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At around age of five, every child has to make the【C1】______from home to school. Children
at this age have an enormous amount to【C2】______Their response to rules, regulations and manners-all【C3】______related to boundaries — is【C4】______great importance. How they react to "no" will have a major【C5】______on their capacity to settle, to make friends and to learn at school.
After they start school, children are【C6】______with rules. There is both a need and a reluctance to【C7】______them. Children will ask constantly "Am I allowed to… ？", often to the【C8】______of their parents, who feel that they ought to know【C9】______that, for instance, they do not need to ask to go to the toilet at home. It is【C10】______they ask because they need to feel that they have permission, that they are【C11】______a rule. It is a request for【C12】______It is also a way of managing the two different【C13】______of home and school,【C14】______what they can do where. Many a mother gets called by the teacher's name and vice versa.
During the school day, children have to listen to their teachers, to follow more rules than there are at home and to【C15】______with the group. They may be successful at this and come home【C16】______very independent and rightly proud of their【C17】______. If this is not recognised at home and they are treated【C18】______they were before, they will feel as if their "growing up", still very precarious(不稳定的), is diminished. So they will often【C19】______. "Don't treat me like a baby" is a【C20】______frequently heard in the primary school years.
【C1】
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
In managing information resources, the medium may be the key to an effective system. The medium is a vehicle, a tool, or a container for holding in formation; the information itself is the thing of value.
Three popular categories of information media are paper, film, and electronic storage devices. The media choice must not be viewed as a choice among these three, however; it must be viewed as an opportunity to select from a multitude of media possibilities in combinations that build effective systems. In many instances the person responsible for information-resource management is not the person who determines the medium in which information will be created. In such a case, the manager of a firm's information re sources faces a challenge in making a significant contribution to the organization's objectives.
For effective management of information resources, media conversion may be necessary. Examples include keying or scanning paper documents to convert them to electronic media. Other processes convert electronic media from one format to another. For example, disk files created on one system may not be compatible with another system. Various hardware and software combinations can be used to convert files to formats that equipment will accept. For information generated within organizations, this necessity of making systems compatible may be eliminated by cooperative planning. However, very little control can be exercised over the media used to generate information that comes to your organization from the outside.
The medium for information may be selected to satisfy a need that exists when information is created and communicated. For example, a paper record may be created because of its portability and because no special equipment is necessary for later references to that information; electronic transmission may be selected because it is the fastest means of communicating information. A firm may use electronic mail because a network already exists for on-line computer communication. The additional application may cost less than post age to mail paper memos.
Which of the following can best sum up the passage？
听力原文：W: Professor Wilson, can you spare me a few minutes？
M: That's OK. Actually, I'm on my way to an appointment with students, so please make this quick.
W: My name is Maria Taylor, and I'm in your Psychology class at 2:00.
M: Oh, yes. I recall now. You always ask good questions about the lectures. What can I do for you now？
W: You say in your lecture last week that IQ changes little from childhood, but the skills of emotional intelligence can be learned at any age.
M: Right, it's not easy, however. You know, growing your emotional intelligence takes practice and commitment and improving your emotional intelligence takes time, say, several months.
W: Why do you say improving an emotional intelligence takes months rather than days？
M: Well, you know, the emotional centers of the brain are involved.
W: The emotional centers of the brain？
M: Yes. The thinking brain learns technical skills and purely cognitive abilities. It gains knowledge very quickly, but the emotional brain does not.
W: Why？
M: Because to master a new behavior, the emotional centers need repetition and practice.
W: So it takes time.
M: Yes. Improving your emotional intelligence, then, is similar to changing your habits. You have to change your old habits and replace them with the new ones.
W: Oh, I see. And another question I want to ask you is. can we say emo tional intelligence is the opposite of IQ？
M: No. You know some people are blessed with a lot of both while some with little of either. What we are doing now is trying to find out how they complement each other.
(23)
【C7】
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