Passage Three

　　It is understood that a ballad is a song that tells a story, but a folk song is not so easily defined. A balled is a folk song, but a folk song is not a ballad until it tells a story. Folk song, then has included many kinds of music. For example, a sailor’s song of the sea is a folk song. The blues, a type of jazz popular in New Orleans, may be a folk song. In fact, there are folk songs for every job.

　　“Home on the Range” shows how a popular song may become a folk song. It was first picked up as a folk song in 1910 by John Lomax in San Antonio, Texas. Lomax heard the song from an old man who had been a cook many years before. The song was known all over the Midwest; thought it did not come to national attention until the early 1930s. By 1947 “Home on the Range” was so popular that it became the official state song of Kansas.

　　11. A folk song is also a ballad when it .

　　A. tells a story B. is sung by workers

　　C. makes the listeners feel sad D. covers many kinds of music

　　12. According to the author, which of the following is not always a folk song?

　　A. A ballad B. A sailor’s song C. A state song D. A goatherd’s song.

　　13. According to the passage, which of the following is not true of a folk song?

　　A. It is passed on orally B. It has different forms

　　C. It may talk about work D. It is found only in the western states

　　14. The author uses the example of “Home on the Range” to show that folk songs .

　　A. always tells a story B. are based on written forms

　　C. may come from popular songs D. have become state songs

　　15. The main topic of the passage is the .

　　A. different kinds of folk songs B. development of popular music

　　C. definition of a ballad D. importance of folk songs in American life

　　Passage Four

　　We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把……按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

　　Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.

　　In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyse and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

　　Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

　　16. In the passage the author’s attitude towards “mixed-ability teaching” is .

　　A. critical B. questioning C. approving D. objective

　　17. By “held back” (Line 1) the author means “ ”.

　　A. made to remain in the same classes

　　B. forced to study in the lower classes

　　C. drawn to their studies

　　D. prevented from advancing

　　18. The author argues that a teacher’s chief concern should be the development of the student’s .

　　A. personal qualities and social skills

　　B. total personality

　　C. learning ability and communicative skills

　　D. intellectual ability

　　19. Which of the following is NOT MENTIONED in the third paragraph?

　　A. Group work gives pupils the opportunity to learn to work together with others

　　B. Pupils also learn to develop their reasoning abilities

　　C. Group work provides pupils with the opportunity to learn to be capable organizers

　　D. Pupils also learn how to participate in teaching activities

　　20. The author’s purpose in writing this passage is to .

　　A. argue for teaching bright and not-so-bright pupils in the same class

　　B. recommend pair work and group work for classroom activities

　　C. offer advice on the proper use of the library

　　D. emphasize the importance of appropriate formal classroom teaching

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