Most students feel it difficult to remember new words when they begin to study English

The students were generally【C3】______and direct in their comments【C4】______how course work could be better【C5】______. Most of their remarks were kindly【C6】______—with tolerance rather than bitterness—and frequently were softened by the【C7】______that the students were speaking【C8】______some, not all, instructors. Nevertheless,【C9】______the following suggestions and comments indicate, students feel【C10】______with things as they are in the classroom. Professors should be【C11】______from reading lecture notes. "It makes their【C12】______monotonous (单调的)." If they are going to read, why not【C13】______out copies of the lecture？ Then we【C14】______need to go to class. Professors should【C15】______repeating in lectures material that is in the textbook."【C16】______we've read the material, we want to【C17】______it or hear it elaborated on,【C18】______repeated." "A lot of students hate to buy a【C19】______text that the professor has written【C20】______to have his lectures repeat it."

【C1】

A．involving

B．counting

C．covering

D．figuring

阅读理解A good opportunity for many international students to pursue a higher education is to leave their native country and come to the United States.

189 international students, mostly from India, decided to attend Southern University.

Following his father’s footstep, Rajeshekhar Chimmalgi, a freshman of physics major from India, came to Baton Rouge in 1998 and attended Southern University. He has good things to say to hopeful attendees.

“At Southern, the physics department staff and students helped me get through the registration process and advised me how to study and what classed to take,” Cimmalgi said.

The majority of international students at Southern are there to obtain a graduate degree and then return to their home country. However, during their short stay in the U. S., many international students find it hard to fit in.

“It’s really difficult because you are the only one and you don’t know anyone.” Chimmalgi said.

One of the easiest ways for them to feel comfortable is to be around people from their own culture. “I have some friends from Jamaica and Trinidad, so I don’t feel so out of place.” said one student named Boogle.

Farhana Lubna, a third semester graduate student from Bangladesh, feels that Southern could do more to make them feel comfortable. He said, “At Louisiana State University, they have an international expo and foreign students introduce their culture to the university. I think Southern could do something similar to that.”

1. Where was Chimmalgi from according to the passage？

A) Jamaica.

B) Trinidad.

C) Bangladesh

D) India.

2. How many students came from abroad at Southern University？

A) 189.

B) 198.

C) 289.

D) 819.

3. What was the reason for Chimmalgi to attend Southern University？

A) It is the best university in the States.

B) It has the largest number of international students in the States.

C) It is the university that his father graduated from.

D) It has the best international student program in the States.

4. How did Chimmalgi feel about studying at Southern University？

A) He was receiving the best education.

B) The staff and students were very helpful.

C) He found it very hard to fit in the American culture.

D) He felt out of place most of the time.

5. What did most international students plan to do after graduation？

A) Returning to their home country.

B) Staying for postgraduate studies.

C) Getting a job in the States.

D) Working for some international expos.

6. What can Southern University do to improve its international student program？

A) Employing better teachers for foreign students.

B) Having foreign students introduce their culture.

C) Letting foreign students live in the same building.

D) Providing more native food to foreign students.

A. would

B. are

C. were

D. could

Why did Amitai Etzioni say "I really feel like I failed them"(Line 4, Para.2)？

A．He was unable to alert his students to corporate malpractice.

B．He didn't teach his students to see business in new and different ways.

C．He could not get his students to understand the importance of ethics in business.

D．He didn't offer courses that would meet the expectations of the business-leaders-to-be.

Since, we are told, 80 to 90 percent of all instruction in the typical university is by the lecture method, we should give close attention to this form. of education. There is, I think, much truth in Patricia Nelson Limerick's observation that "lecturing is an unnatural act, an act for which God did not design humans. It is perfectly all right, now and then, for a human to be possessed by the urge to speak, and to speak while others remain silent. But to do this regularly, one hour and 15 minutes at a time.., for one person to drag on while others sit in silence？ ... I do not believe that this is what the Creator.., designed humans to do".

The strange, almost incomprehensible fact is that many professors, just as they feel obliged to write dully, believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific, un-objective; it is to appeal to the students' emotions rather than their intellect. Thus the ideal lecture is one filled with facts and read in an unchanged monotone.

The cult (推崇) of lecturing dully, like the cult of writing dully, goes back, of course, some years. Edward Shils, professor of sociology, recalls the professors he encountered at the University of Pennsylvania in his youth. They seemed "a priesthood, rather uneven in their merits but uniform. in their bearing; they never referred to anything personal. Some read from old lecture notes and then haltingly explained the thumb-worn last lines. Others lectured from cards that had served for years, to judge by the worn edges... The teachers began on time, ended on time, and left the room without saying a word more to their students, very seldom being detained by questioners... The classes were not large, yet there was no discussion. No questions were raised in class, and there were no office hours" .

The author believes that a successful teacher should be able to______.

A．make study just as easy as play

B．improve students' learning performance

C．make inspired play an integral part of the learning process

D．make dramatization an important aspect of students' learning

A.The most;the worst

B.The more;the worse

C.The more;worse

A．relevant

B．opposite

C．abundant

D．elegant

What are they learning？ In a Vermont college town I found the answer sitting in a toy store book rack, next to typical kids' books like Heather Has Two Mommies and Daddy Is Dysfunctional. It's a teacher's guide called Happy To Be Me, subtitled Building Self Esteem.

Self-esteem, as it turns out, is a big subject in American classrooms. Many American schools see building it as important as teaching reading and writing. They call it "whole language" teaching, borrowing terminology from the granola people to compete in the education marketplace.

No one ever spent a moment building my self-esteem when I was in school. In fact, from the day I first stepped inside a classroom my self-esteem was one big demolition site. All that mattered was "the subject", be it geography, history, or mathematics. I was praised when I remembered that "near", "fit", "friendly", "pleasing", "like" and their opposites took the dative case in Latin. I was reviled when I forgot what a cosine was good for. Generally I lived my school years beneath a torrent of castigation so consistent I eventually ceased to hear it, as people who live near the sea eventually stop hearing the waves.

Schools have changed. Reviling is out, for one thing. More important, subjects have changed. Whereas I learned English, modern kids learn something called "language skills." Whereas I learned writing, modern kids learn something called "communication". Communication, the book tells us, is seven per cent words, 23 per cent facial expression, 20 per cent tone of voice, and 50 per cent body language. So this column, with its carefully chosen words, would earn me at most a grade of seven per cent. That is, if the school even gave out something as oppressive and demanding as grades.

The result is that, in place of English classes, American children are getting a course in How to Win Friends and Influence People. Consider the new attitude toward journal writing: I remember one high school English class when we were required to keep a journal. The idea was to emulate those great writers who confided in diaries, searching their souls and honing their critical thinking on paper.

"Happy To Be Me" states that journals are a great way for students to get in touch with their feelings. Tell students they can write one sentence or a whole page. Reassure them that no one, not even you, will read what they write. After the unit, hopefully all students will be feeling good about themselves and will want to share some of their entries with the class.

There was a time when no self-respecting book for English teachers would use "great" or "hopefully" that way. Moreover, back then the purpose of English courses (an antique term for "Unit") was not to help students "feel good about themselves." Which is good, because all that reviling didn't make me feel particularly good about anything.

Which of the following is the author implying in paragraph 5？

A．Self-criticism has gone too far.

B．Communication is a more comprehensive category than language skills.

C．Evaluating criteria are inappropriate nowadays.

D．This column does not meet the demanding evaluation criteria of today.