题目内容
2016 Exhibitions in the British Museum
Sunken cities: Egypt’s lost worlds
19 May － 27 November 2016
Sainsbury Exhibitions Gallery
Adults￡16.50, Members/under 16s free
Sunken under the sea for over a thousand years, two lost cities of ancient Egypt were lately rediscovered. Their amazing discovery is transforming our understanding of the deep connections between the great ancient civilizations of Egypt and Greece. Their story is told for the first time in this exhibition.
Francis Towne’s watercolours of Rome
21 January － 14 August 2016
Room 90/ Open late Fridays
Free, just drop in
Come and experience 18th-century Rome through an astonishing series of watercolours not displayed together since 1805.
Sicily: culture and conquest
21 April － 14 September 2016
Room 35
Tickets: Adults￡10, Members/under 16s free
This exhibition tells Sicily’s fascinating stories － from the arrival of the Greeks and other settlers, to the extraordinary period of enlightenment(启蒙) under Norman rule in the 11th to 13th centuries.
Early British exploration of the classical world
14 March － 27 July 2016
Room 90a/ Open late Fridays
Free, just drop in
This small display features a remarkable selection of drawings by British explorers and architects, who discovered and documented some of Sicily’s best surviving classical sculpture and architecture.
1.Which place are Francis Towne’s works picture about?
A. Egypt.B. France.C. Rome.D. Sicily.
2.What art works are housed in Room 90a?
A. Drawings. B. Buildings.
C. Sculptures. D. Watercolours.
3.Which exhibition can you attend in October?
A. Sicily: culture and conquest
B. Sunken cities: Egypt’s lost worlds
C. Francis Towne’s watercolours of Rome
D. Early British exploration of the classical world
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The most common use of intelligence test scores is to predict degree of academic success.Such scores are used in some communities as bases for admitting able children to schools at ages younger than normal, and they are very generally used to determine admissions to schools beyond public secondary school.Another use common in elementary schools involves comparing such scores with performances in various subjects to identify children who are working below capacity.
The greatest problem in using intelligence tests for the purpose of prediction is that no dependable criterion of their accuracy exists.The ideal criteria would be objective and reliable achievement tests following instructions in each subject, but there are few such tests, especially at the college level.Studies have shown that correlations（相关性) between intelligence tests and achievement tests in various subjects through secondary school range roughly from 0.5 to 0.8. Such correlations are fairly high, but they do not suggest anywhere near complete agreement.
At the college level there are two major tests used as criteria of admission. By far the more important is the College Entrance Examination, constructed by the Educational Testing Service authorized by the College Entrance Examination Board.These tests arc returned to the Educational Testing Service for scoring, and the results are then made available to the various colleges authorized by the students to receive them. The second test of this type is the American College Test, which operates in essentially the same fashion.
Both tests constitute(组成) measures of certain skills, abilities, and knowledge that have been found to be related to success in college. Their correlations with academic success are limited for three outstanding reasons. First, measures of achievement in college are themselves perhaps no more reliable than those in elementary and secondary schools. Second, intellectual factors do not alone determine academic success, especially at the college level. Many students drop out of schools because they are inadequately motivated or because they dislike the instructional programme. Third, correlations are lowered because the use of such tests for denying admission to some students means that the range of scores for those admitted is restricted, and such restrictions tend to reduce correlations.
Common 1.__________ of intelligence test scores | .To tell in 2.__________ the degree of academic success .To help admit children with outstanding 3.__________ to school at the age younger than ordinary .To find out children with 4.__________ ability in primary school than aveage | |
5.__________ with intelligence tests | .Ideal criteria for objective and reliable achievement tests in college courses are 6.__________ to find. .Correlations between intelligence tests and achievement tests are fairly high but still limited. | |
Two major tests at the college level | .CEE .ACF | .Both tests are scored by the Educational Testing Service. |
.The7.__________ of the College Entrance Examination will be sent to the colleges that the students choose. | ||
.The correlations with academic success are limited for three reasons as 8.__________. a. Measures of college achievement are as 9.__________ as those in primary and middle schools. b. Academic success is determined by many other factors 10.__________ from intellectual ones. c. Admission restrictions tend to reduce correlations. | ||