When several different people look at the same person, it is not unusual for each of them to see different things; when you alone observe one behavior or one person at two different times, you may see different things. The following are but some of the factors that lead to these varying perceptions:

Each person’s perceptions of others are formed by his or her own cultural conditioning, education, and personal experience.

Sometimes perceptions differ because of what we choose to observe and how we deal with what we’ve observed. It is not necessarily true that person’s perception is based on observations of a particular person. Your observations may be totally controlled by some. Your observations may be totally controlled by what others have told you about this person; or you may focus primarily on the situation or role relationship. Most people do not use the same yardstick to measure their parents, their friends, and strangers.

Sometimes we see only what we want to see what may be obverse to others because of our own needs, desires, or temporary emotional states. This is a process known as selective perception. Selective perception is obviously more difficult when contradictory information is particularly obvious, but it can be done. We can ignore the stimulus—“He’s basically a good boy, so what I saw was not shoplifting.”  We can reduce the importance of the contradictory information—“All kids get into mischief(頑皮). Taking a book from the bookstore isn’t such a big deal.” We call change the meaning of the contradictory information—“It wasn’t shoplifting because he was going to pay for it later.”..

1.While observing a particular person,        .

A.one is likely to take all aspects into consideration

B.one pays more attention to his or her advantages

C.children often differ from gown?ups in perception

D.one tends to choose certain cues to look for

2.Observation of the same person by two people at the same time may differ because         .

A.their yardsticks are not the same

B.either of them may be slow to catch information

C.the time for observations is not long enough

D.each of them uses different language to express his or her impressions

3.The underlined word “ignore” in Paragraph 4 means to         .

A.understand something                          B.try to do something

C.pay no attention to something                   D.know something better

4.The worst thing in selective perception is that         .

A.perceived information runs against your desire

B.facts can be totally ignored and distorted

C.importance of contradictory information can be overrated

D.the same information may not be dealt with in the same way

In a time of low academic (學(xué)術(shù)的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答問卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American pre??school education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. 62 percent of the more individually oriented (強(qiáng)調(diào)個(gè)性發(fā)展的) Americans listed group experience as one of their top three choices. An em??phasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.

Like in America, there is diversity (多樣性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential (潛力) development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.

Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

5. We learn from the first paragraph that many Americans believe ________.

A. Japanese parents pay more attention to preschool education than American parents

B. Japan’s economic success is a result of its scientific achievements

C. Japanese preschool education emphasizes academic in??struction

D. Japan’s higher education is better than theirs

6. Most American respondents believe that preschools should also attach

importance to ________.

A. problem solvingw。        B. group experience

C. parental guidancew。      D. individually oriented development

7. In Japan’s preschool education, the focus is on ________.

A. preparing children academically    B. developing children’s artistic interests

C. tapping children’s potentialw。     D. shaping children’s character

8. Why do some Japanese parents send their children to university-based kindergartens?

A. They can do better in their future studies.

B. They can gain more group experience there.

C. They can be individually oriented when they grow up.

D. They can have better chances of getting a first-rate edu??cation.

While drunken driving may be on the decline, traffic safety experts remain puzzled over how to deal with another alcohol?related danger: drunken pedestrains.

Pedestrians struck and killed by cars often are extremely drunk. In fact, they are intoxicated more frequently-and with higher blood?alcohol levels-than drunken drivers who are killed in accidents, various studies have shown. Forty percent of adult pedestrians involved in fatal crashes have a blood?alcohol level of at least 0.10-which by law in most states signifies intoxication-compared to only 25 percent of drivers in deadly accidents, according to recent federal data.

Some types of pedestrain accidents have been declining nationally, especially those involving children, but the number of adult pedestrians who are drunk when killed in traffic has remained relatively steady at 2500 a year. The total number of pedestrians killed annually in U.S. traffic accidents is at least 7000, or one of every seven highway accidents resulting in death.

“We’re dealing here, we think, with a very severe drinking problem that leads to a severe highway safety problem,” said Richard Blomberg, president of Dunlap and Associates Inc, in Norwalk, Coon.

Blomberg, whose consulting company found a very high rate of alcohol involvement in a controlled study of pedestrian accidents in New Orleans, was among several researchers who spoke on the topic at the annual meeting of the Research council’s Transportation Research Board(TRB)  in Washington in January.

Pedestrian accidents have not received enough attention in the past, according to Kay Colpitts, who chairs the board’s committee on pedestrians. Few methods exist to monitor walking habits, she said, and researchers have been mystified about how to prevent disasters.

5.Which of the following would be the best title for the passage?

A.Traffic Safety.                   B.Drunken Drivers.

C.Drunken Pedestrian Accidents.     D.A Severe Highway Safety problem.

6.Among the causes of walkers’ accidents, the most serious problem is .       

A.long delays in traffic signals that may make people cross streets without paying attention to traffic rules

B.alcohol

C.a lack of adult keeping eyes on many children involved in accidents

D.former drunken drivers whose licenses are not allowed to use for a time

7.According to recent federal data, drunken drivers with an over 0.10 blood?alcohol level in deadly accidents .      

A.are 15 percent less than drunken adult walkers with the same level

B.are 2500 a year

C.are at least 7000 in US traffic accidents

D.make up one?seventh of highway accidents

8.According to the passage, what is Blomberg?

A.A researcher.                        B.A specialist in traffic safety.

C.A clerk of a consulting company.        D.A government official

Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word “obey” is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will also ask questions by gesture and by making questioning noises. Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves as particularly expressive as delight, pain, friendliness, and so on. But since these can’t be said to show the baby’s intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self-imitation（模仿）leads on to deliberate（有意的）imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech. It is a problem we need to get out. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will change as he gains more experience of the world .Thus the use at seven months of “mama” as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at other times for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself, I doubt, however whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds.

1．. Before children start speaking，what is greatly different?________.

A. the amount of listening     

B. a number of listening

C. the sound of listening

D. the meaning of listening

2. starters are often long listeners, the sentence means one can ________.

A. be hard to speak fluently

B. begin to speak quickly

C. start with listening

D. often take a long time in learning to listen properly

3. these can not be said to show a baby’s intention to speak, these refer to  ________.

A. pain　　 

B. happiness

C. kindness

D. above of all

4. according to the writer, we can draw a conclusion that  ________.

A. children are fond of imitating

B. these imitation can be considered as speech

C. children get more experience of the world

D. children’s use  of  words are often meaningless when a child is six months, he

5. When a child is six months, he can  ________.

A. call his mama

B. imitate many languages

C. store new words

D. play with sounds

—— Remember the first time we met, Jim?

—— Of course I do.You ＿＿＿＿＿ in the library.

A.were reading     B.had read  C.have read     D.read

They won’t buy new clothes because they＿＿＿money to buy a color TV set.

A.save     B.are saving  C.has saved     D.were saving

Mr. Black, ＿＿＿＿＿ born in Kentucky, lived and practiced law in Missouri.

A.was     B.he was     C.although     D.who he was

—— Alice came back home the day before yesterday.

—— Really ? Where ＿＿＿＿＿ ?

A.has she been     B.had she been  C.has she gone     D.had she gone

When her mother came home yesterday, it was＿＿＿dark.

A.running     B.coming     C.getting     D.going

＿＿＿＿＿is just like him to want to do something different from everybody else.

A.It     B.There     C.He     D.Who