We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
　　Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
　　In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
　　Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
1. Group work provides pupils with the opportunity_________.
　　A. to develop academic abilities                 　　 B. to learn to teach.
　　C. to do some experiments                        　　 D. to learn to be capable organizers.
2. By "held back" in the first paragraph the author means _________.
　　A. drawn to their studies                           　　     B. prevented from advancing
　　C. made to remain in the same classes         　　 D. forced to study in the lower classes
3. In the passage the author's attitude towards " mixed-ability teaching" is ________.
　　A.questioning               B. approving  　　     C. objective 　　 D. critical
4. The author's purpose of writing this passage is to _________.
　　A. offer advice on the proper use of the library
　　B. emphasize the importance of appropriate formal classroom teaching
　　C. argue for teaching bright and not -so-bright pupils in the same class
　　D. recommend pair work and group-work for classroom activities
5. The author argues that a teacher's chief concern should be the development of the student's _____.
　　A. total personality              　　                   B. intellectual ability
　　C. learning ability and communicative skills        D. personal qualities and social skills

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

　　Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.

　　In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

　　Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

1. Group work provides pupils with the opportunity_________.

　　A. to develop academic abilities                 　　 B. to learn to teach.

　　C. to do some experiments                        　　 D. to learn to be capable organizers.

2. By "held back" in the first paragraph the author means _________.

　　A. drawn to their studies                           　　     B. prevented from advancing

　　C. made to remain in the same classes         　　 D. forced to study in the lower classes

3. In the passage the author's attitude towards " mixed-ability teaching" is ________.

　　A.questioning               B. approving  　　     C. objective 　　 D. critical

4. The author's purpose of writing this passage is to _________.

　　A. offer advice on the proper use of the library

　　B. emphasize the importance of appropriate formal classroom teaching

　　C. argue for teaching bright and not -so-bright pupils in the same class

　　D. recommend pair work and group-work for classroom activities

5. The author argues that a teacher's chief concern should be the development of the student's _____.

　　A. total personality              　　                   B. intellectual ability

　　C. learning ability and communicative skills        D. personal qualities and social skills

阅读理解

　　Enduring Storms

　　Several more rounds of severe storms, tornadoes and flash flooding struck many parts of the American Midwest and Northeast as bad weather continued across the US for a second month.

　　Monsoon Storms

　　A south-west monsoon has caused havoc in parts of SriLanka. Government meteorologists said that unexpected monsoonal winds blew directly across the country from the Southern Hemisphere at about 100 km/h, producing several rounds of stormy weather. Nearly 250 houses in the capital Colombo were damaged.

For the week ending 3 July 1998

　　Mt. Etna Erupts

　　Sicily’s Mount Etna volcano erupted shortly after midnight on July 1, shooting“bombs”of lava nearly 1.5 metres in diameter on the eastern side of the mountain. The 30-minute eruption could be seen for several miles, but did not threaten any nearby villages.

　　Hurricane

　　Hurricane Blas lost strength as it moved over cooler waters in the Pacific Ocean to the west of Mexico. Blasformed off southwest Mexico during the previous week, but squalls on the outer fringes of the storm lashed western Michoacan State, killing four people when their wood and cardboard home collapsed.

　　Monkey Repellent

　　After years of unsuccessful attempts to keep crop-eating monkeys out of Japanese fields, a Tokyo research team believes that it may have finally found a way to prevent the damage caused by the monkeys. Animal raids on crops were successfully prevented by shooting chilli powder into the air, irritating the eyes and noses of monkeys that passed in front of carefully-placed warning sensors.“We’ve tried…all kinds of preventive measures, but the monkeys are smart enough to outwit the tricks,”said Toshiaki Wada, Director of the Tokyo Forestry Experiment Station in western Tokyo.

1．The monsoon is Sri Lanka ________.

[　　]

A．was of average strength

B．destroyed more property than previous monsoons

C．was not typical for that time of the year

D．affected only the outer areas of the nation

2．What aspect of Hurricane Blas does the map show?

[　　]

3．According to the information, which of the following statements is TRUE?

[　　]

A．The eruption of Mt. Etna lasted thirty days.

B．Hurricane Blas was formed off the coast of Italy.

C．The American Midwest had fine weather throughout July 1998.

D．The eruption of Mt. Etna did not destroy local villages.

4．According to the information, the monkeys in the Japanese fields ________.

[　　]

A．destroy crops

B．kill unsuspecting humans

C．spread eye diseases to humans

D．stop farmers from working

5．Toshiaki Wada, Director of the Tokyo Forestry Experiment Station, would describe the monkeys as ________.

[　　]

    We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

　　Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.

　　In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

　　Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

1. Group work provides pupils with the opportunity_________.

　　A. to develop academic abilities                  　　 B. to learn to teach.

　　C. to do some experiments                         　　 D. to learn to be capable organizers.

2. By "held back" in the first paragraph the author means _________.

　　A. drawn to their studies                            　　       B. prevented from advancing

　　C. made to remain in the same classes          　　 D. forced to study in the lower classes

3. In the passage the author's attitude towards " mixed-ability teaching" is ________.

　　A.questioning               B. approving   　　       C. objective  　　 D. critical

4. The author's purpose of writing this passage is to _________.

　　A. offer advice on the proper use of the library

　　B. emphasize the importance of appropriate formal classroom teaching

　　C. argue for teaching bright and not -so-bright pupils in the same class

　　D. recommend pair work and group-work for classroom activities

5. The author argues that a teacher's chief concern should be the development of the student's _____.

　　A. total personality               　　                     B. intellectual ability

　　C. learning ability and communicative skills        D. personal qualities and social skills

One year ago, I traveled 15,000 kilometers from Australia to the US. I am from a beachside town in the 　16 of Sydney, and thought there would be almost no 　17 differences between my home country and my 18 . I was surprised at how wrong I was, and at 19 different the two countries could be.

The United States is 　20 in almost every aspect. The buildings are gigantic (巨大的) and so are the people who 　21 and work in them. At mealtimes, the portions (份额) often 　22 to me to be big enough for three or four people. I once 　23 a baked potato which turned out to be bigger than my head! This was a big 　24 for me.

The longer I spent in the US, the more I started to 　25 smaller differences like the culture of 　26 in restaurants. In Australia we don’t tend to give a tip 　27 the service has been really excellent. In the US you tip for 　28 everything, even at the hairdresser. Waiters and shop assistants 　29 to be given 15 percent of the bill, although in places 　30 New York or Washington DC, a tip can be as much as 20 percent.

31 , I also became more wary (谨慎的) of believing the stereotypes (成见) I had heard at home as I traveled. Not all Americans are ignorant of geography, for example.

Despite this, certain stereotypes about places did seem to 　32 true for me. There is an immense (强烈的) sense of speed in New York. Everyone 　33 to and fro, and very seldom takes time to 　34 the moment. This is very different from the Australian lifestyle. Australians are laid back. Even in a major city like Sydney, we “Aussies” take time to “stop and smell the roses”---very different from our American counterparts.

Navigating (驾驭) the culture divide between Australia and the US was challenging at times. But I took up that 　35 and learned a lot from it. It was an adventure.

16. A. heart　　 　　 　　　 B. city　　　 　　 　　　 C. center　　　 　　　 D. suburbs

17. A. cultural　　　 　　　 B. commercial 　 　　　 C. economic　　 　　　 D. scientific

18. A. home town　 　　　 B. departure　　　　　 　　　 C. location　　　　　　 　　　 D. destination

19.　 A. how　　　 　　 　　　 B. why　　　 　 　　　 C. however　　 　　　 D. where

20.　 A. big　　　 　　 　　　 B. modern　　 　　 　　　 C. small　　 　　 　　　 D. fashionable

21.　 A. travel　　 　　 　　　 B. survive　　　 　　　 C. live　　　 　　 　　　 D. serve

22.　 A. happened　 　　 　　　 B. seemed　　 　　 　　　 C. proved　　 　 　　　 D. managed　

23.　 A. brought　　 　 　　　 B. ordered　　 　　 　　　 C. designed　 　　 　　　 D. fetched

24.　 A. laughter　 　　 　　　 B. pleasure　　 　 　　　 C. shock　　　 　 　　　 D. embarrassment

25.　 A. prefer　　 　　　 　　　 B. notice　　　 　 　　　 C. tell　　 　　　　 　　　 D. appreciate

26.　 A. serving　　 　　 　　　 B. tipping　　 　 　　　 C. donating　 　　 　　　 D. toasting

27.　 A. unless　　 　　 　　　 B. if　　　　 　　 　　　 C. when　　　 　 　　　 D. since

28.　 A. rarely　　　 　　　 B. mostly　　　 　　　 C. almost　 　　　 　　　 D. hardly

29.　 A. try　　　　 　 　　　 B. wait　　　 　 　　　 C. think　　 　　 　　　 D. expect

30.　 A. like　　　 　　 　　　 B. along　　　 　 　　　 C. for　　　 　　　　　　 　　　 D. in

31.　 A. So　　　　 　 　　　 B. Therefore　　 　　　 C. However　 　　 　　　 D. But

32.　 A. come　　　 　 　　　 B. become　　 　 　　　 C. turn　　 　　　 　　　 D. get

33　 A. walks　　　 　　　 B. drives　　 　　 　　　 C. wanders　 　　　　　　 　　　 D. rushes

34.　 A. depend on　　 　　　 B. reflect on　 　　 　　　 C. spy on　 　　　　 　　　 D. watch on

35.　 A. experience　　 　　　 B. job　 　　　　　　 　　　 C. challenge　 　　 　　　 D. business