单选题According to the passage, what is the ultimate purpose of virtual reality in education?A To give special students a chance to experience life in the outside world.B To train teachers to work with students with special needs.C To allow special students
题目
单选题
According to the passage, what is the ultimate purpose of virtual reality in education?
A
To give special students a chance to experience life in the outside world.
B
To train teachers to work with students with special needs.
C
To allow special students to learn life-skills in a safe environment.
D
To prepare special students for transition into mainstream society.
相似考题
参考答案和解析
正确答案：
C
解析：
推理题。根据全文内容可知，A选项的“给予特殊学生在外部世界经历生活的机会”、B选项的“培训教师与有特殊需求的学生合作”和C选项的“允许特殊学生在安全的环境中学习生活技能”都是“virtual reality education”的具体实施方法。而“virtual reality education”的目的是要帮助“特殊”孩子顺利地融入主流社会。因此只有D选项“使特殊学生准备好进入主流社会”指出了目的，故选D。
推理题。根据全文内容可知，A选项的“给予特殊学生在外部世界经历生活的机会”、B选项的“培训教师与有特殊需求的学生合作”和C选项的“允许特殊学生在安全的环境中学习生活技能”都是“virtual reality education”的具体实施方法。而“virtual reality education”的目的是要帮助“特殊”孩子顺利地融入主流社会。因此只有D选项“使特殊学生准备好进入主流社会”指出了目的，故选D。
更多“单选题According to the passage, what is the ultimate purpose of virtual reality in education?A To give special students a chance to experience life in the outside world.B To train teachers to work with students with special needs.C To allow special students ”相关问题
-
第1题：
This special school accepts all disabled students, __ educational level and background.
A. according to B. regardless of C. in addition to D. in terms of
正确答案：B
-
第2题：
Passage Four
Students all over the world have to work for their education. A college education in the United States is
expensive. The costs are so high that most families begin to save for their children's education when their children are babies. Even so, many young people cannot afford to pay the expenses of full-time college work. They do not have enough money to pay for school costs. Tuition for attending the university, books for classes, and living expenses are high. There are other expenses such as chemistry and biology lab fees and special student activity fees for such things as parking permits and football tic, kets. The cost of college education increases every year. However, classrooms are still crowded with students. Some American students have scholarships or other support, but many do not.
Students from other countries have money problems to overcome, too. Because students in most international programs need to have a sponsor, they work hard to earn scholarships or special loans. International students understand the value of going to school in another country. They also know that it is difficult. Yet just as Americans choose to attend American universities in spite of the difficulty, however, it is usually possible for students from abroad to work on university campuses to pay for some of the costs of their education. Some people believe that students value their education more if they work for it.
48. Tuition for attending the university in the United States is ______.
A. inexpensive
B. high
C. free from charge
D. costless
正确答案：B
本题属细节题。文章第五句已明确点明。 -
第3题：
Which of the following describes the paradox of the schools?A.Discrepancy between what they say and what they do.
B.Differences between teachers' problems and schools' problems.
C.Advantages and disadvantages of students’ learning opportunities.
D.Students' perception and the reality of their performance on assessments.答案：D解析：细节题。根据关键词定位到第四段。根据原文“Their achievement results fed into the implicit mission of schools:the greater the spread of achievement among students, the more it reinforcedthe rank order. This is why, if some students gave up and stopped trying (even dropped out of school),that wasregarded as the student's problem, not the teacher's or the school's.”可知，学生之间成绩流传得越广，成绩的排名就越固定。结合前文及此处内容，也就是说成绩决定了学生学习的态度，态度决定了他们的排名表现。故本题选D。 -
第4题：
Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money.
These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project.
These high school students use a space in the Oakland airport．It is usually very crowded.
Many people who fly on the planes like to drink the special coffee.
One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business.
The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it.
They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee．
Most customers are pleasant but some are unhappy because__.A.they don't think the skill to make coffee is necessary for students
B.they think the cafe should be open for business
C.they feel that the work is hard for students
D.they think the special coffee is too expensive答案：B解析：从第四段可知，有些人对咖啡屋不属于纯商业而感到不满意。 -
第5题：
Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money.
These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project.
These high school students use a space in the Oakland airport．It is usually very crowded.
Many people who fly on the planes like to drink the special coffee.
One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business.
The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it.
They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee．
All of the money that the students make goes to helping a local__projectA.youth
B.store
C.adult
D.sports答案：A解析：从第二段可知，除工资以外的所有收入都资助了当地的青年项目。 -
第6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7题：
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 needs
B.It is tutored by regular teachers for mainstream students
C.It is planned for collaborative learning by mainstream students
D.It has students with special needs and regular education classmates答案：D解析：本题考查细节理解。
【关键词】distinct feature; inclusion classroom
【主题句】第1自然段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. 特殊需要的学生不仅可以从普通教师那里学习，而且可以与普通学生一起参与协作学习。协作学习允许学生小组合作完成课程和作业。第2自然段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.一些开展融合教室的教育工作者逐渐意识到了合作学习以及特殊需要的学生被安排到小组环境中与普通教育的同学们一起学习的益处。
【解析】本题的问题是“你认为‘融合教室’这一术语的最显著特征是什么？”。根据主题句可知，融合教室的最大特点就是普通教育的学生与特殊需要的学生在一起合作学习，故选D。 -
第8题：
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 creatively
B.It helps special needs students from all the attending students
C.It helps special needs students learn varied ability from classmates
D.It helps students work together on solving problems and assignments答案：D解析：本题考查细节理解。
【关键词】benefits;collaborative learning for special needs students
【主题句】第1自然段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.
特殊需要的学生不仅可以从普通教育老师那里学习，还可以与普通学生一起参与合作学习。合作学习可以让学生一起开展团队合作完成课程和作业。
【解析】本题的问题是“对于特殊需要的学生来说，合作学习的益处是什么？”。根据主题句可知，合作学习可以使特殊需要的学生与主流学生一起解决问题与作业，故选D。 -
第9题：
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 task
B.It involves four-person teams
C.Each student in the group acts as an “expert”
D.teacher-assigned task is divided into equal parts答案：A解析：本题考查细节理解。
【关键词】not true;Simple Jigsaw strategy
【主题句】第5自然段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.
简单的拼图策略，它由四人组成一组，将教师分配的任务分成相等的部分。小组中的每一个学生在作业的一部分担任“专家”，并在其他小组与同一任务的“专家”进行讨论和任务掌握。然后，学生返回到最初的团队，与其他成员分享任务的知识。
【解析】本题的问题是“关于简单的拼图策略，以下哪一项是不正确的？”。主题句中，B、C、D三个选项均有涉及，故选A。选项A强调任务是由教师分配的，因此错误。 -
第10题：
单选题Virtual reality can help future teachers learn how to _____.Aassess students’ skill levels
Brespond to individual student’s needs
Cdeal with students who misbehave
Drun an orderly classroom
正确答案： D解析：
细节题。题干问的是“虚拟现实可以帮助未来的教师学到什么”。原文第三段最后一句说到：And it is expected that future teachers will be exposed to virtual classes, complete with “difficult students” to help them master behavior management techniques.由此可知，“difficult students”指的是“调皮捣蛋的学生”，因此C选项正确。A选项的“如何评估学生的技能水平”和B选项的“如何满足个体学生的需求”在文中均没有提到；D选项“如何使教室有秩序(地进行教学)”与文中第三段中“with behavior disorders”不符，也可排除。因此本题的正确答案为C。 -
第11题：
单选题Peer mediators’ work is _____.Ato teach lessons to disputants
Bto help find a way to make both disputants happy
Cto find out who starts the quarrel
Dto give students some special training
正确答案： A解析：
根据第六条方法“Try to find a result that makes both people happy”，此处的they指的是disputants，因此选项B正确。 -
第12题：
单选题According to the passage, what is the ultimate purpose of virtual reality in education?ATo give special students a chance to experience life in the outside world.
BTo train teachers to work with students with special needs.
CTo allow special students to learn life-skills in a safe environment.
DTo prepare special students for transition into mainstream society.
正确答案： D解析：
推理题。根据全文内容可知，A选项的“给予特殊学生在外部世界经历生活的机会”、B选项的“培训教师与有特殊需求的学生合作”和C选项的“允许特殊学生在安全的环境中学习生活技能”都是“virtual reality education”的具体实施方法。而“virtual reality education”的目的是要帮助“特殊”孩子顺利地融入主流社会。因此只有D选项“使特殊学生准备好进入主流社会”指出了目的，故选D。 -
第13题：
B
EDGEWOOD - Every morning at Dixie Heights High School, customers pour into a special experiment: the district’s first coffee shop run mostly by students with special learning needs. Well before classes start, students and teachers order Lattes, Cappuccinos and Hot Chocolates. Then, during the first period, teachers call in orders on their room phones, and students make deliveries. By closing time at 9.20 a.m., the shop usually sells 90 drinks. "Whoever made the chi tea, Ms. Schatzman says it was good," Christy McKinley, a second year student, announced recently, after hanging up with the teacher. The shop is called the Dixie PIT, which stands for Power in Transition. Although some of the students are not disabled, many are, and the PIT helps them prepare for life after high school. They learn not only how to run a coffee shop but also how to deal with their affairs. They keep a timecard and receive paychecks, which they keep in check registers. Special-education teachers Kim Chevalier and Sue Casey introduced the Dixie PIT from a similar program at Kennesaw Mountain High School in Georgia. Not that it was easy. Chevalier's first problem to overcome was product-related. Should schools be selling coffee? What about sugar content? Kenton County Food Service Director Ginger Gray helped. She made sure all the drinks, which use non-fat milk, fell within nutrition (营养) guidelines. The whole school has joined in to help. Teachers agreed to give up their lounge (休息室) in the mornings. Art students painted the name of the shop on the wall. Business students designed the paychecks. The basketball team helped pay for cups.
59．What is the text mainly about?
A．A best-selling coffee.
B．A special educational program.
C．Government support for schools.
D．A new type of teacher-student relationship.
正确答案：B
-
第14题：
What purpose does post-listening activities NOT serveA.Helping students relate the text with their personal experience.
B.Offering students the opportunities of extending other language skill.
C.Practicing students’ability of matching the pre-listening predictions with contents of the text.
D.Enabling students to have a discussion about the topic.答案：C解析：考查听力技能教学。
练习学生的能力，将预听的预测与课文内容相匹配。验证其预测是否准确，这属于听中(while-listening)进行的活动，而不是听后进行的活动。故此题的正确答案为C。 -
第15题：
A University of California advisor said___________.A.all students could overcome the anxiety after taking a special test anxiety program
B.almost all students felt less stress after taking a University of California advising course
C.students found it difficult to improve even though they had taken a special test anxietycourse
D.students found it easy to relax as soon as they entered a University of California advisingcourse答案：B解析：由最后一段“With almost all students，relaxation and less stress are felt after taking ourDrogram．"可知几乎所有的学生，在参加过我们的项目之后，会变得更轻松，压力感减少。因此答案为B。 -
第16题：
Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money.
These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project.
These high school students use a space in the Oakland airport．It is usually very crowded.
Many people who fly on the planes like to drink the special coffee.
One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business.
The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it.
They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee．
A.A high schoo
B.Students in a high schoo
C.Teachers in a high schoo
D.A business compan答案：B解析：本文讲的是高中生边读书边开咖啡屋的事情。第二和第三段中提到，学生们在奥克兰机场占据了一块地方，把自制的咖啡出售给机场的旅客。其收入除了自己的工资外都捐献给了一个项目。由此可见，这个咖啡屋是学生们自己开的。 -
第17题：
Every morning,kids from a local high school are working hard．They are making and selling special coffee at a coffee cafe．They are also making a lot of money.
These students can make up to twelve hundred dollars a day．They are selling their special coffee to airplane passengers．After the students get paid,the rest of the money goes to helping a local youth project.
These high school students use a space in the Oakland airport．It is usually very crowded.
Many people who fly on the planes like to drink the special coffee.
One customer thinks that the coffee costs a lot but it is good and worth it．Most customers are pleasant but some are unhappy．They do not like it if the coffee care is not open for business.
The students earn$6.10 an hour plus tips．They also get school credit while they learn how to run a business．Many of the students enjoy the work although it took some time to learn how to do it.
They have to learn how to steam milk,load the pots,and add flavor．It takes some skill and sometimes mistakes are made．The most common mistake is forgetting to add the coffee．
Which statement is NOT true?
A.
B.At the same time they learn how to run busines
C.They also get school credi
D.They give the money they earned to their school to答案：D解析：选项A出现在第一段，学生们经营咖啡屋赚了不少钱。选项B和C出现在第五段，学生们一边经营，一边学习经商，还能拿到学分。选项D文中没有提到。 -
第18题：
初中英语?语法
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the rule of the Simple Past Tense.
Ability aim:
Students will able to talk about the things happened in the past in their daily life.
Emotional aim:
Students will learn how to cooperate with others.
Key and difficult point:
Key Point: Students will master the structure of the Simple Past Tense.
Difficult Point: Students will use the structure of the Simple Past Tense in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.
Step 2: Presentation
1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.
2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’ real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.
3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used with temporal adverbial, such as yesterday, last week and so on.
4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).
Step 3: Practice
1. Ask student to role play the dialogue and ask two groups to show in class.
2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.
Step4: Production
Discussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their conversation.4 in 1, 5 minutes will be given.
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 practice the usage of Simple Past Tense learned today with desk mates after class.
Blackboard design:
1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?答案：解析：Usually, we can use yesterday, last night/night/month/weekend/year, the day before yesterday, in 1992 (a year in the past), in the 1990s, at the age of 16 and so on. -
第19题：
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 students
B.The needs from the special needs students
C.The difficulty levels of the learning tasks
D.The focus of the specific assignment答案：D解析：本题考查细节理解。
【关键词】depending on;collaborative learning strategies
【主题句】第3自然段Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments.教师可以根据学生的需要和聚焦具体作业的特点，选择实施几种不同类型的合作学习策略。
【解析】本题的问题是“教师选择合作学习策略的主要依据是什么？”。根据主题句可知，教师根据学生的需要和聚焦具体作业的特点，选择实施不同类型的合作学习策略，故选D。选项B强调的是“特殊学生的需求”，缩小了范围，因此错误。 -
第20题：
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.Doubt
B.Positive
C.Indifferent
D.Disagreeable答案：B解析：本题考查态度理解。
【关键词】author’s attitude；the benefits of ；collaborative learning
【主题句】最后一个自然段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.合作学习以及特殊需要的学生有机会参与到小组任务中的益处可以在课堂组织和管理方面产生积极的结果。研究合作学习策略并开展学生实践的教师很有可能具备成功的融合课堂。
【解析】本题的问题是“作者对于合作学习的益处的态度是什么？”。选项A“怀疑的”；选项B“积极的”；选项C意为“漠不关心的”；选项D意为“不合意的”。根据主题句可知，作者用到了“积极的”、“成功的”等字眼，因此作者对于合作学习抱着积极的态度，故选B。 -
第21题：
单选题According to the passage, what is the main purpose of entrepreneurship education?ATo prepare students for future academic life.
BTo prepare students to find opportunities and seize them.
CTo prepare students for overseas career.
DTo prepare students to develop interpersonal skills.
正确答案： C解析： -
第22题：
单选题According to the passage, which of the following statement is TRUE?AHumans have begun to engage in the multitasking behaviors since the information age.
BMultitasking is a critical skill that students are required to learn at school.
COnly parents can help their kids to get rid of the multitasking habits.
Dmultitasking may prepare students for the reality of today's fast-paces work environment.
正确答案： B解析：
根据第三段的第一句话“Although multitasking kids may be better prepared in some ways for today’s fast-paced work places”可知这种同时处理多项任务的能力能帮助孩子们适应现在快节奏的生活方式。这与选项D的说法是一致。 -
第23题：
单选题What purpose do post-listening activities NOT serve?AHelping students relate the text with their personal experience.
BOffering students the opportunities of extending other language skills.
CPracticing students' ability to match the pre-listing predictions with contents of the text.
DEnabling students to have a discussion about the topic.
正确答案： C解析： -
第24题：
单选题According to the passage, what have some school done to help their students get enough sleep?AEducating their students about the importance of sleep.
BMonitoring their students' late-night activities.
CDelaying school start times.
DSetting strict rules.
正确答案： C解析：