EDGEWOOD—Every morning at Dixie Heights High school, customers pour into a speci

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EDGEWOOD—Every morning at Dixie Heights High school, customers pour into a special experiment :the district’s first coffee shop run mostly by students with special learning needs.
Well before classes start, students and teachers order Lattes, Cappuccinos and Hot Chocolates. Then, during the first period, teachers call in orders on their room phones, and students make deliveries.
By closing time at 9.20 a.m. , the shop usually sells 90drinks.
“whoever made the chi tea, Ms. Schwartzman says it was good, ”Christy McKinley , a second year student , announced recently, after hanging up with the teacher.
The shop is called the Dixie PIT, which stands for Power in Transition. Although some of the students are not disabled, many are, and the PIT helps them prepare for life after high school.
They learn not only how to run a coffee shop but also how to deal with their affairs. They keep a timecard and receive paychecks, which they keep in check registers.
Special-education teachers Kim Chevalier and Sue Casey introduced the Dixie PIT from a similar program at Kennesaw Mountain High School in Georgia.
Not that it was easy. Chevalier’s first problem to overcome was product-related. Should schools be selling coffee? What about sugar content?
Kenton County Food Service Director Ginger Gray helped. She made sure all the drinks, which use non-fat milk, fell within nutrition（营养）guidelines.
The whole school has joined in to help.
Teachers agreed to give up their lounge(休息室)in the morning. Art students painted the name of the shop on the wall. Business students designed the paychecks. The basketball team helped pay for cups.
小题1:.What is the text mainly about？

A．A best-selling coffee.

B．A special educational program.

C．Government support for schools.

D．A new type of teacher-student relationship.

小题2:The Dixie PIT program was introduced in order to .

A．raise money for school affairs

B．do some research on nutrition

C．develop students’ practical skills

D．supply teachers with drinks

小题3:How did Christy McKinley know Ms. Schwartzman’s opinion of the chi tea？

A．She met her in the shop.

B．She heard her telling others.

C．She talked to her on the phone.

D．She went to her office to deliver the tea.

小题4:We know from the text that Ginger Gray .

A．manages the Dixie PIT program in Kenton County

B．sees that the drinks meet health standards

C．teaches at Dixie Heights High School

D．owns the school’s coffee shop

答案

小题1:
小题2:
小题3:
小题4:

解析

小题1:B。考查文章主题大意。主要看首段customers pour into a special experiment: the district"s first coffee shop run mostly by students with special learning needs和第五段最后the PIT helps them prepare for life after high school.文章主要讲的是一个特殊的教育项目。
小题2:C。第五和第六段说明这个教育项目是为学生走出社会做准备的，所以主要是锻炼学生的实际动手能力。
小题3:C。第四段，考查hang up的意思“挂电话”。
小题4:B。倒数第三段。

OPENING TIMES:
20 Mar to 19 Oct
Mon to Sat: 9:00am to 5:00pm
Sun:9:30am to 5:00pm
20 Oct to 19Mar
Mon to Sat:9:30am to 4:00pm
Sun:10:00am to 4:00pm

举一反三

Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was, however, largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22,000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless.
The dropouts rate was found to be 31 per cent, and in most cases the dropouts, while not completing the Ph. D. requirement, went on to productive work. They are not only doing well financially, but, according to the report, are not far below the income levels of those who went on to complete their doctorates.
Discussing the study last week, Dr. Tucker said the project was initiated ‘because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.’
“The results of our research” Dr. Tucker concluded, “did not support these opinions.”
Lack of motivation was the principal reason for dropping out.
Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialities.
Most dropouts are now engaged in work consistent with their education and motivation.
Nearly 75 per cent of the dropouts said there was no academic reason for their decision, but those who mentioned academic reason cited failure to pass the qualifying examination, uncompleted research and failure to pass language exams. Among the single most important personal reasons identified by dropouts for non-completion of their Ph. D. program, lack of finances was marked by 19 per cent.
As an indication of how well the dropouts were doing, a chart showed 2% in humanities were receiving $ 20,000 and more annually while none of the Ph. D. ‘s with that background reached this figure. The Ph. D. ‘s shone in the $ 7,500 to $ 15,000 bracket with 78% at that level against 50% for the dropouts. This may also be an indication of the fact that top salaries in the academic fields, where Ph. D. ‘s tend to rise to the highest salaries, are still lagging behind other fields.
As to the possibility of getting dropouts back on campus, the outlook was glum. The main condition which would have to prevail for at least 25 % of the dropouts who might consider returning to graduate school would be to guarantee that they would retain their present level of income and in some cases their present job.
小题1:The author states that many educators feel that
[A] steps should be taken to get the dropouts back to campus.
the fropouts should return to a lower quality school to continue their study.
[C] the Ph. D. holder is generally a better adjusted person than the dropout.
[D] The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty members.
小题2:Research has shown that
[A] Dropouts are substantially below Ph. D. ‘s in financial attainment.
the incentive factor is a minor one in regard to pursuing Ph. D. studies.
[C] The Ph. D. candidate is likely to change his field of specialization if he drops out.
[D] about one-third of those who start Ph. D. work do not complete the work to earn the degree.
小题3:Meeting foreign language requirements for the Ph. D.
[A] is the most frequent reason for dropping out.
is more difficult for the science candidate than for the humanities candidate.
[C] is an essential part of many Ph. D. programs.
[D] does not vary in difficulty among universities.
小题4:After reading the article, one would refrain from concluding that
[A] optimism reigns in regard to getting Ph. D. dropouts to return to their pursuit of the degree.
a Ph. D. dropout, by and large, does not have what it takes to learn the degree.
[C] colleges and universities employ a substantial number of Ph. D. dropouts.
[D] Ph. D. ‘s are not earning what they deserve in nonacademic positions.
小题5:It can be inferred that the high rate of dropouts lies in
[A] salary for Ph. D. too low.
academic requirement too high.
[C] salary for dropouts too high.
[D] 1000 positions.
Vocabulary
dropout          辍学者，中途退学
well-rounded       全面的
attrition          缩/减员，磨损
drain          枯竭
bracket          一类人，（尤指按收入分类的）阶层
lagging behind other fields    落后于其它领域
glum          阴郁的

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How would you like to teach yourself, rather than have teachers? According to the UK’s Department of Education and Skills, students will teach themselves in the schools of the future. This means that there will be no more problems such as finding enough teachers.
Estelle Morris, the UK Education Secretary, opened the 2002 Education Technology Conference in London recently. To start the conference, she presented a video showing a computer—generated model of the school of tomorrow.
Greater use of computer technology and classroom assistants will help students develop their own way of learning, Morris said. She added that this is a more exciting as well as a more interesting way of learning.
At the same time, teachers will be “freed from their traditional role as the source of all knowledge”.
Children of all abilities will “form the curriculum(课程)around their individual needs.” They will “learn in their own time, at their own speed and in their own environment”.
At home or at school, they will follow their learning programmes by looking at online libraries and watching lessons by world-class teachers and subject experts.
Instead of going on field trips, students will use virtual reality. If they don’t understand something, they can ask other students—“take part in virtual communities with learners with similar needs”—or e-mail their teachers. They will hand in their work electronically to be “auto-marked”.
The classroom of the future is fast becoming a reality.
And the Department of Education will soon produce a guide to help schools adapt buildings for new technology, Morris said. These ideas are based on the UK government’s plan to create an education system that provides students with a strong grounding of knowledge and skills at primary school level. And provides the chance for students to develop their individual skills at secondary school level.
小题1:According to the UK’s Department of Education and Skills, the school of the future will ______.

A．cause more problems such as being able to find enough teachers

B．set no homework and no tests for students

C．make good use of the computer technology and classroom assistants

D．enable students to learn by themselves without teachers

小题2:Estelle Morris thinks that computer technology does good to teachers in ________.

A．helping students develop their own way of learning

B．enabling students to experience interesting and exciting ways of learning

C．providing students with knowledge of all sorts

D．not being considered the source of various knowledge

小题3: If the students do not understand something, they can _______.

A．go on a field trip

B．go to ask their teachers to help them

C．send e-mail to ask for a teacher’s help

D．have a look at other learners’ homework

小题4: If s a student is under the UK’s newly-developed education system,he will be ________.

A．provided with a basic knowledge from the beginning

B．given more knowledge at primary school level

C．helped to use computers better

D．supplied chance to develop their basic skills

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Mass transportation revised the social and economic fabric of the American city in three fundamental ways. It catalyzed physical expansion, it sorted out people and land uses, and it accelerated the inherent instability of urban life. By opening vast areas of unoccupied land for residential expansion, the omnibuses, horse railways, commuter trains, and electric trolleys pulled settled regions outward two to four times more distant form city centers than they were in the premodern era. In 1850, for example, the borders of Boston lay scarcely two miles from the old business district; by the turn of the century the radius extended ten miles. Now those who could afford it could live far removed from the old city center and still commute there for work, shopping, and entertainment. The new accessibility of land around the periphery of almost every major city sparked an explosion of real estate development and fueled what we now know as urban sprawl. Between 1890 and 1920, for example, some 250,000 new residential lots were recorded within the borders of Chicago, most of them located in outlying areas. Over the same period, another 550,000 were plotted outside the city limits but within the metropolitan area. Anxious to take advantage of the possibilities of commuting, real estate developers added 800,000 potential building sites to the Chicago region in just thirty years – lots that could have housed five to six million people.
Of course, many were never occupied; there was always a huge surplus of subdivided, but vacant, land around Chicago and other cities. These excesses underscore a feature of residential expansion related to the growth of mass transportation: urban sprawl was essentially unplanned. It was carried out by thousands of small investors who paid little heed to coordinated land use or to future land users. Those who purchased and prepared land for residential purposes, particularly land near or outside city borders where transit lines and middle-class inhabitants were anticipated, did so to create demand as much as to respond to it. Chicago is a prime example of this process. Real estate subdivision there proceeded much faster than population growth.
小题1:With which of the following subjects is the passage mainly concerned?
[A] Types of mass transportation.
[B] Instability of urban life.
[C] How supply and demand determine land use.
[D] The effect of mass transportation on urban expansion.
小题2:Why does the author mention both Boston and Chicago?
[A] To demonstrate positive and negative effects of growth.
[B] To exemplify cities with and without mass transportation.
[C] To show mass transportation changed many cities.
[D] To contrast their rate of growth.
小题3:According to the passage, what was one disadvantage of residential expansion?
[A] It was expensive.
[B] It happened too slowly.
[C] It was unplanned.
[D] It created a demand for public transportation.
小题4:The author mentions Chicago in the second paragraph as an example of a city,
[A] that is large.
[B] that is used as a model for land development.
[C] where the development of land exceeded population growth.
[D] with an excellent mass transportation system.
Vocabulary
1.revise          改变
2.fabric          结构
3.catalyze          催化，加速
4.sort out          把……分门别类，拣选
5.omnibus          公共汽车/马车
6.trolley          （美）有轨电车，（英）无轨电车
7.periphery       周围，边缘
8.sprawl          建筑物无计划延伸，蔓延，四面八方散开
9.lot          小片土地
10.underscore       强调，在下面划横线
11.transit lines       运输线路
12.subdivision       （出售的）小块土地，再划分小区

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Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answer to these questions is yes. To some extent our intelligence is given to us at birth, and no amount of education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of person’s intelligence are fixed at birth, whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligence. Thus if we take two unrelated people at random from population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will very probably be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all are likely to have similar degree of intelligence.
小题1: The writer is in favor of the view that man’s intelligence is given to him____________.

A．at birth

B．through education

C．neither at birth nor through education

D．both at birth and through education

小题2:If a child is born with low intelligence, he can_____________________.

A．become a genius

B．still become a genius if he should be given special education

C．reach his intelligence limits in rich surroundings

D．not reach his intelligence in his life.

小题3:The example of the twins going to a university and to a factory separately shows_________.

A．the importance of their intelligence

B．the importance of their positions

C．the role of environment on intelligence

D．the part that birth plays

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Global warming happens when greenhouse gases trap heat and light from the sun in the earth’s atmosphere, which increases the temperature. This is like when heat is trapped in a car. On a hot day, the car gets hotter when it is out in the parking lot. This is because the heat and light from the sun can get into the car, by going through the windows，but it can’t get back out. This is what the greenhouse effect does to the earth .The heat and light can get through the atmosphere, but it can’t get out As a result，the temperature rises.
Sometimes the temperature can change in a way that helps us. The greenhouse effect makes the earth appropriate for people to live on Without it，the earth would be freezing，or it would be burning hot. It would be freezing at night because we would not get the sun’s heat and light .During the day, especially during the summer, it would be burning because the sun would be up with no atmosphere to filter(过滤)it，so people，plants，and animals would be exposed to all the light and heat.
Although the greenhouse effect makes the earth able to have people living on it，if there gets to be too many gases，the each can get unusually warmer, and many plants，animals．and people will die. Plants would die because they would not be able to take the heat .This would cause us to have less food to eat, and it would also limit the food that animals have. With less food for the animals that we need to survive we would even have less food. Gradually, people，plants，and animals would all die of hunger．
People are doing many things to try to stop global warming .One thing is carpooling—driving with someone to a place that you are both going to. Another thing is being more careful about leaving electrical devices turned on. Now, more people are even riding buses or bikes to lower the amount of greenhouse gases in the air .Although adults do many things to help stop global warming, kids call do just as much.
小题1:By the example given in Paragraph l, the author wants to__________.

A．explain how global warming happens

B．show his feeling in a car in hot summer

C．tell us cars are causes of greenhouse gases

D．say that I there are greenhouse gases in every car

小题2:The underlined word ‘it” in Paragraph 2 refers to__________.

A．light

B．greenhouse effect

C．temperature

D．heat

小题3:What is the effect of atmosphere?

A．IT only traps the heat of the sun.

B．It does great harm to humans.

C．It makes the earth neither to hot nor too cold.

D．It prevents all the light from the sun shining on the earth.

小题4:What is the main idea of the third paragraph?

A．lf there is greenhouse effect．all the plants will die

B．Human beings are likely to disappear from the earth

C．Crops can ′t take in the heat lf there is greenhouse effect

D．Although greenhouse effect is necessary．Too much of it will cause us to die.

小题5:What will the author most probably discuss in the paragraph that follows?

A．What kids can do to help stop global warming.

B．Who should be responsible for the environmental problems.

C．What global warming is doing to the environment.

D．Why cars and buses pollute the air a lot

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