We find that bright children are rarely held back by mix-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade! Besides, it is rather unusual to grade pupils just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their learning ability. We also value personal qualities and social skills, and we find that mixed ability teaching contributes to all these aspects of learning. In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to deal with personal problems as well as learning how to think, to make decisions, to analyze and assess, and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is proper. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. And advanced pupil can do advanced work. It doesn't matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to achieve this goal. The author argues that a teacher's chief concern should be the development of the pupil's _ . A) total personality B) intellectual ability C) personal qualities D) communicative skills
A
(Question)
Long long ago, there was a scholar who always wanted to gain more knowledge each day even though he had already gained enough knowledge. One day, he came to visit a saint and asked to be his student. The saint offered some tea. He slowly filled the scholar's cup: the cup was full, yet he kept pouring. The scholar couldn't help bursting out, "Stop! You can't add anything to something that's already full!" The saint set down the teapot and replied, "Exactly." Whether it's the silence between notes in music, or some open time in your schedule, you need space to act effectively. Yet most of us, myself included, tend to stuff as much as possible into whatever room is available - closets, schedules, budgets, relationships, and even the mind itself. However, some people know how to avoid overstuffing their life. For example, in Australia, it seemed that most people there operated at about 85% of their capacity, unlike Americans pushing as close as to 100% as possible. So when you run into Australians you know in the street, they have time to hang out and talk with you. Remember the cup: its value is in the space, the emptiness it holds. How to empty your "cup" ? Be mindful of the element of space, openness, and emptiness in your life. This includes room in a drawer, the volume of air in a kitchen, and open-mindedness in a friend. Sometimes you're just stuck with a big bucket of tasks yet to do. But at least empty the bucket faster than you fill it with new tasks. Put some space between finishing one thing and starting another. For example, after sending one email, take a breath before replying to another one. Drop the stuff you can no longer afford to lug around. At sea level, you can run with a brick in your backpack, but if you're hiking on a mountain, that brick has to go. We learn that compared to Americans, Australians _ . A) spare more time for themselves B) know less about their capacity C) spend less time with their friends D) are easy to overstuff their life
(Answer)
A
Ques: "Father, do you see Mother in your dreams?" the young girl asks. "You know sometimes I do." "Mother comes to see me a lot, you know. We sit and talk." The father smiles. "How is your homework coming along?" "Why do I have to study so hard?" "It is what your mother would have wanted!" She regrets speaking her mind. "I'm sorry, Father, I shouldn't have said that." She looks up and sees his eyes well up with tears. "It's okay, love," he gets up and pours himself a drink. "I'll just sit outside for a while. You finish up your work, okay?" "I'm sorry, Father; Mother did love you very much. She told me all the time." "Homework, first, eh? Then we can chat about your mother." He heads off outside and sits in his usual chair, looking around the courtyard. The whole area relaxes the mind and somehow soothes the soul. "All finished, Father. May I get a drink and sit with you? I have some questions." She comes with two drinks one for him and one for herself. He looks surprised. She never really liked him having a drink. Although he had cut back a lot from before he brought her here, it still seemed strange. "Mother told me all about you. That is before she passed away. We would laugh together at your love stories." He listens without uttering a single sound. "Why didn't you come and take her away with you? She really wanted that. Did you know that?" Her father looks at his daughter lovingly. "Circumstances were difficult back then. It was just the way things were. When it came time to..." He sighs. "To visit her it was too late." The girl smiles. "I hope I will have the same kind of love you and mother had." "Without all the heartache," her father adds. "She always knew you loved her. She told me every day," the child mentions cheerfully. "I saw her crying sometimes when she read your letters." "Did she make you promise to look after me?" She inquires. "She asked me to take care of you." "You promised her, didn't you?" "Yes, I did." "It is nice out here, isn't it? Mother would have been very happy here." She talks with... Which word best describes father's feeling at the end of the story? A) Regretful B) Satisfied C) Confused D) Doubtful
Ans: A
Question: As soon as you meet, or even see, a person, you form an impression of him based on his posture, gesture and facial expressions. This is why it is important to make a good first impression on the person who will be interviewing you. Within the first 60 seconds of meeting you, the interviewer will have formed an impression about what type of person you are and what kind of employee you would become, and 55% of this will be based only on your body language. Here are some tips to make you that impression a good one. First of all, relax. Think positive thoughts and you are more likely to come across as a positive, confident person during the interview. Dress smartly, as your appearance is one of the first things an interviewer will notice you. Stand up straight, and walk in with your shoulders back and your head up. Try to avoid slowing down as you walk into the room because this suggests fear and uncertainty. Shake hands with the interviewer firmly. You should have a positive handshake and a warm smile. Open your coat or jacket as you sit down shows that you, too, are open. Posture is important. You should be sitting well back in your seat. Sit up straight and lean forward slightly, but not too much. Sitting at too much of an angel expresses discomfort and distrust. Two of the most common signals are crossing your arms and legs, so try to avoid them. Another important issue is eye contact. Looking someone in the eye shows confidence in yourself and trust in the other person. However, don't overdo it, as too much eye contact or starring will make the other person uncomfortable. Use more eye contact when listening than when talking, and when you look away, look down. Looking up at the ceiling will make you seem bored and rude. If you lean forward too much, it means _ . A) you are very bored B) you are too nervous C) you don't have confidence D) you don't trust others
Answer:
D