【文章內(nèi)容簡介】 ce a week and there were always students waiting outside. At first, I was too polite to get their help. Then I realized that Chinese politeness does not work in this society. I needed to be aggressive to get what I wanted. I also noticed that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students. I was impressed by the role of the professor in the class. The professor didn39。t act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the students. One linguistic feature of his interacting with his students was that he used many modal verbsfar more than I did in Beiwai. When answering questions, he usually said: this is my personal opinion and it could be wrong. It would be a good idea if you could read the book I mentioned the other day. Or, You may find the book I remended helpful. Or, You could be right, but you might find this point of view also interesting. When making ments on students39。 performances, the professor usually said: It might have been much clearer if you had taken in some of the ideas we discussed earlier this semester. In China, authorities are always supposed to give wise decisions and correct directions. Therefore students always expect the professor to give an answer to the question. I still remember how annoyed they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than those of American students. Once the Chinese students got the answer, they were sure about it. That is why they make far more certain statement than American students. That is why Chinese students find it difficult to use modal verbs because the function of modal verbs is to provide room for negotiation and different ideas.（1）The American professors use many modal verbs because they want to______. A.argue with their studentsB.be more sure about their answersC.express their ideas more clearlyD.develop their students39。 own way of thinking（2）Which of the following statements best expresses the author39。s idea? A.Chinese professors can always give correct answer to the question.B.American professors are not responsible since they don39。t give students answers.C.American education produces aggressive students.D.Education in China is not helpful in developing students39。 creativity.（3）Which of the following methods did the author mainly employ in developing the article? A.Comparison and contrast.B.Cause and effect.C.Giving examples.D.Description.（4）What is the author39。s attitude towards education in .? A.PositiveB.NegativeC.NeutralD.Unsure【答案】 （1）D（2）D（3）A（4）C 【解析】【分析】文章描述中西方不同的文化背景下，學(xué)生的學(xué)習(xí)方式和表達(dá)方式的不同。 （1）推理判斷題。根據(jù)第二段的內(nèi)容The professor didn39。t act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the ，給出最后答案，而是作為研究者，和學(xué)生一起尋找問題的答案。下句說到他們和學(xué)生交流的語言特征是使用很多的情態(tài)動詞，并舉了很多例句，因此可推斷美國教授這樣做是為了發(fā)展學(xué)生自己的思維方式。故選D。 （2）推理判斷題。根據(jù)最后一段中作者的描述，中國學(xué)生總是期待教授給出問題的答案，他們對權(quán)威的期待比美國學(xué)生高的多，一旦中國學(xué)生得到答案，他們就很確定?？赏茢嘀袊逃龑Πl(fā)展學(xué)生的創(chuàng)造力是沒有幫助的。故選D。 （3）細(xì)節(jié)理解題。通讀全文可知，文章通過比較和對比來說明中西方學(xué)生的學(xué)習(xí)方式和教育方式的不同。故選A。 （4）細(xì)節(jié)理解題。作者只是通過比較和對比來描述中西方學(xué)生的學(xué)習(xí)方式和教育方式的不同，并沒有對美國教育加以評論，故作者對美國教育的態(tài)度是中立的。故選C。 【點(diǎn)評】考查閱讀理解，涉及推理判斷題和細(xì)節(jié)理解題。推理判斷題要注意聯(lián)系上下文，推斷出所需信息；細(xì)節(jié)理解題要注意仔細(xì)閱讀文章，從文中找出所需答案。5．閱讀理解 Many kids help out around the house with chores such as emptying the dishwasher, putting laundry away, and taking out the trash. In exchange, some kids get allowances or other rewards such as extra puter time. But some people do not think that kids should get rewards for doing chores. Susie Walton, a parenting educator and family coach, believes that by rewarding kids, parents are sending a message that work isn39。t worth doing unless you get something in return. Running any kind of household is a team effort, Susie said. A home is a living space for everyone in the family. It39。s important for kids to see that we all have responsibilities in the house, and that families decide together how they want their home to look, and how they are going to keep it looking like everyone wants it to look. Other people believe that getting a cash allowance or other rewards motivates kids to do chores, and it also teaches them real world lessons about how we need to work to earn money. There are also new applications that give kids points and digital gifts that can be redeemed (兌取) either online or in the real world. With the ChoreMonster app, kids earn digital points by pleting chores that they can turn in for reallife rewards such as extra Xbox time or a trip to the mall. Our goal is to encourage kids to earn rewards, says Chris Bergman, founder of ChoreMonster. Kids need positive reinforcement to help motivate them. What do you think? Should kids be rewarded for doing chores? Or should kids help out around their homes without getting anything in return? Write a 200word response. Send it to tfkasks4you@. Your response may be published in a future issue of Time For Kids. Please include your grade and contact information of your parent or teacher if you want your response to be published. The deadline for responding is February 18.（1）How does the author start the passage? A.By presenting some facts.B.By listing some evidence.C.By paring different views.160