题目内容
（请给出正确答案）
[主观题]
The students here seem to like the teacher's effort to improve their spoken English.
答案
查看答案
重要提示：请勿将账号共享给其他人使用，违者账号将被封禁！
查看《购买须知》>>>
请输入或粘贴题目内容
搜题
拍照、语音搜题，请扫码下载APP
题目内容
（请给出正确答案）
答案
更多“The students here seem to like the teacher's effort to improve their spoken English.”相关的问题
第1题
In fact, I regard Tianjin as my second hometown, and the students and teachers here as my family members and best friends. I’ll never forget the warmest welcome you gave me when I first arrived in Tianjin. I’ll never forget the day on which you took me to the hospital when I fell ill an the dumplings that Li Ming’s parents prepared for me that night.
Yet, I still remember you were all laughing at me when I was trying to use chopsticks for the first time in Tianjin Food Street, but do you know that now I prefer chopsticks to knives and forks？
I’m very glad to see the great progress you’ve made in your English and the prosperity of vocational education in Tianjin. I am told that many graduates from this college are devoting themselves to the construction of Tianjin now. I believe your future is bright and so is the future of Tianjin.
Now I’m leaving soon, but I have a strong desire to come back to Tianjin, back to my beloved school with my family as soon as possible.
Best wishes!
Thank you!
Answer the following questions according to the passage.
1.Why does the foreign teacher feel happy and excited？
________________________________________________________
2.When and where were the students all laughing at him？
________________________________________________________
3.What does the teacher say about the graduates of the college he has worked for？
________________________________________________________
4.What is the speaker’s strong desire？
________________________________________________________
5.What would you like to say to the speaker if he is your English teacher？
_______________________________________________________
第2题
A.happy
B.satisfying
C.sad
D.disappointing
第3题
第4题
If I thought I'd live to be a hundred, I'd go back to college next fall. I was drafted into the Army at the end of my junior year and, after four years in the service, had no inclination to return to finish college. By then, it seemed, I knew everything.
Well, as it turns out, I don't know everything, and I'm ready to spend some time learning. I wouldn't want to pick up where I left off. I'd like to start all over again as a freshman. You see, it isn't just the education that appeals to me. I've visited a dozen colleges in the last two years, and college life looks extraordinarily pleasant.
The young people on campus are all gung ho to get out and get at life. They don't seem to understand they're having one of its best parts. Here they are with no responsibility to anyone but themselves, a hundred or a thousand ready-made friends, teachers trying to help them, families at home waiting for them to return for Christmas to tell all about their triumphs, three meals a day -- so it isn't gourmet food -- but you can't have everything.
Too many students don't really have much patience with the process of being educated. They think half the teachers are idiots, and I wouldn't deny this. They think the system stinks sometimes. I wouldn't deny that. They think there aren't any nice girls / boys around. I'd deny that. They just won't know what an idyllic time of life college can be until it's over.
The students are anxious to acquire the knowledge they think they need to make a buck, but they aren't really interested in education for education's sake. That's where they're wrong, and that's why I'd like to go back to college. I know now what a joy knowledge can be, independent of anything you do with it.
I'd take several courses in philosophy. I like the thinking process that goes with it. Philosophers are fairer than is absolutely necessary, but I like them, even the ones that I think are wrong. Too much of what I know of the great philosophers comes secondhand or from condensations. I'd like to take a course in which I actually had to read Plato, Aristotle, Hume, Spinoza, Locke, John Dewey and the other great thinkers.
I'd like to take some calculus, too. I have absolutely no ability in that direction and not much interest, either, but there's something going on in mathematics that I don't understand, and I'd like to find out what it is. My report cards won't be mailed to my father and mother, so I won't have to worry about marks. I bet I'll do better than when they were mailed.
There are some literary classics I ought to read and I never will, unless I'm forced to by a good professor, so I'll take a few courses in English literature. I took a course that featured George Gordon Byron, usually referred to now as "Lord Byron," and I'd like to take that over again. I did very well in it the first time. I actually read all of Don Juan and have never gotten over how great it was. I know I could get an A in that if I took it over. I'd like to have a few easy courses.
My history is very weak, and I'd want several history courses. I'm not going to break my back over them. but I'd like to be refreshed about the broad outline of history. When someone says sixteenth century to me, I'd like to be able to associate it with some names and events. This is just a little conversational conceit, but that's life.
If I can find a good teacher, I'd certainly want to go back over English grammar and usage. He'd have to be good, because you might not think so sometimes, but I know a lot about using the language. Still, there are times when I'm stumped. I was wondering the other day what part of speech the word "please" is in the sentence, "Please don't take me seriously."
I've been asked to speak at several college graduation ceremonies. Maybe if I graduate, they'll ask me to speak at my own.
第5题
In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject. This custom exists today as part of the process of testing candidates for the doctor's degree.
Generally, however, modern examinations are written. The written examination, where all students are tested on the same question, was probably not known until the nineteenth century. Perhaps it came into existence with the great increase in population and the development of modern industry. A room full of candidates for a state examination, timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory. Generally, during examinations teachers and students are expected to act like machines.
One type of test is sometimes called an "objective" test. It is intended to deal with facts, not personal opinions. To make up an objective test the teacher writes a series of questions, each of which has only one correct answer. (8) Along with each question the teacher writes the correct answer and also three statements that look like correct answers to students who have not learned the material properly.
In the Middle Ages students______.
A．took objective tests
B．specialized in one subject
C．were timed by electric clocks
D．never wrote exams
第6题
Since, we are told, 80 to 90 percent of all instruction in the typical university is by the lecture method, we should give close attention to this form. of education. There is, I think, much truth in Patricia Nelson Limerick's observation that "lecturing is an unnatural act, an act for which God did not design humans. It is perfectly all right, now and then, for a human to be possessed by the urge to speak, and to speak while others remain silent. But to do this regularly, one hour and 15 minutes at a time.., for one person to drag on while others sit in silence？ ... I do not believe that this is what the Creator.., designed humans to do".
The strange, almost incomprehensible fact is that many professors, just as they feel obliged to write dully, believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific, un-objective; it is to appeal to the students' emotions rather than their intellect. Thus the ideal lecture is one filled with facts and read in an unchanged monotone.
The cult (推崇) of lecturing dully, like the cult of writing dully, goes back, of course, some years. Edward Shils, professor of sociology, recalls the professors he encountered at the University of Pennsylvania in his youth. They seemed "a priesthood, rather uneven in their merits but uniform. in their bearing; they never referred to anything personal. Some read from old lecture notes and then haltingly explained the thumb-worn last lines. Others lectured from cards that had served for years, to judge by the worn edges... The teachers began on time, ended on time, and left the room without saying a word more to their students, very seldom being detained by questioners... The classes were not large, yet there was no discussion. No questions were raised in class, and there were no office hours" .
The author believes that a successful teacher should be able to______.
A．make study just as easy as play
B．improve students' learning performance
C．make inspired play an integral part of the learning process
D．make dramatization an important aspect of students' learning
第7题
It is not uncommon for students to have【2】and friendly relationships with their professors.
The【3】professor is not necessarily a poor one and is still【4】by students. Although students may be in a(n)【5】position, some professors treat them as【6】.However, no matter how【7】professors would like to be, they still are in a position of【8】.
Professors may【9】social relationships with students outside the classroom, but in the classroom they【10】the instructor's role. A professor may have coffee one day with students【11】the next day expect them to【12】a deadline for the【13】of a paper or to be. Prepared【14】a discussion or an exam. The professor may give【15】attention outside of class to a student in【16】of help but probably will not treat him or her differently when it【17】evaluating school work. Professors have several roles【18】students; they may be counselors and friends as well as teachers. Students must【19】that when a teacher's role changes, they must appropriately【20】their behavior. and attitudes.
(1)
A．instructive
B．conducive
C．constructive
D．healthy
第8题
First of all, living at college gives me a sense of responsibility and of being on my own. My parents aren't around to say, "No, you're not going out tonight," or "Did you finish your homework？" Everything I do has to be my decision, and that makes me responsible for my own life. During the second week I was at college, I had to go out and look for a bank where I could open an account. And when I got to the bank, I had to decide whether to have a checking or savings account and whether or not to get a credit card. Decisions! Decisions! Friendly people are another thing I like about college. On the first day I came to Marymount University here in Virginia from New York, I was a bit confused about where I was going. My mother and I drove in. We did not know the building we were supposed to go to, but the guard was very nice. With a smile, he told us what building we were looking for and where we could park our car. My room was on the first floor of New Gerard, and I knew I had to go through some glass doors, but my mother and I didn't know which ones. Some students saw me and asked, "Are you a new student？" When they found out I was looking for New Gerard, one said, "Oh, just follow us; that's where we're going." Even now I feel comfortable in the dorm because there are friendly people around to talk with.I do like a lot of things about college, but that doesn't mean I don't think about things at home. Although I like college, I can still get homesick. New York is a very good place, too! And sometimes I miss it!
6. The text is perhaps written by ________.
A. a new student
B. a new teacher
C. a foreign reporter
D. a foreign visitor
7. What does "gives me a sense of responsibility" in the first sentence of Paragraph 2 mean？ It means it makes me feel ________.
A. responsible for my parents.
B. responsible for my teacher.
C. responsible for the school.
D. responsible for myself.
8. One thing that he liked was ________.
A. the comfortable dorm
B. finding his way around
C. his studies as a first year student
D. the friendly people
9. What is New Gerard？
A. It's a student's name.
B. It's a teacher's name.
C. It's a dorm's name.
D. It's a school's name.
10. Which of the following is NOT true？
A. People in Marymount University are friendly.
B. The writer likes the new experience in the university.
C. The writer drove to Marymount University with his mother.
D. The writer is not homesick
第9题
Fifty years ago, they were the latest thing in educational reform. big, modem, suburban high schools with students counted in the thousands. As baby boomers (二战后婴儿潮时期出生的人) came of high-school age, big schools promised economic efficiency, a greater choice of courses, and, of course, better football teams. Only years later did we understand the trade-offs this involved: the creation of excessive bureaucracies (官僚机构), the difficulty of forging personal connections between teachers and students. SAT scores began dropping in 1963; today, on average, 30% of students do not complete high school in four years, a figure that rises to 50% in poor urban neighborhoods. While the emphasis on teaching to higher, test-driven standards as set in No Child Left Behind resulted in significantly better performance in elementary (and some middle) schools, high schools for a variety of reasons seemed to have made little progress.
Size isn't everything, but it does matter, and the past decade has seen a noticeable countertrend toward smaller schools. This has been due, in part, to the Bill and Melinda Gates Foundation, which has invested $1.8 billion in American high schools, helping to open about 1,000 small schools—most of them with about 400 kids each, with an average enrollment of only 150 per grade. About 500 more are on the drawing board. Districts all over the country are taking notice, along with mayors in cities like New York, Chicago and San Diego. The movement includes independent public charter schools, such as No.1 BASIS in Tucson, with only 120 high-schoolers and 18 graduates this year. It embraces district- sanctioned magnet schools, such as the Talented and Gifted School, with 198 students, and the Science and Engineering Magnet, with 383, which share a building in Dallas, as well as the City Honors School in Buffalo, N.Y., which grew out of volunteer evening seminars for students. And it includes alternative schools with students selected by lottery (抽签), such as H-B Woodlawn in Arlington, Va.And most noticeable of all, there is the phenomenon of large urban and suburban high schools that have split up into smaller units of a few hundred, generally housed in the same grounds that once boasted thousands of students all marching to the same band.
Hillsdale High School in San Mateo, Calif., is one of those, ranking No.423—among the top 2% in the country—on Newsweek's annual ranking of America's top high schools. The success of small schools is apparent in the listings. Ten years ago, when the first Newsweek list based on college-level test participation was published, only three of the top 100 schools had graduating classes smaller than 100 students. This year there are 22. Nearly 250 schools on the full Newsweek list of the top 5% of schools nationally had fewer than 200 graduates in 2007.
Although many of Hillsdale's students came from wealthy households, by the late 1990s average test scores were sliding and it had earned the unaffectionate nickname (绰号) "Hillsjail". Jeff Gilbert, a Hillsdale teacher who became principal last year, remembers sitting with other teachers watching students file out a graduation ceremony and asking one another in astonishment, "How did that student graduate？"
So in 2003 Hillsdale remade itself into three "houses", romantically named Florence, Marrakech and Kyoto. Each of the 300 arriving ninth grades are randomly (随机地) assigned to one of the houses, where they will keep the same four core subject teachers for two years, before moving on to another for 11th and 12th grades. The closeness this system cultivates is reinforced by the institution of "advisory" classes. Teachers meet with students in groups of 25, five mornings a week, for open-ended discussions of everything from homework problems to bad Saturday-night dates. The advisers also meet with students privately and stay in touch with parents, so they are deeply invested in the students' success. "We're constantly talking about one another's advisees," says English Teacher Chris Crockett. "If you hear that yours isn't doing well in math, or see them sitting outside the dean's office, it's like a personal failure." Along with the new structure came a more demanding academic program; the percentage of freshmen taking biology jumped from 17 to 95. "It was rough for some, but by senior year, two-thirds have moved up to physics," says Gilbert. "Our kids are coming to school in part because they know there are adults here who know them and care for them." But not all schools show advances after downsizing, and it remains to be seen whether smaller schools will be a cure-all solution.
The Newsweek list of top U.S. high schools was made this year, as in years past, according to a single metric, the proportion of students taking college-level exams. Over the years this system has come in for its share of criticism for its simplicity. But that is also its strength: it's easy for readers to understand, and to do the arithmetic for their own schools if they'd like.
Ranking schools is always controversial, and this year a group of 38 superintendents (地区教育主管) from five states wrote to ask that their schools be excluded from the calculation. "It is impossible to know which high schools are 'the best 'in the nation," their letter read, in part. "Determining whether different schools do or don't offer a high quality of education requires a look at many different measures, including students' overall academic accomplishments and their subsequent performance in college, and taking into consideration the unique needs of their communities."
In the end, the superintendents agreed to provide the data we sought, which is, after all, public information. There is, in our view, no real dispute here; we are all seeking the same thing, which is schools that better serve our children and our nation by encouraging students to tackle tough subjects under the guidance of gifted teachers. And if we keep working toward that goal, someday, perhaps, a list won't be necessary.
1.Fifty years ago, big, modem, suburban high schools were established in the hope of ______.
A. ensuring no child is left behind
B. increasing economic efficiency
C. improving students' performance on SAT
D. providing good education for baby boomers
第10题
1.Max likes to learn English by（）.
A. always speaking in English
B. learning new words by hearing them
C. watching TV and movies in English
D. All of the above.
2.Who likes to learn English by watching movies and videos?（）
A. Veronica and Joseph
B. Jackie and Max
C. Jackie and Veronica
D. Joseph and Max
3.What’s the similarity between Veronica and Joseph in learning preferences?（）
A. Neither likes to study grammar.
B. Neither likes a teacher to explain what they are learning.
C. Both like to study independently.
D. None of the above.
4.If Nancy likes to learn English by listening to tapes, watching movies, talking to others and playing games, what type does she belong to?（）
A. Communicative.
B. Authority-oriented.
C. Concrete.
D. Analytical.
5.What’s the main idea of this passage?（）
A. How to find the way you really like to learn.
B. Four different types of English learner.
C. How will the teachers do with the four types of learner?
D. I enjoy teaching my students.
第11题
Why does the drop-out rate of college students seem to go up？______
A．Young people are disappointed with the conventional way of teaching at college
B．Many young people are required to join the army
C．Young people have little motivation in pursuing a higher education
D．Young people don't like the intense competition for admission to graduate school
