Questions 16 to 20 are based on the following passage.In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However,
题目
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. Why do some Japanese parents send their children to university-based kindergartens?（）
- A、They can do better in their future studies.
- B、They can accumulate more group experience there.
- C、They can be individually oriented when they grow up.
- D、They can have better chances of getting a first-rate education
相似考题
更多“Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However”相关问题
-
第1题：
阅读 Passage 1,完成小题.
Passage 1
Today'sadults grew up in schools designed to sort us into the various segments of oursocial and economic system. Theamount of time available to learn was fixed: one year per grade. The amount learnedby the end of that time was free to vary:?some of us learned a great deal; some, very little. As weadvanced through the grades, those who had learned a great deal in previousgrades continued to build on those foundations. Those who had failed to masterthe early prerequisites within the allotted time failed to learn that whichfollowed. After 12 or 13 years of cumulative treatment of this kind, we were,in effect, spread along an achievement continuumthat was ultimately reflected in each student's rank in class upon graduation.
?Fromthe very earliest grades, some students learned a great deal very quickly andconsistently scored high on assessments. The emotional effect of this was tohelp them to see themselves as capable learners, and so these students becameincreasingly confident in school. That confidence gave them the inner emotionalstrength to take the risk of striving for more success because they believed thatsuccess was within their reach. Driven forward by this optimism, these studentscontinued to try hard, and that effort continued to result in success for them.They became the academic and emotional winners. Notice that the trigger fortheir emotional strength and their learning success was their perception oftheir success on formal and informal assessments.
?Butthere were other students who didn’t fare so well. They scored very low ontests, beginning in the earliest grades. The emotional effect was to cause themto question their own capabilities as learners. They began to lose confidence,which, in turn, deprived them of the emotional reserves needed to continue totake risks. As their motivation warned, of course, their performance?plummeted.These students embarked on what they believed to be an irreversible slide towardinevitable failure and lost hope. Once again, the emotional trigger for theirdecision not to try was their perception of their performance on assessments.
?Consider the reality—indeed, the paradox of— the schools in whichwe were reared.?If some students worked hard and learneda lot, that was a positive result, and they would finish high in the rankorder. But if some students gave up in hopeless failure, that was an acceptableresult, too, because they would occupy places very low in the rank order. Theirachievement results fed into the implicit mission of schools: the greater thespread of achievement among students, the more it reinforced the rank order.This is why, if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem, not the teacher's or the school's.
??Onceagain, please notice who is using test results to decide whether to strive forexcellence or give up in hopelessness. The "data-based decisionmakers" in this process are students themselves. Students are decidingwhether success is within or beyond reach, whether the learning is worth the requiredeffort, and so whether to try or not. The critical emotions underpinning thedecision making process include anxiety, fear of failure, uncertainty, andunwillingness to take risks-all triggered by students ' perceptions of theirown capabilities as reflected in assessment results.
?Some students responded to the demands of suchenvironments by working hard and learning a great deal. Others controlled theiranxiety by giving up and not caring. The result for them is exactly theopposite of the one society wants. Instead of leaving no child behind, thesepractices, in effect, drove down the achievement of at least as many studentsas they successfully elevated. And the evidence suggests that the downsidevictims are more frequently members of particular socioeconomic and ethnicminorities.
What has made students spread along an achievement continuum according to the passage?A.The allotted time to learn.
B.Social and economic system.
C.The early prerequisites students mastered.
D.Performance on formal and informal assessments.答案：C解析：细节题。根据题目中的关键词定位到文章中第一段。由最后三句话“…those who had learned a great deal in previous grades continued tobuild on those foundations.…．spread along anachievement continuum that was ultimately reflected in each student's rank inclass upon graduation.”可知，在之前的学习中掌握较多内容的学生继续在已有基础上学习，没有在规定时间内掌握先决条件的人则无法继续学习，经过长期累积，学生的成就最终反映在他们各自的排名上。所以决定学生成就的是他们早期掌握的内容。故本题选C。 -
第2题：
资料： The poverty line is the minimum income that people need for an acceptable standard of living. People with incomes below the poverty line are considered poor. Economists study the causes of poverty in order to find solutions to the problem.
As the general standard of living in the country rises, the poverty line does, too. Therefore, even with today’s relatively high standard of living, about 10 percent of the people in the United States are below the poverty line. However, if these people had stable jobs, they could have an acceptable standard of living. Economists suggest several reasons why poor people do not have jobs.
For one thing, more than half of the poor people in the United States are not qualified to work. Over 40 percent of the poor. People are children. By law, children less than 16 years old cannot work in many industries. A large number of poor people are Old. Many companies do not hire people over 65 years old, the normal retirement age.
Some poor adults do not look for jobs for a variety of personal reasons: they are sick, they do not have any motivation, they have family problems, or they do not believe that they can find a job.
Other poor people look for a job but cannot find one. Many poor adults never went to high school. Therefore, when they look for jobs, they have few skills that they can offer.
At the present time, the government thinks it can reduce poverty in the country in the following ways. First, if the national economy grows, businesses and industries hire more workers. Some of the poor who are qualified to look for jobs may find employment. Then they will no longer be below the poverty line. Second, if society invests in the poor, the poor will become more productive. If the government spends money on social programs, education, and training for poor people, the poor will have the skills to offer. Then it is more likely that they can find jobs.
Finally, if the government distributes society's income differently, it raises some poor people above the poverty line. The government collects taxes from the non－poor and gives money to the poor. These payments to the poor are called welfare. In 1975 over 18 million people in the United States received welfare.
Some economists are looking for better solutions to the poverty problem. However, at the present time, many people depend on welfare for a minimally acceptable standard of living.
The author’s main purpose to write this article is_____A.to give several possible solutions to the problem of poverty
B.to explain why some people in the United States are below the poverty line
C.to show sympathy for those poor people
D.to give the definition of “poverty line”答案：A解析：本题考查的是主旨大意。
【关键词】main purpose;to write this article
【主题句】第一段Economists study the causes of poverty in order to find solutions to the problem.经济学家为了找到问题解决方法，研究了贫困的原因。
第二段Economists suggest several reasons why poor people do not have jobs. 经济学家提出了几个为什么穷人没有工作的原因。倒数第三段 At the present time, the government thinks it can reduce poverty in the country in the following ways. 目前，政府认为它可以通过以下方式减少该国的贫困。最后一段 Some economists are looking for better solutions to the poverty problem. However, at the present time, many people depend on welfare for a minimally acceptable standard of living. 一些经济学家正在寻求更好的解决贫困问题的办法。但是，目前很多人依靠福利来达到最低限度的可接受的生活水平。
【解析】题干问“作者写这篇文章的主要目的是什么？”。本道题考察对于全文主旨大意的理解。A选项意为“给出一些可能的贫困问题解决方法” B选项意为“解释为什么一些美国人生活在贫困线以下”C选项意为“表达了对于穷人的同情”；D选项“解释什么是贫困线。” 根据主题句可知，文章主要围绕着贫困问题，从贫困标准线、贫困原因、解决贫困问题措施依次展开，重点是要探索如何找到更好地解决贫困问题的方法，选项B中引用美国情况只是作为案例分析，不是根本写作目的；选项C未提及；选项D只是在开头交代，不符合题意。 -
第3题：
Which of the following is not true of the European Union?（）
AThe United States is also a member of the EU.
BThe members of the EU cooperate in many areas,including politics and economics.
CThe EU is a major economic unit.
DThe combined value of the union.s imports and exports is greater than that of any single country in the world.
A
略 -
第4题：
Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is used for questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.（）
正确答案:正确 -
第5题：
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. Why do some Japanese parents send their children to university-based kindergartens?（）
- A、They can do better in their future studies.
- B、They can accumulate more group experience there.
- C、They can be individually oriented when they grow up.
- D、They can have better chances of getting a first-rate education
正确答案:D -
第6题：
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. Free play has been introduced in some Japanese kindergartens in order to （）
- A、broaden children’s horizon
- B、cultivate children’s creativity
- C、lighten children’s study load
- D、enrich children’s knowledge
正确答案:C -
第7题：
单选题Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. We learn from the first paragraph that many Americans believe （）AJapanese parents are more involved in preschool education than American parents
BJapan’s economic success is a result of its scientific achievements
CJapanese preschool education emphasizes academic instruction
DJapan’s higher education is superior to theirs
正确答案： A解析： 暂无解析 -
第8题：
单选题Which of the following statements is incorrect according to the passage?AWomen did not have the right to vote before 1900.
BWomen had the right to vote throughout the country in 1920.
CA little number of women held high academic and government positions in 1920.
D“Career women” were largely restricted to some areas.
正确答案： C解析：
事实细节题。由文章第三段可知，到1900年，不少州的妇女已经赢得了选举权，但这并不意味着美国妇女在1900年以前没有选举权。其他三项均可以在文中找到对应语句。 -
第9题：
单选题Which of the following is not true of the European Union?（）AThe United States is also a member of the EU.
BThe members of the EU cooperate in many areas,including politics and economics.
CThe EU is a major economic unit.
DThe combined value of the union.s imports and exports is greater than that of any single country in the world.
正确答案： C解析： 暂无解析 -
第10题：
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.What do the "academic achievement standards" in Paragraph 1 refer to?AThe driving dynamic forces for all students who need to survive in society.
BConfidence, optimism, and persistence that students need in order to succeed.
CDifferentiated levels of competence specified for students with different abilities.
DThe missions of students who want to beat others in their achievement race in school.
正确答案： B解析： -
第11题：
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our academic achievement standards.Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which is meant by the author about the emotional promise of assessment for students？ATo reach a minimum level of achievement.
BTo build up their confidence in success.
CTo enable them to compete with others.
DTo help them realize their goals.
正确答案： C解析： -
第12题：
单选题Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. Thedata-based decision makers in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.What has made students spread along an achievement continuum according to the passage?AThe allotted time to learn.
BSocial and economic system.
CThe early prerequisites students mastered.
DPerformance on formal and informal assessments.
正确答案： D解析： -
第13题：
Children who have negative relationships with their parents often develop______problems including low academic achievement，negative social relationships，and delinquency。A.domestic
B.influential
C.diverse
D.identical答案：C解析：本题考查形容词辨析。题目意为“与父母有消极关系的孩子往往会出现许多问题，包括学业成绩低下、社会关系消极和犯罪等。”A选项“国内的，家庭的”，B选项“有影响的，有势力的”，C选项“不同的，多种多样的”，D选项“同一的，多种多样的”。根据句意，和父母关系消极的孩子会出现各种各样的问题，选项C正确。
-
第14题：
共用题干
Schools and Education
1. Life in the twenty-first century demands preparation.Today,all individuals in a country must have adequate schooling to prepare them for their work as well as for their responsibilities as citizens.With this in mind,national leaders everywhere are placing more emphasis on the education of the young.In the United States,government officials,parents,and teachers are working hard to give their children一tomorrow's decision makers一the best preparation available.
2. There is no national school policy in the United States.Each of the fifty states makes its own rules and regulations for its school,but there are many similarities among the fifty school systems.Public schools in all states are supported by taxes paid by the citizens of the individual state. In most states the children are required to attend school until they reach the age of sixteen.
3. When they become six years old,children begin elementary school.After six years in elementary school,they go into junior high school and remain there for three years.The last three years of their public school education are spent in senior high school,from which they graduate at the age of eighteen.
4. A great number of high school graduates continue their education in one of the many colleges or universities in the country.After four years,they receive a bachelor's degree.Some continue studying for a master's degree and perhaps a doctor's degree.In most states children,before they are 16,must________.
A:go on to study in colleges or universities
B:emphasized today
C:the taxes paid by the citizens of each state
D:to go abroad to do further study
E:attend school
F: private source答案：E解析：第一段中间“national leaders everywhere are placing more emphasis on the education of the young”，各个国家领导人都注意对年轻人的教育，它是该段的中心句，所以选Co
本段最后一句“In most states the children are required to attend school untilthey reach the age of sixteen”，所以选D。
本段提到一个孩子从6岁开始到18岁接受的所有教育，即从小学教育到中学教育，因此B正确。
本段第一句说到“...high school graduates continue their education in one ofthe many colleges or universities...”所以是关于高等教育。
“emphasized”和“place emphasis on something”意思相同，即各国强调教育的重要性，所有选B。
第二段的最后一句，在大多数州，孩子在16岁前必须接受教育，因此选E。
“financed by”意思是得到资金支持，即“Public schools in all states are supported by taxes paid by the citizens of the individual state”，选项C符合句子的意思。
“secondary education”是中学教育，在学生完成中学教育后，他们可以决定是否要继续接受高等教育，因此A符合题意。 -
第15题：
Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is used for questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.（）
A对
B错
对
略 -
第16题：
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. Most Americans surveyed believe that preschools should also attach importance to （）
- A、problem solving
- B、group experience
- C、parental guidance
- D、individually-oriented development
正确答案:B -
第17题：
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. We learn from the first paragraph that many Americans believe （）
- A、Japanese parents are more involved in preschool education than American parents
- B、Japan’s economic success is a result of its scientific achievements
- C、Japanese preschool education emphasizes academic instruction
- D、Japan’s higher education is superior to theirs
正确答案:C -
第18题：
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. In Japan’s preschool education, the focus is on （）
- A、preparing children academically
- B、developing children’s artistic interests
- C、tapping children’s potential
- D、shaping children’s character
正确答案:D -
第19题：
单选题Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. Thedata-based decision makers in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.Which of the following is closest in meaning to the underlined word plummeted in Paragraph 3?APunished timely.
BSpread widely.
CContinued gradually.
DDropped sharply.
正确答案： B解析： -
第20题：
单选题Because the United States is not surrounded by many other nations, some Americans tend to _____ the rest of the world.Aignore
Bdecline
Cneglect
Doverlook
正确答案： B解析： -
第21题：
单选题Which of the following would be the best title for this passage?ATypes of Doctors in the United States
BHealth Care in the United States and Britain
CTreatment of Sick Children in the United States
DMedical Insurance in the United States and Britain
正确答案： B解析：
主旨大意题。题目询问：“文章的最佳题目是…?”本文一直都在比较英国和美国的医疗保险制度，答案为B。 -
第22题：
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which of the following is likely to be the title of this passage？AFormative Assessment
BSuccess in Meeting Standards
CA New Mission of Assessment
DLimitations of Current School Ranking
正确答案： C解析： -
第23题：
判断题Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is used for questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.（）A对
B错
正确答案： 错解析： 暂无解析 -
第24题：
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which of the following would happen due to the change in mission for the role of assessment?AMost students would achieve a certain level of academic success.
BEducators would raise up the bottom of the rank-order distribution.
CTeachers would help low achievers to beat high achievers successfully.
DSchools would eliminate sorting and ranking from the schooling process.
正确答案： B解析：