更多“Students do their homework and read books ______.”相关问题
  • 第1题:

    A

    In China,more and more middle school students are getting shorter sleeping time than be-fore. Most students sleep less than nine hours every night,because they have much homework to do. Some homework is given by their teachers,and some by their parents. Also,some students don't know how to save time .They are not careful enough while they do their homework,so it takes them a Iot of time. Some students spend too much time watching TV or playing computer games.They stay up very late. Some students have to get up early every morning on weekdays to get to school on time by bus or by bike.lt can be a long way from home to school.

    Schools and parents should cut down some of the homework so that our children can enjoy more than nine hours of sleep every night for their health. For children,we should make best use of our time. When we have enough time for sleeping,we will find it much better for both our study and health.

    ( )21. What makes most students sleep less than nine hours every night?

    A. Watching TV.

    B. Playing computer games.

    C. Doing their homework.

    D. Doing housework.


    正确答案:C
    21.C【解析】由第一段第二句可知由于做作业,大多数学生睡眠少于9小时。

  • 第2题:

    25. Which of the following is NOT true?

    A. Some students are so careless that they spend lots of time on their homework. '

    B. A11 the students stay up late for their homework,

    C. Children should be given less homework,

    D. Schools and parents should take care of children.


    正确答案:B
    25.B【解析】从原文知“并非所有学生都熬夜做作业”,故选B。

  • 第3题:

    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


    正确答案:A

  • 第4题:

    Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?

    A.To make a study plan.
    B.To summarize a story.
    C.To read a text aloud.
    D.To do pattern drills.

    答案:B
    解析:
    本题考查课程标准知识。题干的意思:为了培养学生的认知策略,教师会鼓励学生怎样做A项“制订学习计划”,B项“概述故事”,C项“大声读文章”,D项“做句型练习”。认知策略是指学生为了完成具体学习任务而采取的步骤和方法,同时也包括学习者加工信息的一些方法和技术。概述属于加工信息的一种方法。故本题选B。

  • 第5题:

    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 homework
    B.result in students'indifference to their report cards
    C.undermine the authority of state tests
    D.restrict teachers'power in education

    答案:A
    解析:
    细节题【命题思路】这是一道局部细节题,需要对文章第三段的具体信息进行锁定,从而把握现在实行的政策所存在的问题。【直击答案】根据题干直接定位到第三段,该段第二句出现了显性转折but,该句认为:由于家庭作业在成绩中所占的比例不超过10%,学生很可能少做一半的作业,并且在成绩单上也不会有什么差别。A项“不鼓励学生做家庭作业”是对“作业在成绩中所占比例不超过10%”的同义替换。【干扰排除】B项利用indifference“漠不关心”对原文概念difference“差别,差异”进行形近干扰,属于偷换概念。C项的干扰来自本段第三句,该句阐述此项政策的实施无法让人知晓家庭作业对学生的国家考试有无重要影响,但是并未谈及该政策会削弱国家测试的权威性,属于无中生有的信息。D项偷换概念,本段末句的前半句提到“没有赋予教师权利找到适合学生的方法”,并非指D项的“限制了教师的教育权力”。

  • 第6题:

    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-up
    1. 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: Presentation
    1. 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: Practice
    1. 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: Production
    1. 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 Homework
    Summary: 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?


    答案:
    解析:
    1.
    A good pronunciation lesson should make students master the rules of the pronunciation, and they can apply the rules when encounter the syllables in the future. So in my lesson, I firstly let the students find similarities among the words, then I conclude the rules. After that, I ask them if they know other words that share the same pronunciations. Later, few exercises are conducted so that they can consolidate the knowledge. Thus, I believe I have given a good pronunciation lesson.
    2.
    Firstly, I will ask him or her to finish the homework as soon as possible. Secondly, I will try to talk with the student patiently to figure out the reason. If the student say that they have too much homework, then I will try to reduce the homework amount afterward. If the student think homework is not important, I will tell that homework is a good way to absorb the knowledge learned today, otherwise they will forget it quickly. Lastly, I will talk to his or her parents to let them also focus on the problem and address it together with us.

  • 第7题:

    高中英语?阅读
    一、考题回顾



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aim:
    Students can know the basic meaning of passage and are able to master the different greeting for the strangers.
    Ability aims:
    Students can practice guessing content of next paragraph according to the clues which is given in the passage.
    Emotional aim:
    Students are able to love learning English and like to read different English passage after this lesson.
    Key and difficult point:
    Key Point: guess the content of next paragraph according to the clues and know the “learned” body language, especially different greetings
    Difficult Point: improve students’ reading interest.
    Teaching procedures:
    Step 1: Warming-up
    1. Greetings.
    2. Play a video about Chaplin’s mime and ask students several questions:
    What kind of body language can you see from this video?
    Do you know the meaning of these body language?
    Step 2: Pre-reading
    Present the passage on the screen and read it for all the students. Before reading, ask students one question: What’s the main ideas of these two paragraphs? And guess the main to topic of this lesson?
    Then invite several students to share their ideas.
    Step 3: While-reading
    1.Lead the students to think one question: Is this a whole passage? And ask students to scan the whole passage and give the teacher answer.
    2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students.
    3.And different students may be just guess the content of several paragraphs. So give students a chart, ask them to finish discussing in 5 minutes. Then invite two representatives to state the whole passage.



    Step4: Post-reading
    Guessing game: Present another passage on the screen. And give students 10 minutes to read and discuss.Then make a chart and tell your own stories according to chart in your own group .Then invite the representatives to make a report for the whole class.
    Step5: Summary and Homework
    Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
    Homework: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph.
    Blackboard design:



    1.Do you have the experience in teaching?
    2. What will you do if you pass this exam?


    答案:
    解析:
    1.
    Yes, I do. I have taught a teenager in high school. She was the junior. I mainly taught her grammar. I found her grammar was not very systematic. So I taught her from the grammar in words to the grammar in sentences in order to make her master the whole grammar, especially those always appeared in her exams. And during the teaching, I find the most important that it is the teacher should have a better understanding of the whole grammar and the high school English course. Besides, the teacher should pay more attention to the patience. It will make students relax when their learning and get along with the students.
    2.
    First, I will find a teaching job to practice my teaching ability. And at the same time to prepare the teachers’ exams for school. When I prepare, I think the most important it’s to know the content of text in high school and do many exercises to practice these knowledge.
    Second, I will visit some good teachers who is teaching the high school and learn some experience and practice my teaching ability.
    Last, I need to reflect myself to improve my knowledge and my teaching procedures.

  • 第8题:

      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?


    答案:
    解析:

  • 第9题:

    The teacher can help the students to read a text by reading it aloud while they follow in their books.()


    正确答案:错误

  • 第10题:

    单选题
    We learn from the passage that _____.
    A

    Chuck’s students are not clever enough

    B

    the students didn’t do Chuck’s homework

    C

    Chuck Wall is an unusual teacher

    D

    no students enjoyed Chuck’s homework


    正确答案: C
    解析:
    根据文章的主要内容可知,教授之所以不同寻常,是因为它留作业的方式。故C选项正确。

  • 第11题:

    单选题
    Students do their homework and read books ______.
    A

    from 3:30 to 4:30

    B

    from 3:30 to 6:00

    C

    from 4:30 to 6:00

    D

    from 6:00 to 7:00


    正确答案: A
    解析:
    从After -school program这栏中第一条“3:30—4:30 Homework & Reading”可知答案为A。

  • 第12题:

    判断题
    The teacher can help the students to read a text by reading it aloud while they follow in their books.()
    A

    B


    正确答案:
    解析: 暂无解析

  • 第13题:

    22. Who else gives children some homework to do except their teachers?

    A. Their parents.

    B. Other students.

    C. The children themselves.

    D. Nobody else.


    正确答案:A
    22.A【解析】除教师以外,学生父母仍给学生布置一些作业,故选A。

  • 第14题:

    It's an annual back-to-school routine. One morning you wave goodbye, and that (21) evening you're burning the mid-night oil in sympathy. In the race to improve educational standards, (22) are throwing the books at kids. (23) elementary school students are complaining of homework fatigue. What's a well-meaning parent to do?

    As hard as (24) may be, sit back and chill experts advise. Though you've got to get them to do it, (25) helping too much, or even examining answers too carefully, you may keep them (26) doing it by themselves. "! wouldn't advise a parent to check every 27 assignment," says psychologist John Rosemond, author of Ending the Tough Homework, "There's a (28) of appreciation for trial and error. Let your children (29) the grade they deserve."

    Many experts believe parents should gently look over the work of younger children and ask them to rethink their (30) . But "you don't want them to feel it has to be (31) ," she says.

    That's not to say parents should (32) homework—first, they should monitor how much homework their kids have. Thirty minutes a day in the early elementary years and an hour in (33) four, five, and six is standard, says Rosemond. For junior-high students it should be" (34) more than a hour and a half," and two for high school students. If your child consistently has more homework than this, you may want to check (35) other parents and then talk to the teacher about reducing assignments.

    21.

    A. very

    B. exact

    C. right

    D. usual


    正确答案:A

    very用作强调,特指你挥手告别的那天晚上。very的形容词用法很常见,意为“真实的,恰好的,绝对的,十足的,特别的”。

  • 第15题:

    All of the students are__________(suppose) to hand in their homework on time.


    正确答案:
     supposed

  • 第16题:

    Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?

    A.To make a study plan.
    B.To summarize a story.
    C.To read a text aloud.
    D.To do pattern drills.

    答案:B
    解析:
    本题考查课程标准知识。题干的意思:为了培养学生的认知策略,教师会鼓励学生怎样做A项“制订学习计划”,B项“概述故事”,C项“大声读文章”,D项“做句型练习”。认知策略是指学生为了完成具体学习任务而采取的步骤和方法,同时也包括学习者加工信息的一些方法和技术。概述属于加工信息的一种方法。故本题选B。

  • 第17题:

    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 education
    B.have asked for a different educational standard
    C.may have problems finishing their homework
    D.have voiced their complaints about homework

    答案:C
    解析:
    细节题【命题思路】这是一道局部细节题,需要对文章第二段具体信息进行锁定,本题主要考查考生对于上下文逻辑关系的理解。【直击答案】基于题干内容,结合出题顺序和行文顺序一致的原则,可初步定位至第二段首句。题干信息“made the rule about homework mainly because”和该句“This rule is meant to(规定的目的)”相对应,“poor students”则和该句的“students from impoverished or chaotic homes”相对应,所以正确选项应该表达“这些学生在完成家庭作业时可能有困难”,故C项为正确答案。【干扰排除】A项与本文主题homework无关,属于无中生有。B项干扰信息来自本段最后一句,表达“可能暗示……”,但并没有“已经要求……”,属于无中生有。D项属于无中生有,该段第二句提及了“可能会导致他们的抱怨情绪”,但原文并没有说“学生已经表达了他们的抱怨情绪”。

  • 第18题:



    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-up
    Greeting the students.
    Sing a song: Head shoulder keens and toes.
    Step 2: Presentation
    1. 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: Practice
    Find 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: Production
    1. 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 homework
    1. 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.



    答案:
    解析:
    暂无解析

  • 第19题:

    小学英语?阅读
    一、考题回顾



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aim:
    Students will master the Chinese classical story of Kong Rong giving the big pear to brothers.
    Ability aim:
    Students will improve their reading skills including the skimming and scanning.
    Emotional aim:
    Students will be more interest in learning Chinese old story.
    Key and difficult point:
    Key Point: Students will master how to improve reading abilities through finding main idea and details.
    Difficult Point: Students will share their feelings after reading the story.
    Teaching procedure:
    Step 1: Warming-up
    1. Greetings.
    2. Sing a song “If you’re happy”, then ask students why I’m happy and tell them in this class I will tell them an interesting story.
    Step 2: Pre-reading
    1. Show a picture of pear, and students have a brainstorm of what stories they can think of related to the pear.
    Step 3: While-reading
    Global reading: students read the passage fast and what stories it is about. Then find the main character and time of the story.
    Detailed reading: students read the passage carefully and answer the question:
    1. What did Kong Rong do when his father gives him one of the biggest pears?
    2. Why did he do that in such way?
    Step4: Post-reading
    1. Role-play: 3 students in a group to play as Kong Rong, the father and the narrator, and they make a role-play in 10 minutes.
    2. Discussion: students work in pairs to discuss what kind of person Kong Rong is and what they can learn from Kong Rong.
    Step5: Summary and Homework
    Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
    Homework: Ask students to search another Chinese old story and make a poster.
    Blackboard design:



    1. How do you teach students in reading class?


    答案:
    解析:
    1.
    Reading ability plays an increasingly important role in primary school, so when I teach reading class, I will cultivate students’ reading strategies that includes skimming and scanning. Namely, first students read the passage fast to get the main idea or simple clue of the passage. After that, they can read it carefully to get the details in order to have a whole understanding of the passage. Finally, they may have a discussion to share their opinions about the passage, so that their mind would be opened or their critical thinking could be developed.

  • 第20题:

    The teacher can help the students to read a text by reading it aloud while they follow in their books.()

    A

    B



  • 第21题:

    单选题
    The problem()when the students refused to do their homework.
    A

    arose

    B

    aroused

    C

    rose

    D

    raised


    正确答案: C
    解析: 暂无解析

  • 第22题:

    单选题
    Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?
    A

    To make a study plan.

    B

    To summarize a story.

    C

    To read a text aloud.

    D

    To do pattern drills.


    正确答案: C
    解析:

  • 第23题:

    单选题
    A

    The science students think they are disappointing.

    B

    The students were only allowed to borrow five books.

    C

    The students want to keep the books for two weeks.

    D

    The woman agrees to try to improve the borrowing facilities.


    正确答案: D
    解析:
    细节题。录音中女士同意调整书籍借阅数量和借阅时间,即女士同意改善借阅设施。故选D。
    【录音原文】
    W: Good morning, Peter.
    M: Good morning, Julia.
    W: Do come in. You’ve brought the result with you, I see.
    M: Yes, in fact, I completed the survey last week.
    W: So I can hear the criticisms now, then?
    M: That’s right. And perhaps you’ll be able to tell me what can be done about them.
    W: I’ll certainly do my best. Well, what would you like to start with?
    M: The catalogues. I’ m afraid many of the science students complain that they’re incomplete and out of date. They think they are really bad. Is there anything you can do to improve things there?
    W: Oh, yes. We can either check all the cards and reprint them where necessary, or we can change to a computer system.
    M: How much would it cost to do the first?
    W: About six thousand pounds.
    M: And how long would it take?
    W: Oh, maybe three months.
    M: And how much would it cost to do the second?
    W: Change to a computer system? Oh, about sixty thousand pounds.
    M And how long would that take?
    W: Oh, nine months, I’d say. About nine months.
    M: Thank you. Now ... next I’d like to move on to the borrowing facilities. The social science students described these as rather disappointing. They complained that they were only allowed to borrow three books. Most of them felt they ought to be able to borrow more books, perhaps five or six for undergraduates and up to ten for graduates.
    W: That may be possible.
    M: Also, they’d like to be able to keep the books for a longer period, say three weeks instead of the present two.
    W: That also sounds reasonable. I’ll see what I can do.
    Questions 1 to 4 are based on the conversation you have just heard.
    1. Who might be the woman?
    2. What does the woman think they can do as to the first criticism?
    3. Which of the statements is NOT true about the library’s catalogue system?
    4. What can you conclude about the borrowing facilities?

  • 第24题:

    单选题
    Why do they want to raise money?
    A

    To build schools.

    B

    To help poor children go to school.

    C

    To buy books for poor students.

    D

    To hold the charity show


    正确答案: B
    解析:
    细节理解题。文章后文提到“We hope to raise money to help poor children go to school.”可筹钱的目的是“帮助贫困的孩子上学”,所以选择答案B。