Good teachers should encourage students to use their to express themselves and make them feel proud of what they can achieve.

play in the classroom？ What qualities do you think a good teacher should have？

My response usually is‘Well, you know, he is really a good kid. He's fine in my class. Maybe you should not be so that strict with him.’" Teachers want parents __8__to know they are professional at working with children.

to stop supporting low-quality research and put money into improving university teaching instead. The National Academic Policy Advisory Group, which includes members from the Royal Society, the Royal Academy of Engineering and the Conference of Medical Colleges, insists that all re- search money should be spent on world- class work.

The funding councils' Research Assessment Exercise (RAE) judges the quality of research carried out in individual university departments, and rates it on a scale of l to 5. In the last assessment, in 1992, departments ranked as low as 2 received funding. The group says this should not happen in this years exercise. Funding councils have not yet announced how they will distribute money from now on.

In a report called Research capability of the University System launched this week the group claims that funds are needed to pay for the “professional development” of university teachers who are not active in research, to help them keep up with their subject and improve the courses they teach.

It recommends that about 50 million, including money which is currently used to fund research in departments ranked at level 2, should be used to pay for this. It advises that the money should go only to those departments that are not competing for research money through the RAE.

The group believes that some universities have been expanding their research departments in order to attract research money. Some universities, it claims, are better suited to teaching than research, and should be encouraged to develop their expertise as educators.

“There's no use pretending that 104 universities could have the same job in life,” says David Harrison, master of Selwyn College, Cambridge, who chaired the group . A university could have some departments that are strong on research and others that are known for their top -grade teaching, he says.

But some people have some doubts about the group's recommendations. “It seems to be about developing further the distinction between research and non - research universities.” says Paul Cottrell of the Association of University Teachers, "If professional development money is a good idea, then it's a good idea for all university teachers."

The National Academic Policy Advisory Group says that money should be given to.

A．all the teachers

B．the best researchers.

C．the best teachers.

D．the needy universities .

You send your children off to school and put them in the teacher's hands. Did you ever wonder what goes through a teacher's mind as he or she tries to teach your kids？ Did you ever wonder how the __1__teacher expects from you, the parent？ Parents can be supportive or suspicious. Then can be help to __2__the teacher , or be in need of help themselves. Some teachers think parents are too hard with their children. __3__Here is how one teacher puts:" I usually have the __4__problem of parents coming in and telling me how they really treat the kids.They tell me they stand by __5__them when they do their homework. They check their work and get a big fuss over grades. The criticize __6_the kids over everything having to do with the school. __7__My response usually is‘Well, you know, he is really a good kid. He's fine in my class. Maybe you should not be so that strict with him.’" Teachers want parents __8__to know they are professional at working with children. They have observed many children and parents .Because of this, and because of their specialised training,teachers can be realistic to children. Teachers know __9__that parents want their children to do well and to behave well. The teachers want this, either. But they know what __10__children should be able to do at different ages and stages.They expect 8-year-old work and behavior. from 8-year-olds and 12-year-old work and behavior. from 12-year-olds.

such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy. " Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated. Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach." As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeats's level of arrogance and self-absorption) are likely to lead to Conflicts with teachers.

When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.

The main point the author is making about schools is that______.

A．they should satisfy the needs of students from different family backgrounds.

B．they are often incapable of catering to the needs of talented students.

C．they should organize their classes according to the students' ability.

D．they should enroll as many gifted students as possible.

the attention and interest of your audience；you must be a clear speaker, with a good, strong, pleasing voice which is fully under your control；and you must be able to act what you are teaching, in order to make its meaning clear.

Watch a good teacher, and you will see that he does not sit motionless before his class: he stands the whole time he is teaching；he walks about, using his arms, hands and fingers to help him in his explanations, and his face to express feelings. Listen to him, and you will hear the loudness, the quality and the musical note of his voice always changing according to what he is talking about.

The fact that a good teacher has some of the gifts of a good actor doesn't mean that he will indeed be able to act well on the stage，for there are very important differences between the teacher's work and the actor's．The actor has to speak words which he has learnt by heart；he has to repeat exactly the same words each time he plays certain part，even his movements and the ways in which he uses his voice are usually fixed beforehand．What he has to do is to make all these carefully learnt words and actions seem natural on the stage．

A good teacher works in quite a different way. His audience takes an active part in his play: they ask and answer questions, they obey orders, and if they don't understand something, they say so. The teacher therefore has to suit his act to the needs of his audience, which is his class. He cannot learn his part by heart, but must invent it as he goes along.

I have known many teachers who were fine actors in class but were unable to take part in a stage play because their brains wouldn't keep discipline: they could not keep strictly to what another had written.

1、 What is the text about？ _____

A、 How to become a good teacher.

B、 What a good teacher should do outside the classroom.

C、 What teachers and actors could learn from each other.

D、 The similarities and differences between a teacher's work and an actor's.

2、 In what way is a teacher's work different from an actor's？ _____

A、 The teacher must learn everything by heart.

B、 The teacher knows how to control his voice better than an actor.

C、 The teacher has to deal with unexpected situations.

D、 The teacher has to use more facial expressions.

3、 The main difference between students in class and a theatre audience is that _____.

A、 students can move around in the classroom

B、 students must keep silent while theatre audience needn't

C、 no memory work is needed for the students

D、 the students must take part in their teacher's plays

4、 A good teacher's voice _____.

A、 should be clear and fully under his control

B、 should not be too loud or too low

C、 should be fixed before he goes to class

D、 All of the above．

5、 Why does a good teacher make gestures while speaking？ _____

A、 To make his meaning clearer.

B、 To draw the attention of his class.

C、 To express feelings.

D、 All of the above.

Passage One

Questions 46 to 50 are based on the following passage.

Recently I attended several meetings where we talked about ways to retain students and keep younger faculty members from going elsewhere.

It seems higher education has become an industry of meeting-holders whose task it is to “solve” problems— real or imagined. And in my position as a professor at three different colleges, the actual problems in educating our young people and older students have deepened, while the number of people hired—not to teach but to hold meetings—has increased significantly. Every new problem creates a new job for an administrative fixer. Take our Center for Teaching Excellence. Contrary to its title, the center is a clearing house(信息交流中心)for using technology in classrooms and in online courses. It’s an administrative sham(欺诈)of the kind that has multiplied over the last 30 years.

I offer a simple proposition in response: Many of our problems—class attendance, educational success, student happiness and well-being—might be improved by cutting down the bureaucratic(官僚的)mechanisms and meetings and instead hiring an army of good teachers. If we replaced half of our administrative staff with classroom teachers, we might actually get a majority of our classes back to 20 or fewer students per teacher. This would be an environment in which teachers and students actually knew each other.

The teachers must be free to teach in their own way—the curriculum should be flexible enough so that they can use their individual talents to achieve the goals of the course. Additionally, they should be allowed to teach, and be rewarded for doing it well. Teachers are not people who are great at and consumed by research and happen to appear in a classroom. Good teaching and research are not exclusive, but they are also not automatic companions. Teaching is an art and a craft, talent and practice; it is not something that just anyone can be good at. It is utterly confusing to me that people do not recognize this, despite the fact that pretty much anyone who has been a student can tell the difference between their best and worst teachers.

46.What does the author say about present-day universities？

A.They are effectively tackling real or imagined problems.

B.They often fail to combine teaching with research.

C.They are over-burdened with administrative staff.

D.They lack talent to fix their deepening problems.

47.According to the author, what kind of people do universities lack most？A.Good classroom teachers.

B.Efficient administrators.

C.Talented researchers.

D.Motivated students.

48.What does the author imply about the classes at present？A.They facilitate students’ independent learning.

B.They help students form closer relationships.

C.They have more older students than before.

D.They are much bigger than is desirable.

50.What is the author’s suggestion for improving university teaching？A.Creating an environment for teachers to share their teaching experiences.

B.Hiring more classroom teachers and allowing them to teach in their own way.

C.Using high technology in classrooms and promoting exchange of information.

D.Cutting down meetings and encouraging administrative staff to go to classrooms. @@

请帮忙给出每个问题的正确答案和分析，谢谢！

But people fail to realize the importance of cultivating these factors in young people.

The so-called non-intelligence factors include one's feelings, will, motivation, interests and habits. After a 30-year follow-up study of 800 males, American psychologists found out that the main cause of disparities(差别)in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence. Though people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don't pay much attention to cultivating these factors. Some parents are greatly worried when their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take into consideration these non-intelligence factors. At the same time, some teachers don't inquire into these, as reasons why students do poorly. They simply give them more courses and exercises, or even rebuke or ridicule (训斥或奚落) them. Gradually, these students lost self-confidence. Some of them just feel defeated and give themselves up as hopeless. Others may go astray because they are sick of learning.

The investigation of more than 1,000 middle school students in Shanghai showed that 46.5 percent of them were afraid of learning, because of examinations, 36.4 percent lack persistence, initiative and conscientiousness and 10.3 percent were sick of learning.

It is clear that the lack of cultivation of non-intelligence factors has been a main obstacle to intelligence development in teenagers. It ever causes an imbalance between physiological and psychological development among a few students.

If we don't start now to strengthen the cultivation of non-intelligence factors, it will not only obstruct the development of the intelligence of teenagers, but also affect the quality of a whole generation. Some experts have put forward proposals about how to cultivate students' non-intelligence factors.

First, parents and teachers should fully understand teenage psychology. On this basis, they can help them to pursue the objective of learning, stimulating their will-power.

The cultivation of non-intelligence factors should also be part of primary education for small children. Parents should attend to these qualities from the very beginning.

Primary and middle schools can open psychology courses to help students overcome the psychological obstacles to their learning, daily lives and recreation.

Which of the following is non-intelligence factor？

A．Self-confidence

B．Malnutrition

C．Motivation

D．Learning habit

or the essence of friendship is reciprocity(互惠): giving and getting something like 【C1】______ you give. Parents 【C2】______ to the proper development of their children, and teachers guide the shaping of their students' minds.

It should be 【C3】______ now why real friendship requires more than merely having"【C4】______ in common." It is what people have in common 【C5】______ determines the kind of friendship they will have. Real friendship requires at least a sound moral character out of the richness of which individuals are able to 【C6】______ this precious affection. The more individuals give, the more they realize a genuine kind of 【C7】______, the better friends they are. A good man will not only do for his friend what he would do for 【C8】______ but also, if necessary, do 【C9】______.

These prerequisites are hard to fulfill, true friendship is 【C10】______ to be rare. To acquire a real friend, 【C11】______,is one of the most praiseworthy accomplishments in 【C12】______. Montaigne tells a story of Cyrus, the 【C13】______of Persia. He was asked whether he would change a valuable horse, on 【C14】______ he had just won a race, for a kingdom. Cyrus replied, "No, surely, sir, but I would give him up with all my heart to gain a true friend, could I find out any man【C15】______ of that alliance."

ruler what see something give and get

that selflessness himself more bound

therefore life which worthy clear

【C1】______