问答题For a clearer picture of what the student knows, most of teachers use another 1．_______kind of examination in addition to objective tests. They use “essay” tests, whichrequire students to write long answers of broad, general questions. One advantage 2．_______of the essay test is that it reduces the element of lucky. The students cannot 3．_______get high score just by making a lucky guess. Other advantage is that it shows the 4．_______examiner more about the student’s ability to put facts together into a meaningfulwhole. It should show what deeply he has thought of the subject. Sometimes, 5．_______though, essay tests have disadvantages, either. Some students are able to write 6．_______good answers without really knowing much about the subject, as other students 7．_______who actually know the material have trouble to express their ideas in essay 8．_______form. Besides, on an essay test the student’s score may depend on theexaminer’s feelings at the time of reading the answer. If he is feeling tired orbored, the student may receive a lower score than he should. Another examinerreading the same answer might give it much high mark. From this standpoint 9．_______the objective test gives each student a fairer chance. Whether an objective test or an essay test are used, problems arise. When 10．_______some objective questions are used along with some essay questions, however, afairly clear picture of the student’s knowledge can usually be obtained.
问答题
For a clearer picture of what the student knows, most of teachers use another 1．_______kind of examination in addition to objective tests. They use “essay” tests, whichrequire students to write long answers of broad, general questions. One advantage 2．_______of the essay test is that it reduces the element of lucky. The students cannot 3．_______get high score just by making a lucky guess. Other advantage is that it shows the 4．_______examiner more about the student’s ability to put facts together into a meaningfulwhole. It should show what deeply he has thought of the subject. Sometimes, 5．_______though, essay tests have disadvantages, either. Some students are able to write 6．_______good answers without really knowing much about the subject, as other students 7．_______who actually know the material have trouble to express their ideas in essay 8．_______form. Besides, on an essay test the student’s score may depend on theexaminer’s feelings at the time of reading the answer. If he is feeling tired orbored, the student may receive a lower score than he should. Another examinerreading the same answer might give it much high mark. From this standpoint 9．_______the objective test gives each student a fairer chance. Whether an objective test or an essay test are used, problems arise. When 10．_______some objective questions are used along with some essay questions, however, afairly clear picture of the student’s knowledge can usually be obtained.
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Which sentence in the text is the closest in meaning to the following one?Teachers and students got friendlier so that the students became more active in learning and scored higher in tests.
Ⅲ. ReadingComprehension从下列每篇短文的问题后所给的四个选择项中选出一个最佳答案。Passage OneQuestions 21 to 25 are based on the following passage.Many teachers believe that the responsibility for learning lies with the students. If a long reading assignment is given，instructors expect students to be familiar with the information in the reading even if they do not discuss it in class or give an examination. (Courses are not designed merely for students to pass exams). The ideal student is considered to be one who is motivated to learn for the sake of learning，not the one interested only in getting high grades. Grade-conscious students may be frustrated with teachers who do not believe it is necessary to grade every assignment. Sometimes homework is returned with brief written comments but without a grade. Even if a grade is not given，the student is responsible for learning the material assigned.When research is assigned，the professor expects the student to take the initiative and to complete the assignment with minimal guidance. It is the student's responsibility to find books，periodicals，and articles in the library. Professors do not have the time to explain how a university library works，they expect students，particularly graduate students，to be able to exhaust the reference sources in the library.Professors will help students who need it，but prefer that their students not be overly dependent on them. (This differs from teacher-student relationships in other countries. )In the United States，professors have other duties besides teaching. Often they are responsible for administrative work within their departments. In addition，they may be obliged to publish articles and books. Therefore the time that a professor can spend with a student outside of class is limited. If a student has problems with classroom work，the student should either approach a professor during office hours or make an appointment.“Courses are not designed merely for students to pass exams. ”This means teachers______.A. want students to fail examsB. care only about exam gradesC. believe that passing exams is not the only purpose of a courseD. design courses for lectures only
faced with the new curriculum, english teachers are expected to change in many ways. first ,they are expected to ____________________________. A. change their views about language which is not a system of linguistic knowledge but a means for communicationB. change their traditional role of a knowledge transmitter to a multi-role educatorC. use more formative assessment in addition to using tests.D. use more task-based activities and put the students in the centre of learning
Write a composition of at least 150 words based on the folio-wing picture.You should describe the picture, give your opinion on the topic, and use specific reasons and Ior examples to support yourself.Write your answers on the ANSWER SHEET.
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test,I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! "These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades.Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."A University of California advisor said__________.A.all students could overcome the anxiety after taking a special test anxiety programB.almost all students felt less stress after taking a University of California advising courseC.students found it difficult to improve even though they had taken a special test anxiety courseD.students found it easy to relax as soon as they entered a University of California advising course
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test,I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! "These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades.Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."?To deal with this problem, students say they want to__________.A.take a short course on anxietyB.read about anxietyC.be able to manage or understand their anxietyD.take tests to prove they are not anxious
When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?A.To give the students who makes error the first opportunity to correct it.B.To get other students to correct it,C.To correct the student directly.D.To hint students their errors.
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test,I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! "These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades.Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."Test anxiety has been recognized as__________.A.an excuse for lazinessB.the result of poor study habitsC.a real problemD.something that cannot be changed
Which of the following statements about teachers' instructions is NOT true?A．Instructions should be simple and clear.B．Instructions can be long and complicated for students to follow.C．Teachers can use body language to assist students to understand.D．Instructions should be kept to a minimum during activities.
共用题干第二篇Bullying at school can have serious and harmful negative effects.Because it causes such a problem for many schools,it is important that schools take the appropriate action to minimize its harmful effects.One of the most influential steps that a school can take against bullying is to research and develop a firm understanding of the specific types of bullying the students at the school are facing. Administrators should conduct monthly surveys that ask students about their experiences with bullying, such as whether they were bullied in the past month,whether they witnessed bullying and issues that they think the school administrators should have known about. Administrators should also survey the school's teachers to find out what they know about bullying.Another step that a school administration can take to prevent bullying is to train its teachers, administrators and students' parents about bullying. Hold seminars in your school district to teach parents about ways to communicate with their children if they are bullied at school.Conduct workshops with professional speakers or psychology experts about recognizing the signs of bullying in the classroom for teachers and administrators in your school district.Create newsletters for parents about detail strategies your school is taking to combat bullying or discuss new research on bullying in schools.Last but not least school administrators,teachers and school board members should work together to create a disciplinary plan to use when situations of bullying arise.Make teachers work together in groups to discuss the strategies that they use for dealing with bullying in their individual classrooms.Developing a plan when bullying arises is important in helping students realize that they will face consequences if they choose to bully their peers.Having a disciplinary system in place can help prevent bullying before it even begins.Which title is appropriate for the essay?A:Bullied Students.B:What Parents Need to Know About School Bullying.C:Peer Pressure.D:Strategies Against School Bullying.
共用题干第二篇Bullying at school can have serious and harmful negative effects.Because it causes such a problem for many schools,it is important that schools take the appropriate action to minimize its harmful effects.One of the most influential steps that a school can take against bullying is to research and develop a firm understanding of the specific types of bullying the students at the school are facing. Administrators should conduct monthly surveys that ask students about their experiences with bullying, such as whether they were bullied in the past month,whether they witnessed bullying and issues that they think the school administrators should have known about. Administrators should also survey the school's teachers to find out what they know about bullying.Another step that a school administration can take to prevent bullying is to train its teachers, administrators and students' parents about bullying. Hold seminars in your school district to teach parents about ways to communicate with their children if they are bullied at school.Conduct workshops with professional speakers or psychology experts about recognizing the signs of bullying in the classroom for teachers and administrators in your school district.Create newsletters for parents about detail strategies your school is taking to combat bullying or discuss new research on bullying in schools.Last but not least school administrators,teachers and school board members should work together to create a disciplinary plan to use when situations of bullying arise.Make teachers work together in groups to discuss the strategies that they use for dealing with bullying in their individual classrooms.Developing a plan when bullying arises is important in helping students realize that they will face consequences if they choose to bully their peers.Having a disciplinary system in place can help prevent bullying before it even begins.What is one of the most influential steps schools can take against bullying?A:To keep the bullied students at home.B:To teach students the types of bullying.C:To research and understand types of bullying students face.D:To work with parents in order to better protect students.
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college． "I was always well prepared for my tests． Sometimes I studied for weeks before a test． Yet I would go in to take the test, ouly to find I could not answer the questions correctly． I would blank out because of nervousness and fear． I couldn't think of the answer． My low grades on the tests did not show what I knew to the teacher．" Another student in biology had similar experiences． He said: "My first chemistry test was very difficult． Than, on the second test, I sat down to take it, and I was so nervous that I was shaking． My hands were moving up and down so quickly that it was hard to hold my pencil． I knew the material and I knew the answers． Yet I couldn't even write them down! " These two young students were experiencing something called test anxiety． Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does． The student cannot write or think clearly because of the extreme tension and nervousness． Although poor grades are often a result of poor study habits, somethnes test anxiety causes the low grades． Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students． Special university advising courses try to help students． In these courses, advisors try to help students by teaching them how to manage test anxiety． At some universities, students take tests to measure their anxiety． If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions． These courses teach students how to relax their bodies, Students are trained to become calm in very tense situations． By controlling their nervousness, they can let their minds work at ease． Learned informatian then comes out without difficulty on a test． An expert at the University of California explains: "With almost all stttderltS, relaxation and less stress are felt after taking our program． Most of them experience better control during their tests． Almost all have some improvement． With some, the improvement is very great．" Poor grades are usually the result of _____A. poor sleeping habitB. lazinessC. lack of sleepD. inability to form good study habits
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college． "I was always well prepared for my tests． Sometimes I studied for weeks before a test． Yet I would go in to take the test, ouly to find I could not answer the questions correctly． I would blank out because of nervousness and fear． I couldn't think of the answer． My low grades on the tests did not show what I knew to the teacher．" Another student in biology had similar experiences． He said: "My first chemistry test was very difficult． Than, on the second test, I sat down to take it, and I was so nervous that I was shaking． My hands were moving up and down so quickly that it was hard to hold my pencil． I knew the material and I knew the answers． Yet I couldn't even write them down! " These two young students were experiencing something called test anxiety． Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does． The student cannot write or think clearly because of the extreme tension and nervousness． Although poor grades are often a result of poor study habits, somethnes test anxiety causes the low grades． Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students． Special university advising courses try to help students． In these courses, advisors try to help students by teaching them how to manage test anxiety． At some universities, students take tests to measure their anxiety． If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions． These courses teach students how to relax their bodies, Students are trained to become calm in very tense situations． By controlling their nervousness, they can let their minds work at ease． Learned informatian then comes out without difficulty on a test． An expert at the University of California explains: "With almost all stttderltS, relaxation and less stress are felt after taking our program． Most of them experience better control during their tests． Almost all have some improvement． With some, the improvement is very great．" To deal with this problem, students say they want to _____A. ake a short course on anxietyB. read about anxietyC. be able to manage or understand their anxietyD. take tests to prove they are not anxious
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college． "I was always well prepared for my tests． Sometimes I studied for weeks before a test． Yet I would go in to take the test, ouly to find I could not answer the questions correctly． I would blank out because of nervousness and fear． I couldn't think of the answer． My low grades on the tests did not show what I knew to the teacher．" Another student in biology had similar experiences． He said: "My first chemistry test was very difficult． Than, on the second test, I sat down to take it, and I was so nervous that I was shaking． My hands were moving up and down so quickly that it was hard to hold my pencil． I knew the material and I knew the answers． Yet I couldn't even write them down! " These two young students were experiencing something called test anxiety． Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does． The student cannot write or think clearly because of the extreme tension and nervousness． Although poor grades are often a result of poor study habits, somethnes test anxiety causes the low grades． Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students． Special university advising courses try to help students． In these courses, advisors try to help students by teaching them how to manage test anxiety． At some universities, students take tests to measure their anxiety． If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions． These courses teach students how to relax their bodies, Students are trained to become calm in very tense situations． By controlling their nervousness, they can let their minds work at ease． Learned informatian then comes out without difficulty on a test． An expert at the University of California explains: "With almost all stttderltS, relaxation and less stress are felt after taking our program． Most of them experience better control during their tests． Almost all have some improvement． With some, the improvement is very great．" A University of California advisor said ______A. all students could overcome the anxiety after taking a special test anxiety programB. almost all students felt less stress after taking a University of California advising courseC. students found it difficult to improve even thougb they had taken a special test anxiety courseD. students found it easy to relax as soon as they entered a University of California advising course
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-up1. Greetings.2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.Step 2: Presentation1. 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: Practice1. 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: ProductionDiscussion: 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 HomeworkSummary: 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?
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”Ability aim: Students can get the key information about rabbit and use the words to describe other animals.Emotional aim: Students will improve their interest in English.Teaching Key Points:Students can understand the meaning of the words“long, small short” and use them to describe other animals.Teaching Difficult Points:Cultivate students awareness of loving animals and protecting animals.Teaching Methods:TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.Step 2: Pre-reading1. Show Students different pictures of rabbits to let students discover the common points.2. Invite two students to try to describe rabbits in their own words.3. Teach students these words “ tail, mouth ,ears,eyes”Step 3: While-reading1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.Step 4: Post-readingMake a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Draw a picture of your favorite animals and share it to your friends.
问答题For a clearer picture of what the student knows, most of 1．______teachers use another kind of examination in addition to objectivestests. They use“essay”tests, which require students to write longanswers of broad, general questions. One advantage of the essay 2．______test is that it reduces the element of lucky. The students cannot get 3．______high score just by making a lucky guess. Other advantage is that it 4．______shows the examiner more about the student’s ability to put factstogether into a meaningful whole. It should show how deeply he 5．______has thought of the subject. Sometimes, though, essay tests havedisadvantages, either. Some students are able to write good 6．______answers without really knowing much about the subject, as other 7．______students who actually know the material have trouble to express 8．______their ideas in essay form. Besides, on an essay test the student’s score may depend onthe examiner’s feelings at the time of reading the answer. If he isfeeling tired or bored, the student may receive a lower score thanhe should. Another examiner reading the same answer might give itmuch high mark. From this standpoint the objective test gives each 9．______student a fairer chance.When an objective test or an essay test are used, problems 10．______arise. When some objective questions are used along with someessay questions, however, a fairly clear picture of the student’sknowledge can usually be obtained.
问答题For a clearer picture of what the student knows, most of (1)____teachers use another kind of examination in addition to objectivestests. They use“essay”tests, which require students to write longanswers of broad, general questions. One advantage of the essay (2)____test is that it reduces the element of lucky. The students cannot get (3)____high score just by making a lucky guess. Other advantage is that it (4)____shows the examiner more about the student’s ability to put factstogether into a meaningful whole. It should show how deeply he (5)____has thought of the subject. Sometimes, though, essay tests havedisadvantages, either. Some students are able to write good (6)_____answers without really knowing much about the subject, as other (7)_____students who actually know the material have trouble to express (8)_____their ideas in essay form. Besides, on an essay test the student’s score may depend onthe examiner’s feelings at the time of reading the answer. If he isfeeling tired or bored, the student may receive a lower score thanhe should. Another examiner reading the same answer might give itmuch high mark. From this standpoint the objective test gives each (9)_____student a fairer chance. When an objective test or an essay tests are used, problems (10)_____arise. When some objective questions are used along with someessay questions, however, a fairly clear picture of the student’sknowledge can usually be obtained.
问答题Practice 4 Read the following text(s) and write an essay to 1) summarize the main points of the text(s), 2) make clear your own viewpoint, and 3) justify your stand. In your essay, make full use of the information provided in the text(s). If you use more than three consecutive words from the text(s), use quotation marks (“ ”). You should write 160—200 words on the ANSWER SHEET. The information and computer technologies have boosted the efficiency and convenience of people’s work and study. Their application in school education has provided teachers and students with new approaches to knowledge and information. There is a heated discussion about whether computers will replace teachers. The following are the supporters’ and opponents’ opinions. Supporters: With the advanced computer and Internet, children can get the learning material whenever they want. Online teaching is becoming more and more popular that students can get planned lessons online. After each class, there is homework for them to do. Both the learning and practice can be done on computers. From computers students can learn something that they are interested in so that they won’t be restricted to the subjects that they are taught at school. Therefore, students will have the opportunity to achieve an all-around development. Opponents: Students need to communicate with teachers and get instructions from them whenever they have troubles in their study. Computers are only cold devices that will affect children’s ability to have face-to-face communication. Education is not only about imparting the knowledge, but also being a useful person. So students need to learn some useful values to be a good person which sometimes cannot be easily learned from computers. Children who use computer will learn to communicate with machines instead of people. There is a risk that they will be a generation of social illiterates.
问答题题目要求： The essay gives you an opportunity to show how effectively you can develop and express ideas. You should, therefore, take care to develop your point of view, present your ideas logically and clearly, and use language precisely. Your essay must be written on the lines provided on your answer sheet—you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what you are writing is legible to those readers. Important Reminders: ·A pencil is required for the essay. An essay written in ink will receive a score of zero. ·Do not write your essay in your test book. You will receive credit only for what you write on your answer sheet. ·An off-topic essay will receive a score of zero. ·If your essay does not reflect your original and individual work, your test scores maybe canceled. You have twenty-five minutes to write an essay on the topic assigned below.Practice 1 Think carefully about the issue presented in the following excerpt and the assignment below. The liberally educated person is one who is able to resist the easy and preferred answers, not because he is obstinate but because he knows others worthy of Consideration. —Allan Bloom Assignment: What is one important easy and preferred answer that we should resist? That is, what dangerous misconception do people commonly hold? Write an essay in which you answer this question and support your position logically with examples from literature, the arts, history, politics, science and technology, current events, or your experience or observation.
问答题Directions: The students of your university are not quite satisfied with the service of the school canteen. You are the secretary general of the student union. Write a letter to the school president to show your concern of the canteen service, which includes the quality and prices of the foods served, the environment and the service. You should write no less than 100 words. Do not sign your own name at the end of the letter. Use “Li Ming” instead. You do not need to write the address. Now write the letter on the Answer Sheet.
问答题Directions: In this part of the test, you will write ONE sentence that is based on a picture. With each picture, you will be given TWO words or phrases that you must use in your sentence. You can change the forms of the words and you can use the words in any order. Your sentences will be scored on:•the appropriate use of grammar and•the relevance of the sentence to the pictureYou will have 8 minutes to complete this part of the test.Practice 1Directions: Write ONE sentence based on the picture, using the TWO words or phrases beneath it. You may change the forms of the words and you may use them, in any order.
问答题For a clearer picture of what the student knows, most of teachers use another 1．_______kind of examination in addition to objective tests. They use “essay” tests, whichrequire students to write long answers of broad, general questions. One advantage 2．_______of the essay test is that it reduces the element of lucky. The students cannot 3．_______get high score just by making a lucky guess. Other advantage is that it shows the 4．_______examiner more about the student’s ability to put facts together into a meaningfulwhole. It should show what deeply he has thought of the subject. Sometimes, 5．_______though, essay tests have disadvantages, either. Some students are able to write 6．_______good answers without really knowing much about the subject, as other students 7．_______who actually know the material have trouble to express their ideas in essay 8．_______form. Besides, on an essay test the student’s score may depend on theexaminer’s feelings at the time of reading the answer. If he is feeling tired orbored, the student may receive a lower score than he should. Another examinerreading the same answer might give it much high mark. From this standpoint 9．_______the objective test gives each student a fairer chance. Whether an objective test or an essay test are used, problems arise. When 10．_______some objective questions are used along with some essay questions, however, afairly clear picture of the student’s knowledge can usually be obtained.
问答题Directions: Read the following texts from which 10 words have been removed. Choose from the words A—O the most suitable one to fill each numbered gap in the text (1—10). There are FIVE extra words that you do not need to use. Mark your answers on your ANSWER SHEET.Practice 1 Many students find the experience of attending university lectures to be a confusing and frustrating experience. The lecturer speaks for one or two hours, perhaps 1 the talk with slides, writing up important information on the black-board, distributing reading material and giving out 2 . The new student sees the other students continuously writing on notebooks and wonders what to write. Very often the student leaves the lecture 3 notes which do not catch the main points and which become hard even for the 4 to understand. Most institutions provide courses which assist new students to develop the skills they need to be 5 listeners and note-takers. If these are unavailable, there are many useful study-skills guides which 6 learners to practice these skills independently. In all cases it is important to 7 the problem before actually starting your studies. It is important to 8 that most students have difficulty in acquiring the language skills required in college study. One way of 9 these difficulties is to attend the language and study-skills classes which most institutions provide throughout the academic year. Another basic 10 is to find a study partner with whom it is possible to identify difficulties, exchange ideas and provide support.[A] with[B] effective[C] strategy[D] tackle[E] students[F] enable[G] acknowledge[H] illustrating[I] sustain[J] ignore[K] assignments[L] information[M] average[N] advocate[O] overcoming
单选题Passage 2Two friends have an argument that breaks up their friendship forever，even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact，according to an official report on youth violence，“In our country today，the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment，but the terrible reality of violence”. Given that this is the case，why aren't students taught to manage conflict the way they are taught to solve math problems，drive cars，or stay physically fit？First of all，students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example，a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults，which in turn can lead to violence. The problem isn't in the sandwich，but in the way students deal with the conflict.Once students recognize that conflict is unavoidable，they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer，he or she should choose words that will calm the other person down as well. Rude words，name-calling，and accusation only add fuel to the emotional fire. On the other hand，soft words spoken at a normal sound level can put out the fire before it explodes out of control.After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility,"64% of the teachers reported less physical violence in the classroom;75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.After the conflict resolution program was started in Atlanta, it was found that______Athere was a decrease in classroom violenceBthere was less student cooperation in the classroomCmore teachers felt better about themselves in schoolsDthe teacher-student relationship greatly improved
单选题Which of the following statements about teachers' instructions is NOT true?AInstructions should be simple and clear.BInstructions can be long and complicated for students to follow.CTeachers can use body language to assist students to understand.DInstructions should be kept to a minimum during activities.
单选题Lucy is a (n) ______ student. She answers the teachers’ questions ______ in her class.Amore active; more activelyBactive; more activelyCmore active; the most activelyDactive ; the most actively