Each week, this program explains the many meanings of English expressions. Today’s expressions include a very important word—“heart”. We will try to “get to the heart of the matter” to better understand the most important thing about words and their stories. So “take heart.” Have no fear about learning new expressions. Besides, popular English words can be fun. There is no need for a “heavy heart.” Such feelings of sadness would only “break my heart,” or make me feel unhappy and hopeless.

Now, let us suppose you and I were speaking freely about something private. We would be having a “heart to heart” discussion. I might speak from “the bottom of my heart, ” or say things honestly and truthfully. I might even “open up my heart” to you and tell you a secret. I would speak with “all my heart”.

When a person shares her feelings freely and openly like this, you might say she “wears her heart on her sleeve”. Her emotions are not protected.

If we had an honest discussion, both of us would know that the other person’s “heart is in the right place.” For example, I would know that you are a “kind-hearted” and well-meaning person. And, if you are a very good person, I would even say that you have “a heart of gold.” However, you might have a “change of heart” based on what I tell you. Our discussion might cause you to change the way you feel about something.

But, let us suppose you get angry over what I tell you. Or worse, you feel no sympathy or understanding for me or my situation. If this happens, I might think that you have a “heart of stone.” And, if you say something to make me frightened or worried, my “heart might stand still”.

1.If you are not so happy, you may feel that ________.

A. you “have a heart of stone”                                B. you have to “take heart”

C. you “break you heart”                                          D. you “speak from the bottom of the heart”

2.From the above passage we may see ________.

A. English words can all be used differently

B. some phrases do not have a fixed meaning

C. languages change with the time

D. the same word may have various meanings

3.What is the passage trying to impress the readers?

A. To explain how “heart” is used in phrases.

B. To show the author’s perfect English.

C. To tell English learners to learn English in phrases.

D. To advertise an English course.

4.Which of the following may serve as the best title of the passage?

A. A change of heart                                                  B. Open up the heart of “heart”

C. Never let your heart stand still                          D. Wear your heart on your sleeve

.

Each week, this program explains the many meanings of English expressions. Today’s expressions include a very important word—“heart”. We will try to “get to the heart of the matter” to better understand the most important thing about words and their stories. So “take heart.” Have no fear about learning new expressions. Besides, popular English words can be fun. There is no need for a “heavy heart.” Such feelings of sadness would only “break my heart,” or make me feel unhappy and hopeless.

Now, let us suppose you and I were speaking freely about something private. We would be having a “heart to heart” discussion. I might speak from “the bottom of my heart, ” or say things honestly and truthfully. I might even “open up my heart” to you and tell you a secret. I would speak with “all my heart”.

When a person shares her feelings freely and openly like this, you might say she “wears her heart on her sleeve”. Her emotions are not protected.

If we had an honest discussion, both of us would know that the other person’s “heart is in the right place.” For example, I would know that you are a “kind-hearted” and well-meaning person. And, if you are a very good person, I would even say that you have “a heart of gold.” However, you might have a “change of heart” based on what I tell you. Our discussion might cause you to change the way you feel about something.

But, let us suppose you get angry over what I tell you. Or worse, you feel no sympathy or understanding for me or my situation. If this happens, I might think that you have a “heart of stone.” And, if you say something to make me frightened or worried, my “heart might stand still”.

64.If you are not so happy, you may feel that ________.

A. you “have a heart of stone”      B. you have to “take heart”

C. you “break you heart”       D. you “speak from the bottom of the heart”

65.From the above passage we may see ________.

A. English words can all be used differently

B. some phrases do not have a fixed meaning

C. languages change with the time

D. the same word may have various meanings

66.What is the passage trying to impress the readers?

A. To explain how “heart” is used in phrases.

B. To show the author’s perfect English.

C. To tell English learners to learn English in phrases.

D. To advertise an English course.

67.Which of the following may serve as the best title of the passage?

A. A change of heart                         B. Open up the heart of “heart”

C. Never let your heart stand still          D. Wear your heart on your sleeve

But what is teacher quality? How can one measure it reliably?

An analysis is issued on a sample of data from a Texas school district. Experts argue convincingly that teacher effectiveness should be measured by students’ gains on standardized tests: Mr. Smith is probably a better teacher than Ms. Brown if his students consistently improve their test scores more than hers do.

Though this approach is appealing, there are tricky issues. For example, what if Ms. Brown teaches in a school where students score so high there is little room for improvement?

The authors try to correct for this problem, as well as other sorts of measurement issues, to generate a measurement of teacher effectiveness. The paper is primarily concerned with how this measure is related to other observable characteristics.

The first finding is that there is a large variation in teacher effectiveness: some teachers consistently have a larger impact on their students’ achievement than others.

Second, easily observable characteristics like having a master’s degree or a passing score on the teacher certification exam are not correlated关联 with teacher effectiveness.

Then what does matter? The most important single influence is experience: first-year teachers are much less effective than others. The second year is significantly better, and by the fourth year, most teachers hit their stride.

It is not entirely clear whether this experience effect is learning by doing (the more you teach, the more effective you become) or survival of the fittest (those who are not good at teaching tend to drop out early.)

From my reading of the paper, both effects appear important and there is no simple answer. The data do suggest, however, that teacher effectiveness is pretty clear by the end of the second year, so the information to make an informed decision is available at that time.

The authors also investigate the contentious 有争议的issue of racial matching of students and teachers. Here they find strong evidence that minority teachers tend to be more effective with minority students. Again, it is unclear whether this is because of a role model effect (students respond better to a teacher of their own race) or an empathy effect 移情效应(teachers empathize better with students of their own race) or something else entirely.

The authors also look at teacher mobility. There is some evidence that teachers who quit teaching or switch schools tend to be below average in effectiveness. This is consistent with the survival-of-the-fittest model.

1.The schoolmaster could decide wisely whether to further employ the teacher by the end of the ______.

A. the first year          B. the second year             C. the third year        D. the fourth year

2.The phrase “hit their stride” most probably means “______”.

A. reach their normal level                                    B. become confident

C. walk with long steps                                            D. get bored

3.The author of this passage holds the view that ______.

A. teachers will perform better with time passing

B. ineffective teachers should leave earlier rather than later

C. teacher’s effectiveness is apparent after a couple of years

D. a master’s degree will improve teacher’s effectiveness

4.Why do black teachers tend to be more effective with black students?

A. Students fell secure, so they respond better.

B. Teachers sympathize with students of their own race.

C. There are entirely some other identified reasons.

D. The reasons are far from clear and definite.

5.Which of the following may serve as the best title?

A. The Quality of Teaching

B. Impact of Teacher Quality on Student Learning

C. Different Sorts of Measurement Issues

D. Survival-of-the-fittest Model vs. Learning-by-doing Model

But what is teacher quality? How can one measure it reliably?
An analysis is issued on a sample of data from a Texas school district. Experts argue convincingly that teacher effectiveness should be measured by students’ gains on standardized tests: Mr. Smith is probably a better teacher than Ms. Brown if his students consistently improve their test scores more than hers do.
Though this approach is appealing, there are tricky issues. For example, what if Ms. Brown teaches in a school where students score so high there is little room for improvement?
The authors try to correct for this problem, as well as other sorts of measurement issues, to generate a measurement of teacher effectiveness. The paper is primarily concerned with how this measure is related to other observable characteristics.
The first finding is that there is a large variation in teacher effectiveness: some teachers consistently have a larger impact on their students’ achievement than others.
Second, easily observable characteristics like having a master’s degree or a passing score on the teacher certification exam are not correlated关联 with teacher effectiveness.
Then what does matter? The most important single influence is experience: first-year teachers are much less effective than others. The second year is significantly better, and by the fourth year, most teachers hit their stride.
It is not entirely clear whether this experience effect is learning by doing (the more you teach, the more effective you become) or survival of the fittest (those who are not good at teaching tend to drop out early.)
From my reading of the paper, both effects appear important and there is no simple answer. The data do suggest, however, that teacher effectiveness is pretty clear by the end of the second year, so the information to make an informed decision is available at that time.
The authors also investigate the contentious 有争议的issue of racial matching of students and teachers. Here they find strong evidence that minority teachers tend to be more effective with minority students. Again, it is unclear whether this is because of a role model effect (students respond better to a teacher of their own race) or an empathy effect 移情效应(teachers empathize better with students of their own race) or something else entirely.
The authors also look at teacher mobility. There is some evidence that teachers who quit teaching or switch schools tend to be below average in effectiveness. This is consistent with the survival-of-the-fittest model

1. 1.

   The schoolmaster could decide wisely whether to further employ the teacher by the end of the ______

   1. A.
      the first year
   2. B.
      the second year
   3. C.
      the third year
   4. D.
      the fourth year
2. 2.

   The phrase “hit their stride” most probably means “______”

   1. A.
      reach their normal level
   2. B.
      become confident
   3. C.
      walk with long steps
   4. D.
      get bored
3. 3.

   The author of this passage holds the view that ______

   1. A.
      teachers will perform better with time passing
   2. B.
      ineffective teachers should leave earlier rather than later
   3. C.
      teacher’s effectiveness is apparent after a couple of years
   4. D.
      a master’s degree will improve teacher’s effectiveness
4. 4.

   Why do black teachers tend to be more effective with black students?

   1. A.
      Students fell secure, so they respond better
   2. B.
      Teachers sympathize with students of their own race
   3. C.
      There are entirely some other identified reasons
   4. D.
      The reasons are far from clear and definite
5. 5.

   Which of the following may serve as the best title?

   1. A.
      The Quality of Teaching
   2. B.
      Impact of Teacher Quality on Student Learning
   3. C.
      Different Sorts of Measurement Issues
   4. D.
      Survival-of-the-fittest Model vs. Learning-by-doing Model

It’s not uncommon in America for a person to belong to some kind of volunteer group. Donating one’s time and services is very much a part of the American way of life. Most charitable activities are organized by churches and groups around the nation and even encouraged by the government. The helping hand is extended to the poor， the homeless and the disabled. Some people work to teach youngsters how to read. Others open up soup kitchens to feed the homeless. Volunteers also take care of the disabled by making reading tapes for the blind and working in orphanages（孤儿院）to help children without parents.
High school students are often encouraged to become volunteers and many school club activities center around volunteer services. Students may work with disabled children during a summer program， or participate in a club activity which helps to bring meal to senior citizens who are shut-ins. With their sense of idealism（理想主义）students are often eager to donate their spare time. They see such activities as a way of becoming involved in the community and the adult-world. Social action for them becomes as   important as their academic studies.
In a like manner， throughout the year，fund raising drives are also conducted by schools and community groups to raise money for a worthy cause. They may respond to a recent earthquake in a foreign country， a flood somewhere within their own， or another natural disaster which has left people destitute and homeless. They may organize drives to collect food， clothing and medicines to serve an immediate need. Today even the Halloween custom of ‘trick or treat’has become an occasion to collect money for a charitable cause.
The motive to help those less fortunate comes from the poor origins of the American nation. Those immigrants who were poor and downtrodden（受压迫的）became dependent on the kindness of their neighbors to make a new life for themselves.
American volunteers work throughout the world in less developed countries. They volunteer by serving as a champion of goodwill both at home and abroad， which no doubt enriches both his life and those whom he serves.
【小题1】 Which of the following charitable activities is NOT mentioned in the passage?