单选题Young children are completely _____ the mother for their physical needs and for their early education and training.A relied on B independent of C depending on D dependent on

题目
单选题
Young children are completely _____ the mother for their physical needs and for their early education and training.
A

relied on      

B

independent of      

C

depending on      

D

dependent on

相似考题

1.Which one is NOT the cause of the generation gap?A. Young people like to choose their own lifestyles.B. American society is changing very fast.C. Parents place high hopes on their children.D. Modem education makes them think differently.

2.In Britain, children from the age of 5 to 16 can _____ by law.A. receive completely free educationB. receive parly free educationC. receive no free education if their families are richD. receive no free education at all

3.We can infer from the passage that in England （ ）A． many plays are not for young peopleB． many young people don’t like theatreC． people know little about the planD． children used to receive good arts education

4.in britain，children from the age of 5 to 16_______________.A. can not receive free education at all.B. can legally receive partly free education.C. can not receive free education if their parents are rich.D. can legally receive completely free education.

更多“单选题Young children are completely _____ the mother for their physical needs and for their early education and training.A relied on B independent of C depending on D dependent on”相关问题

  • 第1题：

    Passage 2
    Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
    This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
    Department of Education all providing sponsorship and substantial funding．
    The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
    Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
    provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
    Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
    Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
    Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
    What can be inferred from Paragraph 3


    A.The university system of the United States will completely collapse．

    B.The university system of the United States will be totally restructured．

    C.The new teacher education programs may not grant students academic degrees in the future．

    D.The new teacher education programs will follow the usual practice of other professionalpreparation．

    答案：D
    解析：
    推断题。根据第三段末尾“The resulting system ofteacher preparation may differdramatically in…moving away from its current location alongside legal，medical，and other professional preparation”可推断出，新的师范教育项目会遵照其他职业教育的惯例，D项正确。A项“美国的高等教育系统会完全瓦解”，该说法过于绝对。B项“美国高等教育系统将会被完全调整”，根据第三段第一句中“theUnited Statesmayquickly seek to dismantle its university system and replace much of it with independent，private programs”可知，只是大部分会被调整，而不是完全调整。C项“未来私立师范项目将不会为师范学生颁发学位证书”，文中未提及。故选D。

  • 第2题：

    Passage 2
    Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
    This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
    Department of Education all providing sponsorship and substantial funding．
    The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
    Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
    provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
    Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
    Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
    Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
    Which of the following is true of the independent teacher education programs


    A.They are initiated to deal with teacher shortages and education inequities．

    B.They aimed to raise the standards of teacher education programs．

    C.They compete with the university teacher education programs．

    D.They can replace the university teacher education programs．

    答案：A
    解析：
    细节题。根据最后一段中的“Giventhe seriousness oftheteacher shortage problemintheUnited States and the substantial media attention that has been given to independent teacher education programs as thesolution to teacher shortages and education inequities”可知。由于美国教师短缺的严重问题，还有大量媒体对于私立师范教育的关注．私立师范教育被认为是解决师资短缺和教育不公的方法。故选A。

  • 第3题：

    共用题干
    American Families
    1 Despite social and economic differences among Americans,many American families have certain characteristics in common.Both the husband and wife were born in the United States,and their forefathers came from Europe.They have completed high school,and they belong to the middle class.They have a car, a television set,a washing machine,a refrigerator,a telephone,etc.They own their own home and spend about 55%of their income for housing and food.Clothing accounts for almost 10%of their income,medical care 6%,transportation 8%and taxes 15%.The rest of their income is used for such items as insurance, savings,gifts,and recreation.
    2 Most families consist of a mother,a father,and,at most,two children living at home.There may be relatives-grandparents,aunts,uncles,cousins living in the same community,but American families usually maintain separate households.This family structure is known as the"nuclear family".It is unusual. for members of the family other than the husband,wife,and children to live together.
    3 Marriage in the United States is considered a matte,r of individual responsibility and decision.Young people frequently fall in love and many even if their parents disagree.American marriages are usually based on romantic love,rather than on social class,education,or religion.
    4 After their marriage the young couple is free to decide where to live and when to start a family.Most young couples set up their own household immediately.In the early 1970s only 15%of all married couples were not living on their own-independently and by themselves.Most married people practise some kind of birth control.They plan the number of children they are going to have and when their children will be born. The practice of limiting the size of families has general approval.The birth rate has been declining steadily in recent years.

    Paragraph 2______
    A:Post-marriage Life
    B:The Birih Rate in the Early 1970s
    C:Usual Family Structure of American Families
    D:Features in Common in Many American Families
    E:Marriage Concept in the USA
    F:In Marriages Usually Romantic Love Is as Important as Social Class,Education,or Religion

    答案：C
    解析：
    第一段的主旨句是第一句：" Despite social and economic differences among Americans,many American families have certain characteristics in common." D项中的“features”是主旨句中" characteristics”的同义转换。
    第二段主要讲的是美国家庭是由哪些成员组成的，即常见的美国家庭的结构。
    第三段第一句是主旨句，根据其中的“Marriage”把答案圈定在A.玖F三项，又由第三段最后一句可知，美国婚姻基于真爱而非基于社会阶级、教育和宗教，排除F项。本段主要讲的是婚姻观念而非婚姻生活，因此选择E项。
    第四段的主旨句是第一句，主要讲的是美国年轻夫妻的婚后生活。A项中的“post-marriage"甲是第四段第一句中“After their marriage”的同义转换。
    根据第一段第一句可知，美国很多家庭都有一定的相似之处。E项中的“some similarfeatures”是第一段第一句中“certain characteristics in common”的同义转换。
    根据第三段第一句“Marriage in the United States is considered a matter of individualresponsibility and decision.”可知，美国年轻人自己负责和决定他们的婚姻。B项中的“theirown decisions”是第三段第一句中“individual responsibility and decision”的同义转换。
    根据第四段第二句“Most young couples set up their own household immediatily.”可知，许多年轻人在婚后立即建立自己的家庭，不再与他们的父母住在一起。
    根据第四段最后一句“The birth rate has been declining steadily in recent years.”可知，出生率近年来持续下降。F项中的“dropping”是对第四段最后一句中“declining”的同义改写。

  • 第4题：

    共用题干
    第三篇
    According to the most recent research on parenting,caretakers tend to use three strategies for disciplining children.
    Power includes the use of physical punishment such as spanking or the threat of physical punishment,but parents can also demonstrate power by taking away a privilege such as using the car, attending a sporting event,or in the case of a very young child,playing with a favorite toy.In spite of the fact that power strategies,especially severe physical punishment,can cause children to fear or even hate parents,it's surprising that power remains the strategy used most often in disciplining children. It's also worth noting that children who are harshly disciplined in this way tend to be hostile, defiant,and aggressive socially.
    Second in popularity after power is the withholding of affection.This can take the form of refusal to communicate with a child,threatening to abandon or reject the child,or otherwise treating children as though they were unworthy of love.Interesting enough,children disciplined in this way appear on the surface to be very self-disciplined,even model children who are seldom in trouble,but underneath,these same children are generally very nervous,insecure and dependent others to approve of and guide their evaluation of behavior.
    Finally,management techniques are employed for discipline.These begin with a set of rules that are clearly expressed at an age-appropriate level. To enforce the rules,parents use a combination of praise and approval with explanation and reasoning,always referring back to the rules.
    But regardless of the strategy,the behavior that has precipitated punishment should be clearly understood,and the consequences should be consistent. Key to any kind of discipline is a pattern of consistency so that children understand the relationship between the rules,their behavior,and the consequences.

    Which is the best title for the passage?
    A:Parent-Child Relationship.
    B:Strategies to Discipline Children.
    C:Children's Psychology.
    D:How to be a Good Parent.

    答案：B
    解析：
    本题是主旨题。文章第一句说：关于为人父母的一项最新研究表明：父母通常会使用三种方法来管教孩子。接下来介绍了这三种方法：高压策略（A.power strategies ); 减少对孩子的关爱（B.withholding of affection)；管理方法（D.management techniques）。只有C 选项文中没有提及，因此选C。
    本题是细节考查题。根据是第二段第二句：尽管这些使用强权方式管理孩子的方法，尤其是严重的体罚，会导致孩子们害怕甚至仇恨父母，令人吃惊的是这却是管教孩子最为经常使用的方法。因此选A。
    本题是细节考查题。根据第二段后两句可知高压方法并不是很有效的方法，而且这种教育方法会导致孩子仇恨父母，对他人也充满敌意。因此A选项内容是错误的。 B选项可以在第三段第三句中找到，C选项可以在最后一段最后一句中找到，D选项可以从第四段第二句中找到。
    本题是词义推断题。根据privilege后列举的例子：such as using the car, attending a sporting event , or , in the case of a very young child , playing with a favorite toy，可以推断出其意思是a special advantage。
    本题是主旨题。第一段第一句话即本文的中心句。以下段落分别列举这三种管教孩子的方法。

  • 第5题：


    When the children are doing body exercises，the parents should NOT( )

    A.explain the importance of physical activity in keeping people shaped and slim
    B.also take part in the activities by themselves
    C.try to find out activities that are suitable for the children
    D.encourage the children to participate in physical activities

    答案：A
    解析：

  • 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. 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7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8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. 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： B
    解析： 暂无解析

  • 第9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. 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： D
    解析： 暂无解析

  • 第10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. 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： B
    解析： 暂无解析

  • 第11题：

    单选题
    Which is not a reason for children to show love for parents?
    A

    Parents love and take care of children.

    B

    Parents pass away before children grow up.

    C

    Parents give education to children.


    正确答案： B
    解析：
    考 点：细节题。题目问的是“哪一个不是儿女表示对父母爱的原因？”从文章第一段最后两句“They raise their children and educate them to be good people. They give them love and care. ”可以找到选项A和C的内容。而选项B的意思是“父母在儿女长大之前就去世了”，显然这个不是理由。

  • 第12题：

    问答题
    The physical fitness instructor’s course is offered as a 　21　. Sportsadministrators’ course is designed for those who are in employment. This employment must be　22　to sports administration. For the 　23　we offer a one-year diploma course. Physical Education Teacher course needs 　24　as it is entered directly by school leavers. A six-month certificate is offered for the 　25　. A Physical Fitness Instructor works in health and fitness centers 　26　for ordinary members of the public. The duties for Sports Administrators include booking 　27　. Sports Psychologists spend time with professional athletes helping them approach competition with a 　28　PE Teachers instruct young students in how to 　29　and do other recreational activities correctly and safely. The aim for the recreation officers is to raise people’s awareness of healthy lifestyles and 　30　.

    正确答案： 21.6/six-month certificate course
    22.related to  
    23.Sports Psychologist
    24.no prior qualification
    25.recreation officer’s course  
    26.preparing individual programs
    27.playing fields
    28.positive mental attitude
    29.exercise, play sports
    30.improved general fitness
    【录音原文】
    Welcome to further education Information Week. This is the Physical Education Faculty’s session and I’m the Head of the Faculty. During the course of this morning we hope to give you a clear idea of what we offer in our training programs and we will look at the types of course and the entry requirements, if any, for those courses. Some of these courses are open to school leavers, but for some you need previous qualifications, or relevant successful employment.
    So firstly, the Physical Fitness Instructor’s course is offered as a six-month certificate course, which includes an important component of personal fitness but there are no specific entry requirements.
    For sports administrators we provide a four-month certificate course but you should be aware that this is designed for those who are in employment. This employment must be current and related to sports administration.
    For the Sports Psychologist course we offer a one year diploma course, but this diploma course is available only to those who already hold a degree in psychology, so you need to make sure you have that before you apply to do this course.
    Now... for Physical Education Teachers we offer a four-year degree in education. This degree course is designed for preparing students to teach in primary and secondary school and needs no prior qualifications as it is entered directly by school leavers.
    And lastly for the Recreation Officer’s course we offer a six-month certificate. Entry to this course normally includes applicants of a wide range of ages and experiences, but we don’t insist on any prerequisites for this course.
    Remember that this is a vocational training institute. We train you so that you can take up a particular kind of job. So it is important that you know the main roles of the jobs what the work is like and what kind of qualities you need to succeed at them.
    A Physical Fitness Instructor works in health and fitness centers preparing individual programs for ordinary members of the public. Physical Fitness Instructors prepare routines of exercises to suit the individual client’s age and level of fitness.
    Sports Administrators run clubs and sporting association. Their duties include such things as booking playing fields with local councils and organizing the schedule of games or events for the club, so they need good organizational skills.
    Sports Psychologists spend time with professional athletes helping them approach competition with a positive mental attitude to enable them to achieve their personal best. They do this by improving motivation and concentration or assisting with stress management.
    Physical Education or PE Teachers instruct young students in how to exercise, play sports, and do other recreational activities correctly and safely. PE Teachers help the development of coordination, balance, posture, and flexibility with things like simple catching and throwing skills. They are not expected in all sports, but must be able to show students the basic techniques involved in a wide range of activities.
    Recreation Officers often find themselves working for local government authorities and local groups. Their aim is to raise people’s awareness of healthy lifestyles and improved general fitness through arranging recreational activities for groups of all ages from the very young to the elderly.
    There are many other job opportunities which our graduates can look forward to.
    解析： 暂无解析

  • 第13题：

    请阅读Passage 2，完成第小题。
    Passage 2
    Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences.
    Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge,hopes, and fears that are passed on to the next generation.
    Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities.
    "All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children--the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children--disabled or not--to an appropriate education,and have ordered that public schools take the necessary steps to provide that education. In response,schoolsaremodifying theirprograms,adaptinginstructiontochildrenwhoare exceptional, to those who cannot profit substantially from regular programs.

    Which of the following is TRUE according to the passage?
    查看材料

    A．Exceptional children refer to those with mental or physical problems.
    B．The author use"All men are created equal" to counter the school program for the
    exceptional children.
    C．Recent court decisions confirm the rights of the exceptional children to enjoy the equal rights to learn with the normal ones.
    D．Regular school programs fail to meet the requirements to develop the potential of exceptional children.

    答案：D
    解析：
    文章首段中的“…to develop to their full adult potential”和文章最后一句中的“…to those who cannot profit substantially from regular programs．"清楚地表明了“exceptional children”指的是智力超常的儿童，因此A项不正确。文章的第四段对“All men are created equal”在教育中的含义给予了具体的解释，即“每个孩子具有得到帮助、学到能力极限的权利”．因此B项错误。本文的宗旨是赞同学校对超常儿童与普通儿童采用不同的教学计划：法律确认的是所有孩子享有适当的教育的权利．这包括超常儿童的潜能得以最大发挥的权利．因此C项不对。D项意为“学校通常的教学计划不能满足超常儿童充分发挥潜能的需要”。“调整教学计划适应超常儿童的必要性”是本文的中心，这与D项内容一致，故选D。

  • 第14题：

    请阅读Passage 2，完成第小题。
    Passage 2
    Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences.
    Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge,hopes, and fears that are passed on to the next generation.
    Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities.
    "All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children--the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children--disabled or not--to an appropriate education,and have ordered that public schools take the necessary steps to provide that education. In response,schoolsaremodifying theirprograms,adaptinginstructiontochildrenwhoare exceptional, to those who cannot profit substantially from regular programs.

    In Paragraph 2, the author cites the example of the leading actor on the stage to show that__________.
    查看材料

    A．the growth of exceptional children has much to do with their family and the society
    B．exceptional children are more influenced by their families than normal children are
    C．exceptional children are the key interest of the family and society
    D．the needs of the society weigh much heavier than the needs of the exceptional children

    答案：A
    解析：
    在第二段，作者举例说，舞台上的主角吸引了我们的注意力，但我们没有忽视配角的支持与舞台布景的衬托。下文的exceptional children与例子中的leading actor相对应；下文的family和society与例子中的supporting players和scenery相对应，从而说明了超常孩子的成长与家庭和社会有很大关系，故选A。

  • 第15题：

    共用题干
    According to the most recent research on parenting,caretakers tend to use three strategies for disciplining children.
    Power includes the use of physical punishment such as spanking or the threat of physical punishment,but parents can also demonstrate power by taking away a privilege such as using the car,attending a sporting event,or in the case of a very young child,playing with a favorite toy.In spite of the fact that power strategies,especially severe physical punishment,can cause children to fear or even hate parents,it's surprising that power remains the strategy used most often in discipli-ning children.It's also worth noting that children who are harshly disciplined in this way tend to be hostile,defiant,and aggressive socially.
    Second in popularity after power is the withholding of affection.This can take the form of re-fusal to communicate with a child,threatening to abandon or reject the child,or otherwise treating children as though they were unworthy of love .Interesting enough,children disciplined in this way appear on the surface to be very self-disciplined,even model children who are seldom in trouble, but underneath,these same children are generally very nervous,insecure and dependent others to approve of and guide their evaluation of behavior.
    Finally,management techniques are employed for discipline .These begin with a set of rules that are clearly expressed at an age-appropriate level.To enforce the rules,parents use a combina- tion of praise and approval with explanation and reasoning,always referring back to the rules.
    But regardless of the strategy,the behavior that has precipitated punishment should be clearly understood,and the consequences should be consistent. Key to any kind of discipline is a pattern of consistency so that children understand the relationship between the rules,their behavior,and the consequences.

    According to the passage,parents generally use the following strategies to discipline their children except______.
    A: power strategies
    B: withholding of affection
    C: praise
    D: management techniques

    答案：C
    解析：
    本题是主旨题。文章第一句说：关于为人父母的一项最新研究表明：父母通常会使用三种方法来管教孩子。接下来介绍了这三种方法：高压策略（A power strategies)；减少对孩子的关爱（B withholding of affection)；管理方法（D management techniques)。只有C选项praise没有提及，因此选C。


    本题是细节考查题。根据是第二段第二句：尽管这些使用强权方式管理孩子的方法，尤其是严重的体罚，会导致孩子们害怕甚至仇恨父母，令人吃惊的是这却是管教孩子最为经常使用的方法。因此选A。


    本题是细节考查题。根据第二段后两句可知高压方法并非是很有效的方法，而且这种教育方法会导致孩子仇恨父母，对别人也充满敌意。因此A选项内容是不对的。B选项可以在第三段第三句中找到，C选项可以在最后一段最后一句中找到，D选项可以从第四段第二句中找到。


    本题是词义推断题。根据privilege后列举的例子：such as using the car, attending a sporting event ,or, in the case of a very young child ,playing with a favorite toy，可以推断出其意思是：a special advantage。


    本题是主旨题。第一段第一句话即本文的中心句。以下段落分别列举这三种管教孩子的方法。

  • 第16题：

    共用题干
    Self-reliance

    The most important thing to understand about Americans is probably their_______(51)to "individualism".They have been trained_______(52)very early in their lives to consider them-selves as_______(53)individuals who are responsible for their own situation in life and their own destiny.They have not been trained to treat themselves as members of a tightly_______(54)family,religious groups or nation or other_______(55).
    You can see it in the way American treat their children.Even young children are given _______(56)to make their own decision and express their own opinions.A parent will ask a one-year-old child which candy bar he would_______(57),or_______(58)he wants to sits next to mommy or daddy.The child's_______(59)will normally be recognized.
    _______(60)this practice,Americans come to consider themselves as separate human beings
    who have their own opinions.
    _______(61),many American books on how to_______(62)kids state that the parents'
    objective is to_______(63)their kid a responsible,independent individual who,by the age of 18,is ready to_______(64)the parents' house and make their own_______(65),and this advice is taken so seriously by Americans that every person beyond the age of 20 is supposed to lead an independent life.

    _________(54)
    A:interdependent
    B:unreliable
    C:independent
    D:dependent

    答案：A
    解析：
    词义辫析题，devotion的意思是“热爱”。例如：His devotion to work is highly appreciated．人们很欣赏他对工作的热爱。trust“信任”、faith“信仰”、belief“信仰”均不合适。
    根据语法和词义判断选项B正确，since意为“自从”，本句为“自人生的早期起他们就被训练……”。
    根据上下文含义和句子逻辑可以看出美国人自小就被培养成对自己的人生境遇和命运负责的独立的人。separate在这里意为“独立”，所以此题选D。
    逻辑题。在前面说到美国人接受的教育是让他们成为独立的个体，所以他们就不应把自己看作是某些组织体成员。interdependent意为“互相依赖的”，因为是用来描述家人之间的关系，所以比起dependent“依赖的”更合适。
    family , religious groups , nation都是collectivity，即“集体”的一种形式，所以选择C。
    opportunity意思是“机会”，用在“每个小孩子都被给予_____来作决定”这个句子中很合适。
    原句的意思是“美国人给孩子自己选择的机会，甚至在选择哪种糖果棒上都要问孩子更喜欢哪个”，因此prefer“更喜欢”比choose“选择”和like“喜欢”更合适。
    这里需要一个表示在两者间选择的词，所以whether表示“其中的一个” 合适。本句的意思是“他是想坐在妈妈身边还是爸爸身边”。
    前面提到的是让孩子选择更喜欢什么或更想要怎么做，这些都可以用 preference来归纳。其意思是“偏爱”，放在此句中最符合逻辑。
    根据语法，through符合要求。through作为介词意思是“通过”，这里的意思是“通过这种惯常的做法……”。其他三项在此处都不能和practice搭配。
    此段开始讲美国有许多书都指出家长们的目标是培养出一名负责任的、独立的个体，很明显是对前面几段的承接，只有表示肯定的indeed(确实）合适。
    这里考查的是词汇的使用。此处是“关于如何抚养孩子的书”,raise意为 “养育”用在，这里是正确的。feed意为“喂养”,grow意为“成长”，而bring若要表示“养育”的意思，通常需要和up搭配。例如：It must have been very difficult to manage to bring up four children.
    make有“使成为……”的意思，符合句意。本句意思是“家长们的目标是使他们的孩子成为一名负责任的、独立的个体”。
    前面提到在美国家长均志在培养出“a responsible, independent individual"，所以根据逻辑孩子到了18岁就应该做好搬出父母家的准备。move out:搬出，符合句意。 withdraw：撤退，abandon:抛弃，give up：放弃，均不符合句意和使用习惯。
    固定搭配题。这里要表达的意思是“靠自己谋生”。 make a living为固定搭配，而其他各项均无此意，因此选C。

  • 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. 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. 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19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20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 （）
    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： A
    解析： 暂无解析

  • 第21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. 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： D
    解析： 暂无解析

  • 第22题：

    单选题
    Young children are completely _____ the mother for their physical needs and for their early education and training.
    A

    relied on      

    B

    independent of      

    C

    depending on      

    D

    dependent on


    正确答案： B
    解析：
    句意：小孩子们的生理需要和他们的早期教育和训练都完全依赖于他们的妈妈。rely on,，depend on和be dependent on都可以表示依赖的意思。但此处A项为被动，C项为现在进行时，均不对。B项语义错误。故答案为D项，

  • 第23题：

    单选题
    In the future, more（）should be placed on the education of the young.
    A

    crisis

    B

    implications

    C

    impressions

    D

    emphasis


    正确答案： C
    解析： 暂无解析

  • 第24题：

    单选题
    What do Americans think the relationship between their children and the future of the America is?
    A

    Their future rests on how their children become.

    B

    Their children can’t shape their future because they can’t affect their children’s development through education.

    C

    If the children turn out to be useless, they won’t have any better future than the Soviet Union.

    D

    The changes in education aim to make the American children better prepared for the new world order.


    正确答案： D
    解析：
    最后一段：对美国孩子来说，教育上的所有这些改变意味着什么？一方面，他们表明了美国人的根本信念：我们的希望就在孩子们的身上，孩子们将塑造着我们的未来；另一方面，是通过教育这种根本的方法来影响孩子的发展。因此A项“美国的未来在孩子的身上”符合文章大意。故选A。B意为“因为美国人没有办法通过教育来影响孩子们，所以这些孩子们无法塑造国家的未来”。C意为“如果美国孩子们长大了一无是处，美国的未来赶不上苏联”，文章在此处没有写美苏的对比。D意为“教育上的所有改变都是为了使美国孩子们为世界新秩序做更好的准备”，文章没有提到这一点。

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