题目内容
听力原文： (28[C])Some 150 South Korea female college students burned a Japanese flag yesterday in a noisy demonstration outside the Japanese embassy, (29[A])demanding full compensation for World War Ⅱ victims. Platoons of (30[D])South Korea riot police armed with shields and clubs immediately surrounded the demonstrators and formed a human barricade to prevent possible violence. The demonstrators torched a huge Japanese flag scribbled with slogans, demanding that Japanese Prime Minister raise a government fund for Korea war victims. South Koreans have staged weekly protest outside the Japanese Embassy for more than two years, demanding Japan fully compensate World War Ⅱ victims, including "comfort" women forced into sexual slavery for Japanese imperial soldiers.
What was true of the demonstrators？
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听力原文： Japanese-style. conversations develop quite differently from Western-style. conversations. A Western-style. conversation between two people is like a game of tennis. If I introduce a topic, a conversational ball, I expect you to hit it back. If you agree with me, I don't expect you simply to agree and do nothing more . I expect you to add something—a reason for agreeing, or another example to carry the idea further. I am just happy if you question me, or completely disagree with me. Whether you agree or disagree, your response will return the ball to me.
A Japanese-style. conversation, however, is like bowling. You wait for your turn. And you always know your place in line. It depends on such things as whether you are older or younger, a close friend or a stranger to the previous speaker, in a senior or junior position, and so on. When your turn comes, you step up to the starting line with your bowling ball and carefully bowl it. Everyone else stands back and watch politely, giving encouragement. Then, after everyone is sure that you have completely finished your turn, the next person in line steps up to the same starting line, with a different ball. Your ball is not returned.
What is the main topic of the passage？
听力原文：M: So Rebecca, what did you do for spring break？
W: I went to southern California. I was in Los Angeles and San Diego. Oh, and I stopped in San Juan Capistrano. That's south of Los Angeles and north of San Diego. I happened to be there just about the time the swallows returned.
M: Oh, I've heard about that—they always return on the same day, don't they？
W: That's right, on March 19th. And they always fly away on the same day, October 23rd. In the meantime, they migrate over 7,000 miles to get to their winter home.
M: Seven thousand miles—imagine! And always coming back on the same day!
W: Yes, except for one year, a long time ago-they were delayed for a day by a storm at sea.
M: You sure were lucky to be there on the one day of the year when the swallows return.
W: Well, I wasn't there exactly on that day. I got to town a couple of days latex—but I did see the parade celebrating the swallows' return.
M: They have a parade？ The people there must really like those swallows.
W: Sure—they bring lots of tourists to town, and besides, the swallows eat insects, including mosquitoes.
Where is the town of San Juan Capistrano？
Where did the big fire happen？
Primary school teachers' poor 【C1】______ of English and maths is undermining the Government's literacy and numeracy strategies, an official evaluation has concluded.
【C2】______ in teachers' knowledge of their subject and weaknesses in their teaching methods are threatening to limit improvements in reading, writing and numeracy, the analysis for the Department for Education and Skills found.
The report, 【C3】______ a team of academics from Toronto University, concluded that it was difficult to assess the effect of the 【C4】______ on pupils' learning. While literacy and numeracy scores had risen significantly between 1997 and 2002, much of the increases had 【C5】______ before the introduction of the two strategies: literacy in 1998 and numeracy in 1999.
The team, led by Professor Michael Fullan, also warned ministers against 【C6】______ ever higher targets for schools, arguing that this would backfire when staff began to regard the goals as 【C7】______ .
But this advice came too late for the Government, which has already set new and higher targets for primary schools, 【C8】______ failing to meet the previous goals in the summer.
Soon after coming to power in 1997, the Labour government set challenging targets which required 80 percent of Il-year-olds to reach a required 【C9】______ in English, and 75 percent in maths, by 2002. But after a strong start, the improvements tailed off and both 【C10】______ were missed.
Despite this failure, ministers have repeated their desire to push ahead with more demanding goals that require 85 percent of students to reach the standard in English and maths by 2004.
The team of academics highlighted the 【C11】______ of some primary teachers' knowledge. "For the strategies to succeed in the ways that strategy leaders believe 【C12】______ possible, many teachers will need to be highly skilled and more knowledgeable about teaching literacy and mathematics than is currently the case," the report said.
"The data indicate that for many teachers, gaps or weaknesses in subject knowledge limit the extent 【C13】______ they can make full use of the frameworks and resources of the strategies." The 【C14】______ also said that the high-profile nature of the targets had had "unintended negative consequences" for primary schools.
The team cast 【C15】______ on ministers' ambition to improve standards further. The pressure on teachers to comply with directives from central government threatened to create a "culture of dependence" that would make it difficult for schools to raise standards once the ministers' focus had moved, the report concluded.
【C1】
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