题目内容
（请给出正确答案）
The majority of our students ______the life of these native people.
A. have never heard of
B. has heard about
C. has never heard of
D. have never listened to
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更多“The majority of our students _…”相关的问题
【C1】
A．make from
B．make of
C．make up
D．make off
We're a nation of laws. Our courts are honest and they are independent. The President -- me -- I can't tell the courts how to rule, and neither can any other member of the government. Under our law, everyone stands equal. No one is above the law, and no one is beneath it.
All political power in America is limited and only given by the free vote of the people. We have a Constitution, now two centuries old, which limits and balances the power of the three branches of our government, the judicial(法庭的)branch, the legislative(立法的)branch, and the executive branch, of which I'm a part.
Many of the values that guide our life in America are first shaped in our families, just as they are in your country.American moms and dads love their children and work hard and sacrifice for them, because we believe life can always be better for the next generation. In our families, we find love and learn responsibility and character.
America is a nation guided by faith. Someone once called us "a nation with the soul of a church." This may interest you -- 95 percent of Americans say they believe in God, and I'm one of them.
1、How many objects are held in the hands of the Statue of Liberty？()
A、One
B、Two
C、Three
D、Four
2、According the passage, all people are _____ under the law of the United States.
A、the same
B、different
C、sometimes different
D、sometimes equal
3、The Constitution mentioned in this passage is round _____ years old.
A、100
B、200
C、300
D、400
4、According to the author many of the values of life are first developed _____.
A、in school
B、in the family
C、in work
D、in college
5、From the passage we can easily see that _____.
A、the majority of Americans often go to church
B、the government plays a very important role in a law court
C、light music is popular with old people
D、parents have little influence over their children
How useful are the views of public school students about their teachers？
Quite useful, according to preliminary results released on Friday from a research project that is intended to find new ways of distinguishing good teachers from bad.
Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.
Financed by the Bill and Melinda Gates Foundation, the two-year project involves scores of social scientists and some 3,000 teachers and their students in districts such as New York and Pittsburgh.
Statisticians began the effort last year by ranking all the teachers using a statistical method known as value-added modeling, which calculates how much each teacher has helped students learn based on changes in test scores from year to year.
Thousands of students have filled out confidential questionnaires(秘密调查问卷)about the learning environment that their teachers create. After comparing the students ratings with teachers value-added scores, researchers have concluded that there is quite a bit of agreement.
Classrooms where a majority of students said they agreed with the statement, "Our class stays busy and doesnt waste time," tended to be led by teachers with high value-added scores, the report said.
The same was true for teachers whose students agreed with the statement, "In this class, we learn to correct our mistakes."
Few of the nations 15,000 public school districts systematically question students about their classroom experiences, in contrast to American colleges, many of which collect annual student evaluations to improve instruction, Dr Ferguson said.
Until recently, teacher evaluations were little more than a formality(形式)in most school systems, with the vast majority of instructors getting top ratings, often based on a principals superficial impressions.
But now some 20 states are overhauling their evaluation systems, and many policymakers have been asking the Gates Foundation for suggestions on what measures of teacher effectiveness to use, said Vicki L. Phillips, a director of education at the foundation.
One notable early finding, Ms Phillips said, is that teachers who incessantly(不停地)drill their students to prepare for standardised tests tend to have lower value-added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.
What is said about teachers rated as good at keeping their classes in order？
A．Their students gain more in test scores.
B．Their classes stay busy and don"t waste time.
C．Their students learn fastest during a semester.
D．They help students learn to correct their mistakes.
The principal argument advanced by those opposed to the death penalty, basically, is that it is cruel and inhuman punishment, that it is the mark of a brutal society, and finally that it is of questionable effectiveness as a deterrent to crime anyway. In our opinion, the death penalty is a necessary evil. Throughout recorded history there have always been those extreme individuals in every society who were capable of terribly violent crimes such as murder. But some are more extreme than others.
For example, it is one thing to take the life of another in a fit of blind rage, but quite another to coldly plot and carry out the murder of one or more people in the style. of a butcher. Thus, murder, like all other crimes, is a matter of relative degree. While it could be argued with some conviction that the criminal in the first instance should be merely isolated from society, such should not be the fate of the latter type murderer.
The value of the death penalty as a deterrent to crime may be open to debate. But the overwhelming majority of citizens believe that the death penalty protects them. Their belief is reinforced by evidence which shows that the death penalty deters murder. For example, from 1954 to 1963, when the death penalty was consistently imposed in California, the murder rate remained between three and four murders for each 100 000 population. Since 1964 the death penalty has been imposed only once, and the murder rate has risen to 10.4 murders for each 100 000 population. The sharp climb in the state's murder rate, which began when executions stopped, is no coincidence (巧合). It is convincing evidence that the death penalty does deter many murderers. If the bill reestablishing the death penalty is vetoed (否决), innocent people will be murdered—some whose lives may have been saved if the death penalty were in effect. This is literally a life or death matter. The lives of thousands of innocent people must be protected.
The principal purpose of this passage is to ______ .
A．criticize the government
B．argue for the value of the death penalty
C．speak for the majority
D．initiate a veto
Passage Two
The brain is a seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity？
The answer is no, because brains are more sophisticated than that. Instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.
Previous behavioural studies have shown that learning new information can lead to forgetting. But in a new study, researchers demonstrated for the first time how this effect occurs in the brain.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you lost your bank card. The new card you receive will come with a new personal identificatipn number (PIN). Each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.
And most of us may sometimes feel the frustration of having old memories interfere with new, relevant memories. Consider trying to remember where you parked your car in the same car park you were at a week earlier. This type of memory (where you are trying to remember new, but similar information) is particularly vulnerable to interference.
When we acquire new information, the brain automatically tries to incorporate (合并)it within existing information by forming associations. And when we retrieve (检索) information, both the desired and associated but irrelevant information is recalled.
The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
A very small number of people are able to remember almost every detail of their life. While it may sound like an advantage to many, people with this rare condition often find their unusual ability burdensome.
In a sense, forgetting is our brain’s way of sorting memories, so the most relevant memories are ready for retrieval. Normal forgetting may even be a safety mechanism to ensure our brain doesn’t become too full.
What have past behavioural studies found about our brain？
A.Its capacity actually knows no limits
B.It grows sophisticated with practice
C.It keeps our most precious memories until life’s end
D.New information learned pushes old information out
What do people find about their rare ability to remember every detail of their life？A.It adds to the burden of their memory
B.It makes their life more complicated
C.It contributes to their success in life
D.It constitutes a rare object of envy
What is the benefit of forgetting？A.It frees us from painful memories
B.It helps slow down our aging process
C.It facilitates our access to relevant information
D.It prevents old information from forming associations
What does the passage say about forgetting？A.It can enlarge our brain capacity
B.It helps get rid of negative memories
C.It is a way of organising our memories
D.It should not cause any alarm in any way
What is the emphasis of current studies of memory？A.When people tend to forget
B.What contributes to forgetting
C.How new technology hinders memory capacity
D.Why learning and forgetting arc complementary
请帮忙给出每个问题的正确答案和分析，谢谢！
This students’ phone is_______
A．approved of by the majority
B．disapproved of by the majority
C．rejected by middle school students
D．opposed by the parents of the callers
The majority of these team challenges ______ anywhere.
A: can deliver
B; are delivered
C; can be delivered
Of the thousands of known volcanoes in the world, the ______ majority are inactive.
A．tremendous
B．demanding
C．intensive
D．overwhelming
