| 任务型读写。 | |||||||||||||||
| Real policemen hardly recognize any similarity between their lives and what they see on TV. The first difference is that a policeman's real life revolved round (围绕；以…为目的) criminal law. He has to know exactly what actions are crimes and what evidence can be used to prove them in court. He has to know nearly as much law as a professional lawyer, and what is more, he has to apply it on his feet, in the dark and rain, running down a street after someone he wants to talk to. Little of his time is spent in chatting. He will spend most of his working life typing millions of words on thousands of forms about hundreds of sad, unimportant people who are guilty of stupid crimes. Most television crime drama is about finding the criminal: as soon as he's arrested, the story is over. In real life, finding criminal is seldom much of a problem. Except in very serious cases like murders and terrorist attacks, little effort is spent on searching. Having made an arrest, a detective (侦探) really starts to work. He has to prove his case in court and to do that he often has to gather a lot of different evidence. A third big difference between the drama detective and the real one is the unpleasant pressures: first, as members of a police force, they always have to behave absolutely in accordance with (依照) the law. Secondly, as expensive public servants, they have to get results. They can hardly ever do both. Most of the time some of them have to break the rules in small ways. If the detective has to deceive (欺骗) the world, the world often deceives him. Hardly anyone he meets tells him the truth. And this separation the detective feels between himself and the rest of the world is deepened by the simple-minded - as he see it - of citizens, social workers, doctors, law-makers, and judges, who, instead of eliminating(消除) crime, punish the criminals less severely in the hope that this will make them reform. The result, detective feel, is that nine-tenths of their work is re-catching people who should have stayed behind bars. This makes them rather cynical (愤世嫉俗的). | |||||||||||||||
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亮点激活精编提优100分大试卷系列答案科目：高中英语 来源： 题型：阅读理解
L
第四部分：任务型阅读(共10小题；每小题l分，满分l0分)
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单
词。
注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.
| A Classroom with Context | |
| Problems of the school | Being a farming town, it (71)______ little in education before. |
| (72)_____ education is considered less important. | |
| The community is relatively (73)_____ rather than open to the outsiders. | |
| Ways of solving the problems | The division of the classes is made and students are well (74)_____. |
| Individual schedules and lesson plans are (75)_____ by each team. | |
| A strong (76)_____ between teacher and student is established through combining teams and looping. | |
| Signs of (77)_____ | 72 percent of the eighth-graders (78)_____ Maine's reading standard |
| (79)_____percent higher than the state average in Maths | |
| The school beating the state average in writing and science | |
| Four of the previous five years (80)_____ at least 20 percent test gains | |
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科目：高中英语 来源： 题型：阅读理解
.
第四部分：任务型阅读(共10小题；每小题l分，满分l0分)
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单
词。
注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.
| A Classroom with Context | |
| Problems of the school | Being a farming town, it (71)______ little in education before. |
| (72)_____ education is considered less important. | |
| The community is relatively (73)_____ rather than open to the outsiders. | |
| Ways of solving the problems | The division of the classes is made and students are well (74)_____. |
| Individual schedules and lesson plans are (75)_____ by each team. | |
| A strong (76)_____ between teacher and student is established through combining teams and looping. | |
| Signs of (77)_____ | 72 percent of the eighth-graders (78)_____ Maine's reading standard |
| (79)_____percent higher than the state average in Maths | |
| The school beating the state average in writing and science | |
| Four of the previous five years (80)_____ at least 20 percent test gains | |
查看答案和解析>>
科目：高中英语 来源： 题型：阅读理解
L
第四部分：任务型阅读(共10小题；每小题l分，满分l0分)
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单
词。
注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.
| A Classroom with Context | |
| Problems of the school | Being a farming town, it (71)______ little in education before. |
| (72)_____ education is considered less important. | |
| The community is relatively (73)_____ rather than open to the outsiders. | |
| Ways of solving the problems | The division of the classes is made and students are well (74)_____. |
| Individual schedules and lesson plans are (75)_____ by each team. | |
| A strong (76)_____ between teacher and student is established through combining teams and looping. | |
| Signs of (77)_____ | 72 percent of the eighth-graders (78)_____ Maine's reading standard |
| (79)_____percent higher than the state average in Maths | |
| The school beating the state average in writing and science | |
| Four of the previous five years (80)_____ at least 20 percent test gains | |
查看答案和解析>>
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