If we agree that the function of education is to prepare us for life, then there is very little time to waste.
So, while we can, we ought to concentrate on teaching children something really useful. Here is what our
school should teach.
Politeness is a mark of civilization. The sooner children learn this, the better. In any case, a lot can be
accomplished by a smile and good manners.
Like it or not, our adult lives will be consumed by the struggle for money, but we don"t make an effort
to teach children how to manage it. So our schools have a duty to teach them this ability from the beginning.
We"re likely no accepted something we are told, but that"s not what educated people do. Educated people
are reasonable and they look at facts. If our schools teach nothing else, they should at least teach critical (批
判性的) thinking.
Children should learn to take care of their health. They should know that if they eat junk food (垃圾食品),
they will become fat and unhealthy. They should be very clear about what happens to their bodies when they
drink or smoke.
All of us are part of society. We have rights and responsibilities. We ought to understand what they are.
We have to know a little bit of history and geography, because we need to have an environment in which to
relate to the people around us.
How will we test students on these? We can"t. But that"s not a reason to avoid teaching what is important.
Our schools should spend every moment they have telling this to our children:"This is life, this is what you
are going to face, and this is how you deal with it." |
| Title | Very Useful 1_____ | | Introduction | Education should be a 2_____ for life. | | Advice | Important things should be taught in 3_____. | | Teaching 4_____ | ●How to behave 5_____
●The basic skill of 6_____ money
●How to 7_____ in a critical way
●How to keep 8_____
●The rights and responsibilities one has in 9_____ | | Conclusion | Children should be taught what 10_____ is and how to deal with it. |
1. Teaching/Education/Schooling 2. preparation 3. school(s)
4. Content(s)/content(s)/Subjects/subjects/Topics/topics
5. politely/properly/well 6. managing 7. think 8. healthy/fit
9. society 10. life |
核心考点
试题【任务型读写。阅读下面短文，根据所读内容在表格中的空白处填入恰当的单词。注意：每个空格只填一个单词。 If we agree that the func】；主要考察你对 题材分类等知识点的理解。 [详细]举一反三
| 阅读理解。 | Students and Technology in the Classroom
I love my blackberry-it"s my little connection to the larger world that can go anywhere with me. I also love
my laptop computer, as it holds all of my writing and thoughts. Despite this love of technology, I know that
there are times when I need to move away from these devices (设备) and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals
for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly
study the material and exchange their ideas with each other in the classroom, I have a rule -no laptop, iPads,
phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students
misusing technology. There"s a bit of truth to that. Some students assume that I am anti-technology. There"s
no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places
in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often
break concentration and allow for too much dependence on outside information for ideas. I want students to
dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and
make connections between the course the material and the class discussion.
I"ve been teaching my history class in this way for many years and the evaluations reflect student
satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they
learn at a level that helps them keep the course material beyond the classroom.
I"m not saying that I won"t ever change my mind about technology use in my history class, but until I hear
a really good reason for the change, I"m sticking to my plan. A few hours of technology-free dialogue is just
too sweet to give up. | | 1. Some of the students in the history class were unhappy with _____. | A. the course material
B. others" misuse of technology
C. discussion topics
D. the author"s class regulations | | 2. The underlined word "engage" in Para.4 probably means _____. | A. explore
B. accept
C. change
D. reject | | 3. According to the author,the use of technology in the classroom may _____. | A. keep students from doing independent thinking
B. encourage students to have in-depth conversations
C. help students to better understand complex themes
D. affect students" concentration on course evaluation | | 4. It can be inferred from the last paragraph that the author _____. | A. is quite stubborn
B. will give up teaching history
C. will change his teaching plan soon
D. values technology-free dialogues in his class | | 完形填空。 | It has been argued by some that gifted children should be grouped in special classes. The 1 has been
on the belief that in regular classes these children are held back in their intellectual (智力的) growth by 2
situation that has designed for the 3 children.
There can be little doubt that 4 classes can help the gifted children to graduate earlier and take their
place in life sooner. However, to take these 5 out of the regular classes may create serious problems.
I observed a number of 6 children who were taken out of a special class and placed in a 7 class.
In the special class, they showed little ability to use their own judgment, relying 8 on their teachers"
directions. In the regular class, having no worry about keeping up, they began to reflect 9 on many
problems, some of which were not on the school program.
Many are concerned that gifted children become 10 and lose interest in learning. However this 11 is
more often from parents and teachers than from students, and some of these 12 simply conclude that
special classes should be set up for those who are 13 . Some top students do feel bored in class, but why
they 14 so goes far beyond the work they have in school. Studies have shown that to be bored is to be
anxious. The gifted child whop is bored is an 15 child. | ( )1. A. principle
( )2. A. designing
( )3. A. smart
( )4. A. regular
( )5. A. children
( )6. A. intelligent
( )7. A. separate
( )8. A. specially
( )9. A. directly
( )10. A. doubted
( )11. A. concern
( )12. A. students
( )13. A. talented
( )14. A. believe
( )15. A. outstanding | B. theory
B. grouping
B. curious
B. special
B. programs
B. competent
B. regular
B. slightly
B. cleverly
B. bored
B. conclusion
B. adults
B. worried
B. think
B. intelligent | C. arguments
C. learning
C. mature
C. small
C. graduates
C. ordinary
C. new
C. wrongly
C. voluntarily
C. worried
C. reflection
C. scholars
C. learned
C. say
C. anxious | D. classification
D. living
D. average
D. creative
D. designs
D. independent
D. boring
D. heavily
D. quickly
D. tired
D. interest
D. teachers
D. interested
D. feel
D. ordinary | | 阅读理解。 | Can dogs and cats live in perfect harmony in the same home? People who are thinking about adopting
a dog as a friend for their cats are worried that they will fight. A recent research has found a new recipe
of success. According to the study, if the cat is adopted before the dog, and if they are introduced when
still young (less than 6 months for cats, a year for dogs), it is highly probable that the two pets will get
along swimmingly. Two-thirds of the homes interviewed reported a positive relationship between their
cat and dog.
However, it wasn"t all sweetness and light. There was a reported coldness between the cat and dog in
25% of the homes, while aggression and fighting were observed in 10% of the homes. One reason for this
is probably that some of their body signals were just opposite. For example, when a cat turns its head away
it signals aggression, while a dog doing the same signals submission.
In homes with cats and dogs living peacefully, researchers observed a surprising behaviour. They are
learning how to talk each other"s language. It is a surprise that cats can learn how to talk "dog", and dogs
can learn how to talk "Cat".
What"s interesting is that both cats and dogs have appeared to develop their intelligence. They can learn
how to read each other"s body signals, suggesting that the two may have more in common than we previously
suspected. Once familiar with each other"s presence and body language, cats and dogs can play together,
greet each other nose to nose, and enjoy sleeping together on the sofa. They can easily share the same water
bowl and in some cases groom (梳理) each other.
The significance of the research on cats and dogs may go beyond pets─to people who don"t get along,
including neighbors, colleagues at work, and even world superpowers. If cats and dogs can learn to get along,
surely people have a good chance. | | 1. The underlined word swimmingly in Paragraph 1 is closest in meaning to _____. | A. early
B. sweetly
C. quickly
D. smoothly | | 2. Some cats and dogs may fight when _____. | A. they are cold to each other
B. they look away from each other
C. they misunderstood each other"s signals
D. they are introduced at an early age | | 3. What is found surprising about cats and dogs? | A. They eat and sleep each other.
B. They observe each other"s behaviors.
C. They learn to speak each other"s language.
D. They know something from each other"s voices. | | 4. It is suggested in Paragraph 4 that cats and dogs _____. | A. have common interests
B. are less different than was thought
C. have a common body language
D. are less intelligent than was expected | | 5. What can we human beings learn from cats and dogs? | A. We should learn to live in harmony.
B. We should know more about animals.
C. We should live in peace with animals.
D. We should learn more body languages. | | 阅读理解。 | For years we have been told that encouraging a child"s self-respect in important to his or her success in
life. But child experts are now learning that too much praise can lead to the opposite effect, praise-aholic kids
who expect it at every turn may become teens who seek the same kind of approval from their friends when
asked if they want to go in the backseat of the car.
The implication (含义) of saying "You are the prettiest girl in class," or talking about the goals she scored
but not her overall effort, is that you love her only when she looks the best, scores the highest, achieves the
most. And this carries over to the classroom.
Social psychologist Carol Dweck, PhD, tested the effects of overpraise on 400 fifth graders while she was
at Columbia University. She found that kids praised for "trying hard" did better on tests and were more likely
to take on difficult assignments than those praised for being "smart".
"Praising attributes (品质) or abilities makes a false promise that success will come to you because you
have that quality, and it devalues effort, so children are afraid to take on challenges," says Dweck, now at
Stanford University. "They figure they"d better quit while they"re ahead." | | 1. The underlined words "Praise -aholic kids" refer to kids who are _____. | A. tired of being praised
B. worthy of being praised
C. very proud of being praised
D. extremely fond of being praised | | 2. The author quoted (引用) Dr. Dweck"s words in the last paragraph in order to make the article _____. | A. better-known
B. better-organized
C. more persuasive
D. more interesting | | 3. We can infer from the passage that _____. | A. praise for efforts should be more encouraged
B. praise for results works better than praise for efforts
C. praising a child"s achievements benefits his or her success in life
D. praising a child"s abilities him or her to take on challenges | | 阅读理解。 | Sometimes, the simplest ideas are the best. For example, to absorb heat from the sun to heat water, you
need large, flat, black surfaces. One way to do that is to build those surfaces specially, on the roofs of
buildings. But why go to all that trouble when cities are rub of black surfaces already, in the form of asphalt
(柏油) roads?
Ten years ago, this thought came into the mind of Arian de Bondt, a Dutch engineer. He finally persuaded
his boss to follow it up. The result is that their building is now heated in winter and cooled in summer by a
system that relies on the surface of the road outside.
The heat-collector is a system of connected water pipes. Most of them ran from one side of the street to
the other, just under the asphalt road. Some, however, dive deep into the ground.
When the street surface gets hot in summer, water pumped through the pipes picks up this heat and takes
it underground through one of the diving pipes. At a depth of 100 metres lies a natural aquifer (蓄水层) into
which several heat exchangers (交换器) have been built. The hot water from the street runs through these
exchangers, warning the ground-water, before returning to the surface through another pipe. The aquifer is
thus used as a heat store.
In winter, the working system is changed slightly. Water is pumped through the heat exchangers to pick
up the heat stored during summer. This water goes into the building and is used to warm the place up. After
performing that task, it is pumped under the asphalt and its remaining heat keeps the road free of snow and
ice. | | 1. Which of the following is true according to the first two paragraphs? | A. Arian de Bondt got his idea from his boss.
B. Large, flat, black surfaces need to be built in cities.
C. The Dutch engineer"s system has been widely used.
D. Heat can also be collected from asphalt roads. | | 2. For what purpose are the diving pipes used? | A. To absorb heat from the sun.
B. To store heat for future use.
C. To turn solar energy into heat energy.
D. To carry heat down below the surface. | | 3. From the last paragraph we can learn that _____. | A. some pipes have to be re-arranged in winter
B. the system can do more than warming up the building
C. the exchangers will pick up heat from the street surface
D. less heat may be collected in winter than in summer | | 4. What is most likely to be discussed in the paragraph that follows? | A. What we shall do if the system goes wrong.
B. What we shall do if there are no asphalt roads.
C. How the system cools the building in summer.
D. How the system collects heat in spring and autumn. |
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