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题目内容
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The Internet is extensively utilized by students for______information to undertake their course-related tasks and assignments.
A.maintaining
B.evaluating
C.retaining
D.retrieving
B.evaluating
C.retaining
D.retrieving
参考答案
参考解析
解析：本题考查近义词辨析。题目意为“学生广泛利用互联网获取信息，以_____开展与课程相关的任务和作业信息。”A选项“维持”， B选项“评估”，C选项“保留”，D选项“检索，取回”。根据题干，学生用互联网来搜索一些课业相关信息，因此D选项符合题意。
更多 “The Internet is extensively utilized by students for______information to undertake their course-related tasks and assignments.A.maintaining B.evaluating C.retaining D.retrieving” 相关考题
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by ___________, we mean tasks that students do before they read the text in detail.
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On the Internet, users can share（ ）and communicate with each other.A.process B.tasks C.resources D.documents
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The main purpose of asking questions about the topic before listening is to __________.
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Which of the following statements about take-based language teaching is NOT true?
A．Students should be given tasks to perform or problems to solve in the classroom.
B．Student are task-driven.
C．Task-based language teaching is student-centered.
D．Task-based language teaching is teacher-centered.
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Which of the following tasks fails to develop students′ skill of recognizing discoursepatterns
A.Analyzing the structure of difficult sentences.
B.Checking the logic of the author's arguments.
C.Getting the scrambled sentences into a paragraph.
D.Marking out common openers to stories and jokes.
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when teaching vocabulary.
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Which of the folIowing statements about take-based language teaching is NOT true?A．Students should be given tasks to perform or problems to solve in the classroom.
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D．Task-based language teaching is teacher-centered.
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B. PWP
C. PPT
D. TBLT
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The main purpose of asking questions about the topic before listening is to
A.meet students' expectation
B.increase students' confidence
C.activate students' schemata
D.provide feedback on tasks
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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
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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
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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
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It would be______exploring students' epistemic beliefs regarding course-related information located on the Internet.
A.worthwhile
B.worth
C.while
D.worthy
考题
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
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单选题All the students of this university have free ______ to the Internet via a broadband connection.A
accessB
entranceC
permissionD
passageway
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单选题What should the teacher try to avoid when selecting listening activities?A
The listening activity must have a real, communicative purpose.B
The listening activity must cater to students' real life.C
Pre-listening tasks must help students identify the purpose of the listening activity.D
The classroom climate surrounding the listening activity can be anxious.
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单选题Students at a certain university have complained that some of their professors do not provide copies of their lecture notes at every class. The student body president has argued that, in order to further the educational purposes of the university, all professors should be required to post their lecture notes online. Which of the following, if true, most weakens the students’ argument that the professors should be required to post their lecture notes online?A
At the most popular classes, there are often insufficient quantities of lecture note copies to accommodate all of the students.B
Students have acknowledged that if the lecture notes are posted online, they will be less likely to go to class.C
Professors complain that the university does not provide sufficient copying funds, so that professors often have to pay for copies of lecture notes out of their own pockets.D
Over 80 percent of students have access to the Internet in their dorm rooms, and all students have 24-hour access to the Internet at the computer lab.E
The university has publicly stated that one of the educational goals of the university is to help all students gain competency with the Internet.
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单选题The main purpose of asking questions about the topic before listening is toA
meet students' expectationB
increase students' confidenceC
activate students' schemataD
provide feedback on tasks
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单选题About principles of teaching reading, which description is wrong?A
The selected texts and attached tasks should be accessible to the students.B
Tasks should be given after reading.C
Tasks should help develop students' reading skills rather than test their reading compre-hension.D
The teacher should provide enough guidance and assistance at the beginning.
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单选题About principles of teaching reading, which description is wrong?A
The selected texts and attached tasks should be accessible to the students.B
Tasks should be given after reading.C
Tasks should help develop students' reading skills rather than test their reading comprehension.D
The teacher should provide enough guidance and assistance at the beginning.
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单选题The harmful effects of excessive alcohol intake on the hepatic system is extensively documented by medical studies.A
is extensively documented by medical studiesB
is documented more extensively by medical studiesC
are extensively documented by medical studiesD
medical studies are extensively documentingE
has documented extensively by medical studies
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