【正文】 advise parents to spend more time with their kids. offer parents some advice on assigning children housework.【答案】 （1）B（2）C（3）A（4）D 【解析】【分析】本文是一篇說明文，作者認為孩子應該分擔家務，這不僅有利于培養(yǎng)他們的責任心，而且能提升他們的幸福感。而且家務能夠讓孩子在家庭和社區(qū)中的關愛角色與他們選擇的任何終身成就目標之間取得平衡，文章最后說明一些關于分配孩子做家務的建議。 （1）考查細節(jié)理解。根據(jù)第一段中的“A few parents will declare that their children are too busy for housework. Many more of us assign housework, or say we believe in them, but the housework just doesn39。t get done.”一些父母會說他們的孩子太忙了，沒有時間做家務。我們中更多的人會分配家務，或說我們相信他們，但家務就是做不完?？芍贁?shù)家長覺得孩子學業(yè)太忙無暇做家務，但多數(shù)家長即便認為孩子該做家務，實際生活中也沒有很好地付諸實踐?？芍獙Υ蠖鄶?shù)父母來說讓孩子做家務存在的問題是他們沒有把它付諸實踐。故選B。 （2）考查推理判斷。根據(jù)第三段中的“Those early shared responsibilities extended to a sense of responsibility in other areas of their lives.”那些早期共同承擔的責任擴展到了他們生活的其他領域?？芍恼略诘诙谓榻B了孩子做家務的好處，第三段用一項研究具體闡釋了第二段的內(nèi)容。該研究表明，孩子幼時做家務預示著成年后較早成功，因為做家務過程中培養(yǎng)出的責任感會遷移到生活的其他方面?？芍髡咛岬窖芯渴菫榱俗C明讓孩子做家務是有益的。故選C。 （3）考查細節(jié)理解。根據(jù)第四段中的“Yet while 82 percent reported having had regular housework growing up, only 56 percent of those with children said they required them to do housework.”然而，82%的人稱自己在成長過程中經(jīng)常做家務，而只有56%的有孩子的人稱自己需要孩子做家務?？芍?，參與調查的1000個人中，82%的人說自己成長過程中經(jīng)常做家務，即有820人小時候做過家務。故選A。 （4）考查推理判斷。最后一段中的“What should you do when getting children to do housework?”要讓孩子做家務時你應該做什么?，是本段的主題句，作者在本段就“如何讓孩子參與到家務事中”向家長提供了建議?？芍髡邔懙淖詈笠欢问墙o父母一些關于分配孩子做家務的建議。故選D。 【點評】本題考點涉及細節(jié)理解和推理判斷兩個題型的考查，是一篇教育類閱讀，考生需要準確捕捉細節(jié)信息，并根據(jù)上下文進行邏輯推理，從而選出正確答案。7．閱讀理解 What do people in the outside world do when they want to learn something? They go to somebody who knows about it, and ask him. They do not go to somebody who is supposed to know about everything —except, when they are very young, to their parents: and they speedily bee dissatisfied with that variety of knowledge. They go to somebody who might reasonably expected to know about the particular thing they are interested in. When a man buys a motorcar, he does not say to himself: Where can I find somebody who can teach me how to run a motor car? He does not look in the telephone directory under T. He just gets an experienced driver to teach him. He just pays attention and asks questions and tries to do the thing himself, until he learns. But this case, of course, assumes an interest of the pupil in the subject, a willingness and even a desire to learn about it, a feeling that the matter is of some importance to himself. And e to think of it, these motives are generally present in the learning that goes on in the outside world. It is only in school that the pupil is expected to be unwilling to learn. When you were a child, and passed the door of the village blacksmith(鐵匠) shop, and looked in, day after day, you admired his skill, and stood in awe of his strength。 and if he had offered to let you blow the bellows for him and shown you how to make a redhot penny, that would have been a proud moment. It would also have been an educational one. But suppose there had been a new shop set up in the town, and when you looked in at the open door you saw a man at work painting a picture。 and suppose a bell rang just then, and the man stopped painting right in the middle of a brushstroke, and started to read aloud “How They Brought the Good News from Ghent to Aix。 and suppose when he was halfway through, the bell rang again, and he said, We will go on with that tomorrow, and started to chisel the surface of a piece of marble。 and then, after a little, somewhat exhaustedly, started in to play The Rock of Ages on a flute, interrupting the tune to order you to stand up straight and not whisper to the little boy beside you. There39。s no doubt what you would think of him。 you would know perfectly well that he was crazy。 people don39。t do things in that way anywhere in the world, except in school. And even if he had assured you that what were taught were later in your life going to be matters of the deepest importance and interest, and that you should start in now with the determination of being proficient in them, it would not have helped much. Not very much. It39。s nonsense that children do not want to learn. Everybody wants to learn. And everybody wants to teach. And the process is going on all the time. All that is necessary is to put a person who knows something —really knows it—within the curiosityrange of someone who doesn39。t know it: the process begins at once. It is almost irresistible. If there were no teachers—no hastily and superficially trained Vestals who were supposed to know everything—but just ordinary human beings who knew passionately and thoroughly one thing and who had the patience to show little boys and girls how to do that thing—we might get along with our learning pretty well, Of course, we39。d have to pay them more, because they could get other jobs out in the larger world。 and besides, you couldn39。t expect to get somebody who knows how to do something, for the price you are accustomed to pay those who only know how to teach everything.（1）What does the author mainly want to say with this article? education without teachers is unimaginable, teacher who knows everything is more wele, teachers are far from satisfactory and necessary, have paid too much for teachers for school education.（2）What does the underlined somebody in the first paragraph refer to? teacher. parent. man in the outside world. man like the blacksmith,（3）What happened in the new shop mentioned in paragraph 3? subjects like painting and poetry, sculpture and music were taught. man at work became crazy with so many subjects to deal with. man teaching everything influenced the efficiency of learning. listened carefully and often discussed about what is taught with others.（4）According to the author, which of the following can we infer? are not as useful as parents in helping a child to learn, are the places killing students39。 interest and willingness to learn, life related skills like blacksmithing is more important than arts. are ordinary human beings who know thoroughly everything.（5）Which of the following figures of speech(修辭手法) are used in the article? a. exemplification(舉例)b. exaggeration(夸張)c. personification(擬人)d. irony(諷刺)e. analogy (類比)（6）In the last paragraph, the