Unsatisfied______ with the payment, he took the job just to get some work experience.
A. though was he B. though he was C. he was though D. was he though
_________reached the classroom when the teacher came.
A. We hardly had B. Hardly had we
C. Hardly we had D. Had we hardly
Mum, I was wondering if you could lend me a few dollars until I________ on Friday.
A. get paid B. got paid C. have paid D. had been paid
------You’ve left the light on.
------Oh, so I have. _____________to turn it off.
A. I’ll go B. I’ve gone C. I go D. I’m going
Not long ago, people thought babies were notable to learn things until they were five or six months old．Yet doctors in the United States say babies begin learning on their first day of life．
Scientists note that babies are strongly influenced by their environment．They say a baby will smile if her mother does something the baby likes．A baby learns to get the best care possible by smiling to please her mother or other caregiver．This is how babies learn to connect and communicate with other human beings．
One study shows that babies can learn before they are born．The researchers placed a tape recorder on the stomach of a pregnant woman．Then, they played a recording of a short story．On the day the baby was born, the researchers attempted to find if he knew the sounds of the story repeated while in his mother．They did this by placing a device in the mouth of the newborn baby．
The baby would hear the story if he moved his mouth one way．If the baby moved his mouth the other way, he would hear a different story．The researchers say the baby clearly liked the story he heard before he was born．They say the baby would move his mouth so he could hear the story again and again．
Another study shows how mothers can strongly influence social development and language skills in their children．
Researchers studied the children from the age of one month to three years．The researchers attempted to measure the sensitivity of the mothers．The women were considered sensitive if they supported their children’s activities and did not interfere unnecessarily．They tested the children for thinking and language development when they were three years old．Also, the researchers observed the women for signs of depression．
The children of depressed women did not do as well in tests as the children of women who did not suffer from depression．The children of depressed women did poorly in tests of language skills and understanding what they hear．
These children also were less cooperative and had more problems dealing with other people．The researchers noted that the sensitivity of the mothers was important to the intelligence development of their children．Children did better when their mothers were caring, even when they suffered from depression．
1.What does the experiment in which newborn babies heard the stories prove?
（no more than 5 words）
2.In the passage, what factors are mentioned that influence intelligence development in babies?
（no more than 8 words）
3.Which group of children did the worst in tests of language skills?
（no more than 11 words）
4.What is the main idea of the passage?
（no more than 8 words）
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles(争夺) and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority(优先) for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(局外人) (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their class work -- and sparks(激发) motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
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A Classroom With Context |
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1. of the school |
◆Being a farming town, Gaul achieved little in 2. before. ◆Further education is considered less important there. ◆The community is relatively 3. rather than open to the outsiders. |
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Ways of solving the problems |
●dividing the students into different classes and creating ways to make the students well 4. to learn. ●conducting5. and lesson plans for each team ●establishing a strong 6. between teacher and students through combining teams and looping |
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7. of success |
■72 percent of the eighth-graders8. Maine's reading standard ■the school beating the state average in 9. ■students’ math average being 10. higher than the state average ■four of the previous five years witnessing at least 20 percent test gains |
