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Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the languages he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people. In the same way, when children learn to do all the other things they learn to do without being taught-to walk, run, climb, whistle, ride a bicycle-compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself,
let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end this nonsense of grades, exams, marks, Let us throw them all out, and let the children learn what all educated persons must some day learn, how to measure their own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems sensible to them. With our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential they will need to get in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
1.What does the author think is the best way for children to learn
things?
A.by copying what other people do.
B.by making mistakes and having them corrected.
C.by listening to explanations from skilled people.
D.by asking a great many questions.
2.What does the author think teachers do which they should not do?
A.They give children correct answers.
B.They point out children’s mistakes to them.
C.They allow children to mark their own work.
D.They encourage children to mark to copy from one another.
3.The passage suggests that learning to speak and learning to ride a bicycle
are___.
A.not really important skills.
B.more important than other skills.
C.basically different from learning adult skills.
D.basically the same as learning other skills.
4.Exams, grades, and marks should be abolished because children’s progress
should only be estimated by___.
A.educated persons.
B.the children themselves.
C.teachers.
D.parents.
5.The author fears that children will grow up into adults while being___.
A.too independent of others.
B.too critical of themselves.
C.incapable to think for themselves.
D.incapable to use basic skills.
Section C
What a lovely place Xerox is to work Kim Moloney, a client services
executive, can’t say enough nice things about her employer. ‘It’s a very special
environment,’ she says. ‘People describe Xerox as a family and I was amazed at
the number of people who have worked here for so long.’ It’s tempting to take
Moloney’s comments with a pinch of salt, especially considering that when you’ve
been working somewhere for only two years, as she has at Xerox, everyone seems
old and established. But there’s truth behind her enthusiasm.
Take Carole Palmer, the group resources director. She joined Xerox in 1978 as
a temp and has been in her present role for seven years. ‘Xerox has been good to
me over the years,’ she says. ‘It has supported me through qualifications … and
last year I took part in the vice-president incumbent program.’ Human resources
is taken seriously at Xerox, Palmer says, and the company has a policy of
promoting from within (which would explain Moloney’s amazement at her
colleagues’ longevity). The company takes on only fifteen to twenty graduates
each year and Moloney was part of an intake who joined having already acquired a
couple of years’ work experience. She started as a project manager for Xerox
Global Services before moving into sales. Now her responsibility is to ‘grow and
maintain customer relationships’.
Moloney is based at the head office in Uxbridge. ‘It’s great in terms of
working environment,’ she says. ‘We’ve just got a new provider in the canteen
and … we have brainstorming rooms and breakout areas.’ Much of Moloney’s role is
visiting clients, so she doesn’t have a permanent desk at head office. ‘I’m a
hot-desker, which is good because you get to sit with different people in the
hot-desk areas. And you’re given a place to store your things.’ Head office
staff numbers between 1,200 and 1,500 people, Palmer says. The company has four
other main offices in the UK. The nature of the organization, which encompasses
sales and marketing, global services (the biggest division), developing markets,
research and development and manufacturing, means that the opportunities at the
company vary from service engineers to sales roles and consultants.
Perks include a final-salary pension scheme and various discount schemes. The
reward and recognition scheme is a little different, and rather nice: ‘Each
manager has a budget every year to recognize and reward staff,’ Palmer says. ‘It
can be in the form of a meal for two, or a bottle of wine. It can be up to
£1,000. There’s the recognition, and then there’s putting money behind it.’
Moloney, however, likes the non-cash rewards. ‘Xerox takes care of all its staff
but it also recognizes the people who put in the added effort,’ she says. ‘It
offers once-in-a-lifetime incentive trips, and recently I organized a sailing
trip for my team.’
The idea of working abroad with the company appeals to her, and she says that
her career goal is to be part of the senior management team. Here’s another
employee, it would seem, who is in it for the long haul.
( )1.The journalist of this article thinks that .
A. staff at Xerox are not telling the truth abut the company.
B. Xerox offers great benefits to staff.
C. Xerox is the best company in the world.
D. Xerox has the best working environment.
( )2.The company tends to find its new manager .
A. only form graduates B. on training courses
C. from existing staff D. from job markets
( )3.What does the phrase “to take on” in the sentence “The company takes on
only fifteen to twenty graduates each year and …” of the second paragraph mean?
.
A. To train B. To employ
C. To interview D. To maintain(A)
( )4.As well as recognizing its staff through promotion, Xerox .
A. gives cash bonuses
B. gives unpaid leave to take trips of a lifetime.
C. provides a number of perks.
D. provides huge end-of-year bonuses.
( )5.One common feature of Xerox staff is that they tend .
A. to work hard B. to get promoted
C. work longer hours each day D. not to change employer
Once it was possible to define male and female roles easily by the division of labor. Men worked outside the home and earned the income to support their families, while women cooked the meals and took care of the home and the children. These roles were firmly fixed for most people, and there was not much opportunity for women to exchange their roles. But by the middle of this century, men’s and women’s roles were becoming less firmly fixed.
In the 1950s, economic and social success was the goal of the typical American. But in the 1960s a new force developed called the counterculture. The people involved in this movement did not value the middle-class American goals. The counterculture presented men and women with new role choices. Taking more interest in childcare, men began to share child-raising tasks with their wives. In fact, some young men and women moved to communal homes or farms where the economic and childcare responsibilities were shared equally by both sexes. In addition, many Americans did not value the traditional male role of soldier. Some young men refused to be drafted as soldiers to fight in the war in
Vietnam.
In terms of numbers, the counterculture was not a very large group of people. But its influence spread to many parts of American society. Working men of all classes began to change their economic and social patterns. Industrial workers and business executives alike cut down on “overtime” work so that they could spend more leisure time with their families. Some doctors, lawyers, and teachers turned away from high paying situations to practice their professions in poorer neighborhoods.
In the 1970s, the feminist movement, or women’s liberation, produced additional economic and social changes. Women of all ages and at all levels of society were entering the work force in greater numbers. Most of them still took
traditional women’s jobs as public school teaching, nursing, and secretarial work. But some women began to enter traditionally male occupations: police work, banking, dentistry, and construction work. Women were asking for equal work, and
equal opportunities for promotion.
Today the experts generally agree that important changes are taking place in the roles of men and women. Naturally, there are difficulties in adjusting to these transformations.
1.Which of the following best express the main idea of Paragraph 1?
A.Women usually worked outside the home for wages.
B.Men and women’s roles were easily exchanged in the past.
C.Men’s roles at home were more firmly fixed than women’s.
D.Men and women’s roles were usually quite separated in the past.
2.Which sentence best expresses the main idea of Paragraph 2?
A.The first sentence.
B.The second and the third sentences.
C.The fourth sentence.
D.The last sentence.
3.In the passage the author proposes that the counterculture___.
A.destroyed the United States.
B.transformed some American values.
C.was not important in the United States.
D.brought people more leisure time with their families.
4.It could be inferred from the passage that___.
A.men and women will never share the same goals.
B.some men will be willing to exchange their traditional male roles.
C.most men will be happy to share some of the household responsibilities with
their wives.
D.more American households are headed by women than ever before.
5.The best title for the passage may be ___.
A.Results of Feminist Movements
B.New influence in American Life
C.Counterculture and Its consequence
D.Traditional Division of Male and Female Roles.
Investing thousands of pounds in the recruitment and training of each new
graduate recruit may be just the beginning. Choosing the wrong candidate may
leave an organisation paying for years to come.
Few companies will have escaped all of the following failures: people who
panic at the first sight of stress; those with long impressive qualifications
who seem incapable of learning; hypochondriacs whose absentee record becomes
astonishing; and the unstable person later discovered to be a thief or
worse.
Less dramatic, but just as much a problem, is the person who simply does not
come up to expectations, who does not quite deliver; who never becomes a
high-flier or even a steady performer; the employee with a fine future behind
them.
The first point to bear in mind at the recruitment stage is that people don’t
change. Intelligence levels decline modestly, but change little over their
working life. The same is true of abilities, such as learning languages and
handling numbers.
Most people like to think that personality can change, particularly the more
negative features such as anxiety, low esteem, impulsiveness or a lack of
emotional warmth. But data collected over 50 years gives a clear message: still
stable after all these years. Extroverts become slightly less extroverted; the
acutely shy appear a little less so, but the fundamentals remain much the same.
Personal crises can affect the way we cope with things: we might take up or drop
drink, drugs, religion or relaxation techniques, which can be have pretty
dramatic effects. Skills can be improved, and new ones introduced, but at rather
different rates. People can be groomed for a job. Just as politicians are
carefully repackaged through dress, hairstyle and speech specialists, so people
can be sent on training courses, diplomas or experimental weekends. But there is
a cost to all this which may be more than the price of the course. Better to
select for what you actually see rather than attempt to change it.
( )1. The purpose of this passage is to give managers the advice that .
A. Employers should select candidates for their potential.
B. Employers should select candidates for what they are rather than for their
potential.
C. Employers should select the newly graduated and send them on training
courses, diplomas or experimental weekends.
D. Employers should select experienced candidates to avoid spending thousands
of pounds in training.
( )2. According to the passage, which of the following statements is true?
.
A. Absolutely, People don’t change during their working lives.
B. Generally, people change to a large extent during their working lives.
C. Fundamentally, people stay the same during their working lives.
D. Normally, people don’t change at all during their working lives.
( )3. What does a fine future behind them (line 3 of paragraph 3) means?
.
A. Some people will certainly have a promising future though they are not
very competent in their present work.
B. Some people don’t have any potential for their work though they are
employed.
C. Some people can have a bright future though they can’t do their work
well.
D. Some people have potential when they are employed, but never realize that
potential.
( )4. According to the passage, people’s basic abilities like language
learning and numeracy .
A. change little over their working life.
B. never change over their working life.
C. change fundamentally over their working life.
D. change profoundly over their working life.
( )5. The word deliver (line 2 of paragraph 3) means .
A. to take goods to the places or people they are addressed to
B. to give a speech
C. to do what you promised to do
D. to help a woman to give birth to a baby.
1 There's a dimmer switch inside the sun that causes its brightness to rise
and fall on timescales of around 100,000 years - exactly the same period as
between ice ages on Earth. So says a physicist who has created a computer model
of our star's core.
2 Robert Ehrlich of George Mason University in Fairfax, Virginia, modelled
the effect of temperature fluctuations in the sun's interior. According to the
standard view, the temperature of the sun's core is held constant by the
opposing pressures of gravity and nuclear fusion. However, Ehrlich believed that
slight variations should be possible.
3 He took as his starting point the work of Attila Grandpierre of the Konkoly
Observatory of the Hungarian Academy of Sciences. In 2005, Grandpierre and a
collaborator, Gábor ágoston, calculated that magnetic fields in the sun's core
could produce small instabilities in the solar plasma. These instabilities would
induce localised oscillations in temperature.
4 Ehrlich's model shows that whilst most of these oscillations cancel each
other out, some reinforce one another and become long-lived temperature
variations. The favoured frequencies allow the sun's core temperature to
oscillate around its average temperature of 13.6 million kelvin in cycles
lasting either 100,000 or 41,000 years. Ehrlich says that random interactions
within the sun's magnetic field could flip the fluctuations from one cycle
length to the other.
5 These two timescales are instantly recognisable to anyone familiar with
Earth's ice ages: for the past million years, ice ages have occurred roughly
every 100,000 years. Before that, they occurred roughly every 41,000 years.
6 Most scientists believe that the ice ages are the result of subtle changes
in Earth's orbit, known as the Milankovitch cycles. One such cycle describes the
way Earth's orbit gradually changes shape from a circle to a slight ellipse and
back again roughly every 100,000 years. The theory says this alters the amount
of solar radiation that Earth receives, triggering the ice ages. However, a
persistent problem with this theory has been its inability to explain why the
ice ages changed frequency a million years ago.
7 "In Milankovitch, there is certainly no good idea why the frequency should
change from one to another," says Neil Edwards, a climatologist at the Open
University in Milton Keynes, UK. Nor is the transition problem the only one the
Milankovitch theory faces. Ehrlich and other critics claim that the temperature
variations caused by Milankovitch cycles are simply not big enough to drive ice
ages.
8 However, Edwards believes the small changes in solar heating produced by
Milankovitch cycles are then amplified by feedback mechanisms on Earth. For
example, if sea ice begins to form because of a slight cooling, carbon dioxide
that would otherwise have found its way into the atmosphere as part of the
carbon cycle is locked into the ice. That weakens the greenhouse effect and
Earth grows even colder.
9 According to Edwards, there is no lack of such mechanisms. "If you add
their effects together, there is more than enough feedback to make Milankovitch
work," he says. "The problem now is identifying which mechanisms are at work."
This is why scientists like Edwards are not yet ready to give up on the current
theory. "Milankovitch cycles give us ice ages roughly when we observe them to
happen. We can calculate where we are in the cycle and compare it with
observation," he says. "I can't see any way of testing [Ehrlich's] idea to see
where we are in the temperature oscillation."
10 Ehrlich concedes this. "If there is a way to test this theory on the sun,
I can't think of one that is practical," he says. That's because variation over
41,000 to 100,000 years is too gradual to be observed. However, there may be a
way to test it in other stars: red dwarfs. Their cores are much smaller than
that of the sun, and so Ehrlich believes that the oscillation periods could be
short enough to be observed. He has yet to calculate the precise period or the
extent of variation in brightness to be expected.
11 Nigel Weiss, a solar physicist at the University of Cambridge, is far from
convinced. He describes Ehrlich's claims as "utterly implausible". Ehrlich
counters that Weiss's opinion is based on the standard solar model, which fails
to take into account the magnetic instabilities that cause the temperature
fluctuations.
Questions 1-4
Complete each of the following statements with One or Two names of the
scientists from the box below.
Write the appropriate letters A-E in boxes 1-4 on your answer sheet.
A. Attila Grandpierre
B. Gábor ágoston
C. Neil Edwards
D. Nigel Weiss
E. Robert Ehrlich
1. ...claims there a dimmer switch inside the sun that causes its brightness
to rise and fall in periods as long as those between ice ages on Earth.
2. ...calculated that the internal solar magnetic fields could produce
instabilities in the solar plasma.
3. ...holds that Milankovitch cycles can induce changes in solar heating on
Earth and the changes are amplified on Earth.
4. ...doesn't believe in Ehrlich's viewpoints at all.
Questions 5-9
Do the following statements agree with the information given in the reading
passage?
In boxes 5-9 on your answer sheet write
TRUE if the statement is true according to the passage
FALSE if the statement is false according to the passage
NOT GIVEN if the information is not given in the passage
5. The ice ages changed frequency from 100,000 to 41,000 years a million
years ago.
6. The sole problem that the Milankovitch theory can not solve is to explain
why the ice age frequency should shift from one to another.
7. Carbon dioxide can be locked artificially into sea ice to eliminate the
greenhouse effect.
8. Some scientists are not ready to give up the Milankovitch theory though
they haven't figured out which mechanisms amplify the changes in solar
heating.
9. Both Edwards and Ehrlich believe that there is no practical way to test
when the solar temperature oscillation begins and when ends.
Questions 10-14
Complete the notes below.
Choose one suitable word from the Reading Passage above for each answer.
Write your answers in boxes 10-14 on your answer sheet.
The standard view assumes that the opposing pressures of gravity and nuclear
fusions hold the temperature ...10...in the sun's interior, but the slight
changes in the earth's ...11... alter the temperature on the earth and cause ice
ages every 100,000 years. A British scientist, however, challenges this view by
claiming that the internal solar magnetic ...12... can induce the temperature
oscillations in the sun's interior. The sun's core temperature oscillates around
its average temperature in ...13... lasting either 100,000 or 41,000 years. And
the ...14... interactions within the sun's magnetic field could flip the
fluctuations from one cycle length to the other, which explains why the ice ages
changed frequency a million years ago.
