Teaching is 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 effective 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 working together.

Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.

No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. 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 sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.

1.The underlined word “maintain” in Para.1 probably means_______.

A. keep B. build C. recreate D. evaluate

2.According to the author, the teacher should _______.

A. free students from outside pressures

B. set the standards and rules on his own

C. be responsible for a well-organized class

D. focus more on instruction and evaluation

3. From the passage we can learn that ______.

A. rules cannot be changed once they’re formed

B. outside pressures can not cause tension among students

C. if the teacher well unites his students, he then will finish his task

D. if rules are not acceptable both to students and teachers, the classroom can be a mess

4.What is the author’s main purpose of writing the passage?

A. To provide information for teaching.

B. To show the importance of teaching a class.

C. To study the teacher’s behavior in the classroom.

D. To compare the teacher’s behavior with the students’ in class.

完形填空,阅读下面短文,从短文后各题所给的四个选项(A、B、C和D)中,选出可以填入空白处的最佳选项,并在答题卡上将该项涂黑。

We were standing at the top of church tower. “Look down, Elsa,” Father said. I gathered all my ________ and looked down. I saw the square in the center of the village. And I saw the crisscross (十字形) of twisting, turning streets________ to the square.

"See, my dear," Father said gently. "There is more than one way to the ________ . Life is like that. If you can't get to the place where you want to go by one road, try ________ ."

In the years that followed I often remembered the ________ Father taught me. I knew where I wanted to ________ in life. I wanted to be fashion designer. But on the way to my first small success I found the road ________ .

That year I was busy getting ready to show my winter fashions. Then just 13 days before the ________ the sewing girls were called out on strike. I found myself ________with one tailor and woman who was in charge of the sewing room! I was as gloomy as my models and salesgirls. “We’ll never ________ it,” one of them cried.

Here, I thought, is the ________ of all tests for Father’s advice. Where is the way ________ this time? I wondered and worried. I was certain we would have to ________ the presentation or else show the clothes unfinished. Then it ________ to me. Why not show the unfinished clothes?

We worked hurriedly. And, exactly 13 days later, right________ time, the Schiaparelli showing ________ .

What a showing it was! Some coats had no sleeves; others had only one. Many of our clothes were still in a(n) ________ stage. They were only patterns made of heavy cotton cloth. But on these we ________ simple pictures and pieces of material.

All in all, the showing was different. It was so different that it was a great success. Our ________9 showing caught the attention of the public, and ________ for the clothes poured in.

Father’s wise words has guided me. There is more than one way to the square always.

1.A. courage B. interest C. information D. savings

2.A. leading B. coming C. getting D. falling

3.A. city B. square C. church D. village

4.A. other B. another C. this D. that

5.A. text B. material C. lesson D. class

6.A. rest B. relax C. come D. go

7.A. taken B. paved C. followed D. blocked

8.A. competition B. ceremony C. presentation D. introduction

9.A. left B. tired C. burdened D. connected

10.A. have B. lose C. make D. hit

11.A. text B. test C. tip D. example

12.A. in B. out C. up D. round

13.A. bring down B. bring forward C. call up D. call off

14.A. occurred B. belonged C. happened D. objected

15.A. in B. over C. on D. behind

16.A. took on B. took off C. took down D. took place

17.A. mature B. beautiful C. early D. late

18.A. took B. drew C. collected D. pinned

19.A. normal B. unusual C. beautiful D. common

20.A. orders B. designs C. patterns D. changes

I grew up in a house where the TV was seldom turned on and with one wall in my bedroom entirely lined with bookshelves, most of my childhood was spent on books I could get hold of. In fact, I grew up thinking of reading as natural as breathing and books unbelievably powerful in shaping perspectives (观点) by creating worlds we could step into, take part in and live in.

With this unshakable belief, I, at fourteen, decided to become a writer. Here too, reading became useful. Every writer starts off knowing that he has something to say, but being unable to find the right ways to say it. He has to find his own voice by reading widely and discovering which parts of the writers he agrees or disagrees with, or agrees with so strongly that it reshapes his own world. He cannot write without loving to read, because only through reading other people’s writing can one discover what works, what doesn’t and, in the end, together with lots of practice, what voice he has.

Now I am in college, and have come to realize how important it is to read fiction (文学作品).As a law student, my reading is in fact limited to subject matter — the volume (量) of what I have to read for classes every week means there is little time to read anything else. Such reading made it all the clearer to me that I live in a very small part in this great place called life. Reading fiction reminds me that there is life beyond my own. It allows me to travel across the high seas and along the Silk Road, all from the comfort of my own armchair, to experience, though secondhand, exciting experiences that I wouldn’t necessarily be able to have in my lifetime.

1.What can be inferred about the author as a child?

A. He never watched TV.

B. He read what he had to.

C. He found reading unbelievable.

D. He considered reading part of his life.

2.The underlined word “voice” in the second paragraph most probably means “ ”.

A. an idea B. a sound quality

C. a way of writing D. a world to write about

3.What effect does reading have on the author?

A. It helps him to realize his dream.

B. It opens up a wider world for him.

C. It makes his college life more interesting.

D. It increases his interest in worldwide travel.

4.Which of the following can be the best title of this text?

A. Why do I read? B. How do I read?

C. What do I read? D. When do I read?

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