The boy was so interested in the radio that he took it to see how it runs.

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• One day, a poor boy who was trying to pay his way through school by selling goods door to door found that he only had one dime left. He was hungry so he decided to beg for a meal at the next house.

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• White people tend to be nervous of raising the subject of race and education, but are often voluble on the issue if a black person brings it up. So when Trevor Phillips, chair man of Britain's Commission for Racial Equality, said that there was a particular problem with black boys' performance at school, and that it might be a good idea to educate them apart from other pupils, there was a torrent of comment. Some of it commended his proposal, and some criticized it, but none of it questioned its premise. Everybody accepts that black boys are a problem.

  On the face of it, it looks as though Mr. Phillips is right. Only 27% of Afro-Caribbean boys get five A-C grades at GCSE, the exams taken by 16-year-olds, compared with 47% of boys as a Whole and 44% of Afro-Caribbean girls. Since, in some subjects, candidates who score less than 50% get Cs, those who don't reach this threshold have picked up pretty little at school. Mr. Phillips's suggestion that black boys should be taught separately implies that ethnicity and gender explain their underachievement. Certainly, maleness seems to be a disadvantage at school. That's true for all ethnic groups: 57% of girls as a whole get five A-Cs, compared with 47% of boys. But it's not so clear that blackness is at the root of the problem. Among children as a whole, Afro-Caribbeans do indeed perform. badly. But Afro Caribbeans tend to be poor. So to get a better idea of whether race, rather than poverty, is the problem, one must control for economic status. The only way to do that, given the limits of British educational statistics, is to separate out the exam results of children who get free school meals: only the poor get free grub. Poor children's results tell a rather different story. Afro-Caribbeans still do remark ably badly, but whites are at the bottom of the pile. All ethnic minority groups do better than them. Even Bangladeshis, a pretty deprived lot, do twice as well as the natives in their exams; Indians do better still. And absolute numbers of underperforming whites dwarf those of underperforming Afro-Caribbeans: last year, 131,393 of white boys failed to hit the government's benchmark, compared with 3,151 Afro-Caribbean boys. These figures suggest that, at school at least, black people's problem is not so much race as poverty. And they undermine the idea of teaching black boys separately, for if poor whites are doing worse than poor blacks, there's not much argument for singling out blacks for special measures: whites need help just as badly. According to the text, the public response to Mr. Philips' claim is A．a nervous impression. B．a mixed reception. C．a particular performance. D．a critical comment.

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• Interestingly, though, the rise of the unattractive overnight successes was attribute

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• It is often difficult for a man to be quite sure how much tax he ought to pay to the government because it depends on so many different things：whether the man is married;how many children he has;whether he supports any relations，how much interest he receives，how much he has spent on his house during the year，and so on. All this makes it difficult to decide exactly how much the tax is.There was an artist who was always very careful to pay the proper amount.

  One year，after posting his check as usual，he began to wonder if he had paid enough，and after a lot of work，with a pencil and paper，he found that he had not. He thought that he owed the government something. He was just writing another check to send it to the tax collector when the postman dropped a letter into the box at the front door. Opening it，the artist was surprised to find inside it a check for five pounds from the tax collector. The official explained that too much had been paid，and that therefore the difference was now returned to the taxpayer. 11. According to the passage，to decide the exact amount of tax to be paid is ____________. A. simple B. easy C. difficult D. interesting 12. It is mentioned in the passage that one has to pay tax according to ____________. A. how much education one has received B. whether one is single or married C. how old one’s children are D. where one lives 13. The word “proper” in the second paragraph means __________. A. small B. big C. right D. wrong 14. After a lot of work，the artist thought that he had paid the government ____________. A. less tax than he should have B. more tax than he should have C. as much tax as usual D. just enough tax 15. Why did the tax collector send a letter to the artist？ A. To send him a new tax form. B. To return the money overpaid. C. To remind him of paying the tax. D. To explain the rules of tax paying.

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