Passage 1   Questions 1 to 5 are based on the following passage.   Raj is a middle-aged man. Although he was bom in a poor family, he was raised well.His father owned a welding (焊接)shop, and used to work for more than 12 hours a day, so that his family could lead a comfortable life. However, Raj’s father could not earn sufficient money to provide a decent life to his family. Being an average student in school, Raj used to score around 70 percent marks. Raj’s dream was to become a doctor. Since his marks weren’t very high, he could not get the desired course. Instead，he joined a bachelor’s degree course, completed the course successfully，and got a job in a company. While his life was going on with no dramatic change, his father continued to work in his welding shop, so that he did not have to depend on Raj. After getting a permanent job, Raj got married and at the same time was also promoted in his job. Later，Raj began to earn a handsome salary，and started to live luxuriously. He bought a new house. Although his company provided him with a car, Raj purchased a new car! After an extravagant (奢侈的)life that lasted almost 6 to 7 years，Raj was neither able to manage all the household expenses, nor pay for the children's education and other basic necessities. It so happened that Raj's father fell sick, and as a result, could not continue his work. He requested Raj to give him some money. Raj, already suffering from financial crisis, refused to help. After a week, while Raj was on an official tour, he met a boy aged about 10 years selling toys. The boy requested Raj to buy something. Raj asked the boy why he was selling toys instead of studying. The boy replied, “My father had an accident. He cannot work now. My mother works as a maid. I’m helping my parents by selling these toys. I go to school in the morning, and sell toys in the evening. I work for three hours a day and study at night!” Raj purchased a few toys from the little boy. He thought about what the boy had said. He realized that he had been wrong in the way he treated his parents. He had learnt a lesson from the boy. At a very small age, this boy was helping his parents, but Raj, in order to meet the demands of his own lavish (奢侈的)lifestyle, had neglected his parents.  What lesson did Raj learn from the boy?

Passage 2   Questions 6 to 10 are based on the following passage.   Maria Montessori based her educational plan upon the observation of children in diverse cultures. Therefore, her discoveries are not accurately described as Montessori principles. They are universal principles of human behavior, which belong to all peoples, societies, and cultures. These universal principles are a sound foundation for educational systems everywhere. As a medical student at the University of Rome, Montessori studied the origin and formation of living beings. When she returned to the University of Rome, after a successful medical career, to study education, philosophy and other subjects, Montessori remained attracted by development in all forms of life. While working with children and young adults, she recognized specific stages in human formation. Eventually, she identified four such planes of development. There are two planes of childhood, resulting at age twelve in a mature child,and two planes of adulthood, resulting at age twenty-four in adult maturity. To highlight the dramatic nature of the child's change from one stage of development to the next, Montessori compared developmental planes to the transformation of a butterfly. The various stages of larva (幼虫)，chiysalis (蛹)，and adult butterfly are so different as to be unrecognizable one from the other. So, too, the differences of each plane of human formation are so extraordinary that the young person appears in each as a re-created being. Each of these four planes of development builds upon the last so that faulty development in any one affects the successful completion of all the others. Montessori observed that regular education fails to notice these planes of development.In fact, the first stage of development, from birth to age six, is ignored because schooling does not begin until it is over. She referred to the school children of her day as so many “dried butterflies” pinned to a display board. She drew a chart depicting the linear ascent (直线上升) of education based as it is upon feeding information to children as if they were blanks to be imprinted upon. In contrast, Montessori drew a chart reflecting the actual development of children. It shows that in each plane there is an emergence or rebirth of development that reaches a peak and then declines. It emphasizes the regularity of human development in this regard. Montessori believed that schooling should correspond to the child’s developmental periods. “Instead of dividing schools into nursery, primary, secondary, and university, we should divide education in planes and each of these should correspond to the phase the developing individual goes through.”  Why are Montessori's discoveries universal principles of human behavior?

Passage 2   Questions 6 to 10 are based on the following passage.   Maria Montessori based her educational plan upon the observation of children in diverse cultures. Therefore, her discoveries are not accurately described as Montessori principles. They are universal principles of human behavior, which belong to all peoples, societies, and cultures. These universal principles are a sound foundation for educational systems everywhere. As a medical student at the University of Rome, Montessori studied the origin and formation of living beings. When she returned to the University of Rome, after a successful medical career, to study education, philosophy and other subjects, Montessori remained attracted by development in all forms of life. While working with children and young adults, she recognized specific stages in human formation. Eventually, she identified four such planes of development. There are two planes of childhood, resulting at age twelve in a mature child,and two planes of adulthood, resulting at age twenty-four in adult maturity. To highlight the dramatic nature of the child's change from one stage of development to the next, Montessori compared developmental planes to the transformation of a butterfly. The various stages of larva (幼虫)，chiysalis (蛹)，and adult butterfly are so different as to be unrecognizable one from the other. So, too, the differences of each plane of human formation are so extraordinary that the young person appears in each as a re-created being. Each of these four planes of development builds upon the last so that faulty development in any one affects the successful completion of all the others. Montessori observed that regular education fails to notice these planes of development.In fact, the first stage of development, from birth to age six, is ignored because schooling does not begin until it is over. She referred to the school children of her day as so many “dried butterflies” pinned to a display board. She drew a chart depicting the linear ascent (直线上升) of education based as it is upon feeding information to children as if they were blanks to be imprinted upon. In contrast, Montessori drew a chart reflecting the actual development of children. It shows that in each plane there is an emergence or rebirth of development that reaches a peak and then declines. It emphasizes the regularity of human development in this regard. Montessori believed that schooling should correspond to the child’s developmental periods. “Instead of dividing schools into nursery, primary, secondary, and university, we should divide education in planes and each of these should correspond to the phase the developing individual goes through.”  Why did Montessori go back to the University of Rome?

Passage 2   Questions 6 to 10 are based on the following passage.   Maria Montessori based her educational plan upon the observation of children in diverse cultures. Therefore, her discoveries are not accurately described as Montessori principles. They are universal principles of human behavior, which belong to all peoples, societies, and cultures. These universal principles are a sound foundation for educational systems everywhere. As a medical student at the University of Rome, Montessori studied the origin and formation of living beings. When she returned to the University of Rome, after a successful medical career, to study education, philosophy and other subjects, Montessori remained attracted by development in all forms of life. While working with children and young adults, she recognized specific stages in human formation. Eventually, she identified four such planes of development. There are two planes of childhood, resulting at age twelve in a mature child,and two planes of adulthood, resulting at age twenty-four in adult maturity. To highlight the dramatic nature of the child's change from one stage of development to the next, Montessori compared developmental planes to the transformation of a butterfly. The various stages of larva (幼虫)，chiysalis (蛹)，and adult butterfly are so different as to be unrecognizable one from the other. So, too, the differences of each plane of human formation are so extraordinary that the young person appears in each as a re-created being. Each of these four planes of development builds upon the last so that faulty development in any one affects the successful completion of all the others. Montessori observed that regular education fails to notice these planes of development.In fact, the first stage of development, from birth to age six, is ignored because schooling does not begin until it is over. She referred to the school children of her day as so many “dried butterflies” pinned to a display board. She drew a chart depicting the linear ascent (直线上升) of education based as it is upon feeding information to children as if they were blanks to be imprinted upon. In contrast, Montessori drew a chart reflecting the actual development of children. It shows that in each plane there is an emergence or rebirth of development that reaches a peak and then declines. It emphasizes the regularity of human development in this regard. Montessori believed that schooling should correspond to the child’s developmental periods. “Instead of dividing schools into nursery, primary, secondary, and university, we should divide education in planes and each of these should correspond to the phase the developing individual goes through.”  What can we learn about, planes of child development from Paragraph 3?

Passage 2   Questions 6 to 10 are based on the following passage.   Maria Montessori based her educational plan upon the observation of children in diverse cultures. Therefore, her discoveries are not accurately described as Montessori principles. They are universal principles of human behavior, which belong to all peoples, societies, and cultures. These universal principles are a sound foundation for educational systems everywhere. As a medical student at the University of Rome, Montessori studied the origin and formation of living beings. When she returned to the University of Rome, after a successful medical career, to study education, philosophy and other subjects, Montessori remained attracted by development in all forms of life. While working with children and young adults, she recognized specific stages in human formation. Eventually, she identified four such planes of development. There are two planes of childhood, resulting at age twelve in a mature child,and two planes of adulthood, resulting at age twenty-four in adult maturity. To highlight the dramatic nature of the child's change from one stage of development to the next, Montessori compared developmental planes to the transformation of a butterfly. The various stages of larva (幼虫)，chiysalis (蛹)，and adult butterfly are so different as to be unrecognizable one from the other. So, too, the differences of each plane of human formation are so extraordinary that the young person appears in each as a re-created being. Each of these four planes of development builds upon the last so that faulty development in any one affects the successful completion of all the others. Montessori observed that regular education fails to notice these planes of development.In fact, the first stage of development, from birth to age six, is ignored because schooling does not begin until it is over. She referred to the school children of her day as so many “dried butterflies” pinned to a display board. She drew a chart depicting the linear ascent (直线上升) of education based as it is upon feeding information to children as if they were blanks to be imprinted upon. In contrast, Montessori drew a chart reflecting the actual development of children. It shows that in each plane there is an emergence or rebirth of development that reaches a peak and then declines. It emphasizes the regularity of human development in this regard. Montessori believed that schooling should correspond to the child’s developmental periods. “Instead of dividing schools into nursery, primary, secondary, and university, we should divide education in planes and each of these should correspond to the phase the developing individual goes through.”  What did Montessori find is wrong with regular education?

Passage 2   Questions 6 to 10 are based on the following passage.   Maria Montessori based her educational plan upon the observation of children in diverse cultures. Therefore, her discoveries are not accurately described as Montessori principles. They are universal principles of human behavior, which belong to all peoples, societies, and cultures. These universal principles are a sound foundation for educational systems everywhere. As a medical student at the University of Rome, Montessori studied the origin and formation of living beings. When she returned to the University of Rome, after a successful medical career, to study education, philosophy and other subjects, Montessori remained attracted by development in all forms of life. While working with children and young adults, she recognized specific stages in human formation. Eventually, she identified four such planes of development. There are two planes of childhood, resulting at age twelve in a mature child,and two planes of adulthood, resulting at age twenty-four in adult maturity. To highlight the dramatic nature of the child's change from one stage of development to the next, Montessori compared developmental planes to the transformation of a butterfly. The various stages of larva (幼虫)，chiysalis (蛹)，and adult butterfly are so different as to be unrecognizable one from the other. So, too, the differences of each plane of human formation are so extraordinary that the young person appears in each as a re-created being. Each of these four planes of development builds upon the last so that faulty development in any one affects the successful completion of all the others. Montessori observed that regular education fails to notice these planes of development.In fact, the first stage of development, from birth to age six, is ignored because schooling does not begin until it is over. She referred to the school children of her day as so many “dried butterflies” pinned to a display board. She drew a chart depicting the linear ascent (直线上升) of education based as it is upon feeding information to children as if they were blanks to be imprinted upon. In contrast, Montessori drew a chart reflecting the actual development of children. It shows that in each plane there is an emergence or rebirth of development that reaches a peak and then declines. It emphasizes the regularity of human development in this regard. Montessori believed that schooling should correspond to the child’s developmental periods. “Instead of dividing schools into nursery, primary, secondary, and university, we should divide education in planes and each of these should correspond to the phase the developing individual goes through.”  What does the last paragraph say about the actual development of children?

Passage 3 Questions 11 to 15 are based on the following passage. A ritual is any "have-to" behavior that is predictably and compulsively engaged in.Personal feelings are secondary to these mandates. You give the birthday gift or celebrate Mother's Day whether you feel like it or not. Transgressing(违反) ritual usually causes discomfort or hostility. For example,a husband gets angry when dinner is late. Or the wife gets angry because her husband forgot to kiss her at the door or does not wish to visit his in-laws on Sunday afternoon. Often there is a furious outburst. The one who did not carry out the ritual is made to feel guilty while the "denied" person feels rejected and angry. Rituals disguise the process of the relationship, what it would look like if left to spontaneous interaction. The resistance and resentment surrounding a ritualistic "should" response emerges indirectly. A man who comes home for dinner at six, though he would have preferred being elsewhere, may show resentment through distraction, forgetting things, non-participation in the conversation at the table, or may suddenly explode over a minor incident. In my research on people's honeymoon experiences a large percentage of those looking back years later expressed disappointment, particularly women, who felt freer to be honest about their feelings. Giving the good-night kiss, doing things together, and "being nice" to each other are all a part of the rituals of honeymoons. There is great pressure to suppress any resistances, boredom, or conflicting feelings. Consequently, it is not uncommon for one partner or both to drink too much or become ill during the honeymoon, shortening the length of the trip. The honeymoon experience is full of ritualistic behavior and expectations that produce sudden, unpredictable outbursts of anger over petty incidents. In general, he more polarized(极化的) the couple in their masculine-feminine(男女的) condit, the less they can share on an active, daily basis. Consequently, they require a maximum of ritualistic behavior to structure the relationship. On the contrary, the more two people choose each other as partners out of genuine liking rather than ability to play a role, the less ritualized their interaction will need to be. A good-night kiss can be joyfully and passionately given, but it becomes a ritual if no real choice is being made  Which of the following best sums up the meaning of 'ritual' in the passage?

Passage 3 Questions 11 to 15 are based on the following passage. A ritual is any "have-to" behavior that is predictably and compulsively engaged in.Personal feelings are secondary to these mandates. You give the birthday gift or celebrate Mother's Day whether you feel like it or not. Transgressing(违反) ritual usually causes discomfort or hostility. For example,a husband gets angry when dinner is late. Or the wife gets angry because her husband forgot to kiss her at the door or does not wish to visit his in-laws on Sunday afternoon. Often there is a furious outburst. The one who did not carry out the ritual is made to feel guilty while the "denied" person feels rejected and angry. Rituals disguise the process of the relationship, what it would look like if left to spontaneous interaction. The resistance and resentment surrounding a ritualistic "should" response emerges indirectly. A man who comes home for dinner at six, though he would have preferred being elsewhere, may show resentment through distraction, forgetting things, non-participation in the conversation at the table, or may suddenly explode over a minor incident. In my research on people's honeymoon experiences a large percentage of those looking back years later expressed disappointment, particularly women, who felt freer to be honest about their feelings. Giving the good-night kiss, doing things together, and "being nice" to each other are all a part of the rituals of honeymoons. There is great pressure to suppress any resistances, boredom, or conflicting feelings. Consequently, it is not uncommon for one partner or both to drink too much or become ill during the honeymoon, shortening the length of the trip. The honeymoon experience is full of ritualistic behavior and expectations that produce sudden, unpredictable outbursts of anger over petty incidents. In general, he more polarized(极化的) the couple in their masculine-feminine(男女的) condit, the less they can share on an active, daily basis. Consequently, they require a maximum of ritualistic behavior to structure the relationship. On the contrary, the more two people choose each other as partners out of genuine liking rather than ability to play a role, the less ritualized their interaction will need to be. A good-night kiss can be joyfully and passionately given, but it becomes a ritual if no real choice is being made  How do people feel when their partners fail to carry out the ritual?

Passage 3 Questions 11 to 15 are based on the following passage. A ritual is any "have-to" behavior that is predictably and compulsively engaged in.Personal feelings are secondary to these mandates. You give the birthday gift or celebrate Mother's Day whether you feel like it or not. Transgressing(违反) ritual usually causes discomfort or hostility. For example,a husband gets angry when dinner is late. Or the wife gets angry because her husband forgot to kiss her at the door or does not wish to visit his in-laws on Sunday afternoon. Often there is a furious outburst. The one who did not carry out the ritual is made to feel guilty while the "denied" person feels rejected and angry. Rituals disguise the process of the relationship, what it would look like if left to spontaneous interaction. The resistance and resentment surrounding a ritualistic "should" response emerges indirectly. A man who comes home for dinner at six, though he would have preferred being elsewhere, may show resentment through distraction, forgetting things, non-participation in the conversation at the table, or may suddenly explode over a minor incident. In my research on people's honeymoon experiences a large percentage of those looking back years later expressed disappointment, particularly women, who felt freer to be honest about their feelings. Giving the good-night kiss, doing things together, and "being nice" to each other are all a part of the rituals of honeymoons. There is great pressure to suppress any resistances, boredom, or conflicting feelings. Consequently, it is not uncommon for one partner or both to drink too much or become ill during the honeymoon, shortening the length of the trip. The honeymoon experience is full of ritualistic behavior and expectations that produce sudden, unpredictable outbursts of anger over petty incidents. In general, he more polarized(极化的) the couple in their masculine-feminine(男女的) condit, the less they can share on an active, daily basis. Consequently, they require a maximum of ritualistic behavior to structure the relationship. On the contrary, the more two people choose each other as partners out of genuine liking rather than ability to play a role, the less ritualized their interaction will need to be. A good-night kiss can be joyfully and passionately given, but it becomes a ritual if no real choice is being made  In what situation is a man likely to explode over a minor incident?

Passage 3 Questions 11 to 15 are based on the following passage. A ritual is any "have-to" behavior that is predictably and compulsively engaged in.Personal feelings are secondary to these mandates. You give the birthday gift or celebrate Mother's Day whether you feel like it or not. Transgressing(违反) ritual usually causes discomfort or hostility. For example,a husband gets angry when dinner is late. Or the wife gets angry because her husband forgot to kiss her at the door or does not wish to visit his in-laws on Sunday afternoon. Often there is a furious outburst. The one who did not carry out the ritual is made to feel guilty while the "denied" person feels rejected and angry. Rituals disguise the process of the relationship, what it would look like if left to spontaneous interaction. The resistance and resentment surrounding a ritualistic "should" response emerges indirectly. A man who comes home for dinner at six, though he would have preferred being elsewhere, may show resentment through distraction, forgetting things, non-participation in the conversation at the table, or may suddenly explode over a minor incident. In my research on people's honeymoon experiences a large percentage of those looking back years later expressed disappointment, particularly women, who felt freer to be honest about their feelings. Giving the good-night kiss, doing things together, and "being nice" to each other are all a part of the rituals of honeymoons. There is great pressure to suppress any resistances, boredom, or conflicting feelings. Consequently, it is not uncommon for one partner or both to drink too much or become ill during the honeymoon, shortening the length of the trip. The honeymoon experience is full of ritualistic behavior and expectations that produce sudden, unpredictable outbursts of anger over petty incidents. In general, he more polarized(极化的) the couple in their masculine-feminine(男女的) condit, the less they can share on an active, daily basis. Consequently, they require a maximum of ritualistic behavior to structure the relationship. On the contrary, the more two people choose each other as partners out of genuine liking rather than ability to play a role, the less ritualized their interaction will need to be. A good-night kiss can be joyfully and passionately given, but it becomes a ritual if no real choice is being made  What does the author's research on people's honeymoon experiences show?