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 pupils just according to their intellectual(智力的) 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 deal with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively in order to have the ability to become leaders. 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 they can do this at their own speed. They also have some formal class teaching when this is suitable. 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.
小題1:We can know from the passage that the author’ s attitude towards “mixed-ability teaching”  is______.
A．a(chǎn)pprovingB．disapproving C．questioningD．inactive
小題2:The underlined words “held back” in Paragraph 1 probably means “______”.  
A．drawn to their studiesB．forced to study in the lower classes
C．made to remain in the same classes D．prevented from advancing
小題3:Which of the following is NOT MENTIONED in the third paragraph?
A．Pupils also learn to develop their reasoning abilities.
B．Pupils also learn how to participate in teaching activities
C．Group work gives pupils the chance to learn to work together with others.
D．Group work supply pupils with the chance to learn to be good organizers.
小題4:The author’s purpose in writing this passage is to ______.
A．offer advice on the proper use of the library
B．recommend pair work and group work for classroom activities
C．a(chǎn)rgue for teaching bright and not-so-bright pupils in the same class
D．tell us the importance of proper formal classroom teaching

小題1:A
小題2:D
小題3:B
小題4:C

試題分析：分班教學(xué)好還是混班教學(xué)好呢？把學(xué)生按能力分別有很多缺點，如：學(xué)生的發(fā)展快慢不一。按成績分別更是不科學(xué)�？紤]成績而沒有考慮學(xué)生的人格和社交能力的發(fā)展�；旌暇幇嗪锰幎唷Ｐ〗M合作和個人學(xué)習(xí)等多種學(xué)習(xí)方法使學(xué)生得到前面的發(fā)展。
小題1:細(xì)節(jié)理解題。根據(jù)從文中第一段第一句和二句話可知，聰明孩子的發(fā)展并沒有因為“mixed-ability teaching”而被阻礙，相反，聰明孩子的知識和經(jīng)驗都豐富起來了。文章第三句話說明按能力分班會有很多的不利影響，從反面論證了作者對于“mixed-ability teaching”的態(tài)度是支持的。選A。
小題2:詞義猜測題。hold back 本意為“隱瞞；控制；阻礙；猶豫不決”，根據(jù)文章第一句話和第二句話可以看出此處hold back 意取“阻止”，prevent from 正合此意。“mixed-ability teaching”對于聰明孩子并未阻止也就是說“mixed-ability teaching”對于聰明孩子的發(fā)展并未阻止，選 D。
小題3:細(xì)節(jié)理解題。本題的問題是: 第三段沒有提到什么。因此需要仔細(xì)閱讀第三段。第二句話“The pupils often work in groups: this gives them the opportunity to learn to cooperate to share, and the develop leadership skills.”指出經(jīng)常以小組學(xué)習(xí)的學(xué)生們可以有機
會學(xué)會合作、分享，以及培養(yǎng)領(lǐng)導(dǎo)能力。由此，可以分別對應(yīng)到選項A、C。第三句話“They also learn how to cope with personal problems as well as learning how to think,……”指出學(xué)生們以小組學(xué)習(xí)可以學(xué)到如何處理個人問題，而且還可以學(xué)會如何思考，可與選項B “reasoning
abilities”思考能力相對應(yīng)。所以，通過排除可以得到本題答案為D。文中只是說“The pupils learn from each other as well as from the teacher. ”而非“participate in teaching activities”。選B。
小題4:主旨大意題。本題的問題是: 作者寫這篇文章的目的是什么。文章第一段以“mixed-ability teaching”這一有利于學(xué)生發(fā)展的教學(xué)方法引出提升學(xué)生能力的話題；接著第二段提到學(xué)生能力的提升不僅僅是智力方面的提高，而是要全方面能力的提升；第三段便舉出課堂上提升能力的一種教學(xué)方法group work；最后一段作者提出學(xué)生學(xué)習(xí)還可以通過work in pairs、work on individual tasks and assignments 等其他formal class teaching when this is appropriate.目的就在于We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal. 通過文章脈絡(luò)整理得到本題答案為C。
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While learning the science lessons, I used to get a doubt--why ear, nose, tongue and eyes should be called as special senses? The basic reason is that these are the channels through which we maintain contact with the surroundings. Though apparently it may feel like these are individual sensory organs, they do show some connectivity. Interestingly, our hearing is less sharp after we eat a heavy food. Isn’t it good for a sound nap after a stomach-full meal? That does not mean we go deaf after a meal, but the hearing pitch（強度）does change after a heavy meal.
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Pupils（瞳孔）do not respond to light alone, but to the slightest bit of noise around too. Thus surgeons, watchmakers and those professionals who have to perform a much delicate job do prefer to have a sound-free environment. Even a small noise can enlarge their pupils, change the focus and make their vision less clear.
Each and every one of us has a particular or individualistic or characteristic smell, which is unique to us, except the twins. This smell is very subtle yet can be sensed even by a newborn. It may be due to this smell that the newborn recognizes the presence of his parents around.
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B．You may feel energetic and fresh.
C．Your hearing pitch may be decreased.
D．Your tongue may lose the function of taste.
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B．If your tongue is dried without any saliva on it, it will not work.
C．A tissue paper is the only thing that can be used to dry our tongues.
D．If your tongue is dried with a tissue paper, it may work as well as before.
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D．The style of one’s behavior.
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科目：高中英語 來源：不詳 題型：閱讀理解

LIKE many teachers, Cristi Derow and Jennifer Bradley have spent most of their careers giving classroom lectures to students who sat passively in their seats.
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Instead of doing homework assignments alone at home, students are now “working together, talking about it,” Bradley said. “If they don’t agree on an answer, they debate it and have to justify their answers. It’s a higher level of learning.”
Her students give the flipped classroom high marks.
Sarah Lee, 14, watches the 30-minute videos on a home computer. She likes the ability to rewind the tapes if she doesn't understand a concept. She also likes being able to watch the lessons on her own schedule.
One of her classmates, Dawson Depperschmidt has the same idea and thinks the time she spends in the classroom is more productive. “It gives us more time to learn at school,” Dawson said. “You get more in-depth in class.
小題1:What can we conclude from the first two paragraphs?
A．Teachers in Lewisville enjoyed giving classroom lectures.
B．It takes time for students to concentrate and understand in class.
C．Many students took an inactive part in lecture-style classes.
D．Teachers in Lewisville found that there was no need to prepare lessons.
小題2:What difference does the “flipped classroom”method make to students?
A．They have more arguments with classmates.
B．They have to be independent and cooperative.
C．They need to do more homework at home.
D．They have to prepare lectures by themselves.
小題3:What does the underlined word “productive” mean?
A．reducing difficultiesB．trying new methods
C．a(chǎn)chieving a lotD．causing troubles
小題4:What are the benefits of the “flipped classroom” method?
a. Teachers have time to solve deeper problems
b. Students are engaged in a higher level of learning.
c. Students study according to their own schedule.
d. Teachers don’t have to design homework for students
A．a(chǎn), b, c,B．a(chǎn), c, dC．b, c, dD．a(chǎn), b, d

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