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题型:阅读理解-阅读单选 难度:0.65 引用次数:157 题号:2896607
Japanese students work very hard but many are unhappy. They feel heavy pressures from their parents to do well in school. Most students are always being told by their parents to study harder so that they can have a wonderful life. Though this may be good ideas for those very bright students,it can have very bad results for many students who are not quick enough at learning.
Unfortunately, a number of students killed themselves. Others are after comfort in using drugs. Some do bad things with trouble-makers and turn to crime. Many of them have tried very hard at school but have failed in the exams and have disappointed their parents. Such students feel that they are less important and leave school before they have finished their study.
It is surprising that though most Japanese parents are worried about their children, they do not help them in any way. Many parents feel that they are not able to help their children and that it is the teachers' work to help their children. To make matters worse, a lot of parents send their children to special school called juku-cram schools. These schools are open during the evening and on weekends, and their only purpose is to prepare students to pass exams, they do not try to educate students in any real sense of the real world. It thus comes as a shock to realize that almost three quarters of the junior or high school population attend these cram schools.
Ordinary Japanese schools usually have rules about everything from the students' hair to their clothes and things in their school bag. Child psychologists now think that such strict rules often lead to a feeling of being unsafe and being unable to fit into society. They regard the rules as being harmful to the development of each student. They believe that no sense of moral values is developed and that students are given neither guidance nor training in becoming good citizens.
1. A lot of Japanese students are unhappy at school because _______.
A.they work very hard
B.they find they can't do well at school
C.they feel unimportant
D.they are under too much pressure
2. Because of their failure at school, some students take drugs to _______.
A.kill themselvesB.seek comfort
C.disappoint their parentsD.make trouble
3. In juku-cram schools students _________.
A.are taken good care of by the teachers
B.feel no pressure
C.are trained to pass exams
D.can learn a lot of useful things
4. In ordinary Japanese schools,______________ .
A.there are strict rulesB.students feel safe
C.students can do anythingD.learning is not important

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文章大意:这是一篇记叙文。蕾莎·达克沃尔在一所学校做了四年的食品营养服务工作,为学生们提供早餐和午餐,但是她是聋哑人,无法很好地和学生交流,在老师和校长的推动下,全校学生学习手语,这让达克沃尔很开心,也有助于学生树立更好的价值观。

【推荐1】Leisa Duckwall has worked for four years as a food nutrition service worker at the school, serving students breakfast and lunch. But not once had she ever seen a student say “hello”, or “good morning”, or even “thank you”, Duckwall is deaf. But now, the entire school is learning sign language, the students specifically to better communicate with Duckwall. No more point-ing, now, there are words, including “hello”, “good morning”, and “thank you”. When asked how it’s made her feel, Duckwall got straight to the point. “Happy,” she said.

Before spreading to the entire school, it started in Kari Maskelony’s fourth-grade classroom. Maskelony grew up with hard-of-hearing family members. She knows sign language, but throughout her life, she has witnessed her loved ones’ frustrations when people are unable to understand them. “I noticed that all the kids realized that Ms Duckwall couldn’t hear them,” Maskelony said. So she asked her students, “Do you guys want to learn how to sign to Ms Duckwall what you want for lunch instead of pointing?” They said yes. The class started with the basics of what they would need to know for interactions with Duckwall. They started with the main dishes, learning the sign language words for chicken, fish and other typical school cafeteria cuisines.

Next, the students learned to sign letters. It didn’t take long before principal Janet Wright Davis heard about what was going on. “Is it just Ms Maskelony’s class who are doing it? Let’s teach the whole school,” Janet said. “Let’s teach the whole school sign language.”

“Not only is it great for the kids because they can learn a new skill that they can carry with them and actually use with other people that they meet, but I think it is great because equal inclusivity (包容性) and equal access is so important,” Janet said. “It’s just something that we don’t often see.”

The teachers claim their students love sign language. The adults claim the kids think it’s “fun”, and they agree. Every single fourth-grader in Maskelony’s class gave sign language a positive review. And they all liked their collective hard work, if for nothing else, to make Duckwall feel included.

1. What can we know about Leisa Duckwall?
A.She was often misunderstood.
B.She feels sad to be pointed at.
C.She serves students three meals a day.
D.She was unable to interact with students well before.
2. What made Maskelony want to teach students sign language?
A.Her students’ requests.
B.The principal’s suggestion.
C.Her hard-of-hearing families.
D.Leisa Duckwall’s desire.
3. What did Janet do when knowing some students were learning sign letters?
A.She gave a big prize to Maskelony.
B.She decided to promote the practice.
C.She began to learn sign language too.
D.She praised the fourth-grade students.
4. What can we infer from Janet’s words?
A.Sign language benefits students’ study.
B.It’s important for students to learn more skills.
C.Students should communicate more with others.
D.Learning sign language helps students have better values.
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【推荐2】Kali’s Gift

“Okay, it’s time for the gift exchange,” Mrs. Woodland announced during our Sunday school class. We had all brought presents to exchange and I was excited to see what everyone had brought. My best friend Sara’s gift caught my eye immediately. She had made fudge (法奇软糖) and put it in a cute bear mug. Rich Megan Perkins wrapped an expensive perfume, which I took when it was my turn.

Hannah made a noise when she took Sara’s gift from Lauren instead of the last wrapped one from Kali, who was known for bringing lame (差劲的) gifts. Lauren complained and asked to trade the last gift with my perfume, but I didn’t want to give up the perfume that I got fairly and squarely.

At that point, Mrs. Woodland stepped in. “Melanie, why don’t you trade with Lauren?” she suggested. I was about to tell Mrs. Woodland off when I noticed Kali sitting alone in the back of the classroom, looking sad with her head bowed. I suddenly felt ashamed of myself.

I hesitated, feeling torn between my desire to keep the perfume and my guilt over Kali’s situation. Finally, I spoke up. “Actually, I’ll take the potholders,” I said. “They’re really pretty.”

Everyone looked at me in surprise, but I knew it was the right thing and I should be kind to Kali, who deserved to be treated with respect and consideration. Later on, I gave the potholders to my mom, who loved them and used them in the kitchen all the time.

根据文本内容从方框中选择恰当的词并用其正确形式填入文本图示中,每词限用一次,有两词为多余选项。

turn          anger             respect        exchange        eager             prepare
catch        ashamed        surprise        sad                 complain        equality
1. _________
2. _________
3. _________
4. _________
5. _________
6. _________
7. _________
8. _________
9. _________
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2023-06-16更新 | 71次组卷
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【推荐3】For college-bound students, leaving home and moving into a new environment can be a stressful experience. As for the students with anxiety, the transition can be more challenging.    1    . They may feel it complicated to share a space with unknown roommates. But with your proper supports in place, they can work through these challenges.

Make preparations ahead

When a student with anxiety is unprepared for the stress of being away from home, combined with the need of independence, can cause a false belief that the transition is simply too hard to handle. This can result in an anxious thought pattern, making his college life a nightmare. When he is prepared for it, on the other hand, all the challenges can be solved practically.    2    

Discuss appropriate expectations

Establishing healthy expectations can help cut down the pressure. Parents and rising college students might approach the transition with a hope that things will be better in college.    3    . Quite different from high school in academics, even a straight-A high student is likely to experience an academic roadblock during college.

Create a support plan

If your college-bound student is currently working with a therapist(治疗专家)for anxiety treatment, chances are the therapist is helping him prepare for the transition and figure out a support system.    4    . Talk it over with your teenager before he makes the transition.

    5    

While making your teens aware that they can cope with their anxiety independently, you are to ensure that help is available on campus. Establish a weekly check-in to catch up and provide support. Encourage him to seek out help on campus if his anxiety increases. By enabling them to use the resources available in his new environment, you send a positive message to them: You can do this.

A.Check in periodically
B.Discuss coping skills that work
C.Keep optimistic in realistic expectations
D.If not, it’s important to help him make a support plan
E.For example, they may find it hard to make new friends
F.Being fully prepared makes working through the stress a piece of cake
G.One challenge new college students face is adjusting to different schedules
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