题目内容
听力原文：In spite of stories of prosperity in the United States, not only does poverty exist there, but crimes of various types have been increasing at an alarming rate.
Most types of serious crime increased from 363.5 in every 100,000 people in 2003 to 535 5 in 2004 In that one year, there was one murder committed every 24 minutes, one case of robbery in every 10 minutes end one case of rape in every 7 minutes. The cases of murder involved 21,456 victims. Most acts of violence were committed by young people. 57% of the criminals arrested in 2004 were youths below 25 years of age.
Everyone agrees that crime is partly a result of had material conditions, poverty, lack of education, living without a settled home, being parentless, sufferings due to other kinds of misfortunes, etc.
There are also other factors than material conditions which are responsible for the sharp increase of the crime rate. In the first place, some states have made laws approving the death penalty but some have not. Secondly, the constitution allows every citizen to carry weapons for his own protection. It is therefore possible and easy for anyone in the country to get a gun. Finally, there has been too much violence shown on TV end too much violence reported in newspapers of all kinds. The details of the crimes are so accurately described that even children know how to repeat what they have seen or read. All these have resulted in a higher frequency of crimes committed both by professional criminals and by nonprofessional ones such as murder, drug smuggling, robbery, pocket-picking, etc.
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A．25 minutes.B．24 minutes.C．10 minutes.D．7 minutes.
听力原文：W: Hi, John. Your roommate told me that I could find you in the TV lounge. What are yon doing here？
M: What does it look like I am doing？
W: Well, it looks like you are watching television. But we have a math raid-term tomorrow, so I thought you'd be studying for it and maybe I can study with you.
M: Oh, well, I was just taking a break. This math stuff gives me a headache if I work on it too long.
W: I know what you mean. I've been working on it for three hours already. I' m beginning to go crosseyed. I'm having trouble with the sample problems. I just don't get me of them.
M: But I can' t believe you are coming to me. I mean, you do know what I got on the last test, don't you？
W: Yeah, I know. You told me. I just thought two heads might be better than one.
M: Yeah, That's a good idea. but... yon know, I wish I knew that person in our class who got a hundred on the last test. She didn't miss a question. Umm... was it Elizabeth？
W: Oh yeah, Elizabeth! She is a friend of mine. She'd be a big help right now. Why don't I give her a call？
M: What! At this hour？ It's already ten thirty. I don't want to impose on her.
W: Yeah, I guess you are right. But you know what？ She owes me a big favor. Let's at least give her a call and see what she says. Maybe going over some of the problems with us would help her review the material tm.
M: It's worth a try.
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Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
We find that bright children are rarely held hack by mixed ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. 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's rather unreal to grade people just according to their intellectual 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 cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. 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 assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
In the passage the author's attitude towards "mixed-ability teaching" is ______.
Questions in Binet's intelligence test in 1905 were ______.
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