Imagine a classroom missing the one thing that’s long been considered a necessary part to reading and writing---paper. No notebooks, no textbooks, no test papers. Nor are there any pencils or pens, which always seems to run out of ink at the critical moment. A “paperless classroom” is what more and more schools are trying to achieve .

Students don’t do any handwriting in this class . Instead , they use palm size , or specially—designed computers. The teacher downloads texts from Internet libraries and sends them to every student’s personal computer. Having computers also means that students use the Web. They can look up information on any subject they’re studying from maths to social science.

High school teacher Judy Herrell in Florida, US, described how her class used the Web to learn about the war in Afghanistan over one year ago. We could touch every side of the country through different sites from the forest to refugee camps, she said .“Using a book that’s three or four years old is impossible.”And exams can go on line too. At a high school in Tennessee, US, students take tests on their own computers. The teacher records the grades on the network for everyone to see and then copies them to his own electronic grade book. A paperless classroom is a big step towards reducing the waste of paper. High school teacher Stephanie—Sorrell in Kentucky,US, said she used to give about 900 pieces of paper each week to each student.

“Think about the money and trees we could save with the computers,”she said .But, with all this technology, there is always the risk that the machines will break down. So , in case of a power failure or technical problems, paper textbooks are still widely available for these hi—tech students.

1.What does the part of the last sentence in the first paragraph “run out of ink at the critical moment” mean ?

A．Pens may not write well at the critical moment.

B．Pens get lost easily , so you may not find them at the critical moment.

C．Pens may have little or no ink at the critical moment

D．Pens use ink, while pencils don’t.

2.The high school teacher, Judy Herrell, used the example of her class to show that ________.

A．the Web could take them everywhere

B．the Web taught them a lot.

C．the Web is a good tool for information.

D．the Web , better than the textbooks ,can give the latest and comprehensive information.

3.The paperless classroom will benefit _________ the most.

A．students          B．teachers          C．trees             D．computers

4.What does the phrase in the last paragraph “break down ”mean ?

A．Break into pieces   B．Stop working       C．Fall down          D．Lose control

Imagine a classroom missing the one thing that's long been considered a necessary part to reading and writing paper.No notebooks，no textbooks，no test paper.Nor are there any pencils or pens，which always seem to run out of ink at the critical moment.A“paperless classroom”is what more and more schools are trying to achieve.

Students don't do any handwriting in this class.Instead，they use palm size，or specially?designed computers.The teacher downloads texts from Internet libraries and sends them to every student's personal computer.

Having computers also means that students can use the Web.They can look up information on any subject they're studying from maths to social science.

High school teacher Judy Herrell in Florida，US，described how her class used the Web to learn about the war in Afganistan(阿富汗) over one year ago.

“We could touch every side of the country through different sites from the forest to refugee camps(难民营)，”she said.“Using a book that's three or four years old is impossible.”

And exams can go online too.At a high school in Tennessee，US，students take tests on their own computers.The teacher records the grades on the network for everyone to see and then copies them to his own electronic grade book.

A paperless classroom is a big step towards reducing the waste of paper.High school teacher Stephanie Sorrell in Kentucky US said she used to give about 900 pieces of paper each week to each student.

“Think about the money and trees we could save with the computers，”she said.But，with all this technology，there's always the risk that the machines will break_down.So, in case of a power failure or technical problems, paper textbooks are still widely available(可用的) for these hi?tech students.

1．What does the part of the last but one sentence in the first paragraph，“run out of ink at the critical moment” mean?

A．Pens may not write welt at the critical moment.

B．Pens get lost easily，so you may not find them at the critical moment.

C．Pens may have little or no ink at the critical moment.

D．Pens use ink，while pencils don't.

2．In a paperless classroom, what is a must?

A．Pens.　　　　　 　　　　　B．Computers.

C．Information.　　　　　　　 D．Texts.

3．The high school teacher，Judy Herrell，used the example of her class to show that________.

A．the Web could take them everywhere

B．the Web taught them a lot

C．the Web is a good tool for information

D．the Web，better than the textbooks，can give the latest and comprehensive(全面的) information

4．The paperless classrooms will benefit ________ the most.

A．students　　　　　 B．teachers　

C．trees　　　　　　 D．computers

5．What does the phrase in the last paragraph，“break down”，mean?

A．Break into pieces.　　　　 B．Stop working.

C．Fall down.　　　　　　　 D．Lose control.

       Testing has replaced teaching in most public schools. Pretests, drills, tests, and retests fill my own children’s school week. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I believe that my daughter Eriea, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the state test.

       Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment to discover whether students have mastered the skills, teachers are encouraged to change the process in the opposite way. First one looks at a test, which is intended for money. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.

       The ability to read or write or calculate might imply the ability to do reasonably well on stand-ardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid confusing preparation for a test of a skill with the acquisition of that skill. Too many discussions of basic skill make this misunderstanding because people are only interested in the test rather than concerned with the nature and quality of what is taught.

       Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grades that they have no time or ease of mind to think about meaning, and reread things if necessary.

72．The author gives an account of Erica’s performance in her study in order to show      .

       A．her cleverness in test -taking

       B．the incompetence of teachers

       C．there is something wrong with the current practice in teaching

       D．the best way to read textbooks

73．Which of the following is TRUE according to the passage?

       A．The phenomenon of teaching to the test has aroused curiosity in many educators.

       B．Skills in general are not only useless but often mislead students.

       C．Ability to read and write is one thing, and ability to do well on standardized tests is quite another.

       D．Preparation for a test of a skill does not necessarily mean the acquisition of that skill.

74．The author insists that      .

       A．state tests be replaced by some more sensible methods of assessment

       B．teachers pay more attention to the nature and quality of what is taught

       C．students not be concerned with grades but do more reading and thinking

       D．main changes be brought about in the general teaching

75．By“crisis of comprehension”the author means many students      .

       A．are too much concerned with grades

       B．fail to understand the real goal of education

       C．lack proper practice in grammar drills

       D．are unable to understand what they read, though they do reasonably well on standardized tests.

Testing has replaced teaching in most public schools. Pretests, drills, tests, and retests fill my own children’s school week. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated state test.

Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment (评价) to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a test, which is intended for money. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.

The ability to read or write or calculate might imply the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition(习得) of that skill. Too many discussions of basic skill make this misunderstanding because people are only interested in the test rather than concerned with the nature and quality of what is taught.

Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’ t see or understand the whole. They are taught to be so concerned with grade that they have no time or ease of mind to think about meaning, and reread things if necessary.

1. The author gives an account of Erica’s performance in her study in order to show      .

A. her cleverness in test- taking    

B. the incompetence of teachers

C. there is something wrong with the current practice in teaching 

D. the best way to read textbooks

2. Which of the following is TRUE according to the passage?

A. The phenomenon of teaching to the test has aroused curiosity in many educators.

B. Skills in general are not only useless but often mislead students.

C. Ability to read and write is one thing, and ability to do well in standardized tests is quite another.

D. Preparation for test of a skill does not necessarily mean the acquisition of that skill.

3. The author insists that        .

A. mandated state tests be replaced by some more sensible methods of assessment

B. teachers pay more attention to the nature and quality of what is taught

C. students not be concerned with grades but do more reading and thinking

D. main changes be brought about in the general teaching

4. We can safely conclude that ____may cause educational problems.

A. teaching to the test          B. standardized tests  

C. test-taking                 D preparation for mandated state tests