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题目：教学中如何平衡流利性与准确性的关系？

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[单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned a great deal;some, very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites with in the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each students rank in class upon graduation. 　　From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as cap-able learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. they became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers or the school's. 　　Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The "data-based decision makers"in this process are students themselves Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect,drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities. 　　Passage 1

Which of the following is closest in meaning to the underlined word "plummeted"in Paragraph 3?

Dropped sharply

解析：根据画线词定位到第三段。前面说学生考试分数不高，就会在情感上对其造成消极的影响，导致他们质疑自己的学习能力，失去信心，不想继续尝试。随着这样的想法不断加深，他们的表现也不可逆转地急剧下降。由此可以推断出plummeted与Dropped sharply"急剧下降”意思相近。故选择D。

[单选题] The process of perceiving others is rarely translated (to ourselves or others) into cold, objective terms."She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas, and characters.Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways.Berger suggests several methods for reducing uncertainties about others; who are known to you so you can compare the observed person′s behavior with the known others′ behavior, observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for, deliberately structuring the physical or social environment so as to observe the person′s responses to specific stimuli, asking people who have had or have frequent contact with the person about him or her, and using various strategies in face-to-face interaction to uncover information about another person-question, self-disclosures, and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise.You may have known someone for ten years and still know very little about him.If we accept the idea that we won′t ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions.It will also keep us from being too surprised or shocked by seemingly inconsistent behavior.Ironicajly, those things that keep us from knowing another person too well(e.g.secrets and deceptions) may be just as important to the development of a satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g.disclosures and truthful statement).

Some people are often surprised by what other people do.According to Berger, that is mainly because _______.

some people are not aware of the fact that we will never completely know another person

解析：1.根据第一段"More often，we try to get inside the other person to pinpoint his or her attitudes，emotions，motivations，abilities，ideas，and characters."可知，我们很少根据多高、染什么颜色的头发、穿什么衣服去认识一个人，而更多的是通过他的内在去判断。因此，答案为C。 2.结合第二段和第三段内容可知，有一些人总是为他人的所作所为感到吃惊，这是因为他们没有意识到我们永远不可能完全了解一个人。 3.由第三段可知，我们可能认识一个人十年了但还是对他所知甚少，"because people are constantly changing and the methods we use to obtain information are often imprecise"因为我们获取信息的方式通常是不准确的，A项是对impreclse的同义转述。 4.我们发现有一些东西阻碍我们认识别人，根据第三段"those things that keep us from knowing another person too well (e.g.secrets and deceptions)"可知，D为正确答案。 5.本文分别讲了how to perceive others，methods of perceiving others，factors preventing us from knowing others，因此答案为B。

[单选题]Passage 1 NBA centre Jason Collins recently announced he was gay in a cover story for Sports Illustraied. In other words, he "came out of the closet." This expression for revealing one's homosexuality may seem natural. Being in the closet implies hiding from the outside world, and the act of coming out of it implies the will to stop hiding. But though the closet has long been a metaphor for privacy or secrecy, its use with reference to homosexuality is relatively recent. According to George Chauncey's comprehensive history of modern gay culture, Gay New York, the closet metaphor was not used by gay people until the 1960s. Before then, it doesn't appear anywhere "in the records of the gay movement or in the novels, diaries, or letters of gay men and lesbians." "Coming out," however, has long been used in the gay community, but it first meant something different than it does now. "A gay man's coming out originally referred to his being formally presented to the largest collective manifestation of prewar gay society, the enormous dra~; balls that were patterned on the debutante and masquerade balls of the dominant culture and were regularly held in New York, Chicago, New Orleans, Baltimore, and other cities." The phrase "coming out" did not refer to coming out of hiding, but to joining into a society of peers. The phrase was borrowed from the world of debutante balls, where young women "came out" in being officially introduced to society. The gay debutante balls were a matter of public record and often covered in the newspaper, so "coming out" within gay society often meant revealing your sexual orientation in the wider society as well, but the phrase didn't necessarily carry the implication that if you hadn't yet come out, you were keeping it a secret. There were other metaphors for the act of hiding or revealing homosexuality. Gay people could "wear a mask" or "take off the mask". A man could "wear his hair up" or "let his hair down", or "drop hairpins" that would only be recognized by other gay men. It is unclear exactly when gay people start.ed using the closet metaphor, but "it may have been used initially because many men who remained 'covert' thought of their homosexuality as a sort of 'skeleton in the closet'." It may also have come from outsiders who viewed it that way. It seems that "coming out of the closet" was born as a mixture of two metaphors: a debutante proudly stepping into the arms of a community and a shocking secret being kept in hiding. Now the community is the wider community, and the secret is no longer shocking. "Coming out" is a useful phrase, but it need not imply a closet.

What is the main idea of this passage?

The development of the use of "coming out".

解析：本文以"NBA中锋杰森?柯林斯最近在《体育画报》的封面故事中宣布他是同性恋"一事引入文章的主题--"出柜"，接着文章探索了"出柜"一词的出现时间、适用对象及其意义的演变过程，最后提到，如今"出柜"一词意义更广了，因此，本文主要讲述了"出柜"一词应用的发展演变过程，D项符合。