When Andrea Peterson landed her first teaching job, she faced the task of creating a music program with almost no money for equipment or supplies in a climate where standards-based learning was the focus and music just provided a break for students and teachers. For her drive and creativity in overcoming those challenges, she's been name national teacher of the year. Principal Waynes Kettler said he's worked with many outstanding teachers in his 22 years as an educator, but Peterson is "just that one step above anybody I've ever worked with before." Kettler and others at Monte Cristo Elementary School talk about the ways she has introduced the learning from other classrooms into her music program and her creativity in working around things such as the lack of money for new music. When students were reading S.E. Hinton's novel in their regular classroom, Peterson helped them write a 30-minute play with scenes from the book. Then they chose three Broadway tunes that focused on race, equality and social justice, the themes of the book. Peterson composed two other sons herself after classroom discussions about the play and the book. The honor means a lot to residents of Granie Falls. It's inspiring to know that people from small towns can even win national honors. As national teacher of the year, Peterson will spend the next year outside classroom, as a national and international spokeswoman for education. Not surprisingly, she is a big believer in the value of arts education. She said it's essential for schools to offer classes such as art or music and physical education because for some kids one of those subjects is the only thing that motivates them to come back to school day after day. Which of the following is an example of Peterson's way of teaching music? A) She wrote plays on themes of race, equality and social justice. B) She made use of the contents of other classes in her teaching. C) She organized classroom discussions of Broadway tunes. D) She helped students compose songs by themselves.
B
Many people believe that you lose the ability to learn new languages as you get older. Language experts, however, will tell you that you're never too old to learn a new language. As you get older, it can be more difficult to learn a new language, though. Children and adults learn new languages in different ways. For children, language is their life. They study for thousands of hours every year, because they need to learn languages to become part of their communities. Adults, on the other hand, are already part of a language community. Learning a new language means becoming part of another language community, and adults rarely get the chance to practice as much as young children do. Moreover, children learning a new language are expected to make mistakes. This gives them freedom when learning to be daring and confident. Adults, however, often feel pressured to be perfect when learning a new language. This can discourage many people and make it even harder to learn a new language. When young children learn a new language, they come to see various languages as a "normal" part of society. This mindset helps them embrace learning a new language without feeling like they're doing something unusual or "too hard". So if you want to learn a new language, go for it! It's never too late to learn a new language. If you're older, it may take more work, but it can be done. If you're a young child, though, now is the time to step out and learn a new language! According to the author, a new language _ . A) can never be learned by the old people B) can be grasped by the old people easily C) can be understood only by the old people D) can be learned by both the old and the young
D
Q: You are given many opportunities in life to choose to be a victim or creator. When you choose to be a victim, the world is a cold and difficult place. "They" did things to you which caused all of your pain and suffering. "They" are wrong and bad, and life is terrible as long as "they" are around. Or you may blame yourself for all your problems, thus internalizing your victimization. The truth is, your life is likely to stay that way as long as you feel a need to blame yourself or others. Those who choose to be creators look at life quite differently. They know there are individuals who might like to control their lives, but they don't let this get in the way. They know they have their weaknesses, yet they don't blame themselves when they fail. Whatever happens, they have choice in the matter. They believe their dance with each sacred moment of life is a gift and that storms are a natural part of life which can bring the rain needed for emotional and spiritual growth. Victims and creators live in the same physical world and deal with many of the same physical realities, yet their experience of life is worlds apart. Victims relish in anger, guilt, and other emotions that cause others---and even themselves---to feel like victims, too. Creators consciously choose love, inspiration, and other qualities which inspire not only themselves, but all around them. Both victims and creators always have choice to determine the direction of their lives. In reality, all of us play the victim or the creator at various points in our lives. One person, on losing a job or a special relationship, may feel as if it is the end of the world and sink into terrible suffering for months, years, or even a lifetime. Another with the same experience may choose to first experience the grief, then accept the loss and soon move on to be a powerful creative force in his life. In every moment and every circumstance, you can choose to have fuller, richer life by setting a clear intention to transform the victim within, and by inviting into... What is the author's purpose in writing this passage? A) To define victims and creators. B) To evaluate victims against creators. C) To explain the relationship between victims and creators. D) To suggest the transformation from victims to creators.
A: D
Although hurricane season doesn't begin until June 1, a Pacific storm has already struck. El Salvador, which was ruined by a Caribbean storm in 1995, was hit by Hurricane Adrian on Friday. This is the first Pacific-born hurricane to ever reach land in this Central American country. Some 14,000 people left from the western coast of El Salvador. The storm weakened as it crossed land, heading east. Heavy rains created deadly flooding problems in the hurricane' s wake. Adrian is the first Pacific storm of the season. It reported maximum continuous winds of 75 miles per hour, the minimum strength of a hurricane. A Category 3 hurricane, Adrian also caused damage and flooding in Honduras. It is expected to break up before reaching the Caribbean Sea on the eastern coast of Central America. Hurricane season typically begins June 1 and lasts through November 30. The National Oceanic and Atmospheric Administration (NOAA) has predicted seven to nine hurricanes for the 2005 season. "It is difficult to make any kind of an exact prediction of how many of these will strike land," NOAA administrator Conrad Lautenbacher said. He predicts two to three hurricanes will strike the U.S. this season. Last year, six of nine hurricanes reached Category 3 strength or higher. Four of those hit Florida within a six-week period. Altogether, Hurricanes Charley, Frances, Ivan, and Jeanne caused more than $40 billion in damage in the Sunshine State. This year' s forecast is based on ocean temperatures. Warmer temperatures produce more tropical storms, which can then turn into hurricanes. "The issue, really, this year is the unusually warm sea surface temperatures in the Atlantic," said Frank Lepore of the National Hurricane Center. We can infer that warmer ocean temperatures _ . A) have nothing to do with the hurricane B) cause less hurricane C) are mo re likely to cause the hurricanes D) do a lot of damage to the areas along the coast
C