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5. Passage Seven A few centuries ago， people looked at the birds and wondered what it would be like to fly like them. There were stories of heroes who glued bird feathers on their arms and flew up into the sky. About 500 years ago， some people dreamed a different dream. Instead of flying up to the sky， they dreamed of falling from the sky! In the 15th century， Italian inventors designed a cone-shaped (雏形) device that was supposed to bring a man down safely from a great height. The operator held on to a handle with straps strapped to his waist. This was the first known design for a parachute (降落伞) . Even the great inventor Leonardo da Vinci sketched a type of parachute. His parachute design was in the shape of a pyramid (金字塔). Other inventors also sketched their own designs for a parachute. Unfortunately， these were only designs on paper and no one tested them . A Croatian inventor named Fausto Veranzio looked at Leonardo da Vinci’s parachute design and replaced the pyramid shape with one that looked like a sail from a ship. When Veranzio was 65 years old， he fell ill. Thinking he would not live longer， he decided to try out his parachute invention. He built his parachute using wood and cloth. Strapping his invention to his waist， he jumped off the tall bell tower in his city. He landed safely! He was supposedly the first man to successfully use a parachute. However， some people thought this story was not true. If that was the case， then the first person to successfully use a parachute would go to a Frenchman named Louis-Sebastien Lenormand in 1783 .The passage is mainly about ( ) .
4. Passage Seven A few centuries ago， people looked at the birds and wondered what it would be like to fly like them. There were stories of heroes who glued bird feathers on their arms and flew up into the sky. About 500 years ago， some people dreamed a different dream. Instead of flying up to the sky， they dreamed of falling from the sky! In the 15th century， Italian inventors designed a cone-shaped (雏形) device that was supposed to bring a man down safely from a great height. The operator held on to a handle with straps strapped to his waist. This was the first known design for a parachute (降落伞) . Even the great inventor Leonardo da Vinci sketched a type of parachute. His parachute design was in the shape of a pyramid (金字塔). Other inventors also sketched their own designs for a parachute. Unfortunately， these were only designs on paper and no one tested them . A Croatian inventor named Fausto Veranzio looked at Leonardo da Vinci’s parachute design and replaced the pyramid shape with one that looked like a sail from a ship. When Veranzio was 65 years old， he fell ill. Thinking he would not live longer， he decided to try out his parachute invention. He built his parachute using wood and cloth. Strapping his invention to his waist， he jumped off the tall bell tower in his city. He landed safely! He was supposedly the first man to successfully use a parachute. However， some people thought this story was not true. If that was the case， then the first person to successfully use a parachute would go to a Frenchman named Louis-Sebastien Lenormand in 1783 .As for the first man who successfully used a parachute， ( ) .
3. Passage Seven A few centuries ago， people looked at the birds and wondered what it would be like to fly like them. There were stories of heroes who glued bird feathers on their arms and flew up into the sky. About 500 years ago， some people dreamed a different dream. Instead of flying up to the sky， they dreamed of falling from the sky! In the 15th century， Italian inventors designed a cone-shaped (雏形) device that was supposed to bring a man down safely from a great height. The operator held on to a handle with straps strapped to his waist. This was the first known design for a parachute (降落伞) . Even the great inventor Leonardo da Vinci sketched a type of parachute. His parachute design was in the shape of a pyramid (金字塔). Other inventors also sketched their own designs for a parachute. Unfortunately， these were only designs on paper and no one tested them . A Croatian inventor named Fausto Veranzio looked at Leonardo da Vinci’s parachute design and replaced the pyramid shape with one that looked like a sail from a ship. When Veranzio was 65 years old， he fell ill. Thinking he would not live longer， he decided to try out his parachute invention. He built his parachute using wood and cloth. Strapping his invention to his waist， he jumped off the tall bell tower in his city. He landed safely! He was supposedly the first man to successfully use a parachute. However， some people thought this story was not true. If that was the case， then the first person to successfully use a parachute would go to a Frenchman named Louis-Sebastien Lenormand in 1783 .Which of the following about FaustoVeranzio is true?
2. Passage Seven A few centuries ago， people looked at the birds and wondered what it would be like to fly like them. There were stories of heroes who glued bird feathers on their arms and flew up into the sky. About 500 years ago， some people dreamed a different dream. Instead of flying up to the sky， they dreamed of falling from the sky! In the 15th century， Italian inventors designed a cone-shaped (雏形) device that was supposed to bring a man down safely from a great height. The operator held on to a handle with straps strapped to his waist. This was the first known design for a parachute (降落伞) . Even the great inventor Leonardo da Vinci sketched a type of parachute. His parachute design was in the shape of a pyramid (金字塔). Other inventors also sketched their own designs for a parachute. Unfortunately， these were only designs on paper and no one tested them . A Croatian inventor named Fausto Veranzio looked at Leonardo da Vinci’s parachute design and replaced the pyramid shape with one that looked like a sail from a ship. When Veranzio was 65 years old， he fell ill. Thinking he would not live longer， he decided to try out his parachute invention. He built his parachute using wood and cloth. Strapping his invention to his waist， he jumped off the tall bell tower in his city. He landed safely! He was supposedly the first man to successfully use a parachute. However， some people thought this story was not true. If that was the case， then the first person to successfully use a parachute would go to a Frenchman named Louis-Sebastien Lenormand in 1783 .Leonardo da Vinci’s parachute was shaped like a ( ) .
1. Passage Seven A few centuries ago， people looked at the birds and wondered what it would be like to fly like them. There were stories of heroes who glued bird feathers on their arms and flew up into the sky. About 500 years ago， some people dreamed a different dream. Instead of flying up to the sky， they dreamed of falling from the sky! In the 15th century， Italian inventors designed a cone-shaped (雏形) device that was supposed to bring a man down safely from a great height. The operator held on to a handle with straps strapped to his waist. This was the first known design for a parachute (降落伞) . Even the great inventor Leonardo da Vinci sketched a type of parachute. His parachute design was in the shape of a pyramid (金字塔). Other inventors also sketched their own designs for a parachute. Unfortunately， these were only designs on paper and no one tested them . A Croatian inventor named Fausto Veranzio looked at Leonardo da Vinci’s parachute design and replaced the pyramid shape with one that looked like a sail from a ship. When Veranzio was 65 years old， he fell ill. Thinking he would not live longer， he decided to try out his parachute invention. He built his parachute using wood and cloth. Strapping his invention to his waist， he jumped off the tall bell tower in his city. He landed safely! He was supposedly the first man to successfully use a parachute. However， some people thought this story was not true. If that was the case， then the first person to successfully use a parachute would go to a Frenchman named Louis-Sebastien Lenormand in 1783 . The first known parachute was designed by ( ) .
5. Passage Six We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 …按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade pupils just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning. In our classrooms， we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate， to share， and to develop leadership skills. They also learn how to cope with personal problems as well as how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs. Sometimes they work on individual tasks and assignments， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work. It doesn’t matter what age the child is. We expect our pupils to do their best， not their least， and we give them every encouragement to attain this goal. According to the passage， which of the following statements is not true?
4. Passage Six We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 …按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade pupils just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning. In our classrooms， we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate， to share， and to develop leadership skills. They also learn how to cope with personal problems as well as how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs. Sometimes they work on individual tasks and assignments， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work. It doesn’t matter what age the child is. We expect our pupils to do their best， not their least， and we give them every encouragement to attain this goal. The pupils often work in groups: this gives them the opportunity to learn ( ) .
3. Passage Six We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 …按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade pupils just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning. In our classrooms， we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate， to share， and to develop leadership skills. They also learn how to cope with personal problems as well as how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs. Sometimes they work on individual tasks and assignments， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work. It doesn’t matter what age the child is. We expect our pupils to do their best， not their least， and we give them every encouragement to attain this goal. We are concerned to develop the abilities of all our pupils to the full， not just their
2. Passage Six We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 …按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade pupils just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning. In our classrooms， we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate， to share， and to develop leadership skills. They also learn how to cope with personal problems as well as how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs. Sometimes they work on individual tasks and assignments， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work. It doesn’t matter what age the child is. We expect our pupils to do their best， not their least， and we give them every encouragement to attain this goal. If we stream the pupils， it can ( ) .
1. Passage Six We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 …按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade pupils just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning. In our classrooms， we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate， to share， and to develop leadership skills. They also learn how to cope with personal problems as well as how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs. Sometimes they work on individual tasks and assignments， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work. It doesn’t matter what age the child is. We expect our pupils to do their best， not their least， and we give them every encouragement to attain this goal. The author’s purpose of writing this passage is to ( ) .
