Every teacher _______to plant a tree in the school.
A.has been told
B.has told
C.have been told
D.have told
A.has been told
B.has told
C.have been told
D.have told
Our English teacher had.US__________ compositions every Friday·
A.to write
B.written
C.write
D.wrote
In a“whisper test”every child was told to________.
A.have his hearing tested
B.stand with both his sides towards the teacher
C.shut both his ears with fingers
D.1isten to the teacher with one ear only
A.a saleswoman tilts her head after her customer to judge a color match
B.a lawyer imitates the tone of the judge’s voice and the rhythm of his speech
C.sensitive people have been mirroring their friends all their lives
D.a naughty boy blinks every time the teacher blinks
A.the most important part
B.the things already done
C.the reason of moving
D.the animal in the middle
As hard as【60】may be, sit back and chill, experts advise. Though you've got to get them to do it,【61】helping too much, or even examining【62】too carefully, you may keep them【63】doing it by themselves. "I wouldn't advise a parent to check every【64】assignment, " says psychologist John Rosemond, author of Ending the Tough Homework. "There's a【65】of appreciation for trial and error. Let your children【66】the grade they deserve.
Many experts believe parents should gently look over the work of younger children and ask them to rethink their【67】. But"you don't want them to feel it has to be【68】, " they say.
That's not to say parents should【69】homework—first, they should monitor how much homework their kids【70】. "Thirty minutes a day in the early elementary years and an hour in【71】four, five, and six is standard, " says Rosemond. For junior-high students it should be "【72】more than an hour and a half, and two for high-school students. " If your child【73】has more homework than this, you may want to check【74】other parents and then talk to the teacher about【75】assignments.
(56)
A.very
B.exact
C.right
D.usual
It's an annual back-to-school routine. One morning you wave goodbye, and that (21) evening you're burning the mid-night oil in sympathy. In the race to improve educational standards, (22) are throwing the books at kids. (23) elementary school students are complaining of homework fatigue. What's a well-meaning parent to do?
As hard as (24) may be, sit back and chill experts advise. Though you've got to get them to do it, (25) helping too much, or even examining answers too carefully, you may keep them (26) doing it by themselves. "! wouldn't advise a parent to check every 27 assignment," says psychologist John Rosemond, author of Ending the Tough Homework, "There's a (28) of appreciation for trial and error. Let your children (29) the grade they deserve."
Many experts believe parents should gently look over the work of younger children and ask them to rethink their (30) . But "you don't want them to feel it has to be (31) ," she says.
That's not to say parents should (32) homework—first, they should monitor how much homework their kids have. Thirty minutes a day in the early elementary years and an hour in (33) four, five, and six is standard, says Rosemond. For junior-high students it should be" (34) more than a hour and a half," and two for high school students. If your child consistently has more homework than this, you may want to check (35) other parents and then talk to the teacher about reducing assignments.
21.
A. very
B. exact
C. right
D. usual
Television, although not essential, has become an important part of most people’s lives. It alters people's ways of seeing the world; in many ways, it supports and sustains (维持) modern life. Television has become a baby-sitter, an introducer of conversations, the major transmitter of culture, a keeper of tradition. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer; the poor quality of programming does not elevate (提高)people into greater understanding, but rather maintains and encourages the life as it exists.
The primary reason for the lack of quality in American television is related to both the history of TV programming development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship which the advertisers had with radio programs became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs. Thus, in American society, television is primarily concerned with reflecting and attracting society rather than experimenting with new ideas. Advertisers want to attract the largest viewing audience possible. To do so requires that the programs be entertaining rather than educational, attractive rather than challenging.
Television in America today remains, to a large extent, with the same organization and standards as it had thirty years ago. The hope for further development and true achievement toward improving society will require a change in the entire system.
According to the author American television is poor in quality because ______.
A.advertisers are interested in experimenting with new ideas
B.it is still at an early stage of development, compared with the radio
C.the programs have to be developed in the interests of the sponsors for economic reasons
D.it is controlled by radio companies
The teacher ______ that the students be there before noon.
A.wanted
B.intended
C.demanded
D.told
Often ______ not to be late for class.
A.the teacher asked tom
B.the teacher asks Tom
C.the teacher have asked Tom
D.did the teacher ask Tom
My teacher ______ me to speak English.
A.courage
B.discouraged
C.encouraged
D.encouragement
A.interviewees
B.interviewers
C.teacher
D.doctors