The fourth-graders at Chicago’s McCormick Primary School are unaware of the difficulty in learning Chinese. For most, who speak Spanish at home, it’s becoming their third language. They’ve been learning and using Chinese words since kindergarten, and it’s now second nature to give a hearty “ni hao” when strangers enter the classroom.
The classroom scene at McCormick is unusual, but it may soon be a common fixture(固定物) in American schools, where Chinese is rapidly becoming the hot new language. Government officials have long wanted more focus on security—useful languages like Chinese, and pressure from them—as well as from business leaders, politicians, and parents—has driven a quick growth in the number of programs.
Chicago itself is home to the largest effort to include Chinese in US public schools. The program here has grown to include 3,000 students in 20 schools, with more schools on a waiting list. Programs have also spread to places like Houston, Los Angeles, New York City, and North Carolina. It’s true that the number of students learning Chinese is tiny compared with how many study Spanish or French.
Advocates see knowledge of the Chinese language and culture as a help in a global economy where China is growing in importance. “This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started five new public high schools that offer Chinese. “Globalization has already changed the arrangements in terms of how children today are going to need to think about their careers… The question is, when not whether, the schools are going to adjust.”
In Chicago, the trend extends beyond schools with high numbers of Asian students. “The fact that my students are 98% low income and 99% Latino(拉丁美洲人) and they are succeeding in this, tells me everyone should have a try at learning languages,” says Virginia Rivera, principal at McCormick. “We want to give our young people opportunities to advance… and Chinese is a great opportunity to survive in today’s economy,” says Richard M. Daley, Mayor of Chicago.
1.The underlined word “Advocates” in the text probably means” .
A. Supporters B. Objectors C. Teachers D. Learners
2. How many languages are mentioned in this passage?
A. Six. B. Two. C. Three. D. Four.
3.In the last paragraph, the underlined word “this ”probably refers to _____.
A. the competition between Latino and Asian students
B. the global economy
C. the interesting way to engage with China
D. the Chinese learning
4. What CANNOT be learned from this passage?
A. Most students at McCormick can speak three languages.
B. Chinese is gaining its popularity in all schools in Chicago.
C. French has far more speakers than Chinese does in Chicago.
D. Globalization in a way makes it necessary to learn Chinese.
5.Which of the following is mainly about in this passage?
A. The Chinese learning in Chicago.
B. The ways to learn Chinese.
C. McCormick Primary School.
D. Globalization and Chinese learning.
高二英语阅读理解中等难度题
The fourth-graders at Chicago’s McCormick Primary School are unaware of the difficulty in learning Chinese. For most, who speak Spanish at home, it’s becoming their third language. They’ve been learning and using Chinese words since kindergarten, and it’s now second nature to give a hearty “ni hao” when strangers enter the classroom.
The classroom scene at McCormick is unusual, but it may soon be a common fixture(固定物) in American schools, where Chinese is rapidly becoming the hot new language. Government officials have long wanted more focus on security—useful languages like Chinese, and pressure from them—as well as from business leaders, politicians, and parents—has driven a quick growth in the number of programs.
Chicago itself is home to the largest effort to include Chinese in US public schools. The program here has grown to include 3,000 students in 20 schools, with more schools on a waiting list. Programs have also spread to places like Houston, Los Angeles, New York City, and North Carolina. It’s true that the number of students learning Chinese is tiny compared with how many study Spanish or French.
Advocates see knowledge of the Chinese language and culture as a help in a global economy where China is growing in importance. “This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started five new public high schools that offer Chinese. “Globalization has already changed the arrangements in terms of how children today are going to need to think about their careers… The question is, when not whether, the schools are going to adjust.”
In Chicago, the trend extends beyond schools with high numbers of Asian students. “The fact that my students are 98% low income and 99% Latino(拉丁美洲人) and they are succeeding in this, tells me everyone should have a try at learning languages,” says Virginia Rivera, principal at McCormick. “We want to give our young people opportunities to advance… and Chinese is a great opportunity to survive in today’s economy,” says Richard M. Daley, Mayor of Chicago.
1.The underlined word “Advocates” in the text probably means” .
A. Supporters B. Objectors C. Teachers D. Learners
2. How many languages are mentioned in this passage?
A. Six. B. Two. C. Three. D. Four.
3.In the last paragraph, the underlined word “this ”probably refers to _____.
A. the competition between Latino and Asian students
B. the global economy
C. the interesting way to engage with China
D. the Chinese learning
4. What CANNOT be learned from this passage?
A. Most students at McCormick can speak three languages.
B. Chinese is gaining its popularity in all schools in Chicago.
C. French has far more speakers than Chinese does in Chicago.
D. Globalization in a way makes it necessary to learn Chinese.
5.Which of the following is mainly about in this passage?
A. The Chinese learning in Chicago.
B. The ways to learn Chinese.
C. McCormick Primary School.
D. Globalization and Chinese learning.
高二英语阅读理解中等难度题查看答案及解析
I will never forget the days when I taught art at a school in Chicago. I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said: “Make something out of the Tinkertoys. You have 45 minutes today—and 45 minutes each day for the rest of the week.”
A few students hesitated to start. They waited to see the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.
Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.
Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, “But I’m just not creative.”
“Do you dream at night when you’re asleep?”
“Oh, sure.”
“So tell me one of your most interesting dreams.” The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. “That’s pretty creative. Who does that for you?”
“Nobody. I do it.”
“Really—at night, when you’re asleep?”
“Sure.”
“Try doing it in the daytime, in class, okay?”
1.The teacher used Tinkertoys in class in order to ________.
A. know more about the students
B. make the lessons more exciting
C. raise the students’ interest in art
D. teach the students about toy design
2.What do we know about the boy?
A. He liked to help his teacher.
B. He preferred to study alone.
C. He was active in class.
D. He was imaginative.
3.What does the underlined word “downside” in Paragraph 4 probably mean?
A. Mistake. B. Drawback. C. Difficulty. D. Burden.
4.Why did the teacher ask the students to talk about their dreams?
A. To help them to see their creativity.
B. To find out about their sleeping habits.
C. To help them to improve their memory.
D. To find out about their ways of thinking.
高二英语听力第三部分中等难度题查看答案及解析
At primary school in New Zealand, I was introduced to a school savings account run by one of the local banks.When our money box was full, we took it to the bank and watched with pride as our coins flowed across the counter. As a reward, we could choose our next money box from a small variety, and start the whole savings routine again. Every week I watched my parents sort out the housekeeping and “make ends meet”. Sometimes it was annoying to wait for things we really felt we needed.
Later, as a university student, I managed on an extremely small student allowance.Students were ignored by banks then, because we were so poor, and there was no way I could have gotten credit, even if I had tried. We collected our allowance three times each year, deposited it to the best advantage and withdrew it little by little to last until the next payout of the allowance.
When our daughter, Sophie, began to walk, we made a purposeful choice to encourage her to use money wisely. We often comment when the TV tells us “You owe it to yourself to borrow our money"to whom do we really owe it? And what would happen if our income were reduced or dried up? Now, as a 12-year-old child, its almost embarrassing to see her tight “inancial policy”, and wait for the unavoidable holiday sales to buy what she wants.
I agree that financial education in schools is very important. But the root of the problem lies with us and the way we behave as role models to those who follow.
1.What did the author learn from her parents?
A. How to become a banker.
B. Where to open a savings account.
C. Where to choose a money box.
D. How to make ends meet.
2.How did the author manage the student allowance?
A. He applied for a credit card.
B. He spent it three times a year.
C. He put it in the bank.
D. He seldom withdrew it.
3.What reflects Sophie’s tight “financial policy”?
A. Reducing her savings.
B. Buying things on sales.
C. Canceling holiday plans.
D. Borrowing money from banks.
4.What’s the text mainly about?
A. Parents, money problems.
B. Students’ school performance.
C. Children’s saving behavior.
D. Children’s financial education.
高二英语阅读理解中等难度题查看答案及解析
— The government requires that every primary school student do sports for at least one hour every day.
— _____. It is high time that students took exercise in order to build a strong body.
A. That’s what I don’t agree with B. That’s not the point
C. No wonder D. I can’t agree more
高二英语单项填空简单题查看答案及解析
At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders(性别).
David Chadwell, South Carolina’s expert of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently.We can teach boys and girls based on what we now know.”
Male and female eyes are not organized in the same way, he explains.The organization of the male eye makes it sensitive to motion and direction.“Boys understand the world as objects moving through space,” he says.
The male eye is also drawn to cooler colors like silver and black.It’s no accident that boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class.
The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange.To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class.Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention.
Boys and girls also hear differently.“When someone speaks in a loud tone, girls understand it as yelling,” Chadwell says.“They think you’re mad and can shut down.” Girls are more sensitive to sounds.He advises girls’ teachers to watch the tone of their voices.Boys’ teachers should sound more forceful, even excited.
A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit.Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused.Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit.Girls also respond to stress differently.When exposed to threat and conflict, blood goes to their guts(肠道), leaving them feeling nervous or anxious.
These differences can be applied in the classroom, Chadwell adds.“Single gender programs are about making the best use of the learning.”
1.What is David Chadwell’s attitude toward separating elementary-age boys and girls while learning?
A.Supportive B.Worried
C.Concerned D.Uninterested
2.To engage boy in a class, the teacher ______.
A.must have a moving object in this hand
B.needs to wear clothes in warm color
C.has to speak politely
D.had better move constantly while teaching
3.Which of the following shows the organization of the passage?
( = Paragraph 1 = Paragraph 2 = Paragraph 3 …... = Paragraph 8 )
4.Which of the following students is most likely to be focused?
A.A boy sitting in a warm room
B.A standing boy who is faced with stress
C.A girl standing in a cold room
D.A girl who is facing a lot of pressure
高二英语阅读理解中等难度题查看答案及解析
At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders(性别).
David Chadwell, South Carolina’s coordinator of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently. We can teach boys and girls based on what we now know.”
Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it sensitive to motion and direction. “Boys interpret the world as objects moving through space,” he says.
The male eye is also drawn to cooler colors like silver and black. It’s no accident boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class.
The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange. To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class. Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention.
Boys and girls also hear differently. “When someone speaks in a loud tone, girls interpret it as yelling,” Chadwell says. “They think you’re mad and can shut down.” Girls are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound more forceful, even excited.
A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit. Girls also respond to stress differently. When exposed to threat and conflict, blood goes to their guts(肠道), leaving them feeling nervous or anxious.
These differences can be applied in the classroom, Chadwell adds. “Single gender programs are about maximizing the learning.”
1.What is David Chadwell’s attitude toward separating elementary-age boys and girls
while learning?
A. Supportive B. Worried C. Concerned D. Uninterested
2. To engage boy in a class, the teacher ______.
A. must have a moving object in this hand B. needs to wear clothes in warm color
C. has to speak politely D. had better move constantly while teaching
3. Which of the following shows the organization of the passage?
(= Paragraph 1 ‚= Paragraph 2 ƒ= Paragraph 3 ….. ˆ= Paragraph 8)
4. Which of the following is the best title of the passage?
A. Ways of teaching boys and ways of teaching girls
B. Boys and girls should be separated
C. How boys and girls learn differently
D. How to teach more effectively
高二英语阅读理解中等难度题查看答案及解析
As I walked into the primary school, I looked down at my new black Mary Jane shoes—I wanted to be anywhere in the world but Fountain Inn Elementary School. I stood at Mrs. Blackstone's door. Before I tried the _______, the wooden door suddenly opened. "We've been waiting for you!" Mrs. Blackstone, my new fifth grade teacher said at an unusually_______voice. With a smile my mom walked away and I was left_______in front of a group of students.
Over the next few days, Mrs. Blackstone made it her_______to find me a new best friend and help me join a choir(合唱队). During history_______, when I sat down at my desk_______I didn't want to speak in front of the class, she would not only call on me but have me stand up to _______my classmates. She laughed at my nervousness when I wouldn't get in line to sharpen my pencil _______being embarrassed. Her silliness made me smile and finally feel_______in the new environment.
One spring afternoon, Mrs. Blackstone ________me to stay after class. "I'd like to speak with you, Amanda." My mind ________. Had I made a bad grade? Had I hurt someone's feelings? "Are you enjoying your new school?" she sat comfortably behind her desk, "I want to tell you ________, between you and me, not to be shared with anyone else." "Okay." My throat ________felt very dry. With her________raised, she said, "I see something ________in you. I've been a teacher for over twenty-five years; I can________it. But you________believe in yourself. That's very important. Remember that and you'll go________."
Her voice was________to my ears that day. I walked out of her class, ________staring at my Mary Jane shoes. My teacher saw something special in me!
1.A. key B. test C. escape D. luck
2.A. high B. nervous C. cold D. calm
3.A. reading B. smiling C. lying D. standing
4.A. job B. dream C. honour D. challenge
5.A. exams B. lessons C. movies D. moments
6.A. so B. once C. before D. because
7.A. greet B. address C. praise D. amuse
8.A. for fear of B. for lack of C. for the benefit of D. for the sake of
9.A. exhausted B. concerned C. relaxed D. amazed
10.A. requested B. ordered C. asked D. advised
11.A. floated B. wandered C. froze D. raced
12.A. anything B. something C. everything D. nothing
13.A. suddenly B. gradually C. eventually D. expectedly
14.A. ears B. hands C. eyes D. hairs
15.A. serious B. interesting C. special D. strange
16.A. recall B. remember C. hear D. see
17.A. could B. might C. would D. must
18.A. far B. straight C. easy D. slow
19.A. rough B. musical C. weak D. steady
20.A. still B. even C. not D. also
高二英语完形填空中等难度题查看答案及解析
Children moving from primary to secondary school are ill-equipped to deal with the impact of social media, as it is playing an increasingly important role in their lives and exposing them to significant emotional risk, according to a recent report by the Office of the Children’s Commissioner for England.
The report shows that many children in year 7 -- the first year of secondary school, when almost all students will have a phone and be active on social media -- feel under pressure to be constantly connected.
They worry about their online image, particularly when they start to follow celebrities on Instagram and other platforms. They are also concerned about “sharenting” -- when parents post pictures of them on social media without their permission – and worry that their parents won’t listen if they ask them to take pictures down.
The report, which was created with data from focus group interviews with 8 to 12-year-olds, says that although most social media sites have an official age limit of 13, an estimated 75 percent of 10 to 12-year-olds have a social media account.
Some children are almost addicted to “likes”, the report says. Aaron, an 11-year-old in year 7, told researchers, “If I got 150 likes, I’d be like, that’s pretty cool, it means they like you.” Some children described feeling inferior(差的) to those they follow on social media. Aimee, also 11, said, “You might compare yourself because you’re not very pretty compared to them.”
Children’s Commissioner for England Anne Longfield is calling on parents and teachers to do more to prepare children for the emotional impact of social media as they get older. She wants to see the introduction of compulsory digital literacy and online resilience (适应力) lessons for students in year 6 and 7.
“It is also clear that social media companies are still not doing enough to stop under-13s using their platforms in the first place,” Longfield said.
“Just because a child has learned the safety messages at primary school does not mean they are prepared for all the challenges that social media will present,” Longfield said.
“It means a bigger role for schools in making sure children are prepared for the emotional demands of social media. And it means social media companies need to take more responsibility,” Longfield said.
1.What does this text mainly tell us?
A. Children are not entirely able to handle the impact of social media.
B. Social media occupies too much time for secondary school freshmen.
C. Many secondary school freshmen suffer from social media-related stress.
D. An increasing number of children in year 7 are being exposed to social media.
2.Some students in year 7 are concerned _____________ .
A. about becoming addicted to social media
B. about how they are seen on social media sites
C. that their parents won’t allow them to post pictures
D. that their parents will monitor their use of social media
3.What does the underlined word “them” in Paragraph 5 probably refer to?
A. their followers B. children of the same age
C. their parents D. celebrities they follow
4.Anne Longfield suggests that ______.
A. parents monitor how their children use social media
B. social media companies set an official age limit of 13
C. schools help equip students for the challenges of social media
D. social media companies create special sites for children under 13
高二英语阅读理解中等难度题查看答案及解析
You are a new manager at the American branch of your German firm in Chicago. With a few minutes to spare between meetings, you go to get a quick cup of coffee.
“Hey, David, how are you?” one of the senior partners at the firm asks you.
“Good, thank you, Dr. Greer,” you reply. You’ve really been wanting to make a connection with the senior leadership at the firm, and this seems like a great opportunity. But as you start to think of something to say, your American colleague breaks in to steal your spotlight.
“So Arnold”, your colleague says to your boss, in such a casual manner that it makes your German soul cringe(畏缩), “So what’s your Super bowl prediction? I mean, you’re a Niners fan, right?”
The conversation moves on, and you walk silently back to your desk with your coffee. You know how important small talk is in the U.S., and you feel jealous of people who can do it well.
There’s nothing small about the role that small talk plays in American professional culture. People from other countries are often surprised at how important small talk is in the U.S. and how naturally and comfortably people seem to do it ------ with peers, men, women, and even with superiors. You can be the most technically skilled worker in the world, but your ability to progress in your job in the United States is highly dependent on your ability to build and maintain positive relationships with people at work. And guess what skill is critical for building and maintaining these relationships? Small talk.
What can you do if you are from another culture and want to learn to use small talk in the U.S. to build relationships and establish trust? Work hard to hone(磨练) your own version of American-style small talk. Watch how others do it. You don’t have to mimic what they do; in fact, that would likely backfire because people would see you as inauthentic. But if you can develop your own personal version, that can go a long way toward making you feel comfortable and competence.
1.The author introduces the topic of the passage by______.
A. describing an interesting scene
B. offering a plot
C. making comparisons
D. telling a small jokes
2.What do we know about German people?
A.They usually make small talk in work breaks.
B.They hate making small talk.
C.They don’t make so much small talk.
D.They are good at making small talk too.
3.What makes people from other countries surprised in American professional culture?
A.American workers’ ability to make progress.
B.American workers’ attitude towards superiors.
C.The special meaning of small talk.
D.The role small talk plays in work settings.
4.What does “backfire” underlined in the last paragraph mean?
A.have a warm atmosphere
B.have the opposite effect
C.have a good result
D.have a hard time
高二英语阅读理解中等难度题查看答案及解析
You are a new manager at the American branch of your German firm in Chicago. With a few minutes to spare between meetings, you go to get a quick cup of coffee.
“Hey, David, how are you?” one of the senior partners at the firm asks you.
“Good, thank you, Dr. Greer,” you reply. You’ve really been wanting to make a connection with the senior leadership at the firm, and this seems like a great opportunity. But as you start to think of something to say, your American colleague breaks in to steal your spotlight.
“So Arnold”, your colleague says to your boss, in such a casual manner that it makes your German soul cringe(畏缩), “So what’s your Super bowl prediction? I mean, you’re a Niners fan, right?”
The conversation moves on, and you walk silently back to your desk with your coffee. You know how important small talk is in the U.S., and you feel jealous of people who can do it well.
There’s nothing small about the role that small talk plays in American professional culture. People from other countries are often surprised at how important small talk is in the U.S. and how naturally and comfortably people seem to do it ------ with peers, men, women, and even with superiors. You can be the most technically skilled worker in the world, but your ability to progress in your job in the United States is highly dependent on your ability to build and maintain positive relationships with people at work. And guess what skill is critical for building and maintaining these relationships? Small talk.
What can you do if you are from another culture and want to learn to use small talk in the U.S. to build relationships and establish trust? Work hard to hone(磨练) your own version of American-style small talk. Watch how others do it. You don’t have to imitate what they do; in fact, that would likely backfire because people would see you as inauthentic(假的,不可信的). But if you can develop your own personal version, that can go a long way toward making you feel comfortable and competent.
1.The author introduces the topic of the passage by________________.
A. offering a plot
B. describing an interesting scene
C. making comparisons
D. telling a small joke
2.What do we know about German people?
A. They don’t make so much small talk.
B. They hate making small talk.
C. They usually make small talk in work breaks.
D. They are good at making small talk too.
3.What makes people from other countries surprised in American professional culture?
A. American workers’ ability to make progress.
B. American workers’ attitude towards superiors.
C. The special meaning of small talk
D. The role small talk plays in work settings.
4.What does “backfire” underlined in the last paragraph mean?
A. have a warm atmosphere
B. have the opposite effect
C. have a good result
D. have a hard time
高二英语阅读理解困难题查看答案及解析