At a primary school Manning， Carolina， second-grade teacher David Chadwell believed that segregating(隔离) elementary-age boys and girls produces immediate academic improvement—in both genders. “Although this is a tendency， we can teach boys and girls based on what we now know.”

“They see differently. Literally，” he begins. Male and female eyes are not organized in the same way， he explains. The composition of the male eye makes it attuned(协调) to motion and direction. “Boys interpret the world as objects moving through space，” he says. “The teacher should move around the room constantly and be that object.”

The male eye is also drawn to cooler colors like silver， blue， black， grey， and brown. It’s no accident boys tend to create pictures of moving objects like spaceships， cars， and trucks in dark colors instead of drawing the happy colorful family， like girls in their class.

The female eye， on the other hand， is drawn to textures and colors. It’s also oriented toward warmer colors—reds， yellows， oranges—and visuals with more details， like faces. To engage girls， Chadwell says， the teacher doesn’t need to move as much， if at all. Girls work well in circles， facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention.

Boys and girls also hear differently. “When someone speaks in a loud tone， girls interpret it as yelling，” Chadwell says. “They think you’re mad and can shut down.” Girls have a more finely tuned aural structure； they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact， even excited.

A boy’s autonomic nervous system causes them to be more alert when they’re standing， moving， and the room temperature is around 69 degrees. Stress in boys， he says， tends to increase blood flow to their brains， a process that helps them stay focused. This won’t work for girls， who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When they are exposed to threat and confrontation， blood goes to their guts(内脏)， leaving them feeling nervous or anxious.

“Boys will rise to a risk and tend to overestimate their abilities，” he says. “Teachers can help them by getting them to be more realistic about results. Girls at this age shy away from risk， which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.”

Title：  Primary students learn 1.　　　　　

David’s belief ,Once we segregate elementary-age students， they will have the   tendency  to learn2.　　　　　. Differences between boys and girls, Sight ,Boys’ eyes are sensitive to 3.. 　　　　　　　　　　 and are drawn to cooler colors.

It is textures and   4.　　　　　　　 of objects that   attract   girls. Hearing ,Comparatively speaking， girls can hear 5.　　　　　　 and are more sensitive to sounds. They would interpret a loud tone as 6.　　　.Nervous system, Stress in boys tends to increase blood flow to their7.　　　， which helps them  keep 8.　　　　. Boys often overestimate their abilities and are brave in face of the risk. 

When girls are exposed to 9.　　　　　　　　　　　　， blood goes to their guts， leaving them feeling10.　　　　　　　　. Girls at this age in many cases will shyly avoid  dealing with risk. SECTION B (10 marks)

At a primary school Manning， Carolina， second-grade teacher David Chadwell believed that segregating(隔离) elementary-age boys and girls produces immediate academic improvement—in both genders. “Although this is a tendency， we can teach boys and girls based on what we now know.”

“They see differently. Literally，” he begins. Male and female eyes are not organized in the same way， he explains. The composition of the male eye makes it attuned(协调) to motion and direction. “Boys interpret the world as objects moving through space，” he says. “The teacher should move around the room constantly and be that object.”

The male eye is also drawn to cooler colors like silver， blue， black， grey， and brown. It’s no accident boys tend to create pictures of moving objects like spaceships， cars， and trucks in dark colors instead of drawing the happy colorful family， like girls in their class.

The female eye， on the other hand， is drawn to textures and colors. It’s also oriented toward warmer colors—reds， yellows， oranges—and visuals with more details， like faces. To engage girls， Chadwell says， the teacher doesn’t need to move as much， if at all. Girls work well in circles， facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention.

Boys and girls also hear differently. “When someone speaks in a loud tone， girls interpret it as yelling，” Chadwell says. “They think you’re mad and can shut down.” Girls have a more finely tuned aural structure； they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact， even excited.

A boy’s autonomic nervous system causes them to be more alert when they’re standing， moving， and the room temperature is around 69 degrees. Stress in boys， he says， tends to increase blood flow to their brains， a process that helps them stay focused. This won’t work for girls， who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When they are exposed to threat and confrontation， blood goes to their guts(内脏)， leaving them feeling nervous or anxious.

“Boys will rise to a risk and tend to overestimate their abilities，” he says. “Teachers can help them by getting them to be more realistic about results. Girls at this age shy away from risk， which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.”

Title：  Primary students learn 　　　　　

David’s belief ,Once we segregate elementary-age students， they will have the   tendency  to learn　　　　　. Differences between boys and girls, Sight ,Boys’ eyes are sensitive to . 　　　　　　　　　　 and are drawn to cooler colors.

It is textures and   　　　　　　　 of objects that   attract   girls. Hearing ,Comparatively speaking， girls can hear 　　　　　　 and are more sensitive to sounds. They would interpret a loud tone as 　　　.Nervous system, Stress in boys tends to increase blood flow to their　　　， which helps them  keep 　　　　. Boys often overestimate their abilities and are brave in face of the risk. 

When girls are exposed to 　　　　　　　　　　　　， blood goes to their guts， leaving them feeling　　　　　　　　. Girls at this age in many cases will shyly avoid  dealing with risk. SECTION B (10 marks)

If you judge by the number of people who go to see the games and by the number of    1  

who actually play it, basketball is probably the most   2     sport in the United States today. It is    3     an indoor game and the 4     extends from late autumn, through winter, to early spring. There are many professional teams, but for the most part, 　　5     is a school sport. There is   6     a high school or college in the country that doesn’t have 　　7   

team.

In spring and summer, the most popular game is baseball. During the warm weather you can see young men and boys playing the game in any part of the    8    . Radios and televisions bring the details of the big games    9     every corner of the land, and the    10     of the professional teams are a subject of conversation for Americans    11    .

In the autumn, the most popular sport is football. 　　12    you know, this is not the same kind of game that is so popular in other parts of the world. 　　13     basketball and baseball, it is typically American, and   14     who have never seen it   15    have difficulty    16 

seeing any sense in it. But for most of American people the game itself is not so important   17   

the music and the cheering that    18     it. 　　19     a cool, bright autumn afternoon, there is nothing so colorful and   20    as a football game.

1. A. that　　　　　　 　　　　　　　　　　　　　　　　  B. ones　　　　　　

C. the one　　　　　　 　　　　　　　　　　　　　　　　 D. those

2. A. like　　　　　　 　　　　　　　　　　　　　　　　   B. popular　　　　　　

C. useful　　　　　　 　　　　　　　　　　　　　　　　   D. hardest

3. A. main　　　　　　 　　　　　　　　　　　　　　　　 B. of course　　　　　　

C. mainly　　　　　　 　　　　　　　　　　　　　　　　  D. perhaps

4. A. season　　　　　　 　　　　　　　　　　　　　　  B. time　　　　　　

C. month　　　　　　 　　　　　　　　　　　　　　　　  D. period

5. A. football　　　　　　 　　　　　　　　　　　　　　 B. basketball

C. volleyball　　　　　　 　　　　　　　　　　　　　　  D. table tennis

6. A. almost　　　　　　 　　　　　　　　　　　　　　  B. nearly　　　　　　

C. no　　　　　　 　　　　　　　　　　　　　　　　　　    D. hardly

7. A. their　　　　　　 　　　　　　　　　　　　　　　　 B. its　　　　　　

C. his　　　　　　 　　　　　　　　　　　　　　　　　　   D. one’s

8. A. city　　　　　　 　　　　　　　　　　　　　　　　  B. school　　　　　　

C. country　　　　　　     　　　　　　　　　　　　    D. England

9. A. to　　　　　　 　　　　　　　　　　　　　　　　　　 B. from　　　　　　

C. in　　　　　　 　　　　　　　　　　　　　　　　　　　　 D. for

10. A. life　　　　　　 　　　　　　　　　　　　　　　　  B. activities　　　　　　

C. games　　　　　　 　　　　　　　　　　　　　　　　  D. dreams

11. A. anywhere　　　　　　 　　　　　　　　　　    B. everywhere

C. somewhere　　　　     　　　　　　　　　　　　   D. nowhere

12. A. Like　　　　　　 　　　　　　　　　　　　　　    B. So　　　　　　

C. Because　　　　　　 　　　　　　　　　　　　　　    D. As

13. A. Like　　　　　　 　　　　　　　　　　　　　　    B. Such as　　　　　　

C. For example　　　　　　 　　　　　　　　　　　　  D. As

14. A. these　　　　　　 　　　　　　　　　　　　　　   B. they　　　　　　

C. those　　　　 　　　　　　　　　　　　　　　　　　    D. ones

15. A. ago　　　　　　 　　　　　　　　　　　　　　　　 B. before　　　　　　

C. later　　　　　　 　　　　　　　　　　　　　　　　　　 D. in future

16. A. in　　　　　　 　　　　　　　　　　　　　　　　　　　　  B. on　　　　　　

C. with　　　　　　 　　　　　　　　　　　　　　　　　　 D. at

17. A. like　　　　　　 　　　　　　　　　　　　　　　　 B. for　　　　　　

C. such　　　　     　　　　　　　　　　　　　　　　    D. as

18. A. run after　　　　　　 　　　　　　　　　　　　  B. search for　　　　　　

C. come across　　　　　　 　　　　　　　　　　　　 D. go with

19. A. In　　　　　　 　　　　　　　　　　　　　　　　   B. At　　　　　　

C. On　　　　　　 　　　　　　　　　　　　　　　　　　   D. During

20. A. exciting　　　　　　 　　　　　　　　　　　　   B. interesting　　　　　　

C. interested　　　　　　 　　　　　　　　　　　　　　  D. excited