单选题According to the passage, what is the ultimate purpose of virtual reality in education?A To give special students a chance to experience life in the outside world.B To train teachers to work with students with special needs.C To allow special students to learn life-skills in a safe environment.D To prepare special students for transition into mainstream society.

考题 28． What has happened to students these years according to the passage?A． The students don't have to think anymore．n school．B． The students use calculators in math class．C．The students used to walk to school，but now they don't．D．All of the above．

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考题 Passage OneEvery morning, kids from a local high school are working hard. They are making and selling special coffee at a coffee cafe. They are also making a lot of money.These students can make up to twelve hundred dollars a day. They are selling their special coffee to airplane passengers. After the students get paid, the rest of the money goes to helping a local youth project.These high school students use a space in the Oakland airport. It is usually very crowded. Many people who fly on the planes like to drink the special coffee.One customer thinks that the coffee costs a lot but it is good and worth it. Most customers are pleasant but some are unhappy. They do not like it if the coffee cafe is not open for business.The students earn $ 6.10 an hour plus tips. They also get school credit while they learn how to run a business. Many of the students enjoy the work although it took some time 1o learn how to do it.They have to learn how to steam milk, load the pots, and add flavor. It takes some skill and sometimesmistakes are made. The most common mistake is forgetting to add the coffee.36. Based on the passage, it seems that the purpose of the cafe is to______.A. learn a skillB. help a youth projectC. do businessD. earn school credit

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考题 According to Paragraph 3,one problem with the policy is that it may____.[A]discourage students from doing homework[B]result in students' indifference to their report cards[C]undermine the authority of state tests[D]restrict teachers' power in education

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考题 According to the passage, "special cases" refers to cases where ______.A) students attend a school only part -timeB) students never attended a school they listed on their applicationC) students purchase false degrees from commercial firmsD) students attended a famous school

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考题 This special school accepts all disabled students, __ educational level and background.A. according to B. regardless of C. in addition to D. in terms of

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考题 BEDGEWOOD - Every morning at Dixie Heights High School, customers pour into a special experiment: the district’s first coffee shop run mostly by students with special learning needs. Well before classes start, students and teachers order Lattes, Cappuccinos and Hot Chocolates. Then, during the first period, teachers call in orders on their room phones, and students make deliveries. By closing time at 9.20 a.m., the shop usually sells 90 drinks. "Whoever made the chi tea, Ms. Schatzman says it was good," Christy McKinley, a second year student, announced recently, after hanging up with the teacher. The shop is called the Dixie PIT, which stands for Power in Transition. Although some of the students are not disabled, many are, and the PIT helps them prepare for life after high school. They learn not only how to run a coffee shop but also how to deal with their affairs. They keep a timecard and receive paychecks, which they keep in check registers. Special-education teachers Kim Chevalier and Sue Casey introduced the Dixie PIT from a similar program at Kennesaw Mountain High School in Georgia. Not that it was easy. Chevalier's first problem to overcome was product-related. Should schools be selling coffee? What about sugar content? Kenton County Food Service Director Ginger Gray helped. She made sure all the drinks, which use non-fat milk, fell within nutrition (营养) guidelines. The whole school has joined in to help. Teachers agreed to give up their lounge (休息室) in the mornings. Art students painted the name of the shop on the wall. Business students designed the paychecks. The basketball team helped pay for cups.59．What is the text mainly about?A．A best-selling coffee.B．A special educational program.C．Government support for schools.D．A new type of teacher-student relationship.

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考题 Passage FourStudents all over the world have to work for their education. A college education in the United States isexpensive. The costs are so high that most families begin to save for their children's education when their children are babies. Even so, many young people cannot afford to pay the expenses of full-time college work. They do not have enough money to pay for school costs. Tuition for attending the university, books for classes, and living expenses are high. There are other expenses such as chemistry and biology lab fees and special student activity fees for such things as parking permits and football tic, kets. The cost of college education increases every year. However, classrooms are still crowded with students. Some American students have scholarships or other support, but many do not.Students from other countries have money problems to overcome, too. Because students in most international programs need to have a sponsor, they work hard to earn scholarships or special loans. International students understand the value of going to school in another country. They also know that it is difficult. Yet just as Americans choose to attend American universities in spite of the difficulty, however, it is usually possible for students from abroad to work on university campuses to pay for some of the costs of their education. Some people believe that students value their education more if they work for it.48. Tuition for attending the university in the United States is ______.A. inexpensiveB. highC. free from chargeD. costless

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考题 What purpose does post-listening activities NOT serve A.Helping students relate the text with their personal experience. B.Offering students the opportunities of extending other language skill. C.Practicing students’ability of matching the pre-listening predictions with contents of the text. D.Enabling students to have a discussion about the topic.

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考题 Which of the following describes the paradox of the schools?A.Discrepancy between what they say and what they do. B.Differences between teachers' problems and schools' problems. C.Advantages and disadvantages of students’ learning opportunities. D.Students' perception and the reality of their performance on assessments.

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考题 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

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考题 Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money. These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project. These high school students use a space in the Oakland airport．It is usually very crowded. Many people who fly on the planes like to drink the special coffee. One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business. The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it. They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee． Most customers are pleasant but some are unhappy because__.A.they don't think the skill to make coffee is necessary for students B.they think the cafe should be open for business C.they feel that the work is hard for students D.they think the special coffee is too expensive

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考题 Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money. These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project. These high school students use a space in the Oakland airport．It is usually very crowded. Many people who fly on the planes like to drink the special coffee. One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business. The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it. They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee． A.A high schoo B.Students in a high schoo C.Teachers in a high schoo D.A business compan

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考题 Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money. These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project. These high school students use a space in the Oakland airport．It is usually very crowded. Many people who fly on the planes like to drink the special coffee. One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business. The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it. They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee． All of the money that the students make goes to helping a local__projectA.youth B.store C.adult D.sports

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考题 Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money. These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project. These high school students use a space in the Oakland airport．It is usually very crowded. Many people who fly on the planes like to drink the special coffee. One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business. The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it. They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee． Which statement is NOT true? A. B.At the same time they learn how to run busines C.They also get school credi D.They give the money they earned to their school to

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考题高中英语?阅读一、考题回顾二、考题解析【教案】 Teaching aims: Knowledge aim: Students can know the basic meaning of passage and are able to master the different greeting for the strangers. Ability aims: Students can practice guessing content of next paragraph according to the clues which is given in the passage. Emotional aim: Students are able to love learning English and like to read different English passage after this lesson. Key and difficult point: Key Point: guess the content of next paragraph according to the clues and know the “learned” body language, especially different greetings Difficult Point: improve students’ reading interest. Teaching procedures: Step 1: Warming-up 1. Greetings. 2. Play a video about Chaplin’s mime and ask students several questions: What kind of body language can you see from this video? Do you know the meaning of these body language? Step 2: Pre-reading Present the passage on the screen and read it for all the students. Before reading, ask students one question: What’s the main ideas of these two paragraphs? And guess the main to topic of this lesson? Then invite several students to share their ideas. Step 3: While-reading 1.Lead the students to think one question: Is this a whole passage? And ask students to scan the whole passage and give the teacher answer. 2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students. 3.And different students may be just guess the content of several paragraphs. So give students a chart, ask them to finish discussing in 5 minutes. Then invite two representatives to state the whole passage. Step4: Post-reading Guessing game: Present another passage on the screen. And give students 10 minutes to read and discuss.Then make a chart and tell your own stories according to chart in your own group .Then invite the representatives to make a report for 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: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph. Blackboard design: 1.Do you have the experience in teaching? 2. What will you do if you pass this exam?

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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 master the rule of the Simple Past Tense. Ability aim: Students will able to talk about the things happened in the past in their daily life. Emotional aim: Students will learn how to cooperate with others. Key and difficult point: Key Point: Students will master the structure of the Simple Past Tense. Difficult Point: Students will use the structure of the Simple Past Tense in daily life. Teaching procedure: Step 1: Warming-up 1. Greetings. 2. Ask students a question: what are you reading recently? And ask some students to share with the whole class. Step 2: Presentation 1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense. 2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’ real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard. 3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used with temporal adverbial, such as yesterday, last week and so on. 4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...). Step 3: Practice 1. Ask student to role play the dialogue and ask two groups to show in class. 2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense. Step4: Production Discussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their conversation.4 in 1, 5 minutes will be given. 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 usage of Simple Past Tense learned today with desk mates after class. Blackboard design: 1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?

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考题资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving. Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are: 1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members. 3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion. 4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen. The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom. What is the most distinct feature you think by the term “inclusion classroom”?（）A.It is desired for students with special needs B.It is tutored by regular teachers for mainstream students C.It is planned for collaborative learning by mainstream students D.It has students with special needs and regular education classmates

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考题资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving. Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are: 1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members. 3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion. 4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen. The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom. What is mainly depending on for teachers to collaborative learning strategies? （）A.The varied ability levels of the special needs students B.The needs from the special needs students C.The difficulty levels of the learning tasks D.The focus of the specific assignment

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考题资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving. Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are: 1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members. 3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion. 4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen. The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom. What are the benefits of collarborative learning for special needs students? （）A.It helps special needs students think creatively B.It helps special needs students from all the attending students C.It helps special needs students learn varied ability from classmates D.It helps students work together on solving problems and assignments

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考题资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving. Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are: 1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members. 3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion. 4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen. The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom. What is the author’s attitude toward the benefits of collaborative learning? （）A.Doubt B.Positive C.Indifferent D.Disagreeable

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考题资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving. Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are: 1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members. 3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion. 4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen. The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom. Which following one is NOT true about the “Simple Jigsaw strategy”？（） A.Task mastering students work on a teacher-assigned task B.It involves four-person teams C.Each student in the group acts as an “expert” D.teacher-assigned task is divided into equal parts

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考题单选题According to the passage, what is the main purpose of entrepreneurship education?A To prepare students for future academic life.B To prepare students to find opportunities and seize them.C To prepare students for overseas career.D To prepare students to develop interpersonal skills.

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考题单选题Virtual reality can help future teachers learn how to _____.A assess students’ skill levelsB respond to individual student’s needsC deal with students who misbehaveD run an orderly classroom

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考题单选题According to the passage, which of the following statement is TRUE?A Humans have begun to engage in the multitasking behaviors since the information age.B Multitasking is a critical skill that students are required to learn at school.C Only parents can help their kids to get rid of the multitasking habits.D multitasking may prepare students for the reality of today's fast-paces work environment.

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考题单选题Peer mediators’ work is _____.A to teach lessons to disputantsB to help find a way to make both disputants happyC to find out who starts the quarrelD to give students some special training

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考题单选题What purpose do post-listening activities NOT serve?A Helping students relate the text with their personal experience.B Offering students the opportunities of extending other language skills.C Practicing students' ability to match the pre-listing predictions with contents of the text.D Enabling students to have a discussion about the topic.

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考题单选题According to the passage, what have some school done to help their students get enough sleep?A Educating their students about the importance of sleep.B Monitoring their students' late-night activities.C Delaying school start times.D Setting strict rules.

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