Comment 1:

Basically the choice is whether one wants to let kids to be kids. Persistent parentalinvolvement and constantly communicating to the kids on what the parents wantconsciously or unconsciously would help the kids grow up or think like the parentssooner than otherwise.

Comment 2:

It also depends on the kid. Emotional and social maturityhave a lot to do withsuccess in college and in life. Some kids may have the brains and are bored by highschool, but that doesn't mean they are ready for college or the work place.

Comment 3:

The article doesn't clearly define "helping," but I understood it as actually assistingchildren in the exercises (e.g. helping them to solve a math problem) and/or reviewingtheir work for accuracy rather than simply making sure they've completed their work. Ithink the latter is more helpful than the former. I would also certainly hope that no studywould discourage parents from monitoring their children's performance!

41. The word "they" (Para. l) refers to .

A. studies

B. principles

C. values

D. obligations

42. What is the main conclusion of the Robinson and Harris’s study?

A. The kids of more-involved parents improve over time.

B. Parental involvement may not necessarily benefit children.

C. Parental involvement works better with low-achievers.

D. Schools should communicate with parents regularly.

43. Comment1 suggests that

A. parents should leave their children alone

B. kids should be kids after all

C. parents may influence children's thinking

D. persistent parental involvement is a must

44. The writer of Comment 2 would probably agree that

A. high intelligence does not guarantee success

B. getting ready for college is an emotional process

C. social maturity is sufficient to achieve success in life

D. high school is often boring in the U.S.

45. Which of the following parental helps will the writer of Comment 3 consider proper?

A. Reviewing kids' homework for accuracy.

B. Monitoring kids' class performance.

C. Assisting kids in their exercises.

D. Making sure kids have finished their work

Part IV Cloze (10 points)

Directions: In this part, there is a passage with ten blanks. For each blank thereare four choices marked, A, B, C,and D.Choose the bestanswerfor each blankand mark your answer on the Answer Sheet.

Ironically, a study finds that we’re awful gift-givers precisely because we spend too much time trying to be considerate.We imagine our friends 46 a gift that is impressive,expensive,and sentimental. We imagine the look of happinessand surprise on their faces and the warmth we feel. 47 .But there’s something thatthe most sentimental-gift-givers tend not to think too much about: 48 the gift is practical in the first place.

49 , practicality seems like an enemy of great gift giving. Beautiful jewelry, lovely watches, perfect rugs, finely crafted kitchen hardware: These things50great gifts because they communicate something beyond practicality. Theycommunicate that the giver cares.

But do the receivers care? Often,no. "Gift receivers would be 51 ifgivers gave them exactly what they requested 52 . attemptingto be'thoughtful and considerate' by buying gifts they did not explicitly request" to surprisethem, the researchers write. Their clever paper asks givers and receivers to 53 gifts from two perspectives: desirability (e.g. the cost of a coffee maker) and feasibility(e.g. the 54 of the coffee maker).Across several experiments, theyfind that givers consistently give gifts based on desirability and receivers 55 favor gifts based on feasibility .