单选题In fact, _____.Aonly some of the students finished Exercise 8Bthere was no Exercise 8 in Lesson 1Cthe students found and finished Exercise 8Dall the students wanted to be honest
单选题
In fact, _____.
A
only some of the students finished Exercise 8
B
there was no Exercise 8 in Lesson 1
C
the students found and finished Exercise 8
D
all the students wanted to be honest
参考解析
解析：
推理判断题。文章倒数第二段最后可知，书本上根本没有老师布置的题目。
推理判断题。文章倒数第二段最后可知，书本上根本没有老师布置的题目。
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An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.（）A对B错
If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.（）A对B错
An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.（）A对B错
An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.（）
An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.（）
If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.（）
判断题An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.（）A对B错
判断题An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.（）A对B错
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单选题In fact, _____.Aonly some of the students finished Exercise 8Bthere was no Exercise 8 in Lesson 1Cthe students found and finished Exercise 8Dall the students wanted to be honest
问答题Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Which view do you agree with and why?
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.What do the "academic achievement standards" in Paragraph 1 refer to?AThe driving dynamic forces for all students who need to survive in society.BConfidence, optimism, and persistence that students need in order to succeed.CDifferentiated levels of competence specified for students with different abilities.DThe missions of students who want to beat others in their achievement race in school.
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