Today children always want to get anything they want at home, but they wouldn’t do housework. To teach my children a   36   , I decided to go on a cleaning strike for a(n)   37   , but I wouldn’t announce it.

   38   telling my girls, I did no picking up or cleaning those days. I still cooked and washed clothes, but things that they could   39   do themselves, such as tidying up after themselves, I wouldn’t do. Would a week be enough for Lois and Joe to notice their mess and   40   their tidy gene? I started   41   to see the result.

Day One of the strike passed as   42   . Lois and Joe left for   43   at 8 am, leaving behind bowls and dishes on the table. With great efforts, I ignored the   44   and headed out to work directly. Of course, the children’s bowls were still there when they came back from school. Where was their   45   point? I desired to clear the mess, but it didn’t seem to   46   them. In fact, I didn’t think they even noticed.

Day Two and Three followed the   47   pattern, and both the coffee table and the kitchen worktop were filled with some pretty dirty dishes. I   48   whether I had the staying power to see this through. By Day Four, however, I saw some signs of   49   and they developed a taste for order. When I opened the door, I was   50   to see everything in the kitchen was where it should be. After four days, my children were so sick of the mess, so they cleaned up themselves. Since then, they have kept the   51   of helping me with the housework. They   52   to wash the bowls while I tidied the room.   53   , every day they put their bedrooms in order.

I thought my experiment was   54   . As long as parents had   55   with children, they could learn many things from everyday life.

36.    A. skill 37.    A. week 38.    A. Without 39.    A. regularly 40.    A. appreciate 41.    A. suggesting 42.    A. well 43.    A. cinema 44.    A. food 45.    A. laughing 46.    A. frighten 47.    A. traditional 48.    A. doubted 49.    A. progress 50.    A. proud 51.    A. task 52.    A. determined 53.    A. What’s more 54.    A. cruel 55.    A. quarrel

B. custom B. day B. By B. easily B. abandon B. refusing B. always B. hospital B. dishes B. crying B. bother B. humorous B. believed B. confidence B. curious B. habit B. pretended B. After all B. negative B. patience

C. lesson C. hour C. After C. hardly C. improve C. planning C. follows C. school C. mess C. succeeding C. threaten C. different C. hoped C. responsibility C. amazed C. demand C. planned C. In short C. beneficial C. fight

D. regulation D. month D. Besides D. eagerly D. awaken D. expecting D. regards D. office D. disaster D. breaking D. embarrass D. same D. imagined D. disappointment D. disgusted D. wish D. volunteered D. Worse still D. worthless D. deal

My Experience in a Free School

At first I couldn’t believe it! There were no ___1___ in rows; no bells rang; no one had to go to ___2___. Although we all lived 搃n? ___3___ made us go to bed at a certain time; there was no 搇ights out?

The ___4___ thing was that practically all the students went to class, ___5___ very few people stayed up late at night. Only the new people stayed up or ___6___ class. The new ones always went wild ___7___, but this never lasted long. The ___8___ took some getting used to. Our teachers treated us like ___9___; never did we have to ___10___ “stand up”, “sit down”, “speak out”. I don’t ___11___ one student who didn’t try his best.

The subjects were the same as those in ___12___ school, but what a difference in the approach(方式)! For example, in botany(植物学) we had ___13___ classes in the spring or fall, but instead we ___14___ two gardens, a vegetable garden and a flower garden. ___15___ in winter we each studied a few ___16___ things about what we had grown. In math the students built three different kinds of storerooms ?small ones ___17___, but usable. They did this instead of having lessons in the classroom. They really had a ___18___ time too, designing everything, drawing the blueprints, ___19___ the angles(角度) and so on. I didn’t take ___20___. I can’t stand it! Besides, I could do the basic things with numbers. That’s ___21___!

___22___ I think I am a ___23___ person for having gone to the school. I can read and write as well as anyone else my age, and I can think better. That’s probably a real big ___24___ between the free school and regular school ?the amount of ___25___.

1. A. desks     B. lights  C. students      D. buildings

2. A. home     B. bed     C. class   D. work

3. A. anybody B. nobody      C. teachers      D. parents

4. A. sad B. last     C. good   D. strange

5. A. and B. but     C. so       D. yet

6. A. attended B. took    C. missed       D. studied

7. A. from then on B. at first C. once more  D. just then

8. A. freedom B. habit   C. time    D. people

9. A. workers  B. pupils C. gardeners   D. grown-ups

10. A. understand   B. study  C. play    D. say

11. A. hear from    B. feel like     C. think about D. know of

12. A. night    B. regular       C. small  D. real

13. A. all B. short   C. no      D. indoor

14. A. planted B. studied       C. drew   D. toured

15. A. Still     B. Then   C. Yet     D. Next

16. A. wild     B. successful   C. usual   D. particular

17. A. as well B. after a whileC. of course   D. as a result

18. A. funny   B. great   C. convenient  D. thoughtful

19. A. looking out  B. taking out   C. finding out D. figuring out

20. A. math    B. care    C. botany       D. notice

21. A. dull      B. interesting  C. enough       D. dangerous

22. A. On the whole      B. Once again C. Sooner or later   D. After a while

23. A. careful B. better  C. busier D. lovely

24. A. problem      B. chance       C. difference   D. change

25. A. reading B. gardening   C. teaching     D. thinking

　　New research, conducted, with college freshmen（新生）who met on the first day of class, found that these snap judgments influenced what kind of relationships would develop. While the power of the first impressions has been well known, this research shows that the course of a relationship may be influenced much more quickly than once thought--within just 10 minutes of meeting. “Earlier research had assumed（假设）there was a cumulative（积累的）effect that happens in the first few days of meeting, which helps determine how the relationship will develop,” said Ramirez. “But we’re finding that it all happens much sooner that that--it’s actually just minutes.”

　　Ramirez conducted the nine-week-long study with Sunnafrank of the University of Minnesota, Duluth. The findings showed that how positively the participants（参与者）rated a potential relationship with their new acquaintance（相识的人）on the first day of class was the best predictor of what kind of relationship actually did develop over the next nine weeks. People who rated the potential relationship more positively tended to sit closer to their partner during class, and communicate more with that person over the course of the nine weeks. After nine weeks, they were also more likely to report a closer friendship had developed.

　　While this study focused on same-sex meetings, Ramirez said it could have applications for dating as well. For one, the study suggests that speed dating--in which you have very short, timed “mini-dates” with a variety of people in one evening--may have real value. While some people have questioned whether you can really evaluate a potential date in just a few minutes, he said this study suggests people already do that. “Romantic relationships probably are similar to what we found in this study--they begin with people making judgments very quickly,” Ramirez said.

　　Ramirez emphasized that the results don’t mean everything about a future relationship is set in stone within minutes of meeting. Obviously, events happen that can change the course of a relationship. Right now, Ramirez said he and Sunnafrank are studying what events may change that initial（最初的）prediction about a relationship, either positively or negatively.

(1)What can we learn from the study discussed in this passage?

[　　]

A．The first judgments determine how the relationship will develop.

B．The power of first impressions exists in people’s communication.

C．Just minutes of meeting may guide the future of the relationship.

D．A lot of people question a potential date in minutes.

(2)The underlined word “snap” in the first paragraph most probably means _________.

[　　]

(3)According to the second last paragraph, a potential date _________.

[　　]

A．should be one necessary result of speed dating

B．can be determined within just minutes

C．means a future romantic story

D．helps people make judgment very quickly

(4)What will the author probably discuss after the last paragraph?

[　　]

A．Some factors that determine the first impressions.

B．A relationship’s being influenced either positively or negatively.

C．How to predict a future relationship.

D．The study on events that can change a potential relationship.