Education is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them. Our purpose is to fit them for life.
In some modern countries it has for some time been fashionable to think that by free education for all whether rich or poor, clever or stupid, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough: we find in such countries a far larger number of people with university degrees; they refuse to do what they think “l(fā)ow” work; and in fact, work with hands is thought to be dirty and shameful. But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of a professor; we can live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we would get terrible diseases in our towns.
In fact, when we say that all of us must be educated to fit us for life, it means that we are educated in such a way that, firstly, each of us can do whatever work suited to his brains and ability, and secondly, that we realize that all jobs are necessary to society, and that it is very bad to be ashamed of one’s work. Only such a type of education can be considered valuable to society.
【小題1】The writer of this passage thinks that________.
| A．free education for all probably leads to a perfect world |
| B．free education can solve all of the world’s problems |
| C．free education won’t help to solve social problems |
| D．a(chǎn)ll the social problems can’t be solved by free education |
| A．a(chǎn) farmer is more important than a professor |
| B．our society needs all kinds of jobs |
| C．our society needs free education for all |
| D．people with university degrees earn more money |
| A．work with hands is low work |
| B．work with hands is dirty and shameful |
| C．work with hands is the most important |
| D．we can’t regard work with hands as low work |
| A．to prepare children for their future life |
| B．to let everyone receive education |
| C．to choose a system of education |
| D．to prepare children for well-paid jobs |
【小題1】D
【小題2】B
【小題3】D
【小題4】A
解析試題分析：本文敘述了教育孩子的目的并非為了教育他們，現(xiàn)在的社會(huì)有人認(rèn)為用手的工作是低等的工作，工作沒有貴賤之分，只有分工不同，每個(gè)人的工作都是很重要的，我們要把自己培養(yǎng)成適應(yīng)社會(huì)的人。
【小題1】標(biāo)題歸納題。根據(jù)Only such a type of education can be considered valuable to society，可知作者認(rèn)為不是所有的社會(huì)問(wèn)題都可以由免費(fèi)的教育解決。故選D。
【小題2】推理判斷題。根據(jù)it means that we must be educated in certain ways．可以推出我們的社會(huì)需要各種各樣的工作。故選B。
【小題3】細(xì)節(jié)理解題。根據(jù)But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of professor．我們不應(yīng)該把手工的工作認(rèn)為是低等的工作，故選D。
【小題4】細(xì)節(jié)理解題。根據(jù)第一段的句子：we do not educate children only for the purpose of educating them. Our purpose is to fit them for life.可知教育孩子的目的是讓孩子為未來(lái)的生活做好準(zhǔn)備，故選A。
考點(diǎn)：教育類短文閱讀
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Pupils remember more and behave better when 3D images are used in lessons，research suggests．They are quicker to learn and absorb new concepts，and display higher levels of concentration．
Professor Anne Bamford，of the University of the Arts，London， studied the effectiveness of 3D content in 15 schools across seven countries，including the UK．Pupils in 3D classes can remember more than those in the 2D classes after four weeks，improving test scores by an average of 1 7 percent compared with eight percent for 2D lessons．They gave more detailed answer to the tasks and were more likely to think in 3D, using hand gestures and mime(模仿動(dòng)作) to answer the test questions successfully．
The teachers commented that the pupils in the 3D groups had deeper understanding，increased attention span．more motivation and higher engagement in the lessons．
Children are used to 3D with the rise of computer games that use the technology—90 percent of those in the study had seen a 3D film．Schools would need 3D—enabled projectors(投影儀)，laptops with good picture capabilities，3D software and glasses for children to introduce animations(動(dòng)作) into classrooms．
But Danny Nicholson，an educationist，said the technology would be impractical to use in schools and could be costly．He said，“While I think the idea of 3D technology is very interesting， I worry that 3D is a bit of an expensive gimmick(小玩意兒)．There are a few cases where a true 3D image might help，but most of the time，good 2D models that can be moved would be just as effective．”
In the US，one school district in Colorado is already in the process of having 1．000 3D projectors fixed in classrooms．And the University of Caledonia．which carries out scientific research into the Lake Tabon Basin．has used 3D presentations with Grade Six pupils．Those who watched the 3D presentations were more engrossed and reported a general increase in their interest in science compared with students who watched the 2D version．
【小題1】What is the main idea of the first three paragraphs?
| A．There are slight differences between 3D and 2D images． |
| B．Pupils perform better when 3D images are used in classes． |
| C．Schools have difficulties in making full use of 3D technology． |
| D．3D technology is always more effective than 2D technology． |
| A．is of no help in classes |
| B．has a bright future in classes |
| C．is more practical than 2D models |
| D．may not be affordable for schools |
| A．3D technology will replace 2D models in the future． |
| B．Many pupils are now more Interested In science than before． |
| C．Teachers will use the 3D technology through specific training． |
| D．3D will soon be put into use in one school district in Colorado． |
| A．a(chǎn)bsorbed | B．a(chǎn)nnoyed |
| C．relaxed | D．confused |
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Not long ago, many people believed that babies only wanted food and to be kept warm and dry. Some people thought babies were not able to learn things until they were five or six months old.
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Researchers at the institute 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 people.
The researchers say this ability to learn exists in a baby even before birth. They say newborn babies can recognize and understand sounds they heard while they were still developing inside their mothers.
Another study has suggested that low birth weight babies with no evidence of disability may be more likely than other children to have physical and mental problems.
American researchers studied almost five hundred boys and girls. They were born in, or admitted to, one of three hospitals in New Jersey between 1984 and 1987. At birth, each child weighed fewer than two thousand grams.
The boys and girls had an average age of sixteen at the time of the study. They were asked to complete intelligence and motor skill tests in their homes. Their test results were compared with those of other children their age.
【小題1】According to the passage, some people used to think that babies began to learn _________.
| A．on their first day of life | B．even before they were born |
| C．before five or six months old | D．a(chǎn)t or after five or six months old |
| A．smiles | B．cries | C．facial expressions | D．body language |
| A．what affects people’s healthy development |
| B．what influences babies’ learning ability |
| C．how to cure some children’s health problems |
| D．how to develop children’s learning ability |
| A．The evaluation method of the tests. |
| B．The cause of low birth weight babies. |
| C．The result of the intelligence and motor skill tests. |
| D．The evidence proving babies began to learn before birth. |
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Ten years ago, when the first Newsweek Top School List based on college-level test participation was published, only three of the top 100 schools had graduating classes smaller than 100 students. This year there are 22.
Fifty years ago, they were the latest thing in educational reform: big, modern high schools outside the cities with thousands of students. Big schools meant economic efficiency, a greater choice of courses, and better football teams. But only years later did we understand that it involved the difficulty of strengthening personal connections between teachers and students. SAT scores began dropping; on average, 30% of students did not complete high school in four years, a figure that rose to 50% in poor city neighborhoods. High schools for a variety of reasons seemed to have made little progress.
Size isn’t everything, but it does matter, and the past decade has seen a noticeable trend toward smaller schools. This has been partly due to the Bill and Melinda Gates Foundation, which has invested $1.8 billion in American high schools, helping to open about 1,000 small schools — most of them with about 400 kids, each with an average enrollment（招生）of only 150 students per grade. About 500 more are on the drawing board. Districts all over the country are taking notice, along with mayors in cities like New York, Chicago and San Diego. And most noticeable of all, there is the phenomenon of large urban and suburban high schools that have split up into smaller units of a few hundred.
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But not all schools show advances after downsizing, and it remains to be seen whether smaller schools will be a cure-all solution.
Ranking schools is always controversial. Over the years this system has been criticized for its simplicity — list of top U.S. high schools was made merely according to the percentage of students taking college-level exams. This year a group of 38 superintendents (地區(qū)教育主管) from five states wrote to voice their disapproval. “It is impossible to know which high schools are ‘the best’ in the nation,” their letter read. “Determining whether different schools do or don’t offer a high quality of education requires a look at many different measures, including students’ overall academic accomplishments, their later performance in college, and taking into consideration the unique needs of their communities.”
【小題1】What can we learn about the schools sponsored by the Bill and Melinda Gates Foundation?
| A．They are often located in poor neighborhoods. |
| B．They are popular with high-achieving students. |
| C．They are mostly small in size. |
| D．Another 150 schools invested by the Foundation are planned to be set up. |
| A．enjoy more help and care from the teachers |
| B．experience a great deal of pleasure in learning |
| C．maintain closer relations with parents |
| D．deal with the demanding biology and physics courses |
| A．their students’ academic achievement |
| B．the number of their students admitted to college |
| C．the size and number of their graduating classes |
| D．their college-level test participation |
| A．Subjective. | B．Objective. | C．Approving. | D．Disapproving. |
| A．Providing Good Education for Baby Boomers |
| B．Top School List Winning National Support |
| C．Small Schools Rising in popularity |
| D．Students Meeting Higher Academic Standards |
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Most American schools have boys and girls in the same classroom. But a public high school in the small, rural town of Boonsboro, Maryland, offers a special program called the Academy. Top students in the ninth and tenth grades can attend single-sex classes for math, science, English and social studies.
The aim is to help teenagers keep their mind on their work by keeping males and females apart. What they really want to do is take that top group of kids and take them to the very highest level they can achieve there, so that they’re prepared for college.
Students are invited to enter this program after they finish middle school, and placement in the Academy is voluntary. However, they need high marks and test scores and strong teacher recommendations. They also need to be involved in activities.
Almost 350 students have taken part in the Academy. It began as an experiment in 2010.
Michael Bair has been at Boonsboro High for twenty years and directs the Academy. His ninth-grade English class for boys centers on books that he believes boys find interesting. He says that the novels the students are reading now are very manly (男子氣概的) novels. These novels deal with the arrogance (傲慢) of man and the pride of man which finally leads to man’s downfall.
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Morgan Fleet, a senior at Boonsboro High, likes being in the Academy. She says boys and girls act differently when they are together in a classroom. She believes this difference seems to prevent her from developing herself because she’s more focused on thoughts like “Oh, I wish they would shut up. Oh, what do they think of me?’’ instead of focusing on “What’s the homework? What’s going on in this class? What’s the lesson?”.
There is one activity that girls and boys in the Academy do together. At the end of the day, many of them stay and help tutor students who are having trouble in school.
【小題1】What is the purpose of the Academy program?
| A．To offer a special program in high school. |
| B．To help students concentrate on study. |
| C．To strengthen sex education for teenagers. |
| D．To start learning college courses earlier. |
| A．do well in their study | B．be recommended by teachers |
| C．take part in some activities | D．have worked as volunteers |
| A．should learn more about literature |
| B．should have a sense of protecting the wildlife |
| C．a(chǎn)re reading more manly novels |
| D．a(chǎn)re interested in stories on animals |
| A．A girl cares about the boys’ opinions of her. |
| B．Single-sex classes should be stopped. |
| C．Girls are more focused when studying with boys. |
| D．Boys and girls act the same in separate classrooms. |
| A．introduce the single-sex class project |
| B．explain the differences between boys and girls |
| C．persuade students to enter the Academy program |
| D．urge students to work hard in their study |
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Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or slid should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.
Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things.Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller.Even if it doesn’t, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
【小題1】This article is mainly about .
| A．the lives of school children |
| B．the cause of arguments in schools |
| C．how to analyze youth violence |
| D．how to deal with school conflicts |
| A．violence is more likely to occur at lunchtime |
| B．a(chǎn) small conflict can lead to violence |
| C．students tend to lose their temper easily |
| D．the eating habit of a student is often the cause of a fight |
| A．To make clear what the real issue is. |
| B．To get ready to try new things. |
| C．To find out who is to blame. |
| D．To figure out how to stop the shouting match. |
| A．more teachers felt better about themselves in schools |
| B．there was less student cooperation in the classroom |
| C．there was a decrease in classroom violence |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．inform teachers of the latest studies on school violence |
| D．a(chǎn)dvocate teaching conflict management in schools |
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At East China University of Science and Technology, students will get a coupon（優(yōu)惠券）if they eat up their food. Students can collect coupons and exchange them for small gifts, such as books, magazines, mobile phone covers and hand warmers.
“It’s been such a surprise,” said Liang Zhaoyun, 19, a student at the university in Shanghai. “It has given us one more motivation to finish our food.”
The measure （措施） is part of a national “eat-up” campaign（行動(dòng)） which is organized by students to deal with food waste on campuses（校園）.
Why only on campuses, you might ask? Because according to a report by Xinhna News Agency, students waste twice as much food as the national average（平均）.
The campaign on campus food waste is receiving attention across the country.
“The aim of the campaign is not only to encourage students to finish their food. We hope it can also encourage students to choose a more environment-friendly and healthy lifestyle,” said Tao Siliang, secretary of the Youth League Committee at Shanghai University.
But some school food is poorly prepared, so students do not like to finish it all. Some schools have taken notice of this and they are taking measures to improve it.
“I’m glad that we’ve reduced food waste since the ‘eat-up’ campaign began. But if we call on students to waste less food, we should also improve the service and food standard on campuses.” said Tao.
【小題1】From Paragraph l, we know that the students will get a coupon __________.
| A．when they eat school food | B．a(chǎn)fter they exchange gifts |
| C．if they collect the waste | D．if they finish all their food |
| A．動(dòng)力 | B．機(jī)會(huì) | C．試驗(yàn) | D．條件 |
| A．students get a good education |
| B．schools offer small gifts |
| C．students waste too much food |
| D．school food is more delicious |
| A．improve the school food standard |
| B．encourage a greener and healthier lifestyle |
| C．receive attention from the society |
| D．further improve the service in universities |
| A．Enjoy Your Food! | B．Reduce Waste on Campus |
| C．Meals in Universities. | D．“Eat-up” Campaign on Campus |
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In order to know a foreign language completely, four things are necessary. First, we must understand the language when we hear it spoken. Secondly, we must be able to speak it ourselves, correctly with confidence and without hesitation (猶豫). Thirdly, we must be able to write it. We must be able to make sentences that are correct in grammar. There is no short way to succeed in language learning. A good memory is a great help, but it is not enough only to memorize the rules from a grammar book. It is no much use learning by heart long lists of words and their meanings, studying the dictionary and so on. We must learn by using the language. If we are pleased with a few rules we have memorized, we are not really learning the language. We must “Learn through use”. Practice is important. We must practise speaking and writing the language whenever we can.
【小題1】The most important things to learn a foreign language are .
| A．understanding and speaking |
| B．hearing, speaking, reading and writing |
| C．writing and understanding |
| D．memorizing and listening |
| A．he doesn’t understand the language when he hears it spoken |
| B．he doesn’t have a good memory |
| C．he always remember lists of words and their meanings |
| D．he often hesitates to practise speaking it |
| A．much practice | B．studying the dictionary |
| C．learning through use | D．using the language |
| A．A good memory. | B．Speaking. |
| C．Practice. | D．Writing. |
| A．we use a language in order to learn it |
| B．we learn foreign language in order to use it |
| C．we can learn a language well while we are using it |
| D．both B and C |
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