In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort. One day, this approach threw me into embarrassment. In Mrs. Totten’s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals(小数). Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions. Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end. Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations. What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class, I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn’t function. When Mrs. Totten reached my desk, she asked what answer I’d got for problem No. 14. “I...I didn’t get anything, “ I answered, and my face felt warm. “ Correct, “ she said. It turned out that the correct answer was zero. What did I learn that day? First, always do all your homework. Second, in real life, it isn’t always what you say but how you say it that matters. Third, I would never make it as a mathematician. If I could choose one school day that taught me the most, it would be that one.

The author failed to get the questions he had expected because______.

A．the class didn’t begin as usual

B．several students didn’t come to school

C．he didn’t try hard to make his estimate

D．Mrs. Totten didn’t start from the back of the class

The author could work out which questions to answer since the teacher always______.

A．asked questions in a regular way

B．walked up and down when asking questions

C．chose two or three questions for the students

D．requested her students to finish their usual questions

Usually, Mrs. Totten asked her students to______.

A．recite their homework together

B．grade their homework themselves

C．answer their homework questions orally

D．check the answers to their homework questions

What does the underlined part in Paragraph 1 indicate?

A．It is wise to value one’s time.

B．It is important to make an effort.

C．It is right to stick to one’s belief.

D．It is enough to do the necessary.

One British school is finding that allowing children to listen to music or even to have the TV on while studying is helping i【C1】______grades. Next time your teenager starts a family quarrel by sitting in an armchair listening to music while doing his homework, why not t【C2】______a simple experiment? R【C3】______than taking the heavy words of o【C4】______him to his bedroom to get on with it quietly, let him do the homework the w【C5】______he wants. You might well find that his essay is more sparkling than anything he’s done b【C6】______ According to the r【C7】______of Millfield prep school, a【C8】______20% of youngsters work best with background music, 10% excel when they are allowed to break up their work with short walks around the room, while up to 80% can concentrate b【C9】______if they are allowed to fiddle w【C10】______a small object.

In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort. One day, this approach threw me into embarrassment. In Mrs. Totten’s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals(小数). Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions. Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end. Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations. What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class, I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn’t function. When Mrs. Totten reached my desk, she asked what answer I’d got for problem No. 14. “I...I didn’t get anything, “ I answered, and my face felt warm. “ Correct, “ she said. It turned out that the correct answer was zero. What did I learn that day? First, always do all your homework. Second, in real life, it isn’t always what you say but how you say it that matters. Third, I would never make it as a mathematician. If I could choose one school day that taught me the most, it would be that one.

Larry was on another of his underwater expeditions(探险)but this time, it was different. He decided to take his daughter along with him. She was only ten years old. This would be her first trip with her father on what he had always been famous for. Larry first began diving when he was his daughter’s age. Similarly, his father had taken him along on one of his expeditions. Since then, he had never looked back. Larry started out by renting diving suits from the small diving shop just along the shore. He had hated them. They were either too big or too small. Then, there was the instructor. He gave him a short lesson before allowing him into the water with his father. He had made an exception. Larry would never have been able to go down without at least five hours of theory and another similar number of hours on practical lessons with a guide. Children his age were not even all owed to dive. After the first expedition, Larry’s later diving adventures only got better and better. There was never a dull moment. In his black and blue suit and with an oxygen tank fastened on his back, Larry dived from boats into the middle of the ocean. Dangerous areas did not prevent him from continuing his search. Sometimes, he was limited to a cage underwater but that did not bother him. At least, he was still able to take photographs of the underwater creatures. Larry’s first expedition without his father was in the Cayman Islands. There were numerous diving spots in the area and Larry was determined to visit all of them. Fortunately for him, a man offered to take him around the different spots for free. Larry didn’t even know what the time was, how many spots he dived into or how many photographs he had taken. The diving spots afforded such a wide array of fish and sea creatures that Larry saw more than thirty varieties of creatures. Larry looked at his daughter. She looked as excited as he had been when he was her age. He looked as excited as he had been when he was her age. He hoped she would be able to continue the family tradition. Already, she looked like she was much braver than had been then. This was the key to a successful underwater expedition.

Which of the following can be the best title for the passage?

The author failed to get the questions he had expected because______.

The author could work out which questions to answer since the teacher always______.

Usually, Mrs. Totten asked her students to______.

What does the underlined part in Paragraph 1 indicate?