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韋林出品·心意之選 | 點擊下圖 購買限量版「戀詞」筆記本
The Conservative Party knows all too well that education is an emotive issue in British politics—indeed, perhaps the most emotive. In May a restatement of its line on selective grammar schools—that new ones would not be created by a future Tony government, just as they had not been by the last one-provoked a fortnight of internal strife.
The report of the party's public-services policy group on September 4th is forcing the Tories to talk about education again. They will be grateful for its many sensible ideas. Setting (selecting classes by students』 ability in specific subjects ) is a neat compromise between the inclusive aims of comprehensive secondary schools and grammar schools' commitment to highflying performance. There are measures to improve discipline, too.
Extra funding for pupils in failing schools, which can also be taken elsewhere, is another good idea espoused by the report's authors. "It is the state taking responsibility for failing thousands of children," says James O'shaughnessy, head of research at Policy Exchange, a think-tank.
Yet the report is timid in two respects. The first is its determination to build a "partnership with the professionals": this emphasis fails to hold producers adequately to account. The authors' plans for winning teachers' trust go beyond the usual bonfire of paperwork: testing would be streamlined, the regulatory role of the schools inspectorate ( Ofsted ) curtailed, and a chief education and skills officer created to represent teachers within the education department. The report also rules out recruiting managers from outside the profession as head teachers, an idea proposed by PricewaterhouseCoopers, a consultancy, in January. In the distinction coined by Julian Le Grand at the London School of Economics, the policy group assumes that teachers are "knights」 driven by a public-service ethos, rather than "knaves" motivated by money and prestige. The truth lies somewhere in between.
The second weakness is that although the report recognises that expanding the supply of good school places is more important than allocating existing ones, it does not come up with much to help new providers set up schools. Its main proposal to this end (allowing parents and charities to create "pioneer schools" in areas where existing schools are failing ) was suggested in July by the party's social-justice policy group. And even this idea leaves it up to Ofsted to decide what constitutes a failing school. Bolder ideas are needed to open up Britain's restrictive schools system, in which local-education authorities seldom sanction the creation of new schools while there are surplus places at existing ones, however awful.
Encouragingly, there are signs that the Conservatives are willing to go further than their report. On September 2nd David Cameron, the Tory leader, praised Sweden's open-schools system. The party has also appointed Mr. O'shaughnessy, an advocate of supply-side reform in education, as its new head of overall policy.
（選自 The Economist）
1. Which can describe the attitude of Conservative Party toward education?
A. take a turn for the better
B. obstinate
C. odious
D. abominable
2. Which of the following is not true according to the content of the report?
A. The report put forward many reasonable proposals.
B. The government is responsible for the unqualified children.
C. The class setting is dominated by the school itself.
D. Money should be given to the students who are not up to standard.
3. The following can show the cowardice of the report except .
A. The report fails to illustrate the responsibility of the executives.
B. The determination of setting up relationships with specilists.
C. If investors want to set up new schools, they should depend on themselves.
D. The local-education authorities can ratify setting up new schools if the existing schools are terrible.
4. What is the present image of most teachers?
A. contributive
B. rogue
C. netural
D. ruffian
5. What's the author's attitude toward Conservative Party?
A. ambiguous
B. doubtful
C. hopeful
D. indignant
可以查看往期所有題源報刊的答案和解析了！
（上下滑動查看單詞）
emotive [iˈməʊtɪv]
adj. 使感動的，有感染力的，動感情的
regulatory [ˈregjələtəri]
adj. 調整的
consultancy [kənˈsʌltənsi]
n. -cies 顧問（工作）
restatement [ˌri:'steɪtmənt]
n. 再聲明，重述
assume [əˈsju:m]
vt. 假定，設想，採取，呈現
fortnight [ˈfɔ:tnaɪt]
n. 兩星期
strife [straɪf]
n. 鬥爭，衝突，競爭
allocate [ˈæləkeɪt]
vt. 分派，分配
sensible [ˈsensəbl]
adj. 有感覺的，明智的，有判斷力的
surplus [ˈsɜ:pləs]
n. 剩餘，過剩，[會計]盈餘
adj. 過剩的，剩餘的
vt. 轉讓，賣掉
compromise [ˈkɒmprəmaɪz]
n. 妥協，折中
vi. 妥中，折中，危及……的安全
appointed [ə'pɔɪntɪd]
adj. 指定的，約定的
espouse [ɪˈspaʊz]
vt. 嫁娶，支持，贊成
inclusive [ɪnˈklu:sɪv]
adj. 包含的，包括的
bonfire [ˈbɒnfaɪə(r)]
n. 大篝火，營火
commitment [kəˈmɪtmənt]
n. 委託事項，許諾，承擔義務
curtail [kɜ:ˈteɪl]
vt. 縮減，減少（經費等），剝奪（某人的）特權（或官銜等），簡略
timid [ˈtɪmɪd]
adj. 膽小的，羞怯的
streamlined ['stri:mlaɪnd]
adj. 最新型的，改進的
prestige [preˈsti:ʒ]
n．聲望，威望，威信
1. Extra funding for pupils in failing schools, which can also be taken elsewhere, is another good idea espoused by the report's authors.
結構分析：本句是一個複合句。主句是 Extra funding... falling schools is another... authors； Extra funding... schools是動名詞短語來作is的主語；failing是現在分詞作定語來修飾 schools；espoused by the report's authors是過去分詞做後置定語，來修飾 another good idea。
參考譯文：報告的作者提出的另一個很好的建議就是政府應該給那些辦學質量差的學校的學生額外撥款，這項措施也可被其他地方採用。
2. The second weakness is that although the report recognises that expanding the supply of good school places is more important than allocating existing ones, it does not come up with much to help new providers set up schools.
結構分析：本句是一個複合句。主句是 The second weakness is；that although the report... set up schools是that引導的一個表語從句，作is的表語；although後面引導一個讓步狀語從句；that引導一個賓語從句，來作 recognises的賓語；expanding the supply of good school places是動名詞短語作is的主語；allocating existing是現在分詞短語作定語，來修飾ones。
參考譯文：第二個不足之處是，雖然該報告意識到對新的學校增加投資比給現有的學校撥款維修重要得多，但他們並沒有因此而去幫助那些投資者建立新的學校。
3. Bolder ideas are needed to open up Britain's restrictive schools system, in which local-education authorities seldom sanction the creation of new schools while there are surplus places at existing ones, however awful.
結構分析：本句是一個複合句。主句是 Bolder ideas are needed to… schools system，同時也是一個被動句； in which引導一個限定性定語從句來修飾， Britain's restrictive schools system；while there are... ones，是 while引導的一個時間狀語從句；however awful是一個省略主謂的讓步狀語從句。
參考譯文：無論現有的學校多麼糟糕，只要它還有能力容納學生，當地教育部門在現有的教育體制下就不可能批准建立新的學校。我們需要一些大膽的設想來打破英國現有教育體制中的條條框框。
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