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Students are being forced to take additional exams to get into leading universities because good A-levels do not always indicate the brightest candidate.

Sixth-formers applying to courses such as medicine and law are being asked to sit American-style aptitude tests, which are designed to assess thinking skills, among fears that too many A-level candidates are getting top grades. Last year, almost one in six students applying to universities such as Oxford and Cambridge from independent schools had to sit additional tests to secure a place.

Head teachers criticized the move, which they said would pile more pressure on schools and students. But universities insisted that the reforms were unavoidable, because A-level exams were no longer an accurate barometer of ability.

In 1986, 40 percent of students starting at Oxford achieved straight as at A-level. Mike Nicholson, its admissions director, said that this year almost every candidate offered a place would get perfect grades. It meant the university had to stage additional tests to identify the most able candidates. ¡°The ability to achieve three A grades is no longer the endpoint the admission process,¡± he said. ¡°The potential to achieve three A grades will allow them to enter the race for a place.¡±

Oxford is not the only university turning to aptitude tests. At Cambridge, the number of students taking the university¡¯s Thinking Skills Assessment shot up 26 percent to more than 3000. A survey of 16830 sixth formers applying to higher education from private school last year showed that 2860 had to sit at least one exam.

Earlier this year, the National Foundation for Educational Research recommended that most sixth formers should sit SAT tests¡ªa standard reasoning exam widely used in American colleges¡ªto make it easier to pick out the best candidates.

¡¾1¡¿What is the attitude of head teachers to the reform?

Approving

Doubtful

Opposed

Neutral

¡¾2¡¿Which British university first started to use aptitude tests to pick out the best candidates?

Harvard

Oxford

Cambridge

Washington D.C

¡¾3¡¿What can we know about the A-level system?

It can indicate the brightest candidates.

It was designed to assess students¡¯ thinking skills.

It is no longer an accurate way to assess students¡¯ abilities.

It was recommended by the National Foundation for Education Research.

¡¾4¡¿What can we infer from the passage?

The reform is more popular in America colleges than the British ones.

The reform will be applied by all universities in the future.

Universities used to depend on the A-level system to choose the best students.

Passing additional tests will allow the student to enter Oxford, regardless of whether he or she gets as.

¡¾5¡¿What is the passage mainly about?

How to get into leading universities.

The disadvantages of the A-level system.

Different ways to identify students¡¯ abilities.

Universities using extra exams to choose students.

¡¾ÌâÄ¿¡¿What Is a Boy?

Between the innocence of babyhood and the seriousness of manhood we find a delightful creature called a "boy". Boys come in different sizes, weights, and colors, but all boys have the same belief: to enjoy every second of every minute of every hour of every day and to fill the air with noise until the adult males send them off to bed at night.

Boys are found everywhere-on top of, under, inside of, climbing on, swinging from, running around, or jumping to. Mothers spoil them, little girls hate them, older sisters and brothers love them, and God protects them. A boy is TRUTH with dirt on its face, BEAUTY with a cut on its finger, WISDOM with chocolate in its hair, and the HOPE of the future with a snake in its pocket.

When you are busy, a boy is a trouble-maker and a noise. When you want him to make a good impression,his brain turns to jelly or else he becomes a wild creature destroying the world and himself with it.

A boy is a mixture-he has the stomach of a horse, the digestion of stones and sand, the energy of an atomic bomb, the curiosity of a cat, the imagination of a superman, the shyness of a sweet girl, the brave nature of a bull, the violence of a firecracker (±ÞÅÚ), but when you ask him to make something, he has five thumbs on each hand.

He likes ice cream, knives, saws, Christmas, comic books, woods, water (in its natural hbitat), large animals, Dad, trains, Saturday mornings, and fire engines. He is not much for Sunday schools, company, schools, books without pictures, music lessons, neckties, barbers, girls, overcoats, adults, or bedtime. Nobody else is so early to rise, or so late to supper.

Nobody else gets so much fun out of trees, dogs, and breezes. Nobody else can put into one pocket a rusty knife, a half eaten apple, a three-foot rope, six cents and some unknown things.

A boy is a magical creature-he is your headache but when you come home at night with only destroyed pieces of your hopes and dreams, he can mend them like new with two magic words, "Hi, Dad!"

¡¾1¡¿ The whole passage is in a tone (µ÷×Ó) of ______.

A. humor and affection

B. respect and harmony

C. ambition and expectation

D. confidence and imagination

¡¾2¡¿ Could you figure out the meaning of the underlined sentence?

A. He has altogether five fingers.

B. He is slow, foolish and clumsy.

C. He becomes clever and smart.

D. He cuts his hand with a knife.

¡¾3¡¿ According to the writer, boys appreciate everything in the following except ______.

A. ice cream

B. comic books

C. Saturday mornings

D. Sunday schools

¡¾4¡¿ What does the writer feel about boys?

A. He feels curious about their noise.

B. He is fed up with these creatures.

C. He is amazed by their naughtiness.

D. He feels unsafe staying with them.

¡¾ÌâÄ¿¡¿The simplest way to say it is this: I believe in my mother.My ___ began when I was just a kid.I ___ becoming a doctor.

My mother was a domestic.Through her work, she observed that ___ people spent a lot more time reading than they ___ watching television.She announcees that my brother and I ___ watch two to three pre-selected TV programs during the week.In our free time, we had to read two books each from the Detroit Public Library and ___ her written book reports.She would mark them up with check marks and highlights.Years later we realized her marks were a ___.My mother was illiterate.

When I entered high school I was a(n) ___,but not for long.I wanted the fancy clothes.I wanted to ___the guys.I went from being an A-student to a B-student to a C-student.One night my mother came home from ___her various jobs and I complained about not having enough Italian knit shirts.She said,¡±Okay,I¡¯ll give you all the money I make this week scrubbing floors and cleaning bathrooms,and you can buy ___food and pay the bills.With everything ___,you can have all the Italian knit shirts you want.¡±I was very ___with that arrangement but once I got through allocating money, there was ___left.I realized my mother was a financial genius to be able to ___our heads and any kind of food on the table, ___buy clothes.I also realized that immediate satisfaction wasn¡¯t going to get me anywhere.Success required intellectual preparation.I went back to my ___ and became an A-student again, and eventually I ___ my dream and I became a doctor.

My story is really my mother's story¡ªa woman with ___ formal education or property who used her position as a parent to change the lives of many people around the globe. There is no job ___ than parenting. This I believe.

¡¾1¡¿A£®belief B£®work C£®education D£®promise

¡¾2¡¿A£®majored in B£®got used to C£®dreamed of D£®got tired of

¡¾3¡¿A£®lazy B£®easy-going C£®successful D£®reliable

¡¾4¡¿A£®spent B£®paid C£®took D£®did

¡¾5¡¿A£®could only B£®could not C£®must not D£®should often

¡¾6¡¿A£®read to B£®present to C£®teach D£®explain to

¡¾7¡¿A£®joke B£®means C£®tool D£®trick

¡¾8¡¿A£®A-student B£®B-student C£®C-student D£®D-student

¡¾9¡¿A£®get rid of B£®hang out with C£®break away from D£®keep in touch with

¡¾10¡¿A£®making B£®stopping C£®working D£®getting

¡¾11¡¿A£®your brotherB £®yourself C£®your sister D£®the family

¡¾12¡¿A£®left over B£®paid off C£®used up D£®carried out

¡¾13¡¿A£®angry B£®pleased C£®disappointed D£®bored

¡¾14¡¿A£®anything B£®everything C£®something D£®nothing

¡¾15¡¿A£®put an idea into B£®gave an impression on C£®keep a roof over D£®have eyes in the back of

¡¾16¡¿A£®let alone B£®let out C£®let in D£®leave alone

¡¾17¡¿A£®guys B£®mother C£®studies D£®play

¡¾18¡¿A£®made B£®fulfilled C£®changed D£®tried

¡¾19¡¿A£®little B£®much C£®few D£®high

¡¾20¡¿A£®more interesting B£®less important C. more important D£®less interesting

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