题目内容
听力原文：M: As a teacher, can you give us some idea on how the English school system works？
W: First of all, most children start school at the age of five and they can't leave school until the age of sixteen. But now we have a new system where children aren't divided off at the age of eleven, instead, they could take the exams at the age of sixteen.
M: (23) Do you think that's an improvement to the system？
W: Well ,it's supposed to be much better because it stops separating children at the age of eleven and gives them a better chance. (22)In fact, what usually happens is that those children who would have gone to a grammar school tend to be at the top end of the comprehensive system and those that would have gone to secondary modern school find themselves at lower levels of the school.
M: Do you think that the present school system is an efficient way of educating children？
W: (24) Of course one of our great problems in England is that we have very large classes and it would be very nice if we could reduce them by at least half.
M: Do you think the subjects that children study are adapted to present-day society？
W: (25) It would be very good if more children at school had the opportunity of learning about the society they live in economic terms and in social terms. So that they are much more aware of the problems that we face today.
(23)
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听力原文：W: I thought Tom said he got As in all his tests.
M: Mary, you should know better than to take Tom's words too seriously.
Q: What does the man mean？
(15)
The desire for achievement is one of life's great mysteries. Social scientists have devoted lifetimes to studying the drives that spur us out of bed in the morning, compel us to work or study hard and spark all manner of human endeavor. Indeed, a textbook actually documents 32 distinct theories of human motivation.
Given this diversity of thought, it's easy to forget that for a half century, American society has been dominated by the psychological school known as behaviorism, or Skinnerian psychology. Although behaviorism and its fundamental principle of "positive reinforcement" have long since lost their way in academic circles, the Skinnerian legacy remains powerful in every field of daily life, from the home and classroom to the workplace. Don't want to take the trash out？ Do it, and you can go to the movies on Friday night. Not in the mood for work？ Keep plugging away, and you might get a bonus. Not interested in calculus？ Strive for an A in the class, and you'll make the honor roll. The theory may be bankrupt, but incentives and rewards are so much a part of American culture that it's hard to imagine life without them.
Yet that's exactly what a growing group of researchers are advocating against today. A steady stream of research has found that rather than encouraging motivation and productivity, rewards actually can undermine genuine interest and diminish performance. "Our society is caught in a whopping paradox," asserts Alfie Kohn, author of the new book published by Rewards (Houghton Mifflin), which surveys recent research in the effectiveness of rewards. "We complain loudly about declining productivity, the crisis of our school and the distorted values of our children. But the very strategy we use to solve those problems — dangling rewards like incentive plans and grade and candy bars in front of people — is partly responsible for the fix we're in."
It's a tough argument to make in a culture that celebrates the spoils of success. Yet study after study shows that people tend to perform. worse, to give up more easily and to lose interest more quickly when a reward is involved. Children who are given treats for doing artwork, for example, lose their initial love of art within weeks. Teenagers who are promised a reward for tutoring youngsters don't teach as enthusiastically as tutors offered nothing. And chief executive officers who have been awarded long-term incentive plans have often steered their companies toward lower returns.
According to behaviorism, all human actions ______ .
M: Why？ You can hardly find a better lecturer in this department! Don't you find his lectures both informative and instructive？
Q: What do we learn about the man？
(18)
A．Fewer retirees will be entitled to receive Social Security.B．Payroll taxes may be in
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