题目内容
Two teachers are needed in Jiangsu Province ASAP!
7000-8000 RMB / month (20 lessons / week) plus benefits!
The school is located in Sihong Town, which is only two hours away from Nanjing City by bus.
Requirements:
Native English speakers from Australia, Canada, UK, etc. Bachelor' s degree and teaching experience
We offer:
Airfare reimbursement & Travel bonus
A spacious, private and on-campus apartment with the following items included:
Computer with free Internet access; Telephone; Color TV; Heater; Washing machine; Refrigerator; Microwave; Cooking facilities (plates, glasses, cups, pots and pans, etc.)
Water dispenser; Western-style toilet; Bath-tub; Non-stop hot water
To apply for the job, please send your resume to zlO120@163.com.
Application:
To apply for the job, please don’t forget to include the following information:
Personal data (age, place of birth, etc.)
Description of your academic history and teaching experience
A recent picture
Scanned documents, such as diploma(s), passport and current visa (if already in China)
A phone number where we can reach you
For inquiries, call +86 (871)3803085; 13700641813
54. This advertisement is about____________.
A. introducing a school B. taking on English teachers
C. attracting foreign students D. arranging the subjects
55. What is Not needed for you to apply for the job?
A. your resume B. your personal data
C. your academic history D. a recommendation letter
56. If you are employed, you may___________.
A. live far away from the campus B. share a room with another teacher
C. surf the Internet for free D. enjoy three free meals every day
57. Where can you mostly read the advertisement?
A. In a telephone book. B. In a newspaper.
C. In a travel guide. D. In a textbook.
BDCB
Wong Fuk-wing(黄福荣), a Hong Kong volunteer（志愿者）at an orphanage（孤儿院）in Yushu, was killed in the earthquake when he was trying to save others on April 14, 2010.
Wong managed to run safely out of the building with some children when the first quake happened at 7:50 am on April 14, but he went back inside to rescue three other children and three teachers inside, although he knew the danger of aftershocks（余震）.
At 10 am, all the children and one of the teachers were saved. However, Wong was buried under the fallen building and died. The other two teachers were still waiting to be rescued.
46-year-old Wong was a truck driver, who often said he could only give his efforts to charity（慈善）instead of money, as he did not earn a lot. His tragic（悲剧的）end touched the hearts of many people both in Hong Kong and on the mainland.
Wong began volunteering in 2002. In 2003, Wong was told by the doctor he got serious illness, which gave him a great blow. However, the illness did not deter the warm-hearted man. When the earthquake struck Wenchuan is Sichuan Province in 2008, Wong rushed to the disaster area of Shifang to offer his help though his family did not want him to go.
In fact, Qinghai is a place Wong had often visited since 2006. As a volunteer, he gave out medicine and clothing to the orphanage there. No one could expect that Wong would die helping others.
Hong Kong Chief Secretary Henry Tang Ying-yen said he had “the highest respect” for the hero who gave his life for others. “What he did has shown the Hong Kong spirit.” The citizens of Hong Kong called him “ the pride of Hong Kong’s people” and people on the mainland have also praised him as “ a true hero”.
【小题1】Wong died in the earthquake .
| A．after he sent medicine and clothing to the orphanage |
| B．when he returned to save the teachers and students |
| C．because he suffered from his serious illness again |
| D．as the first earthquake happened |
| A．prevent | B．refuse | C．beat | D．encourage |
| A．He never visited Qinghai before 2010. |
| B．He was supported by his family being a volunteer. |
| C．He was thought highly of by the Chinese. |
| D．He was a taxi driver before he died. |
| A．He always offered money to the orphanage. | B．He fought against his illness bravely. |
| C．He helped the orphanage though being poor. | D．He put other people’s lives above own. |
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
| A Classroom With Context | |
| Problems of the school | Being a farming town，it(71) little in education before． |
| Further education is considered （72）______________． | |
| The community is relatively(73) rather than open to the outsiders． | |
| Ways of solving the problems | The division of classes is made and students are well(74) ． |
| Individual schedules and lesson plans are(75) by each team． | |
| A strong(76) between teacher and student is established through combining teams and looping． | |
| Signs of (77) | 72 percent of the eighth-graders(78) Maine's reading standard |
| (79)percent higher than the state average in maths | |
| the school beating the state average in writing and science | |
| four of the previous five years(80) at least 20 percent test gains | |
任务型阅读(共10题；每小题1分，满分10分)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。
注意：每空格1个单词。
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
|
A Classroom With Context |
|
|
Problems of the school |
Being a farming town, it (1) little in education before. |
|
(2) education is considered less important. |
|
|
The community is relatively （3) ____ rather than open to the outsiders. |
|
|
Ways of solving the problems |
The division of classes is made and students are well (4) ____. |
|
Individual schedules and lesson plans are (5) ____ by each team. |
|
|
A strong (6) ____ between teacher and student is established through combining teams and looping. |
|
|
Signs of (7) ____ |
72 percent of the eighth-graders (8) ____ Maine's reading standard |
|
(9)________ percent higher than the state average in maths |
|
|
the school beating the state average in writing and science |
|
|
four of the previous five years (10) ____ at least 20 percent test gains |