阅读理解 An argument is appearing in Los Angeles over whether a newspaper shoul

题文

阅读理解  An argument is appearing in Los Angeles over whether a newspaper should publish teachers' names along with an analysis of how well they do in raising their students' standardized test scores.Some people argue that transparency(透明) should exist at all costs, but others hold that it's unfair to label individual teachers using possibly flawed(有瑕疵的) statistics. Some worry that anger over the forthcoming Los Angeles Times article will make people oppo so-called "value added" analysis of teacher performance, which is the method the Times us.  "This incident with the L.A. Times is where the advocates(提倡者) for value-added are getting a bit ahead of themlves," says Douglas Harris, an education professor. "Teachers are already feeling under the gun on this kind of thing." "Value-added data" is the latest trend in teacher responsibility: the idea that a student's gain from the previous year's test ? as oppod to his or her overall performance ? can be measured and tied to the latest teacher. "There are too many variables(变量) in the testing process," says A.J. Duffy. But he says he oppos using value-added data in evaluations at all, although he acknowledges it could be a uful tool to give teachers feedback. "I believe in a system that emphasizes the whole student, not just standardized tests," he says. Proponents(支持者) of value-added say that's a valid criticism, agreeing that no one should expect that student gains on a standardized test could capture the creativity or broader enrichment that goes on in many teachers' classrooms. The District of Columbia which attracted argument for its decision to fire teachers bad in part on value-added data, us that data for 50 percent of the evaluation, relying on other measures such as classroom obrvation for the rest. "No one is suggesting using it as a single measure of performance," says Paige Kowalski. Barnett Berry, a professor, is even more critical of it. Value-added data can be uful, he and others say, but it's important to acknowledge its limitations. It doesn't take into account, for instance, constant student abnce and learning gains due to summer school, after-school programs, or supplemental teachers, such as reading specialists. 1. The tone of the underlined ntence is that of _______. A. prai  B. warningC. anger   D. threat 2. In the opinion of Mr. Duffy, teachers should be judged by _______. A. the value-added data of the timesB. students' scores of standardized testsC. the whole development of a studentD. the feedback of students and parents 3. The underlined word "it" in Para. 6 refers to _______. A. the creativity or broader enrichmentB. a standardized testC. classroom obrvationD. value-added data 4. What's the passage mainly about? A. How well teachers can do in raising students' scoresB. Whether teachers should be linked to student's scoresC. Who oppos value-added analysis of teacher performance.D. Why the Los Angeles Times plans to publish names of teachers. 题型：未知难度：其他题型

答案

1-4: BCDB

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日常生活类阅读的概念：

日常生活这一话题主要涉及人们衣食住行等方面的活动。这一话题的选材主要针对人们日常的工作，生活以及学习情况。做这一类题时，最主要的是要把握好人物的活动内容，时间和地点。

日常生活类阅读题答题技巧：

【题型说明】该类文章内容涉及到人们的言谈举止、生活习惯、饮食起居、服饰仪表、恋爱婚姻、消遣娱乐、节日起源、家庭生活等。文章篇幅短小，追根溯源，探索各项风俗的历史渊源，内容有趣。命题也以送分题为主，如事实细节题、语义转换题、词义猜测题和简单推理判断题等。虽然这类文章读起来感觉轻松，试题做起来比较顺手，但绝不能掉以轻心。因为稍不留神，就会丢分。 【备考提醒】为了保证较高准确率，建议同学们做好以下几点： 1、保持正常的考试心态。笔者在教学中发现，越是容易的试题，同学们越是容易失分。为什么呢？因为在这种情况下，同学们极易产生麻痹思想，认为题目好做，就不引起高度重视，于是思维不发散、不周密。而命题人就是利用同学们的这一弱点，设计陷阱题。所以，无论试题难易与否，我们都要保持正常的考试心态。试题容易，不欣喜；试题难，不悲观。 2、根据前面讲到的方法，认认真真、细细心心做好事实细节题。 3、做好语义转换题。这类题是根据英语中一词多义和某些词语在文中能表达一定的修辞意义的原则而设计的。要求同学们解释某生词的含义，确定多义词或短语在文中的意思，确认文中的某个代词所指代的对象，或者对英语中特有的表达、格言、谚语进行解释。这种题要求同学们一定要根据上下文猜测词义或理解句子，切不可望文生义。 4、做好简单推理判断题。简单推理判断题要以表面文字为前提，以具体事实为依据进行推理，做出判断。这种推理方式比较直接，只要弄清事实，即可结合常识推断出合理的结论。