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Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the languages he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people. In the same way, when children learn to do all the other things they learn to do without being taught-to walk, run, climb, whistle, ride a bicycle-compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself,
let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end this nonsense of grades, exams, marks, Let us throw them all out, and let the children learn what all educated persons must some day learn, how to measure their own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems sensible to them. With our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential they will need to get in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
1.What does the author think is the best way for children to learn
things?
A.by copying what other people do.
B.by making mistakes and having them corrected.
C.by listening to explanations from skilled people.
D.by asking a great many questions.
2.What does the author think teachers do which they should not do?
A.They give children correct answers.
B.They point out children’s mistakes to them.
C.They allow children to mark their own work.
D.They encourage children to mark to copy from one another.
3.The passage suggests that learning to speak and learning to ride a bicycle
are___.
A.not really important skills.
B.more important than other skills.
C.basically different from learning adult skills.
D.basically the same as learning other skills.
4.Exams, grades, and marks should be abolished because children’s progress
should only be estimated by___.
A.educated persons.
B.the children themselves.
C.teachers.
D.parents.
5.The author fears that children will grow up into adults while being___.
A.too independent of others.
B.too critical of themselves.
C.incapable to think for themselves.
D.incapable to use basic skills.
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Part III Cloze
Directions: There are twenty blanks in the following passage. For each blank
there are four choices. Choose the one that best fits into the passage and then
marks your answer on the Answer Sheet.
There are two factors which determine an individual’s intelligence. The first
is the sort of brain he is born 61 . Human brains differ considerably, 62 being
more capable than others. 63 no matter how good a brain he has to begin with, an
individual will have a low order of intelligence 64 he has opportunities to
learn. So the second factor is what 65 to the individual—the sort of environment
in which he is brought 66 . If an individual is handicapped (受阻碍) 67 , it is
likely that his brain will 68 to develop and he will 69 attain the level of
intelligence of which he is 70 .
The importance of environment in determining an individual’s intelligence can
be 71 by the case history of the identical twins, Peter and John. When the twins
were three months old, their parents died, and they are placed in 72 foster (寄养)
homes. Peter was reared by parents of low intelligence in an 73 community with
poor educational 74 . John, 75 , was educated in the home of well-to-do parents
who has been to college. This environmental 76 continued until the twins were 77
their late teens, 78 they were given tests to 79 their intelligence. John’s I.Q.
(智商) was 125, twenty-five points higher than the 80 and fully forty points
higher than his identical brother.
61. A. for B. by C. with D. in
62. A. most B. some C. many D. few
63. A. But B. For C. Still D. And
64. A. if B. thought C. as D. unless
65. A. refers B. applies C. happens D. concerns
66. A. about B. up C. forward D. forth
67. A. relatively B. intelligently C. regularly D. environmentally
68. A. fail B. help C. manage D. stop
69. A. ever B. never C. even D. nearly
70. A. able B. capable C. available D. acceptable
71. A. demonstrated B. denied C. neglected D. ignored
72. A. separate B. similar C. remote D. individual
73. A. omitted B. isolated C. enclosed D. occupied
74. A. possibilities B. opportunities C. capacities D. responsibilities
75. A. moreover B. consequently C. then D. however
76. A. exception B. division C. difference D. alteration
77. A. in B. by C. at C. for
78. A. while B. since C. when D. because
79. A. estimate B. count C. decide D. measure
80. A. average B. common C. usual D. ordinary
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某城市引水工程，输水管道为长980m、DN3500mm钢管，采用顶管法施工;工作井尺寸为 18m×20m，挖深 15m，围护结构为
φ800mm钻孔灌注桩，设四道支撑。工作井挖土前，经检测发现三根钻孔灌注桩桩身强度偏低，造成围护结构达不到设计要求。调查结果表明混凝土的粗、细骨料合格。顶管施工前，项目部把原施工组织设计确定的顶管分节长度由
6.6m改为
8.8m，仍采用原龙门吊下管方案，并准备在现场予以实施。监理工程师认为此做法违反有关规定并存在安全隐患，予以制止。顶管正常顶进过程中，随顶程增加，总顶力持续增加，在顶程达三分之一时，总顶力接近后背设计允许最大荷载。
问题
1.钻孔灌注桩桩身强度偏低的原因可能有哪些?应如何补救 ?
2.说明项目部变更施工方案的正确做法。
3.改变管节长度后，应对原龙门吊下管方案中哪些安全隐患点进行安全验算?
4.顶力随顶程持续增加的原因是什么?应采取哪些措施处理 ?
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Writing：
An old saying goes “hast makes waste”. Write a composition of about 400 words
to state your view on it.
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Part IV Translation
Yet these carcinogenic additives remain in our food, and it becomes more difficult all the time to know which things on the packaging labels of processed food are helpful or harmful. (Passage Two)
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Writing：
A statement goes that “only through mistakes can there be discovery or
progress”. To what degree do you agree with this statement? Write an essay of
about 400 words.
In the first part of your essay you should state clearly your main argument,
and in the second part you should support your argument with appropriate
details. In the last part you should bring what you have written to a natural
conclusion or make a summary.
You should supply an appropriate title for your essay.
Marks will be awarded for content, organization, grammar and appropriateness.
Failure to follow the above instructions may result in a loss of marks.
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只有在我过度劳累的时候，在我长时间不间断地工作的时候，在我感到内心空虚，需要充实的时候，我才会感到寂寞。有时，外出演讲回来，见了许多人，讲了许多话，心中满是纷乱的体验需要整理，偶尔也会觉得孤独。于是有那么一会儿，我会感到整个房子非常大，空荡荡的。不知此时的自我又藏匿于何处。这时，我会给花草浇浇水，挨个瞅瞅，仿佛它们是活生生的人一样，或是喂喂两只小猫，亲手做顿饭菜，这样自我就慢慢地重新找回。
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Dear Sir/Madam,
I am pleased to write a letter of recommendation on behalf of Sand River and
its CEO, Mrs. Jane King. I am very familiar with the company. My next book deals
with it in detail, which is to be published in autumn of 2018. I am also
familiar with European consumer. As a Dutch citizen, I have lived in Europe for
46 years and studied European consumer behavior for decades.I believe that Sand
River offers something unique to the European market. It has established
long-term supply relations with herdsman ( 牧民) families and owns advanced German
machinery. Thus it combines natural resources with modern manufacturing
techniques. But equally important, Sand River works with modern fashion
designers to create truly contemporary and appealing designs. The result is a
newly-established cashmere ( 羊绒) brand that appeals to a target group of
high-income women. I met Mrs. King the first time in 2013. Since then, we have
met several times and talked about Sand River's philosophy, strategy, and appeal
to both Chinese and international consumers. I was struck by her deep knowledge
about knitting (针织) technology, her enthusiasm for the brand, and her deep
understanding of the cashmere shopper. I regard her as a "woman of her word." To
summarize, I believe Sand River products deserve a place in luxurious European
department stores and Mrs. King is a reliable partner. If you have any
questions, please do not hesitate to contact me. Sincerely, Joan Smith
36、 Joan Smith wrote the recommendation letter on behalf of ______.
A. a Dutch citizen
B. herdsman families
C. the European consumer
D. Sand River and its CEO
37、 From the letter we can learn that Sand River ______.
A. has long-term links with herdsmen
B. employs many herdsman workers
C. manufactures advanced machines
D. sells hand-made products
38、 The target consumers of the newly-established cashmere brand are
______.
A. college students
B. blue-color workers
C. high-income women
D. average herdsman families
39、 By saying "a woman of her word" (Para. 3), the writer means that Mrs.King
______.
A. always keeps her promise
B. is a good public speaker
C. knows customers well
D. is well educated
40、 As far as the European market is concerned,the writer thinks that Sand
River products ______.
A. are fit for supermarkets in big cities
B. are likely to enjoy a big market share
C. will appeal to different kinds of customers
D. deserve a place in luxurious department stores
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In some countries where racial prejudice is acute, violence has so come to be taken for granted as a means of solving differences, that it is not even questioned. There are countries where the white man imposes his rule by brute force; there are countries where the black man protests by setting fire to
cities and by looting and pillaging. Important people on both sides, who would in other respects appear to be reasonable men, get up and calmly argue in favor of violence – as if it were a legitimate solution, like any other. What is really frightening, what really fills you with despair, is the realization that
when it comes to the crunch, we have made no actual progress at all. We may wear
collars and ties instead of war-paint, but our instincts remain basically
unchanged. The whole of the recorded history of the human race, that tedious
documentation of violence, has taught us absolutely nothing. We have still not
learnt that violence never solves a problem but makes it more acute. The sheer
horror, the bloodshed, the suffering mean nothing. No solution ever comes to
light the morning after when we dismally contemplate the smoking ruins and
wonder what hit us. The truly reasonable men who know where the solutions lie
are finding it harder and herder to get a hearing. They are despised, mistrusted
and even persecuted by their own kind because they advocate such apparently
outrageous things as law enforcement. If half the energy that goes into violent
acts were put to good use, if our efforts were directed at cleaning up the slums
and ghettos, at improving living-standards and providing education and
employment for all, we would have gone a long way to arriving at a solution. Our
strength is sapped by having to mop up the mess that violence leaves in its
wake. In a well-directed effort, it would not be impossible to fulfill the
ideals of a stable social programme. The benefits that can be derived from
constructive solutions are everywhere apparent in the world around us. Genuine
and lasting solutions are always possible, providing we work within the
framework of the law. Before we can even begin to contemplate peaceful
co-existence between the races, we must appreciate each other's problems. And to
do this, we must learn about them: it is a simple exercise in communication, in
exchanging information. "Talk, talk, talk," the advocates of violence say, "all
you ever do is talk, and we are none the wiser." It's rather like the story of
the famous barrister who painstakingly explained his case to the judge. After
listening to a lengthy argument the judge complained that after all this talk,
he was none the wiser. "Possible, my lord," the barrister replied, "none the
wiser, but surely far better informed." Knowledge is the necessary prerequisite
to wisdom: the knowledge that violence creates the evils it pretends to
solve.
1. What is the best title for this passage?
[A] Advocating Violence.
[B] Violence Can Do Nothing to Diminish Race Prejudice.
[C] Important People on Both Sides See Violence As a Legitimate Solution.
[D] The Instincts of Human Race Are Thirsty for Violence.
2. Recorded history has taught us
[A] violence never solves anything. [B] nothing. [C] the bloodshed means
nothing. [D]everything.
3. It can be inferred that truly reasonable men
[A] can't get a hearing.
[B] are looked down upon.
[C] are persecuted.
[D] Have difficulty in
advocating law enforcement.
4. "He was none the wiser" means
[A] he was not at all wise in listening.
[B] He was not at all wiser than nothing before.
[C] He gains nothing after listening.
[D] He makes no sense of the argument.
5. According the author the best way to solve race prejudice is
[A] law enforcement. [B] knowledge. [C] nonviolence. [D] Mopping up the
violent mess.
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Part IV Translation
It would have been difficult for them to avoid the conclusion that the horse
and mule population would decline rapidly. (Passage Four)