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.
小题1:The underlined word “maintain” in Para.1 probably means_______.| A．keep | B． build | C．recreate | D．evaluate |
小题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 |
小题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 |
小题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. |
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小题1:A
小题2:C
小题3:D
小题4:A |
试题分析：教育所包含的内容远甚于领导关系。有些老师将时间和经历花在训导方面，另外一些花在评估方面。正是作为组内领导者的老师才能为训导和评估活动创造有效率的组织结构和良好的工作环境。
小题1:helping to form and maintain a positive learning environment帮助形成并保持一种积极的学习环境，maintain保持，故选A。
小题2:根据第一段“But it is the teacher as a group leader who creates an effective organizational structure and good working environment”可知，创造一种有效的组织结构和良好的学习环境是老师的职责所在，故选C。
小题3:根据第三段“Without clear regulations agreeable to the students and teachers, the classroom can become chaotic.”可知，没有明确的针对老师和学生的规定，教室会变得一片混乱。故选D。
小题4:根据“Teaching is more than leadership. ...On the first day of class, the teacher faces a room filled with individuals. ...One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.”可知，文章讲的是，教师如何做好教学工作，管理好学生，故选A。 |
核心考点
试题【Teaching is more than leadership. Some of the teacher’s time and effort is direc】；主要考察你对
题材分类等知识点的理解。
[详细]举一反三
If your preschoolers turn up their noses at carrots or celery, a small reward like a sticker(贴画) for taking even a taste may help get them to eat previously disliked foods, a UK study said.
Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster”, did not work as well.
The study found that when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables—either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas—in laboratory taste tests, the study said.
Researchers randomly assigned (分派) 173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where Parents used no special vegetable-promoting methods, served as a “control”.
Parents in the reward groups offered their children a taste of the “target” vegetable every day for 12 days. Soon after, children in the sticker group were giving higher ratings to the vegetables—and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround(转机) also seemed to last, with preschoolers in the sticker group still willing to eat more of the once-disliked vegetable three months later.
Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.
小题1:The purpose of writing the passage is . | A．to show the procedure of an experiment on children’s diet | | B．to introduce a practical method of making children eat vegetables | | C．to explain why children hate to eat vegetables | | D．to present a proper way of verbal praise to parents |
小题2:The underlined word “backfire” in Paragraph 2 probably means “_______”. | A．shoot from behind the back | | B．make a fire in the backyard | | C．produce an unexpected result | | D．achieve what was planned |
小题3:Which of the following statements is true according to the passage?| A．Most children are born to dislike carrots or celery. | | B．Children in the sticker group will never lose interest in eating vegetables. | | C．Oral praise works quite well in encouraging children to eat vegetables. | | D．It remains a question whether rewarding is a good way to get children to eat vegetables. |
小题4:What can we learn from the last paragraph?| A．Children like rewards, not verbal praise. | | B．Parents should give up verbal praise. | | C．Children are difficult to inspire. | | D．Parents should praise their children in a sincere tone. |
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When we talk about intelligence, we do not mean the ability to get good scores in certain kinds of tests or even the ability to do well in school. By intelligence we mean a way of living and behaving, especially in a new or anxious situation. If we want to test intelligence, we need to find out how a person acts instead of how much he knows what to do.
For example, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. He tries to find out all he can, and then he acts immediately and tries to do something about it. He probably isn’t sure how it will all work out, but at least he tries. And, if he can’t make things work out right, he doesn’t feel ashamed that he fails; he just tries to learn from his mistakes. An intelligent person, even if he is very young, has a special outlook(人生观) on life, special feeling about life, and knows how he fits into it.
If you look at children, you’ll see great difference between what we call “bright” children and “not bright” children. They are actually two different kinds of people, not just the same kind with different amounts of intelligence. For example, the bright child really wants to find out more about life --- he tries to get in touch with everything around him. But the unintelligent child keeps more to himself and his own dream-world; he seems to have a wall between him and life in general.
小题1:What’s the main idea of the passage?| A．What’s real meaning of intelligence | | B．What’s the “bright” children’s behavior | | C．What’s a special outlook on life | | D．How to live and behave in a new situation |
小题2:In the author’s opinion the biggest difference between “bright” children and “not bright” children lies in ____________.| A．the amount of intelligence | | B．the different situations they face | | C．the different attitudes to life | | D．the background of life |
小题3:What might the author continue to talk about in the passage that follows? | A．how to determine what intelligence is | | B．How an unintelligent person should be taught | | C．how to judge whether a person is intelligent | | D．how education should be changed |
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Teachers say the digital age has had a good influence - and a not-so-good influence - on this generation of American teenagers．More than 2,000 teachers took an online survey．Three-quarters of the teachers said the Internet and digital search tools have had a "mostly positive" effect on their students" research habits and skills．But 64 percent said the technologies "do more to distract（使 - - - ---分心） students than to help them academically．" And 87 percent agreed that these technologies are creating an "easily distracted generation with short attention spans．"
The Pew Internet Project did the survey with the National Writing Project．Judy Buchanan is the vice director of the National Writing Project and a co-author of the report．Ms．Buchanan says digital research tools are helping students learn more and faster．"Teachers really favor these tools because they are ways to make some of the learning exciting and engaging．Young people favor these tools．The goal is to really help them become creators of meaningful content, and not just sort of consumers．"
But one problem the survey found is that many students lack digital literacy．They trust too muck of the information they find on the Internet．Judy says these students haven"t developed the skills to determine the quality of online information．"It"s something that really has to be taught and paid attention to．Because in a world in which things happen quickly, you do need to step back, reflect and analyze the information you have．"
Another problem is blamed on something that might not seem like a problem at all: being able to quickly find information online．Teachers say the result is a reduction in the desire and ability of their students to work hard to find answers．They say students are overly dependent on search engines and do not make enough use of printed books or research libraries．
Many teachers are also concerned that the Internet makes it easy for students to copy work done by others instead of using their own abilities．
小题1:The text mainly tells us____．| A．all the students use digital tools | | B．the Internet is playing a key role | | C．teachers encourage using digital tools | | D．digital tools bring about benefits and problems |
小题2:Which of the following best shows the structure of the text?
小题3:The underlined sentence in the third paragraph probably means| A．students do not have the right digital tools | | B．students do not always have access to the Internet | | C．students haven"t the ability to adjust themselves | | D．students can"t judge online information properly |
小题4:Some students don"t tend to work hard because| A．they can get answers on the Internet quickly | | B．printed books and libraries around aren"t enough | | C．the Internet can"t make students concentrate | | D．they can copy each others" work without being punished |
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In my long years of teaching, I often ask my student to read the texts until they can recite（背诵） 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.
小题1: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. |
小题2: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. |
小题3: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. |
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A wave of recent research has pointed to the risks of over praising a child. And it seems that how to draw a line between too little praise and too much has become a high-pressure _ _act for parents.
Self-esteem (自尊) serves as a kind of tool to measure how much children feel valued and accepted by . This sensitivity to others" develops because of humans" need for social acceptance, which is considered to be to survival. As early as age 8, children"s self-esteem tends to rise and fall in response to feedbacks about peers see them as likable or attractive. , it can also be beneficial for kids to feel bad about themselves occasionally, if they behave in selfish, mean or hurtful ways that might their ability to maintain relationships or hold a job in the future.
In the past, many parents and educators believed that high self-esteem happiness and success, and kids could gain self-esteem simply by getting and awards from their parents, teachers and people around. But recently researchers have found self-esteem doesn"t _ these desired results. Instead, if parents praise their kids , their self-esteem becomes focused on being very smart and being the best and being perfect. Building too much self-esteem of the children can not go as planned, making them feel later on when they hit setbacks (挫折).
According to some experts, it can actually be good for kids to have self-esteem, at least once in a while. And praise can be if it disregards the world outside the home. Children who have a understanding of how they are seen by others tend to get recovered more readily disappointment, depression or the like. The best path is a road, helping children develop a positive but view of themselves in relation to others by praising them for the they invest and behaviors they are able to sustain, like "It"s that you"re working so hard on your homework. "
| 小题1: | | A．balancing | B．crashing | C．forcing | D．embarrassing |
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| 小题2: | | A．themselves | B．parents | C．others | D．teachers |
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| 小题3: | | A．views | B．envies | C．favors | D．blames |
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| 小题4: | | A．irrelevant | B．similar | C．important | D．sensitive |
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| 小题5: | | A．when | B．whether | C．how | D．where |
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| 小题6: | | A．Indeed | B．Otherwise | C．Therefore | D．However |
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| 小题7: | | A．improve | B．damage | C．change | D．develop |
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| 小题8: | | A．promised | B．delayed | C．purchased | D．ruined |
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| 小题9: | | A．support | B．help | C．challenge | D．praise |
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| 小题10: | | A．settle down | B．work out | C．give away | D．bring about |
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| 小题11: | | A．rarely | B．carefully | C．constantly | D．casually |
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| 小题12: | | A．worse | B．stronger | C．better | D．madder |
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| 小题13: | | A．high | B．much | C．low | D．little |
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| 小题14: | | A．powerful | B．harmful | C．grateful | D．stressful |
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| 小题15: | | A．practical | B．limited | C．basic | D．perfect |
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| 小题17: | | A．straight | B．smooth | C．middle | D．rough |
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| 小题18: | | A．general | B．realistic | C．different | D．negative |
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| 小题19: | | A．talent | B．time | C．money | D．effort |
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| 小题20: | | A．necessary | B．awesome | C．worthless | D．awful |
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