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[主观题]

Schools hit by this summer's education funding crisis were forced to lay off 21,000 teache

rs and support staff, a new study shows. Almost half the secondary schools surveyed and one in five primaries have increased class sizes as a result.

The report, by Professor Alan Smithers and Dr Pamela Robinson from the University of Liverpool, shows the budget crisis is worse than thought. It also questions Government claims that the number of "loser" schools are in a minority, with an estimate that between 14,000 and 15,000 of the country's 23,000 state schools suffered a budget cut in real terms. In all, 56 per cent of primary schools and 63 per cent of secondaries surveyed reported that this year's budget was worse than last year. The funding cuts were the first since Labour came to power in 1997, pledging to make education a top priority. "The consequences for the majority of schools have been disastrous," Professor Smithers said.

The report shows 8,800 teaching posts (5,502 in primary schools and 3,115 in secondaries) were cut along with 12,300 support staff. About 2,000 teachers were made redundant, compared with the 500 redundancies estimated by Prime Minister Tony Blair earlier in the summer. The report said some schools emerged as "winners", taking on teachers. But the net reduction in teachers' jobs was 4,537, putting the pressure on Labour's election pledge to employ 10,000 extra teachers in its second term.

Doug McAvoy, general secretary of the National Union of Teachers, which commissioned the research, said ministers were "deliberately underfunding schools" so that heads were forced to employ cheaper classroom assistants. The union is opposed to a national agreement on reducing teachers' workload which allows classroom assistants to take control of lessons. "The impact on the pupils could be devastating," Mr. McAvoy said. "We don't think this is happening by chance. It is a deliberate government policy." Professor Smithers said schools would struggle to avoid further redundancies, despite 800 million in funding pledged for the next two years. Many schools had slashed their reserves and could not protect teachers' jobs. He said class sizes were "nudging upwards" as a result of the funding cuts, and over 40 per cent of secondary schools said more classes would be taken by teachers not trained in the relevant subject.

Primary schools said that head teachers and senior staff would have to do more teaching. "Primary schools were often planning to reduce the teachers' already very limited planning, preparation, marking and assessment time," the report said. Under the new teachers' contract, however, they should be guaranteed 10 per cent of time away from the classroom by 2005.

The report was based on a survey of 980 primary schools and 368 secondaries. The Department of Education has questioned the findings, saying the report "appears to have lost touch with reality". "The scale of these figures, based on a very small sample, does not tally with assessments we have seen from other teachers unions," a spokesman said. Graham Lane, Labour education chairman of the Local Government Association, said: "In surveys like this, the schools that have got problems respond."

Which of the following is NOT an impact of the policy on classes involved?

A.some teachers will be laid off

B.the size of some classes will be increased

C.teachers' workload will be increased

D.some classroom assistants will help teaching

答案
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更多“Schools hit by this summer's education funding crisis were forced to lay off 21,000 teache”相关的问题

第1题

The effect of the baby boom on the schools helped to make possible a shift in thinking a

bout the role of public education in the 1920’s. In the 1920’s, but especially __1__the Depression of the 1930’s, the United States experienced a__2__birth rate. Then with the prosperity__3__on by the Second World War and the economic boom that followed it, young people married and__4__households earlier and began to__5__larger families than had their__6__during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. __7__economics was probably the most important__8__, it is not the only explanation for the baby boom. The increased value placed__9__the idea of the family also helps to__10__this rise in birth rates. The baby boomers began streaming__11__the first grade by the mid -1940’s and became a __12__by 1950. The public school system suddenly found itself __13__The wartime economy meant that few new schools were built between 1940 and 1945.__14__, large numbers of teachers left their profession during that period for better-paying jobs elsewhere.

__15__, in the 1950’s, the baby boom hit an antiquated and inadequate school system. Consequently, the custodial rhetoric of the 1930’s no longer made__16__; keeping youths ages sixteen and older out of the labor market by keeping them in school could no longer be a high__17__for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators__18__turned toward the lower grades and back to basic academic skills and__19__. The system no longer had much__20__in offering nontraditional, new, and extra services to older youths.

1. A.in B.for C.at D.on

2. A.accelerating B.strengthening C.declining D.fluctuating

3. A.took B.produced C.brought D.carried

4. A.adopted B.incorporated C.administered D.established

5. A.increase B.raise C.erect D.generate

6. A.predecessors B.successors C.processors D.oppressors

7. A.Since B.Despite C.Although D.Unless

8. A.tenant B.determinant C.lubricant D.repentant

9. A.at B.on C.for D.with

10. A.demonstrate B.interpret C.exhibit D.explain

11. A.through B.across C.into D.towards

12. A.creek B.flood C. bonus D.pledge

13. A.overtaxed B.overdosed C.overweighed D.overlapped

14. A.Moreover B.However C.Otherwise D.Thus

15. A.Nevertheless B.Therefore C.Furthermore D.Hence fore

16. A.sense B.meaning C.sensible D.meaningful

17. A.notoriety B.compatibility C.proximity D.priority

18. A.refutably B.indispensably C.inevitably D.respectively

19. A.conference B.symposium C.seminar D.discipline

20. A.ability B.advantage C.benefit D.interest

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第2题

I. Q. stands for "Intelligence Quotient" which is measure of a person's intelligence found
by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks m a particular test. To know whether he is clever, average, or dull, his marks must be compared with the average achieved by boys of thirteen in that test.

In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a standard of intelligence, and he hit upon the very simple concept of" mental age".

First, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. Binet arranged the various tests in order of difficulty, and used them as a scale by which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he had a mental age of nine.

The concept of mental age provided Binet, and through him, other psychologists with the required standard. It enabled him to state scores in intelligence tests m terms of norm. At first, it was usual to express the result of a test by the difference between the" mental" and the" chronological" age. Then the boy in the example given would be" three years retarded". Soon, however, the" mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with mental age of nine has a mental ratio of 0.75.

The mental age was replaced by the intelligence quotient or" I. Q". Clearly, since the mental age of the average child is equal to the chronological age, the average I. Q. is 100.

To judge a child's standard, his marks in a test must be compared with marks gained by ______.

A.others of the same age

B.older children

C.younger children

D.adults

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第3题

In this section. there are four passages followed by questions or un finished statements,
each cuith four suggested answers marked[A], [B],[C] and [Dl. Choose the one that you think is the best answer. Mark your answers on Answer Sheet Two.

TEXT A

Let me speak first to parents. You are the ones who plant, or fail to plant, the seeds of character in your children. Try from the beginning to put into your children's minds the capacity to feel shame by letting them know that, just as there are actions for which they can win praise, so there are others ________ lying, cheating, stealing________ that are unacceptable and for which they will be punished.

As parents, you are not alone in your efforts to form. character. Organizations such as the Boy Scouts and Girl Scouts teach accountability and strengthen it with pressure of equals. Churches are also strong helpers.

I remember clearly an event from my childhood. In our church's Sunday school playroom was a set of little lead cowboys and Indians. One day, I took one of them home, and that night my brother saw me playing with it. "I know where you got that," he said. "You stole it from the church. ,,

Stole it! From the church! Those words hit me like a thunderbolt. The anger of God, my mother's anger, the scorn of the world rose up like a terrifying wave in my mind. I ran a mile and a half to return the figure and all the way back home, where my mother put me to bed with a couple of beats for "cattin around " (到处乱跑). I never told her why I had left the house; I was too ashamed. Shame led straight to accountability, and I never again took anything that wasn't mine.

What about teachers? To them I'd say: your classroom is a small society. Don't excuse bad behavior. Get students to impose standards upon one another, and work to persuade the school administration to become firmer about discipline.

I've heard of high schools where the first time a student is caught with drugs, he's warned; the second time, he may be kept from school temporarily; the third, possibly driven away. To the principals of such schools I would say, "Why not suspend students the first time?" And I would quote a religious leader's words: "Punish severely the first offender, for in him lies the greatest hope of reform. "

Finally, a wise teacher might tell a high-school class: "If you choose to play with drugs, the police may never catch you. But your body is responsible to the laws of chemistry and biology. " What about law enforcement? If I could say just one thing to the designers of that system, it would be: restore fair, swift, sure punishment as one of the key supporters of accountability. There is nothing unreasonable about just punishment, but you'd never know it from watching our law carried out today. Criminals don't fear the law, because in most cases its punishment is so slow and weakened that any preventing effect is lost.

Which of the following is NOT true according to the author?

[A] Parents are very important in helping form. the children's character.

[B] One can have more than one way to shape character.

[C] Punishment should be carried out quickly.

[D] The author ran a mile and a half to avoid the shower of scolding.

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第4题

‘I. Q.' stands for Intelligence Quotient which is a measure of a person's intelligence fou
nd by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be Compared with the average achieved by boys of thirteen in that test.

In 1906 the psychologist, Alfred Binet(1857—1911), devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a atandard of intelligence, and he hit upon the very simple concept of "mental age".

First of all, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: "We are going to have a good time in the country." Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below ave rage, and that he had a mental age of nine.

The concept of mental age provided Binet, and through him, other psychologists, with the required standard. It enabled him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with a mental age of nine has a mental ratio of 0.75.

The mental age was replaced by the "intelligence quotient" or "I. Q. '. The "I. Q." is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an "I. Q." of 75. Clearly, since the mental age of the average child is equal to the chronological age, the average 'I. Q.' is 100.

In order to judge a child' s intelligence, his marks in a test must be compared with marks gained by

A.thirteen-year-old children

B.children of different ages

C.the same child at different ages

D.other children of the same age

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第5题

He practices _______the ball four hours everyday.

A.to hit

B.hitting

C.hit

D.hits

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第6题

What have happened to the man?A.He was hit by a carB.He was almost hitC.He was ill

What have happened to the man?

A.He was hit by a car

B.He was almost hit

C.He was ill

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第7题

A bullet hit the solider and he was wounded in ______ leg. A) a B) one C) the D) his

A bullet hit the solider and he was wounded in ______ leg.

A) a B) one C) the D) his

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第8题

The following places were hit by earthquakes except______.A.JapanB.CanadaC.NorthridgeD.Kob

The following places were hit by earthquakes except______.

A.Japan

B.Canada

C.Northridge

D.Kobe

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第9题

The car hit the house with such ______ that it broke the wall.A.forceB.a forceC.forces

The car hit the house with such ______ that it broke the wall.

A.force

B.a force

C.forces

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第10题

A.sickB.frightenedC.hitD.worse

A.sick

B.frightened

C.hit

D.worse

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