1 It is a common knowledge that education plays an...

【简答题】Directions: Read the following text and finish the exercises with answers written in your own words. Answers Sample: Introductory paragraph: Paragraph... Body paragraph: Paragraph... Concluding paragraph: Paragraph... Thesis Statement: ...... Para1: topic sentence--...... concluding sentence--... Para 2: topic sentence--...... concluding sentence--... Para 3: topic sentence--...... concluding sentence--... Para 4: topic sentence--...... concluding sentence--... Para 5: topic sentence--...... concluding sentence--... 1 It is a common knowledge that education plays an important role in our lives. The utmost level of education is undoubtedly to have a university degree. However, not every university may meet your expectations. In order to state that you are a graduate of a good university, there should be some requirements to be met. In my opinion, a good university should have qualified teachers, technologically adequate buildings and many facilities for students. 2 First of all, it must have enough qualified teachers for each course. Qualified teachers should have adequate teaching skills in their subjects. Without adequate teaching skills, it will be difficult for the teacher to transfer his/her knowledge to the students. Also, as a person, the teacher should have proper personalities, that is, a teacher should be kind, supportive and understanding to his/her students. Otherwise, they may be disliked. So, good teachers are indispensable for a good university. 3 Secondly, a good university must have many buildings with adequate high technology facilities with students. The classrooms must be large enough and well–equipped. A small classroom or a classroom without technological supplies such as the internet or television will certainly demotivate students. In addition, libraries should have enough books and materials for students. This is very important to do research for students' studies or assignments. All these above considered, technologically developed buildings are necessary for a good university education. 4 Finally, a good university should have many facilities for students. For example, there must be enough sport centers and cafes for students to spend their time. Since students spend most of their time studying at school, they need a place to rest and chat with their friends. In addition, students sometimes need to get over their stress spending time in a sport center. Thus, beside academic study, a good university should provide social opportunities to its students. 5 In conclusion, universities are places where students spend the most important stage of their lives. Universities should support the learning process with qualified teachers, technologically adequate buildings and many social facilities. Students should become familiar with all these characteristics so that they can choose a good university, which will affect their future. EXERCISE 1. Find three parts of the essay : introductory paragraph, body paragraphs and concluding paragraph 2. What is the thesis statement of the essay? 3. What are the topic sentences and concluding sentences in each body paragraph of the essay.

Part A

Directions: Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.

Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept.

We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.

Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part - time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off.

From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher- and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.

Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper".

Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school children rarely get extra teaching, and are told to catch up as best they can.

Many short - stay child - patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.

The author points out at the beginning that ______.

A．every child in hospital is entitled to receive education

B．not enough is known about hospital teaching

C．hospital teaching is of unknown quality

D．the special children's hospitals are worst off

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept. We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.

Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teachers. A further quarter have only a part-time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off. From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher---and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do maths or number work; without a teacher they would only play games.

Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper". Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school children rarely get extra teaching, and are told to catch up as best as they can.

Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.

The author points out at the beginning that______.

A．every child in hospital receives some teaching

B．not enough is known about hospital teaching

C．hospital teaching is of poor quality

D．the special children's hospitals are worst off

Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept.

We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.

Little wonder their latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teacher. A further quarter has only a part-time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off.

From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher — and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher, they were much more likely to read books and do math or number work; without a teacher they would only play games.

Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just “the helper”. Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school, children rarely get extra teaching, and are told to catch up as best they can.

Many short stay child patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.

The author points out at the beginning that ______.

A．every child in hospital receives some teaching

B．not enough is known about hospital teaching

C．hospital teaching is of good quality

D．the special children's hospitals are worst off

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept.

We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital.

Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half of the hospitals in England which admit children have no teacher. A further quarter have only a part-time teacher. The special children's hospitals in major cities do best; general hospitals in the county and holiday areas are worst off.

From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.

Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper".

Children tend to rely on intimate school friends to keep in touch with school work. Once back at school, children rarely get extra teaching, and are told to catch up as best as they can.

Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.

Which of the following statements is true?

A．Every child in hospital receives some teaching.

B．Not enough is known about hospital teaching.

C．Hospital teaching is of poor quality.

D．The special children's hospitals are worst off.

Surprisingly, no one knows how many children receive education, in English hospitals, still less the content or quality of that education. Proper records are just not kept.

We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.

Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country, h is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part-time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off.

From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher -- and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school, ff there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.

Reasons for hospital teaching range from preventing a child falling be hind and maintaining the habit of school to keeping a child occupied, and the

latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper".

Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or re fused by the school. Once back at school, children rarely get extra teaching, and are told to catch up as best they can.

Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.

The author points out at the beginning that ______.

A．every child in hospital receives some teaching

B．not enough is known about hospital teaching

C．hospital teaching is of poor quality

D．the special children's hospitals are worst off