【推荐2】阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

When I was in seventh grade, my parents paid forty dollars a week for a tutor to come to my house and help me with math, which ended up raising my mark from fifty to fifty-five. OK, maybe it was partly my fault. Maybe I should have spent less time worrying about that important geography assignment and more time on math. But math is a tricky thing. And sitting down in a chair to work on confusing algebraic equations(代数方程) for two hours is a slow and painful process. Besides, people around tend to ask. “How’s your math this time?”

So I became afraid of anything to do with numbers. The thought of a teacher picking on me in class was terrifying. The red marking was like a component in a horror movie. It only got worse in ninth grade. Every report card I ever received was delivered with the comment: “Victoria needs to ask for assistance in class.” But I couldn’t tell my teachers the real reason why I didn’t ask for help: I didn’t want to be a fool. Every question I had was, in my opinion at the time, something that the entire class could understand but I couldn’t. So instead, I adopted the mindset of not caring about anything and concluding that everything would work out in the end.

It didn’t. After spending a semester not caring about homework and not trying on tests, still afraid of math and convinced that I would never succeed, my math teacher called one summer morning to tell me I would spend the next three weeks at school redoing the entire course so I could pass.

This news was met with sudden tears, and a loud “this can’t be happening to me!” That’s when it hit me. Why was I scared of a bunch of numbers, anyway? Why did I barely study for tests because I had convinced myself I would never do well? Who was this unconfident student and what happened to that determined and confident teenager I had once been?

注意：1.续写词数应为150左右;
2.请按如下格式在答题卡的相应位置作答。

I finally realized that I had let math take over my life.

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So I was off to three weeks of summer school, three hours of math each day.

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【推荐3】Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.

Students in the United States are assigned to classes for different goals. Those in the more advantaged tracks and programs not only encounter more curricular material; they are also typically asked to learn the material differently. They have opportunities to think, investigate, and create. They are challenged to explore. In Keeping Track, Jeannie Oakes describes the way in which teachers differently frame their work for students in different tracks.

Teachers of high-track classes describe their class goals in terms of higher-order thinking and independent learning, for example: “Logical thought process”; “Scientific reasoning and logic”. Students’ view of what they learned in class reflect these goals. High-track students said they learned: “To understand concepts and ideas and to experiment with them, and to work independently”; “How to express myself through writing and compose my thoughts in a logical manner and express my creativity.”

Conversely, in low-track classes, teachers described few academic goals for their students and none related to thinking logically, critically or independently. They often focused on low-level skills, for example: “Better use of time”; “Punctuality and self-discipline”; “Good work habits”. And low-track students said they had learned how to: “Behave in class”; “How to shut up”; “How to listen and follow the directions of the teacher.”

This phenomenon is widespread. In his research in New York City, Jonathan Kozol described how, within integrated schools, minority children were disproportionately assigned to special education class that occupy small corners and split classrooms, while gifted and talented classrooms occupied the most splendid spaces filled with books and computers, where they learned, in the children’s words, “logical thinking,” and “problem solving”. Students were recommended for these classes by their teachers and parents as well as by their test scores. Kozol wrote in his notes,“Six girls, four boys, nine white, one Chinese. I am glad they have this class. But what about the others? Aren’t there ten black children in the school who could enjoy this also?”   

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