单选题The professor’ s homework was to ask his students _____.Ato write about kindnessBto be kind to strangersCto spend time helping othersDto go out to raise money
单选题
The professor’ s homework was to ask his students _____.
A
to write about kindness
B
to be kind to strangers
C
to spend time helping others
D
to go out to raise money
参考解析
解析：
根据第一段第二句“... told his students that their homework was to perform one act of random kindness”可知，学生的作业是帮助他人。故C选项正确。
根据第一段第二句“... told his students that their homework was to perform one act of random kindness”可知，学生的作业是帮助他人。故C选项正确。
相关考题：
Professor Wang, () for his informative lectures, was warmly received by his students. A. knowingB. to be knownC. knownD. having known
30 Professor Williams keeps telling his students that the futureto the well-educated.A. belongs B. is belongedC. is belongingD. will be belonged
Students: Professor Lance, your lecture on cloning is very interesting！Professor: .Are you a student of biology?Students: No, I major in chemistry.A． I think soB． I'm glad to hear thatC． It must beD． It's not so interesting
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根据下面材料，回答第 21～25 题：Homework has never been terribly popular with students and even many parents, but in recent years it has been particularly scorned. School districts across the country, most recently Los Angeles Unified, are revising their thinking on his educational ritual. Unfortunately, L.A． Unified has produced an inflexible policy which mandates that with the exception of some advanced courses, homework may no longer count for more than 10% of a student’s academic grade.This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework. But the policy is unclear and contradictory. Certainly, no homework should be assigned that students cannot do without expensive equipment. But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.District administrators say that homework will still be a pat of schooling: teachers are allowed to assign as much of it as they want. But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see vey little difference on their report cards. Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped. Yet rather than empowering teachers to find what works best for their students, the policy imposes a flat, across-the-board rule.At the same time, the policy addresses none of the truly thorny questions about homework. If the district finds homework to be unimportant to its students’ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing. Conversely, if homework does nothing to ensure that the homework students are not assigning more than they are willing to review and correct.The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings. It is not too late for L.A． Unified to do homework right.第 21 题 It is implied in paragraph 1 that nowadays homework_____.[A] is receiving more criticism[B]is no longer an educational ritual[C]is not required for advanced courses[D]is gaining more preferences
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【语言素材】Topic: My FriendsA: She's short and thin. She has two big eyes. She's cute.B: What's her name? She's short and she has long hair. She has an orange schoolbag.C: It's me, Sarah.B: Guess! He's strong and he has two big eyes. He's very friendly.C: It's Zhang Peng.B: Who's he?C: Wu Yifan! He's tall and thin. He has glasses.DialogueJ: Mum, I have a new friend．M: Really? A Chinese friend?J: Yes, he's very friendly.M: What's his name?J: His name is Zhang Peng.J: Look! He's tall and strong.M: Yes, he is.【教学目标】① Knowledge objectives:Students can recognize, read and use some adjectives about describing friends.Students can master the sentence pattern: What's his name? His name is ..., He's ...② Ability objectives:Students can introduce friends to others by practicing the sentences.Students can improve their ability of speaking.③ Emotional objectives:Students can find the beauty of others and learn to cherish friendship.【教学重点】Key words: tall, strong, short, thin, friendly, quietTarget language: What's his name? His name is ... He is ...【教学难点】How to use these words and sentences to introduce others?【教学实录】Step 1 Warming-upGreet the students.Ask the whole class to stand up, sing and act the song "Friend Together".Step 2 Leading-inShow the pictures of two cartoon figures: Peter and Lily.Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.Lead in today's class and write down the topic "My Friends" on the blackboard．Step 3 Presentation and Practice① Words learning and practice...② Sentence learning and practice...Step 4 Consolidation...Step 5 Summary & HomeworkOne student acts as an assistant teacher to guide all the students to read the words and sentences together.Ask students to finish the following homework.① Listen to the tape and read the dialogue.② Introduce one classmate to your parents.(1)教学实录中的热身环节是否合理?请简要分析。(2)根据新课程理念，对教师导入环节的教学方法及作用进行分析。
The () teacher punishes his students when they don't do their homework or talk in class.A.spiritualB.specificC.strictD.stressed
Text 1 Homework has never been terribly popular with students and even many parents,but in recently years it has been particularly scorned.School districts across the country,most recently Los Angeles Unified,are revising their thinking on this educational ritual.Unfortunately,L.A.Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10%of a student's academic grade.This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework.But the policy is unclear and contradictory.Certainly,no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment.But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives,it is going riskily close to the implication that standards need to be lowered for poor children.District administrators say that homework will still be a part of schooling;teachers are allowed to assign as much of it as they want.But with homework counting for no more than 10%of their grades,students can easily skip half their homework and see very little difference on their report cards.Some students might do well on state tests without completing their homework,but what about the students who performed well on the tests and did their homework?It is quite possible that the homework helped.Yet rather than empowering teachers to find what works best for their students,the policy imposes a flat,acrosstheboard rule.At the same time,the policy addresses none of the truly thorny questions about homework.If the district finds homework to be unimportant to its students'academic achievement,it should move to reduce or eliminate the assignments,not make them count for almost nothing.Conversely,if homework matters,it should account for a significant portion of the grade.Meanwhile,this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject,or that teachers are not assigning more than they are willing to review and correct.The homework rules should be put on hold while the school board,which is responsible for setting educational policy,looks into the matter and conducts public hearings.It is not too late for L.A.Unified to do homework right.23.According to Paragraph 3,one problem with the policy is that it may_____A.discourage students from doing homeworkB.result in students'indifference to their report cardsC.undermine the authority of state testsD.restrict teachers'power in education
Text 1 Homework has never been terribly popular with students and even many parents,but in recently years it has been particularly scorned.School districts across the country,most recently Los Angeles Unified,are revising their thinking on this educational ritual.Unfortunately,L.A.Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10%of a student's academic grade.This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework.But the policy is unclear and contradictory.Certainly,no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment.But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives,it is going riskily close to the implication that standards need to be lowered for poor children.District administrators say that homework will still be a part of schooling;teachers are allowed to assign as much of it as they want.But with homework counting for no more than 10%of their grades,students can easily skip half their homework and see very little difference on their report cards.Some students might do well on state tests without completing their homework,but what about the students who performed well on the tests and did their homework?It is quite possible that the homework helped.Yet rather than empowering teachers to find what works best for their students,the policy imposes a flat,acrosstheboard rule.At the same time,the policy addresses none of the truly thorny questions about homework.If the district finds homework to be unimportant to its students'academic achievement,it should move to reduce or eliminate the assignments,not make them count for almost nothing.Conversely,if homework matters,it should account for a significant portion of the grade.Meanwhile,this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject,or that teachers are not assigning more than they are willing to review and correct.The homework rules should be put on hold while the school board,which is responsible for setting educational policy,looks into the matter and conducts public hearings.It is not too late for L.A.Unified to do homework right.L.A.Unified has made the rule about homework mainly because poor students______A.tend to have moderate expectations for their educationB.have asked for a different educational standardC.may have problems finishing their homeworkD.have voiced their complaints about homework
二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of new phrases: in front of, across from, next to.Ability aim:Students can use these words to describe the way to some places and help others to find the way correctly in their life.Emotional aim:Through various activities, students can improve their oral ability and cooperative spirit.Key and difficult point:Key Point: students can understand the meaning of these phrases and use them to describe the way to some places.Difficult Point: students can apply the knowledge in their daily life and also improve their speaking skills and cooperative spirits through different activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students some pictures of the famous scenic spots in our city. And ask them two questions: Q1: Where are these famous places?Q2: Do you know how to give directions to others in English?Step 2: Presentation1. Set a situation that our old friend Tommy is visiting our city, and he wants to go some places. Ask students to help him find his way based on the map on the blackboard.2. Ask students to listen to the tape and answer the following questions. They will be divided into three groups, and each group need to answer one question. In this process, the teacher teaches students new phrases through visual demonstration.Q1: Where’s the library?Q2: Where’s the park?Q3: Where’s the pay phone?Step 3: Practice1. Pair work. Ask students work in pairs. One acts as A, and the other acts as B. They need to practice the dialogue, and two pairs will be invited to have a show in the front.2. Describe the pictures. Students need to describe how to get to the places on the pictures by using these phrases.Step4: ProductionDo a survey: ask students to investigate the location of their partners’ homes and write down the results, some volunteers will be invited to do a report.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to draw a map about the way from their homes to school and describe it to their parents or friends.Blackboard design:1. What teaching methods are used in your class?2. How do you organize students to make a survey?
小学英语?语音一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the meaning and pronunciation of the word.Ability aim:Students will know how to pronounce “-er” in words.Emotional aim:Students will be interested in learning English.Key and difficult point:Key Point:Students will master the meaning and pronunciation of the word.Students will know how to pronounce “-er” in words.Difficult Point:Students will be interested in learning English.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song Finger Family.Daddy finger, daddy finger, where are you?Here I am, here I am, how do you do?Mommy finger, mommy finger, where are you?Here I am, here I am, how do you do?Ask them if they know the name of the song. Then may guess it is Finger Family. Then tell them that we are going to learn some pronunciation in “finger”.Step 2: Presentation1. Use some riddles to introduce the words. For example, “I will drink it every day. What is it? Yes, it’s water.” Then draw the according pictures(introduce “sister” by explaining its meaning). And write the words at last.2. Ask the students to read the words after the teacher for twice. Then play high and low voice. If the teacher speak one word loudly, the students should speak it lowly, and vice versa.3. Ask students to find similarities among the words. They may say that they all contain “-er” at the end of the words. Then introduce the rules of the pronunciation.4. Ask students if they know other words containing “-er”. They may say “winter”, “river” or others.Step 3: Practice1. Finish Read, underline, and say in the textbook. Check answers, and ask students to read after the teacher.2. Finish Look, listen and write in the textbook. Then invite students share their answers on the blackboard. Give encouragement.Step4: Production1. Ask students to make up a chant using the words we learned. For example:Water, water, tiger likes water.Sister, sister, sister likes computer.Dinner, dinner, let’s have dinner.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: chant for the students’ parents.Blackboard design:1. What is a good pronunciation lesson?2. What will you do if one of the students in your class doesn’t do homework?
二、考题解析【教案】Teaching aims:Knowledge aim: Students can understand the pronunciation of “ear”, and get some simple spelling rules.Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.Emotional aim: Students can increase their interests in learning English.Key and difficult point:Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.Teaching procedure:Step 1: Warming-upGreeting the students.Sing a song: Head shoulder keens and toes.Step 2: Presentation1. Show the chant and ask the students the question: Can you find the same letter combination in these words?2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.4. Game: Play the finger show to practice the new words.Step 3: PracticeFind more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.Step4: Production1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.Step5: Summary and homework1. Summary: ask students summary what have learned in the class.2. Homework:(1) read these word after class.(2) Find more words with “ear” and make another chant.
初中英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp and understand the main and detailed information of the passage.Ability aim:Students will improve their reading and speaking skills.Emotional aim:Students will foster the interest and desire of learning English and take part in speaking activities actively.Key and difficult point:Key Point: Students will totally understand the content of the passage.Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students pictures about different types of transportation and naturally lead to today’s topic.Step 2: Pre-reading1. Ask students two questions and some volunteers will be invited to share their answers.Q1: How do you come to school?Q2: How do your parents go to work?2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.Step 3: While-reading1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.Step4: Post-readingDiscussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to investigate their friends’ way of going to school and find some interesting ways of transportation on the Internet.Blackboard design:1. How to improve students’ reading and speaking ability in your class?2. How did you evaluate the performance of students in the class?
二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the intonation of showing their attitudes.Ability aim:After this lesson, students can practice their listening and speaking ability through group work.Emotional aim:Students are able to love learning English after this lesson.Key and difficult point:Key Point: master the intonation of showing their attitudes.Difficult Point: cultivate the interest of students’ learning English.Teaching procedures:Step 1: Warming-up1. Greetings.2. Play a video about a person who is shopping at a store and has a conversation with the shop assistant. And ask students to answer some questions: Does this customer want to buy the clothes? Give the reasonStep 2: Presentation1.Ask students to listen the conversation carefully and the teacher reads the conversation that today needs to learn and ask students:Which part does the male show the interest? Give the reasonAnd which part does the male show the uninterested? Give the reason2.Then present the conversation on the PPT, and ask students to listen to the conversation again, pay attention to the intonation of male’s answers. And ask students to answer some questions:When male shows the interest to the content of female’s saying, what kind of intonation does he use? Uninterested, what’s intonation?3. Then lead the students to conclude the rules of intonations of showing their attitudes. At the same time, write the male’s words on the blackboard with the help of symbols of rising tone and falling tone.Step 3: Practice1.Ask students to read this conversation after the tape.2.Role-play: Ask students to practice this conversation with their partner and after 5 minutes, invite some students to read this conversation for all the students.3. Dubbing: Ask students to look at a short video about a conversation between a Chinese student and another foreign student. But this video only has the frames, but doesn’t have the sound, which needs students to finish dubbing with their deskmates in given 10 minutes. Then invite several students to show their conversation with all the students.Step4: ProductionMake stories: Ask students to use the knowledge of intonation to make a short story according to the chart. Before this, divide the students into several groups with different persons and ask the representatives to get their topic through the way of random draw.1.What’s the teaching aims of this lesson?2. What’s your major? Why do you want to be an English teacher?
小学英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the sentence :”what time is it? it is ..” and you can/ can not ...”Ability aim:Students can improve their reading skills including scanning and skimming skillsEmotional aim:Students can be more interested in English and take part in activities.Key and difficult point:Key Point: know how to ask about the time and master the sentences::”what time is it? it is ..” and you can/ can not ...”Difficult Point: use the sentence structure in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students how did they spend their weekend.3. Ask students “do you know wangfujing street in Beijing”Step 2: Pre-reading1. show a picture about wangfujing street and ask “what can you see in this picture”2. draw a clock and ask students “Do you know how to ask about time?” and “what can you do at this time?Step 3: While-readingGlobal reading: Ask students :”how many characters in the dialogue?” and “where are they”Detailed reading: what does Jenny buy and who will get the gift?Step4: Post-reading1. Role-play: two students in a group. One student act as traveller and one student is tour guide. Give them 5 minutes to make dialogue with what we have learnt today.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 sentence structure learned today with desk mates after class.Blackboard design:1. What will you do if the students don't finish your homework?2. What reading skills are used in the passage?
一、标题不可缺少 What are you doing? 二、教学目标撰写要以学生为主语 Teaching aims: (1) Knowledge aims Students can master the key sentence structure “what are you doing?” . (2) Ability aims Students can communicate with their partners by using the new sentence. (3)Emotional aims Students will be more interested in sharing their ideas with others and take part the group activity. Teaching key point Master the new sentence structure. Teaching difficult point Describe what other people are doing. Teaching Methods: Situational teaching method, task-based teaching method Teaching Aids: PPT 三、教学过程要完成清晰 Teaching procedure Step 1 Warming-up At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard. (step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.) Step 2 Pre-reading Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material. (Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives) Step3while-reading Fast-reading Ask students to read the short passage quickly and conclude the main idea. (Justification: train students’ reading ability of scanning for the general information of the passage.) Careful reading 1.ask students to read the passage again and answer the following questions: What is Larry doing? What is dad doing? What’s grandpa doing? 2. Ask students to finish the sentence on the textbook. (Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.) Step4 post-reading 1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences. 2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class. (Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.) Step 5summary and homework Summary: do the summary together with students and let them have a clear clue about what we have learned Homework: try to use the new knowledge to communicate with their partners after class. (Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability ) 四、板书设计不可少 Blackboard design: What are you doing? What is Larry doing? What is dad doing? What’s grandpa doing?
Professor Wang ,（）for his informative lectures, was warmly received by his students．A、knowingB、knownC、to be knownD、having known
单选题We learn from the passage that _____.AChuck’s students are not clever enoughBthe students didn’t do Chuck’s homeworkCChuck Wall is an unusual teacherDno students enjoyed Chuck’s homework
单选题What is Mr. Weeks proud of?AAll his students have become famous persons.BAll his students often write to him.CSome of his students have been famous.DHe’s been a teacher for twenty-six years.
单选题The senior professor told his students to ______ on their studies.Abe carefulBpay attentionCconcernDconcentrate
单选题Professor Wang ,（）for his informative lectures, was warmly received by his students．AknowingBknownCto be knownDhaving known
单选题Professor Wilson keeps telling his students that the future _____ to the well-educated.Ais belongedBis belongingCbelongsDwill be belonged
单选题The professor’ s homework was to ask his students _____.Ato write about kindnessBto be kind to strangersCto spend time helping othersDto go out to raise money