Eliza remembers everything exactly as if it _________ yesterday.
|
A．was happening |
B．happens |
C．has happened |
D．happened |
Lily would rather I _______ her at the airport yesterday, but I was then busy with a meeting.
|
A．would meet |
B．met |
C．had met |
D．have met |
I insisted _____ to see a doctor, but he insisted nothing ____ wrong with him.
|
A．on him to go; should be |
B．he went; be |
C．he go; was |
D．he should go; is |
作为中学生,你肯定经历过多次考试,体验过成功,也遭遇过失败。请你根据提示内容，简要阐述中学生中普遍存在的考试失败的两种态度，并结合自身实际，说明你的观点。
|
消极态度 |
积极态度 |
你的态度 |
|
当考试结果不尽如人意时，情绪低落，丧失信心，不再继续努力 |
当考试失败时，…… |
…… |
注意: 1、题目：FAILUREISTHEMOTHEROFSUCCESS
2、词数：120左右
3、参考词汇：positive/negativeattitude; inlow spirits;
FAILURE IS THE MOTHER OF SUCCESS
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。注意：每空格1个单词。
Searching for the truth
Collecting mid writing news is like researching in history: the best information comes from those who were there at the time. So if' we want to study tile history of China in the sixth century AD, we look at the writings of the people who lived then. They are called the primary sources because they tell us what it was like to live then. People at a much later date who write about the same events are called the secondary sources. For example, when we read the original writings of Jia Sixie on agriculture, we are reading a primary source; when we read about Jia Sixie in our textbook we are reading secondary source because the passage was written about him and his ideas many years after he died.
When we make news we use primary and secondary sources. We can see this most clearly in TV programmes. As we watch the news on TV, the person presenting the programme in the studio is the secondary source( because he tells us about the news) and the reporter in. Iraq or Washington is the primary source (because he is telling us about what is actually happening there). Without these reporters acting as primary sources, you would never find out what really happened in a war, earthquake, sports meeting, concert or festival. These reporters explain what is happening so we have a clearer idea of what is going on there. They often take photographers with them who act as primary source by giving pictures of events.
In a newspaper the position is different because these two roles are often combined. This means a reporter who investigates a story may be the same person who writes it. If this happens, the reporter is both the primary and the secondary source. But the photographer who works with him/her is still a primary, source.
One of the reasons that it is important to separate primary and secondary sources is that they help us to decide what is a fact and what is an opinion. A fact is something that everybody agrees has happened. An opinion is somebody's idea of what happened. So facts and opinions are often mixed in any report, whether in a newspaper or on TV.
What have you learnt from the above passage?
|
Primary Source |
Primary sources are the writing of' the people who lived at (1)___________ time and offer an inside view of a particular event |
|
Secondary source |
Secondary sources are the writings of the people who write about the same events at a much later date with explanation and analysis (2)_________ on primary sources |
|
News on TV |
The TV (3)__________ in the studio is tile secondary source while the reporter on the (4) ____________ is the primary source |
|
News in a newspaper |
A newspaper reporter can be both primary and secondary source if he collects the information anti then (5) ______________ the news. But the photographer(6) ___________ with the reporter is always a primary source |
|
Fact |
A fact is something that everybody agrees has happened. In other (7)____________, it is something that is (8) ________________ |
|
Opinion |
An opinion is somebody's idea of what (9)________________on |
|
Conclusion |
Primary and secondary sources are both important for (10)_______ the truth |
Kuss Middle School serves students in Fall River, Mass. , a former mill town that has struggled economically for decades. Students at Kuss have struggled, too, usually falling short of making the academic progress required under the No Child Left Behind law.
Then, last year, the school experimented with extending the school day. Teachers got paid at a higher hourly rate.
Students weren't thrilled at first with leaving school at 4:15 p.m. instead of at 2:20 p.m. But the added hours gave them more time for physical education and let them select special interest classes. By the end of the year, student scores had risen by enough to enable Kuss to make the progress required under the federal No Child Left Behind law.
The only surprise is that more districts haven't lengthened school schedules set decades ago to accommodate (适应) a farm economy rather the information economy of today.
|
School days The USA ranks 36th of 40 industrialized nations in average weekly instructional time. Selected countries: 1) Thailand--30.5 hours 2) Korea--30.3 hours 7) China--26.5 hours 14) France--24.6 hours 15 ) UK--24.6 hours 16) Mexico--24.2 hours 23 ) Japan--23.8 hours 26)Canada--23.6 hours 36)USA--22.2 hours 40)Brazil--19 hours |
New research suggests the time is ready for a change:
Matched against 39 other developed countries, the United States is near the bottom in the rankings of average weekly instructional time in school. Measured over 12 years, students in the top-scoring countries spend the equivalent of a full extra year in school.
US students perform poorly on math and science tests compared to their international peers, according to a US Education Department comparison released earlier this month. In math, American 15-year-old scored near the bottom among the study's 30 developed countries.
Most countries that boost the number of minutes spent on math instruction find pay offs in improved math scores, according to a study released this month by the Brookings Institution. Small in creases in the school day are more effective than a longer school year, the report concluded.
The most encouraging news about the benefits of extending the school day comes from Massachusetts, where an experiment with 10 schools, including Kuss, appears to be working. Those 10 schools lengthened their instructional days by 25% and boosted their state scores in math, English and science at all grades.
Perhaps the concept won't work everywhere. Certainly, it won't instantly be popular. But it's obvious that a problem exists or that adding class time seems to help.
1.What is the main idea of the above passage?
|
A．Experiments with extended school hours produce academic gains. |
|
B．Kuss Middle School sets a good example for US education. |
|
C．Academic progress has achieved under the No Child Left Behind law. |
|
D．Information age calls for more instructional lime at all schools. |
2.A longer school day is suggested for the following reasons except that _________.
|
A．students from many developed countries spend more time at school |
|
B．American students do a bad job at science subjects |
|
C．teachers are paid at a higher rate with time added |
|
D．a longer school day works better than a longer school year |
3.Which statement is true of Kuss Middle School?
|
A．Kuss Middle School lies in where a farm economy is changing to an information one. |
|
B．Kuss Middle school has joined the federal "No Child Left Behind" progrann |
|
C．Neither teachers nor students are happy with the longer school day. |
|
D．Adding class time functions at Kuss Middle School. |
4.The writer has expressed ____________.
|
A．a positive attitude towards adding school time |
|
B．a negative attitude towards adding school time |
|
C．a changing attitude towards adding school time |
|
D．a right attitude towards adding school time |
