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单选题
My students found the book _____, it provided them with an abundance of information on the subject.
A
enlightening
B
confusing
C
distracting
D
amusing
参考答案
参考解析
解析：
enlightening意为“令人受启蒙教育的”；confusing意为“使人混淆的”；distracting意为“使人分心的”；amusing意为“使人娱乐的”。句意为：同学们发现那本书提供了很多有用信息，对人很有启发。
enlightening意为“令人受启蒙教育的”；confusing意为“使人混淆的”；distracting意为“使人分心的”；amusing意为“使人娱乐的”。句意为：同学们发现那本书提供了很多有用信息，对人很有启发。
更多 “单选题My students found the book _____, it provided them with an abundance of information on the subject.A enlighteningB confusingC distractingD amusing” 相关考题
考题
An e—book (also referred to as an electronic book, e—book, or e—book) is a digital version of a print book that you download and read. But if you want to read an e—book , you must have an E—book Reader, which is a kind of free software used by your computer. Make sure you have instal1ed the appropriate Reader before you download your e—book from the Internet.The software allows you to turn the words on the screen into the size you like. It also helps you turn pages and change your viewing options. E —books are a fun alternative to regular books. You can download them to any computers and create your library of hundreds of titles. If you load them onto your portable computer, you can take them with you when you travel. Some e—books are even interactive! Best of all, when you order an e—book, there is no waiting and no shipping charges. The amount of time it takes to download your e —book depends on the speed of your connection and the size of your e— book.26、From this passage, we learn that an e—book()A、 can be found in any libraryB、 can be read directly from the InternetC、 can be read when special software is installed27、 The E-book Reader is used for()A、 reading an e—book you’ve downloadedB、 turning a print book into a digital versionC、 downloading an e—book from the InternetD、 copying an e—book onto a portable computer28、 From this passage, we can learn that()A、 you can read an e-book on a laptop when you travelB、 you can order an e—book using the E—book ReaderC、 the e—books ordered have to be shipped to youD、 it takes a lot of trouble reading an e—book29、 Which of the following statements is TRUE?()A、 An e—book is ordered in print book、B、 The size of the words in an e—book cannot be changedC、 The downloading time is decided by the c—book’s sizeD、 There is less fun reading an e—book than a print book、30、 The passage is mainly about()A、 a better way to download an E—bookB、 a new kind of book—the E—booksC、 the new version of E—books
考题
My dream is _______ other alcoholics will find their success with the help of my book.A: thatB: whichC: whoD: it
考题
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test,
I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! "
These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades.
Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.
An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."
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 anxiety course
D.students found it easy to relax as soon as they entered a University of California advising course
考题
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test,
I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! "
These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades.
Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.
An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."
?To deal with this problem, students say they want to__________.A.take a short course on anxiety
B.read about anxiety
C.be able to manage or understand their anxiety
D.take tests to prove they are not anxious
考题
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test,
I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! "
These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades.
Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.
An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."
Test anxiety has been recognized as__________.A.an excuse for laziness
B.the result of poor study habits
C.a real problem
D.something that cannot be changed
考题
When I opened the first "Body Shop" in 1976, what I wanted to do was to earn （挣） enough money to feed my children. Today the "Body Shop" is a great company growing fast all around the world. In the years since we began, I have learned a lot. Much of what I have learned will be found in this book, because I believe that we, as a company, have something worth saying about how to run a successful business without giving up what you really believe in.
It's not an ordinary business book. It is not just about my life, either. The message is that to succeed in business you have to be different. Business can be fun, and can be run with love and do good. In business, as in life, I need to enjoy myself, to have a feeling of my family and to feel excited by something unusual. I have always wanted the people who work for the "Body Shop" to feel the same way.
Now this book sends these ideas out into the world, and makes them public. I'd like to think there are no limits （界限） to our "family", and no limits to what can be done. I find that an exciting thought. I hope you do, too.
What would someone learn from this text?
A. How to make a lot of money.
B. How to write a book about business.
C. What the book is about.
D. What the writer's family is like.
考题
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college． "I was always well prepared for my tests． Sometimes I studied for weeks before a test． Yet I would go in to take the test, ouly to find I could not answer the questions correctly． I would blank out because of nervousness and fear． I couldn't think of the answer． My low grades on the tests did not show what I knew to the teacher．" Another student in biology had similar experiences． He said: "My first chemistry test was very difficult． Than, on the second test, I sat down to take it, and I was so nervous that I was shaking． My hands were moving up and down so quickly that it was hard to hold my pencil． I knew the material and I knew the answers． Yet I couldn't even write them down! "
These two young students were experiencing something called test anxiety． Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does． The student cannot write or think clearly because of the extreme tension and nervousness． Although poor grades are often a result of poor study habits, somethnes test anxiety causes the low grades．
Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students．
Special university advising courses try to help students． In these courses, advisors try to help students by teaching them how to manage test anxiety． At some universities, students take tests to measure their anxiety． If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions． These courses teach students how to relax their bodies, Students are trained to become calm in very tense situations． By controlling their nervousness, they can let their minds work at ease． Learned informatian then comes out without difficulty on a test．
An expert at the University of California explains: "With almost all stttderltS, relaxation and less stress are felt after taking our program． Most of them experience better control during their tests． Almost all have some improvement． With some, the improvement is very great．"
Poor grades are usually the result of _____A. poor sleeping habit
B. laziness
C. lack of sleep
D. inability to form good study habits
考题
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
考题
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college． "I was always well prepared for my tests． Sometimes I studied for weeks before a test． Yet I would go in to take the test, ouly to find I could not answer the questions correctly． I would blank out because of nervousness and fear． I couldn't think of the answer． My low grades on the tests did not show what I knew to the teacher．" Another student in biology had similar experiences． He said: "My first chemistry test was very difficult． Than, on the second test, I sat down to take it, and I was so nervous that I was shaking． My hands were moving up and down so quickly that it was hard to hold my pencil． I knew the material and I knew the answers． Yet I couldn't even write them down! "
These two young students were experiencing something called test anxiety． Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does． The student cannot write or think clearly because of the extreme tension and nervousness． Although poor grades are often a result of poor study habits, somethnes test anxiety causes the low grades．
Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students．
Special university advising courses try to help students． In these courses, advisors try to help students by teaching them how to manage test anxiety． At some universities, students take tests to measure their anxiety． If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions． These courses teach students how to relax their bodies, Students are trained to become calm in very tense situations． By controlling their nervousness, they can let their minds work at ease． Learned informatian then comes out without difficulty on a test．
An expert at the University of California explains: "With almost all stttderltS, relaxation and less stress are felt after taking our program． Most of them experience better control during their tests． Almost all have some improvement． With some, the improvement is very great．"
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 thougb they had taken a special test anxiety course
D. students found it easy to relax as soon as they entered a University of California advising course
考题
共用题干
My Life at RendaI learned very quickly that being a teaching assistant(TA)at the University of Iowa would be different from a teacher at Renmin University.______(46)Eyes staring,mouths open, students examining my big nose,hands nervous,people whispering while I wrote my name on the blackboard.At Iowa,when my first classes began,half my students still hadn't arrived.When everyone finally found a seat,ringing cellphones and loud yawns（哈欠）interrupted my opening remarks.It is not that American students were disrespectful.______(47)They were,however,far more skeptical than the students I had at Renda. The truth is I couldn't fault them for their skepti- cism.Undergraduates at large US universities-especially freshmen and sophomores-often have several classes a semester handled by TAs.In some.cases,the TA sets the course content. ______(48)Most have good intentions,but only a few are as effective as flesh-and-blood pro-fessors.Every teacher has to confront obstacles to learning-no matter what the culture.Students who talk during lectures,students who cheat,students who question the grade they get for a paper or project-dealing with these is all part of the job.______(49)The difference,I think,is that in the US I had to swallow more of my pride.______(50) I had a responsibility to teach them,of course,but I had to do so indirectly-as a guide who himself had a few things to learn from the students.______(50)A: Back at Renda,I had walked into my first classes feeling like a celebrity.B: In my students' minds,I had little to offer them,except perhaps some sample questions for the mid-term exam.C: In others,the TA works as a grader and discussion leader.D: I encountered these in China,and I faced them in the US.E: On the other hand,being taught by a graduate student is not necessarily bad.F: Most were polite,or at least,indifferent.
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can express their opinion and give others solutions on the topic.
Ability aim:
Students can develop their logical thinking ability through writing.
Emotional aim:
Students will know how to get along with their parents and then love and cherish their family.
Key and difficult point:
Key Point: Students make clear about how to give others suggestions. .
Difficult Point: Students can understanding the deep meaning of family.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Sing a song : Five Hundred Miles, then ask students the theme of the song, if they don’t know, the teacher will tell them that the song is used to express the feeling of wandering one missing his families.
Step 2: Pre-writing
1. The teacher read the letter to students and let students pay attention to the feeling of the author.
2. Brainstorming: tell students they should write a letter to the author, and what they should do is to have a discussion on the topic what the author should do to get along with her parents, and they are supposed to give as many suggestions as possible.
3. Then invite some students to write down their ideas on the blackboard.
4. Analysis the format of letter briefly.
Step 3: While-writing
Drafting: According to the analysis above, give students 15 minutes to write a letter to the author. First, remind them of the preparations we made during pre-writing. Secondly, go into them and give them some instructions when they are writing and ask them pay attention to grammar, punctuation, spelling and so on.
Step4: Post-writing
1. Peer editing: After the drafting, ask students to check the ideas or the logical development. Pay attention to the grammar, spelling and punctuation of their writings.
2. Sample show: choose several passages for them to learn and give them some evaluations from the advantages and disadvantages.Then ask them to rectify their own writings according the evaluations.
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 talk about their own problems honestly with their parents and try to solve them together.
Blackboard design:
1. Please talk about the principles of teaching writing?
2. What’s your favorite book?
考题
二、考题解析
【教案】
Teaching aims
Knowledge aim: students will know the pronunciation of the group of letter “ear”.
Ability aim: students can read words with “ear” when they learn vocabulary.
Emotional aim: students will be more interested in speaking English.
Key and difficult points:
How to pronounce the group of letter “ear”.
Teaching procedure:
Step 1: Warming-up
After greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!
Step 2: Presentation
Draw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.
Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.
Step 3: practice
Give students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.
Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.
Step4: Production
Do a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!
考题
1.Greetings
2Use a tongue twister to warm up: How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.
Step 2: Presentation
1Listen to the tape for the first time and ask them to write down what are they listening to.
2Let students find out similarity between these words.
3Tell students how to pronounce “oo”, and summary the pronunciation of “oo” /u/，/u：/.
Step 3: Practice
1Let students find more words with the pronunciation of “oo” (such as: look, book, wood, cookery, classroom), and use these words to make sentence.(such as: I look at the good book. Mr. wood is a good cook. )
Step 4: Production
Dubbing contest: students work in pairs to imitate film clips; teacher will give them 8 minutes to prepare it and then invite some students make performance in the front.
Step 5: Summary & Homework
Summary: students look at the blackboard and summarize this class.
Homework: students find lyrics with the pronunciation of “oo”, and hold a singing contest in the next class.
考题
I had a bad habit of skipping to the last pages of a book. I just wanted to see how it ended 11 I was still in the middle of it. This habit 12 first my morn, then my friends, and 13 even my own daughter. Often my 14 wouldn′t be limited just to the books I read but also to what others were 15 as well. Then one day my daughter told me in anger, "Dad, please just read a book one 16 at a time like everyone else!"
At times I didn′ t 17 this bad habit to just books either. I also tried to skip ahead in my own life and 18 out what to do months and even years from now 19 enjoying each day at present. Although I knew that the 20 of my life wasn′t done yet and that I had many pages 21 to go, I still couldn′t control my burning desire to write the 22 of it halfway through. Time and again, I would 23 jump ahead and try to solve every potential (潜在的) problem before it happened. Life, 24 , doesn′t work like that. It loves to 25 us, and you never know what new problems,changes, or opportunities each new day will 26 .
Recently when I found myself living in the 27 again, I felt a voice that gently told me I needed to "live one dayat a time". When I heard those words, I 28 , turned the book of my life back to the 29 . page, and thanked God for today.
Each of us has to 30 the book of life line by line, moment bymoment and trust that our story will be brought to its perfect end.
____20___A.book
B.river
C.picture
D.play
考题
I had a bad habit of skipping to the last pages of a book. I just wanted to see how it ended 11 I was still in the middle of it. This habit 12 first my morn, then my friends, and 13 even my own daughter. Often my 14 wouldn′t be limited just to the books I read but also to what others were 15 as well. Then one day my daughter told me in anger, "Dad, please just read a book one 16 at a time like everyone else!"
At times I didn′ t 17 this bad habit to just books either. I also tried to skip ahead in my own life and 18 out what to do months and even years from now 19 enjoying each day at present. Although I knew that the 20 of my life wasn′t done yet and that I had many pages 21 to go, I still couldn′t control my burning desire to write the 22 of it halfway through. Time and again, I would 23 jump ahead and try to solve every potential (潜在的) problem before it happened. Life, 24 , doesn′t work like that. It loves to 25 us, and you never know what new problems,changes, or opportunities each new day will 26 .
Recently when I found myself living in the 27 again, I felt a voice that gently told me I needed to "live one dayat a time". When I heard those words, I 28 , turned the book of my life back to the 29 . page, and thanked God for today.
Each of us has to 30 the book of life line by line, moment bymoment and trust that our story will be brought to its perfect end.
I had a bad habit of skipping to the last pages of a book. I just wanted to see how it ended 11 I was still in the middle of it. This habit 12 first my morn, then my friends, and 13 even my own daughter. Often my 14 wouldn′t be limited just to the books I read but also to what others were 15 as well. Then one day my daughter told me in anger, "Dad, please just read a book one 16 at a time like everyone else!"
At times I didn′ t 17 this bad habit to just books either. I also tried to skip ahead in my own life and 18 out what to do months and even years from now 19 enjoying each day at present. Although I knew that the 20 of my life wasn′t done yet and that I had many pages 21 to go, I still couldn′t control my burning desire to write the 22 of it halfway through. Time and again, I would 23 jump ahead and try to solve every potential (潜在的) problem before it happened. Life, 24 , doesn′t work like that. It loves to 25 us, and you never know what new problems,changes, or opportunities each new day will 26 .
Recently when I found myself living in the 27 again, I felt a voice that gently told me I needed to "live one dayat a time". When I heard those words, I 28 , turned the book of my life back to the 29 . page, and thanked God for today.
Each of us has to 30 the book of life line by line, moment bymoment and trust that our story will be brought to its perfect end.
____23____A.consciously
B.strangely
C.foolishly
D.critically
考题
（ ）This book is for students______native language is not English.A.of whom
B.that
C.which
D.whose
考题
单选题Many students found the book （）;it provided them with a large amount of information on the subject.A
informativeB
confusingC
distractingD
amusing
考题
单选题The reviewer didn’t make notes in the margin of the book becauseA
it was not convenient on the plane.B
the author of the book had made them.C
he borrowed the book from others.
考题
单选题In fact, _____.A
only some of the students finished Exercise 8B
there was no Exercise 8 in Lesson 1C
the students found and finished Exercise 8D
all the students wanted to be honest
考题
单选题（） shall be provided to every oil tanker of 150 tons gross tonnage and above to record relevant machinery space and cargo/ballast operations.A
Oil Record Book Part ⅠB
Oil Record Book Part ⅡC
Oil Record Book Part Ⅰ or Part ⅡD
Oil Record Book Part Ⅰ and Part Ⅱ
考题
单选题—What can you see in my hand, Tony?—I can see a book. ______ book is green.A
AB
AnC
TheD
\
考题
单选题I have made（）mistakes in my writing so that I can ask my students to find and correct them.A
falseB
intensiveC
deliberateD
accidental
考题
填空题命令？LEN（“THIS IS MY BOOK”）的结果是（）
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