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How many students（）in your class?
- A、are there
- B、is there
- C、there are
- D、there is
参考答案
更多 “How many students（）in your class?A、are thereB、is thereC、there areD、there is” 相关考题
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—How heavily it rained this early morning.—Yes. But ____ of the students in our class was late for school. A. some B. none C. all
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有如下类定义： class Point{ private： static int how_many； }； ______how_many=0； 要初始化Point类的静态成员how_many，在下画线处应填入的内容是A．intB．static intC．int Point::D．static int Point::
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Many of the students ______ the work although it took some time to learn how to do it.A. enjoyB. have to doC. hateD. ignore
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_______ will it take you from your school to the library?A、How farB、How soonC、How longD、How many
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（ ）I don’t know __________.A．how often he visits his grandparentsB．how soon will he come backC．how many students are there in his classD．how long is the bridge
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--How many boy students are there in your class?
--There are __________girls as boys.A．three times many as
B．many as three times
C．as many three times
D．three times as many
考题
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”
The study suggests that most first generation students____A.study at private universities
B.are from singleparent families
C.are in need of financial support
D.have failed their collage
考题
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”We may infer from the last paragraph that_____A.universities often reject the culture of the middleclass
B.students are usually to blame for their lack of resources
C.social class greatly helps enrich educational experiences
D.colleges are partly res
考题
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”
Recruiting more first generation students has____A.reduced their dropout rates
B.narrowed the achievement gap
C.missed its original purpose
D.depressed college students
考题
初中英语?语法
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the usage of the frequency adverbs and the sentence structure “How often...?”.
Ability aim:
Students can use the sentence structure freely in their daily life.
Emotional aim:
Students will be more confident in learning English and not afraid of speaking English.
Key and difficult point:
Key Point: Students will know how to use the sentence structure in their daily life.
Difficult Point: Students can cultivate their confidence in learning English.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students what they usually do in their spare time and why, and ask some of them to share with the whole class.
Step 2: Presentation
1. Listen to the tape for the first time and find out what the speaker does every day, and then invite students share their answers.
2. Ask students the following questions: how often does the speaker watch TV? How often does the speaker listen to music? And then write down the sentence on the blackboard.
3. Explain the sentence structure to students: the sentence structure is used to ask questions about how many times something has been done or how many times a state exists in a given period of time.
4. The teacher read the dialogue and ask students to read after it to get a deep understanding.
Step 3: Practice
1. Role-play. Ask students work in pairs and role play the dialogue. Then invite two groups to show in front of the class.
2. Play a game: word cards. Invite two couples of students. Ask one student to choose the card in the box and then ask the other students the question “ how often do you...?” using the activities showed in the card, and then change their role.
Step4: Production
Let students work in groups of 4 and discuss on the topic: how often do you...? according to their own hobbies. After that invite two groups to present in the whole class.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to ask their friends “ how often do you...?” after class and write down on the exercise book.
Blackboard design:
1. Can you tell me the difference between “How often...?” and “How long...?”?
2. What do you usually do in your spare time?
考题
初中英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will grasp and understand the main and detailed information of the passage.
Ability aim:
Students will improve their reading and speaking skills.
Emotional aim:
Students will foster the interest and desire of learning English and take part in speaking activities actively.
Key and difficult point:
Key Point: Students will totally understand the content of the passage.
Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show students pictures about different types of transportation and naturally lead to today’s topic.
Step 2: Pre-reading
1. Ask students two questions and some volunteers will be invited to share their answers.
Q1: How do you come to school?
Q2: How do your parents go to work?
2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.
Step 3: While-reading
1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.
2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.
Step4: Post-reading
Discussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to investigate their friends’ way of going to school and find some interesting ways of transportation on the Internet.
Blackboard design:
1. How to improve students’ reading and speaking ability in your class?
2. How did you evaluate the performance of students in the class?
考题
小学英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the sentence :”what time is it? it is ..” and you can/ can not ...”
Ability aim:
Students can improve their reading skills including scanning and skimming skills
Emotional aim:
Students can be more interested in English and take part in activities.
Key and difficult point:
Key Point: know how to ask about the time and master the sentences::”what time is it? it is ..” and you can/ can not ...”
Difficult Point: use the sentence structure in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students how did they spend their weekend.
3. Ask students “do you know wangfujing street in Beijing”
Step 2: Pre-reading
1. show a picture about wangfujing street and ask “what can you see in this picture”
2. draw a clock and ask students “Do you know how to ask about time?” and “what can you do at this time?
Step 3: While-reading
Global reading: Ask students :”how many characters in the dialogue?” and “where are they”
Detailed reading: what does Jenny buy and who will get the gift?
Step4: Post-reading
1. Role-play: two students in a group. One student act as traveller and one student is tour guide. Give them 5 minutes to make dialogue with what we have learnt today.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to practice the sentence structure learned today with desk mates after class.
Blackboard design:
1. What will you do if the students don't finish your homework?
2. What reading skills are used in the passage?
考题
How many students do you teach?（）AQuite a bit.BMore boys than girls.CAbout .DThree mornings.
考题
单选题How can you best（）in your students the speech habits of the English language?A
civilizeB
cultivateC
evolveD
train
考题
单选题The students in a certain physical education class are on either the football team or the basketball team, are on both these teams, or are not on either team. If 12 students are on the football team, 15 students are on the basketball team, 8 students are on both teams, and 9 students are not on either of these teams, how many students are in the class?A
44B
40C
32D
28E
26
考题
单选题-How many boy students are there in your class? -There are ______ girls as boys .A
three times many asB
many as three timesC
as many three timesD
three times as many
考题
单选题All self-propelled vessels on an international voyage must be equipped with how many Emergency Position Indicating Radiobeacons (EPIRB)（）?A
One approved Class A EPIRBB
Two approved Class A EPIRBsC
One approved Class B EPIRBsD
Two approved Class B EPIRBs
考题
单选题In a class of 160 seniors, the ratio of boys to girls is 3 to 5. In the junior class, the ratio of boys to girls is 3 to 2. When the two classes are combined, the ratio of boys to girls is 1 to 1. How many students are in the junior class?A
400B
360C
200D
180E
160
考题
单选题—How many girls are there in your class?—_____them ______ over twenty.A
A number of; areB
The number of; areC
A number of; isD
The number of; is
考题
单选题Many students ______ chances to show themselves in class because the class size is too big.A
don’t giveB
aren’t givenC
haven’t givenD
won’t give
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