Of all the students in our class, Betty writes（）A、very carefullyB、most carefullyC、more carefullyD、the most carefully
Of all the students in our class, Betty writes（）
- A、very carefully
- B、most carefully
- C、more carefully
- D、the most carefully
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Of all the students in our class, Betty writes（）Avery carefullyBmost carefullyCmore carefullyDthe most carefully
单选题Of all the students in our class, Betty writes（）Avery carefullyBmost carefullyCmore carefullyDthe most carefully
问答题Practice 1 阅读下面的对话，根据其内容写一篇有关British classes的说明文。 要求： 1. 所写短文应与对话相关内容意义相符，涵盖其要点； 2. 用你自己的语言表达，可改写对话中的句子，但不可照抄原句。 注意： 1. 词数80词左右，开头已为你写好； 2. 请将短文直接写在答题卡上。 Marry: Hi, Jack, I heard that you were studying law in Britain. Can you tell me how the classes are arranged there? Jack: Sure. Basically, our classes are made up of two major parts: lectures and seminars（讲座）. The lectures are just like the general classes in China. Marry: You mean, teachers give presentations, and students listen? Jack: Yeah. But the students are free to ask questions. The classroom atmosphere is warmer too. Marry: Ok. How about the seminars? Jack: In the seminars, students are encouraged to do some case study. In the case study, students are encouraged to share their views with the classmates. Students need to make full preparation. They need not only to study relevant laws, but also to read relevant cases to benefit the class. Marry: But what do professors do in the seminar? Jack: Professors are only organizers of it. They don’t express their ideas. Marry: Does everyone have a chance to express his idea in the seminar? Jack: Yes, since our class is very small. Generally, there are only 8 to 10 students in one class. Marry: Oh, that is a very small class. How about the lecture? How many students are there in one class? Jack: The lecture class is much bigger. Sometimes, there can be more than one hundred of us in one class. Marry: I see. British classes are made up of two major parts.
单选题The students in a certain physical education class are on either the football team or the basketball team, are on both these teams, or are not on either team. If 12 students are on the football team, 15 students are on the basketball team, 8 students are on both teams, and 9 students are not on either of these teams, how many students are in the class?A44B40C32D28E26
单选题Students at a certain university have complained that some of their professors do not provide copies of their lecture notes at every class. The student body president has argued that, in order to further the educational purposes of the university, all professors should be required to post their lecture notes online. Which of the following, if true, most weakens the students’ argument that the professors should be required to post their lecture notes online?AAt the most popular classes, there are often insufficient quantities of lecture note copies to accommodate all of the students.BStudents have acknowledged that if the lecture notes are posted online, they will be less likely to go to class.CProfessors complain that the university does not provide sufficient copying funds, so that professors often have to pay for copies of lecture notes out of their own pockets.DOver 80 percent of students have access to the Internet in their dorm rooms, and all students have 24-hour access to the Internet at the computer lab.EThe university has publicly stated that one of the educational goals of the university is to help all students gain competency with the Internet.
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.