Passage Three

As we help children get out into the world to do their learning well, we can get more of the world into the schools. Aside from their parents, most children never have any close contact with any adults except their teachers. No wonder they have no idea what adult life or work is like. We need to bring more people who are not full-time teachers into the schools. In New York City, under the teachers' and writers' collaborative, real writers come into the schools, read their work, and talk to the children about the problems of their craft. The children love it. In another school, a practicing attorney comes in every month and talks to several classes about the law. Not the law it is in books, but the law as he sees it and encounters it in his cases. And the children listen with intense interest. Here's something even easier: let children work together, help each other, learn from each other and each other's mistakes. We now know from this experience of many schools that children are often the best teachers of other children. What's more important, we know that when the fifth floor six-grader who is being having trouble with reading, starts helping a first-grader, his own reading sharply improves. A number of schools are beginning to use what some call paired learning. This means that you let children form partnerships with other children. Do their work even including their tests together and share whatever marks or results this work gets. Just like grown-ups in the real world. It seems to work.

Questions 23 to 25 are based on the passage you've just heard.

23. Why does the speaker say most children have no idea what adult life is like?

24. What is happening in New York City schools?

25. What does the experience of many schools show?

Section C

Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.

Tests may be the most unpopular part of academic life. Students hate them because they produce fear and anxiety about being evaluated, and focus on grades instead of learning for learning's sake. But tests are also valuable. A well-constructed test identifies what you know and what you still need to learn. Tests help you see how your performance compares to that of others. And knowing that you'll be tested on a body of material is certainly likely to motivate you to learn the material more thoroughly. However, there's another reason you might dislike tests. You may assume that tests have the power to define your worth as a person. If you do badly on a test, you may be tempted to believe that you received some fundamental information about yourself from the professor—information that says you are a failure in some significant way. This is a dangerous and wrong-headed assumption. If you do badly on a test, it doesn't mean you are a bad person or stupid or that you'll never do better again and that your life is ruined. If you don't do well on a test, you're the same person you were before you took the test. No better, no worse. You just did badly on a test. That's it! In short, tests are not a measure of your value as an individual. They're a measure only of how well and how much you studied. Tests are tools. They're indirect and imperfect measures of what we know. 

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