Learning is natural. It begins as soon as we were born. Our 36 teachers are our families. At home we learn to talk and to 37 and feed ourselves.
Then we go to school. A teacher tells us 38 to learn and how to learn. Many teachers teach us, and we pass many 39 .Then people say we are 40 .
Are you really educated? Let’s think about the real meaning of 41 .Knowing facts does not 42 being able to solve(解決) problems. Solving problems 43 creativity(創(chuàng)造性),not just a good 44 .Some people who don’t know many 45 are good at solving problems.
Henry Ford is a good 46 .He left school at the age of 15. Later when his company could not build cars 47 enough, he solved the problem. He 48 of the assembly line(裝配線).
What does a good teacher do? Does he give students facts to 49 ? Well, yes, we must remember facts. But a good teacher 50 how to find answers. He brings us to the 51 of knowledge so we can drink for ourselves. When we are thirsty, we know where to go.
True learning combines(結(jié)合) intake(輸入) and output. We take information 52 our brains. Then we use it. Think of a 53 —it stores a lot of information, but it can’t think. It only obeys commands. A person 54 only remembers facts hasn’t really learned. Learning takes 55 only when a person can use what he knows.
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【小題1】A
【小題2】D
【小題3】A
【小題4】D
【小題5】B
【小題6】D
【小題7】C
【小題8】A
【小題9】C
【小題10】B
【小題11】C
【小題12】B
【小題13】D
【小題14】D
【小題15】B
【小題16】C
【小題17】D
【小題18】B
【小題19】B
【小題20】A
解析試題分析：
【小題1】.A 上下文串聯(lián)。家人是孩子的第一個老師。因為孩子生下來以后就接受父母的教育。
【小題2】.D 動詞辨析。ABC三項都是接物動詞，都要加賓語。只有dress是不及物動詞，單獨使用。
【小題3】A 語法分析。What與不定式連用，一起作為tell的賓語，老師教我們學(xué)習(xí)的東西。
【小題4】D 名詞辨析。A車站B人們C鉛筆D考試；指學(xué)生要通過多次考試。
【小題5】.B上下文串聯(lián)。根據(jù)下一行Are you really educated我們通過多次考試以后，人們說我們受過教育。
【小題6】.D 上下文串聯(lián)。讓我們思考一下教育的真正意義。
【小題7】C 動詞辨析。A建議B說C意味著D展示；了解事實并不意味著能夠解決問題。
【小題8】A 動詞辨析。A需要B是C帶來D得到；解決問題需要創(chuàng)造性，而不僅僅只是記憶力。
【小題9】C 名詞辨析。A話B事情C記憶D條件；解決問題需要創(chuàng)造性，而不僅僅只是記憶力。
【小題10】B 上下文串聯(lián)。指一些知道事情不多的人也可以解決問題。
【小題11】C 上下文串聯(lián)。本段舉例說明一些受教育不多的人也可以解決很多的問題。故C正確。
【小題12】B 詞義辨析。A好B快C美麗D便宜；指亨利發(fā)現(xiàn)自己不能很快的生產(chǎn)汽車。
【小題13】D 固定詞組。Think of想起；亨利就想起了裝配線。
【小題14】D 動詞辨析。A抓住B理解C跟隨D記憶；老師給學(xué)生很多東西去記憶。
【小題15】B 句意分析。好的老師是向?qū)W生展示如何找到答案。
【小題16】C 上下文串聯(lián)。根據(jù)drink for ourselves說明是把我們帶到了知識的小溪邊，讓我們自己喝水。
【小題17】D 介詞辨析。Into our brains指把知識帶進我們的頭腦。
【小題18】B 上下文串聯(lián)。根據(jù)下兩句的描述，說明是在舉電腦的例子說明。
【小題19】B 語法分析。關(guān)系動詞who指代先行詞a person在句中做主語。
【小題20】A 固定出現(xiàn)。Take place發(fā)生。當(dāng)一個人能運用所學(xué)知識的時候，教育才真正的發(fā)生了。
考點：考查教育類完型填空
點評：本文解釋了什么是真正的教育。真正的教育不是讓學(xué)生去記住事實，而是教學(xué)學(xué)生如何解決問題。
從選項中可以看出，本大題主要還是考查了詞匯的辨析與運用，但更加注重綜合語言能力的運用，需要根據(jù)故事情節(jié)，了解詞匯用法的同時，結(jié)合語境，做出準(zhǔn)確的判斷。
科目：高中英語 來源： 題型：閱讀理解
A few years ago, Paul Gerner began to gather a group of architects in
Gerner manages school facilities （設(shè)施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
63. How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement. B. They showed strong disbelief.
C. They expressed little interest. D. They burst into cheers.
64. Which order of steps is followed in carrying out the project?
A. Assessment ― Prototype ― Design ― Construction.
B. Assessment ― Design ― Prototype ― Construction.
C. Design ― Assessment ― Prototype ― Construction.
D. Design ― Prototype ― Assessment ― Construction.
65. What makes it difficult to build green schools in
A. The large size. B. Limited facilities.
C. The desert climate. D. Poor natural resources.
66. What does Gerner think of the ideas of green schools?
A. They are questionable. B. They are out of date.
C. They are advanced. D. They are practical.
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A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improve
d student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities（設(shè)施）for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes（樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation（朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competition has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building te
chnologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
45. How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement. B. They showed strong disbelief.
C. They expressed little interest. D. They burst into cheers.
46. Which order of steps is followed in carrying out the project?
A. Assessment — Prototype — Design — Construction.
B. Assessment — Design — Prototype — Construction.
C. Design — Assessment — Prototype — Construction.
D. Design — Prototype — Assessment — Construction.
47. What makes it difficult to build green schools in Clark County?
A. The large size. B. Limited facilities.
C. The desert climate. D. Poor natural resources.
48. What does Gerner think of the ideas of green schools?
A. They are questionable. B. They are out of date.
C. They are advanced. D. They are practical.
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Mid-IB at a glance
The summer vacation is the time to consolidate（鞏固）your learning and prepare for the year ahead. In July and August Oxford Study Courses will once again hold its Mid-IB Summer School for students half way through their IB Diploma（國際預(yù)科證書）.
We’ll be back giving another generation of IB students a unique opportunity to sample a way of life enjoyed by students at famous universities.
Students who have completed the first year of their IB Diploma can join us and we can help them prepare for their important second year.
Students can choose how many subjects they study. Each subject is studied for one week. You can attend up to 5 weeks.
The Mid-IB Summer School is held at Cambridge University in the UK （between June 20th and August 1 st） and at Harvard University and the Massachusetts Institute of Technology （MIT）in Boston, USA （between July 6th and July 25th）.
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Student comments
◆ “The classes have shown me new approaches to learning. I have also learned how to approach exam questions and now feel confident in doing so.”
◆ “It was cool creating tight and close relationships with other students from around the world, realizing we all had a connection to each other.”
◆ “I really enjoyed the level of independence, although I felt like people were watching out for us. I also felt like an Oxford student!”
◆ “I have enjoyed the learning style and the course work has been extremely beneficial（有益處的）academically.”
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Enjoy the summer
Our Summer School gives you an action-packed social scene with visits to the fun places in the area, organized sports and social events, and advice on how to enjoy your free time in these amazing cities with your new friends. Welcome to contact us at ose@ose-ib.com or on +44（0）1865 521802!
1.The Mid-IB Summer School is intended for the students who ________.
A. have finished their first year of college
B. intend to apply for Oxford University
C. don’t know how to spend their summer vacation
D. have completed the first year of their IB Diploma
2.What can be inferred from the text?
A. Students will visit many fun places around the world.
B. A student can at most choose 5 subjects.
C. Only students from England and America have access to the school.
D. Students can obtain their IB Diploma when they finish their studies.
3.Which of the following about the Mid-IB Summer School is true?
A. It begins in July.
B. It provides only academic courses.
C. It is held in three universities.
D. Students attending will study for 5 weeks.
4.The text is most probably a（n）_________.
A. news story B. speech C. travel guide D. advertisement
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此題要求改正所給短文的錯誤。對標(biāo)有題號的每一行做出判斷：
如無錯誤，在該行右邊橫線上劃一個勾（√）；如有錯誤（每行只有一個錯誤），則按下列情況改正：
該行多一個詞：把多余的詞用斜線（\）劃掉，在該行右邊橫線上寫出該詞，并也用斜線劃掉。
該行缺一個詞：在缺詞處加一個漏字符號（∧），在該行右邊橫線上寫出該加的詞。
該行錯一個詞：在錯的詞下劃一橫線，在該行右邊橫線上寫出改正后的詞。
注意：原行沒有錯誤的不要改。
Last Sunday I am walking to the Greet Lake Park when 1.________
I met foreign visitor who seemed to be lost. I tried to help 2._____
him, but I found we had difficulty in understand each other 3.______
because of my poorly English . Just at that moment , 4.______
a tall young lady came to our help. He spoke very good English. 5._______
With her help, the foreigner finally found the way but 6.____
I learned some English as well. After he left, the foreigner 7.____
thanked to us for our kindness. I was very excited that day. 8.______
This experience have made me realize that English is really 9._____
useful and worth learning .I will work harder at it. 10.______
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此句多一個詞：把多余的詞用（﹨）劃掉。
此句缺一個詞：在缺詞處加一個漏字符號（∧），在正下方寫出該加的詞。
此句錯一個詞; 在錯的詞下劃一橫線,在該詞的正下方寫出改正后的詞。
注意：1.每處錯誤及其修改只限一詞；
2．只允許修改10處，多者（從第11處起）不計分。
This morning I went to the English corner in the park near my home. It was three years since it was found. Many middle school students as good as college students and foreigners take part the activity. People there practice speak English by talking about something interesting. People also exchange the experience in English learning. I think it is good chance for me to use that I have learned in my English class. I was felt very cool after I got back home. I’ll try my best for learn English better,for it is so wide used in the world.
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