Passage Two Questions 62 to 66 are based on the following passage.
When University of California-Berkeley released a study this month showing alarmingly high teacher turnover(人员流动)rates at Los Angeles charter schools, I wasn’t surprised. That’s not a slam at local charter schools. It’s just that the study echoed something I’d observed many times, starting with my niece. Bright and cheerful, my niece longed to teach high-needs children. She started out in the San Francisco public schools, where she was assigned to the district’s toughest elementary school. Fifth-graders threw chairs across the room-and at her. Parents refused to show up for conferences. She wasn’t willing to deal with this level of indifference and teacher abuse, so she switched to a highly regarded charter elementary school in the Bay Area where she poured her energy into her job and it showed. Her students’ test scores were as high as those in a nearby wealthy school district, despite the obstacles these children faced. Yet by her fourth year, my niece was worn out, depleted(耗尽)of the energy it took to work with a classroom of sweet but deeply needy children who pleaded to stay in her classroom when it was time to leave. The principal’s offer of a$10 000 raise couldn’t stop her from giving notice. She went to work at that wealthy school district next door- for less money. Over the years, I’ve met many impassioned(充满激情的)teachers at charter schools, only to call them the next year and find they’ve left. The authors of the Berkeley study theorize that the teachers leave because of the extraordinary demands; long hours, intense involvement in students’ complicated lives, continual searches for new ways to raise scores. Even the strongest supporters of the reform movement concede that the task of raising achievement among disadvantaged students is hard work. It’s unlikely that we can build large-scale school reform on a platform of continual new demands on teachers--- more time, more energy, more devotion, more responsibility--even if schools find ways to pay them better. This is the bigger challenge facing schools. We need a more useful answer to the Berkeley study than "Yeah, it’s really hard work."
A.She had participated in the Berkeley study.
B.She had noticed the phenomenon repeatedly.
C.She had been involved in the local school reform.
D.She had been informed of the problem by her niece.
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Passage One Questions 26 to 29 are based on the passage you have just heard.
What do we learn about friendship from the passage()
A.It can develop between people with a big difference in income.
B.It can be maintained among people of different age groups
C.It cannot last long without similar family background
D.It cannot be sustained when friends move far apart.
Questions 47 to 56 are based on the following passage.
So many people use the cell phone so frequently every day. But__47__little is certain about the health effects of its use. Manufacturers__48__that cell phones meet government standards for safe radio-frequency radiation emission. but enough studies are beginning to document a possible__49__in rare brain tumors(肿瘤),headaches and behavioral disorders in children to cause concern. So far, the evidence isn’t 50 on whether the use of cell phones__51__to any increased risk of cancer. In a new trial, researchers asked 47 volunteers to__52__in a project to measure glucose(葡萄糖)consumption in the brain by scanning the brain to see how cells use energy. For both 50-minute scans, the volunteers had a cell phone__53__to each ear. During the first scan, the devices were turned off, but for the second scan, the phone on the right ear was__54__on and received a recorded-message call. although the volume was muted(消音)so the noise wouldn’t bias the results. The results of the second scan showed that the 55 of the brain nearest to the device had higher rates of glucose consumption than the rest of the brain. The study shows that cell phones can change brain activity, and__55__a whole new avenue for scientific inquiry, though it doesn’t say anything about whether cell-phone radiation can cause cancer.
A. conclusive
B. contributes
C. derive
D. expresses
E. fixed
F. immensely
G. increase
H. maintain
I. mission
J. participate
K. particular
L. provides
M. regions
N. surprisingly
O. switched
Passage Three Questions 33 to 35 are based on the passage you have just heard.
What does Roberts think as a better way to learn new things()
A.practicing constantly.
B.Working by oneself
C.Learning by doing.
D.Using proven methods.
Questions 22 to 25 are based on the conversation you have just heard.
What do we learn about participants in the class()
A.Most of them are female.
B.Some have a part-time job.
C.They plan to buy a new car.
D.A few of them are old chaps.
Passage One Questions 26 to 29 are based on the passage you have just heard.
What does Aaron do to return Pat’s favor()
A.Invite Pat to a live concert.
B.Buy some gifts for Pat’s kids.
C.Help take care of Pat’s kids.
D.Pay for Pat’s season tickets.
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