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PENRICE
COMMUNITY COLLEGE
Cornwall County Counicl
We Need Two
ASSISANT HEADTEACHERS
From January 2006
L13—17(??44,703—??49,314)
Penrice Community College is a highly regarded and successful 11-16 specialist languages college. Following the recent appointment of a new headteacher we’re restructuring the leadership team to create two new roles.
One post will involve leading teaching teams with responsibility for developing curricula(课程) and time-tabling.
The other post will be leading student based teams and responsibility for student learing outcomes and the removal of barriers to student success such as poor attendance or disaffection.
Penrice Community College is:
·A school with 1,350 wonderful students
·High achieving with results well above average
·Mentioned twice in HMCl’s outstanding schools list
·A British Council International School
·Situated in a beautiful part of mid-Cornwall
All enquires for information and application packs should be made to Danielle Eyres on 01726—72613 or at secretary@penricornmvall .sch.uk
Closing date for applications is Tuesday October 4th at noon. Interviews will be held on Monday 17th and Tuesday 18th October 2005.
45．The underlined word “restructuring’ probably means ________.
A．formally telling sb to do B．Joining the two parts together
C．rebuilding sth and making it work again D．extending the size of sth
46．The purpose of the above passage is to ________
A．introduce the advantages of a school
B．report the appointment of a new head teacher
C．call on more students to go to school
D．advertise for new assistant headteachers
47．The two new posts are required to do all the following EXCEPT ________.
A．stop students missing classes B．get students interested in learning
C．lead students-based teams D．arrange new curricula
48．HMCI is probably the name of ________.
A．an educational organization B．a school leader
C．a political party D．a news reporter
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A little part of me thought about going to another checkout line．This one had the shortest ，there was only one guy in it，but he was in a and there seemed to be some difficulties ．
We stepped in behind him．At first, he to be having difficulty getting his groceries onto the counter．But after a while，I realized that what he was actually doing was it into two parts．
I offered to help，but he and the checkout lady had it under ．He asked Julie if she would mind putting his basket away．Then he for his wallet which was in a bag on one side of his chair．The he was positioned and the fact he only had one usable arm this troublesome for him，so I helped there．
The checkout operator came around and gave him his and the goods he needed to have to hand．She one bag of groceries over a handle at the back of his chair．
I offered to get the other bigger bag and he said，“No． you could do me a favor．Take that bag along to the entrance and give it to Angela．"
Angela，it ，was collecting food for people who might go hungry! I hadn’t even her before.
This guy，in spite of the limitations，had bought more than twice as shopping as he needed—and given the bigger bag away to help people!
He didn’t let the fact that he needed help him from being a help．He may have been limited ，but his heart was more than able to overcome all that．
1.A．queue B．space C．figure D．time
2.A．supermarket B．wheelchair C．helmet D．uniform
3.A．going on B．holding on C．paying off D．setting down
4.A．happened B．seemed C．used D．pretended
5.A．selecting B．wrapping C．handing D．separating
6.A．charge B．control C．improvement D．settlement
7.A．empty B．heavy C．large D．broken
8.A．felt B．searched C．reached D．seized
9.A．spot B．direction C．distance D．way
10.A．caught B．carried C．made D．solved
11.A．basket B．bag C．wallet D．change
12.A．arranged B．hung C．loaded D．connected
13.A．And B．But C．So D．Or
14.A．turned out B．found out C．pointed out D．put out
15.A．already B．always C．otherwise D．fairly
16.A．noticed B．known C．understood D．greeted
17.A．many B．much C．few D．little
18.A．wealthy B．ordinary C．other D．normal
19.A．stop B．require C．lead D．persuade
20.A．financially B．morally C．mentally D．physically
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The bedroom door opened and a light went on, signaling an end to nap time．The toddle（初学走路的婴儿）, sleepy-eyed, clambered to a swinging stand in his crib．He smiled, reached out to his father, and uttered what is fast becoming the cry of his generation: "iPhone!"
Just as adults have a hard time putting down their iPhones, so the device is now the Toy of Choice for many 1-, 2- and 3-year-olds．The phenomenon is attracting the attention and concern of some childhood development specialists．
Natasha Sykes, a mother of two in Atlanta, remembers the first time her daughter, Kelsey, now 3 but then barely 2 years old, held her husband's iPhone．"She pressed the button and it lit up．I just remember her eyes．It was like 'Whoa!' "The parents were charmed by their daughter's fascination．But then, said Ms．Sykes （herself a Black Berry user）, "She got serious about the phone．" Kelsey would ask for it．Then she'd cry for it．"It was like she'd always want the phone," Ms．Sykes said．
Apple, the iPhone's designer and manufacturer, has built its success on machines so user-friendly that even technologically blinded adults can figure out how to work them, so it makes sense that sophisticated children would follow．Tap a picture on the screen and something happens．What could be more fun?
The sleepy-eyed toddler who called for the iPhone is one of hundreds of iPhone-loving toddlers whose parents are often proud of their offspring's ability to slide fat fingers across the gadget's screen and pull up photographs of their choice．
Many iPhone apps on the market are aimed directly at preschoolers, many of them labeled "educational," such as Toddler Teasers: Shapes, which asks the child to tap a circle or square or triangle; and Pocket Zoo, which streams live video of animals at zoos around the world．
Along with fears about dropping and damage, however, many parents sharing iPhones with their young ones feel guilty．They wonder whether it is indeed an educational tool, or a passive amusement like television．The American Academy of Pediatrics is continually reassessing its guidelines to address new forms of "screen time．" Dr．Gwenn Schurgin O'Keeffe, a member of the academy's council, said, "We always try to throw in the latest technology, but the cellphone industry is becoming so complex that we always come back to the table and wonder- Should we have a specific guideline for them?"
Tovah P. Klein, the director of a research center for Toddler Development worries that fixation on the iPhone screen every time a child is out with parents will limit the child's ability to experience the wider world.
As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don't. A recent post on UrbanBaby.com, asked if anyone had found that their child was more interested in playing with their iPhone than with real toys. The Don't mothers said on the Website: "We don't let our toddler touch our iPhones ... it takes away from creative play." "Please ... just say no. It is not too hard to distract a toddler with, say ... a book."
Kathy Hirsh-Pasek, a psychology professor who specializes in early language development, sides with the Don'ts. Research shows that children learn best through activities that help them adapt to the particular situation at hand and interacting with a screen doesn't qualify, she said.
Still, Dr. Hirsh-Pasek, struck on a recent visit to New York City by how many parents were handing over their iPhones to their little children in the subway, said she understands the impulse (冲动). "This is a magical phone," she said. "I must admit I'm addicted to this phone."
1.The first paragraph in the passage intends to ______.
A．get us to know a cute sleepy-eyed child in a family
B．show us how harmful the iPhone is
C．lead us to the topic of the toddlers' iPhone-addict
D．explain how iPhone appeals to toddlers
2.According to the author, iPhones are popular with both adults and young kids because they are______.
A．easy to use B．beautiful in appearance
C．cheap in price D． powerful in battery volume
3.The underlined word "them" in the seventh paragraph refers to ______.
A．televisions B．cellphones C．iPhones D．screens
4.The tone of the author towards parents sharing iPhones with their children is ______.
A．negative B．subjective C．objective D．supportive
5.The passage mainly tells us ______.
A．children's iPhone addict is becoming a concern
B．iPhone is winning the hearts of the toddlers
C．Apple is developing more user-friendly products
D．ways to avoid children's being addicted to iPhone games
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