英语
单选题The main topic of this passage is _____.A the attitude of society towards educationB the various curricula in high school educationC the importance of basic academic skills in schoolsD the importance of students’ making their own decisions
题目
单选题
The main topic of this passage is _____.
A
the attitude of society towards education
B
the various curricula in high school education
C
the importance of basic academic skills in schools
D
the importance of students’ making their own decisions
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相似问题和答案
第1题：
The passage mainly involves______.
A．effects of boredom on people's life and work
B．various ways to conquer the feeling of boredom
C．studies of possible reasons why people get bored
D．the importance of scientific research into boredom
正确答案：C
解析：主旨大意题。文章从第二段便开始探讨人们产生厌倦的原因，故选C。
解析：主旨大意题。文章从第二段便开始探讨人们产生厌倦的原因，故选C。
第2题：
English course objectives at the stage of basic education include five aspects, that is,students' language skills, language knowledge, emotional attitude, cultural awareness and__________.
A．learning level
B．practical activities
C．learning strategies
D．habits of thinking
B．practical activities
C．learning strategies
D．habits of thinking
答案：C
解析：
考查英语课程目标。基础教育阶段英语课程的目标是“以学生语言技能、语言知识、情感态度、学习策和文化意识的发展为基础．培养学生英语综合语言运用能力”。故C项正确。
第3题：
What is the main purpose of the passage?
A. To teach patients ways for quick recovery.
B. To present a report on a scientific research.
C. To show the importance of a good lifestyle.
D, To give information about a kind of medicine.
正确答案：D
第4题：
资料：（四）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.
What is the passage mainly about?（ ）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.
What is the passage mainly about?（ ）
A.Approach to financial education
B.Americans' financial skills
C.Reform on financial education
D.Lessons of financial crisis
B.Americans' financial skills
C.Reform on financial education
D.Lessons of financial crisis
答案：A
解析：
本题考查的是主旨大意。
【关键词】mainly about
【主题句】第4段Yet even the skeptics are slow to write off financial education completely.然而，即便是持怀疑态度的人也迟迟没有完全取消金融教育。Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.是的，像这样好的、可靠的研究需要大量的时间和资源，但是追求它符合我们自己的最大利益。
【解析】题目意为“文章主要谈论了什么？”A选项意为“金融教育方法”，B选项意为“美国人的金融技能”，C选项意为“金融教育改革”，D选项意为“金融危机的教训”。本题考察主旨大意，需要从全文来理解，第一段提到金融危机使美国人发现自己欠缺金融知识；第二段虽然学校增加了金融课程，不代表能够发挥实效；第三段更激进的做法是更早更真实地开展金融教育；第四段认为金融教育有必要且需要长时间研究。综合全文来看，文章的主旨大意是金融教育的有效途径。A选项正确。
【关键词】mainly about
【主题句】第4段Yet even the skeptics are slow to write off financial education completely.然而，即便是持怀疑态度的人也迟迟没有完全取消金融教育。Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.是的，像这样好的、可靠的研究需要大量的时间和资源，但是追求它符合我们自己的最大利益。
【解析】题目意为“文章主要谈论了什么？”A选项意为“金融教育方法”，B选项意为“美国人的金融技能”，C选项意为“金融教育改革”，D选项意为“金融危机的教训”。本题考察主旨大意，需要从全文来理解，第一段提到金融危机使美国人发现自己欠缺金融知识；第二段虽然学校增加了金融课程，不代表能够发挥实效；第三段更激进的做法是更早更真实地开展金融教育；第四段认为金融教育有必要且需要长时间研究。综合全文来看，文章的主旨大意是金融教育的有效途径。A选项正确。
第5题：
How can high school students earn credits towards their apprenticeships?
A. By making matches with an expert in a skilled trade
B. By taking part in a pre-apprenticeship program
C. By interviewing auto mechanics or pastry makers
D. By spending only 20% of their time in class
B. By taking part in a pre-apprenticeship program
C. By interviewing auto mechanics or pastry makers
D. By spending only 20% of their time in class
答案：B
解析：
第6题：
What is the main idea of this passage?
A. It is important to be on time for class in the United States.
B. The importance of being on time differs among cultures.
C. People learn' the importance of time from the culture they are in.
D. Students being late for class should explain the reason to their teacher.
正确答案：B
55．答案为B 从文章中教授的经历和调查可得知守时的重要性在不同文化中的差异，因此B为正确答案。
第7题：
If no importance is attached to collecting information,we cannot survive in such a（n）_competitive society,because it is the basis on which we make our decisions.
A.intensively
B.forcefully
C.intensely
D.powerfully
B.forcefully
C.intensely
D.powerfully
答案：C
解析：
intensely“激烈地”，intensely competitive society竞争激烈的社会；A.intensively“集中地”；B.forcefully“强有力地”；D.powerfully“强大地”。
第8题：
The main idea of this passage is that students should______.
A. learn independently
B. learn under close guidance of their professors
C. learn cooperatively
D. not learn mainly for high grades
正确答案：A
[解析] 根据全文可知，学生尤其是大学生应学会自学，所以答案为A。
[解析] 根据全文可知，学生尤其是大学生应学会自学，所以答案为A。
第9题：
初中英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will grasp and understand the main and detailed information of the passage.
Ability aim:
Students will improve their reading and speaking skills.
Emotional aim:
Students will foster the interest and desire of learning English and take part in speaking activities actively.
Key and difficult point:
Key Point: Students will totally understand the content of the passage.
Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show students pictures about different types of transportation and naturally lead to today’s topic.
Step 2: Pre-reading
1. Ask students two questions and some volunteers will be invited to share their answers.
Q1: How do you come to school?
Q2: How do your parents go to work?
2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.
Step 3: While-reading
1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.
2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.
Step4: Post-reading
Discussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to investigate their friends’ way of going to school and find some interesting ways of transportation on the Internet.
Blackboard design:
1. How to improve students’ reading and speaking ability in your class?
2. How did you evaluate the performance of students in the class?
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will grasp and understand the main and detailed information of the passage.
Ability aim:
Students will improve their reading and speaking skills.
Emotional aim:
Students will foster the interest and desire of learning English and take part in speaking activities actively.
Key and difficult point:
Key Point: Students will totally understand the content of the passage.
Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show students pictures about different types of transportation and naturally lead to today’s topic.
Step 2: Pre-reading
1. Ask students two questions and some volunteers will be invited to share their answers.
Q1: How do you come to school?
Q2: How do your parents go to work?
2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.
Step 3: While-reading
1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.
2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.
Step4: Post-reading
Discussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to investigate their friends’ way of going to school and find some interesting ways of transportation on the Internet.
Blackboard design:
1. How to improve students’ reading and speaking ability in your class?
2. How did you evaluate the performance of students in the class?
答案：
解析：
1.
It is very important to improve students’ reading and speaking abilities. In my class, I take three specific steps to improve their reading and speaking abilities. Firstly, before reading the article, I ask the students to guess the main idea of the article according to my questions and pictures on the screen. As you heard, this can not only exercise students’ guessing ability, but also help them read the passage with questions. In the while-reading part, I set two times of reading, namely extensive reading and intensive reading. Obviously, students’ scanning ability and the ability to grasp detailed information can be improved. It also helps them form good reading habits. As for speaking ability, I organize a discussion activity without standard answers. Students can express their views freely in groups. In this way, their reading and speaking abilities can be improved a lot.
2.
Students are under a stage of growing and developing. They are eager to be evaluated and encouraged by their teachers. At the same time, students are different, and their acceptance and abilities of learning are different. Therefore, in my class, I have adopted a variety of different evaluations. For the students who answered correctly, I would praise them directly, such as “excellent”, “you can find the answer so fast”. For those students who dare not answer questions or did not find out the answers, I just encouraged them and guided them to say the answers, and gave some encouraging comments, like “nice try!”, “you’ve made a great progress”. Also, some students made mistakes. In my class, instead of directly blaming the student for being wrong, I asked other students to help him/her and give them a proper evaluation.
It is very important to improve students’ reading and speaking abilities. In my class, I take three specific steps to improve their reading and speaking abilities. Firstly, before reading the article, I ask the students to guess the main idea of the article according to my questions and pictures on the screen. As you heard, this can not only exercise students’ guessing ability, but also help them read the passage with questions. In the while-reading part, I set two times of reading, namely extensive reading and intensive reading. Obviously, students’ scanning ability and the ability to grasp detailed information can be improved. It also helps them form good reading habits. As for speaking ability, I organize a discussion activity without standard answers. Students can express their views freely in groups. In this way, their reading and speaking abilities can be improved a lot.
2.
Students are under a stage of growing and developing. They are eager to be evaluated and encouraged by their teachers. At the same time, students are different, and their acceptance and abilities of learning are different. Therefore, in my class, I have adopted a variety of different evaluations. For the students who answered correctly, I would praise them directly, such as “excellent”, “you can find the answer so fast”. For those students who dare not answer questions or did not find out the answers, I just encouraged them and guided them to say the answers, and gave some encouraging comments, like “nice try!”, “you’ve made a great progress”. Also, some students made mistakes. In my class, instead of directly blaming the student for being wrong, I asked other students to help him/her and give them a proper evaluation.
第10题：
资料：（四）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.
What's the author's attitude towards financial education?（ ）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.
What's the author's attitude towards financial education?（ ）
A.Suspicious
B.Objective
C.Optimistic
D.Critical
B.Objective
C.Optimistic
D.Critical
答案：B
解析：
本题考查的是态度分析。
【关键词】author's attitude towards financial education
【主题句】第4段Yet even the skeptics are slow to write off financial education completely.然而，即便是持怀疑态度的人也迟迟没有完全取消金融教育。Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.是的，像这样好的、可靠的研究需要大量的时间和资源，但是追求它符合我们自己的最大利益。
【解析】题目意为“作者对金融教育的态度是什么？”A选项意为“怀疑的”，B选项意为“客观的”，C选项意为“乐观的”，D选项意为“批评的”。本题考察作者态度，第一段提到金融知识有欠缺；第二段提到学校的金融课程不见得能够发挥实效；第三段提到更激进的做法是更早更真实地开展金融教育；第四段认为金融教育有必要且需要长时间研究。综合全文来看，作者的观点是金融教育有必要，采取哪种方式需要长期研究。持客观态度。B选项正确。
【关键词】author's attitude towards financial education
【主题句】第4段Yet even the skeptics are slow to write off financial education completely.然而，即便是持怀疑态度的人也迟迟没有完全取消金融教育。Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.是的，像这样好的、可靠的研究需要大量的时间和资源，但是追求它符合我们自己的最大利益。
【解析】题目意为“作者对金融教育的态度是什么？”A选项意为“怀疑的”，B选项意为“客观的”，C选项意为“乐观的”，D选项意为“批评的”。本题考察作者态度，第一段提到金融知识有欠缺；第二段提到学校的金融课程不见得能够发挥实效；第三段提到更激进的做法是更早更真实地开展金融教育；第四段认为金融教育有必要且需要长时间研究。综合全文来看，作者的观点是金融教育有必要，采取哪种方式需要长期研究。持客观态度。B选项正确。