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单选题
In fact, _____.
A
only some of the students finished Exercise 8
B
there was no Exercise 8 in Lesson 1
C
the students found and finished Exercise 8
D
all the students wanted to be honest
参考答案
参考解析
解析：
推理判断题。文章倒数第二段最后可知，书本上根本没有老师布置的题目。
推理判断题。文章倒数第二段最后可知，书本上根本没有老师布置的题目。
更多 “单选题In fact, _____.A only some of the students finished Exercise 8B there was no Exercise 8 in Lesson 1C the students found and finished Exercise 8D all the students wanted to be honest” 相关考题
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The officer allowed ______.A. the students to fly the plane all the timeB. all students to fly the planeC. the students who were not frightened to fly on their ownD. some students to fly a little while
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From the second paragraph, we can see that in the early years,______.A. those colleges and universities were the sameB. people, young or old, might study in the collegesC. students studied only some languages and scienceD. when the students finished their school, they became lawyers or teachers
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We all need (11) ．Doctors say it is good (12) 0ur (13) ．It makes your heart and body strong． And you'll (14) better about yourself． It's best to exercise(15) a week．Twenty minutes each time is enough．There are (16 ways to exercise． You can walk， (17) ，play football or swim Many people go to special places to exercise． They are called "fitness centers ． These places have (18) equipment． Some people buy equipment(器械) for their families， But it is very expensive．Exercising can be fun． Friends can exercise together (19) a fitness center． How do you exercise? How (20) do you exercise?( )11．A． exercisingB． exercisesC． to exerciseD． exercised
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Why did the professor study the Brazilian students' behavior?A. He felt puzzled at the students' being late.B. He felt angry at the students' rudeness.C. He wanted to make the students come on time later.D. He wanted to collect data for one of his studies.
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A University of California advisor said___________.A.all students could overcome the anxiety after taking a special test anxiety program
B.almost all students felt less stress after taking a University of California advising course
C.students found it difficult to improve even though they had taken a special test anxietycourse
D.students found it easy to relax as soon as they entered a University of California advisingcourse
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim:
1. By the end of the class, students will know more about festival and its origin.
2. Students will master the meaning and the usage of some words and expressions.
Ability aim: Students can train their reading skill and the speaking skill through learning of the discourse and communicating with each other around the given topic.
Emotional aim: Students will cherish the traditional value and foster national pride through learning.
Teaching Key Points:
Students can master the meaning and the usage of words and expressions in the discourse.
Teaching Difficult Points:
Students can express themselves correctly and fluently and gain the confidence of learning
English.
Teaching Methods:
Task-based teaching method and audiolingual teaching method.
Teaching Aids:
Video, Blackboard and so on.
Teaching Procedures:
Step 1: Warming-up
Have a free talk with the student, inspire them to do a brainstorming about some Chinese festivals.
Collect the answer such as The Double Ninth Festival,The Lantern Festival, The Dragon Boat Festival and ask them “What do people celebrate on these festivals?”
Step 2: Presentation
1. Ask students to read the passage and underline all the sentences providing the information of origin of the festivals.
2.Ask students to read the passage again and guess the meaning of the bold words in these underlined sentences.
3.write down these bold words on the blackboard “hunters, starve, origins, religious”and interpret these words to the students.
Step 3: Practise
1.Let students to do an exercise -- fill in the blanks with the proper form.
a.Most ancient ____ (festival) will celebrate the end of clod weather,planting in spring and harvest in autumn.
b.Sometimes celebrations will be held after haunters had caught animals. At that time people would ____ (starve) if food was difficult to find,especially during the cold winter months.
c.Today’s festivals has many ____ (origin), some religious, some seasonal and some for special people or events.
2.Ask students to make sentence using the target words.
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the intonation of showing their attitudes.
Ability aim:
After this lesson, students can practice their listening and speaking ability through group work.
Emotional aim:
Students are able to love learning English after this lesson.
Key and difficult point:
Key Point: master the intonation of showing their attitudes.
Difficult Point: cultivate the interest of students’ learning English.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Play a video about a person who is shopping at a store and has a conversation with the shop assistant. And ask students to answer some questions: Does this customer want to buy the clothes? Give the reason
Step 2: Presentation
1.Ask students to listen the conversation carefully and the teacher reads the conversation that today needs to learn and ask students:
Which part does the male show the interest? Give the reason
And which part does the male show the uninterested? Give the reason
2.Then present the conversation on the PPT, and ask students to listen to the conversation again, pay attention to the intonation of male’s answers. And ask students to answer some questions:
When male shows the interest to the content of female’s saying, what kind of intonation does he use? Uninterested, what’s intonation?
3. Then lead the students to conclude the rules of intonations of showing their attitudes. At the same time, write the male’s words on the blackboard with the help of symbols of rising tone and falling tone.
Step 3: Practice
1.Ask students to read this conversation after the tape.
2.Role-play: Ask students to practice this conversation with their partner and after 5 minutes, invite some students to read this conversation for all the students.
3. Dubbing: Ask students to look at a short video about a conversation between a Chinese student and another foreign student. But this video only has the frames, but doesn’t have the sound, which needs students to finish dubbing with their deskmates in given 10 minutes. Then invite several students to show their conversation with all the students.
Step4: Production
Make stories: Ask students to use the knowledge of intonation to make a short story according to the chart. Before this, divide the students into several groups with different persons and ask the representatives to get their topic through the way of random draw.
1.What’s the teaching aims of this lesson?
2. What’s your major? Why do you want to be an English teacher?
考题
An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.（）A对B错
考题
If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.（）A对B错
考题
An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.（）A对B错
考题
An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.（）
考题
An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.（）
考题
If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.（）
考题
判断题An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.（）A
对B
错
考题
判断题An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.（）A
对B
错
考题
单选题Some students’ faces turned red because ______.A
they found Exercise 8 but didn’t finish itB
they forgot what Mr. Weeks had told themC
they weren’t able to work out Exercise 8D
they told a lie in class
考题
单选题I hope, when you have finished this exercise, you _____ many mistakes in it.A
won’t makeB
won’t have madeC
won’t be makingD
won’t have been making
考题
单选题Mr. Weeks told his students to finish Exercise 8 in Lesson 1 because _____.A
it was very interestingB
he wanted to know if they were honestC
it was very importantD
he wanted to give them a maths example
考题
问答题Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Which view do you agree with and why?
考题
单选题Passage1In 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. Forthe 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?A
The driving dynamic forces for all students who need to survive in society.B
Confidence, optimism, and persistence that students need in order to succeed.C
Differentiated levels of competence specified for students with different abilities.D
The missions of students who want to beat others in their achievement race in school.
考题
单选题Passage1In 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. Forthe 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.Which of the following is likely to be the title of this passage？A
Formative AssessmentB
Success in Meeting StandardsC
A New Mission of AssessmentD
Limitations of Current School Ranking
考题
判断题If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.（）A
对B
错
考题
单选题Mrs. Wang belongs to the type of students who .A
live on a scholarship provided by their working unit back in ChinaB
are usually olderC
haven’t finished their college education in China yet
考题
单选题_____ had she finished the poem _____ the students began to ask her questions.A
As soon as, thanB
No sooner, thanC
As soon as, whenD
No sooner, when
考题
单选题Passage1In 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. Forthe 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.Which is meant by the author about the emotional promise of assessment for students？A
To reach a minimum level of achievement.B
To build up their confidence in success.C
To enable them to compete with others.D
To help them realize their goals.
考题
单选题The “teacher-free exam” means that students take their exams ______ teachers. Students must be more honest.A
withoutB
againstC
throughD
by
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