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)
A. B.
C. D.
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
5.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
高三英语阅读理解简单题
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)
A. B.
C. D.
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
5.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
高三英语阅读理解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 ƒ= Paragraph 3 …... ˆ= Paragraph 8 )
A. B. C. D.
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
高三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 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
高三英语阅读理解中等难度题查看答案及解析
阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。
Mother’s Gift
I grew up in a small town when the primary school was a ten-minute walk from my house. When the noon bell rang, I would race breathlessly home. My mother would be standing at the top of the stairs, smiling down at me.
One lunch-time when I was in the third grade will stay with me always. I had been picked to be the princess in the school play, and for weeks my mother had rehearsed my lines so hard with me. But no matter how easily I acted at home, as soon as I stepped onstage, every word disappeared from my head. Finally, my teacher took me aside. She explained that she had written a narrator’s (旁白的) part to the play, and asked me to change roles. Her words, kindly expressed, still hurt, especially when I saw my part go to another girl.
I didn’t tell my mother what had happened when I went home for lunch that day. But she sensed my pain. Instead of suggesting we practice my lines, she asked if I wanted to walk in the yard.
It was a lovely spring day and the rose vine (藤蔓) was turning green. Under the huge trees, we could see yellow dandelions (蒲公英) in the grass in bunch, as if a painter had touched our landscape with gold. I watched my mother casually bend down by one dandelion. “I think I’m going to dig up all these weeds,” she said, “pulling it up by its roots. From now on, we’ll have only roses in this garden.”
“But I like dandelions,” I protested. “All flowers are beautiful---even dandelions.”
My mother looked at me seriously. “Yes, every flower gives pleasure in its own way, doesn’t it?” She asked thoughtfully. I nodded, pleased that I had won her over. “And that is true of people too,” she added. “Not everyone can be a princess, but there is no shame in that.” Relieved that she had guessed my pain, I started to cry as I told her what had happened. She listened and smiled.
注意:
1. 所续写短文的词数应为150词左右;
2. 应使用5个以上短文中标有下划线的关键词语;
3. 续写部分分为两段,每段的开头语已为你写好;
4. 续写完成后,请用下划线标出你所使用的关键词语。
Paragraph 1:
“But you will be a good narrator,” she said, _________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
After the play, I took home the dandelion. __________________________________________________________________________________________________________________________________________________________________________________________________________________________
高三英语读后续写困难题查看答案及解析
I grew up in Hastings, a small coastal town in East Sussex, famous for 1066 years of history and seaside charm. I have a memory as a boy, saving my pocket money by placing it in a special drawer, the golden pound coins collecting into a neat pile. When I was 14 in 2007, I saved up money for a gap year, by working at a bingo hall, and I put the money into a savings account. I remember getting £70 ($91) interest rates one year, which made me feel very rich indeed.
Skip forward to 2018 and I was living and working in Beijing, China, as a journalist. All around me Beijing residents were paying for everything using just their smart phones. They would walk up to a counter of a restaurant, shop, or convenience store, and offer up a QR code(二维码)for the cashier to scan. Once scanned, the online system would immediately deduct(扣除) the exact amount owed from the payer’s e-wallet. No reaching for cash and waiting for change. The transaction would take seconds.
But I was a stubborn holdout. My friends, both Western and Chinese, would make fun of me for being so traditional – for sticking to ―dirty cash. But there were a couple of reasons why I kept using physical money and avoided getting into e-payments and e-wallets. Firstly, it felt safer. I wasn’t really aware of how electronic money would work on my smart phone and I feared it would somehow get easily taken away. Secondly, I feared that by moving to e-payments, I would end up spending more. I would lose all sense of how much, day by day, I would be spending.
Were these fears justified? As more and more people across the world escape cash, these are essential issues for me to consider.
1.Which of the following made the writer feel very rich?
A.Saving £70 ($91) by placing it in a special drawer.
B.Collecting £70 ($91) coins into a neat pile.
C.Putting £70 ($91) into a savings account in bank.
D.Getting £70 ($91) interest rates from a bank.
2.Which’s not the advantage of e-payments?
A.No reaching for cash. B.No waiting for change.
C.Taking only few seconds. D.Spending more money.
3.Why didn’t the writer like to accept the e- payments at first?
A.Because he was too traditional to save money.
B.Because he liked the sense of paying in cash.
C.Because he thought e-payments would deduct more.
D.Because he knew how e-payments work on smartphones.
4.What can we infer about the writer from the last paragraph?
A.He accepted the idea that money is abstract.
B.He eventually turned to using e-payments.
C.He thought the pain of e-payment is delayed.
D.He insisted that having physical cash is safer.
高三英语阅读理解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, it’s almost embarrassing to see her tight “financial 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.
高三英语阅读理解中等难度题查看答案及解析
As I grew up in a small town at the foot of a mountain, the visit to the village _____ scenes of my childhood.
A. called up B. called for
C. called on D. called in
高三英语单项填空中等难度题查看答案及解析
Providing small classes for at least several grades starting in early primary school gives students the best chance to succeed in late grades, according to groundbreaking new research from a Michigan State University scholar.
The research by Spyros Konstantopoulos, a professor of education, is the first to examine the effects of class size over a period and for all levels of students. The study appears in the American Journal of Education.
He is also a member of a group for the Department of Education’s Instiute of Education Sciences that will give official advice on class size to the states. He said the advice will mirror his research: the best plan is to provide continuous small classes(13 to 17 students) for at least several years starting in kindergarten or first grade.
“For a logn time states thought they could just do it in kindergarten or first grade for one year and get the benefits,” He said. “I don’t believe that. I think you need at least a few years in a row where all students, and especially low-achievers, receive the treatment, and then you see the benefits later.”
His research used data from the Project Star study in Tennessee that analyzed the effects of class size on more than 11,000 students in primary and middle school. He found that students who had been in small classes from kindergarten through third grade had actually higher test scores in grades four through eight than students who been in larger classes early on.
Students from all achievement levels benefited from small classes, the research found. “But low-achievers benefited the most, which narrowed the achievement gap with high –achievers in science, reading and math, ” he said.
Although the study didn’t consider classroom practices, he said the reason for the narrowing gap is likely due to low-achieving students receiving more attention from teachers.
“This is especially important in poorer schools because teacher effectiveness matters more in schools with more disadvantaged and low-performing students, ” he said.
1.The professor argues about ________ .
A.the size of the class | B.the period of the class |
C.the attention from teachers | D.the achievements of students |
2.The result of the research shows that _________.
A.small classes for one year in early grade are enough |
B.continuous small classes help students achieve more |
C.it’s best to attend small classes in kindergarten |
D.small classes do equal good to students of all levels |
3.What can we infer from the passage?
A.High achievers will not benefit from small classes. |
B.Continuous small classes have not been widely accepted. |
C.Low-achievers should be separated from high-achievers. |
D.Teachers’ attention matters less than classroom practices. |
4.The underlined word “This” in the last paragraph refers to _______.
A.the gap between low and high achievers | B.continuous small classes |
C.classroom practices in later grades | D.the Project Star Sturdy |
高三英语阅读理解中等难度题查看答案及解析
As I grew up in a small town at the foot of a mountain, the visit to the village _______scenes of my childhood.
A.caught up B.called up
C.caught on D.called on
高三英语单项填空中等难度题查看答案及解析
As I grew up in a small town at the foot of a mountain, the visit to the village________scenes of my childhood.
A. called up B. called for C. called on D. called in
高三英语单项填空中等难度题查看答案及解析