浙江教师招聘：英语《阅读理解-破冰之旅》

A

In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.

Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.

Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

1. We learn from the first paragraph that many Americans believe _____.

A. Japanese parents pay more attention to preschool education than American parents

B. Japan’s economic success is a result of its scientific achievements

C. Japanese preschool education stresses academic instruction

D. Japan’s higher education is better than theirs

2. More than three fifths of the American respondents believe that preschools should also attach importance to _____.

A. problem solving B. group experience

C. parental guidance D. individually oriented development

3. In Japan’s preschool education, the focus is on _____.

A. preparing children academically B. developing children's artistic interests

C. developing children's potential D. improving children's personal qualities

4. Free play has been introduced in some Japanese kindergartens in order to _____.

A. broaden children’s horizon B. cultivate children’s creativity

C. lighten children’s study load D. enrich children’s knowledge

5. Why do some Japanese parents send their children to university-based kindergartens?

A. They can do better in their future studies.

B. They can gain more group experience there.

C. They can be individually oriented when they grow up.

D. They can have better chances of getting a first-rate education

1.【答案】C。解析：考查推理题。从第一段的第一、二句我们可以看出因为美国孩子的学术成就缓慢，很多美国家长到日本取经，然而他们看到的不是他们所预料的，由此我们知道，很多美国人认为日本非常重视孩子的学术教育。

2.【答案】B。解析：考查细节理解题。从第二段我们知道，62%的美国人把group experience作为他们的三个最重要的选择之一。故选B。

3.【答案】D。解析：细节题。从第一段的To prepare children for successful careers … and the ability to function as a member of a group可知。

4.【答案】C。解析：原文同义转述。文章最后1句说几项更进步的计划已经把自由玩耍课作为减轻学生学习负担的途径引入了一些日本幼儿园。由此得知C是正确选项，其它三个选项未提到。

5.【答案】D。解析：考查细节理解题。从文章最后一段“Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities.”可知D是正确选项。

B

This is a true story about a boy who, the world might say, was a terrible underachiever. While in the eighth grade, he failed subjects repeatedly. High school wasn’t much better; he flunked Latin, algebra, English, and received a grade of zero in physics. The boy managed to make the school golf team, but he lost the most important golf match of the season.

It’s not that his peers (同龄人) disliked this boy; it’s just that they never really seemed to notice him much. Even “Hellos” in the hall were a rarity. Out of all the failures in his life, there was something that did hold great importance to this boy, his love of drawing. Although in high school, the cartoons he submitted to the yearbook were rejected, once out of school, the boy was so sure of his artistic talent that he approached Walt Disney Studios with drawing works. I wish I could say the studios loved his work and immediately hired him, but such was not the case; another huge rejection.

Despite his lack of successes, this boy did not give up. He then decided to write his own autobiography in cartoons, about a little boy who was regarded as a loser and a nobody.

The name of this boy was Charles Schulz, the creator of the famous Charlie Brown and comic dog Snoopy.

In life, it is sometimes easy to feel like a nobody. We pass hundreds of people on the street on our way to work, or walk through a faceless crowd in a mall, and no one seems to notice or care. Deep inside, we may know we are special and unique and have lots to offer, but unless someone takes the time to look our way and give us a chance, we may feel worthless, just like Charlie Brown who couldn’t even manage to fly a kite or kick a football properly.

Just as Charles Schulz had faith in his artistic talent, so too, we must realize that nobody is a nobody. We all have special gifts and talents, and every human being is deserving and capable of being loved and appreciated.

1. The underlined word “flunked” in Paragraph 1 is closest in meaning to _____.

A. failed B. learned C. achieved D. misunderstood

2. What can we infer about the boy in Paragraph 2?

A. He was hated by his peers.

B. He achieved great success in drawing in high school.

C. His work was refused by Walt Disney Studios.

D. He earned the praise from Walt Disney Studios.

3. When the boy suffered many defeats, he _____.

A. gave up his dream finally

B. wrote some articles in magazines

C. he turned to others for help

D. he wrote himself as a loser in cartoons

4. In the last two paragraphs, we are advised _____.

A. to open up our eyes

B. to believe we can make some difference

C. to learn more skills for development

D. to ask for more appreciation and love

5. Which of the following is the best title of the passage?

A. Nobody Is a Nobody.

B. A Hard-working Boy Is Successful.

C. We Should Turn Failure into Success.

D. One Cannot Succeed without Talents.

1.【答案】A。解析：考查词意猜测。根据第一段提到While in the eighth grade, he failed subjects repeatedly. High school wasn’t much better; he flunked Latin, algebra, English, and received a grade of zero in physics.当八年级时他不断的考试失败，高中也不太好，他学不好拉丁语，代数和英语，物理也得了零分，故选A项。

2.【答案】C。解析：考查推断题。根据第二段提到I wish I could say the studios loved his work and immediately hired him, but such was not the case; another huge rejection我希望这个公司能喜欢他的作品，立刻雇佣他但事实是又一次被拒绝，故选C项。

3.【答案】D。解析：考查推断题。根据第三段提到Despite his lack of successes, this boy did not give up. He then decided to write his own autobiography in cartoons, about a little boy who was regarded as a loser and a nobody.尽管没有成功他并没有放弃，他决定把自己的经历写进卡通人物，一个被认为是失败者的小男孩，故选D项。

4.【答案】B。解析：考查推断题。根据最后二段提到在生活中，有时会感觉自己一无是处，而在内心深处，我们知道自己是与众不同的，需要花费时间来让人们看到我们，给我机会，我们必须意识到每个人都是不一样的，我们有自己的天赋，值得被欣赏，故选B项。

5.【答案】A。解析：考查主旨标题。本文通过一个失败的小男孩的经历告诉我们，尽管我们会失败，但我们有自己的优势，我们不是一无是处，我们值得被欣赏，故选A项。

B

Many women write to me perplexed about why they can’t form close friendships. They try new approaches, put themselves in all the right places, see therapists, and read relevant self-help books. They consider themselves interesting, loyal, kind and friend-worthy people. But for reasons unknown to them, they have a tough time forming intimate relationships. Many admit to not having even one close friend.

A recent study published in the Journal of personality and Social Psychology offers some clues as to how both nature (personality) and nurture (experience) impact our friendships. Researchers at the University of Virginia and University of Toronto, Mississauga studied more than 7,000 American adults between the ages of 20 and 75 over a period of ten years, looking at the number of times these adults moved during childhood. Their study, like prior ones, showed a link between residential mobility and adult well-being: The more times participants moved as children , the poorer the quality of their adult social relationships.

But digging deeper, the researchers found that personality— specifically being introverted or extroverted— could either intensify of buffer (缓冲) the effect of moving to a new town or neighborhood during childhood. The negative impact of more moves during childhood was far greater for introverts compared to extroverts.

“Moving a lot makes it difficult for people to maintain long-term close relationships,” stated Dr. Shigehiro Oishi, the first author of the study, in a press release from the American Psychological Association, “This might not be a serious problem for outgoing people who can make friends quickly and easily. Less outgoing people have a harder time making new friends.”

Families often have to relocate — across town, across the country, or across the globe. Yet, in many cases, their kids and young adolescents haven’t yet built up a bank of friendships. So the conventional wisdom is to try to minimize moves for the sake of your child, whenever possible , and to move at the end of the academic year.

1. The passage is written mainly to _____.

A. offer advice to women on how to form intimate relationships .

B. explain how nature and nurture impact our friendships.

C. explain how moves during childhood affect children.

D. tell us how to help children make friends.

2. Which of the following is true according to the second paragraph?

A. People who moved less during childhood have better social relationships.

B. The more people moved during childhood, the more friends they have.

C. The more people moved during childhood, the better they adjust to society.

D. There is no link between residential mobility and adult well-being.

3. In order for children to maintain long-term close relationships , parents _____.

A. should not relocate their homes

B. should relocate their homes within the town

C. had better move at the end of school year

D. had better move when their children couldn’t build up a bank of friendships

4. We learn from the fourth paragraph that moves during childhood _____.

A. have a bigger impact on an introverted person compared to extroverts.

B. have no impact on an outgoing person

C. are a big problem for both introverts and extroverts

D. help children better adapt to new environment

5. We can infer from the passage that _____.

A. our friendships are mainly affected by our nurture

B. we can move when children have made a lot of friends

C. the impact of moves will disappear when one reaches adulthood

D. there is some way to minimize the impact of moves during childhood on children

文章解读：文章主要介绍了一项研究解释了性格是如何影响人们之间的交流与友谊。

1.【答案】B。解析：考查主旨大意题。文章主要介绍了一项研究解释了性格是如何影响人们之间的交流与友谊。故B正确。

2.【答案】A。解析：考查推理题。根据第2段最后两行The more times participants moved as children, the poorer the quality of their adult social relationships.可推理出搬家次数少的人更容易获得友谊。故选A。

3.【答案】C。解析：考查细节理解题。根据文章最后一行and to move at the end of the academic year.可知C正确。

4.【答案】A。解析：考查段落大意题。文章第四段内容可知讲述的是在童年时期搬家对孩子友谊的影响。故A正确。

5.【答案】D。解析：考查推理题。根据文章最后一段可知存在着几种方法来减少搬家对孩子的友谊形成的影响。

 

 

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