The ritual of English tea time is believed to have originated in the late 1700’s when Anna, Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea.
The Duchess chronically experienced a “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china, embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies’ pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that “the drinking of tea can now be indulged.” The custom of afternoon tea parties was not really revived in this country, though, until the mid-1800's, when Victorian ways were in vogue here. Leisure-class American ladies began having “kettledrums” at 4 p.m. “Kettledrums” was called that in connection with the term “teakettle.” Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley {Maud: The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: “Mrs. Barnes had out a lovely tea- cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not I. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Barnes was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less.”
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-set little tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but “when in England, do as the English do.”
This tea feast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regained just enough appetite to sample some fish and chips (French fries), and then we put our weary stomachs and ourselves to bed.
What can be inferred about the writer’s opinion concerning what is served at the British tea time?
Which of the following is a typical feature of Victorian tea time?
Why does the author quote Maud Berkeley in the passage?
Which of the following is close in meaning to the underlined word “weary” in the last paragraph?
Which of the following is not employed in the passage?

In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order—plus all who drop out before being ranked—fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our “academic achievement standards”. Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence—for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.
What do the “academic achievement standards” in Paragraph 1 refer to?
Which of the following would happen due to the change in mission for the role of assessment?
Which of the following is closest in meaning to the underlined word “accommodate” in Paragraph 4?
Which is meant by the author about the emotional promise of assessment for students?
Which of the following is likely to be the title of this passage?

Self-driving vehicles threaten to send truck drivers to the unemployment office. Computer programs can now write journalistic accounts of sporting events and stock price movements. There are even computers that can grade essay exams with reasonable accuracy, which could revolutionize my own job. Increasingly, machines are providing not only the brawn but the brains, too. And that raises the question of where humans fit into this picture—who will prosper and who won’t in this new kind of machine economy?
Within five years we are likely to have the world’s best education, or close to it, online and free. But not everyone will sit down and go through the material without a professor pushing them to do the work. 
Your smartphone will record data on your life and, when asked, will tell you what to do, drawing on data from your home or from your spouse and friends if need be. “You’ve thrown out that bread the last three times you’ve bought it, give it a pass” will be a text message of the future. How about ‘‘Now is not the time to start another argument with your wife”？ The GPS is just the beginning of computer-guided instruction. Take your smartphone on a date, and it might vibrate in your pocket to indicate “Kiss her now.” If you hesitate for fear of being seen as pushy, it may write: “Who cares if you look bad? You are sampling optimally in the quest for a lifetime companion.”
A lot of jobs will consist of making people feel either very good or very bad about themselves. Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us who can stand to listen to them. These people will cajole us, flatter us and shame us into improving our lives, our work habits and our consumption.
Computing and software will make it easier to measure performance and productivity.
It will be harder to gloss over our failings and maintain self-deception. In essence everyone will suffer the fate of professional chess players, who will always know when they have lost a game, have an exact numerical rating for their overall performance, and find excuses for failure hard to come by.
Individuals will have many measures of their proficiency. They will have an incentive to disclose that information to get the better job or social opportunity. You’ll assume the worst about those who keep secrets, and so openness will reign. Many of us will start to hate the idea of Big Data.
Which of the following is closest in meaning to the underlined word Paragraph 1?
What does the underlined phrase “the question” in Paragraph 1 refer to?
What makes the instructions sent by smartphones valuable and reliable for doing things?
Who will be most likely to suffer from this technological revolution?
Why will many people start to hate Big Data according to the last paragraph?

在某次测试中，用所有参加测试学生某题的平均分除以该题分值，得到的结果是（  ）。

已知直线人的参数方程是 （t∈R），平面的方程为2x+8y+z+3=0,则直线L与平面的位置关系是（ ）。

下列命题正确的是（  ）。

下列矩阵所对应的线性变换为关于y=-x的对称变换的是（  ）。

下列图形不是中心对称图形的是（  ）。

下列多项式为二次型的是（  ）。