Teaching second grade is always a challenge. Each student arrives at school with his own needs and difficulties. One year a student called Billy 36 me with his behavior as well as his academic requirements. He struggled daily with his 37 emotions and often became angry or violent. I knew that, to make 38 progress, his emotions needed controlling.
One 39 I tried to help Billy was to have him come directly into the classroom when he arrived at school. Billy’s mom would 40 me to alert (警告) me to a particularly emotional morning at home. Then, I would focus on 41 his anger and calming him down before the other students arrived.
One week our class was studying 42 . I thought one way to bring learning into the classroom was to bring my dog Rocky to school for the day.
That day began as normal. I was preparing activities focused on dog themes 43 I was told that Billy had a 44 morning at home and I might need to get him 45 . As I was talking to his mom, Billy 46 into the classroom. To Billy’s 47 , Rocky immediately ran up to his new 48 , wagging his tail and licking Billy’s face with doggy affection. Billy couldn’t 49 Rocky’s charm (魅力) and began laughing as his anger melted away.
Throughout the day, Billy never left Rocky’s side, feeding him, being gentle with him and even 50 the other students while Rocky was sleeping.
Billy was known for doing anything he could to avoid 51 , but on this day he found a good dog story, “Clifford’s Puppy Days,” and read it to Rocky. How 52 I was at the sight of Billy reading happily！My little dog was able to 53 Billy’s day from one of anger and frustration to one of laughter, gentleness and 54 .
That day Rocky more than helped me with my 55 ; he helped to change the life of a child! After that Billy’s behavior definitely improved.
36. A. challenged B. cheated C. benefited D. betrayed
37. A. unforgettable B. uncontrollable C. unconscious D. unfortunate
38. A. physical B. mental C. academic D. authentic
39. A. advantage B. agenda C. reason D. way
40. A. awake B. call C. visit D. sign
41. A. tolerating B. observing C. relieving D. ignoring
42. A. emotions B. pets C. botany D. diet
43. A. after B. as C. when D. before
44. A. boring B. fantastic C. busy D. rough
45. A. settled B. punished C. treated D. excited
46. A. fled B. stormed C. jogged D. floated
47. A. surprise B. delight C. shame D. fear
48. A. protector B. trainer C. friend D. owner
49. A. resist B. describe C. reduce D. forget
50. A. educating B. envying C. comforting D. quieting
51. A. exploding B. reading C. arguing D. apologizing
52. A. surprised B. disappointed C. amused D. confused
53. A. urge B. shorten C. transform D. expand
54. A. admiration B. curiosity C. anxiety D. love
55. A. family B. teaching C. housework D. performance
科目：高中英语 来源： 题型：阅读理解
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.
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科目：高中英语 来源：安徽省2010届高考冲刺预测英语试题 题型：阅读理解
Primary teachers are responsible for guiding children through the formation of many important life skills, and also watching over their students’ social development. Primary teachers come into contact with about 30 students every day, and teach them a variety of subjects. Many hours are spent before and after class on planning, preparation and correction. One should be a very patient, caring, yet firm person to be able to deal with the demands of children in the four to twelve-year-old age group.
Secondary teachers teach specific subjects to various groups of students. Just like primary teachers, they spend an amount of time planning and preparing lessons and correcting homework—their duties are not restricted to face-to-face teaching. Dealing with twelve to eighteen-year-olds requires a wide range of skills.
If you become a primary teacher, you will need to decided whether to be a “generalist (多面手)”, teaching a wide range of subjects, or a "specialist", teaching only one or two. Most primary teachers are specialists. Generalist teachers spend the greatest part of th
eir day with one class, which means that they spend more time with the same children. Specialist teachers have more time away from their students. It is therefore very important for generalist teachers to develop a strong working relationship with their students.
The unique rapport (和谐) you can develop with a particular set of students is one of teaching’s greatest pleasures. However, the disadvantage of primary teaching is that if you have a difficult student, you will be forced to deal with him or her, all day, every day, throughout the school year. Teachers need to work out strategies to get themselves and their students through such difficulties.
Primary teachers today are generally four-year trained. They usually do a three or four-year undergraduate degree, and if this degree does not include teacher training, they will have to undertake postgraduate study in education as well.
1. After class primary teachers usually_____________
A. come into contact with students
B. teach students a variety of subjects
C. deal with the demands of children
D. make planning, preparation and correction
2. What does the third paragraph mainly discuss?
A. What a primary teacher needs to do in the classroom.
B. The differences between generalist and specialist teaching.
C. How a primary teacher should try his best in the school.
D. The relationship between the primary teachers and students.
3. We can learn from this passage that___________
A. a primary teacher needs a wide range of skills
B. the disadvantage of primary teaching is having difficult students
C. teacher training is not important for a primary teacher
D. secondary teachers mainly teach children two subjects
4. The author writes the article in order to_________
A. tell teachers how primary teachers guide students
B. tell teachers what you should do as a primary teacher
C. let readers know more about primary teachers
D. let readers know how to be a primary teacher
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科目：高中英语 来源：2013届四川省成都外国语学校高三9月月考英语试卷（带解析） 题型：阅读理解
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 | |
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科目：高中英语 来源：2014届湖南耒阳二中高三第一次月考英语卷（解析版） 题型：其他题
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles(争夺) 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(优先) for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(局外人) (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 class work -- and sparks(激发) 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 |
|
|
1. of the school |
◆Being a farming town, Gaul achieved little in 2. before. ◆Further education is considered less important there. ◆The community is relatively 3. rather than open to the outsiders. |
|
Ways of solving the problems |
●dividing the students into different classes and creating ways to make the students well 4. to learn. ●conducting5. and lesson plans for each team ●establishing a strong 6. between teacher and students through combining teams and looping |
|
7. of success |
■72 percent of the eighth-graders8. Maine's reading standard ■the school beating the state average in 9. ■students’ math average being 10. higher than the state average ■four of the previous five years witnessing at least 20 percent test gains |
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科目：高中英语 来源：安徽省2010届高考冲刺预测英语试题 题型：阅读理解
Primary teachers are responsible for guiding children through the formation of many important life skills, and also watching over their students’ social development. Primary teachers come into contact with about 30 students every day, and teach them a variety of subjects. Many hours are spent before and after class on planning, preparation and correction. One should be a very patient, caring, yet firm person to be able to deal with the demands of children in the four to twelve-year-old age group.
Secondary teachers teach specific subjects to various groups of students. Just like primary teachers, they spend an amount of time planning and preparing lessons and correcting homework—their duties are not restricted to face-to-face teaching. Dealing with twelve to eighteen-year-olds requires a wide range of skills.
If you become a primary teacher, you will need to decided whether to be a “generalist (多面手)”, teaching a wide range of subjects, or a "specialist", teaching only one or two. Most primary teachers are specialists. Generalist teachers spend the greatest part of their day with one class, which means that they spend more time with the same children. Specialist teachers have more time away from their students. It is therefore very important for generalist teachers to develop a strong working relationship with their students.
The unique rapport (和谐) you can develop with a particular set of students is one of teaching’s greatest pleasures. However, the disadvantage of primary teaching is that if you have a difficult student, you will be forced to deal with him or her, all day, every day, throughout the school year. Teachers need to work out strategies to get themselves and their students through such difficulties.
Primary teachers today are generally four-year trained. They usually do a three or four-year undergraduate degree, and if this degree does not include teacher training, they will have to undertake postgraduate study in education as well.
1. After class primary teachers usually_____________
A. come into contact with students
B. teach students a variety of subjects
C. deal with the demands of children
D. make planning, preparation and correction
2. What does the third paragraph mainly discuss?
A. What a primary teacher needs to do in the classroom.
B. The differences between generalist and specialist teaching.
C. How a primary teacher should try his best in the school.
D. The relationship between the primary teachers and students.
3. We can learn from this passage that___________
A. a primary teacher needs a wide range of skills
B. the disadvantage of primary teaching is having difficult students
C. teacher training is not important for a primary teacher
D. secondary teachers mainly teach children two subjects
4. The author writes the article in order to_________
A. tell teachers how primary teachers guide students
B. tell teachers what you should do as a primary teacher
C. let readers know more about primary teachers
D. let readers know how to be a primary teacher
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