题目内容
（请给出正确答案）
A．are
B．to be
C．being
D．have been
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（由简答题聘请的专业题库老师提供的解答）
更多“Recently many schools have faced what could be called the crisis of comprehension or, in s”相关的问题
SECTION C NEWS BROADCAST
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.
听力原文： School governing organizations in three states and the nation's largest teachers' union recently brought legal action against the federal government. Nine school districts and the National Education Association criticize a federal education reform. law. They say the Department of Education has failed to provide enough money for schools to carry out the law called No Child Left Behind. They accuse the Department of Education of violating a part of the law that says states cannot be forced to spend their own money to meet the federal requirements. They say fully obeying the law would cost the states thousands of millions of dollars to test students.
The state of Utah also criticized the law. State lawmakers voted to place top importance on Utah's own school performance system when it conflicts with the federal government. Utah and several other states say they want to use their own educational reform. plans.
How many school districts and the National Education Association criticize the law？
A．Three.
B．Six.
C．Nine.
D．Four.
听力原文： As researchers learn more about how children's intelligence develops, they are increasingly surprised by the power of parents. The power of the school has been replaced by the home. Studies have shown that factors like child's understanding of language, his learning patterns, and his curiosity are well established before the child enters school at the age of six. Studies have also shown that even after school begins, children's achievements have been far more influenced by parents than by teachers. This is particularly true about language learning.
However, it's sad to see that so many parents are not making the most of their child's intelligence. Until recently parents had been intimidated by educators who asked them not to educate their children. But many teachers now realize that children cannot be educated only at school and parents are being asked to contribute both before and after the child enters school.
Parents have been particularly afraid to teach reading at home. Of course, children shouldn't be pushed to read by their parents, but educators have discovered that reading is best taught individually and the easiest place to do this is at home. Many four-or five-year-old children, who have been shown a few letters and taught their sounds, will spontaneously make up single words of their own with these letters even before they have been taught to read.
(34)
A．It depends on inheritance.
B．School education plays a major role.
C．It's influenced more by environment than by genes.
D．The power of parents proves to be a greater contribution.
Which of the following is NOT mentioned as a means for schools to communicate with parents？
A．Social media.
B．Parent meetings.
C．Letters.
D．Email.
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： As researchers learn more about how children's intelligence develops, they are increasingly surprised by the power of parents. The power of the school has been replaced by the home. To begin with, all the factors which are part of intelligence—the child's understanding of language, learning patterns, curiosity—are established well before the child enters school at the age of six. Study after study has shown that even after school begins, children's achievements have been far more influenced by parents than by teachers. This is particularly tree about learning that is language-related. The school rather than the home is given credit for variations in achievement in subjects such as science.
In view of their power, it's sad to see so many parents not making the most of their child's intelligence. Until recently parents had been intimidated by educators who asked them not to educate their children. Many teachers now realize that children cannot be educated only at school and parents are being asked to contribute both before and after the child enters school.
Parents have been particularly afraid to teach reading at home. Of course, children shouldn't be pushed to read by their parents, but educators have discovered that reading is best taught individually— and the easiest place to do this is at home. Many four-and five-year-olds who have been shown a few letters and taught their sounds will spontaneously compose single words of their own with them even before they have been taught to read.
(27)
A．Parents are more influential than teachers in children's education.
B．Parents are ignorant in making the most of their children's intelligence.
C．Parents are not advised to educate their children before school.
D．Parents find it easiest to teach their children to read at home.
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： As researchers learn more about how children's intelligence develops, they are increasingly surprised by the power of parents. The power of the school has been replaced by the home. Studies have shown that factors like child's understanding of language, his learning patterns, and his curiosity are well established before the child enters school at the age of six. Studies have also shown that even after school begins, children's achievements have been far more influenced by parents than by teachers. This is particularly true about language learning.
However, it's sad to see that so many parents are not making the most of their child's intelligence. Until recently parents had been intimidated by educators who asked them not to educate their children. But many teachers now realize that children cannot be educated only at school and parents are being asked to contribute both before and after the child enters school.
Parents have been particularly afraid to teach reading at home. Of course, children shouldn't be pushed to read by their parents, but educators have discovered that reading is best taught individually and the easiest place to do this is at home. Many four-or five-year-old children, who have been shown a few letters and taught their sounds, will spontaneously make up single words of their own with these letters even before they have been taught to read.
(27)
A．It depends on inheritance.
B．School education plays a major role.
C．It's influenced more by environment than by genes.
D．The power of parents proves to be a greater contribution.
This year promises to show a quantum leap in the spread of school technology: Parents in many districts can expect to be able to check the school lunch menu, read class notes, see activity calendars and view nightly homework assignments -- all online. "The schools are wired," says Carson. "A majority of parents now have access and the educators are ready to go."
Over the summer, parents of high school German students in Ithaca, N. Y. got to be part of a class trip to Europe, through their home computers. The class brought a digital camera and laptop with them to Germany and documented their visit on their web page. Harry Ash, father of 16-year- old traveler Brian, found it reassuring to see his son's smiling face from half a world away. Before their kids left parents had checked the site for scheduling information, a list of activities and advice on cultural differences.
When it's designed well, a district, school or classroom website can change the relationship between the parent and the school, says Cynthia Lapier, Ithaca's director of information and instructional technology. "The more you can involve parents in school, the better," Lapler says. "The technology gives us another way to reach them, especially parents of secondary school students, who tend to be less involved."
Ithaca high school physics teacher Stever Wirt gets E-mail from parents regularly, some from the parents he believes might otherwise not pick up the phone with a concern. Using software called Blackboard Courseinfo, Wirt conducts online chats with his students often reviewing for a quiz or discussing homework problems.
The way things are going, by the end of this year, many parents may be fully converted --and in fact dependent upon their schools' technological capabilities. At a recently wired school in Novi, Michigan, the school webmaster was just a few hours late posting the lunch-menu calendar on the website. In that time, more than a dozen parents called him by telephone to request the information. "A year ago, it never would have been there," says Carson. And now parents are finding it's tough to get by without it.
According to the content of this passage ______.
A．the relationship between teachers and schools will be changed most
B．the connection between students and schools will be changed most
C．the relationship between parents and schools will be changed most
D．the association between websites and schools will be changed most
Passage One
Testing has replaced teaching in most public schools. My own children's school week is focused on pretests, drills, tests, and retests. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the state test.
Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment (评估) to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a test. Then one draws the skills needed not to master, say, reading, but to do well on the test. Finally, the test skills are taught.
The ability to read or write or calculate might imply the ability to do reasonably well on standard tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this fundamental confusion because people are test obsessed rather than concerned with the nature and quality of what is taught.
Recently many schools have faced with what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with grammar skills still being unable to understand what they read. These students are good at test taking, but they have little or no experience reading or thinking, and talking about what they read. They are taught to be so concerned with grade that they have no time or ease of mind to think about meaning, and reread things if necessary.
What does the writer say about his daughter？
A．She teaches in a middle school.
B．She reads many good books.
C．She does well on tests.
D．She is proud of her way of learning.
An immigrant kid whose family rents an apartment in a city two-flat, lie attended the North Shore School with full scholarship. All the aunts and uncles were so proud that they made their way from the old country or from various comers of this country to celebrate his graduation.
A debate is raging about whether immigrant children should first be taught English, then their other subjects; or whether they should be taught other subjects in their native tongue as they are more gradually introduced to English over two to three years.
California voters recently banished the gradual approach--bilingual education--in favor of immersion in the English language. The Chicago public schools in February put a three-year deadline on moving into all English classes in-most cases. But that was never an issue for this graduate, and it never came up for discussion at his party. Relatives and friends laughed and reminisced in their native tongue, inside and outside, on sofas and lawn chairs. Before long, the instruments came out, old world music filled the air and the traditional dancing began.
Like many immigrant chidren, the graduate listens to his parents in the old language and responds to them in English. During a year after arriving here and enrolling in a Chicago public school he was speaking fluent English with an American accent so strong that his parents would roll their eyes.
But fluency had not come easily; it required a year of total immersion in English, including a teacher who could never seem to learn how to pronounce his name correctly. "He'd come home crying," his mother said.
Now, you can't hear a trace of his original language in his voice. The switch, at least for him, has been complete; a matter of personal preference early on, he says, but now to the point where he has trouble remembering how to speak his first language at all.
But he still understands.
At the graduation party, Ms father asked for a beer in the native tongue, and the young man tossed him a can without missing a beat.
What does the phrase "from various corners of this country" probably mean？
A．From different parts of the country.
B．From the old country.
C．From many streets of the country.
D．From a lot of houses of the country.
Girl: I would say that if you plan on going to graduate school, you should do it tight away. For the first couple of years when I got out of college, I did take some additional courses from some other schools, and that was easy for me to do; but recently, I have been trying to study for a professional engineering exam, and those good study habits that I talked about earlier, they're gone. I have so many other responsibilities now that it is very hard for me to concentrate now on that.
Boy: I'd like to give you another perspective on that. I think that there are really two different things that you need to think about. If you know in your senior year that you want to do research and this is the area that you want to study, then go ahead right away. If you are not sure, and you want to get a little work experience before you specialize in a particular field, then you should do that. One of the things that you may find is that if you get a full-time job, many of the big companies in science and engineering will pay your tuition to go to graduate school. Now, I'm not suggesting in any way that it'as easy to work full-time and go to graduate school part time. I did it, and it was tough. I didn't have a life for three years, but that may be an option for you, especially if you haven't focused yet on what you want to do in graduate school.
In which situation does this conversation most probably take place？
A．In a classroom.
B．In an interview.
C．In a panel discussion.
D．In a consulting process.
This important change in women's life has only recently begun to have its full effect on women's economic position. Even a few years ago most girls left school and took a full-time job. However, when they married, they usually left work at once and never returned to it. Today the school-leaving age is sixteen, many girls stay at school after that age, and though women marry younger, more married women stay at work at least until shortly be-fore their first child is born. Many more afterwards return to full-or part-time work. Such changes have led to a new relationship in marriage, with the husband accepting a greater share of the duties and satisfactions of family life.
We are told that in a family in about 1900______.
A．seven or eight children lived to be more than ten
B．few children died before they were five
C．the youngest child would be fifteen
D．four or five children died when they were five
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