话题阅读（一）School and Education
(A)
A. dissatisfied B. when C. voices D. softened E. as F. conversations G. made H. once I. avoid J. on |
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For the past two years, I have been working on student's evaluation of classroom teaching. I have kept a record of informal 1 including some 300 students from at least twenty-one colleges and universities. The students were generally frank and direct in their comments 2 how cour work could be better prented. Most of their remarks were kindly 3 —with tolerance rather than bitterness and frequently were 4 by the ca that the students were speaking about some, not all, instructors. Nevertheless, 5 the following suggestions and comments indicate, students feel 6 with things-as-they-are in the classroom. Professors should be discouraged from reading lecture notes. "It makes their 7 monotonous."
If they are going to read, why not give out copies of the lecture? Then we shouldn't need to go to class. Professors should 8 repeating in lectures material that is in the textbook. " 9 we've read the material, we want to discuss it or hear it elaborated on, not repeated. " "A lot of students hate to buy a required textbook that the professor has written only to have his lectures repeated from it."
1.FJGDE 6. ACIH
(B)
The end of an essay is important becau it is often the part that gives the reader the deepest 1 . Not every essay needs a 2 concluding paragraph. For a short composition, the last paragraph of the body, even the last ntence of that paragraph, may rve 3 the end, so long as it can give the reader a feeling of 4 . A composition of over 1,000 words may require a concluding paragraph that 5 the main points to help the reader to remember them. But if the points are 6 in a climactic order, the last point, which is the 7 important one, is good enough to be the end — a new par
agraph would only 8 the climax.
9 paragraphs should be short, 10 , substantial, and thought-provoking, 11 up mainly of restatements or summaries of the points that have been discusd. No 12 ideas should be introduced in a concluding paragraph.
Sometimes it is good to 13 the concluding paragraph to the introductory. If, for 14 , a question is raid in the introductory paragraph, an 15 should be given in the concluding paragraph.
1.A. introduction B. impression C. examination D. stimulation
2.A. lonely B. single C. isolated D. parate
3.A. as B. to C. for D. in
4.A. carefulness B. awareness C. business D. completeness
5.A. deals B. summarizes C. refers D. bursts
6.A. practid B. arranged C. recognized D. admitted
7.A. most B. more C. least D. less
8.A. sharpen B. shorten C. brighten D. weaken
9.A. Comparing B. Considering C. Concluding D. Communicating
10.A. forceful B. hesitant C. specific D. instant
11.A. consisted B. made C. listed D. compod
12.A. previous B. important C. new D. personal
13.A. combine B. link C. mix D. invite
14.A. instance B. moment C. outlook D. ca
15.A. confusion B. obstacle C. proposal D. answer
1. BDADB 6. BADCA 11. BCBAD
(C)
A number of recent books have reworked subject, forms and writing techniques. Today's children read stories about divorce, death, drugs, air pollution, political extremism and violence. Relying on the magic of the illustrator, all kinds of books are being published.
Before they know how to read, babies can play with books made of cloth or books to take in the bath. Later on, they are given picture books that may be cubical or triangular, outsized or very small. They also like work-books which come with watercolors and paintbrushes, and comic books filled with details where they have to spots a figure hidden among thousands of others.
Not that the traditional children's books are being neglected. There are still storybooks where the pages pop up when they are opened, to make a forest or a castle. Among the latest ideas are interactive stories where readers choo the plot or ending they want, and books on CD, which are very popular in rich industrialized countries.
The public has enthusiastically greeting the wealth of creativity displayed by publishers. "Previously, giving a child book was often en as improper," says Canadian author Marie-France Herbert. Her books, published by a French-language publisher, ll like hot cakes in hundreds of thousands of copies. "There's real appetite for reading the days and I try to get across to children the passion for reading which is food for the mind and the heart, like a medicine or a vitamin. "
