题目
题型：模拟题难度：来源：
than in the classroom. Therefore the great influence of parents can"t be ignored or discounted by the
teacher. They can become strong supports of the school or they can consciously or unconsciously
prevent the school from accomplishing its aims.
Administrators have been aware of the need to keep parents apprised of the newer methods used in
schools. Many principals have conducted workshops explaining such matters as the reading readiness
program and developmental math.
Moreover, the classroom teacher can also play an important role in explaining to parents what they
should do. The informal tea and many interviews carried on during the year, as well as new ways of
reporting pupils" progress, can significantly aid the interchange of ideas between school and home.
Suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly
interview, the teacher can help the parent change his method. He might be persuaded to let Junior
participate in discussing the family budget, buying the food, using a measuring cup at home, setting the
clock, calculating mileage on a trip and engage in scores of other activities that have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is making
satisfactory progress in math and at the same time, enjoying the work.
Too often, however, teachers" conferences with parents are devoted to unimportant accounts of
children"s wrongdoing, complaints about laziness and poor work habits, and suggestions for punishments
and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional advisor, plants
ideas in parents" minds for the best use of the many hours that the child spends out of the classroom. In
this way, the school and the home join forces in fostering the fullest development of youngsters"
competence.
B. know
C. design
D. develop
B. To explain to parents the change of the school curriculum.
C. To report students" misdoings and suggestions for punishments.
D. To help develop good communication between school and home.
B. To show how the teacher can guide in home training.
C. To prove parents are nonprofessional advisors.
D. To advise parents to teach kids math at home.
B. is worried about children"s performance at home
C. is satisfied with the present state of school education
D. believes time spent out of the classroom has been wasted
答案
核心考点
试题【阅读理解。 However important school life may be, we can"t ignore the fact that ch】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
dangers of wolves. Some groups believe wolves should be killed. Other people believe wolves must be
protected so that they will not disappear from the wilderness (荒野).
For Killing Wolves
In Alaska, the wolf almost disappeared a few years ago, because hunters were killing hundreds of
them for sport. However, laws were established to protect the wolves from sportsmen and people who
catch the animals for their fur. So the wolf population has greatly increased. Now there are so many
wolves that they are destroying their own food supply.
A wolf naturally eats animals in the deer family. People in the wilderness also hunt deer for food. Many
of the animals have been destroyed by the very cold winters recently and by changes in the wilderness
plant life. When the deer can"t find enough food, they die.
If the wolves continue to kill large numbers of deer, their prey (猎物) will disappear some day. And
the wolves will, too. So we must change the cycle of life in the wilderness to balance the ecology. If we
killed more wolves, we would save them and their prey from dying out. We"d also save some farm
animals.
In another northern state, wolves attack cows and chickens for food. Farmers want the government
to send biologists to study the problem. They believe it necessary to kill wolves in some areas and to
protect them in places where there is a small wolf population.
Against Killing Wolves
If you had lived long ago, you would have heard many different stories about the dangerous wolf.
According to most stories, hungry wolves often kill people for food. Even today, the stories of the "big
bad wolf" will not disappear.
But the fact is wolves are afraid of people, and they seldom travel in areas where there is a human
smell. When wolves eat other animals, they usually kill the very young, or the sick and injured. The
strongest survive. No kind of animal would have survived through the centuries if the weak members had
lived. That has always been a law of nature.
Although some people say it is good sense to kill wolves, we say it is nonsense!Researchers have
found wolves and their prey living in balance. The wolves keep the deer population from becoming too
large, and that keeps a balance in the wilderness plant life.
The real problem is that the areas where wolves can live are being used by people. Even if wilderness
land is not used directly for human needs, the wolves can"t always find enough food. So they travel to the
nearest source, which is often a farm. Then there is danger. The "big bad wolf" has arrived!And everyone
knows what happens next.
reasons EXCEPT that________.
B. they kill large numbers of deer
C. they attack cows and chickens for food
D. they destroy the wilderness plant life
B. there is too small a wolf population in the wilderness
C. there are too many deer in the wilderness
D. wolves are afraid of people and never attack people
B. they always go against the law of nature
C. they might help this kind of animals survive in nature
D. they disturb the ecological balance in the wilderness
B. wolves will kill people and people will in turn kill them
C. wolves will find enough food sources on farms
D. people will leave the areas where wolves can live
own school within a school. They named their practice the Independent Project. They represented the
usual range: two were close to dropping out before they started the project, while others were honors
students.
Their guidance teacher was their adviser, consulting with them when the group encountered difficulties. Though they sought advice from English, math and science teachers, they were responsible for monitoring one another"s work and giving one another feedback. There were no grades, but at the end of the term,
the students wrote evaluations of their classmates.
The students also designed their own course. In addition to some regular courses, they each took on
an "individual project", learning to play the piano or to cook, writing a novel or making a video about
domestic (国内的) violence. At the end of the term,they performed their new skills in front of the entire
school. The last part of their self - designed course was to do a "collective project" that had social
significance. Because they felt the whole experience had been so life - changing, they ended
up making a film showing how other students could start and run their own schools.
The project was a success. After returning to their traditional study, the students have high motivation
and are doing well. One student who had failed all of his previous math courses spent three weeks
teaching the others about probability. The lesson learned here is that if students are given the opportunity
to take control or contribute significantly to their own learning they will become more accomplished,
more engaged and more knowledgeable.
The students in the project are remarkable because they demonstrate the kinds of learning and
personal growth that are possible when teenagers feel ownership of their high school experience, learn
things that matter to them and learn together.
B. The teachers monitored the students" homework.
C. The students themselves solved all their problems.
D. The teachers evaluate the students" performances.
B. tended to escape from the whole society
C. were unwilling to share their experiences
D. focused on self-study and working together
B. all the students had failed their math courses
C. the students have freedom to design their lessons
D. the project was mainly concerned with math courses
B. they have better backgrounds
C. they have supportive teachers
D. they are owners of their education
B. Let kids rule their own school within a school
C. Offer students few opportunities to do anything
D. Provide traditional education to the students
阅读下面短文并回答问题。(请注意问题后的词数要求).
question to ask yourself. College is a huge investment, no only of money, but also of 2-4 years of your
life. No one should attend college without a very good reason.
[2] Some people go to college to earn more money. On average, people who obtain a Bachelor"s
degree will earn more than l million dollars more over the course of their lifetimes than people who don"t
attend college. Those who go for Master"s, Doctor"s, and professional degrees do even better. Holders
of these degrees are suited to many high paying jobs while .
[3] Some go for the experiences. College is an amazing life experience. Students not only receive a
traditional classroom education, but also learn a large amount about the ways of the world. For many
students, college is the first time they live away from home. This creates a great opportunity to meet
different types of people and have many brand new experiences that can make you a much wiser and
worldly person.
[4]Some others seek after a dream. For many people college is great way to start the next step
towards achieving a dream. It can help you break into a new career path or achieve expert status in your
chosen field.
[5] However, there"re also some people going to college because "my parents and family expect me
to" or "I don"t know what I want to do with my life". If your main reason for going to college is one of
these, you should reconsider your motivations seriously. If you go without a true purpose, you can end
up finding what you spend on it might never be worth it.
2. Fill in the blank in Paragraph 2 with proper words. (no more than 5 words)
3. How could experiences mentioned in Paragraph 3 change people? (no more than 8 words)
4. Why could going to college help the students seek after their dreams? (no more than 20 words)
5. What is the main idea of Paragraph 5? (no more than l0 words)
was, for eight years on end, the leading country of origin for international students, China is rapidly
catching up, spending 98,510 last year, which is a 21 percent increase. In China, the shift has been quite
sharp. Last year, China sent 26,275 undergraduates and 57,451 graduate students to the US-compared
with 8,034 undergraduates and 50,976 graduate students five years earlier.
Peggy Blumenthal, executive vice president of the Institute of International Education, said the growing
share of undergraduates would change the face of the Chinese students"presence in the US. "It used to
be that they were all in the graduate science and computer departments, but now, with the one-child
policy, more and more Chinese parents are taking their considerable wealth and investing it in that one
child getting an Amercian college education," she said. "There"s a book getting huge play in China right
now explaining liberal arts (人文) education." The book, A Ture Liberal Arts Education, by three
Chinese undergraduates in American universities, describes the education available at small liberal arts
colleges and the concept of liberal arts, both relatively unknown in China.
" There"s growing disposable (支配) income in China, and not enough good universities to meet the
demand, "Leventhal at the University of Cincinnati said. "And in China, especially, studying in the United
States makes a great difference, because when students get home, they speaking English. "
Although the report tracks only the 2008-09 mumbers, a smaller survey by the institute last month
found that over all, the increase in international students seems to be continuing, with China remaining
strong. Of all the unversities surveyed this fall, 60 percent reported an increase in Chinese college
students, and only 11 percent a decline.
B. 26275
C. 81413
D. 57451
B. graduates
C. postgraduates
D. art students
B. There is much better education for liberal arts in American universities.
C. They have realized the importance of liberal arts as well as science.
D. They are wealthier but can"t find enough good universities in China.
B. most American universities enrolled more Chinese international students
C. the number of Chinese college students fell in American universities
D. more and more Chinese students are sent to the US to learn English
Lowood School
There were about eighty girls in the schoolroom, divided into four classes. The oldest girls were in the fourth class, and the youngest were in the first class. I was in the first class.
All four classes had their lessons in the same large and very cold schoolroom. We had to sit there quietly, not saying a word, until the teachers came into the room together. The lessons-Math, History,French-were not at all interesting, and always followed the same pattern. First, we read some pages in a book and
then our teacher asked us questions. I tried to listen, but I soon got bored .
After four hours, there was a lunch break, and we all went outside. Because it was winter, it was very
cold. Very soon, a bell rang, and lessons started again.
Three weeks passed. One afternoon, the head teacher, whose name was Miss Temple, came into the
schoolroom. Mr. Brocklehurst was with her, and we all stood up as they entered. I stood behind an older
girl because I did not want Mr. Brocklehurst to see me.
Mr. Brocklehurst walked slowly round the room. Everybody was very quiet. I closed my eyes and
wished he would leave. My hands started to shake, and I dropped my book.
Mr. Brocklehurst stopped walking and looked straight at me.
"Ah! The new girl," he said. "Come here, Jane Eyre!" Then he pointed at two of the older girls. "You two girls-put Jane Eyre on that high chair!" he said.
"Look at Jane Eyre, everybody!" Mr. Brocklehurst said. "This child is bad. She will be punished! Miss
Temple! Teachers! Girls Do not talk to this child."
Then he spoke to me again. "Jane Eyre, you must stand on that chair for two hours," he said. "You are a bad girl!"
That evening, as I cried and cried alone, Miss Temple saw me. She came to me and held my hand. She was very kind.
"You are a good pupil, Jane," she said. "And you are not a bad girl. I am your friend."
"Thank you, Miss Temple," I said.
There were about eighty girls in the schoolroom, divided into four classes. The oldest girls were in the fourth class, and the youngest were in the first class. I was in the first class.
All four classes had their lessons in the same large and very cold schoolroom. We had to sit there quietly, not saying a word, until the teachers came into the room together. The lessons-Math, History,French-were not at all interesting, and always followed the same pattern. First, we read some pages in a book and
then our teacher asked us questions. I tried to listen, but I soon got bored .
After four hours, there was a lunch break, and we all went outside. Because it was winter, it was very
cold. Very soon, a bell rang, and lessons started again.
Three weeks passed. One afternoon, the head teacher, whose name was Miss Temple, came into the
schoolroom. Mr. Brocklehurst was with her, and we all stood up as they entered. I stood behind an older
girl because I did not want Mr. Brocklehurst to see me.
Mr. Brocklehurst walked slowly round the room. Everybody was very quiet. I closed my eyes and
wished he would leave. My hands started to shake, and I dropped my book.
Mr. Brocklehurst stopped walking and looked straight at me.
"Ah! The new girl," he said. "Come here, Jane Eyre!" Then he pointed at two of the older girls. "You two girls-put Jane Eyre on that high chair!" he said.
"Look at Jane Eyre, everybody!" Mr. Brocklehurst said. "This child is bad. She will be punished! Miss
Temple! Teachers! Girls Do not talk to this child."
Then he spoke to me again. "Jane Eyre, you must stand on that chair for two hours," he said. "You are a bad girl!"
That evening, as I cried and cried alone, Miss Temple saw me. She came to me and held my hand. She was very kind.
"You are a good pupil, Jane," she said. "And you are not a bad girl. I am your friend."
"Thank you, Miss Temple," I said.
A. Short
B. Expensive.
C. Boring.
D. Interesting
2. How did Jane try to hide from Mr. Brocklehurst?
A. She left the room.
B. She stood behind another girl.
C. She covered her face.
D. She went to the back of the class.
3. Why did Jane drop her book?
A. Another girl pushed her.
B. Mr. Brocklehurst shouted at her.
C. She felt very nervous.
D. She was very tired.
4. Who put Jane on the chair?
A. Mr. Brocklehurst.
B. Two other girls.
C. Miss Temple.
D. A teacher.
5. When did Miss Temple try to comfort Jane?
A. That evening.
B. After Mr. Brocklehurst left.
C. That afternoon.
D. That morning.
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