Passage TwoAsk any group of parents to describe their eighth graders（八年级学生），and you＇ll get a surprising and often contradictory-range of responses. Eighth graders are often quiet and shy, yet they're often loud and frank. They keep pushing you away, yet they're still deeply influenced by everything you say and do. They can make a perfectly reasonable argument as to why they should be allowed to date, yet they can't seem to understand your perfectly reasonable argument for why they should wait. They want to be individuals, yet they want desperately to fit in.Welcome to the eighth grade! Your child is now a full-grown teenager, and she'll experience great physical，emotional，and intellectual（智力的）changes during this dramatic year. As she moves from childhood to adulthood（成年），she＇Il begin to look like a young woman，and she＇ll begin to struggle for the independence of adulthood, for which she's not quite ready yet. Your teenager will experience changes and feel emotions she won't always understand. As a result, she'll sometimes feel a little lost or scared, and often very confused as she struggles to figure out who she is and who she wants to be. That is where you come in. As much as your eighth grader may push you away, as much as you may feel she doesn't want you around, she does want you to be involved in her life. She needs you to know what's happening to her and around her, especially in school where she may face pressure to fit in and where she'Il face a curriculum that challenges her developing reasoning skills. As the saying goes, “Little kids, little problems; big kids, big problems." And your big kid will need you to help her work those problems out.For whom is the passage written?

Passage TwoAsk any group of parents to describe their eighth graders（八年级学生），and you＇ll get a surprising and often contradictory-range of responses. Eighth graders are often quiet and shy, yet they're often loud and frank. They keep pushing you away, yet they're still deeply influenced by everything you say and do. They can make a perfectly reasonable argument as to why they should be allowed to date, yet they can't seem to understand your perfectly reasonable argument for why they should wait. They want to be individuals, yet they want desperately to fit in.Welcome to the eighth grade! Your child is now a full-grown teenager, and she'll experience great physical，emotional，and intellectual（智力的）changes during this dramatic year. As she moves from childhood to adulthood（成年），she＇Il begin to look like a young woman，and she＇ll begin to struggle for the independence of adulthood, for which she's not quite ready yet. Your teenager will experience changes and feel emotions she won't always understand. As a result, she'll sometimes feel a little lost or scared, and often very confused as she struggles to figure out who she is and who she wants to be. That is where you come in. As much as your eighth grader may push you away, as much as you may feel she doesn't want you around, she does want you to be involved in her life. She needs you to know what's happening to her and around her, especially in school where she may face pressure to fit in and where she'Il face a curriculum that challenges her developing reasoning skills. As the saying goes, “Little kids, little problems; big kids, big problems." And your big kid will need you to help her work those problems out.What is the writer most probably going to do next?

Passage ThreeMany years ago, when I was working in a school in Buenos Aires, I was required to teach Macbeth to a class of Spanish-speaking schoolboys. I was a bit worried at being given such a task, because Shakespeare's language is not always easy, even for the native speaker. The language of Macbeth is particularly rich and strange to the modern reader. I myself had seen and read the play for the first time at an early age, and had been carried away by the story. So, I decided to concentrate first on the action and plot, and as far as possible let the language take care of itself.I read the play to my students, scene by scene, taking the different parts myself. I did not let my pupils read it aloud for themselves, as I thought they lacked necessary experience and skill to benefit from this. At the end of each scene, I saw to it that everybody understood what had happened, and we briefly summarized this in writing. After this, I went through the scene again, explaining those language points that might prevent essential comprehension, and then I read the scene straight through once more, This was not a very exciting approach. The pupils' participation was largely passive. I was in fact doing most of the work. However, when we had gone through about half of the play in this manner, I discovered to my great surprise that the class had taken the book home and finished it for themselves. Through my efforts, they had woken up to the idea that the story was exciting, and wanted to know how it turned out in the end.We went ahead and finished the play, working more rapidly, and went on to discuss and read parts of the play again, focusing on the characters, plots, themes, etc. Without noticing it, we did a lot of practice in oral and written English.What made the teaching of Macbeth a worrying task?

Passage ThreeMany years ago, when I was working in a school in Buenos Aires, I was required to teach Macbeth to a class of Spanish-speaking schoolboys. I was a bit worried at being given such a task, because Shakespeare's language is not always easy, even for the native speaker. The language of Macbeth is particularly rich and strange to the modern reader. I myself had seen and read the play for the first time at an early age, and had been carried away by the story. So, I decided to concentrate first on the action and plot, and as far as possible let the language take care of itself.I read the play to my students, scene by scene, taking the different parts myself. I did not let my pupils read it aloud for themselves, as I thought they lacked necessary experience and skill to benefit from this. At the end of each scene, I saw to it that everybody understood what had happened, and we briefly summarized this in writing. After this, I went through the scene again, explaining those language points that might prevent essential comprehension, and then I read the scene straight through once more, This was not a very exciting approach. The pupils' participation was largely passive. I was in fact doing most of the work. However, when we had gone through about half of the play in this manner, I discovered to my great surprise that the class had taken the book home and finished it for themselves. Through my efforts, they had woken up to the idea that the story was exciting, and wanted to know how it turned out in the end.We went ahead and finished the play, working more rapidly, and went on to discuss and read parts of the play again, focusing on the characters, plots, themes, etc. Without noticing it, we did a lot of practice in oral and written English.When did the language of Macbeth start to be dealt with?

Passage ThreeMany years ago, when I was working in a school in Buenos Aires, I was required to teach Macbeth to a class of Spanish-speaking schoolboys. I was a bit worried at being given such a task, because Shakespeare's language is not always easy, even for the native speaker. The language of Macbeth is particularly rich and strange to the modern reader. I myself had seen and read the play for the first time at an early age, and had been carried away by the story. So, I decided to concentrate first on the action and plot, and as far as possible let the language take care of itself.I read the play to my students, scene by scene, taking the different parts myself. I did not let my pupils read it aloud for themselves, as I thought they lacked necessary experience and skill to benefit from this. At the end of each scene, I saw to it that everybody understood what had happened, and we briefly summarized this in writing. After this, I went through the scene again, explaining those language points that might prevent essential comprehension, and then I read the scene straight through once more, This was not a very exciting approach. The pupils' participation was largely passive. I was in fact doing most of the work. However, when we had gone through about half of the play in this manner, I discovered to my great surprise that the class had taken the book home and finished it for themselves. Through my efforts, they had woken up to the idea that the story was exciting, and wanted to know how it turned out in the end.We went ahead and finished the play, working more rapidly, and went on to discuss and read parts of the play again, focusing on the characters, plots, themes, etc. Without noticing it, we did a lot of practice in oral and written English.What surprised the teacher greatly?

Passage ThreeMany years ago, when I was working in a school in Buenos Aires, I was required to teach Macbeth to a class of Spanish-speaking schoolboys. I was a bit worried at being given such a task, because Shakespeare's language is not always easy, even for the native speaker. The language of Macbeth is particularly rich and strange to the modern reader. I myself had seen and read the play for the first time at an early age, and had been carried away by the story. So, I decided to concentrate first on the action and plot, and as far as possible let the language take care of itself.I read the play to my students, scene by scene, taking the different parts myself. I did not let my pupils read it aloud for themselves, as I thought they lacked necessary experience and skill to benefit from this. At the end of each scene, I saw to it that everybody understood what had happened, and we briefly summarized this in writing. After this, I went through the scene again, explaining those language points that might prevent essential comprehension, and then I read the scene straight through once more, This was not a very exciting approach. The pupils' participation was largely passive. I was in fact doing most of the work. However, when we had gone through about half of the play in this manner, I discovered to my great surprise that the class had taken the book home and finished it for themselves. Through my efforts, they had woken up to the idea that the story was exciting, and wanted to know how it turned out in the end.We went ahead and finished the play, working more rapidly, and went on to discuss and read parts of the play again, focusing on the characters, plots, themes, etc. Without noticing it, we did a lot of practice in oral and written English.What can be learned from the teaching practice in the passage?

Passage FourIn their recent book,"Wildhood," Harvard biologist Barbara Natterson-Horowitz and science journalist Kathryn Bowers point out that adolescent（青春期的）animals and human teenagers go through the same sorts of challenges. With little life experience, adolescent animals engage in dangerous but beneficial behaviors. For example, they watch, smell and learn about the animals that eat them, gathering all kinds of information that can keep them safer as adults. Similarly, human teenagers try to have as many experiences as they can before they leave the nest.Another key aspect of adolescents is the amount of time they spend in groups. This period is marked by peak levels of peer（同伴）pressure and near-disaster. Scientists have found that adolescents of all kinds tend to make dangerous moves while with peers. Laurence Steinberg, a psychology professor, set up two experiments. One involved mice, half of which were adolescents, drinking alcoholic water. In the other experiment, human teenagers played a driving video game. The results were surprisingly alone, "Steinberg said. The teenagers in the driving study also took more risks when others were around. Just knowing there were other teenagers watching appeared to make the one behind the wheel act more carelessly. These findings reveal another adolescent quality: the desire to socialize . "For the most part, adolescents like to be with other adolescents, "Steinberg said.While writing the book, both Natterson-Horowitz and Bowers were raising a human teenager in their homes. Their desire to understand the wild was driven by wanting to understand their own children. What do adolescent animals and human teenagers have in common?

Passage FourIn their recent book,"Wildhood," Harvard biologist Barbara Natterson-Horowitz and science journalist Kathryn Bowers point out that adolescent（青春期的）animals and human teenagers go through the same sorts of challenges. With little life experience, adolescent animals engage in dangerous but beneficial behaviors. For example, they watch, smell and learn about the animals that eat them, gathering all kinds of information that can keep them safer as adults. Similarly, human teenagers try to have as many experiences as they can before they leave the nest.Another key aspect of adolescents is the amount of time they spend in groups. This period is marked by peak levels of peer（同伴）pressure and near-disaster. Scientists have found that adolescents of all kinds tend to make dangerous moves while with peers. Laurence Steinberg, a psychology professor, set up two experiments. One involved mice, half of which were adolescents, drinking alcoholic water. In the other experiment, human teenagers played a driving video game. The results were surprisingly alone, "Steinberg said. The teenagers in the driving study also took more risks when others were around. Just knowing there were other teenagers watching appeared to make the one behind the wheel act more carelessly. These findings reveal another adolescent quality: the desire to socialize . "For the most part, adolescents like to be with other adolescents, "Steinberg said.While writing the book, both Natterson-Horowitz and Bowers were raising a human teenager in their homes. Their desire to understand the wild was driven by wanting to understand their own children. What is found in Steinberg's experiments about peer pressure?

Passage FourIn their recent book,"Wildhood," Harvard biologist Barbara Natterson-Horowitz and science journalist Kathryn Bowers point out that adolescent（青春期的）animals and human teenagers go through the same sorts of challenges. With little life experience, adolescent animals engage in dangerous but beneficial behaviors. For example, they watch, smell and learn about the animals that eat them, gathering all kinds of information that can keep them safer as adults. Similarly, human teenagers try to have as many experiences as they can before they leave the nest.Another key aspect of adolescents is the amount of time they spend in groups. This period is marked by peak levels of peer（同伴）pressure and near-disaster. Scientists have found that adolescents of all kinds tend to make dangerous moves while with peers. Laurence Steinberg, a psychology professor, set up two experiments. One involved mice, half of which were adolescents, drinking alcoholic water. In the other experiment, human teenagers played a driving video game. The results were surprisingly alone, "Steinberg said. The teenagers in the driving study also took more risks when others were around. Just knowing there were other teenagers watching appeared to make the one behind the wheel act more carelessly. These findings reveal another adolescent quality: the desire to socialize . "For the most part, adolescents like to be with other adolescents, "Steinberg said.While writing the book, both Natterson-Horowitz and Bowers were raising a human teenager in their homes. Their desire to understand the wild was driven by wanting to understand their own children. Which of the following is closest in meaning to“socialize" in Paragraph 2?

Passage FourIn their recent book,"Wildhood," Harvard biologist Barbara Natterson-Horowitz and science journalist Kathryn Bowers point out that adolescent（青春期的）animals and human teenagers go through the same sorts of challenges. With little life experience, adolescent animals engage in dangerous but beneficial behaviors. For example, they watch, smell and learn about the animals that eat them, gathering all kinds of information that can keep them safer as adults. Similarly, human teenagers try to have as many experiences as they can before they leave the nest.Another key aspect of adolescents is the amount of time they spend in groups. This period is marked by peak levels of peer（同伴）pressure and near-disaster. Scientists have found that adolescents of all kinds tend to make dangerous moves while with peers. Laurence Steinberg, a psychology professor, set up two experiments. One involved mice, half of which were adolescents, drinking alcoholic water. In the other experiment, human teenagers played a driving video game. The results were surprisingly alone, "Steinberg said. The teenagers in the driving study also took more risks when others were around. Just knowing there were other teenagers watching appeared to make the one behind the wheel act more carelessly. These findings reveal another adolescent quality: the desire to socialize . "For the most part, adolescents like to be with other adolescents, "Steinberg said.While writing the book, both Natterson-Horowitz and Bowers were raising a human teenager in their homes. Their desire to understand the wild was driven by wanting to understand their own children. Why did Natterson-Horowitz and Bowers write the book?