The first textbook ______ for teaching English as a foreign language came out in the 16th

A.writing

B.written

C.to write

D.to be written

onomic or social terms. And they talked about education as essential to the public good--a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self- improvement. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.

The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as in the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.

In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form. of unum (one out of many used on the Great Seal of the U. S. and on several U. S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues--especially of New England--of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.

According to the passage, the founders of the Republic regarded education primarily as ______.

A．a religious obligation

B．a private matter

C．a matter of individual choice

D．a political necessity

tanding, to anticipate what is coming is very important. An effective listener should continuously develop more or less specific readiness for what will come next. If a listener hears what he has expected, it will be much easier for him to receive the information. But if what he hears is totally out of his expectation,he will fail to get the message.

The skill to anticipate what is coming in listening comprehension depends largely on the listener&39;s familiarity with the theme（主题）of the message.It also depends on the listener&39;s knowledge of the speaker as well as the situation.

Obviously, when we listen to something that we already have some information about, it is generally much easier for us to take in the new information .Therefore,pre-listening preparation seems to play an important role in increasing our comprehension .Before actual listening ,we could perhaps first give some thought to the topic ,discuss it with others ,and then read some related material and do some vocabulary work. If we could make ourselves fully prepared for the coming talks or lectures,we are more likely to become effective listeners.

Of course,readiness beforehand is not at all enough .Active thinking must take place all the way through .In fact ,we should always try to think ahead of the speaker.

56.The passage is most possible taken from ____ .

A.a novel

B.a textbook

C.a news report

D.a fashion magazine

What is the author's attitude towards anticipating in listening comprehension？A.Neutral

B.Positive

C.Negative

D.Critical

What is the first paragraph mainly about？A.How to think actively in listening comprehension

B.How to develop specific readiness before listening

C.The skills in anticipating in listening comprehension

D.The importance of anticipating in listening comprehension

In order to anticipate ,the first thing to do before actual listening may be ____ .A.do some vocabulary work

B.think about the topic

C.read some related material

D.discuss the topic with others

The skill to anticipate in listening comprehension depends largely on ____ .A.the listener's emotion

B.the difficulty of the message

C.the listener's communicative skills

D.The listener's familiarity with the topic

请帮忙给出每个问题的正确答案和分析，谢谢！

A.are reading

B.is reading

C.reads

D.read

A.form

B.link

C.conjunction

Whose textbook is this？

It()John's. It has his name on it.

A. can't be

B. must be

C. might be

Which of the followings are mentioned as Fomous Hotels in the textbook？

A. Jinling Hotel

B. Crown Plaza Beijing

C. Crown Plaza Shanghai

D. Holiday Inn

A.foreign

B.blind

C.advanced

D.deaf

A.foreign

B.blind

C.advanced

D.deaf

The passage is probably taken from______.

A. an advertisement

B. a textbook

C. a news report

D. an instruction (说明书)

C15．You my ________ the textbook if you don’t know thenswer to the question.refer to B．del with C．look up D．look into

A．refer to

B．deal with

C．look up

D．look into