1.　　　 UP till now, how many times have the author given blood?

A.　　　　 79

B.　　　　 51

C.　　　　 13

D.　　　　 92

3.　　　 According to the passage, which is true?

A.　　 It doesn’t matter we give reward to the children according to their performances.

B.　　　 A reward will help a child increase his creativity.

C.　　　 In early grades, we can’t give children any rewards.

D.　　 It doesn’t matter whether we tighten grading standards at university.

Passage 90　 A blood donation is gift of life

　 When I arrived in Beijing more than five years ago, I had already given blood 79 times. I wanted to continue to be a donor and asked around if there was a Red Cross clinic in Beijing. There was one, and I went. I was very surprised to be received as a hero; for me, a blood donation was simply a good habit and a gift of love to Humanity.

In Canada, donors can give 450ml each time every 51 days. That means six times a year. In China, we can give only 200ml, every four months.

In 1984, there were only 19 donors in Beijing who offered their blood for free. One year later, there were 141. In 1986, 1,083, and so on until the figure reached 10,046 in 1990,14,016 in 1992 and more than double that the following year. There were 41,037 in 1994, and my statistics stop here. I’m so glad to see that the Chinese have understood that giving blood is not dangerous, and that it’s a way to say, in a real communist spirit, “brother, I love you”.

In fact, every time I give blood, I think of my blood running in a man or a woman’s veins, someone who has become my brother or my sister through a transfusion. Thirteen Chinese have become my relatives now; isn’t that great? Giving blood is like giving birth. Some of these thirteen people may have died without my donation; doesn’t that make it worth becoming a volunteer? What makes me ever more happy is when I can convince a Chinese friend to come with me and become a donor too.

2.　　　 What’s the meaning of “approval”? ________

A.　　 Praise.

B.　　　 Happy.

C.　　　 Blame.

D.　　 Feeling

1.　　　 According to the passage, which is true?

A.　　 All the researchers performance at work and school.

B.　　　 All the researchers think that rewards often destroy creativity.

C.　　　 Among the educators they think rewards can destroy creativity.

D.　　 Even the careful use of a small money is harmful to the creativity.

5.　　　 A girl who has plain features wants to win popularity. She should _____

A.　　　　 become outstanding in golf

B.　　　　 depend on her face

C.　　　　 try o develop an interesting personality

D.　　　　 become outstanding in tennis

Passage 89　　 About rewards

Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences argue that rewards can improve performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.

The latter view has gained many supporters, especially among educators. But the careful use of small monetary rewards sparks creativity in grade-school children, suggesting that properly presented inducements indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.

“If kids know they’re working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark, “But it’s easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.”

A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.

In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued reward, shows promise in raising effort and creativity, the Delaware psychologist claims.

4.　　　 A boy who maybe light and quite fast enough for football becomes a great football player may be ____

A.　　　　 possible

B.　　　　 outstanding

C.　　　　 reasonable

D.　　　　 unreasonable

3.　　　 From the example, why can the boy achieve his goal? ______

A.　　　　 Because he had made a direct attack upon his problem.

B.　　　　 Because he was shy

C.　　　　 Because he had a high-pitched voice

D.　　　　 Because his posture was poor

2.　　　 If you are unhappy about something, the author thinks _______

A.　　　　 You should give it up

B.　　　　 You should escape from it

C.　　　　 You should face it

D.　　　　 You should make excuses

1.　　　 When some people who find themselves unable to solve a problem, they often _______

A.　　　　 meet new situations

B.　　　　 give up

C.　　　　 develop new skills

D.　　　　 test their abilities

5.　　　 What should we teach our children? ______-

A.　　　　 We should teach our children to think of the whole country.

B.　　　　 We should teach our children to think of only of themselves.

C.　　　　 We should teach our children how to earn much money.

D.　　　　 We should teach our children to have to wait.

Passage 88　 How to solve personal problems

Some people who find themselves unable to solve a problem react by just giving up. But it is not good to escape from problems for failures. You may be sure that all young people go through the same difficult process that you are going through: meeting new situations, developing new skills, and testing their abilities.

If you are unhappy about something, face it. Try to state the problem in a few words, so that you will know exactly what you are up against. Then see if you can “put your finger” on the cause of your unhappiness.

In many cases, we only “think” there is no solution to a particular problem. But often we can overcome the problem and achieve the goal by making a direct attack.

For example, a boy wanted to be a debater. When he tried out for the debating team as a freshman, the coach thought he was hopeless. He was shy; he had a high-pitched voice; and his posture was poor. Although he was given little hope of success, he took advantage of every opportunity to debate. He studied successful speakers and sized up his own weaknesses and assets. Then be spent many hours learning all the facts on the topics for debate, and worked at developing good posture and at debating team, and in his senior year he was on the winning team in his state. He achieved his goal because he had made a direct attack upon his problem.

Although direct attack is often the best way to meet problems, we have to be realistic in judging situations. Sometimes it is necessary to change either the tactics or the goal

A boy who wants to be a great football player may be too light and not quite fast enough for football. In this situation, becoming a great football player may be an unreasonable goal for him. However, he may become outstanding in tennis or golf, and satisfy his desire to take part in sports.

A girl who has plain features may decide that she cannot win popularity with her face, and so she may try to develop an interesting personality, which eventually will get her much further. In this situation, she must change her method of achieving her goal.

So, although direct attack is often the best way to handle problems, it is important to study the situation and make a wise decision about what to do.