单选集

{{B}}第二篇{{/B}}

? ?One-room schools are part of the heritage of the United States，and the mention of them makes people feel a longing for“the way things were．”One room schools are an endangered species(种类)，however．For more than a hundred years，one-room schools have been systematically shut down and their students sent away to centralized schools．As recently as 1930 there were 149，000 one-room schools in the United States．By 1970 there were 1，800．Today，of the nearly 800 remaining one-room schools，more than 350 are in Nebraska．The rest are spread through a few other states that have on their roadmaps wide-open spaces between towns．
? ?Now that there are hardly any left，educators are beginning to think that maybe there is something yet to be learned from one-room schools，something that served the pioneers that might serve as well today．Progressive educators have come up with new names like“peer-group teaching”and“multi-age grouping”for educational procedures that Occur naturally in the one-room schools．In a one-room school the children teach each other because the teacher is busy part of the time teaching someone else．A fourth grader can work at a fifth-grade level in math and a third-grade level in English without the bad name associated with being left back or the pressures of being skipped(超过)ahead．A youngster with a learning disability can find his or her own level without being separated from the other pupils．A few hours in a small school that has only one classroom and it becomes clear why so many parents feel that one of the advantages of living in Nebraska is that their children have to go to a one-room school．
We learn from the first paragraph that one-room schools

A:are the best in Nebraska． B:are becoming more and more centralized． C:have had a strong influence on American people． D:need to be shut down．

{{B}}第二篇{{/B}}

? ?One-room schools are part of the heritage of the United States，and the mention of them makes people feel a longing for“the way things were．”One room schools are an endangered species(种类)，however．For more than a hundred years，one-room schools have been systematically shut down and their students sent away to centralized schools．As recently as 1930 there were 149，000 one-room schools in the United States．By 1970 there were 1，800．Today，of the nearly 800 remaining one-room schools，more than 350 are in Nebraska．The rest are spread through a few other states that have on their roadmaps wide-open spaces between towns．
? ?Now that there are hardly any left，educators are beginning to think that maybe there is something yet to be learned from one-room schools，something that served the pioneers that might serve as well today．Progressive educators have come up with new names like“peer-group teaching”and“multi-age grouping”for educational procedures that Occur naturally in the one-room schools．In a one-room school the children teach each other because the teacher is busy part of the time teaching someone else．A fourth grader can work at a fifth-grade level in math and a third-grade level in English without the bad name associated with being left back or the pressures of being skipped(超过)ahead．A youngster with a learning disability can find his or her own level without being separated from the other pupils．A few hours in a small school that has only one classroom and it becomes clear why so many parents feel that one of the advantages of living in Nebraska is that their children have to go to a one-room school．
One-room schools are in danger of disappearing because

A:there has been a trend towards centralization． B:they cannot get top students． C:they exist only in one state． D:children have to teach themselves．

{{B}}第二篇{{/B}}

? ?One-room schools are part of the heritage of the United States，and the mention of them makes people feel a longing for“the way things were．”One room schools are an endangered species(种类)，however．For more than a hundred years，one-room schools have been systematically shut down and their students sent away to centralized schools．As recently as 1930 there were 149，000 one-room schools in the United States．By 1970 there were 1，800．Today，of the nearly 800 remaining one-room schools，more than 350 are in Nebraska．The rest are spread through a few other states that have on their roadmaps wide-open spaces between towns．
? ?Now that there are hardly any left，educators are beginning to think that maybe there is something yet to be learned from one-room schools，something that served the pioneers that might serve as well today．Progressive educators have come up with new names like“peer-group teaching”and“multi-age grouping”for educational procedures that Occur naturally in the one-room schools．In a one-room school the children teach each other because the teacher is busy part of the time teaching someone else．A fourth grader can work at a fifth-grade level in math and a third-grade level in English without the bad name associated with being left back or the pressures of being skipped(超过)ahead．A youngster with a learning disability can find his or her own level without being separated from the other pupils．A few hours in a small school that has only one classroom and it becomes clear why so many parents feel that one of the advantages of living in Nebraska is that their children have to go to a one-room school．
A major characteristic of the one-room school system is that

A:learning is not limited to one grade level． B:pupils mostly study math and English． C:some children have to be left back． D:teachers are always busy．

{{B}}第二篇{{/B}}

? ?One-room schools are part of the heritage of the United States，and the mention of them makes people feel a longing for“the way things were．”One room schools are an endangered species(种类)，however．For more than a hundred years，one-room schools have been systematically shut down and their students sent away to centralized schools．As recently as 1930 there were 149，000 one-room schools in the United States．By 1970 there were 1，800．Today，of the nearly 800 remaining one-room schools，more than 350 are in Nebraska．The rest are spread through a few other states that have on their roadmaps wide-open spaces between towns．
? ?Now that there are hardly any left，educators are beginning to think that maybe there is something yet to be learned from one-room schools，something that served the pioneers that might serve as well today．Progressive educators have come up with new names like“peer-group teaching”and“multi-age grouping”for educational procedures that Occur naturally in the one-room schools．In a one-room school the children teach each other because the teacher is busy part of the time teaching someone else．A fourth grader can work at a fifth-grade level in math and a third-grade level in English without the bad name associated with being left back or the pressures of being skipped(超过)ahead．A youngster with a learning disability can find his or her own level without being separated from the other pupils．A few hours in a small school that has only one classroom and it becomes clear why so many parents feel that one of the advantages of living in Nebraska is that their children have to go to a one-room school．
It can be learned from paragraph 2 that many parents in Nebraska

A:don’t like centralized schools． B:come from other states． C:received education in one room schools． D:prefer rural life．

{{B}}第二篇{{/B}}

? ?One-room schools are part of the heritage of the United States，and the mention of them makes people feel a longing for“the way things were．”One room schools are an endangered species(种类)，however．For more than a hundred years，one-room schools have been systematically shut down and their students sent away to centralized schools．As recently as 1930 there were 149，000 one-room schools in the United States．By 1970 there were 1，800．Today，of the nearly 800 remaining one-room schools，more than 350 are in Nebraska．The rest are spread through a few other states that have on their roadmaps wide-open spaces between towns．
? ?Now that there are hardly any left，educators are beginning to think that maybe there is something yet to be learned from one-room schools，something that served the pioneers that might serve as well today．Progressive educators have come up with new names like“peer-group teaching”and“multi-age grouping”for educational procedures that Occur naturally in the one-room schools．In a one-room school the children teach each other because the teacher is busy part of the time teaching someone else．A fourth grader can work at a fifth-grade level in math and a third-grade level in English without the bad name associated with being left back or the pressures of being skipped(超过)ahead．A youngster with a learning disability can find his or her own level without being separated from the other pupils．A few hours in a small school that has only one classroom and it becomes clear why so many parents feel that one of the advantages of living in Nebraska is that their children have to go to a one-room school．
What is the author’s attitude towards one-room schools?

A:Critical． B:Humorous． C:Angry． D:Praising．

{{B}}第三篇{{/B}}

? ?Deaf teenagers Orlando Chavez and German Resendiz have been friends since kindergarten(幼儿园)．Together the two boys，who go to Escondido High School in California，have had the difficult job of learning in schools where the majority of the students can speak and hear．
? ?Orlando lost his hearing at the age of one．German was born deaf，and his parents moved from Mexico to find a school where he could learn sign language．He met Orlando on their first day of kindergarten．
? ?“We were in a special class with about 25 other deaf kids，”German remembers．“Before then，I didn’t know I was deaf and that I was different．”
? ?“Being young and deaf in regular classes was very hard，”signs Orlando．“The other kids didn’t understand us and we didn’t understand them．But we’ve all grown up together，and today，I’m popular because I’m deaf．Kids try hard to communicate with me．”
? ?Some things are very difficult for the two boys．“We can’t talk on the phone，so if we need help，we can’t call an emergency service，”German signs．“And we can’t order food in a drive-thru．”
? ?Despite their difficulties，the two boys have found work putting food in bags at a local supermarket．They got their jobs through a“workability”program，designed for teenagers from local schools with different types of learning disabilities．
? ?German has worked in the supermarket since August，and Orlando started in November．
? ?“The other people who work here have been very nice to us，”Orlando signs．“They even sign sometimes．At first，we were nervous，but we’ve learned a lot and we’re getting better．”
? ?The opportunity to earn money has been exciting，both boys said．After high school，they hope to attend the National Technical Institute for the Deaf in New York．
Orlando and German have been

A:to Mexico together． B:deaf since they were born． C:to different high schools． D:friends since they were very young．

{{B}}第三篇{{/B}}

? ?Deaf teenagers Orlando Chavez and German Resendiz have been friends since kindergarten(幼儿园)．Together the two boys，who go to Escondido High School in California，have had the difficult job of learning in schools where the majority of the students can speak and hear．
? ?Orlando lost his hearing at the age of one．German was born deaf，and his parents moved from Mexico to find a school where he could learn sign language．He met Orlando on their first day of kindergarten．
? ?“We were in a special class with about 25 other deaf kids，”German remembers．“Before then，I didn’t know I was deaf and that I was different．”
? ?“Being young and deaf in regular classes was very hard，”signs Orlando．“The other kids didn’t understand us and we didn’t understand them．But we’ve all grown up together，and today，I’m popular because I’m deaf．Kids try hard to communicate with me．”
? ?Some things are very difficult for the two boys．“We can’t talk on the phone，so if we need help，we can’t call an emergency service，”German signs．“And we can’t order food in a drive-thru．”
? ?Despite their difficulties，the two boys have found work putting food in bags at a local supermarket．They got their jobs through a“workability”program，designed for teenagers from local schools with different types of learning disabilities．
? ?German has worked in the supermarket since August，and Orlando started in November．
? ?“The other people who work here have been very nice to us，”Orlando signs．“They even sign sometimes．At first，we were nervous，but we’ve learned a lot and we’re getting better．”
? ?The opportunity to earn money has been exciting，both boys said．After high school，they hope to attend the National Technical Institute for the Deaf in New York．
According to the passage，the difficulty for Orlando and German is that

A:they can’t communicate with their classmates． B:they are not allowed to talk on the phone． C:they can’t order food in a drive-thru． D:they are not supposed to use emergency services．

{{B}}第三篇{{/B}}

? ?Deaf teenagers Orlando Chavez and German Resendiz have been friends since kindergarten(幼儿园)．Together the two boys，who go to Escondido High School in California，have had the difficult job of learning in schools where the majority of the students can speak and hear．
? ?Orlando lost his hearing at the age of one．German was born deaf，and his parents moved from Mexico to find a school where he could learn sign language．He met Orlando on their first day of kindergarten．
? ?“We were in a special class with about 25 other deaf kids，”German remembers．“Before then，I didn’t know I was deaf and that I was different．”
? ?“Being young and deaf in regular classes was very hard，”signs Orlando．“The other kids didn’t understand us and we didn’t understand them．But we’ve all grown up together，and today，I’m popular because I’m deaf．Kids try hard to communicate with me．”
? ?Some things are very difficult for the two boys．“We can’t talk on the phone，so if we need help，we can’t call an emergency service，”German signs．“And we can’t order food in a drive-thru．”
? ?Despite their difficulties，the two boys have found work putting food in bags at a local supermarket．They got their jobs through a“workability”program，designed for teenagers from local schools with different types of learning disabilities．
? ?German has worked in the supermarket since August，and Orlando started in November．
? ?“The other people who work here have been very nice to us，”Orlando signs．“They even sign sometimes．At first，we were nervous，but we’ve learned a lot and we’re getting better．”
? ?The opportunity to earn money has been exciting，both boys said．After high school，they hope to attend the National Technical Institute for the Deaf in New York．
Both Orlando and German have found their jobs at

A:a fast-food restaurant． B:a supermarket． C:a technical institute． D:a local school．

{{B}}第三篇{{/B}}

? ?Deaf teenagers Orlando Chavez and German Resendiz have been friends since kindergarten(幼儿园)．Together the two boys，who go to Escondido High School in California，have had the difficult job of learning in schools where the majority of the students can speak and hear．
? ?Orlando lost his hearing at the age of one．German was born deaf，and his parents moved from Mexico to find a school where he could learn sign language．He met Orlando on their first day of kindergarten．
? ?“We were in a special class with about 25 other deaf kids，”German remembers．“Before then，I didn’t know I was deaf and that I was different．”
? ?“Being young and deaf in regular classes was very hard，”signs Orlando．“The other kids didn’t understand us and we didn’t understand them．But we’ve all grown up together，and today，I’m popular because I’m deaf．Kids try hard to communicate with me．”
? ?Some things are very difficult for the two boys．“We can’t talk on the phone，so if we need help，we can’t call an emergency service，”German signs．“And we can’t order food in a drive-thru．”
? ?Despite their difficulties，the two boys have found work putting food in bags at a local supermarket．They got their jobs through a“workability”program，designed for teenagers from local schools with different types of learning disabilities．
? ?German has worked in the supermarket since August，and Orlando started in November．
? ?“The other people who work here have been very nice to us，”Orlando signs．“They even sign sometimes．At first，we were nervous，but we’ve learned a lot and we’re getting better．”
? ?The opportunity to earn money has been exciting，both boys said．After high school，they hope to attend the National Technical Institute for the Deaf in New York．
The word“emergency”in paragraph 5 is closest in meaning to

A:food． B:alarm． C:crisis． D:quick．

{{B}}第三篇{{/B}}

? ?Deaf teenagers Orlando Chavez and German Resendiz have been friends since kindergarten(幼儿园)．Together the two boys，who go to Escondido High School in California，have had the difficult job of learning in schools where the majority of the students can speak and hear．
? ?Orlando lost his hearing at the age of one．German was born deaf，and his parents moved from Mexico to find a school where he could learn sign language．He met Orlando on their first day of kindergarten．
? ?“We were in a special class with about 25 other deaf kids，”German remembers．“Before then，I didn’t know I was deaf and that I was different．”
? ?“Being young and deaf in regular classes was very hard，”signs Orlando．“The other kids didn’t understand us and we didn’t understand them．But we’ve all grown up together，and today，I’m popular because I’m deaf．Kids try hard to communicate with me．”
? ?Some things are very difficult for the two boys．“We can’t talk on the phone，so if we need help，we can’t call an emergency service，”German signs．“And we can’t order food in a drive-thru．”
? ?Despite their difficulties，the two boys have found work putting food in bags at a local supermarket．They got their jobs through a“workability”program，designed for teenagers from local schools with different types of learning disabilities．
? ?German has worked in the supermarket since August，and Orlando started in November．
? ?“The other people who work here have been very nice to us，”Orlando signs．“They even sign sometimes．At first，we were nervous，but we’ve learned a lot and we’re getting better．”
? ?The opportunity to earn money has been exciting，both boys said．After high school，they hope to attend the National Technical Institute for the Deaf in New York．
Both boys are happy to

A:design programs for the deaf． B:work at the National Technical Institute for the Dear． C:help students with learning disabilities． D:have the opportunity to earn money．

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