The teacher said Tom is （) average in his lessons.

The teacher said， “Stop ______”。 So we stopped _______.A. to talk…to readB. talking…to
The teacher said， “Stop ______”。 So we stopped _______.
A. to talk…to read
B. talking…to read
C. talking…reading
D. talking…read

Tom was ten years old. One day his friend Jack said to him,"I am going to have a birthday party on Saturday. Tom, can you come to my（1）?" "I'll be glad to,"answered Tom.

Tom told his mother and she said, "You can go.（2）don't ask for some food." Tom said, "All right, Mum." He was happy.

On Saturday Tom went to Jack's house（3）. There were a lot of children at the party. They played and sang "Happy Birthday" to Jack. They had a good time. And then Jack's mother gave them some food, but she forgot to give Tom （4）. There was only a plate in front of him. He thought to himself, "I'd better wait." He waited politely for some time and then he put his plate on his head and said, "（5）anyone want a nice and clean plate?"

1.A.But

B.party

C.Shall

D.bycar

E.Some

2.A.But

B.party

C.Shall

​D.bycar

E.Some

3.A.But

B.party

C.Shal

D.by car

E.Some

4.A.But

B.party

C.Shall

D.by car

E.Some

5.A.But

B.party

C.Shall

D.bycar

E.some

What the teacher said was so ______ that her students were all ______.A．interesting; movin
What the teacher said was so ______ that her students were all ______.
A．interesting; moving
B．inspiring; encouraged
C．excited; enjoyed
D．bored; aspiring

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Son：Mom,mayIplaymycomputergameforanhourortwo？Mom：__________A.Your teacher tells me that yo
Son： Mom, may I play my computer game for an hour or two？
Mom ：__________
A.Your teacher tells me that you should study harder.
B.I’ ve said before that the game takes too long.
C.Well, ah...You’re absolutely right to ask.
D.Sorry. Dad’s using the computer now.

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Which of the following italicized parts is used as a subject？A．Mr. Smith said he found it
Which of the following italicized parts is used as a subject？
A．Mr. Smith said he found it hard to get along well with her.
B．The teacher asked us to collect more information about the subject.
C．It was pretty hard for him to bring up the child on his own.
D．The principal told me that my job was to teach them English.

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Son: Mom, may I play my computer game for an hour or two？ Mom: ______A．Your teacher tells
Son: Mom, may I play my computer game for an hour or two？ Mom: ______
A．Your teacher tells me that you should study harder.
B．I've said before that the game takes too long.
C．Well, ah. . . You're absolutely right to ask.
D．Sorry. Dad's using the computer now.

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One day in 1965, when I was a library worker at school, a teacher came to me. She had a student who finished his work before all the others and needed something more difficult for him to do. "Could you help me in the library？"she asked. I said, "Send him along."
Soon, a golden-haired boy appeared. "Do you have a job for me？" he asked. I told him about a system for sorting books. He picked up the idea immediately. Then I showed him some cards for some unreturned books that I thought had been returned but not recorded. Maybe some books were put on wrong places. He said, "Is it a kind of a detective(侦探) job？" I answered yes, and then began his work.
He had found three books with wrong cards by the time his teacher opened the door and said, "Time for rest!" he argued for finishing the finding job, but the teacher won.
The next morning, he arrived early, "I want to finish these books," he said. At the end of the day, when he asked to work with me more often, it was easy for me to say yes.
After a few weeks I found a note on my desk, inviting me to dinner at the boy's home. At the end of a pleasant evening, his mother declared that the family would be moving to another school. Her son's first concern, she said,was leaving the library. "Who will find the lost books？" he asked. When the time came, it was hard to say goodbye.Though at the beginning he had seemed an ordinary boy, his strong feeling of interest had made him different.
Do you know who he is？ This boy became a great man of the Information Age: Bill Gates.
(1)、Why did the teacher go to the library to find a job for Bill Gates？
A：Because the teacher found the librarian quite busy.
B：Because Bill Gates wanted to find a job.
C：Because Bill Gates finished his study quickly and had more free time than the others.
D：Because the library needed a new worker.
(2)、What do you know from the passage？
A：Library work was very difficult for Bill Gates.
B：Bill Gates did his job without any difficulty.
C：The librarian was too busy to have a rest.
D：His mother hoped that Bill Gates would stay for his job.
(3)、The sentence "He picked up the idea immediately" means that ______.
A：he learned that system quickly
B：he collected that system quickly
C：he lifted up that system quickly
D：he improved that system quickly
(4)、What was Bill Gates expected to do in the library？
A：Finding the lost cards.
B：Learning the system.
C：Helping the worker with everything in the library.
D：Finding books with wrong cards.
(5)、How did Bill Gates feel when his family would move to another school area？
A：Sad.
B：Pleasant.
C：Worried.
D：Interested.

How useful are the views of public school students about their teachers？ Quite useful,
How useful are the views of public school students about their teachers？
Quite useful, according to preliminary results released on Friday from a research project that is intended to find new ways of distinguishing good teachers from bad.
Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.
Financed by the Bill and Melinda Gates Foundation, the two-year project involves scores of social scientists and some 3,000 teachers and their students in districts such as New York and Pittsburgh.
Statisticians began the effort last year by ranking all the teachers using a statistical method known as value-added modeling, which calculates how much each teacher has helped students learn based on changes in test scores from year to year.
Thousands of students have filled out confidential questionnaires(秘密调查问卷)about the learning environment that their teachers create. After comparing the students ratings with teachers value-added scores, researchers have concluded that there is quite a bit of agreement.
Classrooms where a majority of students said they agreed with the statement, "Our class stays busy and doesnt waste time," tended to be led by teachers with high value-added scores, the report said.
The same was true for teachers whose students agreed with the statement, "In this class, we learn to correct our mistakes."
Few of the nations 15,000 public school districts systematically question students about their classroom experiences, in contrast to American colleges, many of which collect annual student evaluations to improve instruction, Dr Ferguson said.
Until recently, teacher evaluations were little more than a formality(形式)in most school systems, with the vast majority of instructors getting top ratings, often based on a principals superficial impressions.
But now some 20 states are overhauling their evaluation systems, and many policymakers have been asking the Gates Foundation for suggestions on what measures of teacher effectiveness to use, said Vicki L. Phillips, a director of education at the foundation.
One notable early finding, Ms Phillips said, is that teachers who incessantly(不停地)drill their students to prepare for standardised tests tend to have lower value-added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.
What is said about teachers rated as good at keeping their classes in order？
A．Their students gain more in test scores.
B．Their classes stay busy and don"t waste time.
C．Their students learn fastest during a semester.
D．They help students learn to correct their mistakes.


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A survey of English schoolchildren shows boys and girls are worrying about the way they look. The ___26___ found that over half of male schoolchildren lacked confidence because of their body ___27___ .The figure for girls was slightly ___28___ , at 59 percent. Researchers questioned 693 teachers about how their students ___29___ about their bodies. All the children had taken lessons on body image and self-esteem.
Teachers said many children were very ___30___ if others said bad things about their appearances. Around 55 percent of teachers reported that girls were extremely sensitive to comment ___31___ their looks; the figure for boys being easily hurt by teasing(取笑)was 27 percent. Teachers gave a number of ___32___ why children as young as four years old were stressing out about their shapes. Over 90 percent of teachers ___33___ the Internet and television. Children see images of “perfect”bodies every day and they feel they have to look that way too. Many children are on diets to make themselves ___34___ to the opposite sex. One elementary school teacher said :“I work with four to five-year- olds and some say things like, ‘I can ’t eat cheese , it will make me ___35___ ’”, A teachers ’ spokeswoman warned that children trying to look like “celebrities in the media only lead to misery ”.
A. about F. fat K. questions B. attractive
G. felt L. reasons C. blame H. for
M. shape D. complete E. discover I. higher
N. study J. lazy O. upset
26选()
27选()
31选()
34选()
35选()
28选()
33选()
29选()
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I went to a Catholic boys school in Blackpool in the North of England. In my first year in the senior school I was a nerdy kid, with spectacles and short trousers. For one hour a week the class had elocution lessons from an old, portly teacher called Mr. Priestley. He had a hard task wrestling with our flat northern vowels and trying to get us to speak the Queen’s English. One day he came up to me and said, "Sloane, I want to put you in for a speaking festival." "Why me " I grumbled. "Because I think you can do it," was his reply. I had to learn to recite a poem. It was "Play up, Play up and Play the game" by Sir Henry Newbolt, a classic motivational poem ringing with the heroic values of the British Empire. I had to practise it in front of the class, which was rather embarrassing; especially when dear old Mr. Priestly said, "That’s good but you need to pause and to put feeling and emotion into it." Eleven year old boys are unwilling to express feelings. The Saturday of the festival came and I went there on the bus (my parents never had a ear). I gave it my best shot but there were other children there who were more polished or experienced than I was and they scooped all the prizes. So I had to return to school on Monday and tell Mr. Priestley and the class that I had not won. I was then, and still am, very competitive so it felt like a failure to me. We did not have Mr. Priestley again after that year and I never thanked him for that intervention. It is too late to do so now. In my work I go around the world giving keynote talks on leadership and innovation and I often address large, prestigious audiences. Part of the reason that I can do that is because one teacher took the initiative and gave me a challenge. He asked me to do something I had never done and helped me to learn how to do it. Education is not about league tables or exam results. It is about opening doors for people and showing them rooms that that would otherwise be hidden. If we can challenge children to try things and to learn what they can achieve then maybe one day we will be remembered with the gratitude that I hold for Mr. Priestley.Mr. Priestley wanted the author to take part in the festival most probably because ().