1 . In October, I told the eight-year-olds about my plan. “I’d like all of you to do extra jobs to
Early in the week, the boys and girls arrived in class seizing their hard-earned money and couldn’t wait to go shopping. I watched
“Flowers！” Kristine cried. The group rushed toward the holiday
Then we set off to the house of a needy grandmother and finally
We returned to the car. Fastening seat belts, we could see the kitchen window. The woman inside waved goodbye, then turned and walked across the room, past the turkey, past the trimmings,
| A．spend | B．earn | C．withdraw | D．save |
| A．either | B．though | C．otherwise | D．anyway |
| A．experience | B．expect | C．advocate | D．clarify |
| A．enjoy | B．receive | C．accumulate | D．share |
| A．better than | B．rather than | C．other than | D．more than |
| A．alive | B．great | C．fresh | D．natural |
| A．until | B．before | C．while | D．since |
| A．Gradually | B．Eventually | C．Frequently | D．Occasionally |
| A．observed | B．confirmed | C．recognized | D．spotted |
| A．plants | B．lights | C．cards | D．foods |
| A．Contented | B．Confused | C．Defeated | D．Determined |
| A．pulled up | B．settled down | C．came around | D．got through |
| A．accompany | B．welcome | C．inspect | D．instruct |
| A．puzzle | B．relief | C．pleasure | D．disappointment |
| A．straight | B．abruptly | C．casually | D．suddenly |
| A．terror | B．shock | C．pain | D．smile |
| A．transformed | B．comforted | C．convinced | D．witnessed |
| A．chance | B．decision | C．moment | D．condition |
| A．energy | B．power | C．talent | D．quality |
| A．wealthier | B．healthier | C．easier | D．better |
2 . Much has been made about the need for teachers to develop healthy relationships with the parents of their students. Similarly, headmasters who hold the opportunity to build the relationships with parents will find it to be a worthwhile investment (投资).
As is known, headmasters spend much time on after-school activities.
One simple strategy for building relationships with parents is to call 5-10 parents each week and ask them a sum of questions about the school, their children’s teachers, etc. Parents will love that you took the time to ask them their opinion.
Finally, schools are almost always forming committees on different school-related topics. These committees should not be limited to school personnel. Inviting parents and students to serve on a committee brings a different viewpoint that can be beneficial for everyone.
| A．Another strategy is a parent’s lunch. |
| B．Parents may not always agree with your decisions. |
| C．Parents get to be a part of the inner workings of the school. |
| D．This is a great opportunity to build informal relationships with parents. |
| E．The relationship between headmaster and parents are more distant. |
| F．They see you in part as the person who really likes their kids. |
| G．Adopting these strategies can really strengthen relationships with parents. |
3 . Confidence in Maths, Confidence for Life.
Changing Lives Through Maths!
Mathnasium of North Oxford, your neighbourhood maths-only learning centre!
We help children aged 13-18 understand maths in a special way. Our way of teaching children maths, the Mathnasium Method, has changed the way students learn maths for over a decade across 800 + centres worldwide:
• We know how to teach your child maths.
Our specially trained maths teachers will teach your child how to understand maths in a special setting — our unique approach enables us to effectively explain maths concepts (概念) well and lend a helping hand to every student. Our teachers create a caring, encouraging environment that helps your child “catch up, keep up and get ahead” in their maths learning.
• We find exactly your child’s learning needs, meet them where they are and take them where they need to go.
At Mathnasium we use our unique assessment process (评估过程) to determine exactly what each child knows and what they need to learn. Next, we design an individual (单独的) learning plan for each student. It doesn’t stop there — our teachers continually check progress along the way to make sure students truly understand the concepts we’ve taught. Students learn maths at their own speed and according to their own level. They will see obvious changes in attitude, confidence and school progress.
About Our Centre
Since its opening on 8 September this year, Mathnasium of North Oxford has been offering maths instruction and homework help to students in the community. You can find us at 18 South Parade, Summertown, North Oxford 0X2 7JL
Call at 01865 855968 or e-mail to mathnasium. co. uk.
Hours of Instruction
Weekdays: 3 : 30PM-7 : 30PM
Weekends: 9 : 00AM-5 : 00PM
Click (点击)here to find out if Mathnasium is right for your child.
1. Whom does Mathnasium of North Oxford teach maths?| A．Teenagers. | B．Adults. | C．Babies. | D．Graduates. |
| A．Its large-sized classes. | B．Its location. |
| C．Its individual teaching. | D．Its school environment. |
| A．Mondays | B．Tuesdays | C．Thursdays | D．Saturdays |
| A．In the newspaper. | B．On the poster. | C．On the Internet. | D．Over the radio. |
4 . Why you shouldn't punish your kids for lying
Getting your children to stop lying is challenging. There are many influences（TV，movies and video games）in which lies are common. Children see parents lie to others，if only to be polite. Most parents add to that with tales about the lives and activities of Santa Claus or the tooth fairy.
The most common reactions to children who lie are explaining why it is wrong and punishments.
Give praise: You could ask your child to say something that happened at school that is true. When your child obeys, praise him enthusiastically. Be specific.
Act as a model: Explicitly（明确地）tell the truth. This could be about something that happened when you were a child or something that happened during the day. It need not be dramatic. Another option is to play a game at dinner. Each person tells one thing that was true that day. Again，give a little praise to the child who normally lies if she plays along.
Decrease punishments and moralizing（说教）：They are unlikely to change behavior or develop the conduct you want.
| A．It is not what that is，but about practice. |
| B．As ways of changing behavior，these are ineffective. |
| C．That does not mean ignoring，lying or letting it go. |
| D．“That was great！You told me what happened just like I asked. Wow！” |
| E．Try these procedures for two to three weeks and see where you are. |
| F．“You did a good job，but what you said was not what I'd like to know！” |
| G．Parents do this out of love，but for some children，lying can become a problem. |
The university of Birmingham, UK, announces that it will accept the Gaokao exam for high-flying Chinese students
Gaokao, which
Professor Jon Frampton, Director of the University of Birmingham’s China Institute said, “I am
High school exit tests are tests that students must pass to graduate from high school. In the last few years, however, a number of states in America have dropped them. Although some states still use them for diplomas, the number is down from a high of 27 states during the testing craze promoted by No Child Left Behind (NCLB).
The appearance of this phenomenon is small wonder. Researches clearly show that exit tests have little positive effects on students. A 2014 report found exit testing was associated with lower graduation rates, negatively affected labor market outcomes, and, most alarmingly, produced a 12.5 percent increase in incarceration(监禁) rates. Exit exams, the study concluded, had tended to add little value for most students.
Exit testing relies on the following assumptions. One is that standardized testing can serve as a kind of “quality control” for high school graduates, guaranteeing that graduates are college ready. The other is that they have predicting value for future success in academic situations.
But there is little evidence. The tests don’t exactly measure what they pretend to measure. For example, qualities such as intelligence, academic ability, college readiness are not determined. Those that should be developed in all young people, like responsibility, critical thinking, and empathy(移植), are not measured, either. Even supporters of exit tests have acknowledged that they don’t offer reliable data.
Thus, more and more people are suggesting that exit test scores ought to be just one component of the high school diploma. Schools should consider many other records including credits earned, courses taken, activities, service, projects and other elements of academic accomplishment so that students can be evaluated flexibly. In other words, exit test scores should never be the only criterion for high school diplomas.
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7 . Reducing class size has traditionally been seen as an important way to improve a student’s educational experience. Many often believe that smaller classes would permit teachers to give more personal attention to their students.
But one recent study suggests there's not much research-based evidence to support this idea. The research was collected by a team from Denmark's Danish Center for Social Science Research.
The study notes that one of the main problems with reducing class size is that it can have very high costs.
The new study began by examining 127 studies on classroom size. Its goal was to examine the major research studies already completed on the subject.
The researchers concluded that there's some evidence to suggest that reducing class size may lead to some improvement in a student 's reading achievement.
| A．But they said the effect is very small |
| B．For mathematics achievement, the result was 49 percent |
| C．This can theoretically lead to improved academic results for students |
| D．Many public opinion studies have shown teachers favor smaller class sizes |
| E．The effects of larger class size can stay long after the students complete their education |
| F．Increasing class size is one of the most common ways school systems control education spending |
| G．They especially centered on those trying to measure if smaller class size led to greater academic success |
8 . “I promise.” “I swear to you it’ll never happen again.” “I give you my word.” “Honestly. Believe me.” Sure, I trust. Why not? I teach English composition at a private college. With a certain excitement and intensity, I read my students’ essays, hoping to find the person behind the pen. As each semester progresses, plagiarism (剽窃) appears. Not only is my intelligence insulted as one assumes I won’t detect (查明) a polished piece of prose (散文) from an otherwise-average writer, but I feel a sadness that a student has resorted (求助于) to buying a paper from a peer. Writers have styles like fingerprints and after several assignments, I can match a student’s work with his or her name.
Why is learning less important than a higher grade-point average (GPA) (平均成绩点数)? When we’re threatened or sick, we make conditional promises. “If you let me pass math I will …” “Lord, if you get me over this before the big homecoming game I’ll…” Once the situation is behind us, so are the promises. Human nature? Perhaps, but we do use that cliché (陈词滥调) to get us out of uncomfortable bargains.
Six years ago, I took a student before the dean. He had turned in an essay with the vocabulary and sentence structure of PhD thesis (博士毕业论文). Up until that time, both his out-of-class and in-class work were borderline passing.
I questioned the person regarding his essay and he swore that it was the consequence of his hardwork, but he had already had a given sheet of paper so he understood what was asked. He sat one hour, then turned in part of a page of unskilled writing and faulty logic. I confronted him with both the essays. “I promise…, I’m not lying. I swear to you that I wrote the essay. I’m just nervous today.”
The head of the English department agreed with my finding, and the meeting with the dean had the boy’s parents present. After an hour of discussion, touching on eight of the boy’s previous essays and his grade-point average, which indicated he was already on academic probation (留校察看), the dean agreed that the student had plagiarized (剽窃). His parents protested, “He’s only a child.” and we instructors were wiser and should be compassionate (有同情心的). College people are not really children and most times would resent being labeled as such… except in this uncomfortable circumstance.
1. According to the author, students commit plagiarism mainly for ________.| A．money | B．degree |
| C．higher GPA | D．reputation |
| A．students usually keep their promises |
| B．some students tend to break their promises |
| C．the promises are always behind the situation |
| D．we cannot judge the situation in advance |
| A．excellent | B．extremely poor |
| C．above average | D．not very good |
| A．teachers should be compassionate | B．instructors were wiser |
| C．he was only a child | D．he was threatened |
| A．Human Nature | B．Conditional Promises |
| C．How to Detect Cheating | D．The Sadness of Plagiarism |
9 . An introduction to this book is as superfluous as a candle in front of a powerful searchlight. But a convention of publishing seems to require that the candle should be there, and I am proud to be the one to hold it. About ten years ago I picked up from the pile of new books on my desk a copy of Sons and Lovers by a man of whom I had never heard, and I started to race through it with the immoral speed of the professional reviewer. But after a page or two I found myself reading, really reading. Here was—here is—a masterpiece in which every sentence counts, a book packed with significant thought and beautiful, arresting phrases, the work of a remarkable genius whose gifts are more richly various than those of any other young English novelist.
To appreciate the rich variety of Mr. Lawrence we must read his later novels and his volumes of poetry. But Sons and Lovers reveals the range of his power. Here are combined and blended(混合的) sort of “realism” and almost lyric(抒情的) imagery and rhythm. The speech of the people is that of daily life and the things that happen to them are normal adventures and accidents; they fall in love, marry, work, fail, succeed, and die. But of their deeper emotions and of the relations of these little human beings to the earth and to the stars, Mr. Lawrence makes something near to poetry and prose(散文) without violating its proper “other harmony.”
Take the marvellous paragraph on next to the last page of Sons and Lovers (Mr. Lawrence depends so little on plot in the ordinary sense of the word that it is perfectly fair to read the end of his book first):
Where was he? One tiny upright speck of flesh, less than an ear of wheat lost in the field. He could not bear it. On every side the immense dark silence seemed pressing him, so tiny a spark, into extinction, and yet, almost nothing, he could not be extinct. Night, in which everything was lost, went reaching out, beyond stars and sun, stars and sun, a few bright grains, went spinning round for terror, and holding each other in embrace, there in the darkness that outpassed them all, and left them tiny and daunted(气馁). So much, and himself, infinitesimal, at the core a nothingness, and yet not nothing.
Such glorious writing lifts the book far above a novel which is merely a story. I beg the reader to attend to every line of it and not to miss a single one of the many sentences that await and surprise you. Some are enthusiastic and impressive, like the paragraph above; others are keen, “realistic” observations of things and people. In one of his books Mr. Lawrence makes a character say, or think, that life is “mixed.” That indicates his philosophy and his method. He blends the accurately literal and trivial(琐碎的) with the extremely poetic.
To find a similar blending of tiny daily detail and wide imaginative vision, we must go back to two older novelists, Hardy and Meredith. I do not mean that Mr. Lawrence derives(源于) immediately from them or, indeed, that he is clearly the disciple(弟子) of any master. I do feel simply that he is of the elder stature(名望) of Hardy and Meredith, and I know of no other young novelist who is quite worthy of their company. When I first tried to express this comparison, this connection, I was contradicted by a fellow-critic, who pointed out that Meredith and Hardy are entirely unlike each other and that therefore Mr. Lawrence cannot resemble both. To be sure, nothing is more hateful than forced comparisons, nothing more boring than to discover parallels between one work of art and another. An artist’s mastery consists in his difference from other masters. But to refer a young man of genius to an older one, at the same time pronouncing his independence and originality, is a fair, if not very superior, method of praising him.
1. The underlined word “superfluous” in paragraph 1 is closest in meaning to _______.| A．meaningful | B．unnecessary |
| C．fundamental | D．unbelievable |
| A．They equally reveal his genius power. |
| B．They contain lots of great lyric poetry. |
| C．They present some real living situations. |
| D．They focus on relations between humans. |
| A．The plot of the novel has little to do with daily life. |
| B．It is wise to read Lawrence’s books from the end. |
| C．Lawrence is capable of telling good stories. |
| D．The language in Lawrence’s books is elegant. |
| A．They taught Lawrence literature when he was young. |
| B．They were the realistic novelists of Lawrence’s time. |
| C．They were novelists who resemble each other in writing. |
| D．They were novelists combining details with imagination. |
| A．He must have personal diversity. |
| B．He must have the critical spirits. |
| C．He must be happy to be compared. |
| D．He must be a man of genius. |
| A．To introduce Lawrence’s novel Sons and Lovers. |
| B．To show his experiences of reading classics. |
| C．To analyze Lawrence’s writing characteristics. |
| D．To compare the styles of different novelists. |
10 . About 30 years ago, I left Cuba for the United States with my son. After getting settled finally in Brunswick, New Jersey, I enrolled (注册) my son in kindergarten. Several weeks later, my son’s teacher asked me to meet him at his office.
In the teacher’s office, and exchange of greetings was followed by his questions: “Is your son mentally retarded (弱智的)? Does he suffer from any kind of mental disability?”
Was he talking about my wonderful Scola? NO, no, it can’t be. What a helpless, lonely moment! I told him that Scola was a quiet, sweet little boy, instead. I asked him why he was asking me all these questions.
My son could not follow the teacher’s directions, he told me, and thus, Scola was disrupting the class. Didn’t he know my son did not speak English yet?
He was angry; “Why hasn’t your son been taught to speak English? Don’t you speak English at home?”
No, I didn’t speak English at home, I replied. I was sure my son would learn English in a couple of months, and I didn’t want him to forget his native language. Well, wrong answer! What kind of person would not speak in English to her son at home and at all time? “Are you one of those people who come to this country to save dollars and send them back to their country, never wanting to be a part of this society?”
Needless to say, I tried to tell him I was not one of “those people.” Then he told me the meeting was over, and I left.
As I had expected, my son learned to speak English fluently before the school year was over. He went on to graduate from college and got a job, earning close to six figures. He travels widely and leads a well-adjusted, contented life. And he has benefited from being bilingual (双语的).
Speaking more than one language allows people to communicate with others; it teaches people about other cultures and other places — something very basic and obviously lacking in the “educator” I met in New Jersey.
1. The teacher asked the author to his office__________.| A．to discuss Scola’s in-class performance |
| B．to get Scola enrolled in kindergarten |
| C．to find a language partner for Scola |
| D．to work out a study plan for Scola |
| A．Breaking. | B．Following | C．Attending | D．Disturbing. |
| A．critical | B．casual | C．positive | D．passive |
| A．medicine | B．education | C．geography | D．history |
