题目
题型：不详难度：来源：
Out of the country’s 12.2 million pupils only 851,536 speak English at home, yet 7.6 million pupils choose English as their favorite language of learning and teaching. Zulu is the most widely spoken home language, spoken by over 3.1 million pupils. However, less than a third of them choose to be taught in Zulu. The same thing is true of Pedi-speaking pupils, only a third of such pupils choosing to be taught in their home language. Besides English,
Afrikaans is the only language that has more pupils choosing it as their language of instruction than it has pupils who speak it at home. In primary schools, most pupils will choose African languages. As early as grade four, many would choose English or Afrikaans in their lessons.
The rising number of English-learning pupils is mainly caused by social and cultural reasons. English is the most common spoken language in official and public life in South Africa, the survey reports. In April 2011, the leaders of higher education and training said that they would take some steps to improve the university teaching and prevent the continuing decline of African languages. They suggested that in future every South African university student could be required to learn at least one African language in order to complete their studies at school.
小题1: We can learn from the passage that most South African pupils__________.
| A．speak English both at home and at school |
| B．are required to learn two languages at school |
| C．choose English as their primary school language |
| D．are expected to speak their native language at home. |
| A．Afrikaans is the most popular home language in South Africa |
| B．it’s easier for South African pupils to learn Afrikaans at school. |
| C．the number of South African pupils learning Afrikaans has increased |
| D．many South African pupils use Afrikaans at school instead of at home. |
| A．going downhill |
| B．spreading widely |
| C．growing upwards |
| D．developing further |
| A．The use of native languages in South African families. |
| B．The language choice and use among South African pupils. |
| C．The progress in South Africa’s language teaching education |
| D．The spread of English at schools in South Africa. |
答案
小题1:C
小题2:D
小题3:A
小题4:B
解析
试题分析：文章主要介绍了非洲一些国家更多孩子选择英语教学，致使母语教学的需求越来越低的现象。这些国家的相关部门正准备着手缓解这一状况。
小题1:主旨大意题。根据文章主要内容可知大多数的南非小学生都会选择英语作为自己在学校的教学语言，所以选择C
小题2:细节题。根据第三段的Afrikaans is the only language that has more pupils choosing it as their language of instruction than it has pupils who speak it at home可知Afrikkan这门语言有更多学生会在学校使用而不是在家里，所以选D
小题3:词义推断题。根据上下文，可知这句话的意思是“遏制非洲本土语音选择人数的下降”，decline意为下降，所以选A
小题4:推断题。根据文章大意可知这个调查主要是询问非洲小学生的教学语言和家庭用语的选择，所以选B较为合适。
核心考点
试题【Over 60﹪of pupils in South African schools choose English for learning and teach】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
Diet products weaken us psychologically. On one level, we are not allowing our brain to admit that our weight problems lie not in actually losing the weight, but in controlling the consumption of fatty, high-calorie（卡）, unhealthy foods. Diet products allow us to jump over the thinking stage and go straight for the counter instead. All we have to do is to swallow or recognize the word “diet” in food brands.
On another level, diet products have greater psychological effects. Every time we have a zero-calorie drink, we are telling ourselves without our awareness that we don’t have to work to get results. Diet products make people believe that gain comes without pain, and that life can be without resistance and struggle.
The danger of diet products lies not only in the psychological effects they have on us, but also in the physical harm that they cause. Diet foods can indirectly harm our bodies because consuming them instead of healthy foods means we are preventing our bodies from having basic nutrients(营养成分). Diet foods and diet pills contain zero calorie only because the diet industry has created chemicals to produce these wonder products. Diet products may not be nutritional, and the chemical that go into diet products are potentially dangerous.
Now that we are aware of the effects that diet products have on us, it is time to seriously think about buying them. Losing weight lies in the power of minds, not in the power of chemicals. Once we realize this, we will be much better able to resist diet products, and therefore prevent the psychological harm that comes from using them.
小题1:The first paragraph mainly tells us _____.
| A．diet products can bring out people’s potential |
| B．people have difficulty in choosing diet products |
| C．diet products are misleading people |
| D．people are fed up with diet products |
| A．resist a variety of diet foods |
| B．hesitate before they enjoy diet foods |
| C．pay attention to their own eating habits |
| D．watch their weight rather than their diet |
| A．to warn people of the side effect of diet products |
| B．to tell people how to lose weight |
| C．to advise people to eat diet products |
| D．to introduce some diet products |
CP: Central Point P: Point Sp: Sub-point(次要点) C: Conclusion
It’s germs that makes us ill. There are germs everywhere, They are very small and you can’t find them with your own eyes, but you can see them with a microscope（显微镜）They are very small and there may be hundreds of them on a very small thing, Germs can always be found in dirty water. When we look at dirty water under the microscope, we shall see them in it. Germs can also be found in air and dust（灰尘）. If you cut your finger, some of the dust from the floor may go into it, and you will have much pain in it. Sometimes the germs will go into all of your boby, and you will have pain everywhere.
To keep us healthy, we should try to our best to make our environment become cleaner and tidier. This needs us to act together.
小题1:The writer tell us that________.
| A．we like working when we are ill |
| B．germs can’t live in the water. |
| C．we can’t feel ill if the environment is bad. |
| D．we feel well when the environment is good. |
| A．very small things that you can’t see with your eyes. |
| B．the things that don’t effect people. |
| C．the things that you can find with your eyes. |
| D．the things that are very big. |
| A．on the small thing | B．in air and dust |
| C．only in dirty water | D．everywhere |
| A．I will feel nothing. | B．I won’t mind. |
| C．I will feel tense. | D．I will feel painful. |
| A．environment doesn’t affect our life |
| B．we don’t need to improve our environment |
| C．germs may make us ill |
| D．if the environment is better, germs will be more. |
Besides, it is rather unreal to grade pupils just according to their intellectual(智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to deal with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively in order to have the ability to become leaders. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs；sometimes they work on individual tasks , and they can do this at their own speed. They also have some formal class teaching when this is suitable. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work：it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
小题1:We can know from the passage that the author’ s attitude towards “mixed-ability teaching” is______.
| A．approving | B．disapproving | C．questioning | D．inactive |
| A．drawn to their studies | B．forced to study in the lower classes |
| C．made to remain in the same classes | D．prevented from advancing |
| A．Pupils also learn to develop their reasoning abilities. |
| B．Pupils also learn how to participate in teaching activities |
| C．Group work gives pupils the chance to learn to work together with others. |
| D．Group work supply pupils with the chance to learn to be good organizers. |
| A．offer advice on the proper use of the library |
| B．recommend pair work and group work for classroom activities |
| C．argue for teaching bright and not-so-bright pupils in the same class |
| D．tell us the importance of proper formal classroom teaching |
Becoming Bears (Kindergarten-2 grade)
By becoming baby bears, children learn from their “parent” to survive the seasons. Kids will find safety in the spring and learn kinds of food bears eat during the summer, and then create a cave for winter hibernation(冬眠). After learning the skills needed to survive, students will go out of the cave as an independent black bear able to care for themselves. (1.5-2 hours)
Whose Clues? (3-5 grade)
Kids will discover how plants and animals use their special structures to survive. Through outdoor study of plants and animals, kids will recognize their special structures and learn how they enable species to eat, avoid their enemies and survive. Using what they have learned, kids will choose one species and tell how they survive in their living places. (3-4 hours)
Winged Wonders (3-5 grade)
Birds add color and sound to our world and play an important ecological (生态的) role. Students will learn the basics of birds, understand the role birds play in food chains and go bird watching using field guides and telescopes. Students will do hands-on activities. Students will use tools to build bird feeders, allowing them to attract birds at home.(3-4 hours)
Exploring Your Watershed (6-8 grade)
We all depend on clean water. Examining how our actions shape the waterways around us. Go on a hike to see first-hand some of the challenging water quality problems in a city. Students will test the water quality to determine the health of an ecosystem.
● Each program is taught for a class with at least 10 students.
● All programs include plenty of time outdoors. So please prepare proper clothing, sunscreen and
insect killers for children.
● To take part in a program , please email dcprograms@mdc.mo.gov.
小题1:What can kids do at Becoming Bears?
| A．Watch bears’ performances. |
| B．Take care of bears |
| C．Dress up as baby bears to learn about bears. |
| D．Learn how to survive a bear attack. |
| A．Winged Wonders | B．Exploring your Watershed |
| C．Becoming Bears | D．Whose Clues? |
| A．have the same teaching hours |
| B．have outdoor activities |
| C．are offered during summer holidays |
| D．are designed for primary school students |
Each year, 1.1 billion cans of beer are drunk by students aged 15-19 years old. Beer is the most common alcoholic drink among teens—81 percent of the drinkers had tried it. Beer is followed by wine with 63 percent, hard liquor(烈酒) with 53 percent and wine coolers with 35 percent.
When the young people are asked why they drank, the most common answer is that drinking is “something to do”. If a teen’s parents drink alcohol, the teenager is more likely to start drinking at an early age. Also, tens see all of their friends drinking alcohol so they think it is the must-to-do thing. Peer pressure is probably the hardest thing teens have to deal with. What’s more, teens often drink alcohol because it makes them feel older and cooler.
Researchers asked 56,000 students about their drinking habits and grades, to see how drinking might affect their grades in school. The results seem to be clear. Students who got a C level or lower tend to use three times as much alcohol as those who got B’s or A’s.
Alcohol use can be deadly. About 8,100 young people are killed per year in alcohol-related accidents. Eight young people die per day as a result of a drunk-driving accident. Between 50 and 65 percent of all teen suicides (自***) occur after the young people drink.
So you see, drinking the alcohol doesn’t always end up with a good time. The next time you try to push someone to drink or someone tries to push you to drink, please remember this. One drink can set the habit for life. Why not throw it away?
小题1:The reasons for teens’ drinking alcohol are mentioned EXCEPT that _______________.
| A．they think it is cool to drink alcohol |
| B．their parents set a bad example to them |
| C．alcohol can make them happier |
| D．peer pressure plays an important role |
| A．Drinking alcohol makes students stupid. |
| B．Good students never try alcohol. |
| C．Drinking habits have something to do with IQ. |
| D．Students with poor grades tend to use more alcohol. |
| A．show the bad effect of drinking alcohol |
| B．show how many teenagers drink alcohol |
| C．tell teenagers not to try alcohol |
| D．tell the reasons why teenagers drink alcohol. |
最新试题
- 1你认为下列各项中，属于生物圈范围的①太平洋②黄河③黑龙江扎龙湿地④撒哈拉沙漠⑤月球土壤⑥火星大气层⑦地球大气层⑧南极冰川
- 2下列各句中，没有语病的一句是（ ）A．大家要继续解放思想，深化改革，面向现代化，面向世界，面向未来，在科研和教育战线
- 3当______时，分式1|x|-4有意义．
- 4由6个大小相同的正方体搭成的几何体如图所示，则关于它的视图说法正确的是[ ]A.主视图的面积最大 B.左视图的面
- 5“世界杂交水稻之父”袁隆平有一句名言：“我不在家，就在试验田；不在试验田，就在去试验田的路上。”他认为，科学家的工作最重
- 6（1）如图所示，同一水平桌面上放有长方体木块和铁块各一个，你猜想哪个物体的下表面更粗糙？_________；（2）如果现
- 7隐私就是丑事，就是见不得人的事。[ ]
- 8若函数f(x)=1x+1，则函数y=f（f（x））的定义域为______．
- 9以下对洋务运动的评价，不正确的是[ ]A．是一次失败的封建统治者的自救运动 B．使中国富强起来 C．引进了西方先
- 10如图，起重机的机身高AB为20m，吊杆AC的长为36m，吊杆与水平线的倾角可以从30°转到80°，则这台起重机工作时吊杆
热门考点
- 1(2分)相同质量的钠、镁、铝与过量的稀硫酸反应，在状况下产生氢气的质量比是 ，若过量的相同质量的钠、镁、铝与相同质
- 2下图漫画中厂长的“是非观”错在[ ]A、认为价值判断与价值选择具有多元性B、不符合价值判断与价值选择的最高标准C
- 3在中和热的测定实验中，使用下列用品不是为了减少实验误差的是 [ ]A．碎泡沫塑料 B．硬纸板 C．温度计 D．
- 4工人师傅在改装电炉时，为使电功率减小到原来一半，下列措施中可行的是（ ）A．截去一半电炉丝B．串联一条相同的电炉丝C．
- 5起固定氮作用的化学反应是 A．N2与H2在一定条件下反应生成
- 6下图为“世界甲、乙、丙三地基本农业资料比较图”，读图回答题。小题1:与图示资料相符合的农业地域类型是A．乙——美国商品谷
- 7下列地区中，四季气温变化最显著的是（ ）A．赤道地区B．热带地区C．寒带地区D．温带地区
- 8联合国的主要职责是（ ）A．预防疾病，增进健康B．宣传奥林匹克精神C．维护国际和平与安全D．增进健康和福利进步
- 9直角坐标平面上将二次函数y=-2（x-1）2-2的图象向左平移1个单位，再向上平移1个单位，则其顶点为______．
- 10俄国诗人普希金在一首诗中写道：“假如生活欺骗了你，不要悲伤，不要心急！忧郁的日子里须要镇静，相信吧，快乐的日子将会来临。