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Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
Which of the following is true of the independent teacher education programs
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
Which of the following is true of the independent teacher education programs
A.They are initiated to deal with teacher shortages and education inequities．
B.They aimed to raise the standards of teacher education programs．
C.They compete with the university teacher education programs．
D.They can replace the university teacher education programs．
B.They aimed to raise the standards of teacher education programs．
C.They compete with the university teacher education programs．
D.They can replace the university teacher education programs．
参考答案
参考解析
解析：细节题。根据最后一段中的“Giventhe seriousness oftheteacher shortage problemintheUnited States and the substantial media attention that has been given to independent teacher education programs as thesolution to teacher shortages and education inequities”可知。由于美国教师短缺的严重问题，还有大量媒体对于私立师范教育的关注．私立师范教育被认为是解决师资短缺和教育不公的方法。故选A。
更多 “Passage 2 Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching． This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S． Department of Education all providing sponsorship and substantial funding． The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training． Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities． Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities． Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching． Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline． Which of the following is true of the independent teacher education programs A.They are initiated to deal with teacher shortages and education inequities． B.They aimed to raise the standards of teacher education programs． C.They compete with the university teacher education programs． D.They can replace the university teacher education programs．” 相关考题
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The word“shoot”underlined in the 2nd passage probably means“”.A.send forB.move quicklyC.come outD.grow quickly
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To grasp the gist of a passage in a quick way, what may a reader focus on?
A．The transitional paragraphs.
B．The whole passage.
C．The topic sentences.
D．Every sentence in the passage.
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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:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.
Step 2: Pre-reading
1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.
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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1. How do you improve students’ interest in learning English?
2. What principle should you use in the post-reading step?
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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
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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:
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reading the passage in detailB
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Passage 1 is less concerned with the interaction between man and the land than is Passage 2.C
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prevent the passage of flammable gasesB
prevent the passage of poisonous vaporsC
delay the spread of heat and flamesD
maintain watertight integrity
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