Many schools also celebrate Harvest Festival.（）

urses in their major field of study, students enroll in elective(选修的) courses. They may take classes that help them understand more about people, nature, government, or the arts. Well-rounded people are likely to be better citizens, better parents and more interesting and interested individuals. Although two-thirds of American high school graduates go on to study in college, recent high school graduates no longer dominate the college campuses. Adults of all ages return to the classroom, either for new vocational skills or for personal growth. In 1966,for example,almost 20%of American college students were over age 35. Some 500,000 college students are over 50. American faith in the value of education is exemplified by the rising number of Americans who have at least a bachelors degree. Almost one-quarter of Americans over age 25 are college graduates. College attendance is not reserved for the wealthy and the academically talented. It is available to anyone who wants to go. Right now about 15 million students are taking advantage of the opportunity. For those not academically prepared to handle college-level work, about 80% of undergraduate schools offer remedial (sometimes called developmental)classes in reading,writing and math.The U. S. has about 3,700 institutions of higher learning. About 1,600 of these are 2-year schools. More than 2,000 are 4-year schools, many of which also have graduate programs. With so many colleges to choose from,how do prospective students find the right one for their needs？ Information about schools is easy to obtain. Students can write for printed information and applications. Some schools even mail out video. Students can also use computer programs that allow them to specify particular interests and print out a list of schools that fit their description. Most institutions of higher learning also have web sites. Many schools send college representatives to high schools and two-year colleges to recruit students. Finally,many students visit colleges,take tours of campuses,and talk to counselors.

The word "well-rounded"in Paragraph 1 means______.

A．well developed in a range of aspects

B．rounded in shape or well developed

C．well planned and balanced

D．full, varied, and satisfying

y interesting things to see and to do. You can go to different kinds of museums, plays and films. You can also go shopping to buy things from all over the world. But there are serious problems in big cities too. The cost of living is high, and there are too many people in some of big cities. Every year many people move to the cities because there are some chances to find jobs, to study at good schools, and to receive good medical care. But sometimes these people cannot find work or a good place to live in. Also, too many people in a small space make it hard to keep the cities safe and clean.

Some people enjoy living in big cities. Others do not. Before people move to big cities, they should think about the problems of living there.

Which is the best title(题目)for this passage？

A．Big cities.

B．New York, London, and Paris.

C．Exciting Places in Big Cities.

D．Serious Problems in Big Cities.

tive and healthy adults.In the United States, elementary and middle schools are advised to give students two and a half hours of physical activity a week.That is what the Centers for Disease Control and Prevention and the American Heart Association recommend (推荐). They say high schools should provide about four hours of physical activity each week. Yet many schools across the country have reduced their physical education programs. Criticism of the cuts has led in some places to efforts to give students more time for exercise, not less.

The future health of Americans may depend on it. Just this week, a study reported that life expectancy (预期寿命) has fallen or is no longer increasing in some parts of the United States. The situation is worst among poor people in the southern states, and especially women. Public health researchers say it is largely the result of increases in obesity (肥胖), smoking and high blood pressure. They also blame differences in health services around the country.

In 2006, a study found that only four percent of elementary schools provided daily physical education all year for all grades. This was true of eight percent of middle schools and two percent of high schools. The study also found that 22 percent of all schools did not require students to take any P. E. (体育课).

Charlene Burgeson is the executive director of the National Association for Sport and Physical Education. She says one problem for P. E. teachers is that schools are under pressure to put more time into academic subjects. Also, parents may agree that children need exercise in school. Yet many parents today still have bad memories of being chosen last for teams because teachers favored the good athletes in class.

But experts say P. E. classes have changed. They say the goal has moved away from competition and toward personal performance, as a way tp build a lifetime of activity. These days, teachers often lead activities like weight training and yoga. Some parents like the idea of avoiding competitive sports in P.E class. Yet others surely dislike that idea. In the end, schools may find themselves in a no-win situation.

Why are schools recommended to give students certain time for sports？

A．Because different schools set up different physical education programs.

B．Because the physical activity of children will influence their health in adulthood.

C．Because nowadays children spend too much time on their studies.

D．Because only four percent of elementary schools provided daily physical education.

ake. In theory, at least, the problem is that there are very many choices to make. Let us try to list some of the alternatives between which parents are forced to decide. To begin with, they may ask themselves whether they would like their child to go to a single-sex school or a co-educational school. They may also consider whether he should go to a school which is connected to a particular church or religious group, or whether the school should have no such connections. Another decision is whether the school should be one of the vast majority financed by the State or one of the very small but influential minority of private schools, though this choice is, of course, only available to the small number of those who can pay. Also connected with the question of money is whether the child should go to a boarding school or live at home. Then there is the question of what the child should do at school. Should it be a school whose curriculum lays emphasis, for instance, on necessary skills, such as reading, writing and mathematics, or one which pays more attention to developing the child's personality, morally, emotionally and socially. Finally, with dissatisfaction with conventional education as great as it is in some circles in England and certainly in the USA, the question might even arise in the parents' minds as to whether the child should be compelled to go to school at all. Although in practice, some parents may not think twice about any of these choices and send their child to the only school available in the immediate neighbourhood, any parent who is interested enough can insist that as many choices as possible be made open to him, and the system is theoretically supposed to provide them.

Parents find choosing a school hard because______.

A．there is a limited number of choices.

B．some schools are very expensive.

C．some schools are government schools.

D．they are faced with a variety of offers.

Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a bitter and sometimes violent dispute. By 1965, when a measure of genuine integration had become a reality in many school districts, the schools again found themselves in the eye of a stormy controversy. This time the question was not which children were going to what schools but what kind of education society should provide for the students; the goal of high academic performance, which had been revived by criticisms and reforms of the 1950s and early 1960s, began to be challenged by demands for more liberal and free schooling.

Many university and some high-school students from all ethnic groups and classes had been growing more and more frustrated--some of them desperately so--over what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife, deadly weaponry, and discrimination. Pressure for reform. came not only from students but also from many educators. While students and educators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly.

The blacks wanted new textbooks in which their people were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take into account the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods that recognized their existence as individual human beings rather than as faceless robots competing for grades.

Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students' social and ethnic backgrounds. Moreover, for educational reformers the urban ghetto school became a symbol of a general failure of American education to accomplish the goal of individual development. Also reminiscent of those decades were the child-centered schools that sprang up in the later 1960s as alternatives to and examples for the traditional schools. The clash between the academically and the humanistically oriented schools of thought, therefore, was in many ways one more encounter in the continuing battle between conservatives and liberals.

In 1965, a heated dispute was centered on whether to stop segregation in schools.

A．True

B．False

nt years. One change is that increasing starting independent public schools【51】 charter schools (特许学校).

In 1991, there were no charter schools in the United States. Today, more than 2,300 charter schools【52】 in 34 states and the District of Columbia. 575,000 students【53】 these schools. The students are from 5 years of age through 18 or older. A charter school is【54】 by groups of parents, teachers and community (社区) members. It is similar in some ways【55】 a traditional public school. It receives tax money to operate just as other public schools do. The【56】 it receives depends on the number of students. The charter school must prove to local or state governments that its students are learning. These governments【57】 the school with the agreement, or charter that permits it to operate. Unlike a traditional public school,【58】, the charter school does not have to obey most laws governing public schools. Local, state or federal governments cannot tell it what【59】. Each school can choose its own goals and decide the ways it wants to【60】 those goals. Class sizes usually are, smaller than in many traditional public schools. Many students and parents say【61】 in charter schools can be more creative.

However, state education agencies, local education-governing committees and unions often【62】 charter schools. They say these schools may receive money badly【63】 by traditional public schools. Experts say some charter schools are doing well while others are struggling. Congress provided 200 million dollars for【64】 charter schools in the 2002 federal budget (预算). But, often the schools say they lack enough money for their【65】. Many also lack needed space.

(51)

A．called

B．asked

C．known

D．said

arning that is made up of many colleges or faculties. It offers three levels of degrees; the lowest being a bachelor’s degree, followed by a master’s degree and lastly a doctorate degree, or PhD. A university also trains students in the professions of law, medicine and engineering. Unlike schools and colleges, a university places a great deal of emphasis on research.

A、comparison/contrast

B、example

C、classification

D、further explanation

y interesting things to see and do. You can go to different kinds of museums, plays and films. You can also buy things from all over the world.

But there are serious problems in big cities too. It's expensive to live there, and there are too many people in some places in big cities. Every year many people move to the cities to find jobs, to study at good schools and receive good medical care (医学救护). But sometimes these people cannot find work or good places to live in. Also it is hard to keep the cities safe and clean.

In big cities people can______.

A．go to different kinds of museums

B．see all kinds of plays and films

C．A and B