When Francis Pearman was studying at Vanderbilt,he and a fellow graduate student noticed a striking phenomenon in Nashville White,affluent families were moving into low-income neighborhoods without sending their children to the neighborhood schools We were really curious to see what that relationship looked like at the national level,said Pearman,now a professor at the University of Pitts burgh When he and that student,Walker Swain,looked at national data,a pattern emerged.The ability to opt out of the neighborhood school increased the likelihood that a mostly black or Hispanic neighbor hood would see an influx of wealthier residents."As school choice expands,the likelihood that low-in-come communities of color experience gentrification increases.”Pearman said To choice advocates,this separation of avilable school options from segregated housing systems is a key feature To critics like Shedd,it raises tough questions about whether those newcomers help or harm a community.What is a neighborhood without a school?she asks."What is a school without a neighborhood?”Pearman and Swain's national study,published in the peer-reviewed journal Sociology of Education,looked at four different types of school-choice programs:magnet schools,charter schools,private school vouchers,and open enrollment across school districts When school choices are limited,poor communities with more white people are the ones more likely to gentrify.When there are more school-choice options,though,it's the neighborhoods with more people of color that are most likely to gentrify.The effects were substantial A predominantly non-white neighborhoods chance of gentrification more than doubles,jumping from 18 percent to 40 percent when magnet and charter schools are available.The study found no impact of the open-enrollment initiatives that allow students to cross school-district lines to attend school.Voucher programs,perhaps the most divisive of the school-choice options,had mixed effects The researchers note that they didn’t examine gentrifiers'aversion to neighborhood schools,which could be based on accurate perceptions of school quality or misguided,racially biased assumptions The Charlotte study examines a similar phenomenon in one district in the early 2000s.Rules under the federal No child left behind law meant that that when schools failed to meet certain progress bench marks two years in a row,students in the schools attendance zone received priority to attend other popular schools in the district.This made those areas attractive to families looking to get into favored schools and therefore primed for gentrification The researchers--Stephen Billings,Eric Brunner,and Stephen Ross-found that the policy led to increases in housing prices and meant homes were bought by higher-income families,compared to near Dy areas where schools were not deemed failing The same school-choice programs that maintain or exacerbate school segregation can encourage residential integration.That could be a real positive,as there is evidence that growing up in high-poverty neighborhoods can hurt kids.But what do these changes mean for existing schools,students,and residents?Neither paper offers answers to how the newcomers affect those communitiesWhich of the following could be inferred from Paragraph 5?A.The gentrification is closely connected with the number of wealthy familiesB.Wider school choices enable communities with more white people to gentrify easilyC.Magnet and charter schools facilitate the non-white community gentrification.D.Open enrollment schools have mixed effects on the poor community gentrification
When Francis Pearman was studying at Vanderbilt,he and a fellow graduate student noticed a striking phenomenon in Nashville White,affluent families were moving into low-income neighborhoods without sending their children to the neighborhood schools We were really curious to see what that relationship looked like at the national level,said Pearman,now a professor at the University of Pitts burgh When he and that student,Walker Swain,looked at national data,a pattern emerged.The ability to opt out of the neighborhood school increased the likelihood that a mostly black or Hispanic neighbor hood would see an influx of wealthier residents."As school choice expands,the likelihood that low-in-come communities of color experience gentrification increases.”Pearman said To choice advocates,this separation of avilable school options from segregated housing systems is a key feature To critics like Shedd,it raises tough questions about whether those newcomers help or harm a community.What is a neighborhood without a school?she asks."What is a school without a neighborhood?”Pearman and Swain's national study,published in the peer-reviewed journal Sociology of Education,looked at four different types of school-choice programs:magnet schools,charter schools,private school vouchers,and open enrollment across school districts When school choices are limited,poor communities with more white people are the ones more likely to gentrify.When there are more school-choice options,though,it's the neighborhoods with more people of color that are most likely to gentrify.The effects were substantial A predominantly non-white neighborhoods chance of gentrification more than doubles,jumping from 18 percent to 40 percent when magnet and charter schools are available.The study found no impact of the open-enrollment initiatives that allow students to cross school-district lines to attend school.Voucher programs,perhaps the most divisive of the school-choice options,had mixed effects The researchers note that they didn’t examine gentrifiers'aversion to neighborhood schools,which could be based on accurate perceptions of school quality or misguided,racially biased assumptions The Charlotte study examines a similar phenomenon in one district in the early 2000s.Rules under the federal No child left behind law meant that that when schools failed to meet certain progress bench marks two years in a row,students in the schools attendance zone received priority to attend other popular schools in the district.This made those areas attractive to families looking to get into favored schools and therefore primed for gentrification The researchers--Stephen Billings,Eric Brunner,and Stephen Ross-found that the policy led to increases in housing prices and meant homes were bought by higher-income families,compared to near Dy areas where schools were not deemed failing The same school-choice programs that maintain or exacerbate school segregation can encourage residential integration.That could be a real positive,as there is evidence that growing up in high-poverty neighborhoods can hurt kids.But what do these changes mean for existing schools,students,and residents?Neither paper offers answers to how the newcomers affect those communities
Which of the following could be inferred from Paragraph 5?
Which of the following could be inferred from Paragraph 5?
A.The gentrification is closely connected with the number of wealthy families
B.Wider school choices enable communities with more white people to gentrify easily
C.Magnet and charter schools facilitate the non-white community gentrification.
D.Open enrollment schools have mixed effects on the poor community gentrification
B.Wider school choices enable communities with more white people to gentrify easily
C.Magnet and charter schools facilitate the non-white community gentrification.
D.Open enrollment schools have mixed effects on the poor community gentrification
参考解析
解析：推理题。根据题干信息可以定位到第五段。第五段承接第四段继续介绍了皮尔曼和斯温研究的四种不同类型的学校选择项目,即:特色学校、契约学校、私立学校教育券以及开放入学招生。第五段中提到了以下几点内容:1）学校选择有限的时候,白人较多的贫困社区更有可能中产阶级化。2）当有更多的学校可供选择时,那些有色人种较多的社区最有可能实现中产阶级化。3）当能就读特色学校和契约学校时,非白人占主导的社区中产阶级化的概率增加。4）允许学生跨片区人学的“开放入学倡议”无甚效果。5）教育券计划效果好坏参半。
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共用题干Are You Getting Enough Sleep?What happens if you don't get enough sleep? Randy Gardner,a high school student in the United States,wanted to find out. He designed an experiment on the effects of sleeplessness for a school science project. With doctors watching him carefully,Gardner stayed awake for 264 hours and 12 minutes.That's eleven days and nights without sleep!What effect did sleeplessness have on Gardner? After 24 hours without sleep,Gardner started havingtrouble reading and watching television. The words and pictures were too blurry（模糊）.By the third day,he was having trouble doing things withhis hands. By the fourth day, Gardner was hallucinating（产生幻觉）.For example,when he saw a street sign,he thought it was a person.He also imagined he was a famousfootball player. Over the next few days, Gardner's speech became so slurred（不清楚）that people couldn't understand him.He also had trouble remembering things.By the eleventh day, Gardner couldn't pass acounting test.In the middle of the test he simply stopped counting.He couldn't remember what hewas doing.When Gardner finally went to bed,he slept for 14 hours and 45 minutes.The second night he slept for twelve hours,the third night he slept for ten and one-half hours,and by the fourth night,he had returned tohis normal sleep schedule.Even though Gardner recovered quickly,scientists believe that going without sleep can be dangerous. They say that people should not repeat Randy's experiment. Tests on white rats have shown how serious sleeplessness can be. After a few weeks without sleep, the rats started losing their fur（皮毛）.And even though the rats ate more food than usual,they lost weight.Eventually the rats died.During your lifetime,you will probably spend 25 years or more sleeping.But why?What is the purpose of sleep? Surprisingly,scientists don't know for sure.Some scientists think we sleep in order to replenish（补充）brain cells. Other scientists think that sleep helps the body to grow and to relieve stress. Whatever the reason,we know that it is important to get enough sleep.During the experiment,Gardner slept for two hours every night.A:RightB:WrongC:Not mentioned
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共用题干Are You Getting Enough Sleep?What happens if you don't get enough sleep? Randy Gardner,a high school student in the United States,wanted to find out. He designed an experiment on the effects of sleeplessness for a school science project. With doctors watching him carefully,Gardner stayed awake for 264 hours and 12 minutes.That's eleven days and nights without sleep!What effect did sleeplessness have on Gardner? After 24 hours without sleep,Gardner started havingtrouble reading and watching television. The words and pictures were too blurry（模糊）.By the third day,he was having trouble doing things withhis hands. By the fourth day, Gardner was hallucinating（产生幻觉）.For example,when he saw a street sign,he thought it was a person.He also imagined he was a famousfootball player. Over the next few days, Gardner's speech became so slurred（不清楚）that people couldn't understand him.He also had trouble remembering things.By the eleventh day, Gardner couldn't pass acounting test.In the middle of the test he simply stopped counting.He couldn't remember what hewas doing.When Gardner finally went to bed,he slept for 14 hours and 45 minutes.The second night he slept for twelve hours,the third night he slept for ten and one-half hours,and by the fourth night,he had returned tohis normal sleep schedule.Even though Gardner recovered quickly,scientists believe that going without sleep can be dangerous. They say that people should not repeat Randy's experiment. Tests on white rats have shown how serious sleeplessness can be. After a few weeks without sleep, the rats started losing their fur（皮毛）.And even though the rats ate more food than usual,they lost weight.Eventually the rats died.During your lifetime,you will probably spend 25 years or more sleeping.But why?What is the purpose of sleep? Surprisingly,scientists don't know for sure.Some scientists think we sleep in order to replenish（补充）brain cells. Other scientists think that sleep helps the body to grow and to relieve stress. Whatever the reason,we know that it is important to get enough sleep.Going without sleep is not dangerous for white rats.A:RightB:WrongC:Not mentioned
When Francis Pearman was studying at Vanderbilt,he and a fellow graduate student noticed a striking phenomenon in Nashville White,affluent families were moving into low-income neighborhoods without sending their children to the neighborhood schools We were really curious to see what that relationship looked like at the national level,said Pearman,now a professor at the University of Pitts burgh When he and that student,Walker Swain,looked at national data,a pattern emerged.The ability to opt out of the neighborhood school increased the likelihood that a mostly black or Hispanic neighbor hood would see an influx of wealthier residents."As school choice expands,the likelihood that low-in-come communities of color experience gentrification increases.”Pearman said To choice advocates,this separation of avilable school options from segregated housing systems is a key feature To critics like Shedd,it raises tough questions about whether those newcomers help or harm a community.What is a neighborhood without a school?she asks."What is a school without a neighborhood?”Pearman and Swain's national study,published in the peer-reviewed journal Sociology of Education,looked at four different types of school-choice programs:magnet schools,charter schools,private school vouchers,and open enrollment across school districts When school choices are limited,poor communities with more white people are the ones more likely to gentrify.When there are more school-choice options,though,it's the neighborhoods with more people of color that are most likely to gentrify.The effects were substantial A predominantly non-white neighborhoods chance of gentrification more than doubles,jumping from 18 percent to 40 percent when magnet and charter schools are available.The study found no impact of the open-enrollment initiatives that allow students to cross school-district lines to attend school.Voucher programs,perhaps the most divisive of the school-choice options,had mixed effects The researchers note that they didn’t examine gentrifiers'aversion to neighborhood schools,which could be based on accurate perceptions of school quality or misguided,racially biased assumptions The Charlotte study examines a similar phenomenon in one district in the early 2000s.Rules under the federal No child left behind law meant that that when schools failed to meet certain progress bench marks two years in a row,students in the schools attendance zone received priority to attend other popular schools in the district.This made those areas attractive to families looking to get into favored schools and therefore primed for gentrification The researchers--Stephen Billings,Eric Brunner,and Stephen Ross-found that the policy led to increases in housing prices and meant homes were bought by higher-income families,compared to near Dy areas where schools were not deemed failing The same school-choice programs that maintain or exacerbate school segregation can encourage residential integration.That could be a real positive,as there is evidence that growing up in high-poverty neighborhoods can hurt kids.But what do these changes mean for existing schools,students,and residents?Neither paper offers answers to how the newcomers affect those communitiesThe expansion of school choices may result inA.the rise of the housing price in the low-income communitiesB.higher possibility of gentrification in the low-income communitiesC.the vanishing of the racial discrimination in the colored communitiesD.the cultural integration between the white and the colored
When Francis Pearman was studying at Vanderbilt,he and a fellow graduate student noticed a striking phenomenon in Nashville White,affluent families were moving into low-income neighborhoods without sending their children to the neighborhood schools We were really curious to see what that relationship looked like at the national level,said Pearman,now a professor at the University of Pitts burgh When he and that student,Walker Swain,looked at national data,a pattern emerged.The ability to opt out of the neighborhood school increased the likelihood that a mostly black or Hispanic neighbor hood would see an influx of wealthier residents."As school choice expands,the likelihood that low-in-come communities of color experience gentrification increases.”Pearman said To choice advocates,this separation of avilable school options from segregated housing systems is a key feature To critics like Shedd,it raises tough questions about whether those newcomers help or harm a community.What is a neighborhood without a school?she asks."What is a school without a neighborhood?”Pearman and Swain's national study,published in the peer-reviewed journal Sociology of Education,looked at four different types of school-choice programs:magnet schools,charter schools,private school vouchers,and open enrollment across school districts When school choices are limited,poor communities with more white people are the ones more likely to gentrify.When there are more school-choice options,though,it's the neighborhoods with more people of color that are most likely to gentrify.The effects were substantial A predominantly non-white neighborhoods chance of gentrification more than doubles,jumping from 18 percent to 40 percent when magnet and charter schools are available.The study found no impact of the open-enrollment initiatives that allow students to cross school-district lines to attend school.Voucher programs,perhaps the most divisive of the school-choice options,had mixed effects The researchers note that they didn’t examine gentrifiers'aversion to neighborhood schools,which could be based on accurate perceptions of school quality or misguided,racially biased assumptions The Charlotte study examines a similar phenomenon in one district in the early 2000s.Rules under the federal No child left behind law meant that that when schools failed to meet certain progress bench marks two years in a row,students in the schools attendance zone received priority to attend other popular schools in the district.This made those areas attractive to families looking to get into favored schools and therefore primed for gentrification The researchers--Stephen Billings,Eric Brunner,and Stephen Ross-found that the policy led to increases in housing prices and meant homes were bought by higher-income families,compared to near Dy areas where schools were not deemed failing The same school-choice programs that maintain or exacerbate school segregation can encourage residential integration.That could be a real positive,as there is evidence that growing up in high-poverty neighborhoods can hurt kids.But what do these changes mean for existing schools,students,and residents?Neither paper offers answers to how the newcomers affect those communitiesShedd views the phenomenon that the white wealthy families move to the colored community withA.complete agreementB.strong oppositionC.mild indignationD.some uncertainty
When Francis Pearman was studying at Vanderbilt,he and a fellow graduate student noticed a striking phenomenon in Nashville White,affluent families were moving into low-income neighborhoods without sending their children to the neighborhood schools We were really curious to see what that relationship looked like at the national level,said Pearman,now a professor at the University of Pitts burgh When he and that student,Walker Swain,looked at national data,a pattern emerged.The ability to opt out of the neighborhood school increased the likelihood that a mostly black or Hispanic neighbor hood would see an influx of wealthier residents."As school choice expands,the likelihood that low-in-come communities of color experience gentrification increases.”Pearman said To choice advocates,this separation of avilable school options from segregated housing systems is a key feature To critics like Shedd,it raises tough questions about whether those newcomers help or harm a community.What is a neighborhood without a school?she asks."What is a school without a neighborhood?”Pearman and Swain's national study,published in the peer-reviewed journal Sociology of Education,looked at four different types of school-choice programs:magnet schools,charter schools,private school vouchers,and open enrollment across school districts When school choices are limited,poor communities with more white people are the ones more likely to gentrify.When there are more school-choice options,though,it's the neighborhoods with more people of color that are most likely to gentrify.The effects were substantial A predominantly non-white neighborhoods chance of gentrification more than doubles,jumping from 18 percent to 40 percent when magnet and charter schools are available.The study found no impact of the open-enrollment initiatives that allow students to cross school-district lines to attend school.Voucher programs,perhaps the most divisive of the school-choice options,had mixed effects The researchers note that they didn’t examine gentrifiers'aversion to neighborhood schools,which could be based on accurate perceptions of school quality or misguided,racially biased assumptions The Charlotte study examines a similar phenomenon in one district in the early 2000s.Rules under the federal No child left behind law meant that that when schools failed to meet certain progress bench marks two years in a row,students in the schools attendance zone received priority to attend other popular schools in the district.This made those areas attractive to families looking to get into favored schools and therefore primed for gentrification The researchers--Stephen Billings,Eric Brunner,and Stephen Ross-found that the policy led to increases in housing prices and meant homes were bought by higher-income families,compared to near Dy areas where schools were not deemed failing The same school-choice programs that maintain or exacerbate school segregation can encourage residential integration.That could be a real positive,as there is evidence that growing up in high-poverty neighborhoods can hurt kids.But what do these changes mean for existing schools,students,and residents?Neither paper offers answers to how the newcomers affect those communitiesAccording to Paragraph 1,what did Francis Pearman and his fellow student find?A.The low-income white people send their children to the poor neighborhood schoolsB.The rich white families won't send their children to the low-income community schoolsC.The influx of wealthier families to the low-income community improves their relationshipD.Many white wealthy families moved to the colored neighborhood in Nashville
When Francis Pearman was studying at Vanderbilt,he and a fellow graduate student noticed a striking phenomenon in Nashville White,affluent families were moving into low-income neighborhoods without sending their children to the neighborhood schools We were really curious to see what that relationship looked like at the national level,said Pearman,now a professor at the University of Pitts burgh When he and that student,Walker Swain,looked at national data,a pattern emerged.The ability to opt out of the neighborhood school increased the likelihood that a mostly black or Hispanic neighbor hood would see an influx of wealthier residents."As school choice expands,the likelihood that low-in-come communities of color experience gentrification increases.”Pearman said To choice advocates,this separation of avilable school options from segregated housing systems is a key feature To critics like Shedd,it raises tough questions about whether those newcomers help or harm a community.What is a neighborhood without a school?she asks."What is a school without a neighborhood?”Pearman and Swain's national study,published in the peer-reviewed journal Sociology of Education,looked at four different types of school-choice programs:magnet schools,charter schools,private school vouchers,and open enrollment across school districts When school choices are limited,poor communities with more white people are the ones more likely to gentrify.When there are more school-choice options,though,it's the neighborhoods with more people of color that are most likely to gentrify.The effects were substantial A predominantly non-white neighborhoods chance of gentrification more than doubles,jumping from 18 percent to 40 percent when magnet and charter schools are available.The study found no impact of the open-enrollment initiatives that allow students to cross school-district lines to attend school.Voucher programs,perhaps the most divisive of the school-choice options,had mixed effects The researchers note that they didn’t examine gentrifiers'aversion to neighborhood schools,which could be based on accurate perceptions of school quality or misguided,racially biased assumptions The Charlotte study examines a similar phenomenon in one district in the early 2000s.Rules under the federal No child left behind law meant that that when schools failed to meet certain progress bench marks two years in a row,students in the schools attendance zone received priority to attend other popular schools in the district.This made those areas attractive to families looking to get into favored schools and therefore primed for gentrification The researchers--Stephen Billings,Eric Brunner,and Stephen Ross-found that the policy led to increases in housing prices and meant homes were bought by higher-income families,compared to near Dy areas where schools were not deemed failing The same school-choice programs that maintain or exacerbate school segregation can encourage residential integration.That could be a real positive,as there is evidence that growing up in high-poverty neighborhoods can hurt kids.But what do these changes mean for existing schools,students,and residents?Neither paper offers answers to how the newcomers affect those communitiesWhich of the following can be the most appropriate title of the passage?A.Affluent White Families moved to Low-income CommunitiesB.More School Choices Resulted in Less Racial DiscriminationC.School Choice May be Likely to Accelerate GentrificationD.School-choice Program Promotes Residential Integration
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共用题干第一篇Too Late to Regret ItWhen I was a junior,I met a second-year student in my department. He wasn't tall or good-looking,but he was very nice,attractive and athletic.He had something that I admired very much. He was natural,warm,and sincere.I disregarded（不顾）my parents' disapproval. We were very happy together. He picked me up from my dorm every morning,and after class we would sit alongside the stream that ran through campus, or sunbathe（晒太阳）on the lawn. At night he would walk me back to my dorm. He came from a poor family,but in order to make me happy,he borrowed money from his friend to buy presents and meals for me.Our fellow students looked up to him as a role model,and the girls envied （妒忌）me. He wasn't a local, but wanted to stay here after graduation. I thought we had a future together.However,I got a part-time job that paid pretty well during the summer vacation.With my good performance at school,I also got admission to graduate school at one of China's best universities.He,on the other hand,did not do so well at school or at work.I had to worry about his living expenses,job and scores.Almost all my colleagues and friends advised me to break up with him. Then we had a quarrel last June.He was in great pain,and my cold words and bad moods started turning him away.Graduation time was drawing near,and he said he wanted to go back to his hometown.He said that he couldn't put up with me anymore.I was shocked and looked at him in despair.True love happens only once,but I found it out too late.When did the author fall in love with the boy?A:After she had a quarrel with him.B:When she was a junior.C:When she was a second-year student.D:After she found a part-time job.
Wuhan Railroad Bridge Vocational School offers a one-year training course for college students for the 4s places, there are often more than 100 (26) __________( 申请人)." College graduates who have (27) __________ experience and unique qualities such as creativity and leadership are always popular among employees," said Zhang Zhiguo, director of the school's admission and employment offices. Studying at a vocational school also (28) __________college graduates a second chance to plan their career path.After graduating (29)__________ Shangdong Normal University, Guan Fang, 25, worked as a sports teacher at a vocational school. Seeing many of his students expecting a more promising career than him, Guan thought of (30) __________ _(改变). He quits his job and rolled in Qingdao vocational school to study electric automatization. The training was (31)__________ than he expected. For a year, he worked in factories, participating in real protests. But it (32) __________ off. After graduating, he landed a job at CSR Sifang Co. Ltd. as a technician and his salary quadrupled."Promising as it is, it's not a path that many people, (33) __________ the students families can understand," said Guan.Guan's parents didn't support his (34) __________ of quiting his job and studying at a vocational school. But Guan went ahead with (35) anyway.“It’s not a shame for a collage graduate to be a skilled worker. Who says we have to work as a white collar ” said Guan.
材料题BIn the fall of 1924 Thomas Wolfe，fresh from his courses in play writing at Harvard joined the eight or ten of us who were teaching English composition in New York University．I had never before seen a man so tall as he，and so ugly．I pitied him and went out of my way to help him with his work and make him feel at home．His students soon let me know that he had no need of my protectiveness．They spoke of his ability to explain a poem in such a manner as to have them shouting with laughter or struggling to keep back their tears，of his readiness to quote in detail from any poet they could name．Indeed，his students made so much of his power of observation that I decided to make a little test and see for myself．My chance came one morning when the students were slowly gathering for nine o‘clock classes．Upon arriving at the university that day，I found Wolfe alone in the large room which served all the English composition teachers as an office．He did not say anything when I asked him to come with me out into the hall，and he only smiled when we reached a classroom door and I told him to enter alone and look around．He stepped in，remained no more than thirty seconds and then came out．“Tell me what you see．”I said as I took his place in the room，leaving him in the hall with his back to the door．Without the least hesitation and without a single error，he gave the number of seats in the room，pointed out those which were taken by boys and those occupied by girls，named the colors each student was wearing，pointed out the Latin verb written on the blackboard，spoke of the chalk marks which the cleaner had failed to wash from the floor，and pictured in detail the view of Washington Square from the window．As I rejoined Wolfe，I was speechless with surprise．He，on the contrary，was wholly calm as he said，“The worst thing about it is that I‘ll remember it all．”Which of the following is NOT said in the passage A.Wolfe‘s students praised Wolfe’s power of observatioB.The author made an experiment on Wolfe‘s abilitC.Wolfe‘s students asked the author to have a test of their abilitD.Wolfe did not feel angry when he was teste
In the fall of 1924 Thomas Wolfe，fresh from his courses in play writing at Harvard joined the eight or ten of us who were teaching English composition in New York University.I had never before seen a man so tall as he，and so ugly.I pitied him and went out of my way to help him with his work and make him feel at home.His students soon let me know that he had no need of my protectiveness.They spoke of his ability to explain a poem in such a manner as to have them shouting with laughter or struggling to keep back their tears，of his readiness to quote in detail from any poet they could name.Indeed，his students made so much of his power of observation that I decided to make a little test and see for myself.My chance came one morning when the students were slowly gathering for nine o‘clock classes.Upon arriving at the university that day，I found Wolfe alone in the large room which served all the English composition teachers as an office.He did not say anything when I asked him to come with me out into the hall，and he only smiled when we reached a classroom door and I told him to enter alone and look around.He stepped in，remained no more than thirty seconds and then came out.“Tell me what you see.”I said as I took his place in the room，leaving him in the hall with his back to the door.Without the least hesitation and without a single error，he gave the number of seats in the room，pointed out those which were taken by boys and those occupied by girls，named the colors each student was wearing，pointed out the Latin verb written on the blackboard，spoke of the chalk marks which the cleaner had failed to wash from the floor，and pictured in detail the view of Washington Square from the window.As I rejoined Wolfe，I was speechless with surprise.He，on the contrary，was wholly calm as he said，“The worst thing about it is that I‘ll remember it all.”What is the passage mainly discussing A.Thomas Wolfe‘s teaching work.B.Thomas Wolfe‘s course in playwriting.C.Thomas Wolfe‘s ability of explaining.D.Thomas Wolfe‘s genius.
We were all surprised when he made it clear that he（）office soon.AleavesBwould leaveCleftDhad left
单选题Professor Peterson had just stepped into the classroom and that was when he discovered that several lab manuals were missing.Aand that was when he found outBand then he discoveredCwhen he discoveredDafter which he discoveredEdiscovering soon thereafter
单选题When did Chekhov begin to publish stories?AAfter he graduated.BWhen he became a university student.CIn the 1940s.DIn 1892,
问答题According to an Arabic story, coffee was discovered when a man named Kaldi noticed that his goats were attracted to the red fruits on a coffee bush.
单选题All of Mark's former students go to college. If the statement above is true, which of the following must also be true?AIf Ethan was not Mark's student, then he is not going to college.BIf Joyelle goes to college, then she was not Mark's student.CIf Ginger goes to college, then she was Mark's student.DIf Stephanie was Mark's student, then she is not going to college.EIf Steve does not go to college, then he was not Mark's student.
单选题Which of the following is the best way to combine sentences 3, 4, and 5?AThe name of the phenomenon comes from the legend of Archimedes, who had been thinking for days about how to determine whether King Hieron II’s crown was pure gold without destroying it.BArchimedes had been thinking for days about how to determine whether King Hieron II’s crown was pure gold without destroying it, and this is where the name of the phenomenon comes from.CThe legend of Archimedes thinking about how to determine whether King Hieron II’s crown was pure gold without destroying it is the origin of the name of the phenomenon.DThe phenomenon is named for Archimedes and his thinking for days about how to determine whether King Hieron II’s crown was pure gold without destroying it.EThe name of the phenomenon was from Archimedes, and his thinking for days about how to determine without destroying it whether King Hieron II’s crown was pure gold.
单选题When _____ why he walked in without permission, he just stared at us and saidnothing.AaskingBaskedCbeing askedDto be asked