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
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 can be the most appropriate title of the passage?
Which of the following can be the most appropriate title of the passage?
A.Affluent White Families moved to Low-income Communities
B.More School Choices Resulted in Less Racial Discrimination
C.School Choice May be Likely to Accelerate Gentrification
D.School-choice Program Promotes Residential Integration
B.More School Choices Resulted in Less Racial Discrimination
C.School Choice May be Likely to Accelerate Gentrification
D.School-choice Program Promotes Residential Integration
参考解析
解析：主旨题。
相关考题：
()a conscientious student,he never comes to class without preparing his lessons well. A、To beB、To have beenC、BeingD、In order to be
Walking on the ____ , the young couple talked about those unforgettable days when they were studying at college. A、sideway'sB、sidewalkC、sidwayD、sidewalk's
BJack is a famous writer now．But he said he was not a good student when he was young．He was often late for class and didn’t like doing his homework． Sometimes he slept in class while the teacher was teaching．He didn't understand much, but he always thought he under-stood everything．．One day the teacher asked the students a question, "When John was ten years old, his brother was twenty． John is fifteen now and how old is his brother?" Jack answered, "That's easy． His brother is twice as old as John, so he is now thirty． "Another time, the teacher in a science class asked, "When it thunders(打雷) , why do we always see the light before we hear the sound? "But, Miss White," said Jack quickly, "can't you ．see our eyes are in front of our ears?"The third time, the teacher in a biology class asked, "Why can fish swim in the water?" "But, Miss White," said Jack quickly, "don't you know fish can-t walk on land?"( )26．Jack was not ________． when he was young．A．strongB．lazyC．cleverD．well
How did the host find out there was a thief in the house?A. He heard someone breathing.B. He heard footsteps in the hall.C. He noticed a shadow on the floor.D. He noticed that his gifts were gone.
Passage FiveJim was intelligent, but he hated hard work. He said, "You work hard, and make a lot of money, and then the government takes most of it. I want easy work that gives me lots of money and that the government doesn't know about".So he became a thief--but he did not do the stealing himself. He got others to do it. They were much less intelligent than he was, so he arranged everything and told them what to do.One day they were looking for rich families to rob, and Jim sent one of them to a large beautiful house just outside the town.It was evening, and when the man looked through one of the windows, he saw a young man and a girl playing on a piano.When he went back to Jim, he said, "That family can't have much money. Two people were playing on the same piano there."52. What Jim said can be said to be______.A. an excuseB. a lieC. a jokeD. a truth
Those white workers were not (satisfied) with their wages, and when they were asked to work longer hours, it added fuel to the flames.选择能代替括号里的选项A、merryB、idealC、happyD、delighted
The Experimental Lighthouse-buoy has no navigational significance and may be removed at will．The above sentence means ______.A.It's of no use for navigation and would be removed with noticeB.It's useful in navigation and may be removed without noticeC.It's helpless in navigation and may be removed without noticeD.It's helpful in navigation and may be removed without notice
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
Baby Talk Babies normally start to talk when they are 13 to 15 months old. Ryan Jones is only eight months old, but he is already “talking” with his parents. When lie is hungry, he opens and closes his hand. This means milk. He also knows the signs for his favorite toy and the word more. Ryan is not deaf, and his parents are not deaf, but his mother and father are teaching him to sign. They say a word and make a sign at the same time. They repeat this again and again. When ___1___ Ryan’s parents think that he will be a happier baby because he can communicate with them. Ryan s parents are teaching Ryan to sign because of a man named Joseph Garcia. Although Garcia was not from a deaf family, he decided to learn American Sign Language (ASL). First, he took courses in ASL. Then he got a job helping deaf people communicate with hearing people. In his work, he saw many deaf parents sign to their infants. He noticed that these babies were able to communicate much earlier than hearing children. ___2___ When they were one year old, they could use as many as 50 signs. Garcia decided to try something new. He taught ASL to parents who were not deaf. The families started to teach signs to their infants when they were six or seven months old. ___3___ More and more parents took Garcia’s ASL classes. Like Ryan’s family, they were excited about signing with their babies. They wanted to give their babies a way to communicate before they could use spoken words. Some people worry about signing to babies. They are afraid that these babies won’t feel a need to talk. Maybe they will develop spoken language later than other babies. ___4___ In fact, one study found just the opposite. Signing babies actually learned to speak earlier than other children. As they grow older, these children are more interested in books. They also score higher on intelligence tests1. There is still a big question for parents: Which are the best signs to teach their babies ? Some parents make their own signs. Other parents want to teach ASL. ___5___ There’s no clear answer, but we do know this: All signing babies and their families are talking quite a lot!词汇： normally /'n :m( )li/ adv. 正常地；通常地，一般地infant /'inf nt / n. 婴儿；幼儿；未成年人communicate /k 'mju:nikeit/ 通信；交流；感染opposite /' p zit/ adj. 相反的；n. 对立面，反义词注释：1. intelligence test：智力测试练习：A However, research does not show this.B All parents want to teach babies to sign.C Ryan learns a new sign, his family is very excited.D These babies started using signs about two months later.E It can be useful because many people understand it.F They talked with signs by the time they were eight months old.
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 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 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
These books were very dear to him and he bought them at__________expense when he was studying abroad.A.considerateB.consideredC.considerableD.considering
He has been studying here for three years,by next summer he_.A. will graduate B. will have graduated C. will be graduated D. will be graduating
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