阅读理解

　　If there is no difference in general intelligence (智力) between boys and girls, what can explain girls poor performance in science and mathematics?

　　It seems to be that their treatment at school is a direct muse. Mathematics and science are seen as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls do not take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine (女性的) and attractive.

　　However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too.

　　Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in kindergarten, boys are encouraged to work on their own and to complete tasks. Facts show that outstanding mathematicians and scientists have not had teachers who supplied answers.

　　Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their gift students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence that they are able to succeed.

　　Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. When it comes to these subjects, it seems certain that school widens difference between boys and girls.

(1)Girls are likely to think that ________.

[　　]

A. science courses are for both boys and girls

B. science courses make them more popular

C. science courses make them successful

D. science courses are difficult for them

(2)The text mainly discusses ________ reasons for the difference between boys and girls in scientific achieve-merits.

[　　]

A. biological

B. historical

C. social

D. personal

(3)What are boys usually encouraged to do at school?

[　　]

A. To get help with their homework.

B. To play the leading role in Class.

C. To work with girl students in class

D. To learn to take care of others.

(4)What does the passage say about great mathematicians?

[　　]

A. Their teachers did not supply answers to them.

B. They started learning mathematics at an earlier age.

C. They showed mathematical abilities in their teenage years.

D. Their success resulted from their strong interest in mathematics.

(5)The author would probably agree that ________.

[　　]

A. boys and girls learn in the same way

B. boys and girls are equal in general intelligence

C. girls are more confident in themselves than before

D. girls should take fewer science courses than boys

Laptop（便携式）computers are popular all over the world. People use them on trains and airplanes, in airports and hotels. These laptop connect people to their work place. In the United States today, laptops also connect students to their classrooms.

　　Westlake College in Virginia will start a laptop computer program that allows students to do school work anywhere they want. Within five years, each of the 1,500 students at the college will receive a laptop. The laptops are a part of a $10million computer program at Westlake, a 110-year old college. The students with laptops will also have access to the Internet. In addition, they will be able to use e-mail to "speak" with their tethers, their classmates, and their families. However, the most important part of the laptop program is that students will be able to use computers without going to computer labs. They can work with it at home, in a fast-food restaurant or under the trees-anywhere at all!

　　Because of the many changes in computer technology, laptop use in higher education, such as colleges and universities, is workable. As laptops become more powerful, they become more similar to desktop computers. In addition, the portable computers can connect students to not only Internet, but also libraries and other resources. State higher-education officials are studying how laptops can help students. State Officials also are testing laptop programs at other universities, too.

　　At Westlake College, more than 60 percent of the staff use the computers. The laptops will allow all teachers to use computers in their lessons. As one Westlake teacher said, "Here we are in the middle of Virginia and we're giving students a window on the world. They can see everything and do everything. "

1.The main purpose of the laptop program is to give each student a laptop to____.

　　A. use for their schoolwork                  B. access the Internet

　　C. work at home                              D. connect them to libraries

2.Why is the word "speak" in the second paragraph in quotation mark(引号)?

　　A. They don't really talk                    B. They use the computer language

　　C. Laptops have speakers                     D. None of the above reasons is correct

3. Which of the following is true about Westlake College?

　　A. All teachers use computers                B. 1,500 students have laptops

　　C. It is an old college in America           D. Students there can do everything

4.A window on the world in the last paragraph means that students can____.

　　A. attend lectures on information technology B. travel around the world

　　C. get information from around the world     D. have free laptops

5.What can we infer（推断）passage?

　　A. The program is successful                 B. The program is not workable

　　C. The program is too expensive              D. We don't know the result yet

短文改错

Students and Technology in the Classroom

　　I love my blackberry—it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices(设备) and truly communicate with others.

　　On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

　　Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.

　　The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course material and the class discussion.

　　I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.

　　I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

1.Some of the students in the history class were unhappy with____

A．the course material                      B．the author’s class regulations

C．discussion topics                        D．others’ misuse of technology

2.The underlined word “engage ”in para.4 probably means ____

A．explore           B．accept            C．change           D．reject

3.According to the author, the use of technology in the classroom may ____

A．keep students from doing independent thinking

B．encourage students to have in-depth conversations

C．help students to better understand complex themes

D．affect students’ concentration on course evaluation

4.It can be inferred from the last paragraph that the author ____

A．is quite stubborn

B．will give up teaching history

C．values technology-free dialogues in his class

D．will change his teaching plan soon

　I can’t swim because I have a strong fear of water. Look back 1. ________

　　my childhood experiences, I think that three reasons might          2. ________

　　explain the fear. The first reason is that I was not allow to go       3. ________

　　near the water when I was a child, for my mother had a            4. ________

　　unreasonable fear of it. So, even as a child that I was taught to     5. ________

　　see the water as something danger. Second, my eyes               6. ________

　　became bad when I was five. If I took off my glass in the           7. ________

　　water, I couldn’t see anything, or this increased my fear.           8. ________

　　The worst part of my experience is that as a child I saw            9. ________

　　a neighbor drowned. After then I have been more frightened.      10. ________