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Some students don’t like English very much because they think it is very ______ to spe
ll words. (bored)
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更多“Some students don’t like Engli…”相关的问题
根据下列材料请回答 16～30 题：
Some years ago，Chinese high school students would show their new schoolbags，new clothes or new pens to their classmates when the new term started．Today，however，all have 16 If you still come back to school 17 0nly these things，you are out—of-date(过时的)。Students in big cities like to bring the latest high．tech things to school，and feel happy and 18 to show off(炫耀)these things to 19 ．Mobile phones，MP3 players，CD players，electronic dictionaries，the list is endless．
Young people think that．1iving in the 21 st century，they must keep up with the 20 They don't want to fall 21 ．Besides，they think 22 they need to keep in touch with their classmates．SO they need mobile phones．They also like to 23 the pop music，SO they need CD players．They explain that， 24 like electronic dictionarjes，these can be 25 in their study， 26 ．They think that their parents should understand 27 they want these things-
Foreign students will also bring some latest high-tech things when they 28 to school at the beginning of a new term． 29 ，they often use the money which they made by themselves during the holiday to 30 these high—tech things that they want．
第 16 题
A．changed
B．come
C．joined
D．stopped
A travel agent can give you information on special economy fares for trains, buses and planes. Think about hiking or biking for a part of your trip, too. You’ll not only save money, but you’ll also see a lot more of the country.
Some students may want to travel by car. Be sure to think about going with other students—many colleges have “ride boards” that list when and where other students plan to travel. Many radio stations provide the same sort of service — they announce who’s driving where, when, how many riders they will take and what the expenses will be.
There are many inexpensive, older hotels near bus or train stations. Check your travel guide for names of the best. Many parts of the country also have youth hostels where young people can stay for only a few dollars a night.
You don’t have to eat in restaurants all the time, but we don’t recommend a diet of candy and cola, either. You can usually get a healthy, cheap breakfast in a restaurant. If the weather is warm, you can buy food in supermarkets or at roadside stands and have a picnic for lunch. For dinner you can get the names of good, cheap restaurants from travel guides or friends.
26、The passage tells students _______ .
A.how to make travel plans
B.how to get help while traveling
C.how to use less money while traveling
D.how to choose hotels
27、To see more of the country, you’d better travel _______ .
A.by plane
B.by bus
C.by train
D.by bike
28、If you want to share rides with others, you can get information _______ .
A.on the blackboards in classrooms
B.from school administrators
C.through certain radio programs
D.from travel agents
29、According to the passage, staying at youth hostels is _______ .
A.cheap
B.convenient
C.comfortable
D.enjoyable
30、To save money, you can _______ .
A.have more candy and cola
B.invite your friends for a picnic
C.take some food with you
D.eat in restaurants sometimes
Have you ever felt so anxious during an examination that you couldn't even put down the answers you knew？ If so, you were suffering from what is known as test anxiety.According to psychologist Ralph Trimble, test anxiety is a very real problem for many people. When you're worried over your performance on an exam, your heart beats faster and your pulse speeds up. These reactions start others: You may sweat more than normal or suffer from a stomachache or headache. Your field of vision narrows and becomes tunnel-like. Before you know it, you're having difficulty focusing."What I hear students say over and over again," says Dr. Trimble, who is working at the Psychological and Counseling Center at the University of Illinois, "is, 'My mind went blank.'"
For a number of years, Dr. Trimble helped many students learn how to perform. better during exams and to bring up their grades. Some of these students were interested in sharing what they learned and, with Trimble's help, began holding workshops on overcoming test anxiety. For many students, just being in a workshop with other sufferers made them feel better. They realized that they were not the only ones who had done poorly on tests because of tension.The workshops were so successful that they are still given.In the workshops, students are taught that anxiety is normal. You just have to prevent it from getting the best of you. The first step is to learn to relax. If before or during an examination you start to panic, stretch as hard as you can, tensing the muscles in your arms and legs; then suddenly relax all of them.This will help relieve tension. But keep in mind that you don't want to be too relaxed. Being completely relaxed is no better than being too tense. "If you are so calm you don't care how you do on an examination, you won't do well," Trimble says. "There is an optimum level of concern when you perform. at your best. Some stress helps. There are people who can't take even slight stress. They have to learn that in a challenging situation, being anxiously excited is good and will help them to do better. But if they call it anxiety and say, 'It's going to hit me again, ' that will make them nervous and worried."
As a student you must also realize that if you leave too much studying until a day or two before the examination, you can't do the impossible and learn it all. Instead, concentrate on what you can do and try to think what questions are likely to be asked and what you can do in the time left for studying.When you sit down to study, set a moderate pace and vary it by reading, writing notes, and going over any papers you have already written for the course, as well as the textbooks and notes you took in class. Review what you know. Take breaks and go to sleep early enough to get a good night's rest before the exam. You should also eat a moderate breakfast or lunch, avoiding drinks like coffee and stay away from fellow students who get tense. Panic spreads easily.Get to the exam room a few minutes early so that you will have a chance to familiarize yourself with the surroundings and get out your supplies. When the examination is handed out, read the directions twice and underline the significant instructions, making sure you understand them. Ask the teacher to explain if you don't. First answer the easiest questions, then go back to the more difficult.On essay questions, instead of starting right away, take a few minutes to organize your thoughts, make a brief outline, and then start off with a summary sentence. Keep working steadily, and even when time starts to run out, don't speed up.
1.We learn from the passage that test anxiety ____.
A、affects a small number of people
B、can lead to physical discomfort
C、can have a negative effect on a person's eyesight
D、often affects those who are physically weak
2.Dr Trimble often heard students say that ____
A、their mind failed to work when faced with a test
B、they had difficulty focusing on the test items
C、they could not think of a way to get rid of test anxiety
D、they began panicking well ahead of a test
3.In Trimble's workshop the students learned ____.
A、how to avoid being controlled by test anxiety
B、that test anxiety is normal and would go away in time
C、certain mental exercises that would help them relax
D、how to concentrate on what they could do
4.According to the passage, being completely relaxed before a test ____
A、helps a student to perform. better in the test
B、can also be harmful to a person's performance in the test
C、helps a student to cope with a challenging situation better
D、may be more harmful than getting too worried over tests
5.The author suggests that before a test ____.
A、you shouldav6id staying with a fellow student who suffers test anxiety
B、you should not think that you will be affected by your fellow student's anxiety
C、you should get together with other sufferers of test anxiety in order to feel better
D、you should eat a big meal and drink some coffee to keep yourself in high spirits
A、You are welcome.
B、Well, don’t worry about it. Writing is a bit difficult.
C、Sorry, I don't know.
D、That's a good idea.
A.Thank you very much
B.Yes, like so
C.Of course not, anything you want
D.No, it's nothing
A.Which do you perfer
B.Oh,no.That's OK
C.How do you like it
D.Would you like to try it on
Amazingly，though so many people regret the rising dropout rate，our schools continue to lack formal plans—or any plans—about students’ motivation.Most schools have no game plans to ensure that students understand that school will be completely necessary.Schools expect the children to act as the school is important，but they never teach them to believe that.
Years ago，families ensured that the offspring recognized the value of school.But in many modern families，the children may fail to recognize the importance of school life just because these families may actually tell the children that school is not important.Since many families are not motivating their children to be interested students，young professionals，like teachers，may need to provide this training.Otherwise，it is likely that the dropout rate will continue to not drop，but only worsen.
Here are some strategies to convince even the most apathetic students that they must stay in school.
Ask students if they will ever need to work：The world has changed.100 years ago，factory work was the booming job，and it required no education.Today，factories are increasingly automated.Most computerrelated jobs require education and at least a high school diploma.
Ask students which century they will be prepared for：In 1900，the most common jobs were farm laborer and domestic servant—education not needed.Now，the most common jobs are office and sales worker—education and diploma usually needed.6 out of 10 people today work in a store or an office.
Ask students to devise a way that the employee could be replaced.For example，the coming trend in fast food is to use computers rather than people to run the restaurant.A prototype is apparently already being tested.The students should discover that most jobs that lack education and diploma requirements will be ripe for automation.
1.By saying “the dropout rate isn’t dropping”，the author means to say that ________.
A、most of the 9th graders can afford to go to school
B、quite a few of the 9th graders can graduate
C、the majority of the 9th graders cannot graduate
D、the minority of the 9th graders can’t graduate
2.The author’s attitude towards the schools is ________.
A、Criticism
B、Praise
C、Ignoring
D、Support
3.With the help of some professionals，________.
A、fewer students may stay in schools
B、some parents will be more convinced of their children’s future
C、the dropout rate in schools may drop
D、all the kids problems should be solved
4.What does the underlined word “offspring” probably mean？
A、friends
B、Students
C、Children
D、Parents
5.According to the passage，________ doesn’t need education.
A、an automation job of today
B、a computerrelated job now
C、an office job at present
D、a domestic servant’s job in 1900
First of all, living at college gives me a sense of responsibility and of being on my own. My parents aren't around to say, "No, you're not going out tonight," or "Did you finish your homework？" Everything I do has to be my decision, and that makes me responsible for my own life. During the second week I was at college, I had to go out and look for a bank where I could open an account. And when I got to the bank, I had to decide whether to have a checking or savings account and whether or not to get a credit card. Decisions! Decisions! Friendly people are another thing I like about college. On the first day I came to Marymount University here in Virginia from New York, I was a bit confused about where I was going. My mother and I drove in. We did not know the building we were supposed to go to, but the guard was very nice. With a smile, he told us what building we were looking for and where we could park our car. My room was on the first floor of New Gerard, and I knew I had to go through some glass doors, but my mother and I didn't know which ones. Some students saw me and asked, "Are you a new student？" When they found out I was looking for New Gerard, one said, "Oh, just follow us; that's where we're going." Even now I feel comfortable in the dorm because there are friendly people around to talk with.I do like a lot of things about college, but that doesn't mean I don't think about things at home. Although I like college, I can still get homesick. New York is a very good place, too! And sometimes I miss it!
6. The text is perhaps written by ________.
A. a new student
B. a new teacher
C. a foreign reporter
D. a foreign visitor
7. What does "gives me a sense of responsibility" in the first sentence of Paragraph 2 mean？ It means it makes me feel ________.
A. responsible for my parents.
B. responsible for my teacher.
C. responsible for the school.
D. responsible for myself.
8. One thing that he liked was ________.
A. the comfortable dorm
B. finding his way around
C. his studies as a first year student
D. the friendly people
9. What is New Gerard？
A. It's a student's name.
B. It's a teacher's name.
C. It's a dorm's name.
D. It's a school's name.
10. Which of the following is NOT true？
A. People in Marymount University are friendly.
B. The writer likes the new experience in the university.
C. The writer drove to Marymount University with his mother.
D. The writer is not homesick
Six Potential Brain Benefits of Bilingual Education
A) Brains，brains，brains. People are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience(神经科学) findings.But there is one happy link where research is meeting practice: bilingual(双语的)education.“In thelast 20 years or so，there's been a virtual explosion of research on bilingualism,”says Judith Kroll，aprofessor at the University of California，Riverside.
B)Again and again，researchers have found，“ bilingualism is an experience that shapes our brain for life,”in the words of Gigi Luk，an associate professor at Harvard's Graduate School of Education. Atthe same time，one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.
C)Traditional programs for English-language learners，or ELLs，focus on assimilating students into
English as quickly as possible. Dual-language classrooms，by contrast，provide instruction acrosssubjects to both English natives and English learners，in both English and a target languagc. The goal isfunctional bilingualism and biliteracy for all students by middle school. New York City，NorthCarolina，Delaware，Utah，Oregon and Washington state are among the places expanding dual-language classrooms.
D)The trend flies in the face of some of the culture wars of two decades ago，when advocates insisted on “English first”education.Most famously，California passed Proposition 227 in 1998. It was intendedto sharply reduce the amount of time that English-language learners spent in bilingual settings.Proposition 58，passed by California voters on November 8，largely reversed that decision，paving theway for a huge expansion of bilingual education in the state that has the largest population of English-language learners.
E) Some of the insistence on English-first was founded on research produced decades ago，in which bilingual students underperformed monolingual(单语的)English speakers and had lower IQ scores.Today's scholars，like Ellen Bialystok at York University in Toronto，say that research was “deeplyflawed.”“Earlier research looked at socially disadvantaged groups,”agrees Antonella Sorace at theUniversity of Edinburgh in Scotland.“This has been completely contradicted by recent rescarch”thatcompares groups more similar to each other.
F) So what does recent research say about the potential benefits of bilingual education？ It turns out that, in many ways，the real trick to speaking two languages consists in managing not to speak one of thoselanguages at a given moment—which is fundamentally a feat of paying attention. Saying “Goodbye”tomom and then“Guten tag”to your teacher，or managing to ask for a crayola roja instead of a redcrayon(蜡笔)，requires skills called “inhibition”and“task switching.”These skills are subsets of anability called executive function.
G) People who speak two languages often outperform. monolinguals on general measures of executive function.“Bilinguals can pay focused attention without being distracted and also improve in the abilityto switch from one task to another,”says Sorace.
H) Do these same advantages benefit a child who begins learning a second language in kindergarten instead of as a baby？ We don't yet know.Patterns of language learning and language use are complex. ButGigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes inbrain structure when compared with those who are bilingual from birth，even when they didn't beginpracticing a second language in earnest before late childhood.
l) Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting.As a result，says Sorace，bilingual children as young as age 3 havedemonstrated a head start on tests of perspective-taking and theory of mind—both of which arefundamental social and emotional skills.
J) About 10 percent of students in the Portland，Oregon public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish，Japanese or Mandarin，alongside English.Jennifer Steele at American University conducted a four-year，randomized trial and found that thesedual-language students outperformed their peers in English-reading skills by a full school-year's worthof learning by the end of middle school. Because the effects are found in reading，not in math orscience where there were few differences，Steele suggests that learning two languages makes studentsmore aware of how language works in general.
K) The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores ona standard test，but very different language experiences.Some were foreign-language dominant andothers were English natives.Here's what's interesting.The students who were dominant in a foreignlanguage weren't yet comfortably bilingual;they were just starting to learn English.Therefore，bydefinition，they had a much weaker English vocabulary than the native speakers. Yet they were just asgood at interpreting a text.“This is very surprising,”Luk says.“ You would expect the readingcomprehension performance to mirror the vocabulary—it's a cornerstonc of comprehension.”
L) How did the foreign-language dominant speakers manage this feat？ Well，Luk found，they also scored higher on tests of executive functioning.So，even though they didn't have huge mental dictionaries todraw on，they may have been great puzzle-solvers，taking into account higher-level concepts such aswhether a single sentence made sense within an overall story line. They got to the same results as themonolinguals，by a different path.
M)American public school classrooms as a whole are becoming more segregated by race and class.Dual-language programs can be an exception.Because they are composed of native English speakersdeliberately placed together with recent immigrants，they tend to be more ethnically and economicallybalanced. And therc is some evidence that this helps kids of all backgrounds gain comfort withdiversity and different cultures.
N) Several of the researchers also pointed out that，in bilingual education，non-English-dominant students and their families tend to feel that their home language is heard and valued，compared with aclassroom where the home language is left at the door in favor of English. This can improve students'sense of belonging and increase parents’ involvement in their children's education，including behaviorslike reading to children.“Many parents fear their language is an obstacle，a problem，and if theyabandon it their child will integrate better,”says Antonella Sorace of the University of Edinburgh.“We tell them they're not doing their child a favor by giving up their language.”
O)One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.Thomas and Collier have advised many school systems on how to expandtheir dual-language programs，and Sorace runs“Bilingualism Matters,”an international network ofresearchers who promote bilingual education projects. This type of advocacy among scientists isunusual;even more so because the "bilingual advantage hypothesis”is being challenged once again.
P) Areview of studies published last year found that cognitive advantages failed to appear in 83 percent of published studics，though in a separate analysis，the sum of effects was still significantly positive.Onepotential explanation offered by the researchers is that advantages that are measurable in the veryyoung and very old tend to fade when testing young adults at the peak of their cognitive powers.And,they countered that no negative effects of bilingual education have been found. So，even if theadvantagcs are small，they are still worth it. Not to mention one obvious，outstanding fact:"Bilingualchildren can speak two languages!”
36. A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start learning a second language later.
37. Unlike traditional monolingual programs，bilingual classrooms aim at developing students’ ability touse two languages by middle school.
38.A study showed that dual-language students did significantly better than their peers in reading Englishtcxts.
39.About twenty years ago，bilingual practice was strongly discouraged，especially in California.
40. Ethnically and economically balanced bilingual classrooms are found to be helpful for kids to get usedto social and cultural diversity.
41.Researchers now claim that earlier research on bilingual education was seriously flawed.
42. According to a researcher，dual-language experiences exert a lifelong influence on one's brain.
43. Advocates of bilingual education argued that it produces positive effects though they may be limited.44. Bilingual speakers often do better than monolinguals in completing certain tasks 41.
45. When their native language is used，parents can become more involved in their children's education.
A.organized
B.organization
C.organizing
D.organ
