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Passage Four It was 1985, and Rafe Esquith was beginning his third year of teaching in Los Angeles public schools. He faced a class of 40 sixth-graders from low-income homes where English rarely was spoken, and the best reader among them was two years below grade level. So, what the beck, he decided to teach them Shakespeare. Five families agreed to let their children play "Macbeth" for two hours after school. This proved to be so much fun that, within weeks, Esquith had 28 kids happily soaking up the drama of blood and betrayal in medieval Scotland. They were learning many words they had never heard before. But when Esquith asked a school district supervisor for official approval, he received this note: " Mr. Esquith, it is not appropriate that you stay after school to teach Shakespeare. It would be better if you did something with the children that is academic. " It would not be the last time that the narrow thinking of bigcity school administration got in Esquith’s way. Yet the bearded, 6-foot-tall cyclone has proved that a teacher who thinks very big— much harder lessons, larger projects, extra class time—can help disadvantaged children in ways most educators never imagine. This was difficult at first, until he stumbled upon a concept of teaching that is at the core of his success. American children, even those from hardworking immigrant cultures, have in Esquith’s view been wrongly taught that learning should always be fun, by teachers who think hard lessons are bad for kids from low-income homes. When faced with something difficult, such ’students don’t know what to do. The Declaration of Independence says Americans are entitled to the pursuit of happiness, but the emphasis in public schooling has been on the happiness, he believes. "What happened to pursuit" Esquith said. So he has created an entirely new universe in his classroom, cherishing effort and the slogan, "There Are No Shortcuts". As for their own dramatic performances, Esquith got around the original ban on his after-school "Macbeth" rehearsals by switching to Thornton Wilder’s " Our Town. " When that class finally performed the Shakespeare play, a school district supervisor showed up. The high-ranking district administrator came up afterward and shook his hand. "Rare," she said, " I’ve never seen Shakespeare done better. " It can be learned from the passage that Esquith’s students ______.
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Passage Four It was 1985, and Rafe Esquith was beginning his third year of teaching in Los Angeles public schools. He faced a class of 40 sixth-graders from low-income homes where English rarely was spoken, and the best reader among them was two years below grade level. So, what the beck, he decided to teach them Shakespeare. Five families agreed to let their children play "Macbeth" for two hours after school. This proved to be so much fun that, within weeks, Esquith had 28 kids happily soaking up the drama of blood and betrayal in medieval Scotland. They were learning many words they had never heard before. But when Esquith asked a school district supervisor for official approval, he received this note: " Mr. Esquith, it is not appropriate that you stay after school to teach Shakespeare. It would be better if you did something with the children that is academic. " It would not be the last time that the narrow thinking of bigcity school administration got in Esquith’s way. Yet the bearded, 6-foot-tall cyclone has proved that a teacher who thinks very big— much harder lessons, larger projects, extra class time—can help disadvantaged children in ways most educators never imagine. This was difficult at first, until he stumbled upon a concept of teaching that is at the core of his success. American children, even those from hardworking immigrant cultures, have in Esquith’s view been wrongly taught that learning should always be fun, by teachers who think hard lessons are bad for kids from low-income homes. When faced with something difficult, such ’students don’t know what to do. The Declaration of Independence says Americans are entitled to the pursuit of happiness, but the emphasis in public schooling has been on the happiness, he believes. "What happened to pursuit" Esquith said. So he has created an entirely new universe in his classroom, cherishing effort and the slogan, "There Are No Shortcuts". As for their own dramatic performances, Esquith got around the original ban on his after-school "Macbeth" rehearsals by switching to Thornton Wilder’s " Our Town. " When that class finally performed the Shakespeare play, a school district supervisor showed up. The high-ranking district administrator came up afterward and shook his hand. "Rare," she said, " I’ve never seen Shakespeare done better. " It can be learned ft’om the last paragraph that ______.
短期债券投资持有期间获得的利息，除取得时已计入应收项目的利息外，其他应在实际收到时确认为投资收益。( )
请联系“给定资料”，整理自己的思考，自拟题目，写一篇文章。 要求： ①观点明确，内容充实，结构完整，语言生动流畅。 ②结合“给定资料”中所反映的一个主要问题，写一篇见解比较深刻的文章。 ③1000字左右。
Passage Five It was a merry Christmas for Sharper Image and Neiman Marcus, which reported big sales increases over last year’s holiday season. It was considerably less cheery at Wal-Mart and other lowpriced chains. We don’t know the final sales figures yet, but it’s clear that high-end stores did very well, while stores catering to middle- and low-income families achieved only modest gains. Based on these reports, you may be tempted to speculate that the economic recovery is an exclusive party, and most people weren’t invited. You’d be right. Commerce Department figures reveal a startling disconnect between overall economic growth and the incomes of a great majority of Americans. In the third quarter, real G. D. P. rose at an annual rate of 8.2%. But wage and salary income, adjusted for inflation, rose at an annual rate of only 0.8%. Why aren’t workers sharing in the so-called boom Start with jobs. Employment began rising in August, but the pace of job growth remains modest, averaging less than 90 000 per month. But if the number of jobs isn’t rising much, aren’t workers at least earning more You may have thought so. After all, companies have been able to increase output without hiring more workers, thanks to the rapidly rising output per worker. Historically, higher productivity has translated into rising wages. But not this time: thanks to a weak labor market, employers have felt no pressure to share productivity gains. Calculations by the Economic Policy Institute show real wages for most workers flat or falling even as the economy expands. So who’s benefiting from the economy’s expansion The direct gains are going largely to corporate profits. Indirectly, that means that gains are going to the big stockholders, who are the ultimate owners of corporate profits. For most Americans, current economic growth is something interesting, that is, however, happening to other people. This may change if serious job creation ever kicks in, but it hasn’t so far. The big question is whether a recovery that does so little for most Americans can really be sustained. Can an economy thrive on sales of luxury goods alone We may soon find out. The author seems to indicate that ______.
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