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Passage 2
Americans today don′t place a very high value on intellect. Our heroes are athletes,
entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to geta practical education--not to pursue knowledge for the sake of knowledge. Symptoms of pervasiveanti-intellectualism in our schools aren′t difficult to fred.
"Schools have always been in a society where practical is more important than intellectual,"says education writer Diane Ravitch."Schools could be a counterbalance." Ravitch′s latest book,Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in ourschools, concluding they are anything but a counterbalance to the American distaste for intellectualpursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves themvulnerable to exploitation and control. Without the ability to think critically, to defend their ideasand understand the ideas of others, they cannot fully participate in our democracy. Continuing alongthis path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civilsociety."
"Intellect is resented as a form of power or privilege," writes historian and professor RichardHofstadter in Anti-Intellectualism in American Life, a Pulitzer-Prize winning book on the roots ofanti-intellectualism in uspolitics, religion, and education. From the beginning of our history, saysHofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism.
Practicality, common sense, and native intelligence have been considered more noble qualities thananything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling andrigorous book learning put unnatural restraints on children: "We are shut up in schools and collegerecitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know athing." Mark Twain′ s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoidsbeing civilized--going to school and learning to read--so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantlyadmire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks tograsp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes,criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country′ s educationalsystem is in the grips of people who "joyfully and militantly proclaim their hostility to intellect andtheir eagerness to identify with children who show the least intellectual promise."
What does the author think of intellect
Americans today don′t place a very high value on intellect. Our heroes are athletes,
entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to geta practical education--not to pursue knowledge for the sake of knowledge. Symptoms of pervasiveanti-intellectualism in our schools aren′t difficult to fred.
"Schools have always been in a society where practical is more important than intellectual,"says education writer Diane Ravitch."Schools could be a counterbalance." Ravitch′s latest book,Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in ourschools, concluding they are anything but a counterbalance to the American distaste for intellectualpursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves themvulnerable to exploitation and control. Without the ability to think critically, to defend their ideasand understand the ideas of others, they cannot fully participate in our democracy. Continuing alongthis path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civilsociety."
"Intellect is resented as a form of power or privilege," writes historian and professor RichardHofstadter in Anti-Intellectualism in American Life, a Pulitzer-Prize winning book on the roots ofanti-intellectualism in uspolitics, religion, and education. From the beginning of our history, saysHofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism.
Practicality, common sense, and native intelligence have been considered more noble qualities thananything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling andrigorous book learning put unnatural restraints on children: "We are shut up in schools and collegerecitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know athing." Mark Twain′ s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoidsbeing civilized--going to school and learning to read--so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantlyadmire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks tograsp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes,criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country′ s educationalsystem is in the grips of people who "joyfully and militantly proclaim their hostility to intellect andtheir eagerness to identify with children who show the least intellectual promise."
What does the author think of intellect
A.It is second to intelligence.
B.It evolves from common sense.
C.It is to be pursued.
D.It underlies power.
B.It evolves from common sense.
C.It is to be pursued.
D.It underlies power.
参考答案
参考解析
解析：主旨题。根据全文分析，第一段作者说今天的美国人不很看重才智，第二段引用教育学作家戴安娜·莱维西的观点来说明这一点，第三段作者表明自己的态度：鼓励孩子们排斥精神生活使得他们极易被剥削和控制。不能批判地思考、捍卫自己的思想、理解他人的观点，他们就不能充分地参与我们的民主。而且引用作家厄尔·绍利斯的话来说明如果不这么做，国家将“沦为二流国家”。至此．可以看出作者是支持才智的．故正确答案为C。
更多 “Passage 2 Americans today don′t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to geta practical education--not to pursue knowledge for the sake of knowledge. Symptoms of pervasiveanti-intellectualism in our schools aren′t difficult to fred. "Schools have always been in a society where practical is more important than intellectual,"says education writer Diane Ravitch."Schools could be a counterbalance." Ravitch′s latest book,Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in ourschools, concluding they are anything but a counterbalance to the American distaste for intellectualpursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves themvulnerable to exploitation and control. Without the ability to think critically, to defend their ideasand understand the ideas of others, they cannot fully participate in our democracy. Continuing alongthis path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civilsociety." "Intellect is resented as a form of power or privilege," writes historian and professor RichardHofstadter in Anti-Intellectualism in American Life, a Pulitzer-Prize winning book on the roots ofanti-intellectualism in uspolitics, religion, and education. From the beginning of our history, saysHofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities thananything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling andrigorous book learning put unnatural restraints on children: "We are shut up in schools and collegerecitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know athing." Mark Twain′ s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoidsbeing civilized--going to school and learning to read--so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantlyadmire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks tograsp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes,criticizes and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country′ s educationalsystem is in the grips of people who "joyfully and militantly proclaim their hostility to intellect andtheir eagerness to identify with children who show the least intellectual promise." What does the author think of intellect A.It is second to intelligence. B.It evolves from common sense. C.It is to be pursued. D.It underlies power.” 相关考题
考题
The word“shoot”underlined in the 2nd passage probably means“”.A.send forB.move quicklyC.come outD.grow quickly
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According to the passage, the screen or cutters are fitted to __ (1)kill bacteria (2)break up the solid waste (3)remove solid matter with large sizeA.(1)B.(2)C.(2)(3)D.None of (1)(2)(3) is true
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On a ship，a door that is required to be marked KEEP CLOSED is designed to ______．A.prevent the passage of flammable gasesB.prevent the passage of poisonous vaporsC.delay the spread of heat and flamesD.maintain watertight integrity
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To grasp the gist of a passage in a quick way, what may a reader focus on?
A．The transitional paragraphs.
B．The whole passage.
C．The topic sentences.
D．Every sentence in the passage.
考题
小学英语?阅读
一、考题回顾
二、考题解析
【教学设计】
Teaching aims:
Knowledge aim:
Students will master the meaning and usage of the structure “be doing” through reading the passage.
Ability aim:
Students will apply the “be doing” to communicate with each other in real situation.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.
Step 2: Pre-reading
1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.
Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.
2. Careful reading: students read the passage carefully and answer the question: what are the animals doing? Then fill in the blanks.
1. How do you improve students’ interest in learning English?
2. What principle should you use in the post-reading step?
考题
高中英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can know the basic meaning of passage and are able to master the different greeting for the strangers.
Ability aims:
Students can practice guessing content of next paragraph according to the clues which is given in the passage.
Emotional aim:
Students are able to love learning English and like to read different English passage after this lesson.
Key and difficult point:
Key Point: guess the content of next paragraph according to the clues and know the “learned” body language, especially different greetings
Difficult Point: improve students’ reading interest.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Play a video about Chaplin’s mime and ask students several questions:
What kind of body language can you see from this video?
Do you know the meaning of these body language?
Step 2: Pre-reading
Present the passage on the screen and read it for all the students. Before reading, ask students one question: What’s the main ideas of these two paragraphs? And guess the main to topic of this lesson?
Then invite several students to share their ideas.
Step 3: While-reading
1.Lead the students to think one question: Is this a whole passage? And ask students to scan the whole passage and give the teacher answer.
2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students.
3.And different students may be just guess the content of several paragraphs. So give students a chart, ask them to finish discussing in 5 minutes. Then invite two representatives to state the whole passage.
Step4: Post-reading
Guessing game: Present another passage on the screen. And give students 10 minutes to read and discuss.Then make a chart and tell your own stories according to chart in your own group .Then invite the representatives to make a report for the whole class.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph.
Blackboard design:
1.Do you have the experience in teaching?
2. What will you do if you pass this exam?
考题
单选题Which of the following most accurately states the role of the first paragraph in relation to the passage as a whole?A
It summarizes two theories. the relative merits of which are debated in the passage.B
It puts forth an argument that the rest of the passage is devoted to refuting.C
It introduces a new concept that the rest of the passage expands upon.D
It frames the background and relevance of the material to follow.E
It outlines the majorthemes of each of the four paragraphs to follow.
考题
单选题The primary purpose of Passage 2 is to ______.A
deny the claim that the Taj Mahal is beautifulB
highlight the influence of religion on the structureC
explain the historical importance of the buildingD
justify the structure's use as a tombE
discuss the technical points of the Taj Mahal's architecture
考题
单选题The primary purpose of Passage 1 is ______.A
to persuade the author of Passage 2 of the validity of evolutionary theoryB
to describe the process by which protein is created by hemoglobinC
to counter a common misconception about the composition of the human bodyD
to deny the practical application of macroevolutionary theoryE
to deride those who underestimate the complexity of the human body
考题
单选题Unlike the author of Passage 1, the author of Passage 2 answers which of the following questions?A
Where did Shah Jahan have the Taj Mahal constructed?B
How did Moslem influences manifest themselves in the Taj Mahal's design?C
What role did Moslem women play in the design of the Taj Mahal?D
Do all people appreciate the Taj Mahal's architecture?E
How does the Taj Mahal compare with other examples of Islamic architecture?
考题
单选题Which best characterizes how the impact of science on chimpanzees is treated in these two passages?A
The author of Passage 1 lauds the benefits science has produced, while the author of Passage 2 speaks hopefully of possible future benefits.B
Both of the passages react with distrust to the idea of using science to assess chimpanzees.C
The first passage lists the studies that showed positive chimp interactions, while the author of Passage 2 refutes their claims,D
The first passage suggests that science can have a positive impact on perceptions about chimps, whereas the second passage views science as almost universally negative.E
The author of the first passage is more apt to justify using chimps in science than the author of Passage 2.
考题
单选题A flame screen（）.A
permits the passage of vapor but not of flameB
prevents the passage of flammable vaporsC
prevents inert gas from leaving a tankD
permits vapors to exit but not enter a tank
考题
单选题Which of the following best describes the relationship between Passage 1 and Passage 2?A
Passage 2 offers a criticism of the political theory outlined in Passage 1.B
Passage 1 expands upon an argument made in Passage 2.C
Passage 1 refutes the conclusion drawn in Passage 2.D
Passage 2 offers a balanced counterpoint to the biased opinions expressed in Passage 1E
Passage I offers evidence to support the main idea of Passage 2.
考题
单选题From the passage we can infer that the passage is probably selected from______.A
a speech to business leadersB
a speech of a manager to his staffC
an article in a popular magazineD
a movie
考题
单选题Which of the following activities can be used to get the main idea of a passage? _____.A
reading the passage in detailB
reading to sequence the eventsC
reading to fill in the chartsD
reading the first and last sentences of the passage and the paragraphs
考题
单选题In Passage 2, the author's tone can be characterized as ______.A
extremist and accusatoryB
judgmental yet optimisticC
passionate and naiveD
depressing but determinedE
evaluative and pessimistic
考题
单选题In Passage 2, the word check (line 60) most nearly means ______.A
validateB
constrainC
directD
encourageE
compete
考题
单选题The two passages differ in their perspectives on the debate between industrialists and environmentalists mainly in that Passage 1 emphasizes ______.A
mathematics, while Passage 2 emphasizes psychologyB
deficiencies in the debate, while Passage 2 emphasizes progress in the debateC
the irrelevance of externalities, while Passage 2 emphasizes their importanceD
the impact on taxpayers, while Passage 2 emphasizes the views of politiciansE
pollution, while Passage 2 emphasizes recycling
考题
单选题The author of Passage 2 would most likely regard the spate of recent popular books (line 1) mentioned in Passage 1 with ______.A
righteous indignationB
informed skepticismC
eager anticipationD
sentimental regretE
bewilderment
考题
单选题What does the wordconstant (Line 2, Para. 3) mean in the passage?A
The same.B
Amount.C
Going up and down.D
Changing.
考题
问答题Practice 2 Listen to the following passage. Write in English a short summary of around l50-200 words of what you have heard. You will hear the passage only once and then you will have 25 minutes to finish your summary. This part of the test carries 20 points. You may need to scribble a few notes to write your summary. _____________________________________________________________________________________________________________________________________________________________________________________________
考题
单选题Which of the following sentences should be omitted to improve the unity of the passage?A
Sentence 1B
Sentence 2C
Sentence 4D
Sentence 7E
Sentence 11
考题
单选题The author most likely begins and concludes the passage with questions for what reason?A
To suggest possible areas for current and future researchB
To pose a question that is answered in the body of the passage, and then to formulate a question that arises naturally out of the discussionC
To gain the readers’ attention and encourage their agreement with the arguments in the passageD
To suggest through rhetorical questions that the problems described in the passage do not actually have answersE
To test the readers’ knowledge of the material discussed in the passage
考题
单选题Which of the following best describes the relationship between the two passages?A
Passage 2 describes a significant. and discovery that contradicts the argument of Passage 1.B
Passage 2 offers a theory that supports the main point in Passage 1.C
Passage I provides a possible reason for the scientific inquiry presented in Passage 2.D
Passage 1 relates an anecdote that explains the popular misconception in Passage 2.E
Passage 2 provides a historical context for the discovery described in Passage 1.
考题
单选题Unlike Passage 1, Passage 2 discusses ______.A
the procedures of a specific experimentB
a mistaken assumptionC
the work of professional researchersD
social behaviorE
human emotions
考题
单选题Which statement most accurately describes the difference between the two passages?A
Passage 1 deals less directly with the exportation of chimpanzees than does Passage 2.B
Passage 1 is less concerned with the interaction between man and the land than is Passage 2.C
Passage I pertains to a species in its indigenous habitat while Passage 2 addresses the same animal in nonnative settings.D
Passage I ends with an expression of optimism and Passage 2 does not.E
Passage I introduces a species and describes its status worldwide, while Passage 2 limits its discussion of that species to its activities in the Northern Hemisphere.
考题
单选题On a ship，a door that is required to be marked KEEP CLOSED is designed to（）.A
prevent the passage of flammable gasesB
prevent the passage of poisonous vaporsC
delay the spread of heat and flamesD
maintain watertight integrity
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