单选题Virtual reality can help future teachers learn how to _____.A assess students’ skill levelsB respond to individual student’s needsC deal with students who misbehaveD run an orderly classroom
题目
单选题
Virtual reality can help future teachers learn how to _____.
A
assess students’ skill levels
B
respond to individual student’s needs
C
deal with students who misbehave
D
run an orderly classroom
相似考题
更多“单选题Virtual reality can help future teachers learn how to _____.A assess students’ skill levelsB respond to individual student’s needsC deal with students who misbehaveD run an orderly classroom”相关问题
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第1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2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3题：
共用题干
Teaching and Learning
Many teachers believe that the responsibilities for learning lie with the student.If a long reading assignment is given,instructors expect students to be familiar with the ______(1)in the reading even if they do not discuss it in class or take an examination.The ______(2) student is considered to be one who is motivated to learn for the sake of______(3) ,not the one interested only in getting high grades.Sometimes homework is returned ______(4) brief written comments but without a grade.
Even if a grade is not given,the student is ______(5) for learning the materi al assigned.When research is______(6), the professor expects the student to take it actively and to complete it with______(7) guidance.
It is the student's responsibility to find books,maga-zines,and articles in the library.Professors do not have the time to explain______(8) a university library works；they expect students______(9) graduate students to exhaust the reference______(10) in the library.Professors will help students who need it,but______(11) that their students should not be______(12)dependent on them.In the United States professors have many other duties______(13)teaching,such as administrative or research work.Therefore, the time that a professor can spend with a student outside of class is______(14).
If a student has problems with classroom work,the student should either______(15)a professor during office hours or make an appointment.1._________
A:suggestion
B:context
C:abstract
D:information答案：D解析：综合第一句的大意，只有D选项“信息”填在这里恰当，A项“提议，暗示”,B 项“语境，上下文”，C项“摘要”均不符合句意。
此句大意为“有理想的学生是为了学习而学习”，只有ideal最符合要求，故选B。
本文讲的是与学生学习相关的内容，A,B,D项均不合文意及句意，故排除。
此处要区分几个介词的含义，be returned with一般有“带着……回来”之意，此句意为“有时，被发回来的作业上只有简短的评价，并无分数”。be returned by意为“被……带回来”，而for,in于此搭配不当，所以答案选D。
be responsible for是固定搭配，表示“对……负责任”。其他选项放在此处都不合上下文含意。
此句意思是“当选定了一项研究课题时，教授们期望学生积极对待”。A和 D不合题意，最大的干扰项B意思为“分配，分布”，一般指一个整体被分散给许多个体，与之相比，C选项更为合适。
老师肯定希望学生能够在尽可能少的指导下完成研究。只有B选项意为 “最小的”，为正确答案。
首先排除B选项，因为此处需要一个关系副词充当宾语从句的状语，而 what是关系代词，之后要看整句的意思，“教授们没有时间去给学生解释一个大学图书馆是怎样运作的”。A和C虽然符合语法要求，但放此处意思不通，故选D。
A项“尤其”,B项“本质上”，C项“明显地”,D项“很少地，难得”。此处强调研究生，A选项较为合适。
此句意为“教授们期望学生，尤其是研究生阅尽图书馆中的文献资源”。A 项意为“选集”,B项为“集合”，两者一般都指文学作品的“集合”，而此处是学术界的文献。C 与D选项都有“来源，源头”的意思，但D选项侧重于“起源，开端”，C项更侧重于“原始资料”, 所以C项为正确答案。
根据下文意思，A和B选项可直接排除，教授们肯定是喜欢学生不依赖他们。D选项的含义比C选项更递进了一步，符合题意，故选D。
dependent是形容词，前面不能与such, much搭配，D选项more放在此处构成比较级，但前文并无原级与之相比较，因此只剩下A为答案，此句意为“教授们愿意帮助那些需要帮助的学生，但更希望学生不要太过依赖他们”。
此题重点在于区分三个有“除……之外”含义的介词。A选项一般翻译成 “而不是，并不是”,B选项意为“除去……之外”,D选项意为“除去……之外还……”，此句意思为“美国的教授除了教书之外还有许多其他的职责”，故D为答案。
根据上文含义，一个教授能花在学生身上的时间一定是有限的，A,C,D项不合题意，直接排除，B选项为正确答案。
此题还是承接上文含义，正因为教授时间有限，因此学生若想与之沟通，定要等教授在学校的时候，或是提前约好。C选项意为“接近，靠近”，为正确答案，A项“问候”, B项“使……厌恶”,D项“依附，伴随，添加”，意思均与文意不符。 -
第4题：
共用题干
Many teachers believe that the responsibilities for learning lie with the student._________(51) a long reading assignment is given,instructors expect students to be familiar with the_________(52) in the reading even if they do not discuss it in class or take an examination.The__________(53) student is considered to be one who is motivated（激励）to learn for the sake of_________(54),not the one interested only in getting high grades.Sometimes homework is returned________(55)brief written comments but without a grade.Even if a grade is not given,the student is_________(56) for learning the material assigned.When research is________(57),the professor expects the student to take it actively and to complete it with minimum guidance.It is the_________(58)responsibility to find books, magazines,and articles in the library.Professors do not have the time to explain _________(59)a university library works;they expect students,______(60)graduate students,to be able to exhaust the reference sources in the library.Professors will help students who need it,but_________(61)that their students should not be too dependent on them. In the United States professors have many other duties________(62)teaching,such as administrative or research work.________(63),the time that a professor can spend with student outside of class is_________(64).If a student has problems with classroom work,the student should either approach a professor during office hour_________(65)make an appointment._________(61)
A:hate
B:dislike
C:like
D:prefer答案：D解析：if引导条件状语从句。
information“信息”。advice“建议”。context“上下文，背景”。abstract“摘要”。只有information符合句子意思。
ideal“理想的”。poor“差的”。average“普通的，平均的”。disappointed“使人失望的”。只有ideal符合句子意思。
该句是说明理想学生是什么样子。An ideal student is considered to be one who is motivated（激励）to learn for the sake of learning,not the one interested only in getting high grades．理想的学生应该是为了学习而学习，而不是只对得高分感兴趣。
with brief written comments这里表示作业被老师返还回去时，上面写上了简短的评语，表达伴随状态，这里选with最合适。
be responsible for sth.“对······负责任”，是固定搭配。
assign“布置”。collect“收集”。distribute“分配”。finish“完成”。When research is assigned的意思是“当教授给学生布置研究任务时”。
上一句中说：…the professor expects the student to take it actively and to complete it with minimum guidance．教授希望学生积极参与，在尽可能少的指导下完成。因此这里说的查阅书籍、杂志和图书馆文献这些事情都是学生的职责。
how a university library works“大学图书馆如何运作”。只有how意思合适。
particularly“尤其是”。essentially“基本上”。apparently“明显地”。rarely “很少”。…they expect students, particularly graduate students, to be able to exhaust the reference sources in the library······他们希望学生尤其是研究生能够充分利用图书馆的各种参考资料。
prefer that sb.should not do sth.“宁愿某人不要做某事”。只有prefer有此用法。
besides“除了······以外还有”。这里是说美国老师除了教学任务之外，还有行政和科研等任务。
前一句中提及的美国老师任务繁多导致的结果就是老师和学生在一起的时间很有限，因此这里选择therefore表达这种因果关系。
limited“有限的”。plentiful“充足的”。irregular“不规则的”。flexible“灵活的”。只有limited符合句子意思。
either do sth.or do sth.“或者······或者······”，这里选择 or和前面的either搭配。 -
第5题：
共用题干
Teaching and Learning
Many teachers believe that the responsibilities for learning lie with the student.If a long reading assign-
ment is given,instructors expect students to be__________(51)with the information in the reading even if
they do not discuss it in class or__________(52)an examination.The ideal student is________(53)to
be one who is motivated to learn for the sake of learning,not the one interested only in getting high
___________(54).Sometimes homework is returned with brief written____________(55)but without a
grade.Even if a grade is not given,the student is___________(56)for learning the material assigned.
When research is_________(57),the professor expects the student to take it actively and to complete it
with minimum___________(58).It is the student's responsibility to find books,magazines,and articles in
the library.Professors do not have the time to__________(59)how a university library works;they expect
students to exhaust the___________(60)resources in the library.Professors will help students who need it,
_________(61)prefer that their students should not be too __________(62)on them.In the United
States professors have many other___________(63)besides teaching,such as administrative or research
work.Therefore,the time that a professor can spend__________(64)a student outside of class is limited.
if a student has problems with classroom work,the student should either__________(65)a professor
during office hours or make an appointment._________(61)
A:but
B:even
C:thus
D:and答案：A解析：be familiar with固定搭配，意思是“熟悉······”，符合句意。careful仔细的，小心的；happy 幸福的，高兴的；pleased高兴的，喜欢的；乐意做某事。
take an examination固定搭配，意思是“参加考试”，符合句意。
be considered to是固定搭配，意思是“被认为是”，符合句意。test测试，测验；recognize 认出，辨认出；assess评价，评定。
结合上文，该句意思是：理想的学生是为了学习知识而学习的，而不是为了获得高分而 学习的。grade意思是“成绩，分数”，符合句意。level水平，水准；degree度，度数；hope希望， 期望。
根据上下文，该句意思是：（返回的作业上）写有简单的评语但没有分数。comment意思 是“意见，评论”，符合句意。task工作，任务；declaration重要声明，宣言；question问题。
be responsible for是固定搭配，意思是“对······负责，承担责任”。anxious焦虑的，不安 的，担心的；concerned有关的，有牵连的；eager热切的，渴望的。
assign意思是“分配，指派”，符合句意。complete结束，完成；design设计；learn学习， 学会。
该句意思是：当研究内容分配下来以后，教授希望学生积极去做并且是在花费最少的 指导下完成。guidance意思是“指导，引导”，符合句意。requirement必需品，要求的事物；effort 力气，精力；evidence证据，证明。
该句意思是：教授们没有时间来解释大学图书馆是怎样运作的。explain意思是“解释， 说明”，符合句意。wonder对（某事）感到疑惑；想要知道；inquire询问，打听；speculate猜测， 推测。
reference意思是“参考，参照”,reference resources是“参考来源”的意思，符合句意。 inner内部的；personal亲自的，亲身的；natural正常的，平常的。
联系上下文，这里应该填一个表示转折的连接词，but符合句意。
dependent on意思是“依赖，依靠”，符合句意。keen感兴趣的，渴望的；energetic充满活 力的，精力充沛的；active积极的，活跃的。
该句意思是：在美国，教授们除了教学之外，还有许多其他的任务，比如管理方面或研 究方面的工作。duty意思是“责任，义务”，符合句意。opportunity机会；preference偏爱，偏好； point想法；某一事实。
结合上句意思，本句意思应该是：因此，在课堂之外一个教授能够跟学生在一起的时间 是有限的。spend with sb．意思是“花时间和某人在一起”，符合句意。
approach意思是“接近”，符合句意。trouble麻烦（某人），给（某人）添麻烦；select挑选， 选择；catch抓住。 -
第6题：
单选题The beginning sentence “Good teachers matter.” can mainly be explained as which of the following?AGood teachers help students establish confidence.
BGood teachers determine the personality of students.
CGood teachers promote student achievement.
DGood teachers treat students as their own children.
正确答案： C解析：
题干引用的句子出现在文章第一段首句。该段接下来对该句的含义进行了解释，指出过去很长一段时间研究者都无法证明teaching talent的重要性，但最新研究发现“teacher quality is a close cousin to student achievement”，可见教师素质与学生所取得的成就有紧密的关系，因此C项符合文意。 -
第7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8题：
单选题Passage 2Two friends have an argument that breaks up their friendship forever，even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact，according to an official report on youth violence，“In our country today，the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment，but the terrible reality of violence”. Given that this is the case，why aren't students taught to manage conflict the way they are taught to solve math problems，drive cars，or stay physically fit？First of all，students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example，a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults，which in turn can lead to violence. The problem isn't in the sandwich，but in the way students deal with the conflict.Once students recognize that conflict is unavoidable，they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer，he or she should choose words that will calm the other person down as well. Rude words，name-calling，and accusation only add fuel to the emotional fire. On the other hand，soft words spoken at a normal sound level can put out the fire before it explodes out of control.After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility,64% of the teachers reported less physical violence in the classroom;75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.The writer's purpose for writing this article is to______Acomplain about problems in school education
Bteach students different strategies for school life
Cadvocate teaching conflict management in schools
Dinform teachers of the latest studies on school violence
正确答案： C解析： -
第9题：
单选题Passage 2Two friends have an argument that breaks up their friendship forever，even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact，according to an official report on youth violence，“In our country today，the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment，but the terrible reality of violence”. Given that this is the case，why aren't students taught to manage conflict the way they are taught to solve math problems，drive cars，or stay physically fit？First of all，students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example，a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults，which in turn can lead to violence. The problem isn't in the sandwich，but in the way students deal with the conflict.Once students recognize that conflict is unavoidable，they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer，he or she should choose words that will calm the other person down as well. Rude words，name-calling，and accusation only add fuel to the emotional fire. On the other hand，soft words spoken at a normal sound level can put out the fire before it explodes out of control.After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility,"64% of the teachers reported less physical violence in the classroom;75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.After the conflict resolution program was started in Atlanta, it was found that______Athere was a decrease in classroom violence
Bthere was less student cooperation in the classroom
Cmore teachers felt better about themselves in schools
Dthe teacher-student relationship greatly improved
正确答案： D解析： -
第10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11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12题：
共用题干
Teaching and Learning
Many teachers believe that the responsibilities for learning lie with the student.If a long reading assignment is given,instructors expect students to be familiar with the ______(1)in the reading even if they do not discuss it in class or take an examination.The ______(2) student is considered to be one who is motivated to learn for the sake of______(3) ,not the one interested only in getting high grades.Sometimes homework is returned ______(4) brief written comments but without a grade.
Even if a grade is not given,the student is ______(5) for learning the materi al assigned.When research is______(6), the professor expects the student to take it actively and to complete it with______(7) guidance.
It is the student's responsibility to find books,maga-zines,and articles in the library.Professors do not have the time to explain______(8) a university library works；they expect students______(9) graduate students to exhaust the reference______(10) in the library.Professors will help students who need it,but______(11) that their students should not be______(12)dependent on them.In the United States professors have many other duties______(13)teaching,such as administrative or research work.Therefore, the time that a professor can spend with a student outside of class is______(14).
If a student has problems with classroom work,the student should either______(15)a professor during office hours or make an appointment.8._________
A:when
B:what
C:why
D:how答案：D解析：综合第一句的大意，只有D选项“信息”填在这里恰当，A项“提议，暗示”,B 项“语境，上下文”，C项“摘要”均不符合句意。
此句大意为“有理想的学生是为了学习而学习”，只有ideal最符合要求，故选B。
本文讲的是与学生学习相关的内容，A,B,D项均不合文意及句意，故排除。
此处要区分几个介词的含义，be returned with一般有“带着……回来”之意，此句意为“有时，被发回来的作业上只有简短的评价，并无分数”。be returned by意为“被……带回来”，而for,in于此搭配不当，所以答案选D。
be responsible for是固定搭配，表示“对……负责任”。其他选项放在此处都不合上下文含意。
此句意思是“当选定了一项研究课题时，教授们期望学生积极对待”。A和 D不合题意，最大的干扰项B意思为“分配，分布”，一般指一个整体被分散给许多个体，与之相比，C选项更为合适。
老师肯定希望学生能够在尽可能少的指导下完成研究。只有B选项意为 “最小的”，为正确答案。
首先排除B选项，因为此处需要一个关系副词充当宾语从句的状语，而 what是关系代词，之后要看整句的意思，“教授们没有时间去给学生解释一个大学图书馆是怎样运作的”。A和C虽然符合语法要求，但放此处意思不通，故选D。
A项“尤其”,B项“本质上”，C项“明显地”,D项“很少地，难得”。此处强调研究生，A选项较为合适。
此句意为“教授们期望学生，尤其是研究生阅尽图书馆中的文献资源”。A 项意为“选集”,B项为“集合”，两者一般都指文学作品的“集合”，而此处是学术界的文献。C 与D选项都有“来源，源头”的意思，但D选项侧重于“起源，开端”，C项更侧重于“原始资料”, 所以C项为正确答案。
根据下文意思，A和B选项可直接排除，教授们肯定是喜欢学生不依赖他们。D选项的含义比C选项更递进了一步，符合题意，故选D。
dependent是形容词，前面不能与such, much搭配，D选项more放在此处构成比较级，但前文并无原级与之相比较，因此只剩下A为答案，此句意为“教授们愿意帮助那些需要帮助的学生，但更希望学生不要太过依赖他们”。
此题重点在于区分三个有“除……之外”含义的介词。A选项一般翻译成 “而不是，并不是”,B选项意为“除去……之外”,D选项意为“除去……之外还……”，此句意思为“美国的教授除了教书之外还有许多其他的职责”，故D为答案。
根据上文含义，一个教授能花在学生身上的时间一定是有限的，A,C,D项不合题意，直接排除，B选项为正确答案。
此题还是承接上文含义，正因为教授时间有限，因此学生若想与之沟通，定要等教授在学校的时候，或是提前约好。C选项意为“接近，靠近”，为正确答案，A项“问候”, B项“使……厌恶”,D项“依附，伴随，添加”，意思均与文意不符。 -
第13题：
共用题干
Many teachers believe that the responsibilities for learning lie with the student._________(51) a long reading assignment is given,instructors expect students to be familiar with the_________(52) in the reading even if they do not discuss it in class or take an examination.The__________(53) student is considered to be one who is motivated（激励）to learn for the sake of_________(54),not the one interested only in getting high grades.Sometimes homework is returned________(55)brief written comments but without a grade.Even if a grade is not given,the student is_________(56) for learning the material assigned.When research is________(57),the professor expects the student to take it actively and to complete it with minimum guidance.It is the_________(58)responsibility to find books, magazines,and articles in the library.Professors do not have the time to explain _________(59)a university library works;they expect students,______(60)graduate students,to be able to exhaust the reference sources in the library.Professors will help students who need it,but_________(61)that their students should not be too dependent on them. In the United States professors have many other duties________(62)teaching,such as administrative or research work.________(63),the time that a professor can spend with student outside of class is_________(64).If a student has problems with classroom work,the student should either approach a professor during office hour_________(65)make an appointment._________(59)
A:when
B:what
C:why
D:how答案：D解析：if引导条件状语从句。
information“信息”。advice“建议”。context“上下文，背景”。abstract“摘要”。只有information符合句子意思。
ideal“理想的”。poor“差的”。average“普通的，平均的”。disappointed“使人失望的”。只有ideal符合句子意思。
该句是说明理想学生是什么样子。An ideal student is considered to be one who is motivated（激励）to learn for the sake of learning,not the one interested only in getting high grades．理想的学生应该是为了学习而学习，而不是只对得高分感兴趣。
with brief written comments这里表示作业被老师返还回去时，上面写上了简短的评语，表达伴随状态，这里选with最合适。
be responsible for sth.“对······负责任”，是固定搭配。
assign“布置”。collect“收集”。distribute“分配”。finish“完成”。When research is assigned的意思是“当教授给学生布置研究任务时”。
上一句中说：…the professor expects the student to take it actively and to complete it with minimum guidance．教授希望学生积极参与，在尽可能少的指导下完成。因此这里说的查阅书籍、杂志和图书馆文献这些事情都是学生的职责。
how a university library works“大学图书馆如何运作”。只有how意思合适。
particularly“尤其是”。essentially“基本上”。apparently“明显地”。rarely “很少”。…they expect students, particularly graduate students, to be able to exhaust the reference sources in the library······他们希望学生尤其是研究生能够充分利用图书馆的各种参考资料。
prefer that sb.should not do sth.“宁愿某人不要做某事”。只有prefer有此用法。
besides“除了······以外还有”。这里是说美国老师除了教学任务之外，还有行政和科研等任务。
前一句中提及的美国老师任务繁多导致的结果就是老师和学生在一起的时间很有限，因此这里选择therefore表达这种因果关系。
limited“有限的”。plentiful“充足的”。irregular“不规则的”。flexible“灵活的”。只有limited符合句子意思。
either do sth.or do sth.“或者······或者······”，这里选择 or和前面的either搭配。 -
第14题：
共用题干
Teaching and Learning
Many teachers believe that the responsibilities for learning lie with the student.If a long reading assign-
ment is given,instructors expect students to be__________(51)with the information in the reading even if
they do not discuss it in class or__________(52)an examination.The ideal student is________(53)to
be one who is motivated to learn for the sake of learning,not the one interested only in getting high
___________(54).Sometimes homework is returned with brief written____________(55)but without a
grade.Even if a grade is not given,the student is___________(56)for learning the material assigned.
When research is_________(57),the professor expects the student to take it actively and to complete it
with minimum___________(58).It is the student's responsibility to find books,magazines,and articles in
the library.Professors do not have the time to__________(59)how a university library works;they expect
students to exhaust the___________(60)resources in the library.Professors will help students who need it,
_________(61)prefer that their students should not be too __________(62)on them.In the United
States professors have many other___________(63)besides teaching,such as administrative or research
work.Therefore,the time that a professor can spend__________(64)a student outside of class is limited.
if a student has problems with classroom work,the student should either__________(65)a professor
during office hours or make an appointment._________(54)
A:levels
B:degrees
C:grades
D:hopes答案：C解析：be familiar with固定搭配，意思是“熟悉······”，符合句意。careful仔细的，小心的；happy 幸福的，高兴的；pleased高兴的，喜欢的；乐意做某事。
take an examination固定搭配，意思是“参加考试”，符合句意。
be considered to是固定搭配，意思是“被认为是”，符合句意。test测试，测验；recognize 认出，辨认出；assess评价，评定。
结合上文，该句意思是：理想的学生是为了学习知识而学习的，而不是为了获得高分而 学习的。grade意思是“成绩，分数”，符合句意。level水平，水准；degree度，度数；hope希望， 期望。
根据上下文，该句意思是：（返回的作业上）写有简单的评语但没有分数。comment意思 是“意见，评论”，符合句意。task工作，任务；declaration重要声明，宣言；question问题。
be responsible for是固定搭配，意思是“对······负责，承担责任”。anxious焦虑的，不安 的，担心的；concerned有关的，有牵连的；eager热切的，渴望的。
assign意思是“分配，指派”，符合句意。complete结束，完成；design设计；learn学习， 学会。
该句意思是：当研究内容分配下来以后，教授希望学生积极去做并且是在花费最少的 指导下完成。guidance意思是“指导，引导”，符合句意。requirement必需品，要求的事物；effort 力气，精力；evidence证据，证明。
该句意思是：教授们没有时间来解释大学图书馆是怎样运作的。explain意思是“解释， 说明”，符合句意。wonder对（某事）感到疑惑；想要知道；inquire询问，打听；speculate猜测， 推测。
reference意思是“参考，参照”,reference resources是“参考来源”的意思，符合句意。 inner内部的；personal亲自的，亲身的；natural正常的，平常的。
联系上下文，这里应该填一个表示转折的连接词，but符合句意。
dependent on意思是“依赖，依靠”，符合句意。keen感兴趣的，渴望的；energetic充满活 力的，精力充沛的；active积极的，活跃的。
该句意思是：在美国，教授们除了教学之外，还有许多其他的任务，比如管理方面或研 究方面的工作。duty意思是“责任，义务”，符合句意。opportunity机会；preference偏爱，偏好； point想法；某一事实。
结合上句意思，本句意思应该是：因此，在课堂之外一个教授能够跟学生在一起的时间 是有限的。spend with sb．意思是“花时间和某人在一起”，符合句意。
approach意思是“接近”，符合句意。trouble麻烦（某人），给（某人）添麻烦；select挑选， 选择；catch抓住。 -
第15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 student.s for the reality of today's fast-paces workenvironment.
正确答案： A解析： -
第16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17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18题：
单选题Passage 2Two friends have an argument that breaks up their friendship forever，even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact，according to an official report on youth violence，“In our country today，the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment，but the terrible reality of violence”. Given that this is the case，why aren't students taught to manage conflict the way they are taught to solve math problems，drive cars，or stay physically fit？First of all，students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example，a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults，which in turn can lead to violence. The problem isn't in the sandwich，but in the way students deal with the conflict.Once students recognize that conflict is unavoidable，they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer，he or she should choose words that will calm the other person down as well. Rude words，name-calling，and accusation only add fuel to the emotional fire. On the other hand，soft words spoken at a normal sound level can put out the fire before it explodes out of control.After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility,64% of the teachers reported less physical violence in the classroom;75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.From Paragraph 2 we can learn that______.Aviolence is more likely to occur at lunchtime
Ba small conflict can lead to violence
Cstudents tend to lose their temper easily
Dthe eating habit of a student is often the cause of a fight
正确答案： C解析：