【正文】 esponse to be published. The deadline for responding is February 18.（1）How does the author start the passage? listing some evidence. presenting some facts. paring different views. stating his own experiences.（2）Which statement is true according to Susie Walton? should be rewarded for doing chores. decide what kids can do for the family. have the responsibility to share housework. can get extra puter time for doing chores.（3）The purpose of writing the text is to . readers to express their opinions readers of two different opinions on readers to reflect on their behavior the author39。s viewpoint about parenting【答案】 （1）B（2）C（3）A 【解析】【分析】本文是一篇議論文，針對“家長該不該獎勵孩子做家務”介紹了兩種觀點：一個是孩子有義務幫助家長做家務，家長不應獎勵；另一個是獲得現(xiàn)金或其他獎勵會激勵孩子們做家務，這會教會他們在現(xiàn)實生活中需要工作才能掙錢。文章最后向讀者征求看法并為讀者提供了回復看法的郵箱地址。 （1）考查推理判斷。根據第一段“Many kids help out around the house with chores(家庭雜務) such as emptying the dishwasher, putting laundry away, and taking out the trash. In exchange, some kids get allowances(補貼) or other rewards such as extra puter exchange, some kids get allowances (補貼) or other rewards such as extra puter time.”許多孩子在家里幫忙做家務，比如清空洗碗機、把洗好的衣服收起來、倒垃圾。作為交換，一些孩子可以得到津貼或其他獎勵，比如額外的玩電腦時間，可知，作者首先陳述目前一些家長常見的做法，從而引出本文討論的話題：家長該不該獎勵孩子做家務。故選B。 （2）考查細節(jié)理解。根據第二段中的“It39。s important for kids to see that we all have responsibilities in the house.”重要的是要讓孩子們看到在家里每個人都要承擔做家務的責任，可知， Susie Walton認為孩子有義務幫助家長做家務，即家長不應獎勵孩子做家務。故選C。 （3）考查推理判斷。根據最后一段中的“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@.”你怎么認為？孩子們做家務應該得到獎勵嗎？或者孩子們應該在家里幫忙而不得到任何回報？寫一個200字的回答并發(fā)送到郵箱，可知，作者這是在邀請讀者針對“該不該獎勵孩子做家務”這個問題發(fā)表看法，并提供了郵箱地址。故選A。 【點評】本題考點涉及細節(jié)理解和推理判斷兩個題型的考查，是一篇教育類閱讀，考生需要準確掌握細節(jié)信息，并根據上下文進行邏輯推理，從而選出正確答案。8．閱讀理解 For a generation now, school reform has meant what students must be taught and carried out by standardized(標準化的)tests. Here39。s a thought experiment. Suppose that next year almost every student passed the tests. What would the reaction be from people? Would they shake their heads in respect and say, Damn, those teachers must be good!? Of course not. Such remarkable success would be used as evidence that the tests were too easy and it needs to raise standards. High standards really means standards that all students will never be able to meet. My little thought experiment uncovers a truth that we have been taught to respond with doubt whenever all members of any group are successful. In America, success doesn39。t count unless it is got by only a few. Consider widespread plaints about grade inflation(膨脹) in higher education. Many people don39。t even bother to stress that grades have risen over time. They simply point to how many students get A39。s right now. The goal, in other words, isn39。t to do well but to defeat other people who are also trying to do well. Grades in testing should be used to announce who39。s beating whom. A school39。s final task, apparently, is not to help everyone learn but to prepare the game so that there will always be losers. This makes no sense in any situation. Perhaps, for example, we can defend rating states or nations based on the quality of their air, health care or schools, but ranking them is foolish. School testing ranking doesn39。t lead to improvements in performance but tends to hold us back from doing our best. It makes productive teamwork less likely and leads all concerned to focus not on meaningful improvements but on trying to beat everyone else. Most of all, it encourages the false belief that excellence is a zerosum game. It would be more reasonable to rescue the spirit of the concept: Everyone may not succeed, but at least in theory all of us could.（1）What did the writer39。s thought experiment prove? teachers represent higher test scores. is regarded as a rare thing. tests are usually too easy. don39。t meet the test standards.（2）What does the writer think American schools seem to do? teachers to teach better. the belief of beating others. all students do well at school. the existence of failures.（3）What is the writer39。s attitude towards schools testing ranking? ....（4）What is the best title for the text? Can Students Succeed? Can39。t Everyone Get A39。s? Standards Do Schools Set? Get Best Grades at School?【答案】 （1）B（2）D（3）A（4）B 【解析】【分析】本文是一篇說明文，作者通過一個思維實驗推導出了學校等級排名的不合理性，認為學校的這種做法在灌輸錯誤的觀念。 （1）考查推理判斷。根據第三段中的“My little thought experiment uncovers a truth that we have been taught to respond with doubt whenever all members of any group are successful.”我這個小的思維實驗揭示了一個真理：每次無論是哪個組內成員全部成功的時候，我們總是被教育的持懷疑的態(tài)度，可知，我們總是認為優(yōu)秀是一件很稀有的事情，所以我們不相信一群人都同時很優(yōu)秀。故選B。 （2）考查細節(jié)理解。根據第四段中的“A school39。s final task, apparently, is not to help everyone learn but to prepare the game so that there will always be losers.” 顯然，學校的最后一項任務不是幫助每個人學習，而是為比賽做準備，讓失敗者永遠存在，可知，作者認為美國學校似乎在確保失敗的存在。故選D。 （3）考查推理判斷。根據倒數第二段中的“but ranking them is foolish. School testing ranking doesn39。t lead to improvements in performance but tends to hold us back from doing our best. It makes productive teamwork less likely and leads all concerned to focus not on meaningful improvements but on trying to beat everyone else.” 但是給他們排名是愚蠢的。 學校測試排名并不能帶來學習成績的提高，反而會阻礙我們發(fā)揮最佳水平。 它降低了高效率的團隊合作的可能性，并導致所有關注的焦點不是有意義的進步，而是試圖打敗其他人，由此判斷出，作者對學校排名持不同意的態(tài)度。故選A。 （4）考查主旨大意。第一段和第二段點明了現(xiàn)在教學中常出現(xiàn)的現(xiàn)象：成功只能被少數人獲得。后邊幾個段落都批判了這種做法的不合理性，認為學校的這種做法在灌輸錯誤的觀念。 B： Why Can39。t Everyone Get A39。s?“為什么不能每個人都得A呢？”利用反問句體現(xiàn)了這一思想，并且這個反問的話題與第二段作者引出話題所使用的的例子一致。故選B。 【點評】本題考點涉及細節(jié)理解，推理判斷和主旨大意三個題型的考查，是一篇教育類閱讀，要求考生在捕捉細節(jié)信息的基礎上，進一步根據上下文的邏輯關系，進行分析，推理，概括和歸納，從而選出正確答案。9．閱讀理解 Time talks. It speaks more plainly than words. Time municates in many ways. Consider the different parts of the day, for example. The time of the day when something is done can give a special meaning to the event. It is not customary to telepho