题目内容
Part A
51. Directions:
You have just received a letter from a company, which replied your application for a job and asked you to go to the interview on August 30. Please write a reply which is about 100 words on ANSWER SHEET II. Do not sign your own name at the end of the letter. You do not need to write the address. (10 points)
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Part A
51. Directions:
You are preparing to ask for some help from your teacher, write a letter that:
1) detail what you want him or she does for you,
2) express your thanks to your teacher,
You should write about i00 words on ANSWER SHEET II. Do not sign your own name at the end of the letter. You do not need to write the address.
Text 4
As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants in to American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, Unions, churches, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women. American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early twentieth-century, United States. However, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
36. It can be inferred from Paragraph 1 that one important factor in the increasing importance of education in the United States was ______.
Text 2
A child who has once been pleased with a tale likes, as a rule, to have it retold in identically the same words, but this should not lead parents to treat printed fairy stories as sacred texts. It is always much better to tell a story than read it out of a book, and, if a parent can produce what, in the actual circumstances of the time and the individual child, is an improvement on the printed text, so much the better.
A charge made against fairy tales is that they harm the child by frightening him or arousing his sadistic impulses. To prove the latter, one would have to show in a controlled experiment that children who have read fairy stories were more often guilty of cruelty than those who had not.
Aggressive, destructive, sadistic impulses every child has and, on the whole, their symbolic verbal discharge seen is to be rather a safety valve than an incitement to overt action. As to fears, there are, I think, well-authenticated cases of children being dangerously terrified by some fairy stories.
Often, however, this arises from the child having heard the story once. Familiarity. with the story by repetition turns the pain of fear into the pleasure of the fear faced and mastered. There are also people who object to fairy stories on the grounds that they are not objectively true, that giants, witches, two -headed dragons, magic carpets, etc., do not exist; and that, instead of indulging his fantasies in fairy tales, the child should be taught how to adapt to reality by studying history and mechanics. I find such people, I must confess, so unsympathetic and peculiar that I do not know how to argue with them. If their case were sound, the world should be full of mad men attempting to fly from New York to Philadelphia on a broomstick or covering a telephone with kisses in the belief that it was their enchanted girl-friend.
No fairy story ever claimed to be a description of the external world and no sane child has ever believed that it was.
26. The author considers that a fairy story is more effective when it is ______.
Vacation schools and extracurricular activities are mentioned in Para. 2 to illustrate
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