题目内容

9._____difficult problems we may come across,we'll help one another to solve them.(  )
A.HoweverB.WheneverC.WhereverD.Whatever

分析 无论我们可能会遇到什么困难,我们会互相帮助克服这些困难.

解答 答案D.根据we'll help one another to solve them可知本句表示无论我们可能会遇到什么困难,我们会互相帮助克服这些困难,四个选项的含义分别是Wherever无论哪里;Whatever无论什么,后面接名词;However无论如何,然而,后面跟形容从或副词;Whenever无论何时.此句中difficult problems 的中心词是名词problems,所以答案是D.

点评 考查从属连词.Whatever有两个用法,一是引导名词性从句(如主语从句、宾语从句、表语从句),二是用于引导让步状语从句.
1.用于引导名词性从句
Whatever she did was right.她做的一切都是对的.
2.用于引导让步状语从句
Whatever we said,he'd disagree.无论我们说什么,他都不同意.

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4.Please do not sign your name.Mark the responses that most nearly reflect your teaching practices.This is one way to reflect your practices and how much you got out of it.Keep one copy and give one to your tutor(s).
HOW OFTEN:
0=never   1=rarely     2=sometimes (1-2x/week)
3=moderately(3x/week) 4=often(4x/week)             5=daily
DEVELOPMENT APPROPRIATENESS:I provide opportunities for students to use literacy for their own purposes using previous knowledge,developmentally appropriate strategies and world experiences012345
EVIRONMENT:I use flexible grouping,e.g.pairs,small groups of different levels,small needs-based groups,and working alone.012345
KNOWLEDGE CONSTRUCTION:I provide opportunities for students to interpret literary and informational texts before,during and after reading or listening by talking,writing,enacting,drawing,etc.012345
ASSESSMENT OF LEARNING:I assess students'use of literacy strategies using this information to measure student progress and refocus my own teaching.012345
DEMONSTRATION OF STRATEGIES:I read aloud to students and write in front of them,using literary and informational texts.012345
READING STRATEGIES:I instruct students to read strategically,e.g.to reflect,predict,decode,question,connect,retell,summarize,map,etc.012345
WRITING STRATEGIES:I provide opportunities for students to work through the writing processes alone and with others,e.g.thinking about purposes and audiences,prewriting,drafting,revising,editing and publishing.012345
SELF-SELECTION:I provide time for the self-selection of books for independent reading in the classroom,and for book sharing.012345
DEVELOPING MEANING:I provide clear targets to students to develop higher levels of learning,e.g.What does it mean?Why do I need to know it?How will I use it?012345
EXTENTION OF LEARNING:I provide opportunities and activities for students to learn more about topics of their choice through problem-based learning assignments,etc.012345
BUILDING SUCCESS:I structure lessons/activities that provide opportunities for all students to experience success.012345
70.According to the passage,who most probably mark the responses in the form?B
A.Professional tutors.
B.Language teachers.
C.Personal physician.
D.Psychological therapist.
71.According to the passage,which frequency degree would you choose if you carry out the practice in the form not at all often?B
A.0   
B.1  
C.2   
D.3
72.Mr.Kent bears EXTENTION OF LEARNING idea in mind,he quite often tends toD.
 A.always set groups to encourage students to work out something by putting heads together
 B.prepare grade-level materials for teaching
 C.develop students reading skills during pre-while-and-post-reading stage
 D.provide students with extra learning materials to further their study
73.Mrs.Grace likes to share her version of tasks outcome in class,which could be labeledC.
A.ASSESSMENT OF LEARNING                        
B.KNOWLEDGE CONSTRUCTION
C.DEMONSTRATION OF STRATEGIES                 
D.SELF-SELECTION.
19.Observational Learning:To See Is to Know
A group of psychologists,led by Albert Bandura,developed social learning theory,which emphasizes the fact that much learning occurs in a social context.This kind of learning,which results simply from observing and imitating the behaviors of others,is called observational learning.Observational learning helps people acquire proper behaviors in their families and cultures:By watching others,we learn how to greet people,eat,laugh and tell jokes.Do you still remember your first few days in senior grade one?By watching others,you learned how people talked to each other,what clothes were"fashionable,"and how to interact with instructors.
The people from whom you learn new behaviors through observing function as models,presenting a behavior to be imitated.With modeling,you observe others'behaviors,and then none,some,or all of these behaviors may be learned and repeated,or modified.In one of Bandura's classic studies,children were divided into three groups:One group watched an adult beating up a Bobo doll,one group watched an adult ignoring the Bobo doll,and the third didn't see an adult at all.After being mildly frustrated by being placed in a room with toys,but not being allowed to play with some of them,all of the children were then placed in another room with a variety of toys,including a Bobo doll.Children in the first group tended to imitate what they had seen,mistreating the doll (and inventing new ways to abuse it) and being aggressive with the other toys in the room.
Researchers have discovered that several characteristics of models can make learning through observation more effective.Not surprisingly,the more you pay attention to the model,the more you learn.You are more likely to pay attention if the model is an expert,is good looking,has high status,or is socially powerful.Second,by watching others,we learn about what behaviors are appropriate for people like ourselves,so models who are seen as similar are more readily imitated.All students need to see successful,capable models who look and sound like them.
Then,as teachers,how can you apply observational learning?Here are a few guidelines.Above all,model the behaviors and attitudes you desire your students to learn.For example,show enthusiasm for the subject you teach.Be willing to demonstrate both the mental and the physical tasks you expect the students to perform.Second,use peers,especially class leaders,as models.For example,in group work,pair students who do well with those who are having difficulties.Third,you may seek the help of class leaders in modeling behaviors.Examples include letting high-status students lead an activity when you need class cooperation or when students are likely to be reluctant at first.
Observational Learning:To See Is to Know

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