It can be inferred from the passage thatA.students taking part in basket ball will walk to the courts.B.every student can gain admission to one of the four sportsC.hiking students can have a regular rest in the shade of treesD.students taking up the four sports should bring bottles of water
It can be inferred from the passage that
A.students taking part in basket ball will walk to the courts.
B.every student can gain admission to one of the four sports
C.hiking students can have a regular rest in the shade of trees
D.students taking up the four sports should bring bottles of water
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We can learn from the passage that ( )．A．buses are scheduled as usual on weekends and public holidaysB．regular students at QUT need to buy adult ticketsC．Pre—paid tickets can be bought from the Public Transport Information CentreD．Ten-trip Savers can be used at off-peak time
On most campuses, one can find an international club, which includes Americans, where students can get to know and learn socially from students from other countries, as well as Americans.
I t can be inferred from the passage that in the writer’s opinion,A.. people waste too much money on camerasB. cameras have become an important part of our daily lifeC. we don’t actually need so many choices when buying a productD. famous companies care more about profit than quality.
It can be inferred from the passage that________A.natural materials are safe in food processingB.chemicals are needed in food processingC.food poisoning can be kept under controlD.food poisoning is out of control
Choose the best topic sentence from the group below.() A. More and more students have part-jobs out of campus.B. The population of university students having part-time jobs is increasing quickly.C. Part-timejobs can foster university students' sense of competition.D. More people support students to have part-time jobs.
67 ．We can learn from the passage that businesses will .A．have a strong desire to reduce costsB．use the same logo in their marketingC．gain advantages by taking early actionD．attract more shoppers by storing goods
It can be inferred from the passage that international students in the programs __.A. get full scholarshipB. pay no tuitionC. get no financial supportD. earn more money
From this passage we know that ______.A. every American cannot have gunsB. only soldiers and police can have gunsC. every American citizen can own gunsD. teachers have no money to buy guns
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?
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 most distinct feature you think by the term “inclusion classroom”?（ ）A.It is desired for students with special needsB.It is tutored by regular teachers for mainstream studentsC.It is planned for collaborative learning by mainstream studentsD.It has students with special needs and regular education classmates
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 mainly depending on for teachers to collaborative learning strategies? （ ）A.The varied ability levels of the special needs studentsB.The needs from the special needs studentsC.The difficulty levels of the learning tasksD.The focus of the specific assignment
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
单选题It can be inferred from the passage that the author would NOT have considered which of the following a luxury (line 44) in her hostel?AAn elevatorBWell-built accoutrementsCPrivacyDA room with a viewEA restaurant
单选题From the passage we can learn that ______.Astudents with iPads have less discussion in classBstudents get more fun from learning with iPadsCiPads help students save time waiting for busesDiPads prevent students from cheating in exams
单选题It can be inferred from the passage that _____.Adoctors do not agree on how to deal with angerBrepressing anger is better than expressing itCexpressing anger causes more problems to one’s healthDthe author does not agree with the doctors
单选题It can be inferred from the passage that the shell should be _____.Afancy-lookingBwater proofCeasily breakableDextremely strong
单选题It can be inferred from the passage that _____.Ateenagers under 14 are not allowed to visit the White HouseBforeigners are less likely to be permitted to tour the White HouseCseparate tours can also be scheduled for individual visitorsDsecurity is the chief concern in scheduling White House tours
单选题It can be inferred from the passage that the Puritans were _____.AuneducatedBhardworkingCgenerousDwealthy
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单选题What can be inferred from the passage?APhobias have much to do with depression.BEverybody has something to fear about.CAvoidance can help patients forget fear.DThe symptoms of panic disorder are easy to find.
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单选题It can be inferred from the passage that the author is most probably ______.Aan American congressmanBa British politicianCan American journalistDa British environmentalist
单选题It can be inferred from the passage that _____AImmigrants are prepared to work harder for less pay, which can stimulate the locals to work even harder.BWith the increasing number of Diasporas, they will form a new nation in the world.CThe number of skilled migrants returning home is increasing.DThe networks of kinship and language contribute to international business by taking advantage of legal loopholes.