They are（）students that they all performed well in the nationwide examinations.A、so diligentB、such diligentC、so much diligentD、such very diligent
They are（）students that they all performed well in the nationwide examinations.
- A、so diligent
- B、such diligent
- C、so much diligent
- D、such very diligent
相关考题：
How much will international students have misconceptions about the U.S.? In an effort to quash some myths, here are the four most common stereotypes regarding college education in the United States.Myth 1: American students are not as academically driven in comparison to other nations.There are more than 3,000 universities in the United States. Some are highly selective, some not at all. The less selective colleges may consist of students who have little concern for their academic well-being, but in the more selective colleges you will find very committed students who will spend countless hours at night on their homework. This is a phrase in the United States called an―all nighter which is used when a student stays up all night to perfect an assignment. In truth, it is an issue of pride.Myth 2: American students party all night and day.While American students do enjoy the freedom to explore a full lifestyle, they are also expected to keep up with very high standards of social behavior. and academic excellence. International students often join clubs or organizations where they can become involved in exciting programs both on and off campus.Myth 3: American students are all rich and can afford a college education.Although a certain percentage of American college students do come from wealthy families and have large expendable incomes, most American college students come from moderate-income families. Most American students enter college knowing they must apply for loans, work part-time, and earn scholarships in order to meet their financial obligations.Myth 4: Most Americans (and college students) live in large cities which are crime-ridden with drugs and drive-by shootings.Of all industrialized nations, the United States has one of the lowest crimerates. College campuses are no exception. Safety is of primary importance to all students, parents, and staff at universities.Universities centered in major cities have endless services to ensure the safety of all students, from campus transportation services to on-campus police officers. Most of universities located outside of the city are very safe, and various precautions are made based on their demographic situation.(1) According to the passage, the word-myth means ().A、taleB、misunderstandingC、mistakeD、story(2) In selective colleges, you will find students ().A、are not as academically driven in comparison to other nationsB、have little concern for their academic well-beingC、spend countless hours on their homeworkD、party all night and day(3) Which of the following is NOT the way most American students pay for their college education?A、Work part-timeB、Apply for loansC、Earn scholarshipsD、Borrow money from their parents(4) College campuses in the United States ().A、are very safeB、are crime-riddenC、have high crime ratesD、are too safe to make precautions(5) According to the passage, what can we learn about American college students?A、Students are tired of staying up all night to perfect an assignment.B、Some students have little concern for their academic well-being.C、They come from wealthy families and can afford a college education.D、International students will not join clubs or organizations.
As the students filed out of their exam,they found __________ exit blocked. A. one but allB. all but oneC. all one butD. one except all
28． What has happened to students these years according to the passage?A． The students don't have to think anymore．n school．B． The students use calculators in math class．C．The students used to walk to school，but now they don't．D．All of the above．
The 4th paragraph suggests thatA questions are often put to the more intelligent students.B alphabetically disadvantaged students often escape form. class.C teachers should pay attention to all of their students.D students should be seated according to their eyesight.
The officer allowed ______.A. the students to fly the plane all the timeB. all students to fly the planeC. the students who were not frightened to fly on their ownD. some students to fly a little while
It can be concluded thatA.each sport will take only on hourB.students will be chaarged for the four sportsC.all the sports will take place at Kowloon PeakD.teachers will accompany students on each sport
Which of the following nominating patterns can a teacher adopt to ensure that all students are actively?involved in classroom activities?A.Nominating those who are good at English.B.Asking questions in a predicable sequence.C.Nominating students after the question is given.D.Nominating students before giving the question.
How should the teacher deal with students' writing errors?A．Teachers should limit students to take risks to use new vocabulary and structures.B．Teachers should often show negative attitude towards students' writing errors.C．Teachers should make corrections for all the writing errors of students.D．Teachers should underline the errors and leave them for students to correct themselves.
请阅读Passage 1, 完成第小题。 Passage 1 In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.What do the "academic achievement standards" in Paragraph 1 refer to?A.The driving dynamic forces for all students who need to survive in society.B.Confidence, optimism, and persistence that students need in order to succeed.C.Differentiated levels of competence specified for students with different abilities.D.The missions of students who want to beat others in their achievement race in school.
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 anxietycourseD.students found it easy to relax as soon as they entered a University of California advisingcourse
It is requested that all the students__present at the meeting tomorrow．A.wereB.areC.will beD.be
He was asked to speak louder（）all the students in the classroom could hear him.AasBso as toCso thatDthan
The 1983 report"A Nation At Risk"cited as example of the decline of educational standards（）A、high rates of adult illiteracyB、declining SAT scoresC、low scores of American students in key subjects as compared with scores of students of other countriesD、All of the above
单选题Mr. Wang gave all the textbooks to all the students, except _____ who had already taken them.AtheseBthatCthe onesDthe others
单选题How should the teacher deal with students' writing errors?ATeachers should limit students to taking risks to use new vocabulary and structures.BTeachers should often show negative attitude towards students' writing errors.CTeachers should make corrections of all the writing errors for students.DTeachers should underline the errors and leave them for students to correct themselves.
单选题Of all the students in our class, Betty writes（）Avery carefullyBmost carefullyCmore carefullyDthe most carefully
单选题Which of the following revisions of sentence 7 most clearly and logically introduces the second paragraph?AThis historical episode is something that all students should learn about in school.BUnderstanding this phenomenon may help students to improve their studies.CNevertheless, this episode is something that all students should know.DUnderstanding this episode requires a more thorough understanding of its historical setting.EMany have tried to understand this phenomenon, but few have succeeded.
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.Which is meant by the author about the emotional promise of assessment for students？ATo reach a minimum level of achievement.BTo build up their confidence in success.CTo enable them to compete with others.DTo help them realize their goals.
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.Which of the following is closest in meaning to the underlined word accommodate in Paragraph 4?AAdapt.BMatch.CAccept.DUnderstand.
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.
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All the students are talking and laughing in the classroom and it’s ______.AnoisyBlonelyCquietDstrict
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.Which of the following would happen due to the change in mission for the role of assessment?AMost students would achieve a certain level of academic success.BEducators would raise up the bottom of the rank-order distribution.CTeachers would help low achievers to beat high achievers successfully.DSchools would eliminate sorting and ranking from the schooling process.