But when it comes to the students who really struggle and suffer at school, the difference is __54__: boys are 50% more likely than girls to fall short of basic standards in all three areas.
__55__, why are girls performing better at school than their male classmates?
First, girls read more than boys. Reading proficiency (熟练) is the basis upon which all other learning is built. When boys don’t do well in reading, their __56__ in other school subjects suffers too.
Second, girls spend much more time on their homework and out-of-class learning. __57__, girls spend five and a half hours per week doing homework while boys spend a little less than four and a half hours. Researchers suggest that doing homework __58__ by teachers is linked to better accomplishment in maths, reading and science. Boys, it appears, spend more of their free time in the __59__ world; they are 17% more likely to play cooperative online games than girls every day. They also use the internet more. Third, peer __60__ plays a role. A lot of boys decide early on that they are just too cool for school. They adopt a so-called concept of masculinity (男子气概) that includes a disregard for __61__, which means they’re more likely to be rude and noisy in class. Teachers mark them down for this. In anonymous (匿名的) tests, boys perform better. In fact, the gender gap in reading __62__ by a third when teachers don’t know the gender of the pupil they are marking.
So what can be done to close this gap? Getting boys to do more homework and cut down on screen-time would help. And offering boys a __63__ to read non-fiction would help too: they’re keener on comics and newspapers. But most of all, abandoning gender stereotypes (旧模式) would __64__ all students. Thus, boys in all countries with the best schools read much better than girls. As we know, girls in Shanghai, Singapore and Seoul are good at mathematics, and they __65__ boys from anywhere else in the world.
51. A. backward B. wealthy C. regular D. miserable 52. A. scores B. directions C. guidance D. evaluation 53. A. practical B. reliable C. relevant D. equal 54. A. stable B. vague C. obvious D. logical 55. A. However B. Therefore C. Similarly D. Instead 56. A. behaviour B. comment C. preparation D. performance 57. A. In brief B. On average C. On the contrary D. In addition 58. A. researched B. designed C. assigned D. approved 59. A. virtual B. realistic C. future D. artificial 60. A. relationship B. contact C. responsibility D. pressure 61. A. experts B. authorities C. adults D. peers 62. A. develops B. widens C. narrows D. forms 63. A. chance B. task C. favour D. resource 64. A. influence B. harm C. satisfy D. benefit 65. A. advance B. overtake C. overcome D. challenge Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
In job interviews, we’re often asked about our strengths and weaknesses. And, as a matter of fact, most of us know automatically how to respond.
Common wisdom tells us to use faux weaknesses, which means things that are strengths described as negatives and turned into positives. You might even be able to change your weakness into a skill for a job you’re not fully qualified for.
In America, in a championship game you are unlikely to see athletes showing weakness. If the athletes become hurt in this game, they will hide their injuries — they don’t want their competitors to know their weak spots. But there is absolutely no need for us to act like this in business affairs.
At work and in business, you can have shortcomings because these can be overcome and turned into strengths. The only fatal thing is to not realize that all your weaknesses can be made strong. Of course, to make up for shortcomings, you must first be aware of what your weaknesses really are.
Have you ever wondered what has happened when you interview for a job you’re fully qualified for, but it goes to someone who doesn’t seem to be qualified at all? How would that person get the job when he had none of the qualifications listed in the job ad?
That applicant figured out the business pain point that is seldom, if ever, mentioned in the job ad, and then how to address it. He didn’t talk about how he met each of the requirements on the job ad. He had none of the qualifications. He asked questions instead. He asked probing (探询的) questions to learn more about the business pain. By doing so, this less-qualified person soon learned that the hiring managers needed something different from what was listed in the job ad.
Not accepting the job ad as an unquestionable truth is the key. There is no reason to think that hiring managers actually know what they need when they write job ads. They may need someone completely different from what they describe. That is why you can get a job that you’re not qualified for.
66. The underlined word “faux” in the second paragraph is closest in meaning to “______”. A. incorrect B. illogical C. false D. imaginary 67. What exactly does the author advise you to do when you are a weak candidate for a job? A. Don’t ask questions if you think you are a weak candidate.
B. Ask questions about the job until you find you have something to offer.
C. Don’t let your interviewer know your weaknesses but tell him your strengths.
D. Ask questions according to the job description to see if you can be a qualified candidate. 68. Why does the author think an applicant can get a job that he’s not qualified for? A. Because hiring managers may change their mind in the job interview.
B. Because hiring managers may actually need someone who can ask questions.
C. Because the applicant may not know that he actually has the required qualifications. D. Because hiring managers may not know what they actually need when writing the ad. 69. What is the passage mainly talking about?
A. You can change you weaknesses into strengths in job interviews.
B. Don’t expose your weaknesses but show your strengths in job interviews. C. Find out the business pain point not mentioned in the job ad in job interviews. D. Hiring managers usually don’t know what qualifications they really need.
(B) TFK Extras TIME For Kids has teamed up with a number of respected partners to bring you programs that will help inspire you and your students. Featuring games, contests and lively activity suggestions, our partner programs will add a wealth of possibilities to your classroom. Penguin Group Ordinary People Change The World! Penguin Group and TFK have partnered together to help teachers show their students how they can make the world a better place. Based on the inspiring lives of historic figures including Amelia Earhart, Rosa Parks, Abraham Lincoln and Albert Einstein, this fascinating program takes a look at the real life stories of ordinary young people who grew up to become extraordinary adults! Download the classroom poster provided below. Classroom Poster: You Can Be a Hero, too. Star Wars Rebels Join the Rebellion! Experience the Disney XD show Star Wars Rebels to get your students excited about exploration, teamwork, and science. Inside the program’s student guide you’ll discover classroom resources, such as a board game, a word scramble, and facts about the moon and lunar eclipses (月蚀). Plus: Background about the Star Wars Rebels characters illustrates how teamwork can help students accomplish even the toughest missions. Download the student guide below. TFK Extra: Join the Rebellion! Ultimate Spiderman Every Great Story Starts with a Hero! TIME For Kids teamed up with the creators of Disney XD’s, Ultimate Spiderman, to encourage kids to take the initiative and become everyday heroes. This four page student magazine includes interesting tidbits (花边新闻) about the creation and evolution of the Marvel Comics super hero character Spider-Man, as well as facts of interesting real-life spiders. Students are also encouraged to solve a challenging “Spider-Cycle” maze (迷宫) and uncover a mystery clue hidden within a “Spider Search” puzzle. TFK Extra: Every Great Story Starts with a Hero! The Mysterious Island Discover Your Island of Ideas! TIME For Kids has partnered with the creators of the film The Mysterious Island to introduce creativity and imagination through the “Island of Ideas” program. The Teacher’s Guide provides discussion starters, in-class activities and four reproducibles (复制道具) that will help lead students on a discovery adventure. The poster front encourages students to solve mysterious clues that will lead them to the Ultimate Mysterious X. Students will enjoy uncovering the treasure of ideas that await them in this program. Classroom Poster: Discover Your Island of Ideas!
70. Penguin Group and TFK have partnered together to ______. A. show students the inspiring lives of historic figures
B. make the world a better place for teachers and students C. provide teachers with some useful materials and information D. help students know that ordinary people can change the world
71. To accomplish the exciting program Star Wars Rebels, students need to ______. A. complete a tough mission B. have the spirit of rebellion
C. have the spirit of cooperation D. explore the moon and lunar eclipses 72. What’s the chief purpose of the magazine Ultimate Spiderman?
A. To encourage kids to learn about facts of interesting real-life spiders. B. To activate kids to become everyday heroes in real life.
C. To tell interesting tidbits about the creation and evolution of Spider-Man. D. To solve a challenging “Spider-Cycle” maze and uncover a mystery clue. 73. Which of the following statements is NOT true?
A. Mysterious Island is a film made by TIME For Kids and its partner.
B. The “Island of Ideas” program aims to cultivate creativity and imagination. C. Teacher’s Guide includes students’ discussions, activities and reproducibles. D. Ultimate Mysterious X encourages students to uncover the treasure of ideas.
(C)
Mapping Antarctica
Antarctica was on the map long before anyone ever laid eyes on it. Nearly 2,400 years ago, ancient Greek philosophers such as Aristotle believed that a great continent must exist at the bottom of the world. They thought it was needed to balance out the continents at the top of the world. In the 1500s, mapmakers often included a fanciful continent they referred to as Terra Incognita (Latin for “unknown land”) at the bottom of their maps. But it was not until the 1800s ---- after explorers
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