Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录)of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationally in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent(独立的)spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives(目标)that develop the best teaching and learning within their schools.
1.Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers. B. Language learners.
C. Serious educators. D. Science organizations.
2.The words “hooked on teaching” underlined in paragraph 2 probably mean ______.
A. attracted to teaching B. tired of teaching
C. satisfied with teaching D. unhappy about teaching
3.Tyler is said to have never actually retired because ________.
A. he developed a new method of testing
B. he called for free spirit in research
C. he was still active in giving advice
D. he still led the EightYear Study
假定你是李华，乘坐FL753航班抵达伦敦后发现钱包遗失。请给航空公司写一封邮件说明情况并寻求帮助。内容包括:
1. 行程信息； 2. 钱包特征； 3. 联系方式。
注意:1. 词数100左右； 2. 可以适当增加细节，以使行文连贯。
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假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
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2.只允许修改10处，多者(从第11处起)不计分。
In the picture, we can see a boy in worn clothes, sits at a shabby wooden table with a pile of books on it. A weak ray of light came through a small hole on the wall and he was absorbed in her reading.
This is a well-known story from an ancient Chinese idiom. A boy, being poor, couldn’t afford even a candle, but he bored a hole in the wall to “steal” light from his neighbor’s house to read at night. The moral of the story is: spare no effort to acquire knowledges and never get discouraged easy no matter how difficult the situation may be.
Of course, things are totally different today. It is not the story itself but also that is reflected in the story that count. Hard work pays out off. We should take pains to improve ourselves through learning and get prepared for the future.
Consensus about screens(硅谷精英禁子女玩手机)
The people 1.are 2.(close) to a thing are often the most wary (警惕的)of it. 3.(Technology) know how phones really work, and many have decided they don't want their own children anywhere near them. 4.wariness that has been slowly brewing is turning into a regionwide consensus in Silicon Valley: The benefits of screens 5.a learning tool 6.(overblow), and the risks for addiction and stunting development seem high. Tim Cook, the CEO of Apple, said earlier this year that he would not let his nephew join social networks. Bill Gates 7.(ban) cellphones until his children were teenagers. "On the scale between candy and crack cocaine, 8. is closer to crack cocaine," Chris Anderson, the former editor of Wired, said of screens. "We thought we could control it. 9.it's beyond our power 10.(control). This is going straight to the pleasure centers of the developing brain."
I had a student today who got his finger stuck inside a test tube in science class. It was really quite stuck. This young man’s finger _______to get whiter and whiter right before my eyes.
Remaining _____ , I suggested he carefully rotate (转动) the tube. It wouldn’t move a bit. He _____soap and cold water. Still stuck. Meanwhile_______was breaking out in the class. Finally, I _____the young man to our secretary, who was a miracle (奇迹) worker ______ three kids of her own. With her in charge, I was_______ all would be OK.
To get the students back in order, I _____ my own story of getting my _______stuck between the rails of a balcony. Same kind of curiosity, I remembered________then how far I could thrust (塞) my knee between the rails. Inch by inch, I kept _______and before I knew it, my knee was stuck and _____ before my eyes and in front of lots of _______at a popular Las Vegas hotel!
Hearing my story, many students followed with their own________of heads, arms, fingers stuck in places they shouldn’t ______. A few minutes later, the young man came back, test tube unbroken and finger________to a lovely shade of pink.
I just couldn’t _______this kid. He’s only twelve. I too got my knee unstuck, but not without great ______. The excuse for me, however, was not ______ but plain stupidity. I was ______ fifty years old when this happened.
1.A. continued B. needed C. happened D. used
2.A. active B. silent C. cheerful D. calm
3.A. lost B. tried C. fetched D. accepted
4.A. fire B. violence C. chaos D. argument
5.A. sent B. carried C. introduced D. described
6.A. teaching B. observing C. saving D. raising
7.A. confident B. doubtful C. surprised D. happy
8.A. heard B. wrote C. . read D. shared
9.A. head B. arm C. knee D. foot
10.A. calculating B. wondering C. explaining D. reporting
11.A. kicking B. climbing C. walking D. pushing
12.A. swelling B. lifting C. resting D. shaking
13.A. doctors B. managers C. strangers D. students
14.A. findings B. stories C. conclusions D. news
15.A. stop B. exist C. stay D. be
16.A. pointing B. belonging C. returning D. growing
17.A. get mad at B. get rid of C. get used to D. get along with
18.A. encouragement B. embarrassment C. disappointment D. achievement
19.A. ambition B. bravery C. youth D. experiment
20.A. in the end B. after all C. in total D. at any rate
The Science of Risk-Seeking
Sometimes we decide that a little unncessary danger is worth it because when we weigh the risk and the reward, the risk seems worth tasking. 1. Some of us enjoy activities that would surprise and scare the rest of us. Why? Experts say if may have to do with how our brains work.
The reason why any of us take any risks at all might have to do with early humans. Risk-takers were better at hunting, fighting, or exploring. 2. As the quality of Risk-taking was passed from one generation to the next, humans ended up with a sense of adventure and a tolerance for risk.
So why aren’t we all jumping out of airplanes then? Well, even 200,000 years ago, too much risk-taking could get one killed. A few daring survived, though, along with a few stay-in-the-cave types. As a result, humans developed a range of character types that still exists today. So maybe you love car racing, or maybe you hate it. 3.
No matter where you are on the risk-seeking range, scientists say that your willingness to take risks increases during your teenage years. 4. To help you do that, your brain increases your hunger for new experiences. New experiences often mean taking some risks, so your brain raises your tolerance for risk as well.
5.For the risk-seekers a part of the brain related to pleasure becomes active, while for the rest of us, a part of the brain related to fear becomes active.
As experts continue to study the science of risk-seeking, we’ll continue to hit the mountains, the waves or the shallow end of the pool.
A. Those are the risks you should jump to take.
B. Being better at those things meant a greater chance of survival.
C. It all depends on your character.
D. This is when you start to move away from your family and into the bigger world.
E. Thus, these well-equipped people survived because they were the fittest.
F. New brain research suggests our brains work differently when we face a nervous situation.
G. However, we are not all using the same reference standard to weigh risks and rewards.
