题目内容
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.
The Internet raises major issues and challenges for education, not just in China but all over the world. Yet it simply cannot be ignored in terms of the opportunities and resources that it can offer.
We can divide the main issues facing education systems into three groups — access, quality and responsibility. Let us consider the Internet in relation to each of them.
First, access. Through the Internet, practically the whole world can be brought into your classroom. Using e-mail makes it possible to have a class whose members are spread all over the world and who may never meet either the teacher or each other face to face. It can put students in different countries in easy contact.
The information resources available are almost limitless. With the Internet, students and teachers can access the wisdom, experience, skills, and even guidance of others in a way that was only possible for a very privileged few.
Next, quality. The Internet does pose serious problems of quality for education systems. Obviously, there is a lot of material on the Internet that no one would want children or students to have uncontrolled access to, but there are other problems which are very difficult to solve.
The first is how to handle the sheer quantity of information available, and how to make it manageable.
Because anyone can put information on the Internet, and there are no limits on quantity, it can be almost impossible to find exactly the information that one wants. Teachers and students cannot afford to waste time on unsuccessful searching.
How can we identify the information which will be most useful without overloading ourselves and our students with unnecessary information？ How do we select the best information from all that is available？
This raises the issue of responsibility. There are few editors or quality controllers on the Internet. The ultimate responsibility for selection and judgment falls to the user, whether teacher or student. Teachers, and still less students, are not experts in every field; what we select may not be what we really want, perhaps is old, even wrong.
Any profession must take some collective responsibility in resolving these problems. Conscious and deliberate efforts have to be made to share information between teachers about useful sites and about the best way to use them.
Those who have found something useful or of high quality should not keep the information to themselves, but share it as widely as possible.
There are many professional discussion groups active on the Internet which aim to do this. Access to them by teachers should be actively encouraged. This will require investment by institutions in giving easy access to the Internet and email to all teachers. Without this investment, educators — and ultimately students — will be deprived of a vital resource for the development of education in the future.
With which of the following statements would the author be least likely to agree？
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Early theories held that dreams were reflection of people's real, physical worlds.
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听力原文：W: Bob, can we really afford a holiday？ We're paying for this house and the furniture is on HP and..
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W: Shall we go to Sweden？
M: Sweden' s colder than Sheffield. I' d rather not go to Sweden.
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(20)
An immigrant kid whose family rents an apartment in a city two-flat, he attended the North Shore school with full scholarship. All the aunts and uncles were so proud that they made their way from the old country or from various comers of this country to celebrate his graduation.
A debate is raging about whether immigrant children first should be taught English, then their other subjects; or whether they should be taught other subjects in their native tongue as they are more gradually introduced to English over two to three years.
California voters recently banished the gradual approach—bilingual education—in favor of immersion in the English language. The Chicago Public Schools in February put a three-year deadline on moving into all English classes in most cases. But that was never an issue for this graduate, and it never came up for discussion at his party. Relatives and friends laughed and reminisced in their native tongue, inside and outside, on sofas and lawn chairs. Before long, the instruments came out, old world music filled the air and the traditional dancing began.
Like many immigrant chidren, the graduate listens to his parents in the old language and responds to them in English. During a year after arriving here and enrolling in a Chicago Public School he was speaking fluent English with an American accent so strong that his parents would roll their eyes.
But fluency had not come easily; it required a year of total immersion in English, including a teacher who never could seem to learn how to pronounce his name correctly. "He'd come home crying," his mother said.
Now, you can't hear a trace of his original language in his voice. The switch, at least for him, has been complete; a matter of personal preference early on, he says, but now to the point where he has trouble remembering how to speak his first language at ail.
But he still understands.
At the graduation party, his father asked for a beer in the native tongue, and the young man tossed him a can without missing a beat.
What does the phrase "from various comers of this country" probably mean？
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