Dogs that can retrieve (取出) cash from ATMs and empty washing machines help disabled people lead more independent lives, but can they also help change disruptive (愛(ài)搗亂的) teenagers’ behaviors?

A unique TV experiment, “Dog House”, follows five unruly youngsters as they are taught to become dog trainers. The idea is simple. Kids really like dogs. But can the skills involved in training them - patience, consistency, rewarding good behavior – give these teenagers the discipline they need in their own lives?

The teens involved were put forward by local schools in West Sussex, who had run out of ideas of how to deal with them.

Liam was typical－14 years old, bad – tempered, aggressive, foul mouthed and about to be permanently excluded from school. Allie, Rob and Ellie, had similar problems – they couldn’t concentrate, they didn’t like being told what to do and they had serious anger problems. Katrina was different. She was so shy that she had developed agoraphobia(陌生環(huán)境恐怖), she suffered from depression and had taken herself out of mainstream education.

Gradually, working with the dogs began to have an impact on the kids. But, in order to fully appreciate the significance of what they were doing, they needed to meet the disabled people who benefited from having these dogs. The meetings had a profound impact on the teenagers. After meeting Eileen Hobson and her dog Sailor, Liam changed his ways and his unlikely friendship with severely disabled wheelchair user Eileen blossomed.

Two months into the course Liam began to connect with the dogs too - particularly a young yellow Labrador called Aero. The relationship flourished so much that the dog often knew instinctively what the teenager wanted him to do before he'd even asked. "He just knows," says Liam.

Liam’s school noticed a huge change in his whole outlook. His teacher Nick Brown said “More than anything I see a confident and happy young man. It’s been superb.”

1. The teens were selected to be dog trainers just because          .

      A. they liked dogs very much

       B. they came from the same local school

       C. they ran out of ideas of how to behave in school

       D. their teachers had some difficulty in dealing with them

2. What was Katrina’s problem?

       A. She didn’t like being told what to do.

       B. She had serious anger problems.

       C. She was bad – tempered and aggressive.

       D. She had trouble in getting along with others because of her shyness.

3. What made Liam greatly changed?

       A. Training the dogs.  B. His meeting Eileen Hobson and her dog.

       C. His teacher Nick Brown’s praise.            D. A unique TV programmer.

4. The word blossomed in the fifth paragraph probably has the same meaning as         .

      A. developed             B. decorated              C. expanded              D. declined

5. From the passage we know that           .

       A. all dogs can retrieve cash from ATMs

       B. unruly youngsters can become good dog trainers

       C. the skills in training dogs can really affect children’s behavior in school

       D. the five teenagers were sullen and aggressive

Dogs that can retrieve (取出) cash from ATMs and empty washing machines help disabled people lead more independent lives, but can they also help change disruptive (愛(ài)搗亂的) teenagers’ behaviour?

A unique TV experiment, “Dog House”, follows five unruly youngsters as they are taught to become dog trainers. The idea is simple. Kids really like dogs. But can the skills involved in training them - patience, consistency, rewarding good behaviour – give these teenagers the discipline they need in their own lives?

The teens involved were put forward by local schools in West Sussex, who had run out of ideas of how to deal with them.

Liam was typical－14 years old, bad – tempered, aggressive, foul mouthed and about to be permanently excluded from school. Allie, Rob and Ellie, had similar problems – they couldn’t concentrate, they didn’t like being told what to do and they had serious anger problems. Katrina was different. She was so shy that she had developed agoraphobia(陌生環(huán)境恐怖), she suffered from depression and had taken herself out of mainstream education.

Gradually, working with the dogs began to have an impact on the kids. But, in order to fully appreciate the significance of what they were doing, they needed to meet the disabled people who benefited from having these dogs. The meetings had a profound impact on the teenagers. After meeting Eileen Hobson and her dog Sailor, Liam changed his ways and his unlikely friendship with severely disabled wheelchair user Eileen blossomed.

Two months into the course Liam began to connect with the dogs too - particularly a young yellow Labrador called Aero. The relationship flourished so much that the dog often knew instinctively what the teenager wanted him to do before he'd even asked. "He just knows," says Liam.

Liam’s school noticed a huge change in his whole outlook. His teacher Nick Brown said “More than anything I see a confident and happy young man. It’s been superb.”

1．The teens were selected to be dog trainers just because          .

       A．they liked dogs very much

       B．they came from the same local school

       C．they ran out of ideas of how to behave in school

       D．their teachers had some difficulty in dealing with them

2．What was Katrina’s problem?

       A．She didn’t like being told what to do.

       B．She had serious anger problems.

       C．She was bad – temptered and aggressive.

       D．She had trouble in getting along with others because of her shyness.

3．What made Liam greatly changed?

       A．Training the dogs.

       B．His meeting Eileen Hobson and her dog.

       C．His teacher Nick Brown’s praise.

       D．A unique TV programme.

4．The word blossomed in the fifth paragraph probably has the same meaning as         .

       A．developed            B．decorated            C．expanded             D．declined

5．From the passage we know that           .

       A．a(chǎn)ll dogs can retrieve cash from ATMs

       B．unruly youngsters can become good dog trainers

       C．the skills in training dogs can really affect children’s behavior in school

       D．the five teenagers were sullen and aggressive

閱讀理解

閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在正確選項(xiàng)上劃勾。

　　Last week I took my five-year-old son, Robert, to the Science Museum. He had always enjoyed going to museums, particularly those where you can press buttons to make things work. He did not much like the sort where there are bones and bits of pots in glass cases; but I told him the Science Museum was not like this.

　　When I mentioned to him that we were going to the Science Museum, he looked puzzled. He asked me what there was to see there, and when I replied that there was a collection of cars, trains and aero-planes, and an imitation coalmine that you could walk into, he looked even more puzzled. But there was nothing he liked better than climbing on old railway engines, so he smiled and said he would come. I told him that we would see models of all the world's most famous ships, and of all the most useful machines that men had invented over the years; I told him that there was a part of a space ship that you could go into, and imagine that you were far away from the Earth; and I said that we would probably see a film showing the development of science from earliest times to the present day.

　　But there was one thing I hadn't prepared my son for. Every afternoon at four o'clock, a man switched on a very powerful electric current and makes it jump between two terminals, like a flash of lightning. There were notices making it clear that there would be a bright flash and a loud bangbut I had no idea just how loud it would be.

　　When four o'clock came, we stood with a large crowd of people near to where this event would take place. I lifted Robert up onto my shoulders so that he would be able to see the flash more clearlyand we waited. We had not waited more than a minute or so, when a very bright flash jumped across the terminals, and at the same time, a very loud bang made everyone in the audience jump. I could feel Robert shaking with the sudden shock of the noise. I lifted him back down onto the floor, and we left the museum.

　　He said nothing until we were outside in the street. Then he looked up at me and said, “Why do they call it the Science Museum? It seems a very funny name to me.”

1．The sort of museum that Robert liked was one where ________.

[　　]

A．he could climb on things to make them work

B．there were lots of bones and pots in glass cases

C．there were glass cases full of things that had once worked

D．he could press buttons so as to make things work

2．I told him that the Science Museum contained ________.

[　　]

A．transport of all sorts and a life-size model of a coalmine

B．a(chǎn) real coalmine and lots of different types of transport

C．old railway engines that worked at the touch of a button

D．a(chǎn) coalmine in which you feel you are far away from the Earth

3．I said that there would be models of ________.

[　　]

A．science from earliest times to the present day

B．the Earth as seen from part of a spaceship

C．a(chǎn)ll sorts of machines and famous ships

D．machines that you could go into

4．I thought we might see a film about ________.

[　　]

A．the development of transport over the years

B．the history of space-flight from earliest times to the present

C．man's understanding and use of all sorts of machines

D．the history and growth of man's knowledge about the world