Question

   Many teachers use student participation as a basis on which to assign grades. Some criticize the practice as harmful to classroom dynamics,like two California high schoolers who wrote an opinion piece about it in their school newspaper. “A student who is unwilling or unable to speak in class does not always show a lack of care,since all students function in different ways，” they write,noting that some students require more time,or written assignments,to grasp new material presented in class.

   They also point out the detrimental effect participation requirements can have on the quality of a lesson; for example,students might speak up only in an effort to get participation points,resulting in questions that lack insight and wasted opportunities for those who genuinely want to learn.

   Finally,the high schoolers criticize the nature of participation grades. uSimply recording the number of times a person participates fails to capture the nature of what exactly was said,” they write,adding that participation grades leave too much room for teachers’ favoritism to show through.

   Of course,there's a different side to every story. In a recent article in The Atlantic,a middle school teacher defends her decision to keep class participation as a requirement for her students. uAs a teacher,it is my job to teach grammar,vocabulary,and literature,but I must also teach my students how to succeed in the world we live in — a world where most people won’t stop talking”’ she says. “If anything,I feel even more strongly that my introverted(內(nèi)向的) students must learp how to self-advocate by communicating with parents,educators,and the world at large."

   She mentions several resources in the article. One such resource is Dr. Kendall Hoyt,an assistant professor of medicine at Dartmouth Medical School. Dr. Hoyt is a self-described introvert and mother of two introverts. “I understand that social anxiety is a real thing,and part of my job as a teacher is to teach people how to express themselves clearly and be heard,” Dr. Hoyt says. She also teaches this to her own children,creating chances for them that require them to approach strangers,make eye contact,and ask for something,like directions or information.

29. The article written by the two high schoolers is about whether students should .

   A. speak freely in class

   B. be graded on participation

   C. spend more time speaking

   D. be given written assignments

30. Which can best replace the underlined word “detrimental” in Paragraph 2 ?

   A. Lasting. B. Harmful.

   C. Practical. D. Beneficial.

31. The middle school teacher mentioned in Paragraph 4 stresses the importance of .

   A. English literature

   B. vocabulary and grammar

   C. grading students objectively

   D. teaching students to express themselves

32. Why does the middle school teacher mention Dr. Hoyt in her article?

   A. To express her doubts.

   B. To support her argument.

   C. To compare different ideas.

   D. To attract readers* attention.

Answer 1

29. B 30. B 31. D 32. B

(學(xué)校生活)

本文是議論文。文章是老師是否應(yīng)該根據(jù)課堂參與情況評價學(xué)生的不同觀點(diǎn)。

29. B.細(xì)節(jié)理解題。由文拿開頭的Many teachers use student participation as a basis on which to assign grades. Some criticize the practice as harmful to classroom dynamics,like …可知，這 兩位高中生的文章是美于老師是否應(yīng)該根據(jù)課 堂參與情況評價學(xué)生。

30. B.詞義猜測題。由下文所舉例子students might speak up only in an effort to get participa-tion points ... want to learn 可雜斷，此處是樣根 據(jù)#堂參與情況評分的有害影響。故劃線詞的 意思應(yīng)該是“有害的”。

31. D.推理判斷題。第四段中的but I must also teach my students how to succeed in the world we hve in a world where most people won* t stop talking ... students must leam how to self-advocate ...可推斷，這蒞中學(xué)老師強(qiáng)調(diào)教學(xué) 生表達(dá)的重要性。

32. B.推理判斷題。由最后一段可知，Dr. Hoyt和 這位中學(xué)老師的觀點(diǎn)一致，也認(rèn)為教孩子有 效溝通和表達(dá)很重要。故這位老師是用 Dr. Hoyt的話來支持自己的觀點(diǎn)。