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A.take part
B.take in
C.take part in
D.part in
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Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able reform. relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available—but whether the reality of life in the institution actually encourages requests for help is another matter.
Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people—often rather frightening-looking people—and realizes that an increasing number of choices and decisions have to be made. As he progresses through the school the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to he prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.
According to the passage one of the problems for pupils entering secondary schools is that ______.
A．they are taught by many different teachers
B．they do not attend lessons in every subject
C．the teachers do not want to be friendly
D．the teachers give most attention to the more academic pupils
2 We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.
3 Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part-time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off.
4 From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher -- and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.
5 Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady "or just "the helper".
6 Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school, children rarely get extra teaching, and are told to catch up as best they can.
7 Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.
The author points out at the beginning that______.
A．every child in hospital receives some teaching.
B．not enough is known about hospital teaching.
C．hospital teaching is of poor quality.
D．the special children's hospitals are worst off.
Part A
Directions: Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.
Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept.
We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.
Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part - time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off.
From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher- and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.
Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper".
Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school children rarely get extra teaching, and are told to catch up as best they can.
Many short - stay child - patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.
The author points out at the beginning that ______.
A．every child in hospital is entitled to receive education
B．not enough is known about hospital teaching
C．hospital teaching is of unknown quality
D．the special children's hospitals are worst off
We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.
Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country, h is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part-time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off.
From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher -- and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school, ff there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.
Reasons for hospital teaching range from preventing a child falling be hind and maintaining the habit of school to keeping a child occupied, and the
latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper".
Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or re fused by the school. Once back at school, children rarely get extra teaching, and are told to catch up as best they can.
Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.
The author points out at the beginning that ______.
A．every child in hospital receives some teaching
B．not enough is known about hospital teaching
C．hospital teaching is of poor quality
D．the special children's hospitals are worst off
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept. We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.
Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teachers. A further quarter have only a part-time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off. From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher---and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do maths or number work; without a teacher they would only play games.
Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper". Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school children rarely get extra teaching, and are told to catch up as best as they can.
Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.
The author points out at the beginning that______.
A．every child in hospital receives some teaching
B．not enough is known about hospital teaching
C．hospital teaching is of poor quality
D．the special children's hospitals are worst off
？Read the article below about decision rights in a company.
？Choose the correct word or phrase to fill each gap from A, B, C, or D.
？For each question 21—30, mark one letter (A, B, C, or D) on your Answer Sheet.
Decision Rights: Who Gives the Green Light？
How a company decides who is authorized to make what types of decisions can have a profound (21) on its business, both in terms of everyday effectiveness and the (22) line.
Consider the experience of one global conglomerate that recently shifted to its U. S. headquarters final decision (23) for the pricing of bids made by its foreign subsidiaries. The company believed that its U.S.-based (24) would be more effective in making pricing decisions because they had a broader purview of the company's needs. But the time needed to (25) the relevant information to headquarters, and for executives there to absorb and react to it, reduced the company's ability to respond to bid requests on a timely (26) Alert to this change, a European (27) added a 24-hour limit to its competing bids, forcing quick decisions from clients and winning new business as a result.
Such a scenario "happens all too often, "says Michael Jensen, professor emeritus at Harvard Business School and managing director of Cambridge, Massachusetts-based Monitor Group's organizational strategy practice. "Allocating decision rights in ways that (28) organizational performance is an extraordinarily difficult and controversial management task."
And therein lies a big problem, because how effective an organization is at making high-quality decisions (29) with its mission and objectives, the experts note, is a prime determinant of its ability to compete in the marketplace. It is found that though the (30) to effective decision-rights distribution can be high, several best practices promise to lower them.
(21)
A．result
B．effect
C．consequence
D．conclusion
A．She requests the man not to call her again.
B．She requests the man to call her in a few days.
C．She requests to change a salesman.
D．She requests a cheaper price for what the man offers.
A.apt install requests
B.install requests
C.pip install requests
D.npm install requests
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