to?

A. He praised her sweater, which puzzled her.

B. She insisted on visiting a museum, which he hated.

C. He knew something about her illness but didn¡¯t tell her.

D. He was so good to her that she thought she must be dying.

24. By saying ¡°I¡¯m just starting to live,¡± Tom means that ______.

A. he is just beginning to understand the real meaning of life

B. he is just beginning to enjoy life as a loving husband

C. he lived an unhappy life before and is now starting to change

D. he is beginning to feel regret for what he did to his wife before

B

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D£®to introduce a new product

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C

Scientists have found evidence of a link between social and economic status and childhood attention-deficit hyperactivity disorder ADHD in the UK. A team led by the University of Exeter Medical School analyzed data from the Millennium Cohort Study, a database of more than 19,500 UK children born between 2000 and 2002.

Findings showed that more children with ADHD came from families below the poverty line than the UK population as a whole. The study found the chances of parents in rented housing having a child with ADHD were roughly three times larger than for those who owned their own homes.

The team also found that the chances of younger mothers having a child with ADHD were higher than for other mothers. Mothers with no degrees were more than twice as likely to have a child with ADHD than those with degrees, and lone parents were likely to have a child with ADHD than families with two live-in parents. Information was gathered from surveys when the children were nine months old, and at the ages of three, five, seven and eleven.

Dr Ginny of the University of Exeter Medical School, who led the study, said: ¡°There is a genetic element to ADHD, but this study provides strong evidence that ADHD is also associated with a disadvantaged social and economic background. Some people believe that ADHD in children causes disadvantage to the economic situation of their family, but we found no evidence to support that theory. It¡¯s important to discover more about the causes of this disorder so that we can look towards prevention, and so that we can target treatment and support effectively.¡±

D

We are all interested in equality, but while some people try to protect the school and examination system in the name of equality, others, still in the name of equality, want only to destroy it.

Any society which is interested in equality of opportunity and standards of achievement must regularly test its pupils. The standards may be changed¡ªno examination is perfect ¡ª but to have no tests or examinations would mean the end of equality and of standards. There are groups of people who oppose this view and who do not believe either in examinations or in any controls in schools or on teachers. This would mean that everything would depend on luck since every pupil would depend on the efficiency, the values and the purpose of each teacher.

Without examinations, employers will look for employees from the highly respected schools and from families known to them--- a form of favoritism will replace equality. At the moment, the bright child from ill-respected school can show certificates to prove he or she is suitable for the job, while the lack of certificate indicates the unsuitability of a dull child attending a well-respected school. This defence of excellence and opportunity would disappear if examinations were taken away, and the bright child from a poor family would be a prisoner of his or her school¡¯s reputation, unable to compete with the child from the favored school.

The opponents of the examination system suggest that examinations are an evil force because they show differences between pupils. According to these people, there must be no special, different, academic class. They have even suggested that there should be no form of difference in sport or any other area: all jobs or posts should be filled by unsystematic selection. The selection would be made by people who themselves are probably selected by some computer.

32. The underlined word ¡°favoritism¡± in paragraph three is used to describe the phenomenon that _______.

A. bright children also need certificate to get satisfying jobs.

B. children from well-respected schools tend to have good jobs.

C. poor children with certificates are favored in job markets.

D. children attending ordinary schools achieve great success.

33. What would happen if examinations were taken away according to the author?

A. Schools for bright children would lose their reputation.

B. There would be more opportunities and excellence.

C. Children from poor families would be able to change their schools.

D. Children¡¯s job opportunity would be affected by their school reputation.

34. The opponents of the examination system will agree that _______.

A. jobs should not be assigned by systematic selection.

B. computers should be selected to take over many jobs.

C. special classes are necessary to keep the school standards.

D. schools that win academic subjects should be done away with.

35. The passage mainly focuses on __________.

A. schools and certificates. B. examination and equality.

C. opportunity and employment. D. standards and reputation.

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As a child grows up, you may wonder how you can teach him to become a respectful adult. 36 A child who learns to respect not only learns to receive respect from others in kind, but also learns to respect himself.

¡ñShow him respect.

This is the best way to teach your child how to respect others. Listen to your child attentively and he will learn to listen to you, un