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[单选题]

The students in our class learn from （).

A.one another

B.another

C.one by one

D.on other

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更多“The students in our class lear…”相关的问题

第1题

There are over 2,000 students in our school, __________ are boys.

A.two-three of that

B.two-thirds of whom

C.second-three of which

D.who of two-thirds

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第2题

There are twenty()in our school.

There are twenty（)in our school.

A.girls students

B.girl students

C.girl student

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第3题

假设你是李晓平，是“北京小学”的学生。请你围绕“建设和谐社会”的主题，根据下面所给出的要

点提示：

用英语给全市小学生写一封倡议书。

要点提示：

1．人与社会如祖国、家乡、学校，热爱关心；

2．人与人如家人、师长、同学，诚信互助；

3．人与自然如能源、环境、动植物，爱惜保护；

4．你的态度(内容由考生自己拟定)。注意：

1．词数在100词左右，倡议书的开头、结尾以及提示句已经为你写好，不计人词数。

2．内容可适当发挥，注意行文连贯。

A Letter to Primary School Students in Betiing Dear fellow students， Our government is aiming to build a“harmonious society”(和谐社会)．

I think it's every citizen’S duty to work hard to achieve this goal．

As primary school students，what should we do？ _____________________________________________________________________________________

Dear fellow students，let's start fight now and spare no effort to do a little bit every day，every hour，and every minute! Li Xiaoping From Beijing Primary School

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第4题

The new studies show that fewer than half of the 9th graders in many of the nation’s l

argest cities，ever graduate.The studies clearly show that the dropout rate isn’t dropping.And，in particular，the dropout rate isn’t dropping for poor and minority students.

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

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第5题

Six Potential Brain Benefits of Bilingual EducationA) Brains，brains，brains. People are f

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.

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第6题

It was a normal Monday morning at a meeting, and the old headmaster was addressing the

students on important things in life and about 36 ourselves to what is important to us.This is how the story went:

An old man lived in a certain part of London, and he would wake up every morning and go to the 37He would get the train right to Central London, and then sit at the street comer and 38 .He would do this every single day of his life.He sat at the same street comer and begged for almost 20 years.

His house was dirty, and a stench came out of the house and it smelled 39 .The neighbors could not 40 the smell anymore, so they called the police officers to 41 the place.The officers 42 down the door and cleaned the house.There were small bags of 43 all over the house that he had 44 over the years.

The police counted the money, and they soon realized that the old man was a 45 .They waited outside his house in anticipation (预料) to 46 the good news with him.When he arrived home that evening, he was met by one of the officers who told him that there was no 47 for him to beg any more as he was a rich man now, a millionaire.

He said 48 at all; he went into his house and locked the door.The next morning he woke up as usual, went to the street and continued to beg.

49 , this old man had no great plans, dreams or anything 50 for his life.We learn nothing from this story other than staying 51 the things we enjoy doing: commitment(信奉).

We should remain true to our course, which may mean devoting yourselves to things that people around you would 52 disapprove of.Let nothing distract us from being happy, let nothing else determine our fate, but 53.

What makes us happy is 54 matters in the end…not what we acquire (获得).

This particular story is one such lesson that I will never forget.Every time I don't concentrate on course, I get reminded 55 this story.

36.A.attracting

B.agreeing

C.believing

D.devoting

37.A.street

B.factory

C.subway

D.airport

38.A.beg

B.wait