Learning to set goals plays an important role as your child starts to gain independence. However, setting goals doesn't come naturally to your child, so helping him to learn the process should probably be one of your goals.

    Explain the word “goal”. Your child may know what a goal is when it comes to soccer, but he may not understand what it means in everyday life. {#blank#}1{#/blank#}

    Listen to your child. Ideally, you want your child to be able to decide for himself what his goals are. {#blank#}2{#/blank#} Let him talk about what he thinks he does well and what he thinks needs to improve. If he's stuck, you can provide some examples of your own personal goals.

    Help keep goals achievable. Don't throw cold water on your child. {#blank#}3{#/blank#} For example, if your child wants to be a champion swimmer, but can't swim an entire lap of the pool yet, you can suggest he start by making that his first goal.

    {#blank#}4{#/blank#} Help your child write down his goals in an easy-to-follow form. Being able to see and check off the steps on the way to his goal is the key in keeping him motivated. A really simple way is to have your child draw a ladder on a piece of paper, writing his goal at the top and each step to that goal on the rungs (横木). {#blank#}5{#/blank#}

A. Change goals every so often.

B. Make a visual goal reminder.

C. Don't always tell him what you think.

D. He's climbing to the top as he gets closer to his goal.

E. You can take sports as example to help explain it to him.

F. Once he has set up a goal, he may find it very difficult to achieve it.

G. When a goal is beyond his reach, help him break it down into smaller pieces.

Oxford English Language Center

Information for New Students

    CLASS TIME：8:30a. m. —10:00a. m.，10:30a. m. —12:00a. m.，1:30p. m. —3:00p. m..

    The Language Center is open Monday to Friday. Each class has one afternoon free per week. On the first day, go to the lecture hall to check your timetable.

    SELF—ACCESS：The language laboratory（Room 1110）is open Monday to Friday from 3:15p. m. to 5:00p. m. for all full-time students.

    You can learn how to use computers for language games or word-processing. There are tapes for students to borrow to practice their English. Go in and ask the teacher to show you. If you plan to take public examinations, there are dictation and listening comprehension tapes for you to practice with. There are cloze exercises on the computers. Ask your class teacher for a list of past exam essays. Students can borrow tapes to take home but they must be returned after two days.

    ATTENDANCE: All students are expected to attend classes as it is required. Students who do not attend classes will be reported to OSS. Eighty percent attendance is required for students to receive their certificates when they finish their courses. It is also required by OSS for an extension to your visa.

    BOOKS: If students are given course books, the books are their responsibility. If a book is lost, the student will be expected to pay for it. If students wish to buy books, there is a bookshop in the college specializing in English books（Room 3520.

根据短文内容，选择最佳答案，并将选定答案的字母标号填在题前括号内。

    Throughout the world, parents talk differently to babies than they do to adults. With their young kids, parents use baby talks, featuring long pauses and a roller coaster of pitch（音高）changes.

    While parents may feel a bit silly using baby talks, they shouldn't in fact. Babies not only prefer listening to them, but they also learn new words more easily from them. By highlighting the structure of speech, such as the differences between the vowels（元音）“a” and “o”, baby talks help babies translate sounds into meaningful units of language.

    Actually, the timbre（音色）plays a role. The timbre of an instrument clearly affects how we experience music, but its role in language is less obvious. Looking into the timbre of baby talks, researchers made some surprising discoveries. In a new study published in Current Biology, researchers reported for the first time that mothers shifted their overall vocal timbre when speaking to their babies, as if they were changing their voice into a different instrument to address these unique little listeners.

    In the Princeton Baby Lab, where researchers study how children learn, they recorded English-speaking mothers while they talked with their 7-to-12-month-old babies and while they spoke to an adult experimenter, and found that adult-directed and baby-directed speech had consistently different timbres.

    Most surprising, in a second sample of non-English-speaking mothers, researchers found that this timbre shift was also highly consistent across nine diverse languages. This suggests these timbre shifts may represent a universal form of communication with babies.

    Being able to identify baby talks across multiple languages could give us rich information about the amount and type of language children hear at preschool across different cultural environments. This could help researchers and educators predict and improve outcomes such as vocabulary and success at school.

    Parents should feel self-conscious about their own baby talks: with them they're helping their baby learn.

    I live a different life in every season. Life in the summertime is often full of pests. Like most Long Island homeowners, I want to ensure my suburban life with pest-free living. So it was with wide-eyed surprise that I greeted the smiling exterminator (灭虫者) who rang my bell.

    “We'll be serving your neighbors, Mike and Sarah (I'm not familiar with either one by name),” he waved in the other direction. “Since we'll have a team here tomorrow, we're offering a discount. ” He came out with numbers beginning from $299 then in seconds to $89.

    “You've probably been seeing the ant hills around.” he moved toward my front walkway and lawn. “And have you seen the bees that dig nests in the ground?” he continued with his head shaking up and down pushing me to do the same.

    “What we do is spray three feet out from your foundation and three feet up.” As he was talking, and without breaking eye contact, he opened his iPad cover and began operating at the screen to show me frightening images. “It also kills other pests, like spiders. It is the best pesticide (杀虫剂),” he said, pausing for effect.

    He then went into soft talk to close the deal, correctly foreseeing that I would be concerned about safety and the environmental impact on my vegetable garden, plants and our little patch of planet here on Long Island. “The products are environmentally responsible, safe with children and pets,” he said.

    I'm unkind when it comes to unwanted visitors entering on my out-of-doors moments. Any insect found in my house or on my deck is bound to be poisoned or pancaked.

    Unfortunately for the exterminator, just as I was considering buying the pesticide, Billy, my fearless husband, pulled into our driveway, which made me ask for a business card out of politeness instead.

    In Kansas City, Missouri, a computer helps firefighters. The computer, which works very fast, has information about all the 350, 000 street addresses in the city. Within two or three seconds after a call is received, the computer provides necessary information for the firefighters. The information is then sent to them by radio from the computer centre in the City Hall. The exact place of the burning building and its size, type and any other details are clear to them.

    The Kansas City computer system also has a medical record of each of the city's 900 firefighters. This kind of information is especially useful when a firefighter is injured. With the information, doctors at hospital can treat the injured firefighters more quickly and easily.

    The firefighters themselves greatly appreciate the computer's help. They know about possible danger ahead of them and can prepare for it. Many times the computer information helps to save lives and property (财产). Sometimes the lives are those of firefighters themselves.

    Mike Horan, a firefighter captain, says, "I feel as if the computer is ready to help me if I get hurt."

More and more teenagers are becoming unwilling to exercise worldwide. Australia, a nation that prides itself on its outdoor culture, is doing particularly poorly. It is currently ranked (排名) 140th out of 146 countries for teenage exercise levels. The data shows that 85%of girls are physically inactive compared to 78% of boys. In Australia, less than 1 in 10 teenagers aged 12 to 18 are meeting the recommended levels of physical activity. 

The current guidelines and evidence show that teenagers should be doing at least 60 minutes of physical activity per day. This should include muscle and bone strengthening activities on at least three days per week, meanwhile limiting recreational screen time to a maximum of 2 hours per day. 

Not being active can cause a range of health conditions leading to early adulthood and beyond. Adolescents may have decreased bone and cardio-metabolic (心脏代谢的) health which leaves them facing an increased risk of chronic disease (慢性病) in later life, including type 2 diabetes, heart disease, high cholesterol, and decreased fitness. If you're not moving enough you're also at an increased risk of being overweight or obese, with data already showing that 29.8% of teenagers (14-17) are classified as overweight or obese. 

So how can we get teenagers to exercise more? Firstly, high schools should place more importance on lunchtime and allow 1-hour breaks that increase physical activity. We should also encourage teenagers to be active on their lunch break. Parents and guardians also have an important role to play and should aim to devote 1 hour a day to moving more. This does not need to be 1 full hour and can be broken down into two 30-minute parts. The most important factor is to identify your teenager's interests and needs surrounding their physical activity.

Don't be afraid to ask for help in finding a safe and fun exercise program. A qualified exercise physiologist or exercise scientist can help your child find a way to be more active that is suited to their needs, age of development, and interests.