D
Teaching is more than leadership. Some of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an effective organizational structure (结构) and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.
On the first day of class, the teacher faces a room filled with individuals (个体). Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.
Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.
No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.   

67. The underlined word “maintain” in Para.1 probably means_______.
A. conserve B.  build C. recreate D. evaluate
68. According to the author, the teacher should _______.
A. free students from outside pressures
B. set the standards and rules on his own
C. be responsible for a well-organized class
D. focus more on instruction and evaluation
69. From the passage we can learn that ______.
A. rules cannot be changed once they’re formed
B. outside pressures may not cause tension among students
C. if the teacher well unites his students, he then will finish his task
D. if rules are not acceptable both to students and teachers, the classroom can be a mess
70. What is the author’s main purpose of writing the passage?
A. To provide information for teaching.
B. To show the importance of teaching a class.
C. To study the teacher’s behavior in the classroom.
D. To compare the teacher’s behavior with the students’ in class.

第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

Why Do We Forget Things?
When it comes to having perfect memories, it is apparent that we humans must have had some faults in our blueprints（蓝图）! Why don’t we remember everything that we want to remember? It makes us feel upset and get discouraged.   71   However, it’s true that we are all forgetful.
  72   These are stored in what we call our “long-term memory”. What about before age three? Sigmund Freud, a doctor of Vienna, discovered the fact that we forget most of our early childhood.   73   They have different opinions. A very good theory, born from the results of experimentation with babies, is that absence of language ability at the time of an event stopped us from describing it to others.
  74   Experts say that you can keep about seven things in your memory at once for up to three days. During that time, you may forget something in order to put something else in its place, or you put it into long-term memory. What goes into short-term memory are things you’ve learned about recently, in the past day or two.   75   For example, you may have met your favorite star last week, and this week you can tell all the details to a friend. A simple example to explain your short-term memory is to look at a list of twenty words for a minute or two. You will discover that you cannot remember more than about seven of them and that they are the ones in the beginning and at the end of the list because your mind has judged them to be more important than those in the middle. 

A. Scientists now know that it may take longer to remember things for the old.
B. However, it is widely recognized that short-term memory can be improved.
C. Sometimes, it even causes us to lose self-respect or others to think less of us.
D. Psychologists have been studying what causes this forgetfulness since Freud’s time.
E. Most of us have vivid memories of our lives from about age three to our present ages.
F. Only if something really unusual happens does it stay in your short-term memory for longer.
G. The other type of memory, the “short-term memory”, is what we are usually referring to when we say, “I forgot.”

Key:

56—60 AACBD  61—65 ADDBB  66—70 CACDA
71—75 CEDGF