题目内容
Kids who receive special education are, without doubt, the hardest working children in any school. When they are having difficulty learning basic literacy and number concepts, when they break rules, when they need more services, support and adult attention than their peers, then they are struggling the hardest. In psychology, we are trained to think that if we are feeling angry or confused when sitting with a patient, then we are probably feeling just what our patient is feeling. The same is true for students with disabilities. Whatever we feel when we work with them, they are probably feeling as they work with us.
If you have a disability that affects your education, then you have a brain disorder. Because education, even in mathematics, is largely verbal（用言辞）, most brain disorders responsible for educational disabilities affect language, and how you process words and ideas in written and oral form. To imagine how much effort a child with a language disability spends each school day, imagine yourself attending a school today taught in a language you had a basic understanding of. Imagine though, that while you seem fluent to others, you have trouble when people talk too fast, use idioms or expressions.
When adults and classmates blame, or criticize kids who receive special education, they are struggling with their own confusion. It is difficult to imagine the world as it is lived by someone with an educational disability. It is difficult to understand how someone who can be so "normal" can have so many problems. It is so easy to imagine that if they just tried harder... without understanding that just to do the ordinary, kids with disabilities are making an extraordinary effort.
1.What is the purpose of the author by writing the passage?
A. to introduce how hard to be a special education teacher.
B. to think highly of the children with disabilities.
C. to show the disabled have much trouble in understanding.
D. to call on the society to care for the disabled.
2. If a disabled kid learns number concepts, he __________.
A. won’t work as hard as a normal.
B. will work double as hard as a normal.
C. will be as patient as the normal.
D. will think of his disability first.
3.If a kid has a disability affecting his education, he will ________.
A. have a hard time using the language.
B. be too foolish to learn maths .
C. not understand what others are saying.
D. have a lot of trouble in remembering words.
4.Before you intend to blame a kid receiving special education, __________.
A. you should try to understand what he is saying.
B. you should imagine the world he lives in.
C. you should imagine yourself in his shoes.
D. you should think of the education he has received.
1.D
2.B
3.A
4.C
【解析】略
Can you understand the beginning of this essay?
“My smmr hols wr CWOTT. B4, we usd 2go2 NY 2C my bro, his GF & 3 kds FTF.”
The Scottish teacher who received it in class had no idea what the girl who wrote it meant. The essay was written in a form of English used in cell phone text messages. Text messages (also called SMS2) through cell phones became very popular in the late 1990s. At first, mobile phone companies thought that text messaging would be a good way to send messages to customers, but customers quickly began to use the text messaging service to send messages to each other. Teenagers in particular enjoyed using text messaging, and they began to create a new language for messages called texting.
A text message is limited to 160 characters, including letters, spaces, and numbers
, so messages must be kept short. In addition, typing on the small keypad of a cell phone is difficult, so it’s common to make words shorter. In texting, a single letter or number can represent a word, like “r” for “are,”“u” for “you,” and “2” for “to.” Several letters can also represent a phrase, like “lol” for “laughing out loud.” Another characteristic of texting is the lea
ving out of letters in a word, like spelling “please” as “pls.”
Some parents and teachers worry that texting will make children bad spellers and bad writers. The student who wrote the essay at the top of this page said writing that way was more comfortable for her. (The essay said, “My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend, and their three kids face to face.”)
Not everyone agrees that texting is a bad thing. Some experts say languages always evolve, and this is just another way for English to change. Other people believe texting will disappear soon. New technology for voice messages may soon make text messages a thing of the past.
【小题1】What is the writer’s opinion of text messaging?
| A．It is fun and easy to do. |
| B．It is not bad for children. |
| C．It will make children bad writers. |
| D．The writer does not give an opinion. |
| A．Using phrases to represent essays |
| B．Using numbers to represent words |
| C．Using letters to represent phrases |
| D．Using letters to represent words |
| A．My Gr8 Tchr | B．CU in LA | C．My GF | D．My Smmr Hols |
| A．It costs too much. | B．It’s too difficult to type. |
| C．Children won’t learn to write correctly. | D．It’s not comfortable. |
| A．Not many people use texting. |
| B．Spelling in English is too difficult. |
| C．Children quickly become bored with texting. |
| D．Texting will disappear because of new technology. |
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles(争夺) and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority(优先) for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(局外人) (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their class work -- and sparks(激发) motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
|
A Classroom With Context |
|
|
1. of the school |
◆Being a farming town, Gaul achieved little in 2. before. ◆Further education is considered less important there. ◆The community is relatively 3. rather than open to the outsiders. |
|
Ways of solving the problems |
●dividing the students into different classes and creating ways to make the students well 4. to learn. ●conducting5. and lesson plans for each team ●establishing a strong 6. between teacher and students through combining teams and looping |
|
7. of success |
■72 percent of the eighth-graders8. Maine's reading standard ■the school beating the state average in 9. ■students’ math average being 10. higher than the state average ■four of the previous five years witnessing at least 20 percent test gains |
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。
Filmmakers in
Dr. James Sargent, a researcher with Dartmouth University Medical School in
Sargent and some international colleagues counted how often images of smoking were seen by adolescents. They watched about 500 popular movies and counted the images of smoking in each. Then they multiplied that number of images by the number of adolescents estimated to have seen the films. They estimate that billions of images of smoking in American films are seen by kids around the world.
“So it is a big international problem to the extent that American movie companies are exporting smoking in youth-rated movies, the kids in other countries are seeing the smoking, and it’s positioning smoking as something they want to do,” he concludes.
Sargent says almost nothing else compares with smoking in terms of public health problems around the world. Each year millions of people die of diseases caused by smoking: lung and other cancers, heart diseases and respiratory diseases. Sargent says many of those people started smoking during their adolescent years.
“We’ve already shown pretty convincingly that seeing smoking in movies is bringing kids to the tobacco industry,” he says. “So the movie industry has some responsibility here. The movie industry could do something that would reduce smoking in youth-rated movies; they could rate smoking R （for restricted）.” He notes that’s what public health activists are trying to get filmmakers to do. And if they did that, it would reduce 60 percent of growth of impressions the kids in his sample had seen.
Screen 71. are likely to encourage kid audiences to pick up smoking. | |
But people have different opinions about the 72. of screen smoking on teenagers. | Many people don’t 73. movies’ contribution to teen smoking because they think kids are not so much 74. to screen smoking. |
Others point out that the large number of smoking images in American films shows that teens see smoking on the screen very 75. . | |
So American movie companies are thought to be “selling smoking” 76. . | |
The number of 77. due to smoking diseases shows that screen smoking affects public health greatly. | |
It is filmmakers’ 78. to restrict smoking in youth-rated movies. | It’s convincingly proved that seeing smoking in movies is teaching kids to form the 79. of smoking. |
If films reduce smoking images, it would reduce the 80. that kids start smoking. | |