Nearly all the kids ________ to get injection.

his forehead, and three horn players sounded out a theme. "What character is that？" he asked. "The wolf!" the audience of children responded noisily. Repeating the procedure, the man signaled the oboe, the flute, the clarinet and the drums, to which the kids answered instantly." Duck! ... Bird! ... Cat! ... Hunters! .... Wait, I left out the most important one," the conductor said, and with the violin, the kids shrieked out Peter!" and I chimed in with them. Rocking his arms jauntily as Peter's theme played on, Leonard Bernstein had won yet another concert. It was my first taste of symphonic music, nearly my first hint that there was a world larger, more sophisticated and splendid than my own. For me, and all the rest of the children from the hinterlands intently watching those Young People's Concerts, the air became slightly more rarefied with possibility. If I had had any idea at the time what an aura was, I would have recognized the one hovering around Carnegie Hall.

We can tell from the passage that as a child the author

A．was quiet and placid.

B．was addicted to TV.

C．lived in a big city.

D．was sensitive and imaginative.

A.was quiet and placid.

B.was addicted to TV.

C.lived in a big city.

D.was sensitive and imaginative.

These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be "self care'.

Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only S percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.

The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.

"We have a huge mismatch between the school calendar and realities of family life," says Dr. Ernest Boyer, head of the Carnegie Foundation for the Advancement of Teaching.

Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. "School, whether we like it or not, is educational. It always has been."

His is not a popular idea. Schools are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives？

It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids' lack of learning, the United State still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn't produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.

The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition. And surely from kids. But the most important part of the conflict has been over the money.

Which of the following is an opinion of the author's？

A．The kids are hanging out.

B．They are school children without school.

C．These kids are not old enough for jobs.

D．The calendar called the school year ran out on them a few weeks ago.

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文： This week in the magazine, in "Nerd Camp," Burkhard Bilger writes about a camp for gifted teenagers. Here Bilger and The New Yorker's Daniel Cappello discuss the social, educational, and recreational problems facing the very smartest students.

D: Your article is about the Center for Talented Youth, a summer program for gifted children--"nerd camp," as many participants called it--at Johns Hopkins University. What is nerd camp？

B: Nerd camp is a lot like any other summer camp, only the kids spend most of their time studying instead of playing, and they have to be really, really smart to get in. There are nerd camps all over the country these days--about fifteen thousand students attend them every year, and thousands more attend day programs--in part because so many schools have dismantled their gifted programs. Only about two cents of every hundred dollars spent by the federal government is earmarked for the gifted, so a lot of these kids have been stranded Most of them start the regular school year already knowing nearly half of the things they're going to be taught. So these camps are places where they can stretch their legs, intellectually--which is a pretty astonishing thing to see. It's not unusual for a student at one of these camps to cover a year of algebra in two weeks.

D: Do you think advancing or skipping grades a good idea？

B: Most schools practice grade acceleration in a fairly clumsy way. If a kid is bored in his class, and his parents complain enough, he might be allowed to move up a year. The problem is, if he's as bright as many of the kids at the Johns Hopkins camp, he'll soon be ready to move past those older kids as well. And, of course, being the smallest, brightest kid in a class has never been a recipe for popularity. When I talked to Camilla Benbow , the clean of education and human development at Vanderbilt University, she told me that schools simply use the wrong Criterion--age--to divide students up. Rather than lumping all the seven-year-olds in one group and all the eight-year-olds in another, they should group all students by ability--regardless of their age. "When they're ready to take Algebra I, let them take Algebra I,' she told me. "We don't buy shoes or piano books for children based on how old they are. Why is reading or math any different？"

D: At the nerd camps you visited, what was the social life like？ How do the kids deal with normal adolescent rites of passage？

B: I went to camps at Johns Hopkins and Vanderbilt, and both places were pretty lively. The kids went to movies and excursions and weekly dances, and the dorms were predictably noisy. Some psychologists have suggested that students who are intellectually gifted also tend to mature faster than average, but I didn't see much evidence of that. They had the same boy-girl problems, the same hormonal jitters. But there was a re- al giddiness in the campers--a sense of relief at finally getting to hang out with kids who were like them.

D: What about genius？ How do we separate high intelligence from real genius, and how rare is it？

B: It's hard to know exactly what qualities are the most predictive of genius. Intelligence is important, obvious- ly, but it's not nearly enough. In the nineteen--twenties, the Stanford psychologist Lewis Terman tried to find the most gifted kids in California by having teachers nominate candidates and then giving them the Stan ford--Binet I. Q. test, which Terman had helped develop. He ended up with more than fifteen hundred exceptionally bright kids--people called them the "Termites"--and spent the rest of his life tracking their careers

A．athletic talents

B．extremely smart minds

C．musical gifts

D．strong scientific interest

A.The kids are hanging out.

B.They are school children without school.

C.These kids are not old enough for jobs.

D.The calendar called the school year ran out on them a few weeks ago.

A.The kids are hanging out.

B.They are school children without school.

C.These kids are not old enough for jobs.

D.The calendar called the school year ran out on them a few weeks ago.

These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be "self care".

Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th-century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.

The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.

"We have a huge mismatch between the school calendar and realities of family life," says Dr. Ernest Boye, head of the Carnegie Foundation for the Advancement of Teaching.

Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. "School, whether we like it or not, is educational. It always has been. "

His is not popular idea. Schools are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives？

It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids' lack of learning, the United State still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn't produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.

The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition. And surely from kids. But the most important part of the conflict has been over the money.

The current American school calendar was developed in the 19th century according to ______.

A．the growing season on the nation's farm

B．the labor demands of the industrial age

C．teachers'demands for more vacation time

D．parents'demands for other experiences for their kids

A.the growing season on the nation's farm

B.the labor demands of the industrial age

C.teachers'demands for more vacation time

D.parents'demands for other experiences for their kids