Britain has laws to make sure that women have the same chances as men in education, jobs and training. But it’s still unusual to find women doing dirty or heavy jobs.

Nikki Henriques is a car maintenance engineer in London. She used to be a secretary. Barty Philips, a journalist with “The Observer”, a Sunday newspaper, asked her why she wanted to work with cars.

“My first reason was independence(独立),” she said. “I also wanted to use my hands, and I like learning about how things work. Many people prefer to have a woman repair their cars, too.”

Nikki didn’t find it easy to become a car maintenance engineer. She went to a Government Skill Centre—a special sort of college where people can learn a new job for twenty weeks. “For ten weeks I was the only woman among four hundred men, and some of them were rude to me. It was also very tiring—from 8 in the morning to 5 in the afternoon, with only 30 minutes for lunch.”

Now Nikki works free-lance, that is, she’s self-employed, working for herself and not for a garage or a company.

Barty Phillips also spoke to Rose, who works as a general builder in Sheffield, an industrial town in the north of England. Like Nikki, Rose used to be a secretary. “I didn’t enjoy it at all.” she said. “I wanted to do more practical work, and I wanted to be self-employed.”

Rose joined a women’s building co-operative, and she learnt her job from other people and from experience. However, many of the women in her group have been specially trained. Most of the jobs they do are improvements to buildings and general repairs.

“People often say, ‘Oh, women aren’t strong enough,’ but I don’t think strength is important.” said Rose, “The important thing is to get used to doing a different sort of work.”

Rose would like more women to come into the building industry. “Everything built at the moment is a product of man’s world. If women become builders, they will be able to understand the production of their house and their towns.”

1.There are laws in Britain to help women _____.

2.The job of a car maintenance engineer is to _____.

3.According to Rose, a woman wishing to be a general builder _____.

4.The best title for this passage might be _____.

Britain has laws to make sure that women have the same chances as men in education, jobs and training. But it’s still unusual to find women doing dirty or heavy jobs.
Nikki Henriques is a car maintenance engineer in London. She used to be a secretary. Barty Philips, a journalist with “The Observer”, a Sunday newspaper, asked her why she wanted to work with cars.
“My first reason was independence(独立),” she said. “I also wanted to use my hands, and I like learning about how things work. Many people prefer to have a woman repair their cars, too.”
Nikki didn’t find it easy to become a car maintenance engineer. She went to a Government Skill Centre—a special sort of college where people can learn a new job for twenty weeks. “For ten weeks I was the only woman among four hundred men, and some of them were rude to me. It was also very tiring—from 8 in the morning to 5 in the afternoon, with only 30 minutes for lunch.”
Now Nikki works free-lance, that is, she’s self-employed, working for herself and not for a garage or a company.
Barty Phillips also spoke to Rose, who works as a general builder in Sheffield, an industrial town in the north of England. Like Nikki, Rose used to be a secretary. “I didn’t enjoy it at all.” she said. “I wanted to do more practical work, and I wanted to be self-employed.”
Rose joined a women’s building co-operative, and she learnt her job from other people and from experience. However, many of the women in her group have been specially trained. Most of the jobs they do are improvements to buildings and general repairs.
“People often say, ‘Oh, women aren’t strong enough,’ but I don’t think strength is important.” said Rose, “The important thing is to get used to doing a different sort of work.”
Rose would like more women to come into the building industry. “Everything built at the moment is a product of man’s world. If women become builders, they will be able to understand the production of their house and their towns.”
【小题1】There are laws in Britain to help women _____.

Directions: Read the following text and choose the most suitable heading from A-F for each paragraph. There is one extra heading which you do not need.

    An Iowa high school counselor gets a call from a parent protesting the “C” her child received on an assignment. “The parent argued every point in the essay,” recalls the counselor, who soon realized why the mother was so disappointed about the grade. “It became apparent that she’d written it.”

In a survey, 90% of new teachers agreed that involving parents in their children’s education is a priority at their school, but only 25％described their experience working with parents as “very satisfying.” When asked to choose me biggest challenge they face, 31％ of them quoted involving parents and communicating with them as their top choice. 73％of new teachers said too many parents treat schools and teachers as enemies.

At a time when competition is rising and resources are limited, when battles over testing force schools to adjust their priorities, when cell phones and e-mail speed up the information flow and all kinds of private ghosts and public quarrels slip into the parent-teacher conference, it’s harder for both sides to step back and breathe deeply and look at the goals they share.

    Everyone says the parent-teacher conference should be pleasant, civilized, a kind of dialogue where parents and teachers build partnership. But what most teachers feel, and certainly what all parents feel, is anxiety and panic.

When a teacher asks parents to be partners, he or she doesn't necessarily mean Mom or Dad should be camping in the classroom. Research shows that though students benefit modestly from having parents involved at school, what happens at home matters much more. According to research based on the National Education Longitudinal Study, a sample of nearly 25,000 eighth graders, among four main areas of parental involvement (home discussion, home supervision. school communication, and school participation), home discussion was the most strongly related

A. New teachers’ opinions of involving parents

B. An argument over an assignment

C. A conflict between assumption and reality

D. Difficulties in sharing goals

E. The best way to score high

F. Proper ways of parental involvement

根据短文内容，从下框的A—F选项中选出能概括每一段主题的最佳选项。选项中有一项为多余选项。

61． .           

An Iowa high school counselor(咨询师) gets a call from a parent protesting the “C” her child received on an assignment. “The parent argued every point in the essay，” recalls the counselor, who soon realized why the mother was so disappointed about the grade. “It became apparent that she' d written it. ”

62．.             

In a survey, 90% of new teachers agreed that involving parents in their children' s education is a priority at their school, but only 25% described their experience working with parents as “very satisfying”. When asked to choose the biggest challenge they face, 31% of them quoted involving parents and communicating with them as their top choice. 73% of new teachers said too many parents treat schools and teachers as enemies.

63． .          

At a time when competition is rising and resources are limited, when battles over testing force schools to adjust their priorities, when cell phones and e-mail speed up the information flow and all kinds of private ghosts and public quarrels slip into the parent-teacher conference, it' s harder for both sides to step back and breathe deeply and look at the goals they share.

64． .           

Everyone says the parent-teacher conference should be pleasant, civilized, a kind of dialogue where parents and teachers build partnership. But what most teachers feel, and certainly what all parents feel, is anxiety and panic.

65． .           

When a teacher asks parents to be partners, he or she doesn't necessarily mean Mom or Dad should be camping in the classroom. Research shows that though students benefit modestly from having parents involved at school, what happens at home matters much more. According to research based on the National Education Longitudinal Study, a sample of nearly 25,000 eighth graders, among four main areas of parental involvement (home discussion, home supervision, school communication and school participation), home discussion was the most strongly related.

Britain has laws to make sure that women have the same chances as men in education, jobs and training. But it’s still unusual to find women doing dirty or heavy jobs.
Nikki Henriques is a car maintenance engineer in London. She used to be a secretary. Barty Philips, a journalist with “The Observer”, a Sunday newspaper, asked her why she wanted to work with cars.
“My first reason was independence(独立),” she said. “I also wanted to use my hands, and I like learning about how things work. Many people prefer to have a woman repair their cars, too.”
Nikki didn’t find it easy to become a car maintenance engineer. She went to a Government Skill Centre—a special sort of college where people can learn a new job for twenty weeks. “For ten weeks I was the only woman among four hundred men, and some of them were rude to me. It was also very tiring—from 8 in the morning to 5 in the afternoon, with only 30 minutes for lunch.”
Now Nikki works free-lance, that is, she’s self-employed, working for herself and not for a garage or a company.
Barty Phillips also spoke to Rose, who works as a general builder in Sheffield, an industrial town in the north of England. Like Nikki, Rose used to be a secretary. “I didn’t enjoy it at all.” she said. “I wanted to do more practical work, and I wanted to be self-employed.”
Rose joined a women’s building co-operative, and she learnt her job from other people and from experience. However, many of the women in her group have been specially trained. Most of the jobs they do are improvements to buildings and general repairs.
“People often say, ‘Oh, women aren’t strong enough,’ but I don’t think strength is important.” said Rose, “The important thing is to get used to doing a different sort of work.”
Rose would like more women to come into the building industry. “Everything built at the moment is a product of man’s world. If women become builders, they will be able to understand the production of their house and their towns.”

1. 1.

   There are laws in Britain to help women _____

   1. A.
      get higher pay than men
   2. B.
      enjoy more freedom than men
   3. C.
      do whatever they like to do
   4. D.
      have equal chances with men in education and work
2. 2.

   The job of a car maintenance engineer is to _____

   1. A.
      make cars
   2. B.
      sell cars
   3. C.
      repair cars
   4. D.
      keep cars for others
3. 3.

   According to Rose, a woman wishing to be a general builder _____

   1. A.
      must be specially trained
   2. B.
      should be strong enough
   3. C.
      can learn her job either from others or by experience
   4. D.
      must get used to doing a different sort of work
4. 4.

   The best title for this passage might be _____

   1. A.
      Nikki Henriques, a car maintenance engineer
   2. B.
      Rose, a General Builder in Shefield
   3. C.
      Women at Work
   4. D.
      British Women