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Our public transportation system is not ________ for the needs of people.
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A．complete |
B．adequate |
C．good |
D．normal |
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| Complete the passage with the proper words in the box. Each word can only be used once. One word is not needed. | |
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| VR is an emerging technology that has demonstrated potential as an effective teaching tool. Researchers at the University of Washington have been at the forefront of exploring the 1 of VR to education. In 1995, for example, almost 3,000 students in grades four to twelve 2 VR in the classroom, and another 365 built their own virtual environments (VEs). Make no mistake, virtual reality is on its way into our public schools. The 3 of articles about VR in educational journals is increasing by leaps and bounds. Workshops and symposia on VR at local and national education conferences are becoming commonplace. At the same time, the cost of what were once expensive VR workstations is coming down to the point where schools can begin to 4 them. Virtual Reality allows us to learn through experiencing places we are not able to visit in the real world. It 5 us to move things that are too heavy, too light or too expensive to move in the real world. Virtual Reality also lets us visit places at different time periods that we could not experience in one lifetime. For example, we could build a VE that allows us to visit our earth today and then travel back in time and visit it 100 million years ago. Virtual Reality allows us to experience a body of knowledge interactively. This is a major distinction from other 6 technologies: film, television, and photography. Students learn while they are situated in the context where what they learn is to be applied. They get 7 feedback(反馈) as they explore their understanding of the material. Of course, Virtual Reality is also a place for 8 expression. We can create a world that does not exist. We can build things without consuming natural 9 . We can create art. We can see music. We can express our imagination. We can generate and communicate our ideas visually. |
There’s a dark little joke: Rip Van Winkle awakens in the 21st century after a hundred-year sleep. Men and women dash about, talking to small metal devices. Young people sit on sofas, moving miniature athletes around on electronic screens. Airports, hospitals, shopping malls― every place Rip goes just puzzles him. But when he finally walks into a schoolroom, the old man knows exactly where he is. "This is a school," he declares. "We used to have these black in 1906. Only now the blackboards are green."
American schools aren’t exactly frozen in time, but considering the pace of change in other areas of life, our public schools tend to feel like throwbacks. Kids spend much of the day as their great-grandparents once did: sitting in rows, listening to teachers lecture, scribbling notes by hand, reading textbooks that are out of date. A yawning chasm separates the world inside the schoolhouse from the world outside.
The national conversation on education has long focused on reading scores, math tests and closing the "achievement gap". This is not a story about that conversation. This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams or speak a language other than English.
This week the conversation will burst onto the front page, when the NCSAW releases a blueprint for rethinking American education from pre-K to 12 and beyond to better prepare students to thrive in the global economy. While that report includes some debatable proposals, there is a remarkable agreement among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st-century skills.
64. What is the writer’s purpose to use a dark little joke in the first paragraph?
A. To serve as an introduction to Rip Van Winkle.
B. To draw readers’ attention to the present situations in American schools.
C. To remind people that American literature plays an important role in economy.
D. To let its readers enjoy the article from the very beginning.
65. What is the writer’s general impression of American school children?
A. They look much like their great-grandparents.
B. They can do everything as they like.
C. They are well developed on all sides.
D. They are almost separated from the outside world.
66. From the third paragraph, we know the writer ________.
A. has focused on reading scores and math tests
B. tells a story about the national conversation
C. tends to care much about the big public conversation
D. promises to help kids with their grade in the global economy
67. The underlined part “to thrive” in the last paragraph most probably means ________.
A. to become and continue to be successful and strong.
B. to enjoy something especially other people would not like.
C. to compete with other people for better positions
D. to work in teams with any other people.
查看习题详情和答案>>Women are friends, I once would have said, when they totally love and support and trust each other, and tell each other the secrets of their souls, and run no questions asked to help each other, and tell unpleasant truths to each other (no, you can't wear that dress unless you lose ten pounds first) when unpleasant truths must be told.
A woman friend is a friend all the way, I once would have said, but now I believe that’s a narrow point of view. For the friendships I have and the friendships I see are conducted at many levels of closeness, serve many different functions, meet different needs and range from the soul sisters to the most casual playmates.
Consider these varieties of friendship:
Convenience friends They’ll lend us their cups for a party. They’ll drive our kids to school when we’re sick…As we will do for them. But we don’t, with convenience friends, ever come too close or tell too much; we maintain our public face and emotional distance.
Special-interest friends These friendships aren’t close, and they needn’t involve kids or cups. Their value lies in some interest commonly shared. And so we may have an office friend or a yoga friend or a tennis friend. “I’d say that what we’re doing is doing together, not being together.”
Historical friends We all have a friend who knew us when maybe way back in Miss Meltzer’s second grade, when our family lived in that three-room flat. The years have gone by and we’ve gone separate ways and we’ve little in common now, but we’re still a close part of each other’s past.
Crossroads friends Crossroads friends form powerful links, links strong enough to last with just communication of a once-a-year letter at Christmas. And out of respect for those crossroads years, for those dreams and dreams we once shared, we will always be friends.
Cross-generational friends The friendship exists across generations in what one woman calls her daughter–mother and her mother-daughter relationships.
There are medium(中等的), pretty good, and such good friends indeed, and these friendships are decided by their level of closeness. For example, we might tell a medium friend that yesterday we had a fight with our husband. And we might tell a pretty good friend that this fight with our husband made us so mad that we slept on the sofa. And we might tell a such good friend that the reason why we got so mad in that fight that we slept on the sofa — he had a love affair with that girl who works in his office. But it’s only to our very best friends that we’re willing to tell all, to tell what’s going on with that girl in his office.
The best of friends, I still believe, totally love and support and trust each other, and tell each other the secrets of their souls, and tell unpleasant truths to each other when they must be told.
45. According to the passage, convenience friends ______.
A. are not valuable enough
B. are those who are easily available to make friends with
C. never tell each other their deepest feelings
D. discuss family budgets together
46. The underlined sentence means ______.
A. we should never sit and wait for something to happen
B. we join each other because we do something together
C. we complete something together rather than enjoy ourselves
D. cooperation is of great importance if we want to succeed
47. We can learn from the passage that ______.
A. special-interest friends will drive your kids to school
B. historical friends remind each other of their shameful past
C. crossroads friends can maintain their friendship by writing to each other once a year
D. cross-generational friends seem to maintain friendship forever
48. According to the author, a woman may tell her good friends that ______.
A. she has lost her job because she isn’t really qualified enough
B. her husband has fallen in love with a girl in his office
C. she has been upset these days because of financial problems
D. she is on a diet because she wants to lose weight
49. Which can be the best title of this passage?
A. Value of friendship B. Friends, good friends and such good friends
C. The qualities of a good friend D. Friendship: being together
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