2024年4月3日发(作者：)

话题阅读（一）School and Education

(A)

A. dissatisfied B. when C. voices D. softened E. as

J. on F. conversations G. made H. once I. avoid

For the past two years, I have been working on student's evaluation of classroom teaching. I

have kept a record of informal 1 including some 300 students from at least twenty-one

colleges and universities. The students were generally frank and direct in their comments

2 how course work could be better presented. Most of their remarks were kindly 3

—with tolerance rather than bitterness and frequently were 4 by the case that the students

were speaking about some, not all, instructors. Nevertheless, 5 the following suggestions and

comments indicate, students feel 6 with things-as-they-are in the classroom. Professors should

be discouraged from reading lecture notes. "It makes their 7 monotonous."

If they are going to read, why not give out copies of the lecture? Then we shouldn't need to go to

class. Professors should 8 repeating in lectures material that is in the textbook. " 9

we've read the material, we want to discuss it or hear it elaborated on, not repeated. " "A lot of

students hate to buy a required textbook that the professor has written only to have his lectures

repeated from it."

6. ACIH

(B)

The end of an essay is important because it is often the part that gives the reader the deepest

1 . Not every essay needs a 2 concluding paragraph. For a short composition, the

last paragraph of the body, even the last sentence of that paragraph, may serve 3 the end, so

long as it can give the reader a feeling of 4 . A composition of over 1,000 words may require a

concluding paragraph that 5 the main points to help the reader to remember them. But if the

points are 6 in a climactic order, the last point, which is the 7 important one, is good

enough to be the end — a new paragraph would only 8 the climax.

9 paragraphs should be short, 10 , substantial, and thought-provoking, 11 up

mainly of restatements or summaries of the points that have been discussed. No 12 ideas

should be introduced in a concluding paragraph.

Sometimes it is good to 13 the concluding paragraph to the introductory. If, for 14 ,

a question is raised in the introductory paragraph, an 15 should be given in the concluding

paragraph.

1. A. introduction

stimulation

2. A. lonely

3. A. as

4. A. carefulness

completeness

5. A. deals

6. A. practised

7. A. most

8. A. sharpen

9. A. Comparing

Communicating

10. A. forceful

11. A. consisted

12. A. previous

13. A. combine

14. A. instance

15. A. confusion

1. BDADB 6. BADCA 11. BCBAD

B. hesitant

B. made

B. important

B. link

B. moment

B. obstacle

C. specific

C. listed

C. new

C. mix

C. outlook

C. proposal

D. instant

D. composed

D. personal

D. invite

D. case

D. answer

B. summarizes

B. arranged

B. more

B. shorten

B. Considering

C. refers

C. recognized

C. least

C. brighten

C. Concluding

D. bursts

D. admitted

D. less

D. weaken

D.

B. single

B. to

B. awareness

C. isolated

C. for

C. business

D. separate

D. in

D.

B. impression C. examination D.

(C)

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