D) Because there are more advertisements now and more competition among advertisers.
Passage two
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把......按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual 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 cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. 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 assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. 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.
16. In the passage the author's attitude towards \A) critical B) questioning C) approving D) objective
17. By \held back\A) made to remain in the same classes B) forced to study in the lower classes C) drawn to their studies D) prevented from advancing
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18. The author argues that a teacher's chief concern should be the development of the
student's _______ .
A) personal qualities and social skills B) total personality
C) learning ability and communicative skills D) intellectual ability
19. Which of the following is NOT MENTIONED in the third paragraph?
A) Group work gives pupils the opportunity to learn to work together with others. B) Pupils also learn to develop their reasoning abilities.
C) Group work provides pupils with the opportunity to learn to be capable organizers. D) Pupils also learn how to participate in teaching activities.
20. The author's purpose in writing this passage is to _______.
A) argue for teaching bright and not-so-bright pupils in the same class B) recommend pair work and group work for classroom activities C) offer advice on the proper use of the library
D) emphasize the importance of appropriate formal classroom teaching
Passage three
Psychologists take opposing views of how external rewards, from warm praise to old cash, affect motivation and creativity. Behaviorists, who study the relation between actions and, argue that rewards can improve performance at work and school. Some other researchers who study various aspects of mental life, maintain those rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the careful use of small monetary rewards sparks in grade-school children suggesting that properly presented inducements indeed aid inventiveness, according to a study in the June Journal Personality and Social Psychology.
“If they know they're working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Esenberger of the University of Delaware in Newark. “But it's easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.”
A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Esenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore falling grades.
In earlier grades, the use of so-called token economics, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims. 21. Psychologists are divided with regard to their attitudes toward ____. A) the choice between spiritual encouragement and monetary rewards
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B) the appropriate amount of external rewards C) the study of relationship between actions and
D) the effects of external rewards on students' performance
22. What is the view held by many educators concerning external rewards for
students?
A) They approve of external rewards. B) They don't think external rewards.
C) They have doubts about external rewards.
D) They believe external rewards can motivate small children, but not college students.
23. According to the result of the study mentioned in the passage, what should
educators do to stimulate motivation and creativity? A) Give rewards for performances which deserve them. B) Always promise rewards.
C) Assign tasks which are not very challenging.
D) Be more lenient to students when mistakes are made.
24. It can be inferred from the passage that major universities are trying to tighten
their grading standards because they believe ____.
A) rewarding poor performance may kill the creativity of students’ B) punishment is more effective than rewarding
C) failing uninspired students helps improve their overall academic standards D) discouraging the students anticipation for easy rewards is matter of urgency 25. Which of the following facts about “token economics” is not correct? A) Students are assigned challenging tasks. B) Rewards are given for good performances.
C) Students are evaluated according to the effort they put into the task. D) With token economics, students’ creativity can be enhanced.
Passage four
Mass media are tools of communication. Mass media can be divided into two groups: print media and electronic media. By print media, we mean books, newspapers and magazines. Electronic media include television, computer, radio and movie. Mass media allow us to record and pass information rapidly to a large, scattered audience. They extend our ability to talk to each other by helping us overcome barriers caused by time and space.
There are various ways in which mass media make daily life easier for us. Firstly, they inform and help us keep a watch on our world. They gather and pass on information we would be unlikely or unable to obtain on their own.
Secondly, mass media help us to arrange our time and life. What we talk about and what we think about are greatly influenced by the media. When people get together, they tend to talk about certain happenings in newspapers or on TV. Because we are exposed to different points of view through different kinds of media every day, we are able to evaluate all sides of a certain issue.
Thirdly, the media are used to persuade people. A good example is advertisements
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through the media. Newspapers, magazines and TV are filled with all kinds of colorful, persuasive advertisements. Though many advertisements may not say openly that they want you to buy a certain product, they describe their products in such a way that you may want to buy them.
Fourthly, the media also entertain. All of the media make efforts to try to entertain their audience. For instance, even though the newspaper is a prime medium of information, it also contains entertainment features. Television, motion pictures, fiction books and some radio stations and magazines are devoted mainly to entertainment. It is estimated that in the future, the entertainment function of mass media will become even more important than it is now.
26. What makes it possible for people living in different places to communicate with
each other?
A) Printed media B) Mass media C) Electronic media D) Computers 27. Which of the following functions of mass media is Not mentioned? A) To make people well informed about the world B) To amuse and entertain people
C) To help people arrange their time and life D) To give people a sense of honor
28. Certain matters in newspapers or on TV tend to be talked about when people get
together because ________. A) people are curious about them
B) people are influenced by those mass media C) it is fashionable for people to do so
D) it is easy for people to communicate in this way
29. How does advertisement make people purchase certain goods according to the
passage?
A) By giving an attractive account of the goods. B) By asking people to buy them. C) By forcing people to buy them. D) By giving people something extra.
30. Which of the following media is mainly devoted to information according to the
passage?
A) TV B) Magazines C) Motion Pictures D) Newspapers
Part III Vocabulary and Structure (This part includes 20 items, 2 point for each item, totaling 40 points.)
31. Having finished their morning work, the clerks stood up behind their desks,
_____ themselves.
A. extending B. stretching C. prolonging D. expanding 32. These goods are _____ for export, though a few of them may be sold on the home
market.
A. essentially B. completely C. remarkably D. necessarily 33. It has been revealed that some government leaders _____ their authority and
position to get illegal profits for themselves.
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