Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.

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）

    What do Tom Sawyer and jumping frogs have in common? Stories about both of them were created by one man：Mark Twain. Born Samuel Langhorne Clemens, Mark Twain was his pen name. When Twain was 4, his family moved to Hannibal, Missouri, lying on the west bank of the Mississippi. Twain grew up there and was attracted greatly with life along the river - the steamboats, the big wooden boats, and the people who worked on them.

    The Celebrated Jumping Frog of Calaveras Country is one of Twain's best-loved short stories, and The Adventures of Tom Sawyer is one of his most famous novels. Both these works are celebrated by events held during National Tom Sawyer Days. There's also a fence-painting competition to see who can paint the fastest. The idea for this competition comes from a scene in Tom Sawyer, in which Tom has been told to paint the fence in front of the house he lives in. It's a beautiful day, and he would rather be doing anything else. As his friends walk by, he persuades them to paint with him for fun, and they all join in the "fun". By the end of the day, the fence has three coats of paint!

    Although the story of Tom Sawyer is not true, it's based on fact. If you go to Hannibal,, you'll see the white fence, which still stands at Twain's boyhood home.

    Program fools humans

    Have you ever been so bored that you started a conversation with a “chatbot (聊天机器人)”? You probably discovered quickly that it wasn't much fun, because the things it says hardly ever make any sense and chatting with it doesn't provide the same kind of back-and-forth as a human conversation.

    That might have made you wonder: will a computer ever be able to talk like a human?

    That day is certainly getting closer now. A computer program named “Eugene Goostman” has successfully passed the Turing test – by fooling people into thinking it was a 13-year-old boy, reported AFP on June 9.

    While you may have never heard of the Turing test, it means a lot in the world of artificial (人工的) intelligence.

    According to USA Today, the test was first invented in 1950 by Alan Turing, a British computer expert best known for his code-breaking work during World War II. In his test, a group of human judges take turns having keyboard conversations for five minutes with two subjects – a human and a piece of computer software. If up to 30 percent of the judges fail to tell the two apart, the program is considered to have passed the test.

“If a machine is indistinguishable (无法区分的) from a human, then it could be said to be ‘thinking',” wrote Turing in his paper Computing, Machinery & Intelligence back in 1950.

    No computer had ever passed the Turing test before. But this time, Eugene Goostman, developed by two Russian scientists to simulate (模拟) a 13-year-old boy, managed to convince 33 percent of judges that it was human.

    Machines are close to “reaching the milestone of communicating with us in a way that we are comfortable with”, Professor Kevin Warwick of the University of Reading, UK, told The Telegraph. “This brings closer the time in which robots start to play an active role in our daily lives.”

    Some people feel a bit disturbed by the news. They worry that computers will outsmart humans in the near future and take over the world. But Warwick said that it is unlikely that this will happen any time soon. After all, computers have only just learned to have a five-minute conversation, while we humans can do so much more than that.

    Teachers' Day is, interestingly, not celebrated on the same day all over the world. In some countries it is marked by a holiday, in others it is a working day.

    International Teachers' Day is celebrated on October 5. Being held ever since 1994, it is in honor of teachers' organizations worldwide. Its aim is to encourage supports for teachers and to meet the needs of students.

    China   In 1939, Teachers' Day was set for August 27, Confucius' birthday. In1951, the celebration was stopped. However, it was founded again in 1985, and the day was changed to September 10.

    India   Teachers' Day is celebrated on September 5 in honour of Dr. Sarvepalli Radhakrishnan, the second president of India, whose birthday falls on that day.

    Russia   In Russia, Teachers' Day was celebrated on the first Sunday of October between 1965 and 1994. Since 1994, the day is observed on the October 5, just the same day as World Teachers Day.

    The US   In the US, Teachers' Day is non-official holiday. It is celebrated on the Tuesday of the first full week of May. A number of activities are organized in schools to honor teachers. The celebrations can continue for the whole week of May.

    Thailand   In Thailand, National Teachers' Day is celebrated every year on January 16. The first Teachers' Day was held in 1957. The day is a holiday in schools.

    Daniel stays home on workdays. He starts his personal computer in order to connect with the office which is about three hundred miles away in another city. After work, he puts on his headphones, watches a movie on his home video recorder, or plays baseball on the computer. On many days, Daniel doesn't talk to any other human beings, and he doesn't see any people except the ones on television. Daniel is imaginary, but his lifestyle is very possible. The inventions of modern technology seem to be cutting us off from contact with our fellow human beings.

    The world of business is one area in which technology is separating us. Experts say, for example, that many people will soon be able to work at home. With access to a large central computer, employees such as office clerks, insurance agents, and accountants could do their jobs at display terminals (终端) in their own homes. They would never have to actually see the people they're dealing with. In addition, the way employees are paid will change. Workers' salaries will be automatically paid into their bank accounts, making paper checks unnecessary. No workers will stand in line to receive their pay or cash their checks. Personal banking will change, too. Customers will deal with machines to put in or take out money from their accounts. Many companies and consumers have already changed the way they sell or buy products. E-commerce, or business done on the Internet, is becoming more and more popular. This, therefore, makes it possible for people to do shopping without going out of their homes.

    Another area that technology is changing is entertainment. Music for example, was once a group experience. People listened to music at concert halls or in small social gatherings. For many people now, however, music is an individual experience. Walking along the street or sitting in their living-rooms, they wear headphones to build a wall of music around them. Movie entertainment is changing as well. Movies used to be social events. Now, fewer people are going out to see a movie. Many more are choosing to wait for a film to appear on television or are borrowing videotapes to watch at home. Instead of laughing with others, viewers watch movies in their own living-rooms.

    Angus, Doris, Gabriel and Kamil are some of the 21 names that have been chosen to be given to storms in the UK in the 2016/17 season.

    The Met Office, the UK's national weather service, decided to give storms boys' and girls' names in 2015 in the same way as they did in America.

    The Met Office hopes that naming big storms will mean people are more aware (意识到) of them and how dangerous they can be. Derrick Ryall, from the Met Office, said, "We have seen how naming storms elsewhere in the world raises people's awareness of storms before they break."

    In the past, the same UK storm could be given different names by different organisations. "We noticed that many organisations during the last couple of winters, when we have had bad storms, started giving names to them. Think back to the St Jude's Day storm in 2013, and the so­called Hurricane Bawbag in Scotland in 2011. But it led to confusion (混乱)," a Met Office spokeswoman said.

    According to the Met Office, there is a name for each letter of the whole alphabet (字母表), except for Q, U, X, Y and Z. That is the same as the naming tradition used in America. And not all storms will be big enough to get names — only those expected to cause great damage.

    If there are more than 21 storms in a year, the Met Office will start again with another name beginning with "A". However, according to Met Office spokeswoman Lindsay Mears, "It's unlikely we would get through the whole alphabet in one season. We had 14 storms in the very bad winter of 2013/14, and if the naming system had been in operation then we wouldn't have used the whole alphabet."