英语四级长篇阅读段落信息匹配题练习(10)
Why I Became a Teacher: to Pass on My Love of Literature
A) Like lots of people, I never thought I'd be a teacher when I was at school. To b e honest l only did my training because my husband was on a four-year course and 1was on a three-year course at Cardiff University so I wanted to do something for one year. I thought doing a teaching qualification would be interesting and might be quite use full I' m convinced that nothing else I might have done would have given me so much pleasure and satisfaction, or fitted in so well with family life.
B) When I retire, in just a few years time, I can look back on a career which made a positive difference to the lives of thousands of children. Few other career choices can be so rewarding, so if you have a love of your subject and want the opportunity to pass that on then teaching can be a great career.
C) Anyone going into teaching now will be used to teaching to formal work schemes and observation. I think it has raised standards in the profession but personally I feel the loss in the classroom. I've got the confidence of 30 years experience. I've seen new appr oaches come and go (and sometime even identical "new ideas" come and go more than o nce).
D) For me, it's the passion for your subject and interest in the success of your stude nts that matters more than how all the acronyms (首字母缩略词) add up. This is what wi ll make you a good teacher. There's still room for individuals but you have to have the c onfidence and passion for your subject to make it work.
E) The major challenge in teaching is time. There's not enough of it. It's hard if you' re working full time to cope with the marking and feel Eke you have enough time to do your job properly. I've worked part time ever since I had children. I officially work thre e days a week--trot on my two days off I always work, it probably all adds up to what counts as a full week's work in most other jobs but the pay isn't bad so you can work part time and then the job really does fit in with family life. There are shortcuts to save time, and if had to work part time I'd have to use. them. But working part time gives m e the luxury, to be a critical marker. It can take two hours to mark a 3,000 word A leve l essay, so if you have 16 pupils that's 32 hours of marking in one week for just one cla ss.
F) One of the benefits of being a part-time teacher is that I do have time to mark p roperly. Sometimes my feedback is almost as long as their essay but 1 really want the ki ds to do well. One of the best things about teaching is you get to raise children's aspirati ons, and to make a difference in their lives. You get visits and emails from your old stu dents to prove it! It's great to make the difference, and, as they say, it does make it all worthwhile.
G ) The core of teaching is the subject and the pupils. We have a lot of NQTs and PGCE students coming to our school and sometimes I must admit to being disappointed when students don't know their subjects that well. I had an NQT who was teaching Anim al Farm and asked me "What's Marxism?" --and she'd got a first in her degree so it just goes to show that government initiatives to try and attract those with firsts aren't necessari ly going work.
H) However. lots of people drop out of teaching after a couple of years, it is an ex hausting job. So my advice to those just starling out is:
I) Don't lose your sense of proportion over things that happen in the classroom or in an observation that doesn't go well. As long as in the higger picture of things you are connecting with kids and the subject--then don't get frustrated. Even after 30 years of teac hing everyone has fearful days in teaching, he you think: "Can I really do this?"You've g ot In keep positive; it's only a problem if you gel mute bad days than good days.
J)Make sure leaching doesn't overwhelm you. You have Io develop strategies especiall y if you are teaching a subject which requires a lot of marking. So plan things well. Get your pupils to do peer marking, which really can work. If you know you just can't han dle any more marking in a particular week, get pupi!s to write a speech and then perfor m it in the next class. You've got to think ahead about times of maximum workload and plan accordingly--ask your more experienced colleagues for advice
K)You've got to keep your sense of burnout, which is a great v, ay of relieving a,sit uation. I know I became a better teacher when I became a parent. I realised that kids can be so unpleasant sometimes, even your own kids. They don't mean it; they're just being kids. It doesn't mean they bate you or hate your lessons, When you're a new teacher co ming into teaching, especially if you are young, you think of the students as almost your adversaries (对手), anti you've got-to defeat them. But you've got to be, careful what you say. You can't belittle them too much or you can really harm them.
L) Love your subject. If you are going to succeed in secondary school leaching you must love your subject. The kids really know if you do or don't.
M) You have to know your students are individuals, they learn in different ways. Y ou have to be sensitlive to that.
N ) You can't just teach to a formula. 1 do worry about the diffcuence between lip service to what the government say it's supposed to be like and what it's really like. I do hate the untrnthfulness of that and the gulf seems to widen more anti more. It feels li kewhat matters most is what's tested. The trouble is nothing that is really worthwhile canb e tested. are the love of learning, connection with literature, having empathy ( 移情作用) --these are the things that really make a difference to someone's life but of course they c an't be tested. Young teachers have to he eareful not to get lost in fimnulas and initiativ es. A more experienced teacher will have confidence to respond to kids anti to talk about an issue that's raised in class that's not on the plan. The children will learn so much fro m that but there's no box to tick.
1. Keeping sense of humor rather than belittling your students can help relieve a situ ation.
2. Teachers should not teach to a formula because what cannot be tested may really matter to a student's life.
3. For the author, the main challenge in teaching is that there's no enough time.
4. For teachers faced with a lot of marking, one strategy is to get pupils involved in peer marking.
5. When dealing with things that happen in the classroom, teachers are advised to de cide priorities.
6. Working part time enables the author to mark students' assignments properly.
7. The author believes she has received most satisfaction from teaching as a career.8. Students can tell whether a teacher loves his subject or not.
9. The author thinks that teaching to formal work schemes and observation can make
a loss in the classroom.
10. According to the author, passion for a subject and interest in students' success wi ll make a good teacher.
1．K) 【题干译文】保持幽默感比贬低学生更能缓解课堂上的突发状况
【定位】由题干中的sense ol humor，belittling you students和relieve a situation定位到原文K)段第一句：You've got to keep your sense of humour．which is a great way of relieving a situation．和最后一句：You can’t belittle them too much 01"vou Carl really ha rm them．
【精解】K)段第一句提到，幽默感是缓解突发状况的妙方。最后一句提到，不能太小看学生，否则会伤害到他们。题干是对这两句的整合．故答案为K)。
2．N)。【题干译文】教师不应该程式化教学，因为有些不能被测试的东西可能对学生至关重要。
【定位】由题干中的teach to a formula和matter to a student’s life定位到原文N)段第一句：You can't just teach to a formula．和第四句：The trouble is nothing that is really worthwhile Call be tested．So the love of learning，connection with literature，having emp athy(移情作用)一出ese are the things that really make a difference to someone’s life but of course they can’t be tested．
【精解】第一句先明确指出教师不应程式化教学。后面解释原因，其中该段第四句提到，有些东西，比如对学习的热爱、与文学的关系、是否有同情心等是测试不出来的。题干是对这两句的整合，故答案为N)。
3．E)。【题干译文】对作者而言，教学过程中的最大挑战就是时间不够用。
【定位】由题干中的main challenge in teachin9定位到原文E)段前两句：．The major challenge in teaching is time．There’s not enough of it．
【精解】由定位句可知，教学过程中的主要挑战就是时间不够，题干是对这两句的整合，故答案为E)。
4．J)。【题干译文】对于作业批改量很大的老师来说，方法之一就是让学生们互相批改作业。
【定位】由题干中的strategy和peermarkin9定位到原文J)段第二句：You have to dev elop strategies especially if you are teaching a subject which requires a lot ofmarkin9．和第四句：Get your pupils tO do peer markin9．which really can work．
【精解】由定位句可知，老师在应对需要大量批改作业的课程时，需要好好计划，同时作者建议让学生互相批改作业。题干是对这两句的整合，故答案为J)。
5．I)。【题千译文】当处理课堂上的状况时，老师们应判断事情的轻重缓急。
【定位】由题干中的things that happen in the classroom定位到原文I)段第一句：Don’t lose your sense of proportion over things that happen in the classroom or in an observat ion that doesn’t go well．
【精解】由定位句可知，作者建议老师在处理课堂上发生的事情时，不能丧失判断轻重缓急的能力。原文中的sense of proportion意为“判断轻重缓急的能力”，与题干中的decide priorities对应，故答案为I)。
6．F)。【题干译文】做兼职老师使得作者可以合理地批改学生作业。
【定位】由题干中的working part time和mark students’ assignments properly定位到原文F)段第一句：One of the benefits of being a part．time teacher is that I do have time to mark properly．
【精解】由定位句可知，作者认为兼职教学最大的好处就是可以有时间来好好批改作业。题干中的enables…t0…是对原文中0ne of the benefits的同义转述，故答案为F)。
7．A)。【题干译文】作者相信她从教书中获得了最大的满足感。
【定位】由题干中的most satisfaction from teachin9定位到原文A)段最后一句：I’m c onvinced that nothing else I might have done would have given me so much pleasure and satisfaction，or fitted in SO well with family life．
【精解】由定位句可知，作者认为如果当初她选择了其他职业，未必会给她这么多的欢乐和满足感，即作者从教师这一职业中获得了最大的满足感。题干中的believes对应原文中的I'm convinced，故答案为A)。
8．L)。【题干译文】学生可以判断出一个老师是否热爱他所教授的科目。
【定位】由题干中的students，a teacher和loves his subject定位到原文L)段最后一句：The kids really know if you do or don't
【精解】在L)段中，作者建议老师们要热爱自己所教授的科目，学生们可以看得出来你是否喜欢。题干中的can tell对应原文巾的really know，故答案为L)。
9．C)。【题千译文】作者认为按照教案和评论授课会造成一定的课堂损失。
【定位】由题干中的formal work schemes and observation定位到原文C)段前两句：A nyone going into teaching now will be used to teaching to formal work scheme sand obse rvation．I think it has raised standards in the profession but personally I feel the loss in t he classroom．
【精解】定位句提到，教师现在都要按照教案和教案评论上课，作者认为，这虽然提高了教师的专业水平，但也造成了课堂上的损失。题干中的make a loss对应原文中的feel t he loss，故答案为C)。
10．D)。【题干译文】对作者而言，对所授科目的热爱以及对学生所取得成功的关注会造就一名优秀的教师。
【定位】由题干中的passion for a subject and interest in students’ Success定位到原文D)段前两句：For me．it’s the passion for your subject and interest in the suc cess of your students that matters more than how all the acronyms(首字母缩写词)add up．This is what will make you a good teacher．
【精解】定位句第二句中的This指代的是前一句话，即成为一名优秀老师的标准就是对于所教课程的热情以及关注学生所取得的成功，这比讲授什么内容更加重要。题干是对这两句话的整合。故答案为D)。
英语四、六级段落信息匹配题 一、英语四级段落信息匹配题是什么？ 长篇阅读理解篇章后附有10个句子，每句一题。每句所含的信息出自篇章的某一段落，要求考生找出与每句所含信息相匹配的段落。有的段落可能对应两题，有的段落可能不对应任何一题。四级考试需要各位同学做的是，大家需要去看十个左右的段落，然后去匹配十个信息点。但是到六级当中，我们的难度就要增加了，我们见到的情况是六级当中变成了15个段落，去匹配十个信息点。但总体来看，不管题型怎么变，其实学习方法没变，还是仍旧需要大家提高阅读的能力，比如说读文章的时候，是不是直接拿英语读，如果读快速阅读的时候，还是拿中文边翻译边读的话，会发现阅读速度一直会比较慢，所以那么长的文章很难找到细节，所以大家一定要养成拿英语直接阅读的这样一种习惯，这样才能保证我们的阅读速度又快又准。 二、信息匹配题难点分析 1. 考生难以按照阅读题一贯遵循的“顺序原则”解题。由于这一题型要求考生把细节信息与其所在的段落进行匹配，因此细节信息的排列绝对是“乱序的”，这就意味着考生从文章开头到结尾按顺序定位的方法是行不通的。
2. 题干信息复杂，考生难以迅速抓住要领。题干中的细节信息通常是极复杂和繁琐的名词短语或长难句，考生往往在寻找到合适的定位词之前，就已经被题干信息的复杂表述弄得晕头转向了。 3. 考生难以寻找到合适的定位词。即使考生能够读懂题干中晦涩难懂的细节信息，但也会在寻找定位词时遇到很大障碍。因为题干提供的细节信息中往往不会出现非常明显的定位词(如数字、时间、地点、人物、特殊字体和特殊符号等)。即使考生能够找到一个定位词，这一定位词也
通常和文章主题密切相关，会在文章中多次出现，因而也没有太大的意义。 三、匹配题出题特点及应试技巧 匹配类题型有很多种，常见的种类有：1）人名-观点匹配；2）.地名-描述匹配；3）句子-句子匹配；4）分类题(Classification)；5）段落-标题匹配；6段落-细节匹配。其中前四种做题方法比较类似，而后两种相对较复杂。这里将阐述前四种题型的做题方法。 1. 扭转做题思维
长篇阅读——匹配题 Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. Passage 1 Paper —More than Meets the Eye A) We are surrounded by so much paper and card that it is easy to forget just how complex it is. There are many varieties and grades of paper materials, and whilst it is fairly easy to spot the varieties, it is far more difficult to spot the grades. B) It needs to be understood that most paper and card is manufactured for a specific purpose, so that whilst the corn-flake packet may look smart, it is clearly not something destined for the archives. It is made to look good, but only needs a limited life span. It is also much cheaper to manufacture than high grade card. C) Paper can be made from an almost endless variety of cellulose（纤维素化合物）-based material which will include many woods, cottons and grasses of which papyrus is an example and from where we get the word "paper". Many of these are very specialized, but the preponderance of paper making has been from soft wood and cotton or rags, with the bulk being wood-based. Paper from Wood D) In order to make wood into paper it needs to be broken down into fine strands. Firstly by powerful machinery and then boiled with strong alkalies(碱) such as caustic soda, until a fine pulp of cellulose fibers is produced. It is from this pulp that the final product is made, relying on the bonding together of the cellulose into layers. That, in a very small nutshell, is the essence of paper making from wood. However, the reality is rather more complicated. In order to give us our white paper and card, the makers will add bleach and other materials such as china clay and additional chemicals. E) A further problem with wood is that it contains a material that is not cellulose. Something called lignin. This is essential for the tree since it holds the cellulose fibres together, but if it is incorporated into the manufactured paper it presents archivists with a problem. Lignin eventually breaks down and releases acid products into the paper. This will weaken the bond between the cellulose fibers and the paper will become brittle and look rather brown and careworn. We have all seen this in old newspapers and cheap paperback books. It has been estimated that most paperback books will have a life of no greater than fifty years, not what we need for our archives. F) Since the lignin can be removed from the paper pulp during manufacture, the obvious question is "why is it left in the paper". The answer lies in the fact that lignin makes up a considerable part of the tree. By leaving the lignin in the pulp a papermaker can increase his paper yield from a tree to some 95%. Removing it means a yield of only 35%. It is clearly uneconomic to remove the lignin for many paper and card applications. It also means, of course, that lignin-free paper is going to be more expensive. G) However, it is nevertheless what the archivist must look for in his supplies. There is no point whatsoever in carefully placing our valuable artifacts in paper or card that is going to hasten their demise. Acid is particularly harmful to photographic materials, causing them to fade and in some cases simply vanish! H) So, how do we tell a piece of suitable paper or card from one that is unsuitable? You cannot do it by simply looking, and rather disappointingly, you cannot always rely on the label. "Acid-free" might be true inasmuch as a test on the paper may indicate that it is a neutral material at this time. But lignin can take years before it starts the inevitable process of breaking down, and in the right conditions it will speed up enormously. I) Added to this, as I have indicated earlier, paper may also contain other materials added during manufacture such as bleach, china clay, chemical whiteners and size. This looks like a bleak picture, and it would be but for the fact that there are suppliers who will guarantee the material that they sell. If you want to be absolutely sure that you are storing in, or printing on, the correct material then this is probably the only way. J) Incidentally, acids can migrate from material to material. Lining old shoe boxes with good quality acid-free paper will do little to guard the contents. The acid will get there in the end. Paper from Rag K) Paper is also commonly made from cotton and rag waste. This has the advantage of being lignin-free, but because there is much less cotton and rag than trees, it also tends to be much more expensive than wood pulp paper. You will still need to purchase from a reliable source though, since even rag paper and card can contain undesirable additives. L) A reliable source for quality rag papers is a recognized art stockiest. Many water color artists insist on using only
2020年6月英语四级模拟题：长篇阅读匹配 2020年6月英语四级模拟题：长篇阅读匹配 Being Objective on Climate Change https://www.doczj.com/doc/887454594.html,st week，Craig Rucker,a climate-change skeptic and the executive director of a nonprofit organization called the Committee for a Constructive Tomorrow(CFACT)，tweeted a quotation supposedly taken from a 1922 edition of the Washington Post：“Within a few years it is predicted due to ice melt the sea will rise＆make most coastal cities uninhabitable．”The intent，of course，was to poke fun at current headlines about climate change． B.Rucker’s organization is a member ofthe Cooler Heads Coalition，an umbrella organization operated by the Competitive Enterprise Institute，a nonprofit that prides itself on its opposition to environmental ists．Rucker himself is part of a network of bloggers，op-cd writers，and policy-shop executives who argue that climate change is either a hoax or all example of left-wing hysteria．Surfacing old newspaper clips is one of their favorite games．They also make substantive arguments about climate policy,but the sniping may be more effective．There is no stronger rhetorical tool than ridicule． C.In this case，Ruckcr’s ridicule seems misplaced．After spending a few minutes poking around online，1 was able to find both the Washington Post article and the longer SourCe material that it came from—a weather report issued by the U．S．consul in Bergen，Norway,and sent to the State Department on october 1 0，1 922．The report didn’t say
Passage1 Reading leadership literature, you’d sometimes think that everyone has the potential to be an effective leader. 读领导文学，你有时会认为每个人都有可能成为一个有效的领导者。 I don’t believe that to be true. In fact, I see way fewer truly effective leaders than I see people stuck in positions of leadership who arc sadly incompetent and seriously misguided about their own abilities. 我不相信这是真的。事实上，我认为真正有效的领导者的方式比我看到的人都陷在领导的职位上，遗憾的是他们自己的能力不称职，严重误导了他们。 Part of the reason this happens is a lack of honest self-assessment by those who aspire to（追求）leadership in the first place. 对产生这种现象的原因一部分是由那些渴望缺乏诚实的自我评估（追求）放在首位的领导 We've all met the type of individual who simply must take charge. Whether it's a decision-making session, a basketball game, or a family outing, they can't help grabbing the lead dog position and clinging on to it for dear life. They believe they're natural born leaders. 我们都遇到了个人的类型，他们必须负责。无论是决策会议，篮球比赛，还是家庭外出，他们都不能不抓住领导的狗的地位，并紧紧抓住它，因为亲爱的生命。他们相信他们是天生的领袖。 Truth is, they're nothing of the sort. True leaders don't assume that it's their divine（神圣的）right to take charge every time two or more people get together. Quite the opposite. A great leader will assess each situation on its merits, and will only take charge when their position, the situation, and/or the needs of the moment demand it. 事实是，他们没有什么样的。真正的领导者不认为这是他们的神圣（神圣的）负责每次两个或两个以上的人在一起吧。恰恰相反。一个伟大的领导者会对每一个情况进行评估，并在他们的位置、情况和/或需要的情况下，只会负责。 Many business executives confuse leadership with action. They believe that constant motion somehow generates leadership as a byproduct. Faced with any situation that can’t be solved by the sheer force of activity, they generate a dust cloud of impatience. Their one leadership tool is
12月英语四级长篇阅读匹配试题2016年12月英语四级长篇阅读匹配试题 BeingObjectiveonClimateChange https://www.doczj.com/doc/887454594.html,stweek，CraigRucker,aclimate-changeskepticandtheexecutivedirectorofanonprofitorganizatio ncalledtheCommitteeforaConstructiveTomorrow(CFACT)，tweetedaquotationsupposedlytakenfroma1922editionoftheWashin gtonPost： “Withinafewyearsitispredictedduetoicemeltthese awillrise&ma kemostcoastalcitiesuninhabitable.”Theintent，ofcourse，wastopokefunatcurrentheadlinesaboutclimatechange. B.Rucker’sorganizationisamemberoftheCoolerHeadsCoalitio n，anumbrellaorganizationoperatedbytheCompetitiveEnterpriseIns titute，anonprofitthatpridesitselfonitsoppositiontoenvironmentalist s.Ruckerhimselfispartofanetworkofbloggers，op-cdwriters，andpolicy-shopexecutiveswhoarguethatclimatechangeiseitherahoaxorallex ampleofleft- winghysteria.Surfacingoldnewspaperclipsisoneoftheirfavorite games.Theyalsomakesubstantiveargumentsaboutclimatepolicy,bu tthesnipingmaybemoreeffective.Thereisnostrongerrhetoricalto olthanridicule. C.Inthiscase， Ruckcr’sridiculeseemsmisplaced.Afterspendingafewminutespok ingaroundonline，
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长篇阅读——匹配题 Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. Passage 1 Paper — More than Meets the Eye A) We are surrounded by so much paper and card that it is easy to forget just how complex it is. There are many varieties and grades of paper materials, and it is fairly easy to spot the varieties, it is far more difficult to spot the grades. B) It needs to be understood that most paper and card is manufactured for a specific purpose, so that whilst the corn-flake packet may look smart, it is clearly not something destined for the archives. It is made to look good, but only needs a limited life span. It is also much cheaper to manufacture than high grade card. C) Paper can be made from an almost endless variety of cellulose（纤维素化合物）-based material which will include many woods, cottons and grasses of which is an example and from where we get the word "paper". Many of these are very specialized, but the of paper making has been from soft wood and cotton or , with the bulk being wood-based. Paper from Wood D) In order to make wood into paper it needs to be broken down into fine strands. Firstly by powerful and then boiled with strong alkalies(碱) such as caustic soda, until a fine of fibers is produced. It is from this pulp that the final product is made, relying on the bonding together of the cellulose into layers. That, in a very small nutshell, is the essence of paper making from wood. However, the reality is rather more complicated. In order to give us our white paper and card, the makers will add and other materials such as china clay and additional chemicals. E) A further problem with wood is that it contains a material that is not cellulose. Something called . This is essential for the tree since it holds the cellulose fibres together, but if it is incorporated into the manufactured paper it presents archivists with a problem. Lignin eventually breaks down and releases acid products into the paper. This will weaken the bond between the cellulose fibers and the paper will become brittle and look rather brown and careworn. We have all seen this in old newspapers and cheap paperback books. It has been estimated that most paperback books will have a life of no greater than fifty years, not what we need for our archives. F) Since the lignin can be removed from the paper pulp during manufacture, the obvious question is "why is it left in the paper". The answer lies in the fact that lignin makes up a considerable part of the tree. By leaving the lignin in the pulp a papermaker can increase his paper yield from a tree to some 95%. Removing it means a yield of only 35%. It is clearly uneconomic to remove the lignin for many paper and card applications. It also means, of course, that lignin-free paper is going to be more expensive. G) However, it is nevertheless what the must look for in his supplies. There is no point whatsoever in carefully placing our valuable artifacts in paper or card that is going to their . Acid is particularly harmful to photographic materials, causing them to fade and in some cases simply vanish! H) So, how do we tell a piece of suitable paper or card from one that is unsuitable You cannot do it by simply looking, and rather disappointingly, you cannot always rely on the label. "Acid-free" might be true inasmuch as a test on the paper may indicate that it is a neutral material at this time. But lignin can take years before it starts the inevitable process of breaking down, and in the right conditions it will speed up enormously. I) Added to this, as I have indicated earlier, paper may also contain other materials added during manufacture such as bleach, china clay, chemical whiteners and size. This looks like a bleak picture, and it would be but for the fact that there are suppliers who will
2019英语四级长篇阅读段落信息匹配题及答案解析(9) Deborah Kenny's "Born to Rise" Tells Story of Harlem Village Academies A) Deborah Kenny, CEO of the Harlem Village Academies, is frustrated with the nation's current education system. Unlike most, though, she decided to do something about it. Part declaration part record, her book Born to Rise writes down her journey toward creating and running her own system of progressive charter schools in Harlem in New York City. What is your educational philosophy? B) We want our students to receive the same high-quality education as students who are privileged to attend the best private schools in the country. Personally, I believe a progressive education is superior as long as it's delivered by really smart, talented teachers who know how to execute well. It's a sophisticated approach that really only works well in the hands of a really sophisticated educator. We're dealing with a little bit of a challenge because students enter this school from the regular public system. And when they enter in fifth grade, they're not yet well-trained in the basics reading, writing, and math--which means that we have to catch them up on basic math skills, on the 'basics of writing. And many of them come in at a kindergarten, first, second-grade level in reading. So we have to accelerate their mastery of the basics, but we reject the idea that if you do that you can't teach that at a high level. We push ourselves constantly to think about how we can make sure that our students will catch up while we teach at the highest possible
英语四级阅读题库含答案解析 1.Passage One Global warming may or may not be the great environmental crisis of the 21st century, but regardless of whether it is or isn’t –we won’t do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed. Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don’t know enough to relieve global warming, and –without major technological breakthroughs—we can’t do much about it. From 2003 to 2050, the world’s population is projected to grow from 6.4 billion to 9.1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. but that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world’s poor to their present poverty and freeze everyone else‘s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050. No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they’re “doing something.” Consider the Kyoto Protocol (京都议定书). It allowed countries that joined to punish those that didn’t. But it hasn’t reduced CO2 emissions (up about 25% since 1990), and many signatories (签字国) didn’t adopt tough enough policies to hit their 2008-2012 targets. The practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it’s really an engineering one. The inconvenient truth is that if we don’t solve the engineering problem, we’re helpless. 57. What is said about global warming in the first paragraph? A) It may not prove an environmental crisis at all. B) It is an issue requiring world wide commitments. C) Serious steps have been taken to avoid or stop it. D) Very little will be done to bring it under control. 58. According to the author’s understanding, what is Al Gore’s view on global warming? A) It is a reality both people and politicians are unaware of. B) It is a phenomenon that causes us many inconveniences. C) It is a problem that can be solved once it is recognized. D) It is an area we actually have little knowledge about. 59. Green house emissions will more than double by 2050 because of _______. A) economic growth B) the widening gap between the rich and poor C) wasteful use of energy D) the rapid advances of science and technology