一、Part Ⅱ Listening Comprehension
1、Question 1 is based on the news report you have just heard.
A、Ship traffic in the Atlantic.
B、Warm currents in the ocean.
C、Particles emitted by power plants.
D、Exhaust from cars in Europe.
2、Question 2 is based on the news report you have just heard.
A、They need to be taken seriously.
B、They have a huge effect on fishery.
C、They may be affecting the world’s climate.
D、They might be causing trouble to air flights.
3、Question 3 is based on the news report you have just heard.
A、To appeal for higher wages.
B、To demand better health care.
C、To dismiss the bad-tempered supervisor.
D、To call for a permanent security guard.
4、Question 4 is based on the news report you have just heard.
A、It had already taken strong action.
B、It would put customers’ needs first.
C、It was seeking help from the police.
D、It would take their appeal seriously.
5、Question 5 is based on the news report you have just heard.
A、The road was blocked.
B、The road was flooded.
C、The road was frozen with snow.
D、The road was covered with spilled gas.
6、Question 6 is based on the news report you have just heard.
A、A truck hit a barrier and overturned.
B、The truck driver dozed off while driving.
C、The heavy snow made driving very difficult.
D、A truck plunged into a pool of liquid chocolate.
7、Question 7 is based on the news report you have just heard.
A、It was fortunate that no passenger got injured.
B、It was a hard task to remove the spilled substance.
C、It was a long time before the clean-up was finished.
D、It was difficult to contact the manufacturer.
8、Question 8 is based on the conversation you have just heard.
A、She found it much safer to use cash.
B、She could enjoy discounts with cash.
C、She wanted to save for a new phone.
D、She had been cheated using phone apps.
9、Question 9 is based on the conversation you have just heard.
A、They derive greater pleasure from buying things.
B、They are less aware of the value of their money.
C、They find it less difficult to make purchases.
D、They can save a lot more time and trouble.
10、Question 10 is based on the conversation you have just heard.
A、More valuable items.
B、Electronic devices.
C、Everyday necessities.
D、More non-essential things.
11、Question 11 is based on the conversation you have just heard.
A、It may lead to excessive spending.
B、It is altering the way of shopping.
C、It can improve shopping efficiency.
D、It appeals more to younger people.
12、Question 12 is based on the conversation you have just heard.
A、He wanted the furniture store to give him a refund.
B、He had a problem with the furniture delivered.
C、He had to change the furniture delivery time.
D、He wanted to order some wooden furniture.
13、Question 13 is based on the conversation you have just heard.
A、Send the furniture back to the store.
B、Buy another brand of furniture.
C、Collect the furniture he ordered.
D、Describe the furniture he received.
14、Question 14 is based on the conversation you have just heard.
A、Improve their service.
B、Apologize to his wife.
C、Correct their mistake.
D、Give the money back.
15、Question 15 is based on the conversation you have just heard.
A、She recommended a new style.
B、She offered some gift to the man.
C、She checked all the items with the man.
D、She apologized to the man once more.
16、Question 16 is based on the passage you have just heard.
A、Tidying up one’s home.
B、Reading books of wisdom.
C、Donating to charity.
D、Sharing with others.
17、Question 17 is based on the passage you have just heard.
A、Things that occupy little space.
B、Things that are becoming rare.
C、Things that make one happy.
D、Things that cost a lot of money.
18、Question 18 is based on the passage you have just heard.
A、It did little business because of the unusual cold weather.
B、It received an incredibly large number of donated books.
C、It sold as many as fifty boxes of books.
D、It joined the city’s clean-up campaign.
19、Question 19 is based on the passage you have just heard.
A、Give free meals to the homeless.
B、Provide shelter for the homeless.
C、Call for change in the local government.
D、Help the vulnerable to cook lunches.
20、Question 20 is based on the passage you have just heard.
A、Promote understanding.
B、Strengthen cooperation.
C、Follow his example.
D、Win national support.
21、Question 21 is based on the passage you have just heard.
A、Spreading news of his deeds.
B、Sending him hand-made bags.
C、Following the example he sets.
D、Writing him thank-you notes.
22、Question 22 is based on the passage you have just heard.
A、To install some audio equipment in a lab.
B、To test their eyesight using a phone app.
C、To send smartphone messages.
D、To solve word search puzzles.
23、Question 23 is based on the passage you have just heard.
A、They could no longer concentrate on their task.
B、They could not go on until the ringing stopped.
C、They grabbed the phone and called back right away.
D、They asked their experimenter to hang up the phone.
24、Question 24 is based on the passage you have just heard.
A、A decline in sports activities.
B、A rise in emotional problems.
C、A decline in academic performance.
D、A reduction in the amount of sleep.
25、Question 25 is based on the passage you have just heard.
A、Ensure they have sufficient sleep every day.
B、Realize the disruptive effects of technology.
C、Take effective measures to raise productivity.
D、Protect the eyesight of the younger generation.
二、Part III Reading Comprehension
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
26、(1)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
27、(2)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
28、(3)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
29、(4)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
30、(5)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
31、(6)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
32、(7)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
33、(8)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
34、(9)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
It can be seen from the cheapest budget airlines to the world’s largest carriers: Airlines across the globe (26)_____ various shades of blue in their cabin seats, and it is no (27)_____. There does appear to be some psychology behind it. Blue is (28)_____ with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.
Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. “Our job as designers is to reinforce the airline’s brand and make it more (29)_____,” he says. “But our primary concern is to deliver an interior that (30)_____comfort to create a pleasant environment.”
“It’s all about making the travelling experience less (31)_____and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened tones. The (32)_____aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, (33)_____ and earthy for that reason.”
It’s also a trend that emerged decades ago and has (34)_____ stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that (35)_____ being trustworthy and safe. That’s why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
35、(10)
A、indication
B、determined
C、simply
D、symbolizes
E、imitate
F、coincidence
G、recognizable
H、stressful
I、maximizes
J、integrate
K、natural
L、drastically
M、enormous
N、associated
O、principal
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
36、36. While cultural holidays are celebrated, the injustices experienced by Asian Americans are not exposed in elementary school classrooms.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
37、37. Little information can be found about Chinese immigrants in the author’s school library.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
38、38. A middle school teacher is making a great effort to help students learn about the contributions made by Chinese immigrants to America.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
39、39. No Asian Americans were included in the list of historical figures recommended for study in K-12 classrooms.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
40、40. There is an obvious lack of teachers with a multicultural perspective to meet the curriculum challenges in America.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
41、41. Students of ethnic backgrounds learn better from a multicultural curriculum.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
42、42. Now more and more high schools in America are including ethnic studies in their curriculums.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
43、43. A study of some K-12 textbooks and teacher manuals showed that Asian Americans were inadequately and improperly represented in them.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
44、44. When taking a class in college, the author realized that a lot of information about Asian Americans was left out of the textbooks he studied.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Why Are Asian Americans Missing From Our Textbooks?
【A】I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
【B】My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
【C】I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
【D】Our students — Asian, Latino, African American, Native American, and, yes, white — stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
【E】For decades , activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
【F】Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
【G】Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
【H】Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
【I】How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well,” she says, “it won’t work as well as you want it to.”
【J】Some teachers are finding ways to expose students to Asian-American issues — if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.”
【K】And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
45、45. An Asian-American studies professor placed greater emphasis on teacher training than on teachers’ background.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
When is cleaning walls a crime? When you’re doing it to create art, obviously. A number of street artists around the world have started expressing themselves through a practice known as reverse graffiti (涂鸦). They find dirty surfaces and paint them with images or messages using cleaning brushes or pressure hoses (高压水管). Either way, it’s the same principle: the image is made by cleaning away the dirt. Each artist has their own individual style but all artists share a common aim: to draw attention to the pollution in our cities. The UK’s Paul Curtis, better known as Moose, operates around Leeds and London and has been commissioned by a number of companies to make reverse graffiti advertisements.
Brazilian artist, Alexandre Orion, turned one of Sao Paulo’s transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt. Made up of a series of white skulls (颅骨), the painting reminds drivers of the effect their pollution is having on the planet. “Every motorist sits in the comfort of their car, but they don’t give any consideration to the price their comfort has for the environment and consequently for themselves,” says Orion.
The anti-pollution message of the reverse graffiti artists confuses city authorities since the main argument against graffiti is that it spoils the appearance of both types of property: public and private. This was what Leeds City Council said about Moose’s work: “Leeds residents want to live in clean and attractive neighborhoods. We view this kind of advertising as environmental damage and will take strong action against it.” Moose was ordered to “clean up his act”. How was he supposed to do this: by making all property he had cleaned dirty again?
As for the Brazilian artist’s work, the authorities were annoyed but could find nothing to charge him with. They had no other option but to clean the tunnel—but only the parts Alexandre had already cleaned. The artist merely continued his campaign on the other side. The city officials then decided to take drastic action. They not only cleaned the whole tunnel but every tunnel in Sao Paulo.
46、46. What do we learn from the passage about reverse graffiti?
A、It uses paint to create anti-pollution images.
B、It creates a lot of trouble for local residents.
C、It causes lots of distraction to drivers.
D、It turns dirty walls into artistic works.
When is cleaning walls a crime? When you’re doing it to create art, obviously. A number of street artists around the world have started expressing themselves through a practice known as reverse graffiti (涂鸦). They find dirty surfaces and paint them with images or messages using cleaning brushes or pressure hoses (高压水管). Either way, it’s the same principle: the image is made by cleaning away the dirt. Each artist has their own individual style but all artists share a common aim: to draw attention to the pollution in our cities. The UK’s Paul Curtis, better known as Moose, operates around Leeds and London and has been commissioned by a number of companies to make reverse graffiti advertisements.
Brazilian artist, Alexandre Orion, turned one of Sao Paulo’s transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt. Made up of a series of white skulls (颅骨), the painting reminds drivers of the effect their pollution is having on the planet. “Every motorist sits in the comfort of their car, but they don’t give any consideration to the price their comfort has for the environment and consequently for themselves,” says Orion.
The anti-pollution message of the reverse graffiti artists confuses city authorities since the main argument against graffiti is that it spoils the appearance of both types of property: public and private. This was what Leeds City Council said about Moose’s work: “Leeds residents want to live in clean and attractive neighborhoods. We view this kind of advertising as environmental damage and will take strong action against it.” Moose was ordered to “clean up his act”. How was he supposed to do this: by making all property he had cleaned dirty again?
As for the Brazilian artist’s work, the authorities were annoyed but could find nothing to charge him with. They had no other option but to clean the tunnel—but only the parts Alexandre had already cleaned. The artist merely continued his campaign on the other side. The city officials then decided to take drastic action. They not only cleaned the whole tunnel but every tunnel in Sao Paulo.
47、47. What do reverse graffiti artists try to do?
A、Publicise their artistic pursuit.
B、Beautify the city environment.
C、Raise public awareness of environmental pollution.
D、Express their dissatisfaction with local governments.
When is cleaning walls a crime? When you’re doing it to create art, obviously. A number of street artists around the world have started expressing themselves through a practice known as reverse graffiti (涂鸦). They find dirty surfaces and paint them with images or messages using cleaning brushes or pressure hoses (高压水管). Either way, it’s the same principle: the image is made by cleaning away the dirt. Each artist has their own individual style but all artists share a common aim: to draw attention to the pollution in our cities. The UK’s Paul Curtis, better known as Moose, operates around Leeds and London and has been commissioned by a number of companies to make reverse graffiti advertisements.
Brazilian artist, Alexandre Orion, turned one of Sao Paulo’s transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt. Made up of a series of white skulls (颅骨), the painting reminds drivers of the effect their pollution is having on the planet. “Every motorist sits in the comfort of their car, but they don’t give any consideration to the price their comfort has for the environment and consequently for themselves,” says Orion.
The anti-pollution message of the reverse graffiti artists confuses city authorities since the main argument against graffiti is that it spoils the appearance of both types of property: public and private. This was what Leeds City Council said about Moose’s work: “Leeds residents want to live in clean and attractive neighborhoods. We view this kind of advertising as environmental damage and will take strong action against it.” Moose was ordered to “clean up his act”. How was he supposed to do this: by making all property he had cleaned dirty again?
As for the Brazilian artist’s work, the authorities were annoyed but could find nothing to charge him with. They had no other option but to clean the tunnel—but only the parts Alexandre had already cleaned. The artist merely continued his campaign on the other side. The city officials then decided to take drastic action. They not only cleaned the whole tunnel but every tunnel in Sao Paulo.
48、48. What do we learn about Brazilian artist Alexandre Orion?
A、He was good at painting white skulls.
B、He chose tunnels to do his graffiti art.
C、He suggested banning all polluting cars.
D、He was fond of doing creative artworks.
When is cleaning walls a crime? When you’re doing it to create art, obviously. A number of street artists around the world have started expressing themselves through a practice known as reverse graffiti (涂鸦). They find dirty surfaces and paint them with images or messages using cleaning brushes or pressure hoses (高压水管). Either way, it’s the same principle: the image is made by cleaning away the dirt. Each artist has their own individual style but all artists share a common aim: to draw attention to the pollution in our cities. The UK’s Paul Curtis, better known as Moose, operates around Leeds and London and has been commissioned by a number of companies to make reverse graffiti advertisements.
Brazilian artist, Alexandre Orion, turned one of Sao Paulo’s transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt. Made up of a series of white skulls (颅骨), the painting reminds drivers of the effect their pollution is having on the planet. “Every motorist sits in the comfort of their car, but they don’t give any consideration to the price their comfort has for the environment and consequently for themselves,” says Orion.
The anti-pollution message of the reverse graffiti artists confuses city authorities since the main argument against graffiti is that it spoils the appearance of both types of property: public and private. This was what Leeds City Council said about Moose’s work: “Leeds residents want to live in clean and attractive neighborhoods. We view this kind of advertising as environmental damage and will take strong action against it.” Moose was ordered to “clean up his act”. How was he supposed to do this: by making all property he had cleaned dirty again?
As for the Brazilian artist’s work, the authorities were annoyed but could find nothing to charge him with. They had no other option but to clean the tunnel—but only the parts Alexandre had already cleaned. The artist merely continued his campaign on the other side. The city officials then decided to take drastic action. They not only cleaned the whole tunnel but every tunnel in Sao Paulo.
49、49. What does the author imply about Leeds City Council’s decision?
A、It is simply absurd.
B、It is well-informed.
C、It is rather unexpected.
D、It is quite sensible.
When is cleaning walls a crime? When you’re doing it to create art, obviously. A number of street artists around the world have started expressing themselves through a practice known as reverse graffiti (涂鸦). They find dirty surfaces and paint them with images or messages using cleaning brushes or pressure hoses (高压水管). Either way, it’s the same principle: the image is made by cleaning away the dirt. Each artist has their own individual style but all artists share a common aim: to draw attention to the pollution in our cities. The UK’s Paul Curtis, better known as Moose, operates around Leeds and London and has been commissioned by a number of companies to make reverse graffiti advertisements.
Brazilian artist, Alexandre Orion, turned one of Sao Paulo’s transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt. Made up of a series of white skulls (颅骨), the painting reminds drivers of the effect their pollution is having on the planet. “Every motorist sits in the comfort of their car, but they don’t give any consideration to the price their comfort has for the environment and consequently for themselves,” says Orion.
The anti-pollution message of the reverse graffiti artists confuses city authorities since the main argument against graffiti is that it spoils the appearance of both types of property: public and private. This was what Leeds City Council said about Moose’s work: “Leeds residents want to live in clean and attractive neighborhoods. We view this kind of advertising as environmental damage and will take strong action against it.” Moose was ordered to “clean up his act”. How was he supposed to do this: by making all property he had cleaned dirty again?
As for the Brazilian artist’s work, the authorities were annoyed but could find nothing to charge him with. They had no other option but to clean the tunnel—but only the parts Alexandre had already cleaned. The artist merely continued his campaign on the other side. The city officials then decided to take drastic action. They not only cleaned the whole tunnel but every tunnel in Sao Paulo.
50、50. How did Sao Paulo city officials handle Alexandre Orion’s reverse graffiti?
A、They made him clean all the tunnels in Sao Paulo.
B、They took drastic action to ban all reverse graffiti.
C、They charged him with polluting tunnels in the city.
D、They made it impossible for him to practice his art.
The practice of paying children an allowance became popular in America about 100 years ago. Nowadays, American kids on average receive about $800 per year in allowance. But the vast majority of American parents who pay allowance tie it to the completion of housework. Although many parents believe that paying an allowance for completing chores benefits their children, a range of experts expressed concern that tying allowance very closely to chores may not be ideal. In fact, the way chores work in many households worldwide points to another way.
Suniya Luthar, a psychologist, is against paying kids for chores. Luthar is not opposed to giving allowances, but she thinks it’s important to establish that chores are done not because they will lead to payment, but because they keep the household running. Luthar’s suggested approach to allowance is compatible with that of writer Ron Lieber, who advises that allowances be used as a means of showing children how to save, give, and spend on things they care about. Kids should do chores, he writes, “for the same reason adults do, because the chores need to be done, and not with the expectation of compensation.”
This argument has its critics, but considering the way chores are undertaken around the world may change people’s thinking. Professor David Lancy of Utah State University has studied how families around the world handle chores. At about 18 months of age, Lancy says, most children become eager to help their parents, and in many cultures, they begin helping with housework at that age. They begin with very simple tasks, but their responsibilities gradually increase. And they do these tasks without payment. Lancy contrasts this with what happens in America. “We deny our children’s bids to help until they are 6 or 7 years old,” Lancy says, “when many have lost the desire to help and then try to motivate them with payment. The solution to this problem is not to try to use money as an incentive to do housework, but to get children involved in housework much earlier, when they actually want to do it.”
51、51. What do some experts think about paying children for doing chores?
A、It may benefit children in more ways than one.
B、It may help children learn the worth of labor.
C、It may not turn out to be the best thing to do.
D、It may not be accepted by low-income parents.
The practice of paying children an allowance became popular in America about 100 years ago. Nowadays, American kids on average receive about $800 per year in allowance. But the vast majority of American parents who pay allowance tie it to the completion of housework. Although many parents believe that paying an allowance for completing chores benefits their children, a range of experts expressed concern that tying allowance very closely to chores may not be ideal. In fact, the way chores work in many households worldwide points to another way.
Suniya Luthar, a psychologist, is against paying kids for chores. Luthar is not opposed to giving allowances, but she thinks it’s important to establish that chores are done not because they will lead to payment, but because they keep the household running. Luthar’s suggested approach to allowance is compatible with that of writer Ron Lieber, who advises that allowances be used as a means of showing children how to save, give, and spend on things they care about. Kids should do chores, he writes, “for the same reason adults do, because the chores need to be done, and not with the expectation of compensation.”
This argument has its critics, but considering the way chores are undertaken around the world may change people’s thinking. Professor David Lancy of Utah State University has studied how families around the world handle chores. At about 18 months of age, Lancy says, most children become eager to help their parents, and in many cultures, they begin helping with housework at that age. They begin with very simple tasks, but their responsibilities gradually increase. And they do these tasks without payment. Lancy contrasts this with what happens in America. “We deny our children’s bids to help until they are 6 or 7 years old,” Lancy says, “when many have lost the desire to help and then try to motivate them with payment. The solution to this problem is not to try to use money as an incentive to do housework, but to get children involved in housework much earlier, when they actually want to do it.”
52、52. According to Suniya Luthar, doing chores will help children learn to ____.
A、share family responsibilities
B、appreciate the value of work
C、cultivate the spirit of independence
D、manage domestic affairs themselves
The practice of paying children an allowance became popular in America about 100 years ago. Nowadays, American kids on average receive about $800 per year in allowance. But the vast majority of American parents who pay allowance tie it to the completion of housework. Although many parents believe that paying an allowance for completing chores benefits their children, a range of experts expressed concern that tying allowance very closely to chores may not be ideal. In fact, the way chores work in many households worldwide points to another way.
Suniya Luthar, a psychologist, is against paying kids for chores. Luthar is not opposed to giving allowances, but she thinks it’s important to establish that chores are done not because they will lead to payment, but because they keep the household running. Luthar’s suggested approach to allowance is compatible with that of writer Ron Lieber, who advises that allowances be used as a means of showing children how to save, give, and spend on things they care about. Kids should do chores, he writes, “for the same reason adults do, because the chores need to be done, and not with the expectation of compensation.”
This argument has its critics, but considering the way chores are undertaken around the world may change people’s thinking. Professor David Lancy of Utah State University has studied how families around the world handle chores. At about 18 months of age, Lancy says, most children become eager to help their parents, and in many cultures, they begin helping with housework at that age. They begin with very simple tasks, but their responsibilities gradually increase. And they do these tasks without payment. Lancy contrasts this with what happens in America. “We deny our children’s bids to help until they are 6 or 7 years old,” Lancy says, “when many have lost the desire to help and then try to motivate them with payment. The solution to this problem is not to try to use money as an incentive to do housework, but to get children involved in housework much earlier, when they actually want to do it.”
53、53. What does Ron Lieber think should be the goal of giving children allowances?
A、To help to strengthen family ties.
B、To teach them how to manage money.
C、To motivate them to do more housework.
D、To show parents’ appreciation of their help.
The practice of paying children an allowance became popular in America about 100 years ago. Nowadays, American kids on average receive about $800 per year in allowance. But the vast majority of American parents who pay allowance tie it to the completion of housework. Although many parents believe that paying an allowance for completing chores benefits their children, a range of experts expressed concern that tying allowance very closely to chores may not be ideal. In fact, the way chores work in many households worldwide points to another way.
Suniya Luthar, a psychologist, is against paying kids for chores. Luthar is not opposed to giving allowances, but she thinks it’s important to establish that chores are done not because they will lead to payment, but because they keep the household running. Luthar’s suggested approach to allowance is compatible with that of writer Ron Lieber, who advises that allowances be used as a means of showing children how to save, give, and spend on things they care about. Kids should do chores, he writes, “for the same reason adults do, because the chores need to be done, and not with the expectation of compensation.”
This argument has its critics, but considering the way chores are undertaken around the world may change people’s thinking. Professor David Lancy of Utah State University has studied how families around the world handle chores. At about 18 months of age, Lancy says, most children become eager to help their parents, and in many cultures, they begin helping with housework at that age. They begin with very simple tasks, but their responsibilities gradually increase. And they do these tasks without payment. Lancy contrasts this with what happens in America. “We deny our children’s bids to help until they are 6 or 7 years old,” Lancy says, “when many have lost the desire to help and then try to motivate them with payment. The solution to this problem is not to try to use money as an incentive to do housework, but to get children involved in housework much earlier, when they actually want to do it.”
54、54. What does David Lancy say about 18-month-olds?
A、They have a natural instinct to help around the house.
B、They are too young to request money for what they do.
C、They should learn to understand family responsibilities.
D、They need a little incentive to get involved in housework.
The practice of paying children an allowance became popular in America about 100 years ago. Nowadays, American kids on average receive about $800 per year in allowance. But the vast majority of American parents who pay allowance tie it to the completion of housework. Although many parents believe that paying an allowance for completing chores benefits their children, a range of experts expressed concern that tying allowance very closely to chores may not be ideal. In fact, the way chores work in many households worldwide points to another way.
Suniya Luthar, a psychologist, is against paying kids for chores. Luthar is not opposed to giving allowances, but she thinks it’s important to establish that chores are done not because they will lead to payment, but because they keep the household running. Luthar’s suggested approach to allowance is compatible with that of writer Ron Lieber, who advises that allowances be used as a means of showing children how to save, give, and spend on things they care about. Kids should do chores, he writes, “for the same reason adults do, because the chores need to be done, and not with the expectation of compensation.”
This argument has its critics, but considering the way chores are undertaken around the world may change people’s thinking. Professor David Lancy of Utah State University has studied how families around the world handle chores. At about 18 months of age, Lancy says, most children become eager to help their parents, and in many cultures, they begin helping with housework at that age. They begin with very simple tasks, but their responsibilities gradually increase. And they do these tasks without payment. Lancy contrasts this with what happens in America. “We deny our children’s bids to help until they are 6 or 7 years old,” Lancy says, “when many have lost the desire to help and then try to motivate them with payment. The solution to this problem is not to try to use money as an incentive to do housework, but to get children involved in housework much earlier, when they actually want to do it.”
55、55. What does David Lancy advise American parents to do?
A、Set a good example for children in doing housework.
B、Make children do housework without compensation.
C、Teach children how to do housework.
D、 Accept children’s early bids to help.
三、Part IV Translation
56、 茅台（Moutai）是中国最有名的白酒，在新中国成立前夕，被选为国宴用酒。
据说赤水沿岸的村民四千年前就开始酿造茅台。在西汉时期，那里的人们生产出了高质量的茅台，并把它贡给皇帝。自唐朝开始，这种地方酒通过海上丝绸之路运往海外。
茅台味道柔和，有一种特殊的香味；适量饮用可以帮助缓解疲劳，有镇静作用，因而广受国内外消费者的喜爱。
参考答案：
参考译文
Moutai is the most famous liquor in China, and it was selected for the state banquets on the eve of the founding of the People’s Republic of China.
It is said that villagers along the Chishui River started brewing Moutai as early as 4,000 years ago. During the Western Han Dynasty, people there produced high-quality Moutai and paid it as a tribute to the emperor. Since the Tang Dynasty, this local liquor has been shipped overseas through the Maritime Silk Road.
Moutai is characterized by its mild flavor and unique fragrance. Moderate drinking can help relieve fatigue and has a calming effect, thus being widely favored by consumers both at home and abroad.
四、Part I Writing
57、Directions: For this part, you are allowed 30 minutes to write an essay on the use of online dictionaries. You can start your essay with the sentence “The use of online dictionaries is becoming increasingly popular”. You should write at least 120 words but no more than 180 words.
参考答案：
参考范文
The use of online dictionaries is becoming increasingly popular. Nowadays, an increasing number of people are studying languages with the help of online dictionaries, which has aroused a heated debate over their pros and cons. In my opinion, online dictionaries have both advantages and disadvantages.
On the one hand, online dictionaries bring great convenience to those who have trouble in learning languages. Online dictionaries can not only provide us with different translated versions of the same content, but also enable us to memorize a new word better by listening to its pronunciation. On the other hand, however, the demerits of online dictionaries are also evident. Unlike a book that can be taken anywhere, an online dictionary can’t be accessible without a good Internet connection. Additionally, staring at a screen for a long time will undoubtedly impair our eyesight.
From what I have illustrated above, we can come to the conclusion that online dictionary is a double-edged sword. We should neither completely discard it nor simply rely on it. Only by making reasonable use of it can we maximize its benefits.
参考译文
在线词典的使用越来越受欢迎。如今，越来越多的人借助在线词典学习语言，这引起了人们对在线词典利弊的激烈争论。在我看来，在线词典既有优点也有缺点。
一方面，在线词典给那些学习语言有困难的人带来了极大的便利。在线词典不仅可以为我们提供相同文本的各种翻译版本，而且还可以让我们通过听单词的发音来记住新单词。然而，另一方面，它的缺点也显而易见。在线词典和我们可以随身携带的纸质书不同，在没有良好的网络状况时，我们将无法使用在线词典。另外，长时间盯着屏幕无疑会损害我们的视力。
通过以上论述，我们可以得出结论，在线词典是一把双刃剑。我们不应该彻底地将之舍弃，也不应该完全依赖它。只有合理利用它，才能将它的益处最大化。
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