In schools, is it required that no parents        to classrooms during class time?

A．have access         B．has connection      C．have contacts       D．has access

Do people ever consider the possibility that, if they’re exposed to increased reports about a social problem, it’s the reporting that has increased rather than the problem? It’s increasingly clear that this is the case with school bullying（欺凌）：Only news reports about it have increased, not the behavior itself. In fact, both bullying and fear of it are down among US middle school students

The rate of students who reported fearing an attack or harm at school at all has dropped dramatically, from nearly 12% in 1995 to less than 4% in 2011. For black and Hispanic students, it’s an even more encouraging shift—from more than 20% of both groups of students worried about being attacked at school to less than 5% in 2011.

The decline in actual physical violence in schools is even more dramatic: It was down 74% between 1992 and 2010, according to the latest US Department of Justice data.

What about cyberbullying? Online harassment increased from 6% in 2000 to 9% in 2005 to 11% in 2010 between, and it’s interesting to note that it increased less between 2005 and ’10 than in the first 5 years tracked. Because social media is very much a reflection of school social life for young people, the peer aggression seen in social media is a lot like the peer aggression seen on school bathroom walls. So once it finds its “dead level,” it will probably decline in the same way verbal and written aggression have.

Besides education and crime prevention at the social level, medicine treatment and better access to mental healthcare also contribute to this downward trend in victimization of self and others.

The rise of social media is what people don’t typically think of as a positive force in society. But Finkelhor, director of the Crimes Against Children Research Center at the University of New Hampshire says, “These technologies might have prevented crime and bullying by providing more ways of help, more forms of social supervision, and interesting activities that destroy forms of alienation(异化) that lead to crime”.

1.From the first paragraph we learn that __________.

A. school bullying has increased because of increased reports

B. school bullying has decreased because of increased reports

C. the number of reports on school bullying has increased

D. the number of reports on school bullying has decreased

2.The underlined word is closest in meaning to "_________".

A. crime                      B. aggression                       C. surfing                     D. communication

3.The cyberbullying is still increasing probably because ________.

A. it isn't as easy to control as the other school bullying

B. it hasn't been concerned by the governments

C. it isn't part of school social life

D. it hasn't come to its top level

4.Finkelhor believes that social media have a ________ influence on the falling trend of school bullying.

A. positive                   B. negative                           C. major                                D. slight

Is this happening in your neighborhood? Children, notebook computers stuck under their arms,  await the yellow bus for the trip to middle school. On the surface, the question of computers in  schools is a no-brainer. It would be strange to insist that today’s technology shouldn’t be used to make the classroom experience more individualized, more effective, more immediate, more exciting. Computers have been in schools more than 20 years---and probably even done some good.

But the idea of a personal computer as a necessary daily tool for every American grammar school pupil is altogether a different thing. Be aware of the seemingly attractive vision of 10-year-olds doing most of their work---and homework---on a computer. It is another illusory silver bullet(虚幻的能迅速解决问题的捷径之道) that promises to solve all of society’s ills through technology. Regardless of whether parents or taxpayers buy the machinery, it’s bad policy.

Determining the proper role of computers in schools is too important to be left to computer suppliers and educators. An educated public with clear and realistic expectations needs to help determine the right track for technology.

Educators forever seem to seek the ultimate in teaching tools. They are always preoccupied with innovation---junior high school, new math, whole language, open classrooms, and mastery learning, to name a few. Some ideas turned out well and over time have earned permanent positions in our education systems. Other reflected change for changes’ sake and wound up in the trash bin, where they belong.

Exactly what is to be solved with computers in schools? Are we looking to improve instructional capacity and flexibility? Are we trying to make teachers and aids more productive by letting students take advantage of programmed learning tools? This all sounds good, and much has been accomplished with computer-assisted instruction.

But that’s not the same as making the computer a symbol of well-tempered educational policy. There’s danger in the message that a child is not fully educated if he or she can’t surf the World  Wide Web skillfully, move around in Windows or the Founder, use a word processing program, or program in Logo or Basic.

These skills can be learned outside the classroom. Worse, the time it takes students to acquire them is time stolen from the teaching schedule---and that’s a bad trade.

And what kind of computers should be purchased? We’re not talking brand names. Most school systems don’t have the money to replace PCs or Macs on the two-to-three-year cycle that shifting technologies demand. On the other hand, $2500---the cost of just one computer---invested in books for the school library produces wealth that has, shall we say, a longer shelf life.

And who changes the factory culture of schoolrooms to allow computers to be more effective? And who teaches the teachers? These are the really tough issues---the ones that more hardware won’t solve.

Children are best served when schools contribute to shaping the solid foundations on which their future will be built. The student who can read with curiosity and understanding, who has mastered basic mathematical concepts, who can evaluate ideas critically, is the one schools should aim to produce.

57. A “no-brainer” in the third sentence of the first paragraph probably means __________.

A. something that is taken for granted

B. an idea that is brainless and foolish

C. a proposal that is not worthy of serious consideration

D. a machine that can never take the place of human brain

58. Who can determine the proper role of computers in schools?

A. Computer suppliers.                  B. Educators.

C. The educated public.                  D. All of the above.

59. According  to  the  author,  teaching  computer  in  the  school  classroom  is  bad practice because __________.

A. the computer is too expensive a luxury for school pupils

B. the pupils are not intelligently mature enough to master the skills

C. it takes too much time which might have been spent on regular courses

D. the pupils can learn nothing from computer-assisted instruction

60. In the last paragraph the author implies that __________.

A. computer skills contribute nothing to a proper education

B. computer teaching is an essential part of an education

C. the fundamental purpose of an education is being ignored

D. teachers should be taught how to teach computer skills

Walk through a mall on a weekend and you get the impression teenagers save money to buy clothes, iPods, or video game systems, but a new survey shows their priority （优先考虑） is quite different – saving for college．

The survey by online brokerage （经纪公司） TD Ameritrade Holding Corp．suggests putting money away for higher education is the top savings goal for today’s teens．The results showed 62 percent of teens aged 14 through 19 save their money for college, a much higher rate than the 40 percent of adults who said they saved when they were teens．

Educators didn’t expect the results．They are pushing for financial （理财的） literacy （素养）education in schools．

“It’s a pleasant surprise that we’re seeing young people paying that much attention to the importance of this issue,” said Joseph Peri, CEO of the nonprofit Council for Economic Education．“Part of teaching the importance of investing is showing that the best investment a young person can make is an investment in themselves．”

The survey suggests teens save more of their money than their elders did when they were young．About 87 percent of teens say they save．

The results also suggest 78 percent of teens said they want a plan that involves splitting the cost of education with their parents．

The willingness of teens to share the price of their education suggests that they are aware of rising college costs, Young said．

More than 80 percent of teens reported that they consider education to be important to future success, compared with 56 percent of adults surveyed who say they felt that way as teens．

 “We’ve become more conscious （知晓的） of the opportunities that are out there for us and the competition that’s out there,” said Megan Partridge, 17, a student at Voorhees High School in Glen Gardner, New Jersey．

1．According to the new survey, American teens are saving money primarily for _____．

A．clothes                                   B．iPods

C．video game systems                 D．higher education

2．Which of the following is TRUE?

A．Unhappy with the results, educators are pushing for financial literacy education in schools．

B．American teens invest more money in their careers than in other things．

C．The American adults surveyed don’t seem to care about their futures when they were teens．

D．More American teens save money for college education today than before．

3．According to the survey, ______．

A．78 percent of American teens save for college

B．87 percent of American teens are aware of the importance of investing in their future

C．less than half of the adults surveyed thought that education was essential when they were teens

D．over three fourths of American teens are willing to share their educational expenses with their parents

4．Megan serves as an example of teens who ______．

A．are doubtful about their future B．attach importance to education

C．are afraid of the competitiveness of modern America

D．realize the effect the financial crisis may have on their education

5．We can infer from the passage that________．

       A．Teenagers prefer buying books to video games．

     B．Educators don’t think it’s very important for teenagers to know how to manage their money．

C．Educators think that teenagers should invest all their money in themselves．

       D．Most of the teenagers want to share the cost of college education because they realize the cost has been rising．

I was interested to read a newspaper article about a new concept in old people’s homes in France. The idea is simple, but revolutionary——combining a residential home for the elderly with a nursery school in the same building. The children and the residents eat lunch together and share activities. In the afternoons, the residents enjoy reading or telling stories to the children, and if a child is feeling sad or tired, there is always a kind lap to sit on and a cuddle(拥抱). There are trips out and birthday parties too.

    The advantages are enormous for everyone concerned. The children are happy because they get a lot more individual attention, and respond well because someone has time for them. They see illness and death and learn to accept them. The residents are happy because they feel useful and needed. They are more active and more interested in life when the children are around and they take more interest in their appearance too.

    Nowadays there is less and less contact between the old and the young. There are many reasons for this, including the breakdown of the extended family, working parents with no time to care for aging relations, families that have moved away, and smaller flats with no room for grandparents. But the result is the same——increasing numbers of children without grandparents and old people who have no contact with children. And more old people who are lonely and feel useless, along with more and more families with young children who desperately need more support. It’s a major problem in many societies.

    That’s why intergenerational programmes, designed to bring the old and the young together, are growing in popularity all over the world. There are examples of successful attempts all over the world. Using young people to teach IT skills to older people is one obvious example. Using old people as volunteer assistants in schools is another, perhaps reading with children who need extra attention.

1.A nursery school is a place where _______.

A. future nurses are trained                                                    

B. the elderly live

C. children are taken care of                                                   

D. the old join in activities

2.Which is true according to the passage?

A. A number of assistants are employed to take care of the children.

B. The new concept benefits both the elderly and the children.

C. The children become stronger after getting more individual attention.

D. The children learn that sick people will die.

3.What is mainly talked about in Paragraph 3?

A. The reason why the old and the young are separated.           

B. The support children need.

C. One reason why children don’t live with their grandparents. 

D. The problem that the old and the young are separated.

4.What does the “intergenerational programmes” in Paragraph 4 refer to?

A. Combining elderly homes with nursery schools.                      

B. Letting the children and the residents eat together.

C. Asking young people to teach IT skills to older people.          

D. Using old people as volunteer assistants in schools.

5. What is the best title for the passage?

A. Old people’s Homes in France                                            

B. Building Bridges of Life

C. A Solution to the Elderly Problem                            

D. Children’s New Happy Life