In her new book, “The Smartest Kids in the World,” Amanda Ripley, an investigative journalist, tells the story of Tom, a high-school student from Gettysburg, Pennsylvania, who decides to spend his senior year in Wroclaw, Poland. Poland is a surprising educational success story: in the past decade, the country raised students’ test scores from significantly below average to well above it. Polish kids have now outscored American kids in math and science, even though Poland spends, on average, less than half as much per student as the United States does. One of the most striking differences between the high school Tom attended in Gettysburg and the one he ends up at in Wroclaw is that the latter has no football team, or, for that matter, teams of any kind.
That American high schools lavish more time and money on sports than on math is an old complaint. This is not a matter of how any given student who plays sports does in school, but of the culture and its priorities. This December, when the latest Program for International Student Assessment(PISA) results are announced, it’s safe to predict that American high-school students will once again display their limited skills in math and reading, outscored not just by students in Poland but also by students in places like South Korea, Belgium, the Netherlands, Finland, Singapore, and Japan. Meanwhile, they will have played some very exciting football games, which will have been breathlessly written up in their hometown papers.
Why does this situation continue? Well, for one thing, kids like it. And for another, according to Ripley, parents seem to like the arrangement, too. She describes a tour she took of a school in Washington D.C., which costs thirty thousand dollars a year. The tour leader—a mother with three children in the school—was asked about the school’s flaws. When she said that the math program was weak, none of the parents taking the tour reacted. When she said that the football program was weak, the parents suddenly became concerned. “Really?” one of them asked worriedly, “What do you mean?”
One of the ironies of the situation is that sports reveal what is possible. American kids’ performance on the field shows just how well they can do when expectations are high. It’s too bad that their test scores show the same thing.

1. 1.

   Tom decides to spend his senior year in Poland because _______

   1. A.
      he intends to improve his scores
   2. B.
      Polish kids are better at learning
   3. C.
      sports are not supported at schools in Gettysburg
   4. D.
      there are striking differences between the 2 countries
2. 2.

   According to Paragraph 2, we know that _______

   1. A.
      PISA plays a very important role in America
   2. B.
      little time is spent on sports in Japanese schools
   3. C.
      American high schools complain about sports time
   4. D.
      too much importance is placed on sports in America
3. 3.

   The underlined sentence in the last paragraph means _______

   1. A.
      low expectations result in American students’ poor PISA performance
   2. B.
      high expectations push up American students’ academic performance
   3. C.
      American students’ academic performance worries their parents a lot
   4. D.
      lacking practice contributes to American students’ average performance
4. 4.

   The purpose of this article is to _______

   1. A.
      compare Polish schools with those in America
   2. B.
      call on American schools to learn from the Polish model
   3. C.
      draw public attention to a weakness in American school tradition
   4. D.
      explain what is wrong with American schools and provide solutions

In her new book, “The Smartest Kids in the World,” Amanda Ripley, an investigative journalist, tells the story of Tom, a high-school student from Gettysburg, Pennsylvania, who decides to spend his senior year in Wroclaw, Poland. Poland is a surprising educational success story: in the past decade, the country raised students’ test scores from significantly below average to well above it. Polish kids have now outscored American kids in math and science, even though Poland spends, on average, less than half as much per student as the United States does. One of the most striking differences between the high school Tom attended in Gettysburg and the one he ends up at in Wroclaw is that the latter has no football team, or, for that matter, teams of any kind.

That American high schools spend more time and money on sports than on math is an old complaint. This is not a matter of how any given student who plays sports does in school, but of the culture and its priorities (优先考虑的事). This December, when the latest Program for International Student Assessment (PISA) results are announced, it’s safe to predict that American high-school students will once again display their limited skills in math and reading, outscored not just by students in Poland but also by students in places like South Korea, Belgium, the Netherlands, Finland, Singapore, and Japan. Meanwhile, they will have played some very exciting football games, which will have been breathlessly written up in their hometown papers.

Why does this situation continue? Well, for one thing, kids like it. And for another, according to Ripley, parents seem to like the arrangement, too. She describes a tour she took of a school in Washington D.C., which costs thirty thousand dollars a year. The tour leader — a mother with three children in the school — was asked about the school’s flaws (瑕疵). When she said that the math program was weak, none of the parents taking the tour reacted. When she said that the football program was weak, the parents suddenly became concerned. “Really?” one of them asked worriedly, “What do you mean?”

One of the ironies (讽刺) of the situation is that sports reveal what is possible. American kids’ performance on the field shows just how well they can do when expectations are high. It’s too bad that their test scores show the same thing.

47. Tom decides to spend his senior year in Poland because _______.

A. he intends to improve his scores

B. Polish kids are better at learning

C. sports are not supported at schools in Gettysburg

D. there are striking differences between the two countries

48. According to Paragraph 2, we know that _______.

A. PISA plays a very important role in America

B. little time is spent on sports in Japanese schools

C. American high schools complain about sports time

D. too much importance is placed on sports in America

49. The underlined sentence in the last paragraph means _______.

A. American students’ academic performance worries their parents a lot

B. high expectations push up American students’ academic performance

C. low expectations result in American students’ poor PISA performance

D. lacking practice contributes to American students’ average performance

50. The purpose of this text is to _______.

A. compare Polish schools with those in America

B. call on American schools to learn from the Polish model

C. draw public attention to a weakness in American school tradition

D. explain what is wrong with American schools and provide solutions

 Television in the United States is free. To pay for programs, there are many advertisements. Often these advertisements are short plays with actors. The following television advertisement is like many others that Americans see daily.

We see a man and his wife at the breakfast table. They have been married for a long time. They are not speaking to each other. They haven't spoken to each other at the breakfast table for years. The husband is reading his newspaper. We can't see his face. The wife looks very bored as she pours a cup of coffee for him. Today, she is using a new kind of coffee for the first time. The husband picks up his cup. He isn't very interested. He tastes his coffee. Suddenly he puts down his newspaper. Something is different.! Can it be the coffee? He takes another taste. It's wonderful! He smiles. He looks at his wife and says in amazement,

"Doris, when did you cut your hair?"

Doris is pleased. She answers, "Two months ago."

Doris asks, "Herbie, when did your hair begin to turn gray?"

He replies, "A long time ago."

Doris says, "Oh, very handsome."

Now they aren't bored any more. Breakfast is different. Has a new kind of coffee changed their lives?

1.In the television advertisement, Doris looks bored because ______.     

A. she doesn't like the breakfast that morning

B. she has been married to Herbie for a long time

C. Her husband doesn't care much for her

D. Herbie isn't interested in the breakfast she cooks

2.The TV advertisement wants to tell the viewers ______.      .

A. to have an immediate try at the new coffee

B. to have a good laugh at the good couple

C. that a nice breakfast must go with nice coffee

D. that advertisements can certainly increase goods production

3.What does the author mean by saying the last sentence?

A. What kind of coffee can change people's lives?

B. How can a new kind of coffee change people's lives?

C. Nice coffee can change one's life.        

D. A new kind of coffee costs quite a lot.

4.This text is mainly about ______.     

A. who pays for TV programs in the United States

B. what a TV advertisement is usually like in the USA

C. why long married couples dislike speaking to each other

D. what made Herbie and Doris not bored any more