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    　　“My kids really understand solar and earth-heat energy,” says a school-grade teacher in Saugus, California．“Some of them are building solar collectors for their energy course．” These young scientists are part of City Building Educational Program(CBEP), a particular program for kindergarten through twelfth grade that uses the stages of city planning to teach basic reading, writing and math skills, and more．

    　　The children don’t just plan any city．They map and analyze(分析)the housing, energy, and transportation requirements of their own district and foretell its needs in l00 years．With the aid of an architect(建筑师)who visits the classroom once a week, they invent new ways to meet these needs and built models of their creations．“Designing buildings of the future gives children a lot of freedom,” says．the teacher who developed this program．“They are able to use their own rich imagination and inventions without fear of blame, because there are no wrong answers in a future context．In fact, as the class enters the final model-building stage of the program an elected ‘official’ and ‘planning group’ make all the design decisions for the model city, and the teacher steps back and becomes an adviser．”

    　　CBEP is a set of activities, games, and imitations that teach the basic steps necessary for problem-solving：observing, analyzing, working out possible answers, and judging them based on the children’s own standards．

    (1)

    The Program is designed ________．

    [　　]

    A．

    to direct kids to build solar collectors

    B．

    to train young scientists for city planning

    C．

    to develop children’s problem-solving abilities

    D．

    to help young architects know more about designing

    (2)

    An architect pays a weekly visit to the classroom ________．

    [　　]

    A．

    to find out kids’ creative ideas

    B．

    to discuss with the teacher

    C．

    to give children lectures

    D．

    to help kids with their program

    (3)

    Who is the designer of the program?

    [　　]

    A．

    An official．

    B．

    An architect．

    C．

    A teacher．

    D．

    A scientist．

    (4)

    The children feel free in the program because?

    [　　]

    A．

    they can design future buildings themselves

    B．

    they have new ideas and rich imagination

    C．

    they are given enough time to design models

    D．

    they need not worry about making mistakes

    答案：1．C;2．D;3．C;4．D;
    解析：

    (1)

    细节题，文章的最后一段提到teach the basic steps necessary for problem-solving，由此可知这项活动的目的是为了发展学生解决问题的能力。

    (2)

    细节题，文章第二段第三句提到with the aid of an architect who visits the classroom, once a week，“在一个每周来访一次的建筑师的帮助下”，由此可知建筑帅来访的目的是帮助学生们，故选D。

    (3)

    细节题，从第二段第四句…says the teacher who developed this program可知选C

    (4)

    　　细节题，文章第二段倒数第二句中提到because there are no wrong answers in a future context，“对于未来而言不会有事情是错误的，所以学生们可以自由驰骋想象，故选D。

    　　本文以教学的口吻讲述了学生们参加的一个实践活动。通过一系列活动，提高了学生分析问题，解决问题的能力，同时让学生学到了最基本的读，写知识以及数学知识。


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    [　　]

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    阅读理解

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    (1)
    [　　]

    A．

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    [　　]

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    [　　]

    A．

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    I am

    C．

    It is

    D．

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    (4)
    [　　]

    A．

    anything

    B．

    nothing

    C．

    something

    D．

    everything

    (5)
    [　　]

    A．

    warmth

    B．

    sadness

    C．

    depression

    D．

    anxiety

    (6)
    [　　]

    A．

    usual

    B．

    normal

    C．

    common

    D．

    scarce

    (7)
    [　　]

    A．

    at midnight

    B．

    at noon or at night

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    D．

    during the day

    (8)
    [　　]

    A．

    gift

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    [　　]

    A．

    for more

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    any more

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    turn to

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    bend over

    (11)
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    A．

    superiority

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    inferiority

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    [　　]

    A．

    gently

    B．

    quietly

    C．

    violently

    D．

    peacefully

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    [　　]

    A．

    with care

    B．

    in fear

    C．

    by chance

    D．

    on purpose

    (14)
    [　　]

    A．

    amongst

    B．

    by

    C．

    for

    D．

    against

    (15)
    [　　]

    A．

    others

    B．

    themselves

    C．

    the other

    D．

    the rest

    (16)
    [　　]

    A．

    equal and simple

    B．

    ordinary and similar

    C．

    more or less

    D．

    unique and different

    (17)
    [　　]

    A．

    each other

    B．

    me

    C．

    one another

    D．

    them

    (18)
    [　　]

    A．

    combined

    B．

    separated

    C．

    united

    D．

    divided

    (19)
    [　　]

    A．

    cleans

    B．

    washes

    C．

    brightens

    D．

    dampens

    (20)
    [　　]

    A．

    appreciate

    B．

    quarrel with

    C．

    ignore

    D．

    praise

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