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Passage 2

Most Americans will tell you that character education in schools is a good idea. According to pollsters ,90% of us want schools to teach core moral values. But what should “character education” look like? And more important, does it work? 大多数美国人会告诉你,品格教育在学校是一个好主意。根据民意调查,90%的美国希望学校教核心道德价值观。但是应该“品格教育”看起来像什么?更重要的是,它是否工作

Take a look at Traut Core Knowledge School in Fort Collins, Colo. Traut Core is a public school with a waiting list of 500 students. A strong focus on 12 core values throughout the school culture has contributed to high academic achievement a Traut Core. The school now ranks first in reading and in the top five in math out of the 26 schools in the district. 看看Traut核心知识学校位于柯林斯堡的科罗拉多州。Traut核心是一个公共学校500名学生的等待名单。强烈关注12核心价值观在整个学校文化已经导致了高学术成就一个Traut核心。学校现在排名第一的阅读和数学在前五名的26所学校在区。

Private schools are also on the list. The Montrose School in Natick, Mass. Has daily homerooms that focus on character discussions and leadership, and the school provides many opportunities for service to others. At Montrose, moral development is inseparable from academic achievement. 私立学校也在名单之列。在纳蒂克的蒙特罗斯学校,质量。有日常指导教室,专注于角色的讨论和领导,学校提供了许多机会,为他人服务。在蒙特罗斯、道德发展密不可分的学术成就。

Wake County Public Schools in North Carolina is a case study in how to get comprehensive character education programs going in every school. Beginning in1992, the district appointed a task force with broad representation from the community. Public meetings were held, surveys sent out, and other efforts made to ensure that character education in the schools would be built on the shared moral values of the citizens in this large and diverse district. Wake郡公立学校在北卡罗莱纳是一个案例研究如何得到综合素质教育项目会在每一个学校。开始in1992、地区指定一个专责小组和来自社区的广泛代表性。公众集会,调查发出,和其他努力确保品格教育的学校将是建立在共享的道德价值观的公民在这个庞大而多样化的地区

Today, character education is part of the mission of every Wake County school. The district provides in-service training and resources for teachers, encourages parental involvement and evaluates the results. 今天,品格教育的任务之一是每Wake郡的学校。该地区提供在职培训和资源为教师,鼓励父母参与和评估结果。

Higher academic achievement, lower drop-out （辍学）rates, fewer discipline problems, a more positive and caring school environment—who doesn’t want schools like these? And who wouldn’t like to see students who are more caring, respectful, hone st and responsible? 较高的学术成就,降低退学(辍学)利率,更少的纪律问题,一个更积极的和有爱心的学校环境谁不希望学校像这些吗?和

谁不喜欢看到学生更多的关怀、尊重、诚实和负责任的

1)Judging from the first paragraph, what’s the writer’s attitude to “character education”?

A.Positive

B. Ironical （讽刺的）

C. Suggestive

D. Opposite.

2)The phrase “a waiting list of 500 students” in Line 2, para. 2 probably means that there are 500 students ______.

A. studying there

B. enrolling there

C. graduating there

D. waiting for admission

3) Among the private schools willing to teach moral values ______.

A. Traut Core has daily homerooms that focus on character discussions and leadership

B. the Montrose School focus on 12 core values

C. Traut Core provides many opportunities for service to others

D. the Montrose School makes progress both academically and morally

4)Character education, according to the last paragraph, will result in all of the following except ______.

A.lower drop-out rates

B. higher academic achievement

C. a less positive and caring environment

D. fewer discipline problems

5)Which is not true according to the passage?

A.Academic achievement is closely associated with moral development.

B. Higher academic achievement is inseparable from moral development.

C. Moral development exerts influence on academic achievement.

D. Moral development has nothing to do with academic achievement.

Passage 3

A study issued by the University of Washington shows that a lack of academic achievement is closely linked to substance abuse, violence and illegal behavior in the students’ social environment. According to the study, groups of middle and high school students with even moderate involvement with substance abuse, violence and illegal behavior have dramatically lower academic achievement than groups of students with little or no involvement in these behaviors. Factors such as poverty, community risk, absence of social skills, and a lack of commitment to school also contribute to lower academic performance among groups of students. 签发的一项研究表明,华盛顿大学的缺乏学术成就息息相关,物质滥用、暴力和非法行为在学生的社会环境。根据这项研究,组初中和高中学生甚至适度参与物质滥用、暴力和非法行为有显著降低学术成就比组学生很少或根本没有参与这些行为。因素如贫困、社会风险,缺乏社会技能,以及缺乏承诺学校也有助于降低学生的学业成绩组间

The researcher said, “If we expect most students to achieve our state’s learning goals, we need prevention programs that target the social environment and that are extensive enough to reach all students in all schools. Our efforts should engage schools, parents and the community and focus on factors outside the classroom.” Dr. Sheri L. Hill, assistant director of the UW’s

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The 2000 Washington State Survey of Adolescent Healthy Behaviors found that 20 to 40 percent of middle and high school students are involved with substance abuse, violence and illega l behavior. This means a significant proportion of children at age 10 and older are exposed to risky attitudes and behaviors in their everyday social environments. 2000年的华盛顿国家青少年健康行为的调查发现,40%至的初中和高中学生参与物质滥用、暴力和非法行为。这意味着很大比例的孩子在10岁及以上暴露于风险态度和行为在他们日常的社会环境

“We have to approach student learning from the perspective of the whole child,” said Terry Bergeson, state superintendent of public instruction. “We’ve known about the individual effects poverty, substance abuse and violence can have on young people. Today’s study takes that knowledge one step further by demonstrating their collective effect on the entire school community,” she added, “The way to influence student success includes strong schools, parental involvement and community participation. It must be a shared responsibility.” 我们已经接近学生学习的角度,从整个孩子,”特里说,州学校督学Bergeson公共指令。“我们知道个人影响贫困、物质滥用和暴力可以对年轻人。今天的研究需要,知识更进一步通过展示他们的集体影响整个学校社区,”她补充道,“来影响学生成功包括强大的学校,家长参与和社区的参与。它必须是一个共同的责任

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大学英语四级考试中快速阅读的答题技巧 一：测试目的 快速阅读，顾名思义，它的目的在于测试考生单位时间当中的阅读量，其实四级对速度的考查是近几 年一直延续的一种结果。在2002年的时候，我们四级阅读平均每一篇文章阅读量是284个单词，2003年6月，每篇文章阅读量是300个单词。2005年一月份和六月份，平均阅读量是320到333个单词。这说明 一点，四级考试委员会对阅读速度这个能力早就有一个延续性的逐步的提高。同时，在解答题目方面，快 速阅读并不强调一定要像精读文章那样通篇认真研究，相反，快速阅读题目更强调测试考生在实践语言环 境中查询有效信息的能力，这也反映出四六级考试试图提升考生实际应用能力的改革方向。 二：测试形式 快速阅读要求考生在15分钟内完 成一篇1100字左右的文章和后面的10道题。前面7个题是判断正误（包括NOT GIVEN），后3个是填空题填根据阅读的理解，填三到四个单词（答案基本都是原文中出现的原词）。快速阅读的文章一般分为小标题+题目和无小标题+题目两种类型。这反映出四级考试从单纯的模仿托福的形式转向托福和雅思学习的融合。该题型需要通过略读和寻读法，乃至文章逻辑关系、标点符/号等方面的综合运用，实现对随后的题目有效的判断和填写。 三：基本要求 1.快速阅读的文章基本都是专业题材的文章，很多考生可能会觉得很陌生，但是对于CET-4 的快速阅读开始来说，只要求考生对题目所提到的信息在原文中能够找到即可，只是有时需要简 单的同义词替换 2.略读（Skimming）和寻读（Scanning）的能力在大学英语四级考试中显得尤为重要 3.快速阅读要求考生的阅读速度是每分钟110-140词