【正文】 possible to fry an egg on the sidewalk.” 我們可以知道只要在溫度不低于 49℃ 的條件下 ， 就能煎蛋了。 B When I first started working with Kevin Sargeant, he was a freshman in high school, and I was his science teacher. I knew even then that he was a bright young man with great potential, and a hunger for learning. But he struggled to apply what he had learned due to his autism(孤獨(dú)癥 )． Diagnosed with Asperger39。s syndrome(埃斯伯格綜合癥 ) in elementary school, Kevin scored well on tests. However, a huge part of school learning takes place not at a student39。s individual desk, but in groups that require participation. For children like Kevin, that presents a big challenge. For a long time, we struggled to persuade Kevin to e out of his shell and join the class. He preferred doing activities alone, and hated classroom tasks that required cooperation, like lab assignments. He struggled with public speaking even in small groups, and didn39。t want to try new things. You could tell that there was huge potential there— I never doubted his academic abilities. But at times many of us at the school worried about whether he39。d ever be able to fully make use of those abilities to build a future for himself. Over time, however, something changed. Slowly he began to want to try new things, and to work with people. He developed a sense of humor, and started to participate in class and to let people get to know him. And he thrived in the high school39。s work－based learning program, where he learned about careers in information technology— an area Kevin has always excelled in. In fact, in some ways, I think it was his experience with puters that brought him out of himself and helped him join the world. Finding something he was good at, and might even be able to develop into a future, gave him the confidence he39。d so badly needed. (D)24. Why did Kevin face a bigger challenge than the other children? A. Because he had a learning disability. B. Because he lacked interest in school. C. Because he couldn39。t handle the schoolwork. D. Because he had difficulty in cooperation. 【解析】 根據(jù)第二段最后一句話 “For children like Kevin, that presents a big challenge.” 可知答案在前面 “However, a huge part of school learning takes place not at a student39。s individual desk, but in groups that require participation.” 學(xué)校里大部分學(xué)習(xí)任務(wù)不是個(gè)人完成而是需要小組合作完成 ， 由此可知 D正確。 (C)25. Which of the following is NOT a change that happened to Kevin? A. He became willing to join the class. B. He became more confident. C. He became able to score well on exams. D. He started wanting to work with people. 【解析】 根據(jù)第二段 “...Kevin scored well on tests.”可知應(yīng)選 C。 (B)26. According to the author, what contributed to Kevin39。s change? A. His science teacher39。s help. B. His experience with puters. C. The development of information technology. D. The special program in his elementary school. 【解析】 根據(jù)最后一段 “I think it was his experience with puters that brought him out of himself and helped him join the world.”可知作者認(rèn)為是 Kevin的電腦經(jīng)歷幫助他改變讓他能融入周圍的世界。 (C)27. Which of the following can be the best title for the passage? A. A Talented Boy and Autism B. Strength from the Surrounding World C. Out of the Shell into the Sun D. The Magic of Computers 【解析】 ； ； ； D． 電腦的魔力。通讀全文可知這篇文章講述一個(gè)患埃斯伯格綜合癥的男孩從害怕與人交流自我封閉到愿意嘗試新事物融入周圍的世界的故事 ， 由此可知 C是最佳選擇。 C The old saying that practice makes perfect seems to make no sense when it es to schoolwork. Many educators today are looking for evidence to support the case for homework, but are ing up empty－ handed. “ Homework is all pain and no gain， ” says author Alfie Kohn. He points out that no study has ever found a correlation(關(guān)聯(lián) ) between homework and academic achievement in elementary school. Mary Jane Cera is the academic administrator for the Kino School, a private, non－ profit kindergarten－ through－ 12th－ grade school in Tucson, Arizona, and she maintains a no－h(huán)omework policy across all grades. The purpose of the policy is to make sure learning remains a joy, not a thing that discourages social time and creative activity. Many supporters of homework argue that life is filled with things we don39。t like to do, and that homework teaches self－ discipline, time management and other non－ academic life skills. Kohn challenges this popular idea。 he says that if kids have no choice when it es to homework, they39。re not really exercising judgment, and are instead losing their sense of autonomy(自主 )． At the Kino School, Cera says children often choose to take their favorite parts of school home. “ A lot of what we see kids doing is continuing to write in journals, practicing music with their friends, and taking experiments home to show their parents， ” she says. Surveys of Kino graduates suggest that the early control they are given over their education continues to serve them well into college, and that they feel better equipped to manage their time and approach professors with questions than other students do. One of the reasons why we continue to assign homework, Kohn says, is our obsession(著迷 ) with standardized tests. Even if we can agree on the importance of kids doing better on tests, he says, there is no research to suggest that homework is the ticket to success. He says the question isn39。t just “ How much homework is too much？ ” ， but that the quality of assignments needs to be addressed as well. Wherever the homework debate goes next, it39。s worth taking a moment to examine if we39。re asking the right questions about our children39。s education. (B)28. Which of the following is Kohn39。s idea? A. Homework teaches students life skills. B. Homework is not connected with academic achievement in elementary school. C. Standardized tests are not important in education. D. The quality of homework is linked to students39。 interests. 【解析】 細(xì)節(jié)理解題。根據(jù)第一段 He points out that no study has ever found a correlation(關(guān)聯(lián) ) between homework and academic achievement in el