问答题It’s hard to get more white-fenced than Naperville. In the western Chicago suburb, crime is an annoyance, not a problem. The streets are clean and the schools are some of the most impressive in the state, producing some of the brightest students who attend the nation’s best colleges. (1)____________. The rankings will be phased out over the next year, with 2007’s upperclassmen deciding whether to include such a rank in their official transcripts. By no longer ranking students, the Naperville School District 203 is squarely in line with a trend that is fast sweeping the nation, as more and more private and public schools are dropping the practice. The goal, proponents say, is to cut down on the hyper-competition and lessen the stress at such a critical learning point and maturation curve in kids’ lives. “It’s a high bar we set, and it should be,” said Naperville Superintendent Alan Leis. “But there needs to be more than wrestling over who’s better than who.” (2)______________. Some 80% or more public schools still report rankings to inquiring universities and colleges, but a growing number of high schools in the Chicago area and around the country—in mostly affluent districts from California to Miami to New Jersey—have already adopted the practice. (3)_______________. Even in Naperville, a valedictorian is still expected to address the class, but that honor is not chosen until the last weeks of a school year and is not forwarded on to schools in official transcripts. (4)_______________. According to Dr. Scott Hunter, a clinical psychologist and school consultant at the University of Chicago Hospitals who specializes in pediatric neuropsychology. “The reality is that we have made in the last 10 years more of rank than it deserves because some kids don’t really shine until they enter into adulthood, and they risk being ignored by the very places and people where they could greatly succeed,” adds Hunter, “ This is an artificial number in terms of where a person really falls.” (5)___________________. “It makes it a little more opaque for us on the admissions side, but we fully understand it,” said Jim Miller, director of admissions at Brown University. “It’s conceivable a student could get a B in gym and get knocked down 40 places in rank. So we’re getting more used to it, and probably half our applicants now come from schools that don’t have rank. “ [A] Class rankings, a tradition at many schools, have long helped universities and colleges—especially the Harvards and Princetons of the world—weed out the weak students from the strong, the ones with not only promise but the ambition to excel and meet the difficulties of higher education. [B] But it’s vicious at the top—so much so that Naperville’s school officials recently voted to stop using a class ranking system. [C] A much higher number of private schools do not share their rankings, including some independent schools in Chicago that, for example, have societies that recognize the top 10% of a class but choose to allow the students themselves dictate who speaks at graduation. [D] Competitions among students for the title of honored graduates are very tight and are on the rise in a great number of private schools. [E] Schools just have to make certain, through student profiles and other means, the strength of a schedule and student performance relative to other students. [F] Not surprisingly, there is still lots of disagreement about the new policy; some parents are worried that it hurts high-achieving students’ chances of getting over the bar, while forcing colleges and universities to rely on perhaps less reliable or easier measures or on standardized tests like the ACT or SAT. [G] Students and their parents increasingly fight over who gets to be number one, and the damage that can be done—both academically and psychologically—to those who lose out far wins the benefits of the glory attached to such titles.(此文选自Time 2006年刊)
问答题
It’s hard to get more white-fenced than Naperville. In the western Chicago suburb, crime is an annoyance, not a problem. The streets are clean and the schools are some of the most impressive in the state, producing some of the brightest students who attend the nation’s best colleges. (1)____________. The rankings will be phased out over the next year, with 2007’s upperclassmen deciding whether to include such a rank in their official transcripts. By no longer ranking students, the Naperville School District 203 is squarely in line with a trend that is fast sweeping the nation, as more and more private and public schools are dropping the practice. The goal, proponents say, is to cut down on the hyper-competition and lessen the stress at such a critical learning point and maturation curve in kids’ lives. “It’s a high bar we set, and it should be,” said Naperville Superintendent Alan Leis. “But there needs to be more than wrestling over who’s better than who.” (2)______________. Some 80% or more public schools still report rankings to inquiring universities and colleges, but a growing number of high schools in the Chicago area and around the country—in mostly affluent districts from California to Miami to New Jersey—have already adopted the practice. (3)_______________. Even in Naperville, a valedictorian is still expected to address the class, but that honor is not chosen until the last weeks of a school year and is not forwarded on to schools in official transcripts. (4)_______________. According to Dr. Scott Hunter, a clinical psychologist and school consultant at the University of Chicago Hospitals who specializes in pediatric neuropsychology. “The reality is that we have made in the last 10 years more of rank than it deserves because some kids don’t really shine until they enter into adulthood, and they risk being ignored by the very places and people where they could greatly succeed,” adds Hunter, “ This is an artificial number in terms of where a person really falls.” (5)___________________. “It makes it a little more opaque for us on the admissions side, but we fully understand it,” said Jim Miller, director of admissions at Brown University. “It’s conceivable a student could get a B in gym and get knocked down 40 places in rank. So we’re getting more used to it, and probably half our applicants now come from schools that don’t have rank. “ [A] Class rankings, a tradition at many schools, have long helped universities and colleges—especially the Harvards and Princetons of the world—weed out the weak students from the strong, the ones with not only promise but the ambition to excel and meet the difficulties of higher education. [B] But it’s vicious at the top—so much so that Naperville’s school officials recently voted to stop using a class ranking system. [C] A much higher number of private schools do not share their rankings, including some independent schools in Chicago that, for example, have societies that recognize the top 10% of a class but choose to allow the students themselves dictate who speaks at graduation. [D] Competitions among students for the title of honored graduates are very tight and are on the rise in a great number of private schools. [E] Schools just have to make certain, through student profiles and other means, the strength of a schedule and student performance relative to other students. [F] Not surprisingly, there is still lots of disagreement about the new policy; some parents are worried that it hurts high-achieving students’ chances of getting over the bar, while forcing colleges and universities to rely on perhaps less reliable or easier measures or on standardized tests like the ACT or SAT. [G] Students and their parents increasingly fight over who gets to be number one, and the damage that can be done—both academically and psychologically—to those who lose out far wins the benefits of the glory attached to such titles.(此文选自Time 2006年刊)
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The United States has more than one hundred twenty medical colleges. The American Association of Medical Colleges says these schools have about seventy thousand students.How hard is it to get into one of the top medical schools, like for example the one at Yale University in Connecticut? Last year almost three thousand seven hundred students hoped to get accepted there. Only one hundred seventy-six -- or less than five percent -- were admitted.People who want to become medical doctors often study large amounts of biology, chemistry and other science. Some students work for a year or two in a medical or research job before they try to get accepted to medical school.Medical students spend their first two years in classroom study. They learn about the body and all of its systems. And they begin studying diseases -- how to recognize and treat them. By the third year, students guided by experienced doctors begin working with patients in hospitals. As the students watch and learn, they think about the kind of medicine they would like to practice as doctors. During the fourth year, students begin applying to hospital programs for the additional training they will need after medical school. Competition for a residency at a top hospital can be fierce.A medical education can be very costly, especially at a private school. One year at a private medical college can cost forty thousand dollars or more. The average at a public medical school is more than fifteen thousand dollars. Most students have to take out loans to pay for medical school. Many finish their education heavily in debt.Doctors are among the highest paid professionals in the United States. Specialists in big cities are generally the highest paid. But there are also doctors who earn considerably less, including those in poor communities.(1)Which of the following ideas is NOT suggested in the passage?A、It is hard to get into one of the top medical schools.B、The United States has more than one hundred twenty medical colleges.C、Medical students need two years' classroom study.D、After graduating from medical schools, the students become doctors.(2)How many years the medical students take to graduate from medical school?A、2B、3C、4D、1(3)In what way many medical students pay for their medical education?A、Have part-time jobs in hospitals.B、Take out loans.C、Their parents pay for it.D、Work hard for the scholarship.(4)What the medical students begin to do in their fourth year of study?A、Looking for a job.B、Working with patients in hospitalsC、Applying to hospital programs for the additional training.D、Learning about the body and all of its systems(5)_______ are generally the highest paid.A、Specialists in big cities.B、Experienced doctors.C、Doctors in poor communitiesD、Doctors who graduated from private medical schools.
The main idea of paragraph 4 shows us______.A. some examples of shooting in the US schools.B. the American's feeling.C. some famous schools.D. that some teachers were killed by students.
AIn China，more and more middle school students are getting shorter sleeping time than be-fore． Most students sleep less than nine hours every night，because they have much homework to do. Some homework is given by their teachers，and some by their parents． Also，some students don't know how to save time .They are not careful enough while they do their homework，so it takes them a Iot of time． Some students spend too much time watching TV or playing computer games．They stay up very late． Some students have to get up early every morning on weekdays to get to school on time by bus or by bike．lt can be a long way from home to school．Schools and parents should cut down some of the homework so that our children can enjoy more than nine hours of sleep every night for their health． For children，we should make best use of our time． When we have enough time for sleeping，we will find it much better for both our study and health．( )21． What makes most students sleep less than nine hours every night?A． Watching TV．B． Playing computer games．C． Doing their homework．D． Doing housework．
What is true about the apartments Mies building Chicago's Lake Shore Drive?A．They ignored details and proportions.B．They were built with materials popular at that time.C．They were more spacious than neighboring buildings.D．They shared some characteristics of abstract art.
About 21，000 young people in 17 American states do not attend classes in school buildings.Instead，they receive their elementary and high school education by working at home on computers.The Center for Education Reform. says the United States has 67 public “cyberschools.” and that is about twice as many as two years ago.The money for students to attend a cyberschool comes from the governments of the states where they live.Some educators say cyberschools receive money that should support traditional public schools.They also say it is difficult to know if students are learning well.Other educators praise this new form. of education for letting students work at their own speed.These people say cyberschools help students who were unhappy or unsuccessful in traditional schools.They say learning at home by computer ends long bus rides for children who live far from school.Whatever the judgement of cyberschools，they are getting more and more popular.For example，a new cyberschool called Commonwealth Connections Academy will take in students this fall.It will serve children in the state of Pennsylvania from ages five through thirteen.Children get free equipment for their online education.This includes a computer，a printer，books and technical services.Parents and students talk with teachers by telephone or by sending emails through their computers when necessary.Students at cyberschools usually do not know one another.But 56 such students who finished studies at Western Pennsylvania Cyber Charter School recently met for the first time.They were guests of honor at their graduation.1、What do we know from the text about students of a cyberschool?A、They have to take long bus rides to school.B、They study at home rather than in classrooms.C、They receive money from traditional public schools.D、They do well in traditional school programs.2、What is a problem with cyberschools?A、Their equipment costs a lot of money.B、They get little support from the state government.C、It is hard to know students' progress in learning.D、The students find it hard to make friends.3、Cyberschools are getting popular became().A、they are less expensive for studentsB、their students can work at their own speedC、their graduates are more successful in societyD、they serve students in a wider age range4、We can infer that the author of the text is().A、unprejudiced in his description of cyberschoolsB、excited about the future of cyberschoolsC、doubtful about the quality of cyberschooisD、disappointed at the development of cyberschools
In the USA children start school when they are five years old． In some states they must stay in school (11) they are sixteen． Most students are seventeen or eighteen years old when they (12) school． There are two kinds of schools in the United States: public schools and pri-cate(私立)schools．(13)children go to public schools． Their parents do not have to(14)their education because the schools (15) money from the government． If a child goes to a private school，his parents have to get enough money for his schooling ． Some parents still (16) private schools，though they are much more expensive．Today about half of the high school students(17) unwersities after they finish the secondary school． A student at a state university does not have to pay very much if his parents (18 in that state． But many students(19) while they are studying at universities．In this way they (20)good working habits and live by their own hands．( )11．A．andB．thoughC．untilD．since
阅读 Passage 1,完成小题. Passage 1 Today'sadults grew up in schools designed to sort us into the various segments of oursocial and economic system. Theamount of time available to learn was fixed: one year per grade. The amount learnedby the end of that time was free to vary:?some of us learned a great deal; some, very little. As weadvanced through the grades, those who had learned a great deal in previousgrades continued to build on those foundations. Those who had failed to masterthe early prerequisites within the allotted time failed to learn that whichfollowed. After 12 or 13 years of cumulative treatment of this kind, we were,in effect, spread along an achievement continuumthat was ultimately reflected in each student's rank in class upon graduation.?Fromthe very earliest grades, some students learned a great deal very quickly andconsistently scored high on assessments. The emotional effect of this was tohelp them to see themselves as capable learners, and so these students becameincreasingly confident in school. That confidence gave them the inner emotionalstrength to take the risk of striving for more success because they believed thatsuccess was within their reach. Driven forward by this optimism, these studentscontinued to try hard, and that effort continued to result in success for them.They became the academic and emotional winners. Notice that the trigger fortheir emotional strength and their learning success was their perception oftheir success on formal and informal assessments.?Butthere were other students who didn’t fare so well. They scored very low ontests, beginning in the earliest grades. The emotional effect was to cause themto question their own capabilities as learners. They began to lose confidence,which, in turn, deprived them of the emotional reserves needed to continue totake risks. As their motivation warned, of course, their performance?plummeted.These students embarked on what they believed to be an irreversible slide towardinevitable failure and lost hope. Once again, the emotional trigger for theirdecision not to try was their perception of their performance on assessments.?Consider the reality—indeed, the paradox of— the schools in whichwe were reared.?If some students worked hard and learneda lot, that was a positive result, and they would finish high in the rankorder. But if some students gave up in hopeless failure, that was an acceptableresult, too, because they would occupy places very low in the rank order. Theirachievement results fed into the implicit mission of schools: the greater thespread of achievement among students, the more it reinforced the rank order.This is why, if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem, not the teacher's or the school's.??Onceagain, please notice who is using test results to decide whether to strive forexcellence or give up in hopelessness. The "data-based decisionmakers" in this process are students themselves. Students are decidingwhether success is within or beyond reach, whether the learning is worth the requiredeffort, and so whether to try or not. The critical emotions underpinning thedecision making process include anxiety, fear of failure, uncertainty, andunwillingness to take risks-all triggered by students ' perceptions of theirown capabilities as reflected in assessment results.?Some students responded to the demands of suchenvironments by working hard and learning a great deal. Others controlled theiranxiety by giving up and not caring. The result for them is exactly theopposite of the one society wants. Instead of leaving no child behind, thesepractices, in effect, drove down the achievement of at least as many studentsas they successfully elevated. And the evidence suggests that the downsidevictims are more frequently members of particular socioeconomic and ethnicminorities.What has made students spread along an achievement continuum according to the passage?A.The allotted time to learn.B.Social and economic system.C.The early prerequisites students mastered.D.Performance on formal and informal assessments.
Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money.These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project.These high school students use a space in the Oakland airport．It is usually very crowded.Many people who fly on the planes like to drink the special coffee.One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business.The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it.They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee．Most customers are pleasant but some are unhappy because__.A.they don't think the skill to make coffee is necessary for studentsB.they think the cafe should be open for businessC.they feel that the work is hard for studentsD.they think the special coffee is too expensive
Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money.These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project.These high school students use a space in the Oakland airport．It is usually very crowded.Many people who fly on the planes like to drink the special coffee.One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business.The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it.They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee．A.A high schooB.Students in a high schooC.Teachers in a high schooD.A business compan
Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money.These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project.These high school students use a space in the Oakland airport．It is usually very crowded.Many people who fly on the planes like to drink the special coffee.One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business.The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it.They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee．Which statement is NOT true?A.B.At the same time they learn how to run businesC.They also get school crediD.They give the money they earned to their school to
共用题干Charter SchoolsAmerican public education has changed in recent years.One change is that increasing numbers of American parents and teachers are starting independent public schools _______(1)charter schools（特许学校）.In 1991,there were no charter schools in the United States.Today,more than 2,300 charter schools_________(2)in 34 states and the District of Columbia.575,000 students___________(3)these schools.The students are from 5 years of age through 18 or older.A charter school is_________(4)by groups of parents,teachers and community （社区）members. It is similar in some ways__________(5) a traditional public school. It receives tax money to operate just as other public schools do.The_________(6)it receives depends on the number of students.The charter school must prove to local orstate governments that its students are learning.These governments____________(7)the school with the agreement,or charter that permits it to operate.Unlike a traditional public school,__________(8),the charter school does not have to obey most laws governing public schools.Local,state or federal governments cannot tellit what to________(9).Each school can choose its own goals and decide the ways it wants to___________ (10)those goals.Class sizes usually are smaller than in many traditional public schools.Many students and parents say _________(11)in charter schools can be morecreative.However,state education agencies,local education-governing committees and unionsoften_________(12)charter schools.They say these schools may receive moneybadly__________(13)by traditional public schools.Experts say some charter schools are doing well while others are struggling.Congress provided 200 million dollars for________(14)charter schools in the 2002 federal budget（预算）.But,often the schools say they lack enough money for their _________(15).Many also lack needed space._________(4) A:taught B:held C:created D:understood
共用题干Charter SchoolsAmerican public education has changed in recent years.One change is that increasing numbers of American parents and teachers are starting independent public schools _______(1)charter schools（特许学校）.In 1991,there were no charter schools in the United States.Today,more than 2,300 charter schools_________(2)in 34 states and the District of Columbia.575,000 students___________(3)these schools.The students are from 5 years of age through 18 or older.A charter school is_________(4)by groups of parents,teachers and community （社区）members. It is similar in some ways__________(5) a traditional public school. It receives tax money to operate just as other public schools do.The_________(6)it receives depends on the number of students.The charter school must prove to local orstate governments that its students are learning.These governments____________(7)the school with the agreement,or charter that permits it to operate.Unlike a traditional public school,__________(8),the charter school does not have to obey most laws governing public schools.Local,state or federal governments cannot tellit what to________(9).Each school can choose its own goals and decide the ways it wants to___________ (10)those goals.Class sizes usually are smaller than in many traditional public schools.Many students and parents say _________(11)in charter schools can be morecreative.However,state education agencies,local education-governing committees and unionsoften_________(12)charter schools.They say these schools may receive moneybadly__________(13)by traditional public schools.Experts say some charter schools are doing well while others are struggling.Congress provided 200 million dollars for________(14)charter schools in the 2002 federal budget（预算）.But,often the schools say they lack enough money for their _________(15).Many also lack needed space._________(9) A:teach B:discuss C:have D:get
About 35%of all high school graduates in America continue their education in an institution of higher learning.The word college is used to refer to either a college or a university.These institutions offer four-year programs that lead to a Bachelor of Arts(B.A.)or Bachelor Science(B.S.)degree.Some students attend a junior college(providing only a two-year program)for one to two years before entering a four-year college as a sophomore(二年级生)or junior(三年级生).It is generally easier to be accepted at a state university than at a private one.Most private schools require strict entrance examinations and a high grade point average(GPA),as well as specific college prep classes in high school.Private schools cost considerably more than state colleges and famous private schools are very expensive.Poorer students can sometimes attend,however,by earning scholarships.Some college graduates go on to earn advanced masters or doctoral degrees in grad(graduate)school.Occupations in certain fields such as law or medicine require such advanced studies.Since college costs are very high,most students work at part-time jobs.Some have full-time jobs and go to school part-time.Often some will take five or more years to complete a four-year program because of money/job demands on their time.While the college and work demands take up the great part of a student’s time,most still enjoy social activities.Sports,dances,clubs,movies,and plays are all very popular.However,gathering together for long,philosophical talks at a favorite meeting place on or near the university is probably the most popular activity.College education is_______in America.A.quite commonB.very rareC.something difficultD.almost impossible
单选题Sharing accommodation may be ______.Aapproximately A$10, 000 per year cheaper than living alone.Bmore expensive than living alone.Cnot suitable for some students.Dsuitable for most students.
单选题Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. Thedata-based decision makers in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.Which of the following is closest in meaning to the underlined word plummeted in Paragraph 3?APunished timely.BSpread widely.CContinued gradually.DDropped sharply.
问答题Practice 2 Private school does not mean better. But it does mean expensive. Public schools in the US are paid for by money from everyone; private schools are not. Parents who send their children to private schools must pay to do so. Parents may have enough money to pay for private schools. But these schools do not have to accept their children. Most private schools accept only children who are already doing well in school and are able to work quietly, Some take only boys or only girls. Classes are often quieter and less crowded than classes in public schools. This gives children a chance to learn more of what their teachers are trying to teach them. Public schools do not teach religion. So some parents choose private religious schools for their children. These schools each belong to a church. 6 They give lessons about that religion. They give lessons in all the usual school subjects as well. Children at many private schools wear special school uniforms, all exactly the same. At public schools, students wear what they want. They often dress in bright colors and tennis shoes. They sometimes invent new and wonderful fashions.
问答题Directions:In this section, there is one passage followed by a summary. Read the passage carefully and complete the summary below by choosing no more than three words from the passage. Remember to write the answers on the Answer Sheet. Questions 1-5 are based on the following passage.The City of the Future What will city life be like in the future? Some people think that life in the cities is going to be horrible. They predict that cities will become more and more crowded. As the number of people increases, there will be less space for each person. This overcrowding will cause other problems—more crime, dirtier streets, and worse problems with traffic than we have now. How will people find enough drinking water, energy (such as gas and electricity), and housing? Because life will be hard, people who live in cities will worry more, and they may become sick. For these reasons, some say that nobody will want to live in urban areas. How can we solve such problems as overcrowding, crime, and traffic? In some cities, thousands of people are already sleeping in the streets because there is so little suitable housing—and because rents are so high. The crime rate isn’t going down. Instead, it is increasing so fast that many people are afraid to go out at night. Traffic is also getting worse. More and more often, traffic jams are so bad that cars don’t move at all for several blocks. These urban problems have been getting worse, not better, so many people see no hope for the future of the city. Los Angeles, California, for instance, has no subway system and the buses are slow. Instead, most commuters drive many miles from their homes to work. Many of these drivers spend several hours each day on busy freeways. New York, by contrast, has a mass transit system—buses, commuter trains, and subways. Because the public transportation is crowded and dirty, however, many people drive private cars, and the traffic jams are worse than in Los Angeles. On the other hand, some cities have clean, fast, and pleasant public transportation systems. In Paris, France, and Toronto, Canada, for example, anyone can use mass transit to move quickly from one part of the city to another. The disadvantages of any modern city are not unique to that city—that is, cities all over the world have to solve the problems of traffic jams, crime, housing, energy, drinking water, and overcrowding. Yet many cities have found answers to one or more of these difficulties. Some European cities, such as Stockholm, Sweden, or London, England, have planned communities that provide people with apartments, jobs, shopping centers, green space, entertainment, and transportation. Many U.S. cities are rebuilding their downtown areas. Urban planners can learn from one another. They can try solutions that have been successful in other parts of the world. Summary: Some people think that life in the cities is going to be horrible. They say that cities will become more and more crowded and many other problems will be caused by this 1 Due to the hard life, people do not want to live in 2 These urban problems such as overcrowding, crime and traffic have been getting worse, so many people 3 for the future of the city. However, these disadvantages of any modern city are not unique to that city. All the cities all over the world must solve the problems and fortunately, many of them have found answers to one or more of these difficulties. For example, 4 or London has planned communities providing people with apartments, jobs and so on. Besides, many U. S. cities 5 In a word, solutions that have been successful in a place should be adopted and tried in another place.
单选题The company gave some financial assistance toAallow more people to study at a high levelBpromote retailing jobs in schoolsCtrain students in schools management
单选题Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.What is the author's attitude towards the old mission of assessment?ASupportive.BIndifferent.CNegative.DNeutral.
单选题Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. Thedata-based decision makers in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.Which of the following describes the paradox of the schools？ADiscrepancy between what they say and what they do.BDifferences between teachers'problems and schools'problems.CAdvantages and disadvantages of students'learning opportunities.DStudents'perception and the reality of their performance on assessments.
单选题In context, which of the following is the best revision of sentence 17 (reproduced below)?And, it’s safer and more reasonably priced than Las Vegas or Nashville with some of the same assets.A(As it is now)BAnd, even though it is safer and more reasonably priced than Las Vegas or Nashville, it has some of the sang assets.CAnd, because it is safer and more reasonably priced than Las Vegas or Nashville, it has some of the same assets.DHowever, it is safer and more reasonably priced than Las Vegas or Nashville, and it also has some of the same assets.ELastly, Branson is safer and more reasonably priced than either Las Vegas or Nashville, but has some of the same assets.
问答题Public Schools However good the state schools may be, it is still true that if an English parent has enough money to pay the fees to send his children to an independent school he will most probably do so. In independent schools boys and girls above the age of eight are usually educated separately. The terms “primary” and “secondary” are not usually applied to independent schools at the different levels because the age of transfer from a lower to a higher school is normally thirteen or fourteen instead of eleven. The principal schools for boys of over thirteen are called “public schools” and those for younger boys are usually called “preparatory” (or colloquially “prep”) schools. For girls there are some preparatory schools and public schools which are female imitations of the boys’ institutions. A typical “preparatory school’“—or private primary school—is very small, with between fifty and a hundred boys, either all boarders or all dayboys, or some of each. Many of these schools are in adapted houses in the country or in small towns, houses built in the nineteenth century and too big to be inhabited by families in the conditions of the modern world. If there are fifty boys, aged between eight-plus and thirteen-plus, they will probably be taught in five or six grades (or “forms”); the headmaster will himself work as an ordinary teacher, and he will have four or five assistants working for him. The preparatory schools prepare boys for the public schools’ common entrance examination and for public school life. The, schools in the state system do not prepare boys for the public schools’ common entrance examination, so a boy who tried to change from the states system to the independent school system at the age of thirteen would find difficulty in entering a public school at all. With a few exceptions public schools are all boarding schools, providing residential accommodation for their pupils, though many of them take some day-boys also. Most are in the southern half of England. Some of them are several hundred years old, but many others, including some of the most prominent thirty, were founded during the past 140 years. Most public schools, particularly the most eminent ones, are called by the name of the town or village in which they are situated; some are called “College” and some are not. The four most famous of all are Eton College, Harrow School, Winchester College and Rugby School. Public schools are inspected by the inspectors of the Department of Education, but otherwise they are quite independent. Each has a board of governors. They control the finances and appoint the headmaster, who in his turn appoints the other teachers. To send a boy to .a leading public school costs about 900 to 1,100 pounds a year, though some of the less prominent schools may cost as little as 600 pounds. All the schools award “scholarships” to some of their boys who do very good work in an examination on entering or during their first year, and the boys who win scholarships pay reduced fees or in a few cases no fees at all.
问答题Teenagers who don't get enough rest have more learning, health, behavior and mood problems than students who get at least nine hours a night.
单选题In some schools children who prefer to read books rather than（）football become social outcasts (被抛弃者).AplayBplayingCto playDto playing
问答题Practice 3 In-state tuition. For decades, it was the one advantage big state schools had that even the Ivy League couldn’t match, in terms of recruiting the best and the brightest to their campuses. But these days, that’s no longer necessarily the case. Starting this September, some students will find a Harvard degree cheaper than one from many public universities. Harvard officials sent shock waves through academia last December by detailing a new financial-aid policy that will charge families making up to $180,000 just 10 % of their household income per year, substantially subsidizing the annual cost of more than $ 45,600 for all but its wealthiest students. The move was just the latest in what has amounted to a financial-aid bidding war in recent years among the U. S.’s élite universities. Though Harvard’s is the most generous to date, Princeton, Yale and Stanford have all launched similar plans to cap tuition contributions for students from low-and middle-income families. Indeed, students on financial aid at nearly every Ivy stand a good chance of graduating debt-free, thanks to loan-elimination programs introduced over the past five years. And other exclusive schools have followed their lead by replacing loans with grants and work-study aid. And several more schools are joining the no-loan club this fall. Even more schools have taken steps to reduce debt among their neediest students.
问答题Practice 1Directions: You are asked to write in no less than 150 words about the title of Is It a Good Idea for Poor Students to Live Separately? And you should base your composition on the information given in English below: At the beginning of this new semester, a university in Jiangsu Province has found a visible way to help some of its poorer students: It has built some special dormitories for poor students. More than 100 of the school’s relatively poor students are now housed in these buildings. Besides simple facilities, the major difference between these and other dormitories is that the housing costs 500 yuan a year, but in other residence halls students have to pay 1200 yuan. 1. Do you think this is a good idea to help the poorer students? 2. Give at least two reasons to support you argument. 3. Give some suggestions as to how to solve the problem.
问答题Practice 1 There is no great difference between city, suburb and village schools in the United States. Public schools teach the same subjects in the same grades across the land. Most school buildings look the same and have the same types of rooms inside. There is always a gym, a large room for basketball and other sports. There is a lunchroom, a school library, and an auditorium, a very large room where all the students and teachers can meet. Most schools also have rooms for the school band to practice in. They have rooms for students to type and use computers. There are usually workshops for students to work with paint, wood, metal, and other materials. These are all part of most American public schools, no matter where they are. Each school serves a neighborhood, and neighborhoods are different. In some, the parents take an interest in what their children are doing at school. They give their time, their ideas, and they may give gifts to their schools. That's what makes a good school in America. Generally, it doesn't matter whether the neighborhood is rich or poor, whether it is in the city, the suburbs, or the countryside. What matters is the interest the neighborhood takes in its school.