In1605someEnglishmenplannedtok-优题课

A.introduction B. company C. accidentally D. against AB. sped
AC. apparent AD. between BC. institutional BD. context CD. influenced

Comparisons were drawn between the development of television in the 20^th century and the spread of printing in the 15th and 16th centuries. Yet much had happened __47__. As was discussed before, it was not until the 19th century that the newspaper became the dominant pre-electronic medium, following in the wake of the pamphlet and the book and in the __48__ of the periodical. It was during the same time that the communications revolution __49__ up, beginning with transport, the railway, and leading on through the telegraph, the telephone, radio, and motion pictures into the 20th-century world of the motor car and the airplane. Not everyone sees that process in perspective. It is important to do so. It is generally recognized, however, that the __50__ of the computer in the early 20th century, followed by the invention of the integrated circuit during the 1960s, radically changed the process, although its impact on the media was not immediately __51__. As time went by, computers became smaller and more powerful, and they became “personal” too, as well as __52__, with display becoming sharper and storage capacity increasing. It was within the computer age that the term “information society” began to be widely used to describe the __53__ within which we now live. The communications revolution has __54__ both work and leisure and how we think and feel both about place and time, but there have been controversial views about its economic, political, social and cultural implications. “Benefits” have been weighed __55__ “harmful” outcomes. And generalizations have proved difficult.

请认真阅读下面短文，并根据所读内容在文章后图表中的空格里填入最恰当的单词。注意：每空只填一个单词。
Bored at school now? How do you think it will look in the future? Last week, about 600 teenagers in the U.S. imagined a future changed by technology in which their lessons are taught by robots and they learn about celebrities (名人)and alien(外星人)languages.
According to a survey published last week by the U.S. ,Internet service provider American Online(AOL), only one in 100 thinks that in the future they will walk from home to school; the rest believe they will use jet packs, and hover boards(滑板) as everyday transport.
All the participants(参与者)of the survey are teenagers born into the Internet age. The study is to show how the first cyber (网络的)generation dream about a future life created by advanced technology.
Most believe there will still be schools to go to, but that technology will play an increasingly important role in learning. The 600 teens surveyed think there will still be teachers, but 37 percent imagine them to be robots. Some 24 percent believe that teachers will still be human but they will have inter-changeable microchips so that one person can teach all subjects.
More than one in two believe hover boarding will be popular, while one-third say that wearing rocket boots will be their favorite activity. Another third think jet packs will be popular. Nearly 30 percent think playing football and bike-riding will remain popular.
When it comes to the curriculum(课程), they think future generations will be learning about robot building(63 percent), alien languages(47 percent) celebrities(26 percent) and R’n’B music(22 percent).
Children will wear virtual(虚拟的)reality helmets(头盔) to bring lessons to life, say 40 percent, while over 20 percent believe they will not need lessons because microchips implanted(植入)in their head will send relevant information into the brain. Matt Whyman, adviser to the chief medical officer on youth issues of AOL, said: “ The kids seem very aware of the liberation qualities of technology.”
Title ( 1 )_________school

Changes in the way of (2)___traveling	At present, most students walk to school. In the future, students will use jet packs, and hover boards.
Changes in the way of (3)______	In the future, robots will (4)_______ as teachers and human teachers should be (5)_________ with inter-changeable microchips so that one person can teach all subjects.
Changes in the way of (6)_______	Virtual reality helmets can bring (7) ________ lessons to them and with the help of microchips implanted in their head, they will not need lessons.
Changes in (8)_______	Most students will (9)_______ hover boarding, wearing rocket boots and jet packs while a small (10)_______ of students think playing football and bike-riding will remain popular.

Watching a family of chimps wake up is our first activity of the day. This means going back to the place 1we left the family 2in a tree the night before. Everybody site and waits in the 3of the trees while the family begins to wake up and move off. Then we follow as they wander into the forest. Jane warns us that our group is going to be very tired and dirty by the afternoon and she is right. However, the evening makes it 4. We realize that the 5between members of a chimp family is as strong as in a human family.
Indeed, Yuan Logping’s 6face and arms and his slim, strong body are just like those of millions of Chinese farmers, 7whom he has struggles for the past five decades.
As a young man, he saw the great need for increasing the rice 8. Dr. Yuan searched for a way to increase rice harvests without 9the area of fields. Thanks to his research, the UN has more tools in the 10to rid the world of hunger. Using his hybrid rice, farmers are producing harvests twice as large as before.

American public education has changed in recent years. One change is that increasing numbers of American parents and teachers are starting independent public schools called charter schools.
In 1991, there were no charter schools in the United States. Today, more than 2300 charter schools operate in 34 states and the District of Columbia. 575000 students attend these schools. The students are from 5 years of age through 18 or older.
A charter school is created by groups of parents, teachers and community members. It is similar in some ways to a traditional public school. It receives tax money to operate a number of students. The charter school must prove to local or state governments that its students are learning. These governments provide the school with the agreement, or charter that permits it to operate.
Unlike a traditional public school, however, the charter school does not have to obey most laws governing public schools. Local, state or federal governments cannot tell it what to teach.
Each school can choose its own goals and decide the ways it wants to reach those goals. Class sizes are usually smaller than in many traditional public schools. Many students and parents say teachers in charter schools can be more creative.
However, state education agencies, local education-governing committees and unions often oppose charter schools. They say these schools may receive money badly needed by traditional public schools. Experts say some charter schools are doing well while others are struggling.
Congress provided 200 million dollars for establishing charter schools in the 2006 federal budget. But, often the schools say they lack enough money for programs. Many also lack needed space. District officials say they have provided 14 former school buildings for charter education. Yet charter school supporters say officials should try harder to find more space.
Charter Schools in America

Definition	Charter schools are called 1 ___________ public schools.
2 _______ between charter school and traditional school	★3 _______ tax money to operate a number of students. ★ Having to make 4. _______ know the students are learning. ★ Getting 5 _________ to operate from government.
6 _______ between charter school and traditional school	★ Not having to obey most laws. ★ Having the 7_______ to decide what to teach. ★ Being free to choose the goals and decide the 8_________ of teaching them. ★Having smaller class sizes. ★Having teachers who are more creative
The problems	Education departments’ opposition	★These schools receiving money badly needed by traditional public schools. ★ Not 9__________ doing well.
10 ___________ difficulties	★ Lacking enough money ★ Lacking needed space

When Should a Leader Apologize and When Not?
Why Difficult?
When we wrong someone we know, even not intentionally, we are generally expected to apologize so as to improve the situation. But when we’re acting as leaders, the circumstances are different. The act of apology is carried out not merely at the level of the individual but also at the level of the institution. It is a performance in which every expression matters and every word becomes part of the public record. Refusing to apologize can be smart, or it can be stupid. So, readiness to apologize can be seen as a sign of strong character or as a sign of weakness. A successful apology can turn hate into personal and organizational harmony—while an apology that is too little, too late, or too obviously strategic can bring on individual and institutional ruin. What, then, is to be done? How can leaders decide if and when to apologize publicly?
Why Now?
The question of whether leaders should apologize publicly has never been more urgent. During the last decade or so, the United States in particular has developed an apology culture—apologies of all kinds and for all sorts of wrongdoings are made far more frequently than before. More newspaper writers have written about the growing importance of public apologies. More articles, cartoons, advice columns, and radio and television programs have similarly dealt with the subject of private apologies.
Why Bother?
Why do we apologize? Why do we ever put ourselves in situations likely to be difficult, embarrassing, and even risky? Leaders who apologize publicly could be an easy target. They are expected to appear strong and capable. And whenever they make public statements of any kind, their individual and institutional reputations are in danger. Clearly, then, leaders should not apologize often or lightly. For a leader to express apology, there needs to be a good, strong reason. Leaders will publicly apologize if and when they think the costs of doing so are lower than the costs of not doing so.
Why Refuse?
Why is it that leaders so often refuse to apologize, even when a public apology seems to be in order? Their reasons can be individual or institutional. Because leaders are public figures, their apologies are likely to be personally uncomfortable and even professionally risky. Leaders may also be afraid that admission of a mistake will damage or destroy the organization for which they are responsible. There can be good reasons for hanging tough in tough situations, as we shall see, but it is a high-risk strategy.