As an effect of the high fuel prices spent on bus transportation, some American schools are changing to a four-day week. That means longer days instead of the traditional Monday through Friday schedule.

Having been approved for three years and beginning in the fall, students in the Maccray school district in Minnesota will be in school from Tuesday to Friday. Each school day will be 65 minutes longer. Officials say the district expects to save about sixty-five thousand dollars a year in transportation costs.

In new Mexico, the first school district changed to a four-day week in 1974 because of the Arab oil boycott(抵制). Now, 17 out of 89 districts use it.

In Custer, South Dakota, students have been going to school four days a week since 1995. Superintendent Tim Creal says the change has saved about one million dollars over just the past eight years. He sees other benefits, too. Students get more instructional time, and activities that used to take up class time are now held on non-school days. He says that in the future, the growth of online classes could make it possible to require even fewer days in school. High fuel prices are driving college students to take more online classes.

A four-day school week sounds like a great idea for students and teachers, but working parents may have to pay for child care for that fifth day.

1.According to Tim Creal, what makes it possible to have even fewer days in school?

A. The increasing number of private tutors.(私人教師)

B. The development of teaching methods.

C. The increase in the number of online classes.

D. The growth in the income of Americans.

2.It can be learned from the passage that______

A. students will be in school from Monday to Tuesday.

B. four-day week was first carried out in South Dakota.

C. Maccray will save one million dollars every year.

D. Minnesota state has approved the four-day week plan

3.The passage is mainly about______

A. some school’s four-day week plan

B. districts using a four-day week.

C. how to save on transportation fees.

D. expense of school transportation.

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2.詞數(shù):不少于100字。

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內(nèi)容包括:

1.說明寫信的目的;

2.說明活動的具體安排:(時間:6月20日;地點:學(xué)校禮堂;主題:人生);

3.表達感謝與祝福。

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Grandma Pugh sized up the baby like a pig at the farmers’ market. There was a pause and then she pronounced. “He’s got nice long legs.” She clapped her hands once in approval. But then she frowned and leaned forward. Everyone waited anxiously. The baby had opened his eyes and was staring up. “But those cross eyes won’t do,” she declared firmly, shaking her head in disappointment.

That had been Freddie Pilcher’s first meeting with Grandma Pugh. Since then, ten years had passed. Much to his grandmother’s satisfaction, she’d been proven right about the boy’s legs. He was a regular beanpole. Grandma Pugh had also been correct about his eyes. Freddie had been wearing glasses to correct his vision since he was two years old. His current pair was thick, and cheap-looking, but at least he could see.

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It was badgers (獾), Freddie suggested, when quizzed by Miss Harpy — definitely badgers; no doubt about it. His dad had terrible problems with badgers. Only last week he had lost two rows of carrots. Freddie had woken one night and heard them tearing through the garden, a whole herd of them. They rooted up the lawn and dug up the vegetables. Terrible things, badgers. All the other children nodded their heads wisely. There was a moment’s pause in Class Three as everyone thought about the dreadful damage that badgers could do.

1.What do we know about Grandma Pugh?

A. She was present at the birth of baby Freddie.

B. She was unwilling to listen to the ideas of others.

C. She was a figure of great importance in the family.

D. She valued physical appearance over all other things.

2.Why did Freddie jump over the school wall?

A. To annoy his teacher.

B. To escape from school.

C. To amuse his schoolmates.

D. To damage Mrs Hobson’s vegetables.

3.Which of the following best describes Freddie’s physical appearance?

A. B.

C. D.

4.Why does Freddie talk about badgers in the final paragraph?

A. To explain the cause of the damage.

B. To warn the class about their danger.

C. To describe what happened to his father’s garden.

D. To make up an excuse for the cause of the damage.

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