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But for their help，we the program in time．A．cannotfinishB．willnotfinishC．hadnotfinishedD．couldnothavefinished
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the students are busy _________ for the examination.A. preparingB. preparedC. prepareD. to prepare
A new term has begun.Teachers are _____1_____ about the fact that new students are not easy to deal with.They like to bring cellphones and MP3 players to school.What is _____2_____ , some students even use cellphones _____3_____ out-of-class matters in class, or sometimes just for fun.Some_____4_____ students listen to MP3 players when they are having a lesson that they are not interested in.Are these new students really that _____5_____ ? “Yes.” says Delaney Kirk, a professor at Drake University._____6_____ she adds it’s not their fault._____7_____ , the teachers should be blamed(责备).Mrs Kirk first began thinking about students’ manners six years ago.“I had my first class in which students were sleeping or talking to each other.It seemed that _____8_____ well had nothing to do with them.” she says.“At first, I got worried about this.” but then I said to _____9_____ , “You’re giving _____10_____ , and you need to manage this kind of situation.These students need to know more about manners.It’s time to help them develop some good _____11_____ .They shouldn’t waste time doing nothing when they are young.Sooner or later, they may regret the time they _____12_____ .”Mrs Kirk also _____13_____ a list of suggestions to help teachers better manage their classes.The following are among her suggestions:On the first day of class, tell students how they will benefit(受益) by taking the class and the importance _____14_____ listening carefully in class.Do not allow them to bring cellphones or MP3 players to the class at all.Tell them how to use cellphones or MP3 players _____15_____ .第 1 题 （ ）A．excitedB．worriedC．surprisedD．interested
BEDGEWOOD - Every morning at Dixie Heights High School, customers pour into a special experiment: the district’s first coffee shop run mostly by students with special learning needs. Well before classes start, students and teachers order Lattes, Cappuccinos and Hot Chocolates. Then, during the first period, teachers call in orders on their room phones, and students make deliveries. By closing time at 9.20 a.m., the shop usually sells 90 drinks. "Whoever made the chi tea, Ms. Schatzman says it was good," Christy McKinley, a second year student, announced recently, after hanging up with the teacher. The shop is called the Dixie PIT, which stands for Power in Transition. Although some of the students are not disabled, many are, and the PIT helps them prepare for life after high school. They learn not only how to run a coffee shop but also how to deal with their affairs. They keep a timecard and receive paychecks, which they keep in check registers. Special-education teachers Kim Chevalier and Sue Casey introduced the Dixie PIT from a similar program at Kennesaw Mountain High School in Georgia. Not that it was easy. Chevalier's first problem to overcome was product-related. Should schools be selling coffee? What about sugar content? Kenton County Food Service Director Ginger Gray helped. She made sure all the drinks, which use non-fat milk, fell within nutrition (营养) guidelines. The whole school has joined in to help. Teachers agreed to give up their lounge (休息室) in the mornings. Art students painted the name of the shop on the wall. Business students designed the paychecks. The basketball team helped pay for cups.59．What is the text mainly about?A．A best-selling coffee.B．A special educational program.C．Government support for schools.D．A new type of teacher-student relationship.
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! " These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great." A University of California advisor said__________.A.all students could overcome the anxiety after taking a special test anxiety program B.almost all students felt less stress after taking a University of California advising course C.students found it difficult to improve even though they had taken a special test anxiety course D.students found it easy to relax as soon as they entered a University of California advising course
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! " These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great." ?To deal with this problem, students say they want to__________.A.take a short course on anxiety B.read about anxiety C.be able to manage or understand their anxiety D.take tests to prove they are not anxious
When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?A.To give the students who makes error the first opportunity to correct it. B.To get other students to correct it, C.To correct the student directly. D.To hint students their errors.
