write down the boarding procedures

on？ The answer is that both inspired major changes in their societies by writing an essay.

In October 1988, Vogt--a student at West Milford High School in New Jersey--read an article in her local newspaper that disturbed her. The article reported that the Board of Education had decided to use polystyrene (聚苯乙烯) trays in the lunchroom because they were less expensive than paper.

Vogt knew from her science class that polystyrene can have harmful effects on the environment. In the first place, it is not biodegradable, meaning that it can' t be broken down by natural biological processes. In addition, some polystyrene products release gases called chlorofluo rocarbons (CFCs氟氯化碳) into the air. Scientific evidence indicates that these CFCs break down the protective ozone layer (臭氧层) of the atmosphere.

Vogt decided to write a paper for her social studies class on the issue of polystyrene. Her teacher, Carl Stehle, read her paper to the class. After reminding students that Thomas Paine had had to persuade many hesitant colonists to support the American Revolution, Stehle challenged his class to do something about the polystyrene problem.

Vogt and her classmates immediately conducted a survey in the high school and middle school. They discovered that a large majority of students said they wanted to switch back to paper goods in the cafeteria. When they presented their findings to the Board of Education, the board' s business administrator did a survey of his own. He found that roughly 80 percent of the students in the two schools would be willing to pay an extra nickel to eat their lunch from paper trays. As a result, the board voted in December to change to paper trays in all the township' s schools as of February 1, 1989.

The author' s purpose in writing this article is to ______.

A．tell the readers the power and influence of an effective essay

B．persuade the readers to do something to protect the environment

C．encourage the readers to challenge the authorities by writing essays

D．teach the readers to put what they learned in the class into practice

history？

Woman: Sure. Weren't you in class on Monday？ That's when it was given out.

Man: No, I missed that class. Was there a handout？

Woman: No, the instructor just wrote the assignment on the board.

Man: Could I copy the assignment from your notes？

Woman: You could, if I had copied it down; but I just wrote down the part that I wanted.

Man: Oh, no.

Woman: You see, there were four choices of topics for a term paper; but when I saw them, I knew which one I wanted so I didn't copy the others down.

Man: Can you remember any of the others？

Woman: Let's see. There was one about World War I, something about it, but I don't remember what, and there was one called "the idea of progress in the nineteenth century."

Man: And what was the last one？

Woman: I can't remember. My mind is a complete blank. Maybe you can ask someone else.

Man: Yes, I will. Anyway, those are certainly broad topics.

Woman: Yes, but you can focus on a special area within them. Which one would you take？

Man: Of course, I don't know what the last one is, but of these three, I think I'd take "the idea of progress."

Woman: That's very abstract.

Man: Yes, but it's one of my interests and I've read a lot on the subject. I've written a term paper on it though.

Woman: Me neither. I haven't read any about it. Are you going to class on Wednesday？

Man: Yes.

Woman: Maybe he'll write it on the board again.

Man: I hope so. Good luck with your paper.

Woman: Same to you.

(20)

A．Because she missed that class.

B．Because she didn't copy down the assignment either.

C．Because she didn't want the man to copy the assignment from her notes.

D．Because she just copied down the part she wanted.

The board has______some rules that every member of the club must follow.

A．taken down

B．set down

C．let down

D．laid down

Mary ______ down the, notes on the board into her book.

A．copied

B．wrote

C．describe

ll these materials! There's coffee over there---help yourselves. ... Now, we're here to discuss three types of learners--kinaesthetic, visual and auditory--and how we can teach each type. I gave each of you one of them to consider. Jack, can we look at yours first, please. You were assigned kinaesthetic learners, weren't you？

Jack: Yes, I was. The first idea I had was using gestures, particularly finger gestures. Teachers can use them to emphasise stress on certain syllables. They can also use their fingers to write words in the air--spelling out the letters. The second thing is that the teacher can use the board. The teacher can ask students to spell words by going to the board and writing them up. The teacher could also ask students to write a letter each, in order. The teacher could put a poster on the board and students could go to the board with labels and label it as directed by the teacher. Another possibility is to ask students to organise words into categories on the board.

Tutor: Good. The important thing is to keep kinaesthetic learners active-- moving.

Helen: Games are good for them. Jack, did you think of any？

Jack: Yes, Helen. I thought of a couple. One is like charades. Divide the students into two or three teams. Give the students on one team some words and ask them to act them out. For example, if the word is 'cold', a student might shiver. The other teams have to guess the words.

Tutor: Good idea. Simple, but effective. Well done. Tina？

Tina: Well, I was asked to think about teaching visual learners. Flash cards are good in my opinion. The students can guess words from seeing part of the flash card--which can be a word or a picture--or the teacher can show students the flash cards very quickly. Maybe that's how flash cards got their name! Flash cards can also have different background colours depending on which part of speech they are-- noun, verb, adjective, adverb, etc. Students could also learn from their peers by highlighting words they don't know, in a text for example, then asking ... helping each other with unknown words.

Jack: I know a good game for visual learners. Make a set of cards--half with words on and half with pictures. The cards are face down and students can mm over two at a time. If the word and picture match, they keep the cards. If they don't, they mm them face down again and the next student tries.

Tutor: Great idea. Visual learners are often good at categorising words. Each page in the student's notebook refers to a category of words. Students write new words on the correct page in their notebook for faster recall. For example, page one might be food and page two could be telephone phrases.

Tina: Spider diagrams are good too.

Tutor: Yes, they are. Helen, you were assigned auditory learners.

Helen: OK. I had these ideas for teaching auditory learners. First, they could listen to a dictation and draw what they hear. For example, students listen to the teacher describing items of furniture and then draw them in the appropriate rooms of the house. Or the teacher could describe a picture. After the description, the teacher and students can see whose picture was closest to the original. Flash cards can also be used. Each student gets a flashcard and they hold up their card when they hear that word or phrase in a song, poem or story. Another way of using them is to go around the class, with each student adding a sentence to a story, including the word on their flash card.

Tutor: Auditory learners can also learn using songs and music. Any suggestions？

Tina: The teacher could give the students a text of a song, you know, the lyrics, with some words replaced by a rhyming word. Students then listen to the song and make corrections.

Tutor: That's a really good idea. Perfect for auditory learners. Well, thank you for your suggestions. I have a few other ideas you might con

&8226;Read the article below about evaluating the work of company directors.

&8226;Choose the best sentence from the opposite page to fill each of the gaps.

&8226;For each gap (8-12), mark one letter (A-G) on your Answer Sheet.

&8226;Do not use any letter more than once.

&8226;There is an example at the beginning, (0).

EVALUATING THE PERFORMANCE OF THE BOARD

Few employees escape the annual or twice- yearly performance review. (0) G. The answer is not a great number. And the smaller the company, the fewer checks there are on how well the directors are doing. Some of the largest companies formally assess the performance of their board, but very few new or growing companies have managed to get round to establishing any such procedure.

Many business experts believe, however, that it is important for all companies to review the performance of the board. (8) Another reason is that the beard itself needs information on how well it is doing, Just as much as other employees do. For the chief executive, appraisal of some sort is absolutely essential for his or her own sake and for the good of the company. Indeed, many of those who have reached this level remark on how lonely the Job of chief executive is and how few opportunities they get to discuss issues relating to it.

There is some evidence to show that once smaller companies put a board appraisal process in place, they find this process relatively easy to operate. (9) Their counterparts in larger organisations, however, are often afraid that appraisals could be a challenge to their status. So, how should companies assess their beard？ (10) At a very basic level, this could simply mean getting all the directors to write down what they have achieved and how they can improve on it. At the other end of the scale is the full 360- degree' appraisal. Here, each director is appraised in a systematic manner by a combination of the chairman and fellow directors.

In the largest companies there are many methods for assessing the beard. A number of such companies have self-assessment schemes. The chairman may meet each board member individually to ask how things are going, in a fairly informal way. The whole board might also meet to talk about its progress in open session. (11) These might ask for people's opinions on the board's main tasks or on how well the committees are working.

Research indicates there has been some improvement in the way the appraisal of board members is conducted. (12) The chairman will have been involved directly or indirectly in the appraisal of all members of the board. Whose Job is it, then, to appraise the chairman？

A. It is often the case that the directors of such companies are even happy to receive criticism, as this can prevent them from making basic mistakes.

B. The rest of the workforce sees it as unfair if the directors are the only members of the company to escape appraisal.

C. These are encouraging as they put a limit on the power of the chairman to assess fellow directors.

D. Alternatively, questionnaires might be distributed to directors, forming the basis for future discussion.

E. One issue remains, however, when all the others have been dealt with.

F. It is generally agreed that it is the chairman's responsibility to ensure the regular appraisal of each member of the board.

G. However, one wonders how many companies have in place a formal appraisal process for their board of directors.

(8)