Optimism and pessimism are both powerful __(1)__, and each of us must choose which we want to shape our outlook and our expectations. There is enough good and bad in everyone's life —ample sorrow and happiness, sufficient joy and pain—to find a rational b

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Optimism and pessimism are both powerful __(1)__, and each of us must choose which we want to shape our outlook and our expectations. There is enough good and bad in everyone's life —ample sorrow and happiness, sufficient joy and pain—to find a rational basis for __(2)__ optimism or pessimism. It's ourdecision: __(3)__ which perspective do we want to view life? Will we look up in hope or down in __(4)__?

Years ago, I drove into a __(5)__ station to get some gas. As I walked into the station to pay for the gas, the attendant said to me, ―How do you feel?

That seemed like an odd question, but I felt fine and told him __(6)__ You don’t look well, he replied. This took me completely __(7)__surprise. A little less confidently, I told him that I had never felt better. Without hesitation, he__(8)__ to tell me how bad I looked and that my skin appeared yellow.__(9)__ the time I left the service station, I was feeling a little uneasy. About a block away, I pulled over to the side of the road to look at my face inthe mirror. Did I have a bad liver? By the time I got home, I was beginning to feel a little __(10)__. Had I picked up some rare disease?

(1)A、friends

B、forces

C、features

D、expectations

(2)A、neither

B、not

C、either

D、both

(3)A、In

B、According to

C、From

D、To

(4)A、joy

B、frustration

C、pain

D、despair

(5)A、railway

B、bus

C、broadcasting

D、service

(6)A、this

B、so

C、too

D、that

(7)A、by

B、in

C、to

D、for

(8)A、managed

B、tried

C、continued

D、wenton

(9)A、On

B、By

C、From

D、In

(10)A、sick

B、joyful

C、sad

D、great


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3.请阅读Passage 1, 完成第小题。Passage 1In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them. ?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all. ??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers. ??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards. ??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.What do the "academic achievement standards" in Paragraph 1 refer to?A.The driving dynamic forces for all students who need to survive in society. B.Confidence, optimism, and persistence that students need in order to succeed. C.Differentiated levels of competence specified for students with different abilities. D.The missions of students who want to beat others in their achievement race in school.

更多“Optimism and pessimism are both powerful __(1)__, and each of us must choose which we ”相关问题
  • 第1题:

    如b所示电压源与图a所示电路等效,则计算US'和R0的正确算式是:

    (A)Us'=Us+IsR1,R0=R1//R2+R3
    (B)Us'=Us-IsR1,R0=R1//R2+R3
    (C)Us'=Us-IsR1,R0=R1+R3
    (D)Us'=Us+IsR1,R0=R1+R3


    答案:C
    解析:
    计算开路电压时,把端口看成开路,得Us'= Us -IsRs。
    计算等效电阻时,把电压源看成短路,电流源看成开路,得Ro = R1 + R3。

  • 第2题:

    The villagers have already known __________ we'll do is to build the bridge.

    A.this
    B.that
    C.what
    D.which

    答案:C
    解析:
    分析句子结构可知,空格处引导主语从句并在从句中作do的宾语,四个选项中只有what有这种用法,故选C。

  • 第3题:

    During the past ten years there have been dramatic changes in the international situation.

    A:permanent
    B:powerful.
    C:striking
    D:practical

    答案:C
    解析:
    本句意思:在过去的十年中,国际形势已经发生了引人注目的变化。dramatic意为“引人 注目的,戏剧性的”,与striking(显著的,引人注目的)意思相近。permanent永久的,永恒的; powerful强大的;practical实际的。

  • 第4题:

    We’ve offered her the job,but I don’t know__________she’ll accept it.

    A.where
    B.what
    C.whether
    D.which

    答案:C
    解析:
    句意为我们给她一份工作,但不知道她会不会接受。根据句意可知,应选C项。

  • 第5题:

    After the busy day I′ve had,I need a__drink.

    A.heavy
    B.sharp
    C.Strong
    D.powerful

    答案:C
    解析:

  • 第6题:

    若51单片机使用频率为6MHz的晶振,则振荡周期为:,机器周期为:,指令周期为:

    A.1/6us,2us,不定

    B.1/12us,2us,1/3us

    C.1/6us,1us,不定

    D.1/12us,1us,1/3us


    2μs;2微秒