阅读理解

　　The students we have in schools today will spend most of their future in the twenty-first century. Teachers just beginning their careers now will train students who will spend part of their lives in the twenty-second century. How well are we preparing these students for the world of tomorrow?

　　Much of our present educational system is geared (调整) to education about the past and the present, ignoring the rapid social and technological changes that have been occurring and will continue to occur at an ever-accelerating (加速) rate. Because our children are being oriented basically to the past and the present by our educational system, the debilitating (使衰弱) phenomenon of “future shock” is now an everyday occurrence (事件) for massive numbers of people. For all the rhetoric (花言巧语) about education offering the potential (潜能) for a better future, our school are not incorporating (合并) curricula (课程) to prepare a child or youth for an emerging (显现) new society.

　　For example, we are now in the post-industrial era, an era giving rise to an “information economy” based on the production, distribution, and consumption of knowledge. This emerging economy, called the “knowledge industry”, already accounts for 50 percent of our Gross National Product and includes education of all kinds, government, health, research and development, media, communications, computers, and conferences and conventions (惯例). It is forecast that, by the end of this century, less than 20 percent of the employed in this country will be engaged in the production of goods—a dramatic shift from our current makeup.

　　Thinking educators perceive (认识到) that this change calls for more education about career options. (可供选择的事物) Students must be prepared for positions in the knowledge industry. This is but one of the challenging trends of our time.

　　The futures program equips students with the necessary to function successfully tomorrow's world. Futures courses elicit (引出) purposeful consideration of the future. Heavy emphasis is placed on coping and forecasting techniques and on exploring alternatives (可供选择的办法)—respectable academic (学术的) procedures. (程序)

1．According to the author, the main cause of the phenomenon of “future schok” is ________.

[　　]

A．the school doesn't teach students the knowledge of future

B．the society is changing at an ever-accelerating speed

C．people don't make a good preparation for the future

D．people didn't get opportunity to go to school

2．What is NOT the features of our age?

[　　]

A．It is an age when “information economy” is rising.

B．It is an age when knowledge becomes more important in the economy.

C．It is an age with a rapid social and technological changes.

D．It is an age when more and more people will undertake the job of producing goods.

3．What should teachers do to train students for the future?

[　　]

A．To teach more about the present but less about the past.

B．To teach the students to suit different positions in the society.

C．To teach the students to get a right idea about all the rhetoric about education.

D．To set up a future-oriented educational system.

4．The phrase “future shock” (in Line 7, para. 2) most probably means ________.

[　　]

A．a violent blow which will happen in the future

B．shaken violently by something which is forecast to happen

C．the new things in future cause a sudden and violent disturbance to people's feelings

D．a violent disturbance of the feelings which will occur in future time

5．From the passage it can be seen that the author ________.

[　　]

A．is overenthusiastic about the post-industrial era

B．insists that the present educational system should be changed

C．believes that the students can learn at school how to prepare for positions in the future

D．considered the curricula at school is quite successful to prepare a child for the future

　　请根据上面文字及下面表格中的内容写一篇短文。

　　注意：1．写作要用第一人称。2．短文应包括全部要点。3．词数在100左右。

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