Youth sport has the potential to accomplish three important objectives in children's development. First, sport programs can provide youth with opportunities to be physically active, which can lead to improved physical health. Second, youth sport programs have long been considered important to youth's psychosocial development, providing opportunities to learn important life skills such as cooperation, discipline, leadership, and self-control. Third, youth sport programs are critical for the learning of motor skills; these motor skills serve as a foundation for future national sport stars and recreational adult sport participants. When coachers develop activities for youth practices and when sport organizations design youth-sport programs, they must consider the implication of deliberate play and deliberate practice.

    Research from Telama （2006） states that regular participation in deliberate play or deliberate practice activities during childhood and youth （ages nine to eighteen） increases the likelihood of participation in sports during adulthood by six times for both males and females. Côté （2002） defines deliberate play activities in sport as those designed to maximize enjoyment. These activities are regulated by flexible rules adapted from standardized sport rules and are set up by the children or by an involved adult. Children typically change rules to find a point where their game is similar to the actual sport but still allows for play at their level. For example, children may change soccer and basketball rules to suit their needs and environment （e.g. in the street. on a playing field or in someone's backyard）. When involved in deliberate play activities, children are less concerned with the outcome of their outcome of their behavior. （whether they win or lose） than with the behavior. （having fun）.

    On the other hand, Ericsson （1993） suggests that the most effective learning occurs through involvement in highly structured activities defined as deliberate practice. Deliberate practice activities require effort, produce no immediate rewards, and are motivated by the goal of improving performance rather than the goal of enjoyment. When individuals are involved in deliberate play, they experiment with different combinations of behaviors, but not necessarily in the most effective way to improve performance. In contrast, when individuals are involved in deliberate practice, they exhibit behavior. focused on improving performance by the most effective means available. For example, the backhand skills in tennis could be learned and improved over time by playing matches or by creating fun practice situations. However, players could more effectively improve their backhand performance by practicing drills that might be considered less enjoyable. Although drills are used in most effective means available practice might not be the most enjoyable, they might be the most relevant to improving performance.

    （Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS）

    Why do we go to zoos? Millions of people around the world visit zoos each year, but the reason is hard to explain .{#blank#}1{#/blank#} But the animals they see in zoos are little like the toys, cartoons, and decorations that fill their homes. For such children, meeting with real animals can be confusing, even upsetting.

    The great interest that children have in animals today might lead one to suppose that this has always been the case. {#blank#}2{#/blank#}That was also when zoos became an important part of middle-class life.

    {#blank#}3{#/blank#}They lived together with our ancestors in a shared natural environment. In the Industrial Era, the human domination (支配)of animals could be seen in the popularity of real-looking animal toys. Children rode rocking-horses that had realistic features, and they slept with bears, tigers, and rabbits that looked and felt almost real. The Twentieth Century marked a further development--the change of animals into people.

    This was the age of Babar the Elephant, Hello Kitty, and the Lion King. Parents and children had previously wanted animals that looked like animals.{#blank#}4{#/blank#}.

    In a zoo they hope to see the living breathing versions of their character friends. They find instead unfamiliar creatures who cannot speak, smile, or interact with them. For this reason, a visit to the zoo can be disappointing for children today.{#blank#}5{#/blank#} Meeting real animals reminds us forcefully of the boundary between imagination and reality.

    When we visit animals in a zoo, perhaps we will recall our true relationship not only to animals but to the entire world.

A. Animals are the best friends of the human beings.

B. Most of children are looking forward to visiting zoos.

C. Perhaps that disappointment is the best gift a zoo can offer.

D. But now they want animals that look and act like humans

E. Yet, it was not until the Industrial Era that animals became part of childhood.

F. In prehistoric times, there had been no zoos, as animals were a real part of the human world.

G. Many of those visitors are children, whose lives are already surrounded by animals' images.

    Nowhere is the place you never want to go. It's not on any departure board, and though some people like to travel so far off the motherland that it looks like Nowhere, most wanderers ultimately long to get somewhere. Yet every now and then—if there's nowhere else you can be and all other options have gone—going nowhere can prove the best adventure around.

    Nowhere is entirely uncharted; you've never read a guidebook entry on it or followed others' suggestions on a train ride through its suburbs. Few YouTube videos exist of it. Moreover, it's free from the most dangerous kind of luggage, expectation. Knowing nothing of a place in advance opens us up to a high energy we seldom encounter while walking around Paris or Kyoto with a list of the 10 things we want—or, in embarrassing truth, feel we need—to see.

    I'll never forget a bright January morning when I landed in San Francisco from Santa Barbara, just in time to see my connecting flight to Osaka take off. I hurried to the nearest airline counter to ask for help, and was told that I would have to wait 24 hours, at my own expense, for the next day's flight. An unanticipated delay is exactly what nobody wants on his schedule. The airline didn't answer for fog-related delays, a gate agent declared, and no alternative flights were available.

    Millbrae, California, the drive-through town that encircles San Francisco's airport, was a mystery to me. With one of the world's most beautiful cities only 40 minutes to the north, and the unofficial center of the world, Silicon Valley, 27 miles to the south, Millbrae is known mostly as a place to fly away from, at high speed.

    It was a cloudless, warm afternoon as a shuttle bus deposited me in Millbrae. Locals were taking their dogs for walks along the bay while couples wandered hand in hand beside an expanse of blue that, in San Francisco, would have been crowded with people and official “attractions.” I checked in to my hotel and registered.

    Suddenly I was enjoying a luxury I never allow myself, even on vacation: a whole day free. And as I made my way back to my hotel, lights began to come on in the hills of Millbrae, and I realized I had never seen a sight half so lovely in glamorous, industrial Osaka. Its neighbor Kyoto is attractive, but it attracts 50 million visitors a year.

    Who knows if I'll ever visit Millbrae again? But I'm confident that Nowhere will slip into my schedule many times more. No place, after all, is uninteresting to the interested eye. Nowhere is so far off the map that its smallest beauties are a discovery.

    Welcome to Central Manchester high school（CMHS）

    CMHS has much more than you expect. We have a car park for both our visitors and our students who drive. We have 50 classrooms for different lessons, and a library with over 18,000 books. ⑴Twelve science labs are available for different experiments. Whether students want to exercise or just want some fun, they can use our gym. ⑵室内游泳池全年开放 for students who like swimming.

    Students who live far away from home will be happy with our dormitories. ⑶Each room comes with its own bathroom and Internet access. We have modem medical and experienced nurses. ⑷We make sure that we take good care of students on campus.

    School meals are delicious. Each day our canteen serves meals, and hamburgers and soft drinks are also available during break, tunes.

    ⑸我们希望你在 CMHS 享受你的生活. If you have any Questions or need any help, you can call the Students' Office any time during weekdays and on Saturday mornings.

The Student's Office

⑴{#blank#}1{#/blank#} ⑵{#blank#}2{#/blank#} ⑶{#blank#}3{#/blank#} ⑷{#blank#}4{#/blank#} ⑸{#blank#}5{#/blank#} 

    This time of year, thousands of college applicants wait for e­notices and auspiciously(吉利地) sized envelopes from schools, under terrible pressure from their parents, friends, teachers, and themselves. As to this, I offer some advice, which comes not only from a bit of experience, but also a bit of research: just cool out and continue, okay?

    Many parents and students think there is a world of difference between the lifelong outcomes of an A­minus student who gets into, say. Princeton, and an A­minus student who applies to Princeton but "only" gets into some less selective school, like Penn State or the University of Wisconsin. They assume that a decision made by faceless Ivy League admissions officers, to some extent, will mark the difference between success and failure in life.

    There are two important things to say about this stress. First, to put the anxiety into context, the kids applying to these schools are already doing quite well. Seventy percent of 29­-year-­olds don't have a bachelor's degree, and the majority of BAs are earned at non­selective schools that accept a majority of their applicants. Many of the applicants have already won life's lottery.

    But if that doesn't ease the nerves of the 40,000 people waiting on Stanford or Penn, here is a more encouraging conclusion from economics. For most applicants, it doesn't matter if they don't get into their top choice, according to a paper by Stacy Dale, a mathematician at Mathematica Policy Research, and Alan Krueger, an economist at Princeton University. They tracked two groups of students——­one that attended college in the 1970s and the other in the early 1990s. They wanted to know：Did students attending the most elite colleges earn more in their 30s. 40s. and 50s than students with similar SAT scores, who were rejected by elite colleges? The short answer was no. Or, in the author's language, the difference between the students who went to super­selective schools and the students with similar SAT scores rejected by those schools and went to less selective institutions was "indistinguishable from zero."

    What does that mean? It means that, for many students, "who you are" is more important than where you go. It's hard to show that highly selective colleges add much earning power, even with their distinguished professors and professional networks. In addition, the decision of admissions officers isn't as important as the sum of the decisions, habits, and relationships students have built up to this point in their young life.

    For the elite colleges themselves, the Dale­Krueger paper had additional, fascinating findings. It's found that the most selective schools do make an extraordinary difference in life earning for minority students from less-­educated families who are more likely to rely on colleges to provide the training and job networks with great influence. Getting into Princeton if your parents went to Princeton? Fine, although not a game­changer.  But getting into Princeton if your parents both left community college after a year? That could be game­changing. Whatever the results, it's more important to choose a university that is suited to the college applicants.