题目内容

Teaching involves more than leadership. Some of the teacher's time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an efficient organizational structure and good working environment so that instruction and evaluation activities can take place. A group, that is totally disorganized, unclear about its goals, or constantly fighting among its members, will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.

On the first day of class, the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages cooperation.

Standards and rules must be established that maintain order, ensure justice, and protect individual rights, but do not contradict school policy. What happens when one student hurts another's individual rights? Without clear guidelines mutually agreeable to students, teachers, and administration, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without input from the class, students may spend a great deal of creative energy in running the class environment, finding ways to break rules.

No matter how skillful the teacher is in uniting students and establishing a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise (出现). The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or athletic contests, 'or family troubles cause stress in the classroom. One task for the teacher is to restore (恢复) a positive environment by helping students cope with conflict, change, and stress.

   1. This article is written mainly for the purpose of——.

      A. providing information for teaching

      B. studying the teacher's behavior in the classroom

      C. comparing the teacher's behaviors with students'

   D. teaching and organizing class

   2. The teacher, to some extent, is a leader because——.

      A. he is responsible for a well-organized class and a good learning environment

      B. he deals with students in the same way as a leader deals with people

      C. he should develop harmony among students

      D. he has to maintain order and give instruction and evaluation

   3. The teacher should do more than teach. It is his responsibility to——.

      A. create an organizational structure and a positive learning structure

      B. establish standards and roles students should follow

      C. help students deal with conflict, change, and stress

      D. all of the above

   4. The following statements are true of the standards and rules to be established except——.

      A. the standards and rules should maintain order

      B. the standards and rules should not violate school policy

      C. the standards and rules are accepted only by the teachers and administration

      D. the standards and rules should ensure justice and protect students' individual rights

 

答案:1A2A3D4C
解析:

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By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me   16  . I just had to get through one of the hardest days of the school year.
  The morning bell rang. I walked   17  through the cold into the overly heated school building. Twenty-two smiling faces  18  me at the school bus stop. I forced myself to   19  their smiles. Back into the classroom, they   20 , comparing plans for the   21  . I had to remove one student from each arm   22  I could take a seat at my desk for my morning duties. Before I could find my roll book(点名册) my desk was covered with   23  and gifts followed by a   24  of “Merry Christmas” wishes.
 “Oh, thank you,” I must have  25  a million times. Each gift was truly special to me, except my   26  mood. It was kind of them to  27  me. After a while, I heard a small nervous   28  say my name. I looked up to see Brandon standing   29  by my desk, holding a small, round gift. “This is for you.”
  “Thank you, Sweetheart.” I laid it on my desk with the others.
 “Um, could you   30  it now?”
 I gently tore at the paper and tape. “  31  ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament(装饰物), complete with a hook already 32 . It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my   33  back.
 Later that day, I sat   34  the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as I   35  pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.
【小题1】.

A.excitedB.tiredC.amazedD.relaxed
【小题2】.
.
A.eagerlyB.aimlesslyC.gently D.heavily
【小题3】.
A.watchedB.greetedC.delightedD.warned
【小题4】.
A.returnB.forgetC.ignoreD.refuse
【小题5】.
A.calmedB.settledC.chattedD.argued
【小题6】.
A.studyB.weekendC.vacationD.lesson
【小题7】.
A.beforeB.whenC.afterD.because
【小题8】.
A.lettersB.booksC.chalksD.cards
【小题9】.
A.knowledgeB.collectionC.seriesD.bunch
【小题10】.
A.confirmedB.assessedC.respondedD.explained
【小题11】.
A.pleasedB.lowC.thrilledD.angry
【小题12】.
A.talk aboutB.think ofC.turn toD.connect with
【小题13】.
A.callB.soundC.shoutD.voice
【小题14】.
A.shylyB.bravelyC.rudelyD.sadly
【小题15】.
A.classifyB.collectC.openD.check
【小题16】.
A.CarefulB.DangerousC.PatientD.Hasty
【小题17】.
A.exposedB.adaptedC.adjustedD.attached
【小题18】.
A.treesB.hooksC.giftsD.tears
【小题19】.
A.looking intoB.turning overC.giving awayD.packing up
【小题20】.
A.anxiouslyB.hurriedlyC.delicatelyD.casually

Tyler was a troubled student.He was in my senior class last year.It was __1__ to his former teachers that he had made it to his senior year.

He sat in the back row.Every time I spoke in the front of the classI would ask students questions__2__ them by name.This helped me learn their names while getting the kids __3__.Unfortunatelyevery time I asked him a questionhe would __4__ with a flip(轻率的) answer.He knew the answers when he listened __5__ he didn’t want to be asked.If he got a wrong answerhe would get very angry.

One dayTyler was talking while I was teaching.In the __6__ of teaching I said“Tylerwhy are you having your own discussion instead of __7__ ours” With thathe __8__ from his chairpushed it overand yelled.I sent him to the office with a discipline referraland he __9__ a week’s out of school suspension.

The week’s out of school suspension was wonderful.Howeverthe week soon came to a(n) __10__and I began to worry about his __11__.I knew from talking with his other teachers that he would be back even angrier.

I made a(n) __12__.On the day that he came backI stood at the door __13__ him.As soon as I saw himI asked him to talk for a moment.He seemed __14__ to do it but agreed.I told him that I wanted to start over(重新开始) with him.FurthermoreI gave him permission that if he felt he was going to lose __15__ in class he could step right outside the door for a moment to collect himself.

From that point onTyler was a(n) __16__ student in my classroom.He listened and participated.He was __17__ a smart child and I could finally get to see this in him.He even __18__ a fight between two other students one day.I __19__ that giving him the power to decide for himself made all the __20__.

1.A.surprising? Binteresting

Cdisappointing? Dupsetting

2.A.visiting? Bwatching

Cinterviewing? Dcalling

3.A.defeated? Baddicted

Cinvolved? Dimpressed

4.A.exchange? Brespond

Cshare? Dconnect

5.A.until Bif

Cunless? Dbut

6.A.case? Bmatter

Cmiddle? Dpresence

7.A.joining? Bstarting

Chearing? Dlearning

8.A.fell down? Bgot up

Cjumped in? Dfell off

9.A.suggested? Brefused

Creceived? Drequested

10.A.end? Bdecision

Chead Dagreement

11.A.study? Breturn

Cfamily? Dhealth

12.A.plan Bmistake

Cface Dnoise

13.A.looking after? Bescaping from

Cwaiting for? Dstaring at

14.A.excited? Bunhappy

Ccalm? Dcrazy

15.A.touch Bcourage

Cheart? Dcontrol

16.A.changed? Bsimilar

Cconfused? Dproud

17.A.rarely? Bactually

Cusually? Dhardly

18.A.led? Bmissed

Creported? Dstopped

19.A.believe Bdoubt

Cexpect? Drecommend

20.A.effort? Bdifference

Cpoint Dway

 

In my long years of teaching, I often ask my student to read the texts until they can recite them, and I tell them that recitation is an important part of their homework. However, some of my students are tired of doing so, thinking that it is both hard and useless. They argue that it takes a long time to recite a text from memory and text itself never appears in a test paper.

In my opinion, it naturally takes time to recite a text, but it is worth doing so. When you are able to recite a text, you are sure to be familiar with the words and expressions. When you need them in reading or writing or doing exercises, they will come to your mind quickly, and so you will give quick response to all kinds of language situation. How can we say that it is useless?

Besides, many students complain that they soon forget what they were once able to recite. This is true, but you don’t need to worry. While you are reading and forgetting the texts, your language level is being raised. Sure you don’t remember your Chinese texts that you once read in the primary school, but now you are able to read novels and newspaper. So, recitation of the texts will help you improve your language ability.

61. The writer often asks his students to recite the texts,_______.

A.But they don’t like to do so.

B.And they are eager to do so

C.But they wrote a letter to the Department of Education reporting the thing.

D.But they do more exercises instead of reciting the texts.

62. What do the students think about the teacher’s advice?

A.The English teacher tries his best to help them with English.

B.The English teacher is very kind to them.

C.The English teacher asks them to do something useless.

D.The English teacher should let them study on their own.

63. According to the text, which of the following is correct?

A.The teacher thinks the students are too naughty to learn English well.

B.The students think they spend a lot of time in reciting the texts and get nothing.

C.The students say that they often forget the words.

D.The students take no interest in English.

64. When the students are against his suggestion, the writer_______.

A.often criticizes them

B.patiently explains to them why they should recite the texts

C.wants to give up his idea

D.is afraid that he is criticized by the headmaster.

65. Why does the writer suggest that the students recite the text?

A.Reciting the texts can improve the ability of applying English.

B.Reciting the texts is the best way of learning English.

C.The students should remember all the texts that the teacher has taught them.

D.Reciting the texts can greatly improve the classroom teaching.

 

Chuck was one of my students in my high school English class. He was a writer of great 36. So, when he was accepted into the journalism program at the University of Missouri, I wasn’t37

  During his first year at college, Chuck would stop by the school a few times to keep me informed of his 38. We recalled that we had worked together several years before to 39 money for some sick African babies who were being cared for by a nurse friend of mine in Thailand, a place far away yet close to our 40. Chuck raised several thousand dollars. It was an activity that 41 our common relationship into a friendship.

  In his second year at college, it was discovered that Chuck had lung cancer and had only a short while to 42. I went to see him one day. Seeing me, he was filled with 43 and we talked and laughed for most of the afternoon.

  About six weeks later, Chuck died. It was a great 44 for everyone, especially for his family. Chuck was 45 and full of promise. More 46, he was a good person, a just person.

  When I went to his funeral, his father told me that several weeks before, Chuck had asked him to 47 his possessions with him so that he might select a few things to be buried together with him . Chuck 48 six items, including an essay he had written.*

   He told me that Chuck liked the 49 I had written to him at the bottom of the last page. In that little note, I affirmed(证实) his talent as a 50.

   I was grateful for the 51 gift Chuck gave me that day. His taking my note with him offered me a great opportunity to 52 students’ lives. I felt a sense of purpose that was greater than ever. Whenever I 53 my purpose in teaching, I think of Chuck, and I am reminded of it once again: 54 have the power to affect hearts and 55 for a long time.

1.A. use                             B. talent                            C. height                    D. assistance

2.A. disappointed B. amused                         C. excited                  D. surprised

3.A. secret                        B. school                              C. progress               D. family

4. A. raise                         B. borrow                           C. spend                     D. save

5. A. college            B. hearts                            C. village                    D. friends

6. A. transformed           B. divided                           C. put                          D. devoted

7. A. spare                        B. act                                  C. live                          D. sleep

8. A. worry                        B. joy                                   C. pain                        D. tears

9. A. honor                        B. comfort                         C. day                         D. loss

10. A. fortunate              B. serious                           C. talented                D. unsatisfied

11. A. importantly            B. seriously                         C. usually              D. sincerely

12. A. go over                  B. take over                       C. give away             D. threw away

13. A. added                     B. bought                           C. examined              D. chose

14.A. story                        B. letter                              C. joke                        D. message

15. A. writer                     B. teacher                          C. doctor                    D. comedian

16. A. excellent               B. practical                        C. special              D. expensive

17. A. believe                   B. draw                               C. know                      D. influence

18.. A. remember           B. forget                             C. change                  D. achieve

19. A. Parents            B. Teachers                       C. Students              D. Strangers

20.A. health                     B. appearance                  C. accents                 D. minds

 

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