单选题It is assumed that students at an intermediate level will have a good（）of the basic structures and vocabulary of English.A commandB commandingC to commandD commanded

考题 What is (21) that a teacher most wants in his students? Attentiveness? A good memory? Diligence? Certainly these are the qualities commonly (22) with "good students" in the (23) mind. And certainly, too, these are the qualities that most (24) to teachers' comfort.But the best students I ever had, (25) I remember the most wistfully, was a talkative, lazy day-dreamer. Sometimes he turned assignments in (26) , and a few he never (27) around to doing at all. Actually, my admiration for him was ironic, (28) I have never liked the name Ronald, (29) suggests to me the assumed name of a movie star. But he made one whole year of my (30) experience a delight.21.A. thereB. theyC. itD. that

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考题 A college－level course of study intended to provide students with general academic knowledge () occupational training. A.ratherB.rather thanC.in totalD.incentive

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考题 It is assumed that students at an intermediate level will have a good()of the basic structures and vocabulary of English. A、commandB、commandingC、to commandD、commanded

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考题 A typical purpose of placement tests is____ . A.to find out problemsB.to decide what to teach.C.to assign students to different-level classesD.to decide how to teach next

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考题 When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at ＿. A. lexical level B. sentence level C. grammatical level D. discourse level

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考题 Ifa teacher asks students to fill in the blanks in a passage with "that", "which" or "whom",he/she is least likely focusing on grammar at_________． A.lexical level B.syntactic level C.discourse level D.morphological level

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考题请阅读Passage 1, 完成第小题。 Passage 1 In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them. ?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all. ??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers. ??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards. ??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years. Which of the following would happen due to the change in mission for the role of assessment?A.Most students would achieve a certain level of academic success. B.Educators would raise up the bottom of the rank-order distribution. C.Teachers would help low achievers to beat high achievers successfully. D.Schools would eliminate sorting and ranking from the schooling process.

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考题 Teaching activities must be based on the students' cognitive development level and the existing experienced knowledge, thus, students' personal knowledge, students' life world and are also the important curriculum resources except textbook．A.game activities B.labour activities C.attitude D.direct experience

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考题 Teaching activities must be based on the students' cognitive development level and theexistingexperiencedknowledge,thus,students'personal knowledge,students' Lifeworld and__________ are also the important curriculum resources except textbook. A．game activities B．labour activities C．attitudes D．direct experience

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考题 Teaching activities must be based on the students' cognitive development level and the existing experienced knowledge, thus, students' personal knowledge, students' life world and__________ are also the important curriculum resources except textbook. A．game activities B．labour activities C．attitude D．direct experience

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考题 Teaching students of threshold level is hard work but the effort is very worthwhile．A:precious B:rewarding C:worth D:challenging

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考题 Write a memo in about 50 words. You are Human Resources Manager. Your company is going to provide the staff with training in E-Commerce. There will be two course levels: intermediate level and advanced level. The training course will be given on Saturdays for five weeks. Write a memo to department managers: ·Informing them of the coming training course; ·Asking them to encourage the staff to participate; ·Asking them to help obtain the names of the interested staff.

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考题 A company with three sites （one local production site， one intermediate site， and one remote site） wants to use Metro/Global Mirror. Which statement is correct about the volumes at the intermediate site（）A、the intermediate site volumes are Metro Mirror target volumes for the remote siteB、the intermediate site volumes are Global Mirror target volumes for the remote siteC、the intermediate site volumes are both Global Mirror source and Metro Mirror target at the same timeD、the intermediate site volumes are alsoFlashCopy sources for the remote site

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考题 Your company has an Active Directory domain. All servers run Windows Server 2008 R2. Your company uses an Enterprise Root certification authority （CA） and an Enterprise Intermediate CA. The Enterprise Intermediate CA certificate expires. You need to deploy a new Enterprise Intermediate CA certificate to all computers in the domain. What should you do（）A、Import the new certificate into the Intermediate Certification Store on the Enterprise Root CA server.B、Import the new certificate into the Intermediate Certification Store on the Enterprise Intermediate CA server.C、Import the new certificate into the Intermediate Certification Store in the Default Domain Controllers group policy object.D、Import the new certificate into the Intermediate Certification Store in the Default Domain group policy object.

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考题单选题According to the first paragraph, college students and graduates find it most essential to _____A get an entry-level job.B provide flee service.C do an internship.D pay for the privilege of getting a job.

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考题问答题Write a memo in about 50 words. You are Human Resources Manager. Your company is going to provide the staff with training in E-Commerce. There will be two course levels: intermediate level and advanced level. The training course will be given on Saturdays for five weeks. Write a memo to department managers: ·Informing them of the coming training course; ·Asking them to encourage the staff to participate; ·Asking them to help obtain the names of the interested staff.

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考题单选题When teaching students how to give appropriate responses to a congratulation or an apology,the teacher is probably teaching at ______ .A lexical levelB sentence levelC grammatical levelD discourse level

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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.

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考题单选题You create a Windows Communication Foundation (WCF) service and deploy it with wsHttpBinding and message security enabled.You create an intermediate WCF service for logging messages sent to the primary service.The intermediate service is called via endpoint behaviour. The primary service is receiving malformed data from a client application.You need to enable inspection of the malformed data and prevent message tampering. What do you do?（）A Specify a protection level of None in the contract for the intermediate service. Disable message and transport security from the client application configuration file.B Specify a protection level of Sign in the contract for the intermediate service. Disable transport security from the client application configuration file.C Modify the binding on the intermediate service to use netNamedPipeBinding.D Modify the binding on the intermediate service to use webHttpBinding.

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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 closest in meaning to the underlined word accommodate in Paragraph 4?A Adapt.B Match.C Accept.D Understand.

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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.

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考题单选题A company with three sites （one local production site， one intermediate site， and one remote site） wants to use Metro/Global Mirror. Which statement is correct about the volumes at the intermediate site（）A the intermediate site volumes are Metro Mirror target volumes for the remote siteB the intermediate site volumes are Global Mirror target volumes for the remote siteC the intermediate site volumes are both Global Mirror source and Metro Mirror target at the same timeD the intermediate site volumes are alsoFlashCopy sources for the remote site

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考题单选题Ifa teacher asks students to fill in the blanks in a passage with that, which or whom,he/she is least likely focusing on grammar at_________．A lexical levelB syntactic levelC discourse levelD morphological level

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考题单选题There are three IS-IS routers on a Gigabit Ethernet segment: Router A, Router B, and Router C. Each router is configured in the same area and each routers Gigabit Ethernet interface is configured for Level 1-only. Router A is the Designated Intermediate System (DIS). Each routers IP address on that segment is: Router A: 10.1.1.1/24 Router B: 10.1.1.2/24 Router C: 10.2.2.1/26 Which statement is true about all the adjacencies that exist on that LAN?（）A No routers are adjacent with each other.B Only Router A and Router B are adjacent at Level 1.C Only Router A and Router B are adjacent at Level 2.D All three routers are adjacent with each other at Level 1.

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考题单选题Teaching activities must be based on the students’ cognitive development level and the existing experienced knowledge, thus, students’ personal knowledge, students’ life world and _____ are also the important curriculum resources except textbook.A game activitiesB labour activitiesC indirect experienceD direct experience

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考题单选题In PARAGRAPH EIGHT, what does the writer imply by saying thateven the youngest students ... under an academic microscope?A Students' performances are being supervised.B Students' performances are over measured by tests.C Students' performances are examined at the micro level.D Students' performances are not a concern at the macro level.

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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 would happen due to the change in mission for the role of assessment?A Most students would achieve a certain level of academic success.B Educators would raise up the bottom of the rank-order distribution.C Teachers would help low achievers to beat high achievers successfully.D Schools would eliminate sorting and ranking from the schooling process.

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