单选题Glenna had three boxes of pencils, each of which contained y pencils. She distributed these pencils by giving one to each student in her class, and had 9 pencils left over. If there are 21 students in Glenna’s class, what is y?A3B4C6D8E10
单选题
Glenna had three boxes of pencils, each of which contained y pencils. She distributed these pencils by giving one to each student in her class, and had 9 pencils left over. If there are 21 students in Glenna’s class, what is y?
A
3
B
4
C
6
D
8
E
10
参考解析
解析：
如果Glenna给班里21人每个人一个铅笔，有9个剩下，可知共有30知铅笔，一共有三盒铅笔，所以每个盒子有30 ÷ 3 =10个铅笔。
如果Glenna给班里21人每个人一个铅笔，有9个剩下，可知共有30知铅笔，一共有三盒铅笔，所以每个盒子有30 ÷ 3 =10个铅笔。
相关考题：
Molly Wilson had been a dancer and a mother for many years when she decided to sail round the world to raise money for charity. As a child she had trained as a ballet dancer, but at 15 she had grown too tall for classical ballet, so she became a member of a pop dance team. She got married, and after she had children she retired from show business to bring them up. They grew up, and when they were 18 they left home. She says, "When I decided to do the round-the-world race, my husband thought I was bored because the children had left home. He was also worried because I had never sailed before. I was not bored, but I had met some people who told me about the race. They had taken part in it, but they had only done one section, say, from New Zealand to Australia. I wanted to do the whole ten-month journey." Before Molly left she did a lot of training, but it hadn't prepared her for the worst weather which they experienced. She tells one story. 'One night the sea was very rough and it was very cold. I had gone downstairs when a huge wave smashed into the boat and injured two men on the deck. One of the men couldn't move because he had broken his leg. They were taken to hospital by helicopter. That was the worst time.' By the end of October last year, she had raised more than ?50,000 for charity. She says, 'Sometimes I ask myself, what did I do? How did I do it? But then I think, it's the same as being a dancer. Before I left on the trip, I had trained hard. I had got very fit and had prepared myself completely. Then on the trip I was simply a good team member.'1.What does the word 'extraordinary' mean in the title?2. The sentence "?my husband thought I was bored ?" in Para. 4 meant that my husband thought I felt().3. The word 'section' in Para. 4 most probably means here ().4. Which of the following is nearest (closest) in meaning to 'rough' in the sentence 'One night the sea was very rough ?' in Para. 5?5. The last paragraph suggests that ().(1).A、very ordinaryB、very unusual and surprisingC、not special(2).A、dissatisfied because I had nothing better to do at homeB、annoyed because I had to wait long for my children to come back homeC、sad because all the children left me when they grew up(3).A、group of the jobB、part of the trainingC、part of the route of sail(4).A、not exactB、difficultC、not smooth because of huge waves(5).A、the qualities she needed for the trip were the same as those for a dancerB、many years of dancing had already prepared her for the sail completely, so she needn't do anything before the journeyC、she should not forget dancing during the trip
阅读下面短文,从短文后所给各题的四个选项(A、B、C、D)中, 选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。There was a very special teacher who made a far –reaching difference in my lifeFall, 1959, the first day of class at Bethesda Chevy Chase High School was about begin .“Who”，I asked a senior , “is Mrs. McNamara, my 10th grade English teacher?” He just __31 and said something about my being in __32__Soon ,I understood what he meant. Mrs. McNamara had a pattern of ___33___that she repeated again and again. We would have a literature reading task for_34__. The next day, when we came to class, there would be two or three topics on the blackboard ____35____ to the homework reading. We were_____36__to write an in –class essay about one of the topics. The following day, she would ___37__thd corrected and graded essays and each person would be called ___38__ to stand in front of the class and to _____39____ his\her essay. The class were required to criticize(评论)that essay, ___40__the grade of everyone in class would be reducedThe first time that I_41__her read–write–criticize method, I had not __42 to do the homework and had written something without knowing what it meant. _____43___the extreme embarrassment I suffered, standing before my classmates, _____44____myself. No one laughed at me, no one would be ___45____enough, or foolish enough, to do that in Mrs. McNamara’s class. The embarrassment came from ___46_____and along with it came a strong ____47____not to let it happen againMrs. McNamara kept all of our written work in files; it was easy to see the ____48____in writing that had occurred. What was not so easy to see was the inner transformation that had taken place, at least for me. What Mrs. McNamar______49_____me to do was to see myself as others see me and, having done that, I could improve myself. And I _____50__. Thank you, Mrs. McNamara.31. A. nodded B. laughed C. apologized D. shouted
Part BDirections: You will hear four dialogues or monologues. Before listening to each one, you will have 5 seconds to read each of the questions which accompany it. While listening, answer each question by choosing A, B, C or D. After listening, you will have 10 seconds to check your answer to each question. You will hear each piece ONLY ONCE.听力原文： Miss Richards was a teacher at a school for boys and girls. She taught chemistry and physics from the lowest to the highest classes in the school. Sometimes the new classes learnt rapidly, but sometimes they were very slow, and then Miss Richards had to repeat the things many times.One year, the first class had been studying chemistry for several weeks then Miss Richards suddenly asked, "What is water? Who knows? Hold up your hand."There was silence for a few seconds, and Miss Richards felt sad but then one boy raised his hand."Yes, Dick?" said Miss Richards encouragingly. He was not one of the brightest students in the class, so she was glad that this boy could answer."Water is a liquid which has no color until you wash your hands in it, then it turns black," the boy replied with great confidence.Who was Miss Richards?A．A chemistry teacher.B．A science teacher.C．An art teacher.D．A physics teacher.
What can we learn from the passage?A．Dick' s answer was not what Miss Richards had expected.B．Dick' s answer was quite scientific.C．Miss Richards was satisfied with Dick ' s answer.D．Dick was the top student in class.
The Extended FamilyMrs Sharp, a large, red-faced woman in her late sixties, has lived in Greenleas, a 'new town' in the countryside outside London, since 1958. Before that she lived in Bethnal Green, an area of inner London. She was moved to Greenleas by the local authorities when her old house was demolished.She came from a large family with six girls and two boys, and she grew up among brothers, sisters, uncles, aunts, grandparents and cousins. When she married her boyfriend from school at eighteen, they went on living with her parents, and her first child was brought up more by her mother than by herself, because she always worked.As the family grew, they moved out of their parents' house to a flat. It was in the next street, and their life was still that of the extended family. "All my family used to live around Denby Street," said Mrs Sharp, "and we were always in and out of each other's houses." When she went to the shops, she used to call in on her mother to see if she wanted anything. Every day she would visit one sister or another and see a nephew or niece at the corner shop or in the market."You always knew 90% of the people you saw in the street everyday, either they were related to you or you were at school with them," she said.When her babies were born (she had two sons and a daughter), she said, "All my sisters and neighbours would help – they used to come and make a cup of tea, or help in some other way." And every Saturday night there was a family party. It was at Mrs Sharp's mother's house. "Of course we all know each other very well. You have to learn to get on with each other. I had one neighbour who was always poking her nose into our business. She was forever asking questions and gossiping. But you had to put up with everyone, whatever they were like."1.Why did Mrs. Sharp have to move to Greenleas? ()A.Because she had to work there.B.Because she didn’t like the old place at all.C.Because her house in the downtown area was knocked down.2.When she got married, she lived ______.A.together with her parents all the timeB.together with her parents for some timeC.far away from her parents’ house3.Why did she know so many people? ()A.Because she was easy going.B.Because they were either her relatives or schoolmates.C.Because she was good at making friends with people.4.The sentence “I had one neighbour who was always poking her nose into our business.” in the last Para. means ______.A.I had one neighbour who was always warm-hearted.B.I had one neighbour who was always ready to help us.C.I had one neighbour who always showed her interests in our private affairs.5.What does this passage mainly deal with? ()A.What the extended family is like.B.The relationship between Mrs Sharp and her neighbour.C.How Mrs Sharp brings her children up.
Helen ___ her key in the office so she had to wait until her husband ___ home. A has left; comesB left; had comeC had left; cameD had left;would come
____ right now, she would not be late for the class. A.Would she leaveB.If she leaveC.Were she to leaveD.If she had left
An Extraordinary Change of DirectionMolly Wilson had been a dancer and a mother for many years when she decided to sail round the world to raise money for charity.As a child she had trained as a ballet dancer, but at 15 she had grown too tall for classical ballet, so she became a member of a pop dance teamShe got married, and after she had chi ldren she retired from show business to bring them up.They grew up, and when they were 18 they left home.She says,When I decided to do the round-the-world race, my husband thought I was borerd because the children had left home.He was also worried because I had never sailed before I was not bored, but I had met some people who told me about the race.They had taken part in it, but they had only done one section, say, from New Zealand to Australia.I wanted to do the whole ten-month journey.Before Molly left she did a lot of training, but it hadn t prepared her for the worst weather which they experienced.She tells one story.One night the sea was very rough and it was very cold.I had gone downstairs when a huge wave smashed into the boat and injured two men on the deck.One of the men couldn t move because he had broken his leg.They were taken to hospital by helicopter.That was the worst time.By the end of October last year, she had raised more than $50, 000 for charity.She says, Sometimes I ask myself, what did I do? How did I do it? But then I think, it s the same as being a dancer.Before I left on trip, I had trained hard.I had got very fit and had prepared myself completely.Then on the trip I was simply a good team member.21.What does the wordextraordinary mean in the title? ()A.Very ordinaryB.Very unusual and surprising.C.Not special22.The sentence“…… my husband thought I was bored……” in Para.4 meant that my husband thought I felt ()A.dissatisfied because I had nothing better to do at homeB.annoyed because I had to wait long for my children to come back homeC.happy because I could do something I was interested in instead of taking care of children23.The wordsection in the fourth paragraph probably means()A.group of peopleB.part of the trainingC.part of the route of sail24.Which of the following is nearest (closest) in meaning to “ rough” in the sentence“ One night the sea was very rough……” in Para.5? ( )A.not exactB.difficultC.not smooth because of huge waves25.The last paragraph suggests that()A.the qualities she needed for the trip were the same as those for a dancer.B.many years of dancing had already prepared her for the sail completely, so she needn t do any thing before the journeyC.she should be kind to other team members during the trip
Mary Cochran went out of therooms she lived with her father, Doctor Lester Cochran, at seven o' clock on aSunday evening. It was June of the year nineteen hundred and eight, and Marywas eighteen years old. She walked along Tremont to Main Street and across the railroadtracks toUpper Main, lined with small shopsand shabby houses, a rather quiet cheerless place on Sunday when there were fewpeople about. She had toldher father she was going to church but did notintend anything of the kind. She did not know what she wanted todo. "T' II get offby myself andthink," she told herself as she walked slowly along. The night,she thought, promised to be too fine to be spent sitting in a church andhearing aman talk of things that had apparently nothing to do with her ownproblem. Her own affairs were approaching a crisis, and it was time for hertobegin thinking seriously of her future.The thoughtful serious stateof mind in which Mary found herself had been induced in her by a conversationshe had with her father on the eveningbefore. Without any preliminary talk andquite suddenly and abruptly, he had told her that he was a victim of heartdisease and might die at anymoment. He had made the announcement as they stoodtogether in his office, behind which were the rooms in which the father anddaughter lived.45. What did she intend to do that night?A. She decided to go to church.B. She decided not to think aboutthe problem.C. She decided to talk over theproblem with her father.D. She had no intention of goingto church.46. What was the cause of Mary' S seriousstate of mind?A. Concern about her future.B. Her talk with her father.C. Worry about her sudden heart attack.D. Going to church made her worry.47. Where did Mary live?A. In the same building as herfather' s office.B. Near the church.C. In a shabby house as her father' soffice.D. She lived in a small shop.48. What was Dr. Cochran' S condition?A. He had a serious heartbreak.B. He had light heart trouble.C. He had a fatal heart disease.D. He had a bad cold.
A new term has begun.Teachers are _____1_____ about the fact that new students are not easy to deal with.They like to bring cellphones and MP3 players to school.What is _____2_____ , some students even use cellphones _____3_____ out-of-class matters in class, or sometimes just for fun.Some_____4_____ students listen to MP3 players when they are having a lesson that they are not interested in.Are these new students really that _____5_____ ? “Yes.” says Delaney Kirk, a professor at Drake University._____6_____ she adds it’s not their fault._____7_____ , the teachers should be blamed(责备).Mrs Kirk first began thinking about students’ manners six years ago.“I had my first class in which students were sleeping or talking to each other.It seemed that _____8_____ well had nothing to do with them.” she says.“At first, I got worried about this.” but then I said to _____9_____ , “You’re giving _____10_____ , and you need to manage this kind of situation.These students need to know more about manners.It’s time to help them develop some good _____11_____ .They shouldn’t waste time doing nothing when they are young.Sooner or later, they may regret the time they _____12_____ .”Mrs Kirk also _____13_____ a list of suggestions to help teachers better manage their classes.The following are among her suggestions:On the first day of class, tell students how they will benefit(受益) by taking the class and the importance _____14_____ listening carefully in class.Do not allow them to bring cellphones or MP3 players to the class at all.Tell them how to use cellphones or MP3 players _____15_____ .第 1 题 （ ）A．excitedB．worriedC．surprisedD．interested
BOne afternoon， Mrs Smith and her daughter， Lucy are in a big shop near their house． Mrs Smith likes Lucy and wants to buy a new sweater for her． Lucy doesn’t like the new sweater． She likes something to eat． So her mother buys some apples for her． Lucy also wants to buy some picture books and color pencils． There are many things and many people in the shop． They all want to buy some things．( )36． One afternoon， Mrs Smith and ________． are in a big shop．A． his sonB． his daughterC． her sonD． her daughter
Passage FiveIn America, every student in his or her second year of high school is required to take a class in driver's education.The course is divided up into two parts: class time for learning laws and regulations and driving time to practice driving. Each student is required to drive a total of six hours. The students are divided up into groups of four. The students and the instructor go out driving for two hour blocks of time. Thus, each student gets half an hour driving time per outing. Drivers Ed cars are unlike other cars in which they have two sets of brakes, one on the driver's side and one on the other side where the instructor sits. Thus, if the student driver should run into difficulties the instructor can take over.After a student has passed the driver's education course and reached the appropriate age to drive (this age differs in every state but in most cases the person must be 16 years old), he must take his driver's test. The person must pass all three tests in order to be given a driver's license. If the person does well in his or her driver's education class, he or she will pass the test with flying colors and get a driver's license.51. In America, the driver's course mentioned above______.A. is considered as part of the advanced educationB. is given to anyone wanting to get a driver's licenseC. is carried on after students graduate from high schoolD. is offered to all the students of Grade 2 in high school
共用题干第三篇Karen Rusa was a 30-year-old woman and the mother of four children. For the past several months Karen had been experiencing repetitive thoughts that centered around her children's safety. She frequently found herself imagining that a serious accident had occurred;she was unable to put these thoughts out of her mind.On one such occasion she imagined that her son,Alan,had broken his leg playing football at school. There was no reason to believe that an accident had occurred,but she kept thinking about the possibility until she finally called the school to see if Alan was all right. Even after receiving their assurance that he had not been hurt,she described herself as being somewhat surprised when he later arrived home unharmed.Karen also noted that her daily routine was seriously hampered by an extensive series of counting work that she performed throughout each day.Specific numbers come to have a special meaning to her;she found that her preoccupation with these numbers was interfering with her ability to perform everyday activities.One example was grocery shopping. Karen believed that if she selected the first item,some dreadful thing would happen to her first child, if she selected the second item,some unknown disaster wonld fall on her second child, and so on for the four children.Karen's preoccupation with numbers extended to other activities, most notable the pattern in which she smoked cigarettes and drank coffee.If she had one cigarette, she believed that she had to smoke at least four in a row or one of her children would be harmed in some way. If she drank one cup of coffee,she felt compelled to drink four. Karen acknowledged the unreasonableness of these rules,but,nevertheless,maintained that she felt more comfortable,when she observed them earnestly.When she was occasionally in too great a hurry to observe these rules, she experienced considerable anxiety in the form of a subjective feeling of dread and fear. She described herself as tense,uneasy and unable to relax during these periods.What does the word"preoccupation"mean?A:Love. B:Hobby.C:Hate. D:Obsession.
共用题干第三篇Karen Rusa was a 30-year-old woman and the mother of four children. For the past several months Karen had been experiencing repetitive thoughts that centered around her children's safety. She frequently found herself imagining that a serious accident had occurred;she was unable to put these thoughts out of her mind.On one such occasion she imagined that her son,Alan,had broken his leg playing football at school. There was no reason to believe that an accident had occurred,but she kept thinking about the possibility until she finally called the school to see if Alan was all right. Even after receiving their assurance that he had not been hurt,she described herself as being somewhat surprised when he later arrived home unharmed.Karen also noted that her daily routine was seriously hampered by an extensive series of counting work that she performed throughout each day.Specific numbers come to have a special meaning to her;she found that her preoccupation with these numbers was interfering with her ability to perform everyday activities.One example was grocery shopping. Karen believed that if she selected the first item,some dreadful thing would happen to her first child, if she selected the second item,some unknown disaster wonld fall on her second child, and so on for the four children.Karen's preoccupation with numbers extended to other activities, most notable the pattern in which she smoked cigarettes and drank coffee.If she had one cigarette, she believed that she had to smoke at least four in a row or one of her children would be harmed in some way. If she drank one cup of coffee,she felt compelled to drink four. Karen acknowledged the unreasonableness of these rules,but,nevertheless,maintained that she felt more comfortable,when she observed them earnestly.When she was occasionally in too great a hurry to observe these rules, she experienced considerable anxiety in the form of a subjective feeling of dread and fear. She described herself as tense,uneasy and unable to relax during these periods.The author used the example of the grocery shopping to______.A:demonstrates her children's safety was closely related to the item she selected in the storeB:account for Karen's inability to perform everyday activitiesC:show how specific numbers were related to the safety of her childrenD:further explains that Karen was suffering from a psychological illness
共用题干第三篇Karen Rusa was a 30-year-old woman and the mother of four children. For the past several months Karen had been experiencing repetitive thoughts that centered around her children's safety. She frequently found herself imagining that a serious accident had occurred;she was unable to put these thoughts out of her mind.On one such occasion she imagined that her son,Alan,had broken his leg playing football at school. There was no reason to believe that an accident had occurred,but she kept thinking about the possibility until she finally called the school to see if Alan was all right. Even after receiving their assurance that he had not been hurt,she described herself as being somewhat surprised when he later arrived home unharmed.Karen also noted that her daily routine was seriously hampered by an extensive series of counting work that she performed throughout each day.Specific numbers come to have a special meaning to her;she found that her preoccupation with these numbers was interfering with her ability to perform everyday activities.One example was grocery shopping. Karen believed that if she selected the first item,some dreadful thing would happen to her first child, if she selected the second item,some unknown disaster wonld fall on her second child, and so on for the four children.Karen's preoccupation with numbers extended to other activities, most notable the pattern in which she smoked cigarettes and drank coffee.If she had one cigarette, she believed that she had to smoke at least four in a row or one of her children would be harmed in some way. If she drank one cup of coffee,she felt compelled to drink four. Karen acknowledged the unreasonableness of these rules,but,nevertheless,maintained that she felt more comfortable,when she observed them earnestly.When she was occasionally in too great a hurry to observe these rules, she experienced considerable anxiety in the form of a subjective feeling of dread and fear. She described herself as tense,uneasy and unable to relax during these periods.Which of the following solutions could most probably cure Karen of the illness?A:Her children were all right. B:She stopped counting numbers.C:She consulted a psychoanalyst. D:She quit smoking.
共用题干第三篇Karen Rusa was a 30-year-old woman and the mother of four children. For the past several months Karen had been experiencing repetitive thoughts that centered around her children's safety. She frequently found herself imagining that a serious accident had occurred;she was unable to put these thoughts out of her mind.On one such occasion she imagined that her son,Alan,had broken his leg playing football at school. There was no reason to believe that an accident had occurred,but she kept thinking about the possibility until she finally called the school to see if Alan was all right. Even after receiving their assurance that he had not been hurt,she described herself as being somewhat surprised when he later arrived home unharmed.Karen also noted that her daily routine was seriously hampered by an extensive series of counting work that she performed throughout each day.Specific numbers come to have a special meaning to her;she found that her preoccupation with these numbers was interfering with her ability to perform everyday activities.One example was grocery shopping. Karen believed that if she selected the first item,some dreadful thing would happen to her first child, if she selected the second item,some unknown disaster wonld fall on her second child, and so on for the four children.Karen's preoccupation with numbers extended to other activities, most notable the pattern in which she smoked cigarettes and drank coffee.If she had one cigarette, she believed that she had to smoke at least four in a row or one of her children would be harmed in some way. If she drank one cup of coffee,she felt compelled to drink four. Karen acknowledged the unreasonableness of these rules,but,nevertheless,maintained that she felt more comfortable,when she observed them earnestly.When she was occasionally in too great a hurry to observe these rules, she experienced considerable anxiety in the form of a subjective feeling of dread and fear. She described herself as tense,uneasy and unable to relax during these periods.The main idea of the passage is to______.A:describe a woman who suffered from a psychological diseaseB:warn the readers against any imaginationC:explain the reason why Karen had such fanciful thoughtsD:present a case for the readers to study
When it comes to friends, I desire those who will share my happiness, who possess wings of their own and who will fly with me. I seek friends whose qualities illuminate me and train me up for love. It is for these people that I reserve the glowing hours, too good not to share. When I was in the eighth grade, I had a friend. We were shy and "too serious" about our stud- ies when it was becoming fashionable with our classmates to learn acceptable social behaviors. We said little at school, but she would come to my house and we would sit down with pencils and paper, and one of us would say:"Let's start with a train whistle today." We would sit quietly together and write separate poems or stories that grew out of a train whistle. Then we would read them aloud. At the end of that school year, we were changing into social creatures and the stories and poems stopped. When I lived for a time in London, I had a friend, he was in despair and I was in despair. But our friendship was based on the idea in each of us that we would be sorry later if we did not explore this great city because we had felt bad at the time. We met every Sunday for five weeks and found many excellent things. We walked until our despairs disappeared and then we parted. We gave London to each other. For almost four years I have had remarkable friend whose imagination illuminates mine. We write long letters in which we often discover our strangest selves. Each of us appears, sometimes in ~ a funny way, in the other's dreams. She and I agree that, at certain times, we seem to be parts of the same mind. In my most interesting moments, I often think : "Yes, I must tell..." We have never met. It is such comforting companions I wish to keep. One bright hour with their kind is worth more to me than the lifetime services of a psychologist,who will only fill up the healing silence necessary to those darkest moments in which I would rather be my own best friend. According to paragraph 4, the author and her friend__________.A. call each other regularlyB. have similar personalitiesC. enjoy writing to each otherD. dream of meeting each other
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 creativelyB.It helps special needs students from all the attending studentsC.It helps special needs students learn varied ability from classmatesD.It helps students work together on solving problems and assignments
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.DoubtB.PositiveC.IndifferentD.Disagreeable
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 taskB.It involves four-person teamsC.Each student in the group acts as an “expert”D.teacher-assigned task is divided into equal parts
共用题干Helen and MartinWith a thoughtful sigh,Helen turned away from the window and walked back to her favourite armchair.______(1) her brother never arrive?For a brief moment,she wondered if she really cared that much.Over the years Helen had given______(2) waiting for Martin to take an interest in her.Her feelings for him had gradually______(3) until now,as she sat waiting for him,she experienced no more than a sister's ______(4) to see what had ______(5) of her brother.Almost without______(6) ,Martin had lost his job with a busy publishing company after spending the last eight years in New York as a key figure in the US office.Somehow the two of them hadn't______(7) to keep in touch and,left alone,Helen had slowly found her______(8) in her own judgment growing.______(9) the wishes of her parents,she had left university halfway______(10) her course and now,to the astonishment of the whole family,she was______(11) a fast-growing reputation in the pages of respected art magazines and was actually earning enough to live______(12) from her paintings.Of course,she______(13) no pleasure in Martin's sudden misfortune,but she couldn't______(14) looking forward to her brother's arrival with______(15) satisfaction at what she had achieved.8._________A:dependenceB:confidenceC:certaintyD:courage
共用题干Helen and MartinWith a thoughtful sigh,Helen turned away from the window and walked back to her favourite armchair.______(1) her brother never arrive?For a brief moment,she wondered if she really cared that much.Over the years Helen had given______(2) waiting for Martin to take an interest in her.Her feelings for him had gradually______(3) until now,as she sat waiting for him,she experienced no more than a sister's ______(4) to see what had ______(5) of her brother.Almost without______(6) ,Martin had lost his job with a busy publishing company after spending the last eight years in New York as a key figure in the US office.Somehow the two of them hadn't______(7) to keep in touch and,left alone,Helen had slowly found her______(8) in her own judgment growing.______(9) the wishes of her parents,she had left university halfway______(10) her course and now,to the astonishment of the whole family,she was______(11) a fast-growing reputation in the pages of respected art magazines and was actually earning enough to live______(12) from her paintings.Of course,she______(13) no pleasure in Martin's sudden misfortune,but she couldn't______(14) looking forward to her brother's arrival with______(15) satisfaction at what she had achieved.10._________A:alongB:downC:throughD:across
共用题干Helen and MartinWith a thoughtful sigh,Helen turned away from the window and walked back to her favourite armchair.______(1) her brother never arrive?For a brief moment,she wondered if she really cared that much.Over the years Helen had given______(2) waiting for Martin to take an interest in her.Her feelings for him had gradually______(3) until now,as she sat waiting for him,she experienced no more than a sister's ______(4) to see what had ______(5) of her brother.Almost without______(6) ,Martin had lost his job with a busy publishing company after spending the last eight years in New York as a key figure in the US office.Somehow the two of them hadn't______(7) to keep in touch and,left alone,Helen had slowly found her______(8) in her own judgment growing.______(9) the wishes of her parents,she had left university halfway______(10) her course and now,to the astonishment of the whole family,she was______(11) a fast-growing reputation in the pages of respected art magazines and was actually earning enough to live______(12) from her paintings.Of course,she______(13) no pleasure in Martin's sudden misfortune,but she couldn't______(14) looking forward to her brother's arrival with______(15) satisfaction at what she had achieved.9._________A:IgnoringB:OmittingC:AvoidingD:Preventing
单选题AShe felt embarrassed when giving a presentation in class.BHer presentation received a poor grade.CShe had not completed her assignment.DShe was unable to attend her psychology class.
单选题It was not until she arrived in class _____ realized she had forgotten her book.Aand sheBwhenCsheDthat she
单选题Several students were surprised to learn that instructors expect two to three hours of study for each hour _____ in class.AspendingBspentCto spendDto have spent