— My English is relly poor. Could you give me somedvice — If you mde ______ most of your time, t— My English is relly poor. Could you give me somedvice — If you mde ______ most of your time, there would be ______ big improvement.不填; 不填 B．the; 不填 C．the; the D．the;

A . may B . very C . too D . much

A . because B . in reason of C . owing to D . for

A . What a pity! B . It's nothing. C . It doesn't matter. D . Not at all.

A．besides B．except for C．for D．except

A．A.write B．B.to write C．C.wrote D．D.writing

A．Sounds really cool! B．Cheers! C．How interesting you are! D．I’II go th E．too．

A．aided B．amounted C．ad D．attributed

A．as; wherever B．though; whenever C．in spite of; when D．that; wherever

A．benefit B．advantage C．value D．profit

The students who use dictionaries the most do not learn especially well, either. The ones who looked up every new word do not read fast. Therefore they do not have time to read much. Those who use small two-language dictionaries have the worst problems. Their dictionaries often give only one or two words as a translation of English. But one English word often has many translations in a foreign language and one foreign word has many translations in English. The most successful students were those who use large college edition dictionaries with about 100, 000 words but do not use them too often. Whey they are reading, these students first try to get the general idea and understand new words from the context. Then they reread and use the dictionary to look up only key words that they still de not understand. They use dictionaries more for writing. If they are not sure how to spell a word, or divide it into syllables (音节) ,they always use a dictionary. Also if they think a noun might have an unusual plural or a verb might have an unusual past tense, they checked them in a dictionary. The writer tends to think that ______. A．choose a good dictionary, and you'll succeed in learning English B．dictionaries are not very necessary to the students who learn English C．it is very important for students to use good dictionaries properly D．using dictionaries very often can't help to improve writing

A．end up B．take up C．lead to D．stick to

【C2】______ in teachers' knowledge of their subject and weaknesses in their teaching methods are threatening to limit improvements in reading, writing and numeracy, the analysis for the Department for Education and Skills found. The report, 【C3】______ a team of academics from Toronto University, concluded that it was difficult to assess the effect of the 【C4】______ on pupils' learning. While literacy and numeracy scores had risen significantly between 1997 and 2002, much of the increases had 【C5】______ before the introduction of the two strategies: literacy in 1998 and numeracy in 1999. The team, led by Professor Michael Fullan, also warned ministers against 【C6】______ ever higher targets for schools, arguing that this would backfire when staff began to regard the goals as 【C7】______ . But this advice came too late for the Government, which has already set new and higher targets for primary schools, 【C8】______ failing to meet the previous goals in the summer. Soon after coming to power in 1997, the Labour government set challenging targets which required 80 percent of Il-year-olds to reach a required 【C9】______ in English, and 75 percent in maths, by 2002. But after a strong start, the improvements tailed off and both 【C10】______ were missed. Despite this failure, ministers have repeated their desire to push ahead with more demanding goals that require 85 percent of students to reach the standard in English and maths by 2004. The team of academics highlighted the 【C11】______ of some primary teachers' knowledge. "For the strategies to succeed in the ways that strategy leaders believe 【C12】______ possible, many teachers will need to be highly skilled and more knowledgeable about teaching literacy and mathematics than is currently the case," the report said. "The data indicate that for many teachers, gaps or weaknesses in subject knowledge limit the extent 【C13】______ they can make full use of the frameworks and resources of the strategies." The 【C14】______ also said that the high-profile nature of the targets had had "unintended negative consequences" for primary schools. The team cast 【C15】______ on ministers' ambition to improve standards further. The pressure on teachers to comply with directives from central government threatened to create a "culture of dependence" that would make it difficult for schools to raise standards once the ministers' focus had moved, the report concluded. 【C1】 A．grasp B．grip C．hold D．concern

A．understand B．to understand C．understanding D．understood

A．the;the B．an;the C．the;an D．a;an

A．took B．looked C．picked D．brushed

A、as far as B、as soon as C、as quickly as D、as possible as