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Passage 1
Kimberley Asselin sits in a rocking chair in front of her 22kindergartners, a glistening smile across her face as she greets them for themorning. Even at 9 a.m., she is effervescent and charismatic.
Yet behind Asselin′s bright expression, her enthusiasm is fading.
Asselin,24, is days away from finishing her first year as a teacher, the career of her dreams since shewas a little girl giving arithmetic lessons on a dry-erase board to her stuffed bears and dolls.
While she began the school year in Virginia′s Fairfax County full of optimism, Asselin nowfinds herself, as many young teachers do, questioning her future as an educator. What changed in themonths between August and June She says that an onslaught of tests that she′s required to give toher five-and six-year-old students has brought her down to reality.
"It′ s more than a first-year teacher ever imagines," Asselin said."You definitely have a lot ofhighs and lows, and it keeps going up and down and up and down."
New federal data that the Education Department released in April shows that about 10 percent ofnew teachers leave the profession within the first year on the job, and 17 percent leave within five yearsof starting. Though far lower than earlier estimates, it still means that many young educators bail fromthe classroom before they gain much of a foothold. For Asselin, testing has been the biggest stressor.
The proliferation of testing in schools has become one of the most contentious topics in U.S.education. The exams can alter the course of a student′s schooling and can determine whether ateacher is promoted or fired. In Virginia, schools earn grades on state-issued report cards based onthe scores students earn on mandatory end-of-year exams.
The Fairfax County school system, one of the nation′s largest, boasts that its kindergartenstudents take part in coursework that exceeds the state′ s standards. Unlike most states, Virginia hasnever adopted the Common Core State Standards, but Virginia officials say that the state′ s academicstandards are just as--or more--rigorous.
Asselin said that means that even the youngest students in public school are trader an academicmicroscope, making kindergarten about far more than socialization and play time.
Why does Asselin question her future as an educator in less than a year′ s time
Kimberley Asselin sits in a rocking chair in front of her 22kindergartners, a glistening smile across her face as she greets them for themorning. Even at 9 a.m., she is effervescent and charismatic.
Yet behind Asselin′s bright expression, her enthusiasm is fading.
Asselin,24, is days away from finishing her first year as a teacher, the career of her dreams since shewas a little girl giving arithmetic lessons on a dry-erase board to her stuffed bears and dolls.
While she began the school year in Virginia′s Fairfax County full of optimism, Asselin nowfinds herself, as many young teachers do, questioning her future as an educator. What changed in themonths between August and June She says that an onslaught of tests that she′s required to give toher five-and six-year-old students has brought her down to reality.
"It′ s more than a first-year teacher ever imagines," Asselin said."You definitely have a lot ofhighs and lows, and it keeps going up and down and up and down."
New federal data that the Education Department released in April shows that about 10 percent ofnew teachers leave the profession within the first year on the job, and 17 percent leave within five yearsof starting. Though far lower than earlier estimates, it still means that many young educators bail fromthe classroom before they gain much of a foothold. For Asselin, testing has been the biggest stressor.
The proliferation of testing in schools has become one of the most contentious topics in U.S.education. The exams can alter the course of a student′s schooling and can determine whether ateacher is promoted or fired. In Virginia, schools earn grades on state-issued report cards based onthe scores students earn on mandatory end-of-year exams.
The Fairfax County school system, one of the nation′s largest, boasts that its kindergartenstudents take part in coursework that exceeds the state′ s standards. Unlike most states, Virginia hasnever adopted the Common Core State Standards, but Virginia officials say that the state′ s academicstandards are just as--or more--rigorous.
Asselin said that means that even the youngest students in public school are trader an academicmicroscope, making kindergarten about far more than socialization and play time.
Why does Asselin question her future as an educator in less than a year′ s time
A.It is a common practice for American young teachers.
B.She has experienced too many highs and lows in her work.
C.It is totally beyond her expectation to give kids endless test.
D.She has grown tired of greeting her kindergartners every day.
B.She has experienced too many highs and lows in her work.
C.It is totally beyond her expectation to give kids endless test.
D.She has grown tired of greeting her kindergartners every day.
参考答案
参考解析
解析：细节题。题干：为什么Asselin在不到一年的时间里就质疑她作为教育者的未来。结合第三段最后一句“She says that all onslaught oftests that she’s required to give to her five．and six-year．old studentshas brought her down to reality．和第四段第一句It’s more than Afirst-yearteache rever imagines”可知．她质疑未来的原因是她的学生考试太多，和她想象的教学生活不一样。其实后面第五段最后一句“ForAsselin．testing hasbeenthebiggest stressor．"也说明考试给了她太多压力。因此选择C项“给孩子们无休止的考试完全超出了她的预期”。A项“这对于美国的年轻教师来说是常见的”，B项“她在工作中经历了太多的起起落落”，这都不是Asselin质疑未来的原因；D项“她厌烦了每天迎接幼儿们”，与原文不符。
更多 “Passage 1 Kimberley Asselin sits in a rocking chair in front of her 22kindergartners, a glistening smile across her face as she greets them for themorning. Even at 9 a.m., she is effervescent and charismatic. Yet behind Asselin′s bright expression, her enthusiasm is fading. Asselin,24, is days away from finishing her first year as a teacher, the career of her dreams since shewas a little girl giving arithmetic lessons on a dry-erase board to her stuffed bears and dolls. While she began the school year in Virginia′s Fairfax County full of optimism, Asselin nowfinds herself, as many young teachers do, questioning her future as an educator. What changed in themonths between August and June She says that an onslaught of tests that she′s required to give toher five-and six-year-old students has brought her down to reality. "It′ s more than a first-year teacher ever imagines," Asselin said."You definitely have a lot ofhighs and lows, and it keeps going up and down and up and down." New federal data that the Education Department released in April shows that about 10 percent ofnew teachers leave the profession within the first year on the job, and 17 percent leave within five yearsof starting. Though far lower than earlier estimates, it still means that many young educators bail fromthe classroom before they gain much of a foothold. For Asselin, testing has been the biggest stressor. The proliferation of testing in schools has become one of the most contentious topics in U.S.education. The exams can alter the course of a student′s schooling and can determine whether ateacher is promoted or fired. In Virginia, schools earn grades on state-issued report cards based onthe scores students earn on mandatory end-of-year exams. The Fairfax County school system, one of the nation′s largest, boasts that its kindergartenstudents take part in coursework that exceeds the state′ s standards. Unlike most states, Virginia hasnever adopted the Common Core State Standards, but Virginia officials say that the state′ s academicstandards are just as--or more--rigorous. Asselin said that means that even the youngest students in public school are trader an academicmicroscope, making kindergarten about far more than socialization and play time. Why does Asselin question her future as an educator in less than a year′ s time A.It is a common practice for American young teachers. B.She has experienced too many highs and lows in her work. C.It is totally beyond her expectation to give kids endless test. D.She has grown tired of greeting her kindergartners every day.” 相关考题
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As used in this passage，the word “valid” in the second paragraph means______A. foreignB. 1egalC. monetaryD. illegal
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小学英语?阅读
一、考题回顾
二、考题解析
【教学设计】
Teaching aims:
Knowledge aim:
Students will master the meaning and usage of the structure “be doing” through reading the passage.
Ability aim:
Students will apply the “be doing” to communicate with each other in real situation.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
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Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.
Teaching procedure:
Step 1: Warming-up
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Step 2: Pre-reading
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Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.
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【教案】
Teaching aims:
Knowledge aim:
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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
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Step 2: Pre-reading
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Step 3: While-reading
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2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students.
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Step4: Post-reading
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Step5: Summary and Homework
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Homework: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph.
Blackboard design:
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1 hour or moreD
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