题目内容
11.The English expect each other to observe the rules of queuing,feel highly offended(冒犯) when these rules are broken,but lack the confidence or social skills to express their annoyance in a straightforward manner.In other countries,this is not a problem:in America,where a queue-jumper has committed a kind of rudeness rather than a sin(罪过),the response is a loud warning:the offender is simply told"Hey,you,get back in line!"or words to that effect.On the European continent,the reaction tends to be loud and argumentative; in some other parts of the world,queue-jumpers are likely to get away with the offense.Only rarely do the English actually speak up and tell the jumper to go to the back of the queue.Queuing is almost a national pastime for the English,who automatically arrange themselves into orderly lines at bus stops,shop counters,ice-cream vans,entrances,exits and lifts.
In 1946,a Hungarian humorist described queuing as English"national passion"."On the continent,"he said,"if people are waiting at a bus stop they walk around in a seemingly relaxed fashion.When the bus arrives they run towards it quickly…An Englishman,even if he is alone,forms an orderly queue of one."In an update over thirty years later in 1977he confirmed that this was still the case.After nearly another thirty years nothing much seems to have changed.
In many cases in Britain,queue-jumping is effectively prevented by non-verbal signals alone.When someone is considering jumping a queue,the queuers will start looking at him sideways,through narrowed,suspicious eyes.Then they move a bit closer to the person in front of them,just in case the jumper might try to insert himself in the gap.Frowns,glares and raised eyebrows-accompanied by heavy sighs,pointed coughs-are usually the worst that the person will suffer if he jumps a queue.Faced with all this the jumper will think better of it and retreat to the back of the queue.
28.According to paragraph 1,in England,queue-jumping isD.
A.a common practice in many public places
B.a serious social problem in modern times
C.warned and prevented by shouting and pushing.
D.tolerated though it is considered highly offensive.
29.By quoting the description of a Hungarian humorist,the author intends to showA.
A.queuing is a kind of automatic behavior for Englishmen
B.Englishmen are stubborn and too strict with themselves
C.other Europeans are more open-minded than Englishman
D.queuing is essential in keeping the public in order
30.According to the author,queue-jumping can usually be stoppedC.
A.by shouting and loud warning
B.with a confident and aggressive attitude
C.by using body language that shows annoyance
D.with signs of public rules
31.What is the author's tone in writing this passage?D
A.Indifferent.
B.Humorous.
C.Subjective.
D.Objective.
分析 本文是一篇说明文.本文主要介绍了英国人对插队的反应,排队对英国人来讲是一种自发性的行为,通常情况下,在英国,利用一些表达愤怒的肢体语言就可以阻止插队.
解答 28.D.细节理解题.根据第一段中的"The English expect each other to observe the rules of queuing,feel highly offended(冒犯) when these rules are broken,but lack the confidence or social skills to express their annoyance in a straightforward manner"可判断出,在英国,如果一个人插队,其他排队的人会感到受到极大的冒犯,但是他们通常并不会直接表达自己的愤怒,而是容忍下去.故选D.
29.A.推理判断题.作者在第三段中引用那位匈牙利的幽默作家的话是为了证明自己在第二段所提出的观点"Queuing is almost a national pastime for the English,who automatically arrange themselves into orderly lines…",即排队对英国人来讲是一种自发性的行为.故选A.
30.C.细节理解题.根据最后一段中的"In many cases in Britain,queue-jumping is effectively prevented by non-verbal signals alone"以及下文描述可知,在英国,通常情况下通过利用一些表达愤怒的肢体语言就可以阻止插队.故选C.
31.D.观点态度题.根据全文内容可判断出,作者主要是客观地描述了英国人对插队的反应.故选D.
点评 考察学生的细节理解和推理判断能力,做细节理解题时一定要找到文章中的原句,和题干进行比较,再做出正确的选择.在做推理判断题不要以个人的主观想象代替文章的事实,要根据文章事实进行合乎逻辑的推理判断.
New Tech Network cooperates with district leaders,administrators,and teachers who share a common purpose:to provide an education in which students acquire knowledge and develop skills vital to(51)A in the post-secondary path of their choosing.The New Tech design is simply a blueprint,(52)C a set of core beliefs,tools,and strategies to help each school fulfill its purpose.New Tech design principles provide for an(53)B approach centered on project-based learning,a culture that enables students and teachers,and the use of technology in the classroom.Through extensive professional development,personalized coaching,and access to Echo,New Tech Network,a learning(54)C system,enables principals,teachers,and students to develop relevant and meaningful learning communities.
TEACHING THAT ENGAGES
A K-12Pathway
Through project-based learning,internships(见习期),dual enrollment,and other experiences in New Tech schools,students are well(55)B post-secondary pursuits.(56)D,New Tech Network has worked with public school districts to redesign high schools.More recently,however,New Tech Network is partnering with several school districts to(57)D New Tech middle schools and elementary schools.In some districts,this provides students with a K-12pathway.In elementary and middle schools,the design principles are the same-teaching that engages,culture that empowers,and technology that enables.As the elementary and middle schools mature,New Network will measure success on student(58)A.
Learning(59)D
The years spent in a New Tech school allow students to gain the academic and deeper learning skills necessary for success in any post-secondary option.New Tech students learn disciplinary knowledge and skills to conduct inquiry and solve real-world problems.Throughout a project,they cooperate with peers,facilitators,and experts in the field.Students(60)B their learning through effective oral and written communication for authentic audiences.
Ownership of their learning experience and engage m0ent in relevant and challenging tasks helps students develop a sense of agency,a skill essential to success in (61)D,career,and civic duty.
Project-Based Learning
Project-based learning is at the heart of New Tech Network's instructional approach.Students cooperate on projects,ranging in(62)A from two to eight weeks,which require critical thinking and communication.Projects often occur in integrated subject area courses,where Entry Events,the Need-to-Know (NTK) process,and skill building workshops support student-centred learning.During projects,students often engage with subject matter experts who provide feedback on real-world products.Through project-based learning,students not only master(63)B content,but also successfully apply content when solving authentic problems.(64)A-Based Internships
New Tech students also engage in experiences designed to prepare them for success in the contemporary workplace.By cooperating with others on projects,students acquire a level of responsibility similar to a (65)B work environment.Students engage with field experts and community stakeholders(利益相关者) during projects,and final products are presented to authentic audiences.Additionally,two-thirds of New Tech high schools offer such practical activities,with nearly half of all seniors participating.
51.A.success | B.rescue | C.survival | D.reform |
52.A.owing to | B.getting rid of | C.depending on | D.accompanied by |
53.A.intermediate | B.intelligent | C.instructional | D.informative |
54.A.innovation | B.requirement | C.management | D.negotiation |
55.A.related to | B.prepared for | C.classified by | D.compared with |
56.A.Accidentally | B.Accordingly | C.Absolutely | D.Historically |
57.A.evaluate | B.observe | C.connect | D.create |
58.A.teaching | B.learning | C.engaging | D.developing |
59.A.Problems | B.Outcomes | C.Strategies | D.Discipline |
60.A.demonstrate | B.promote | C.highlight | D.motivate |
61.A.elementary schools | B.middle schools | C.high schools | D.college |
62.A.length | B.courses | C.topics | D.targets |
63.A.advanced | B.academic | C.complex | D.adequate |
64.A.Network | B.Workshop | C.Community | D.College |
65.A.permanent | B.professional | C.popular | D.familiar |