50. John is on the bottle again. This sentenc...

50. John is on the bottle again. This sentence probably means _____.

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69. It is raining cats and dogs. This sentence probably means _____.

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108. What you said just now is out of my depth. This sentence probably means _____.

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229. The baby is the picture of health. What does this sentence mean? _____

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A report released this month found that grouping children by ability is on the rise again— teaching students in groups of similar ability has improved achievement for fast and slow learners alike—and who wouldn’t want bright kids to be able to move ahead, or strugglers to get the help they need?

But for most kids, labels (标签) applied early in life tend to stick, even if they are wrong.

Sorting school children by ability has long been controversial. In some countries, especially in Asia, school-wide tracking (分流) remains normal. Children are tested and placed in different schools that direct them toward professional or vocational careers. Movement between the tracks is rare.

School-wide tracking decreased in U.S. schools in the 1960s and ’70s. It never died out, though. Sorting students into separate tracks for math at about junior high school age continues to be common, and other forms of tracking persist as well.

Unlike tracking, which means sorting students into separate classrooms, ability grouping happens within classrooms. When done according to the latest research, it has proven to promote achievement.

Ability grouping is changeable and temporary. Within classrooms, students might be divided into different learning groups dealing with materials of different levels. Any students who master concepts can move upward between groups, and the student groups might look different from subject to subject and unit to unit. For instance, a student who stands out in language arts might be at an average or slower level in math. A student who flies through multiplication tables might need extra help with fractions. Students who lag in reading can be pulled out of the classroom in small groups for practice with a tutor until their reading improves.

Research shows ability grouping within classes has more positive benefits than tracking. However, that must be weighed against the challenges involved. In many regular classrooms, the differences between student ability levels are very big. That presents challenges for teachers and low-performing students to constantly compare themselves with students who seem to fly through school with ease.

The rigid ability groups and tracking of the past are still with us in many schools. Likely, labels are applied with more caution than in the bad old days when some teachers gave reading groups not-so-secret code names like “Bluebirds”, “Robins”, “Crows” and “Buzzards”. But kids still know.

1.Why is grouping children by ability becoming popular again?

A. Because most teachers do not like slower learners.

B. Because grouping children should be done early in life.

C. Because it is academically beneficial to different learners.

D. Because fast learners can move ahead without teachers’ help.

2.By saying “Movement between the tracks is rare.” (Para 3), the writer really means______.

A. tracking children is normal in Asia

B. school-wide tracking has decreased in US

C. professional and vocational careers are unrelated

D. sorted students can hardly change schools

3.The examples in Paragraph 6 are used mainly to illustrate ______.

A. a good language learner promises to be good at maths

B. a student might join different groups for different courses

C. ability grouping benefits gifted students more than slow ones

D. ability grouping presents no challenge for those slow students

4.What might be the challenge in regular classrooms for teachers?

A. Students’ different levels.

B. Students’ low performance.

C. Constant self-comparison.

D. Application of not-so-secret code.

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A report released this month found that grouping children by ability is on the rise again—teaching students in groups of similar ability has improved achievements for fast and slow learners alike—and who wouldn’t want bright kids to be able to move ahead?

But for most kids, labels (标签) applied early in life tend to stick, even if they are wrong.

Sorting school children by ability has long been controversial. In some countries, especially in Asia, school-wide tracking (分流) remains normal. Children are tested and placed in different schools that direct them toward professional or vocational careers. Movement between the tracks is rare.

School-wide tracking decreased in US schools in the 1960s and 1970s. It never died out, though. Sorting students into separate tracks for math at about junior high school age continues to be common, and other forms of tracking persist as well.

Unlike tracking, which means sorting students into separate classrooms, ability grouping happens within classrooms. When done according to the latest research, it has proven to promote achievements. Ability grouping is changeable and temporary. Within classrooms, students might be divided into different learning groups dealing with materials of different levels. Any students who master concepts can move upward between groups, and the student groups might look different from subject to subject and unit to unit. For instance, a student who stands out in language arts might be at an average or slower level in math. A student who flies through multiplication tables might need extra help with fractions. Students who lag in reading can be pulled out of the classroom in small groups for practice with a tutor until their reading improves.

Research shows ability grouping within classes has more positive benefits than tracking. However, that must be weighed against the challenges involved. In many regular classrooms, the differences between student ability levels are very big. That presents challenges for teachers and low-performing students to constantly compare themselves with students who seem to fly through school with ease.

The rigid ability groups and tracking of the past are still with us in many schools. Likely, labels are applied with more caution than in the bad old days when some teachers gave reading groups not-so-secret code names like “Bluebirds”, “Robins”, “Crows” and “Buzzards”. But kids still know.

1.Why is grouping children by ability becoming popular again?

A. Because most teachers do not like slower learners.

B. Because grouping children should be done early in life.

C. Because it is academically beneficial to different learners.

D. Because fast learners can move ahead without teachers’ help.

2.By saying “Movement between the tracks is rare.” in paragraph 3, the writer really means　　　　　　　　 .

A. tracking children is normal in Asia

B. school-wide tracking has decreased in US

C. professional and vocational careers are unrelated

D. sorted students can hardly change schools

3.The examples in paragraph 5 are used mainly to illustrate　　　　　　　　 .

A. a good language learner promises to be good at math

B. a student might join different groups for different courses

C. ability grouping benefits gifted students more than slow ones

D. ability grouping presents no challenge for those slow students

4.What might be the challenge in regular classrooms for teachers?

A. Students’ different levels. B. Students’ low performance.

C. Constant self-comparison. D. Application of not-so-secret code.

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57. The rain was coming down in buckets. This sentence means ____ .

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Catch yourself daydreaming while washing the dishes again? If this happens often you probably have a pretty capable working memory and a sharper brain, new research suggests.

This mind wandering, it seems, actually gives your working memory a workout. Working memory is the mental work space that allows the brain to juggle multiple thoughts at the same time. The more working memory a person has, the more daydreaming they can do without forgetting the task at hand.

Researchers studied groups of people from the University of Wisconsin－Madison community, ranging in age from 18 to 65. The volunteers were asked to perform simple tasks, like pressing a button every time they took a breath or clicking in response to a letter popping up on a computer screen; these tasks were so easy that their minds were likely to wander, the researchers figured.

The researchers checked in periodically, asking the participants if their minds were on task or wandering. When the task was over, they measured each participant's working memory capacity by having them remember letters while doing math questions. Though all participants performed well on the task, the researchers noticed that the individuals who indicated their minds had wandered more than others also scored higher on the working memory test.

“What this study seems to suggest is that, when circumstances for the task aren't very difficult, people who have additional working memory resources allocate them to think about things other than what they're doing，” said Jonathan Smallwood, a study researcher of the Max Planck Institute for Human Cognitve and Brain Science.

When our minds run out of working memory, these off－topic thoughts can take the main stage without us consciously meaning them to; for instance, arriving at home with no memory of the actual trip, or suddenly realizing that they've turned several pages in a book without understanding any of the words.

“It's almost like your attention was so absorbed in the mind wandering that there wasn't any left over to remember your goal to read，” study researcher Daniel Levinson, said in a statement.

People with overall higher working memory were better able to stay focused when the task at hand required it. Those who had low working memory often had their thoughts drift away from the task, and did less well at it.

The findings add to past research suggesting these mind drifts can be positive moments. For instance, daydreaming has often been associated with creativity—researchers think that our most creative and inventive moments come when daydreaming. It's likely that the most intelligent among us also have high levels of working memory, Levinson noted.

1.The word “juggle” in the second paragraph can be replaced by “________”．

A. handle  B. search  C. understand  D. distribute

2.What can be concluded from Jonathan Smallwood's words?

A. People who often have daydreams probably own a pretty capable working memory.

B. On the working memory test, people with wandering minds will get high score.

C. Absorbed in the mind wandering, your attention left no space for your goal.

D. Dealing with some easy jobs, people with higher working memory will daydream.

3.What is the best title of the passage?

A. Mind drifts are always positive.

B. Daydreaming is good for the mind.

C. Creative moments come with working memory.

D. The more daydreaming, the more effectively one works.

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It is a long time since I last saw you . This sentence means _______

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279. The Palace Museum has many art treasures. In this sentence, "treasure" means ____.

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