单选题 Directions: For this part, you are allowed 30 minutes to write an essay on emotion management. You should write at least 150 words but no more than 200 words.

单选题 Is Becoming a Specialist Leader in Education a Practical Career Option? A. In the post-local education authority world, specialist leaders of education (SLEs) are in the forefront of the new era of school-to-school support. But what does it take to fill this role, and where does it lead in a teacher's career path? B. SLEs have replaced advanced skills teachers (ASTs), which offered an alternative career path for skilled teachers who did not want to go into management. The brief has changed somewhat, however, with SLEs specifically charged with working with other schools. Teaching school alliances are responsible for recruiting SLEs, although applicants do not have to be from within the alliance as long as their school is willing to release them to work elsewhere. There are around 3,800 SLEs in England, with a target of 5,000 by next March. C. Shotton Hall Teaching School Alliance in County Durham has around 40 SLEs. The principal qualification is the ability to apply their skills to raise standards, whether it is in teaching and learning or support services, according to Bryan Stephenson, director of the teaching school. 'We're looking for outstanding practitioners who have a record of school improvement behind them,' he says. Maths and English are the most sought after SLEs, he adds, although the alliance also has specialists in business management, curriculum, special educational needs support and continuous professional development, among other areas. D. The SLE route is typically for a head of department or assistant headteacher who wants to get experience of school-to-school support, he says. Unlike ASTs, SLEs do not get any extra salary. For Anna Pickover, SLE status is a way of progressing in her career while remaining in the classroom. The equivalent of a deputy in her department, she says she did not want to go into management at this stage in her career. 'My focus has always been towards the teaching and learning of maths,' she says. 'I wanted to spread the maths love.' Her first year as an SLE, based at Shotton Hall Academy, has embraced the whole spectrum of school-to-school support, from the intensive to the light touch. 'It can be anything from an email suggesting a resource to observing a lesson and developing practice,' she says. E. Schools looking for help in a particular area contact the teaching school alliance, which acts as a broker in arranging support from a relevant SLE. An initial meeting identifies the school's needs, followed by a plan setting out what wilt be involved. F. Pickover says her ultimate goal is to become an assistant headteacher, but SLE status has more reward than just as a career stepping stone. 'I absolutely love it,' she says. 'It makes you feel the work you are doing is good and I love spreading teaching and learning of maths. If you go into a school you are giving ideas but you are also getting new ideas.' G. Teaching school alliances typically charge ￡ 350 a day for an SLE's services and the intention is for the system to be self-funding. This can put pressure on SLEs to drum up business, but Ruth Williams relishes this side of the role. 'Some people find it quite challenging because you are generating your own business, but I really enjoy it,' says Williams, who worked in marketing before becoming a teacher. 'It is giving me the opportunity to do more consultancy while still teaching.' H. Williams, based at Lampton School in Hounslow, west London, is deployed in primary schools to help with the transition from primary to secondary maths, and says so far demand for her services is far exceeding her capacity. SLEs are typically released by their school for one day a week, although Williams says she may have to go up to two. I. She works with both students and teachers, running maths masterclasses, delivering inset days and observing and modelling lessons. She has also secured funding to develop a programme to improve maths skills among primary teachers. 'It is an outward-facing role, looking at how your skills can be used to help others,' she says. 'It is no longer about being in your own school: it is about spreading knowledge.' J. Although schools with an SLE lose them for part of the week, it is justified by the rewards, says Jacqueline Smith, head of the teaching school at Lampton. 'We get more than we give,' she says. 'Staff are really motivated by professional recognition and respect for their expertise.' Working in a different context also develops skills that the SLE brings back to their own school, she adds. But covering their timetable means it is not a way to make money. 'I would have thought it only just breaks even,' she adds. K. SLEs are still in their early days and their future is by no means assured. Bryan Stephenson suggests an increase in the number of teaching school alliances will make it harder to deploy them, with more SLEs competing for the same market. It can also be tricky to convince a school to pay for support if it is used to getting it for free, as happened under the AST system, says Peter Gale, director of the teaching school at George Abbot School in Guildford, Surrey. L. Some headteachers are reluctant to release staff, he adds, particularly in primary schools where there is less slack in the timetable. Add in a squeeze on budgets and the result might be that SLEs are mainly used in multi-academy trusts, he says. M. A shortage of opportunities meant Alastair McKenzie was not deployed as often as he would have liked in his six months as an SLE in English at George Abbot. McKenzie, now vice-principal at Kings College in Guildford, had been an AST and becoming an SLE seemed the logical step. N. 'Historically, schools have always lent staff and I don't think the local area really bought into the notion of paying for school-to-school support,' he says. 'I'm not convinced that the fee-paying model is the right one.' Despite this, he feels he benefited from the deployments he had as an SLE. 'One of the greatest joys is to go into other schools,' he says. 'You learn a huge amount. Every time you watch a lesson you come out with an idea.'

单选题 When studying human talent, the temptation is usually to concentrate on the upper reaches. Understandably so. We all admire the Einsteins and Mozarts of this world and 25 to imitate them. In comparison, studying the opposite end of the spectrum might seem pointless, patronizing (摆出高人一等的派头) or downright tasteless. Lack of intelligence is shameful enough without treating people like lab rats. Yet it often takes a different viewpoint to find new insights into an old problem. Stupidity is too important and interesting to ignore. The science of stupidity is producing results that 26 our concepts of intelligence and that should be humbling for many of the smart people who run the world. It turns out that a tendency for entertaining 27 , foolish or illogical ideas is not necessarily the result of a low IQ. This measure of intelligence is largely 28 of rationality. Just because you score on the high end of one scale doesn't mean that you won't fall at the bottom of the other, Importantly, no one is 29 to the biases that lead to stupid decisions. Yet our respect for IQ and education means that it is easy to rest on the laurels (荣誉) of our qualifications and assume that we are, by definition, not stupid. That can be 30 on a personal level: Regardless of IQ, people who score badly on rationality tests are more likely to have unplanned pregnancies or fall into serious debt. Large scale stupidity is even more damaging. Business cultures that 31 encourage it, for example, may have contributed to the economic crisis. Indeed, the effects may have been so damaging precisely because banks assumed that intelligent people act logically while at the same time rewarding rash behavior based on intuition rather than 32 . As one researcher puts it. 'The more intelligent someone is, the more disastrous the results of their stupidity.' The same surely applies to politicians: The tenth anniversary of the invasion of Iraq serves as a 33 that clever people can do monumentally stupid things. If we want to avoid making similar mistakes in the future, everybody—especially the most intelligent and powerful—would do well to humbly 34 their own weaknesses. To quote Oscar Wilde: 'There is no sin except stupidity.' A. acknowledge B. aspire C. challenge D. commemorate E. damaging F. deliberation G. immune H. inadvertently I. independent J. negligible K. nomination L. perpetually M. rash N. recipient O. reminder

单选题Directions:Fthispart,youareallowed30minutestowriteashortessaybasedonthepicturebelow.Youshouldfocusontheimpactofcellphonesonthewaypeoplecommunicate.Youarerequiredtowriteatleast150wordsbutnomorethan200words.

单选题It started with an itch after a stroll on a Caribbean beach, but in just a few days it had developed into a complete travel 27 . In mid-January Eddie Zytner and Katie Stephens, a couple from Windsor, Ontario, went on a vacation to Punta Cana, a resort town on the eastern coast of the Dominican Republic. At some point, they 28 they had been bitten by bugs during one of their walks because their feet wouldn't stop 29 . 'We were scratching our toes for almost the duration of the trip,' Zytner told CNN. It kept getting worse. Four days after they got back to Windsor, their feet swelled, then 30 into painful blisters, according to the couple's Facebook posts. They could no longer wear socks or shoes and had to use 31 to walk. And they started to see scars, 32 that seemed to be the result of something tunneling through their flesh. After multiple trips to doctors, one made a correct, if disgusting, diagnosis: cutaneous larva migrans (皮肤幼虫移行症), a medical term translated as 'wandering larvae in the skin.' According to the Centers for Disease Control and Prevention, the most common way to be infected is by walking 33 on contaminated soil. More than half a billion people across the world are infected with the parasites, which were once 34 in the United States, the CDC says. Parasitic worms 'account for a major burden of disease worldwide.' Stephens, 35 this month, now on the mend after taking anti-parasitic drugs, was doling out health advice for travelers wary of following in her swollen footsteps: Wear shoes. 'To anybody traveling somewhere 36 , please be careful when in the sand and wear shoes!' she posted. A. assumed F. erupted K. similarly B. barefoot G. injuries L. tropical C. bleeding H. itching M. troublesome D. crutches I. nightmare N. typical E. epidemics J. particularly O. widespread

单选题 Should Single-Sex Education Be Eliminated? A. Why is a neuroscientist here debating single-sex schooling? Honestly, I had no fixed ideas on the topic when I started researching it for my book. Pink Brain, Blue Brain. But any discussion of gender differences in children inevitably leads to this debate, so I felt compelled to dive into the research data on single-sex schooling. I read every study I could, weighed the existing evidence, and ultimately concluded that single-sex education is not the answer to gender gaps in achievement— or the best way forward for today's young people. After my book was published, I met several developmental and cognitive psychologists whose work was addressing gender and education from different angles, and we published a peer-reviewed Education Forum piece in Science magazine with the pro-vocative title, 'The Pseudoscience of Single-Sex Education.' B. We showed that three lines of research used to justify single-sex schooling—educational. neuroscience, and social psychology—all fail to support its alleged benefits, and SO the widely-held view that gender separation is somehow better for boys, girls, or both is nothing more than a myth. The Research on Academic Outcomes C. First, we reviewed the extensive educational research that has compared academic outcomes in students attending single-sex versus coeducational schools. The overwhelming conclusion when you put this enormous literature together is that there is no clear academic advantage of sitting in all-female or all-male classes, in spite of much popular belief to the contrary. I base this conclusion not on any individual study, but on large-scale and systematic reviews of thousands of studies conducted in every major English-speaking country. D. Of course, there're many excellent single-sex schools out there, but as these careful re-search reviews have demonstrated, it is not their single-sex composition that makes them excellent. It's all the other advantages that are typically packed into such schools, such as financial resources, quality of the faculty, and pro-academic culture, along with the family background and pre-selected ability of the students themselves that determine their outcomes. E. A case in point is the study by Linda Sax at UCLA, who used data from a large national survey of college freshmen to evaluate the effect of single-sex versus coeducational high schools. Commissioned by the National Coalition of Girls' schools, the raw findings look pretty good for the funders—higher SAT scores and a stronger academic orientation among women who had attended all girls' high schools(men weren't studied.)However, once the researchers controlled for both student and school attributes—measures such as family income, parents' education, and school resources— most of these effects were erased or diminished. F. When it comes to boys in particular, the data show that single-sex education is distinctly unhelpful for them. Among the minority of studies that have reported advantages of single-sex schooling, virtually all of them were studies of girls. There're no rigorous studies in the United States that find single-sex schooling is better for boys, and in fact, a separate line of research by economists has shown that both boys and girls exhibit greater cognitive growth over the school year based on the 'dose' of girls in a classroom. In fact, boys benefit even more than girls from having larger numbers of female classmates. So single-sex schooling is really not the answer to the current 'boy crisis' in education. Brain and Cognitive Development G. The second line of research often used to justify single-sex education falls squarely within my area of expertise: brain and cognitive development. It's been more than a decade now since the 'brain sex movement' began infiltrating (渗入) our schools, and there are literally hundreds of schools caught up in the fad (新潮). Public schools in Wisconsin, Indiana, Florida and many other states now proudly declare on their websites that they separate boys and girls because 'research solidly indicates that boys and girls learn differently,' due to 'hard-wired' differences in their brains, eyes, ears, autonomic nervous systems, and more. H. All of these statements can be traced to just a few would-be neuroscientists, especially physician Leonard Sax and therapist Michael Gurian. Each gives lectures, runs conferences, and does a lot of professional development on so-called 'gender-specific learning'. I analyzed their various claims about sex differences in hearing, vision, language, math, stress responses, and 'learning styles' in my book and a long peer-reviewed paper. Other neuroscientists and psychologists have similarly exposed their work. In short, the mechanisms by which our brains learn language, math, physics, and every other subject don't differ between boys and girls. Of course, learning does vary a lot between individual students, but research reliably shows that this variance is far greater within populations of boys or girls than between the two sexes. I. The equal protection clause of the U. S. Constitution prohibits separation of students by sex in public education that's based on precisely this kind of 'overbroad generalizations about the different talents, capacities, or preferences of males and females.' And the reason it is prohibited is be-cause it leads far too easily to stereotyping and sex discrimination. Social Developmental Psychology J. That brings me to the third area of research which fails to support single-sex schooling and indeed suggests the practice is actually harmful: social-developmental psychology. K. It's a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas intergroup contact reduces them—and the results are the same whether you di-vide groups by race, age, gender, body mass index, sexual orientation, or any other category. What's more, children are especially vulnerable to this kind of bias, because they are dependent on adults for learning which social categories are important and why we divide people into different groups. L. You don't have to look far to find evidence of stereotyping and sex discrimination in single-sex schools. There was the failed single-sex experiment in California, where six school districts used generous state grants to set up separate boys' and girls' academies in the late 1990s. Once boys and girls were segregated, teachers resorted to traditional gender stereotypes to run their classes, and within just three years, five of the six districts had gone back to co-education. M. At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older siblings(兄弟姐妹) exhibit less stereotypical play than children with same-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendships within a given adolescent network. Then there is the finding we cited in our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships during their formative years. N. Whether in nursery school, high school, or the business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. It's very simple: the more we structure children and adolescents' environment around gender distinctions and separation, the more they will use these categories as the primary basis for understanding themselves and others. O. Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be narrower—if we really want to maximize human potential and American economic growth. But stereotyping boys and girls and separating them in the name of fictitious(虚构的) brain differences is never going to close these gaps.

单选题Complaints should be made to a responsible person, Go back to the shop where you bought the goods, taking with you any 27 you may have. Ask to see the buyer in a large store. In a small store the assistant may also be the owner so you can complain 28 . In a chain store ask to see the manager. Even the bravest person finds it difficult to complain face to face, so if you do not want to do it in 29 , write a letter. Be sure to 30 to the facts and keep a copy of what you write. At this stage you should give any receipt numbers, but you should not need to give receipts or other papers to prove you bought the article. If you are not 31 with the answer you get, or if you do not get a reply, write to the managing director of the firm, shop, or organization. Be sure to keep copies of your own letters and any you receive. If your complaint is a just one, the shopkeeper may offer to 32 or repair the faulty article. You may find this an 33 solution. In certain cases you may have the right to refuse the goods and ask for your money back, but this is only where you have hardly used the goods and have acted at once. Even when you cannot refuse the goods you may be able to get some money back as well. And if you have suffered some 34 loss, if for example a new washing machine tears your clothes, you might receive money to replace them. If the shopkeeper offers you a credit note to be used to buy goods in the same shops but you would rather have money, say so. If you accept a credit note remember that later you will not be able to ask for your money. If the shopkeeper refuses to give you money, ask for 35 from your Citizens’ Advice Bureau before you accept a credit note. In some cases the shopkeeper does not have to give you your money back—if, for example, he changes an article simply because you don’t like it or it does not fit. He does not have to take back the goods in these 36 . A. intimate B. attractive C. person D. attachment E. satisfied F. receipt G. contaminate H. replace I. special J. stick K. vigorously L. advice M. circumstances N. directly O. petitions

单选题 Everyone arriving at a hospital's emergency room (ER) wishes to be seen quickly, but for stroke patients it can be a matter of life or death. The most common stroke involves a blood clot blocking vessels in the brain, killing brain cells nearby almost immediately. Luckily, an effective treatment exists. Thrombolytic therapy uses drugs to dissolve the clot and restore the flow of blood. If started within a couple of hours of a stroke occurring, it can limit brain damage and reduce long-term disability. Neurologists even have a catchphrase for this: 'time is brain'. Understandably, hospitals strive to identify stroke cases and administer such medication without delay. A key step is using a computed tomography (CT) scanner to ensure that there has been no bleeding in the brain, in which case thrombolytic drugs would make things worse. The last couple of decades have seen many innovations in reducing this 'time to CT'. But in shaving seconds from medical procedures, researchers may have neglected something more important: the human element. Gal Ifergane, a neurologist at Soroka University Medical Centre in southern Israel, noticed that stroke patients who were accompanied to the ER by Mends or family seemed to fare better than those who arrived alone. So for 15 months, ER staff at Soroka recorded the number of companions escorting each stroke sufferer, over 700 in all, and tracked their progress. The results, recently published in Medicine, tell a striking story. Stroke victims arriving with someone were more than twice as likely to be correctly diagnosed by the triage nurse, and had their CT scans performed earlier. Patients eligible for clot-busting medication also received it much faster if accompanied, although their numbers were too few for the researchers to be sure it was because they had company. The differences were far from trivial. Patients with one companion had CT scans an average of 15 minutes sooner than those unaccompanied. A second companion shaved a farther 20 minutes off the wait, although three or more companions did not confer any additional benefit. Dr. Ifergane did not record who the companions were, however, or how they were able to reduce delays. He believes that it is probably a combination of focusing the attention of clinical staff on their loved ones, and providing basic care such as helping to move patients into bed. Dr. Ifergane admits that his study has limitations. The sample size was rather small and his findings may reflect cultural norms in Israel that do not apply elsewhere. But he has already tried to make changes in the way the Soroka University Medical Centre operates. 'We asked our security team to allow two people to come in with stroke patients rather than just one,' he says. 'And we now consider stroke patients who are coming alone as a group at risk.' Dr. Ifergane also recommends that ERs provide a friendly 'stroke liaison' to accompany lone patients during the diagnostic and treatment processes. Something other hospitals might think about, too.