题目内容
Students and Technology in the Classroom
I love my blackberry — it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices（设备）and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule — no laptop, iPads, phones ,etc .When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion.
I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
1.Some of the students in the history class were unhappy with _______.
|
A．the course material |
B．others’ misuse of technology |
|
C．discussion topics |
D．the author’s class regulations |
2.The underlined word “engage ”in paragraph 4 probably means _______.
|
A．explore |
B．accept |
C．change |
D．reject |
3. According to the author, the use of technology in the classroom may _______.
|
A．keep students from doing independent thinking |
|
B．encourage students to have in-depth conversations |
|
C．help students to better understand complex themes |
|
D．affect students’ concentration on course evaluation |
4. It can be inferred from the last paragraph that the author _______.
|
A．is quite stubborn |
|
B．will give up teaching history |
|
C．will change his teaching plan soon |
|
D．values technology-free dialogues in his class |
1.D
2.A
3.A
4.D
【解析】略
能考试全能100分系列答案High school graduation is worth celebrating. It marks a big change in the lives of young adults. However, it ought to mean even more. It ought to mean that the graduate is ready for college or career.
In a report issued last year, we found that almost half of recent Illinois high school graduates required remedial courses(补习课) upon enrolling(注册) a community college. These courses require time and money to complete, yet offer no credits toward a degree. Too often, students never get through those remedial courses and end up dropping out of college.
Why is the remediation rate so high? A large part of the reason is that we have not set high enough standards for what our students need to learn from kindergarten to high school. They simply aren’t equipped with the knowledge and skills they need to succeed.
The same is true for careers. In Illinois, good jobs continue to go vacant(空缺) even while we are trying hard to go through tough economic times. This is due largely to the mismatch between the skills and knowledge we provide our students with and what employers in a modern economy need workers to know.
The good news is that in Illinois we have a plan to help get our students ready for life in the real world. We have already taken an important first step by becoming one of the 45 states to adopt the Common Core State Standards and have begun introducing them to classrooms this year. The new standards provide fewer, clearer and higher benchmarks(标准) for academic progress. They focus on deeper knowledge required at each grade level, give teachers the opportunity to explore topics fully and ensure students can apply what they’ve learned.
Research shows that when expectations are raised, students rise to meet them. Adapting to higher standards and raising expectations may prove challenging, but they are the steps we must take so that our students are successful in high school and prepared for college and careers. Readiness is worth a celebration.
【小题1】According to the passage, in most cases, students taking part in remedial courses ___.
| A．come from wealthy families |
| B．leave college before finishing their courses |
| C．are offered credits toward a degree |
| D．are likely to develop their academic interest |
| A．provide solutions to the rising remediation rate |
| B．show the present situation of unemployment in Illinois |
| C．suggest knowledge learned in school be put into practice |
| D．explain why students aren’t prepared for college and a career |
| A．They were first adopted in Illinois. |
| B．More benchmarks are required. |
| C．They benefit teachers as well as students. |
| D．They ensure students’ success in college. |
| A．Supportive | B．Critical |
| C．Doubtful | D．Worried |
This Teaching Assistant Level 3 course is designed for people who either are, or wish to become a teaching assistant. Teaching assistants carry out their tasks under the direction of the class teacher. This is a fully supported home study course, and the help is available whenever you need it --- either online or over the phone. There is a huge demand for teaching assistants around the country but also many thousands of applicants for these positions. Having this Teaching Assistant Level 3 qualification will help you stand out from other applicants. Our Level 3 Teaching Assistant course is similar to the NVQ (National Vocational Qualification) Level 3 because it is an equivalent (同等的) level of learning.
The teaching assistant is able to contribute in four main areas:
Supporting the teacher
Supporting the pupil
Supporting the school
Supporting the curriculum
The salary a teaching assistant is expected to earn a year:
London fringe (外围):￡16,856 - ￡26,052
Outer London: ￡18,789 - ￡27,992
Inner London: ￡19,893 - ￡29,088
Rest of England and Wales: ￡15,817 - ￡25,016
The fee and the time of enrolment (入学)
Enroll for only a ￡35 deposit. Teaching Assistant Level 3 is only ￡345. To help you on your way towards achieving your qualification, we are offering all of our potential students a ￡115 reduction in their enrolment fees for June. The normal fee for this course is ￡460 but for this month it has been reduced to only ￡345. There has never been a better time to start learning and take that first step towards a brighter future!
100% money back guarantee, if you are not satisfied. That’s why we’ll happily give you your money back on any course returned within 7 days. It’s easy for you to enroll now by telephone 01223 923 913. You can get free friendly help and advice from 9:00 am to 4:00 pm, on Monday to Friday. Call 01223 923 915.
【小题1】How can people study this Teaching Assistant Level 3 course?
| A．Go to the night school. | B．Go to the full-time school. |
| C．Study at home at any time. | D．Study at weekends or vacations. |
| A．Listening to the teacher’s lecture all the time. |
| B．Only helping teachers prepare their lessons. |
| C．Helping promote effective learning and teaching. |
| D．Often giving lessons in place of the formal teacher. |
| A．downtown Wales | B．the fringe of London |
| C．outer London | D．downtown London |
| A．￡35 | B．￡310 | C．￡345 | D．￡460 |