SELF-REFLECTION OF TEACHING PRACTICES READING, WRITING,TALKING
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Date: |
| Grade(s) presently teaching: |
Please do not sign your name. Mark the responses that most nearly reflect your teaching practices. This is one way to reflect your practices and how much you got out of it.
Keep one copy and give one to your tutor(s0.
HOW OFTEN:
0=never 1=rarely 2="sometimes" (1-2x/ week)
3=moderately(3x/week) 4=often(4x/week) 5=daily
| DEVELOPMENT APPROPRIATENESS:I provide opportunities for students to use literacy for their own purposes using previous knowledge, developmentally appropriate strategies and world experiences |
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| EVIRONMENT: I use flexible grouping, e.g. pairs, small groups of different levels, small needs-based groups, and working alone. |
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| KNOWLEDGE CONSTRUCTION: I provide opportunities for students to interpret literary and informational texts before, during and after reading or listening by talking, writing, enacting, drawing, etc. |
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| ASSESSMENT OF LEARNING: I assess students’ use of literacy strategies using this information to measure student progress and refocus my own teaching. |
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| DEMONSTRATION OF STRATEGIES: I read aloud to students and write in front of them, using literary and informational texts. |
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| READING STRATEGIES: I instruct students to read strategically, e.g. to reflect, predict, decode, question, connect, retell, summarize, map, etc. |
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| WRITING STRATEGIES: I provide opportunities for students to work through the writing processes alone and with others, e.g. thinking about purposes and audiences, prewriting, drafting, revising, editing and publishing. |
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| SELF-SELECTION: I provide time for the self-selection of books for independent reading in the classroom, and for book sharing. |
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| DEVELOPING MEANING: I provide clear targets to students to develop higher levels of learning, e.g. What does it mean? Why do I need to know it? How will I use it? |
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| EXTENTION OF LEARNING: I provide opportunities and activities for students to learn more about topics of their choice through problem-based learning assignments, etc. |
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| BUILDING SUCCESS: I structure lessons/activities that provide opportunities for all students to experience success. |
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According to the passage, who most probably mark the responses in the form?
| A．Professional tutors. | B．Language teachers. |
| C．Personal physician. | D．Psychological therapist. |
According to the passage, which frequency degree would you choose if you carry out the practice in the form not at all often?
| A．0 | B．1 | C．2 | D．3 |
Mr. Kent bears EXTENTION OF LEARNING idea in mind, he quite often tends to _______.
| A．always set groups to encourage students to work out something by putting heads together |
| B．prepare grade-level materials for teaching |
| C．develop students reading skills during pre- while-and- post-reading stage |
| D．provide students with extra learning materials to further their study |
Mrs. Grace likes to share her version of tasks outcome in class, which could be labeled _____.
| A．ASSESSMENT OF LEARNING | B．KNOWLEDGE CONSTRUCTION |
| C．DEVELOPMENT OF STRATEGIES | D．SELF-SELECTION |
When people reunite with their loved ones, it’s usually a wildly happy moment. But what is their most common response to seeing them again? It may seem strange, but most of the time they break down in tears.
Now a group of psychologists from Yale University in the US say they have found the reason why, and that crying tears of joy may well be the body’s way of restoring emotional balance.
“They seem to take place when people are unable to tolerate strong positive emotions, and people who do this seem to recover better from those strong emotions,” Oriana Aragon, the lead researcher, told The Telegraph.
Aragon and her fellow psychologists looked at hundreds of participants’ emotional responses to different things, including happy reunions（重逢）and cute babies.
Many participants said they would react in a negative or aggressive way to the positive things — to cry at happy moments and want to pinch（捏）a cute baby’s face or even tell them “I want to eat you up!”
But then researchers found that these people were able to calm down from strong emotions more quickly.
“We want a happy, middle spot. Extreme is not good. It’s hard on our bodies,” Aragon told The Washington Post.
There are many other examples of times when people respond to a positive experience with a negative emotional reaction.
At an exciting concert, fans scream in horror at their idols. People who have just had a big lottery win are often in floods of tears.
“These findings advance our understanding of how people express and control their emotions, which is importantly related to mental and physical health, the quality of relationship with others, and even how well people work together,” said Aragon.
The psychologists then went further and claimed that the reverse（颠倒）was also true. Strong negative feelings may also bring out positive expressions.
For example, people often laugh when they are nervous or they are in a difficult or frightening situation.
Also, have you ever seen a character smiling at a time of extreme sadness in a movie? Their acting is not over the top, as reacting with this type of expression is just human nature, said researchersWhat does the underlined word “they” in Paragraph 3 mean?
| A．A group of psychologists. | B．People’s loved ones. |
| C．Strong positive emotions. | D．Crying tears of joy. |
Which of the following words best describes the language style of the passage?
| A．Academic and formal. | B．Cheerful and friendly. |
| C．Humorous and concerned. | D．Serious and boring. |
We can conclude from the first two paragraphs that .
| A．crying in the happy moment can also do good |
| B．a character’s smile in a movie makes no sense |
| C．people reveal their emotions by either crying or laughing |
| D．negative emotional reaction is always harmful |
The writer wrote the passage in order to ______________.
| A．argue that crying is no worse than laughing. |
| B．inform readers about the effect of crying and laughing. |
| C．entertain readers by relating some happy occasions. |
| D．instruct readers how to cry and laugh. |
As we grow old, we realize that we have so little time to read and there are so many great books that we’ve yet to get around to. Yet re-readers are everywhere around us. For certain fans, re-reading The Lord of the Rings is a conventional practice annually. One friend told me that Jane Austen’s Emma can still surprise him, despite his having read it over 50 times.
New sudden clear understandings can be gained from the process of re-reading. Journalist Rebacca Mead, a long-time Englishwoman in New York, first came across George Eliot’s Middlemarch at 17. Since then, she has read it again every five years. With each re-reading, it has opened up further; in each chapter of her life, it has resonated (引起共鸣) differently. Mead evidenced the large number of ways in which really good books not only stand the test of repeat reads, but also offer fresh gifts each time we crack their spines. These kinds of books grow with us.
Scientists have also recognized the mental health benefits of re-reading. Research conducted with readers in the US found that on our first reading, we are concerned with the “what” and the “why”. Second time round, we’re able to better appreciate the emotions that the plot continues to express. As researcher Cristel Russell of the American University explained, returning to a book “brings new or renewed appreciation of both the great book and its readers.”
It’s true that we often find former selves on the pages of old books (if we’re fond of making notes on the pages). These texts can carry us back to a time and place, and remind us of the kind of person that we were then. We’re changed not only by lived experience but also by read experience – by the books that we’ve discovered since last reading the one in our hand.
More so than the movie director or the musician, the writer calls upon our imaginations, using words to lead us to picture this declaration of love or that unfaithfulness in life. A book is a joint project between writers and readers, and we must pour so much of ourselves into reading that our own life story can become connected with the story in the book.
Perhaps what’s really strange is that we don’t re-read more often. After all, we watch our favorite films again and we wouldn’t think of listening to an album only once. We treasure messy old paintings as objects, yet of all art forms, literature alone is a largely one-time delight. A book, of course, takes up more time, but as Mead confirms, the rewards make it adequately worthwhile.The two books are mentioned in Paragraph 1 mainly to __________.
| A．attract the attention of readers |
| B．introduce the topic of the passage |
| C．provide some background information |
| D．show the similarity between re-readers |
The underlined expression “crack their spines” in Paragraph 2 refers to ________.
| A．recite them | B．re-read them |
| C．recall them | D．retell them |
It can be learned from the passage that __________.
| A．reading benefits people both mentally and physically |
| B．readers mainly focus on feelings on their first reading |
| C．we know ourselves better through re-reading experience |
| D．writers inspire the same imaginations as film directors do |
The purpose of the passage is to __________.
| A．call on different understandings of old books |
| B．focus on the mental health benefits of reading |
| C．bring awareness to the significance of re-reading |
| D．introduce the effective ways of re-reading old books |
As you move around your home, take a good look at the things you have. It is likely that your living room will have a television set and a video, and your kitchen a washing machine and a microwave oven. Your bedroom drawers will be filled with almost three times as many clothes as yon need. You almost certainly own a car and possibly a home computer, holiday abroad at least once a year and eat out at least once a week.
Now, perhaps, more than ever before, people are wondering what life is all about, and what it is for. Seeking material success is beginning to trouble large numbers of people around the world. They feel that the long-hours work culture to make more money to buy more things is eating up their lives, leaving them very little time or energy for family or pastimes. Many are turning to other ways of living and downshifting is one of them.
Six percent of workers in Britain took the decision to downshift last year. One couple who downshifted is Daniel and Liz. They used to work in central London. He was a newspaper reporter and she used to work for an international bank. They would go to work by train every day from their large house in the suburbs, leaving their two children with a nanny. Most evenings Daniel wouldn't get home until eight or nine o'clock and nearly twice a month he would have to fly to New York for meetings. They both earned a large amount of money but began to feel that life was passing them by.
Nowadays, they run a farm in the mountains of Wales. "I always wanted to have a farm hen," says Daniel, "and we took almost a year to make the decision to downshift. It's taken some getting used to, but it's been worth it. We have to think twice now about spending money on car repairs and we no longer have any holidays. However, I think it's made us stronger as a family, and the children are a lot happier.
Liz, however, is not quite sure. "I used to enjoy my job, even though it was hard work and long hours. I'm not really a country girl, but I suppose I'm gradually getting used to looking after the animals. One thing I do like, though, is being able to see more of my children. My advice for other people wanting to do the same is not to think about it too much or you might not do it at all."What do the first two paragraphs tell us?
| A．People seldom work long hours to make money. |
| B．People hardly buy more things than necessary. |
| C．People are sure everything they own is in the right place. |
| D．People realize there is more to life than just making money. |
When Daniel was a reporter he _________________.
| A．lived in central London | B．disliked his job |
| C．missed his children | D．was well paid |
People who downshifts probably means the ones _________.
| A．repairing their car by themselves |
| B．spending money carefully |
| C．moving out to the countryside to live a simpler and better life |
| D．living in a big house in the suburbs and dining out once a week. |
According to the last paragraph, Liz thinks the downshifting__________.
| A．disapproving | B．comfortable |
| C．acceptable | D．Discouraging |
The search for beauty spans centuries and continents. Paintings of Egyptians dating back over 4,000 years show both men and women painting their nails and wearing makeup. In 8th-centuryFrance, wealthy noblemen wore large wigs (假发）of long, white hair to make themselves attractive. Today, people continue to devote a lot of time and money to their appearance.
There is at least one good reason for the desire to be attractive：beauty is power. Studies suggest that good-looking people make more money, get called on more often in class, and are regarded as friendlier.
But what exactly is beauty? It's difficult to describe it clearly, and yet we know it when we see it. And our awareness of it may start at a very early age. In one set of studies, six-month-old babies were shown a series of photographs. The faces on the pictures had been rated for attractiveness by a group of college students .In the studies, the babies spent more time looking at the attractive faces than the unattractive ones.
The idea that even babies can judge appearance makes perfect sense to many researchers. In studies by psychologists, men consistently showed a preference for women with larger eyes, fuller lips, and a smaller nose and chin while women prefer men with large shoulders and narrow waist.
According to scientists, the mind unconsciously tells men and women that these traits —the full lips, clear skin , strong shoulders —equal health and genetic well-being.
Not everyone thinks the same way, however. " Our hardwiredness can be changed by all sorts of expectations —mostly cultural, " say C. Loring Brace, an anthropologist at the University of Michigan. What is considered attractive in one culture might not be in another. Look at most Western fashion magazines：the women on the pages are thin. But is this "perfect" body type for women worldwide? Scientists' answer is no; what is considered beautiful is subjective and varies around the world. They found native peoples in southeast Peru preferred shapes regarded overweight in Western cultures.
For better or worse, beauty plays a role in our lives. But it is extremely difficult to describe exactly what makes one person attractive to another. Although there do seem to be certain physical traits considered universally appealing, it is also true that beauty does not always keep to a single, uniform standard. Beauty really is, as the saying goes, in the eye of the beholder.People's ideas about beauty __________
| A．have existed since ancient times |
| B．can be easily described |
| C．have little influence on a person's success |
| D．are based upon strict criteria |
In Paragraph 3, the babies in the study __________.
| A．were rated for their appearance |
| B．were entered in a beauty contest |
| C．were shown photos of a group of college students |
| D．were able to tell attractive faces from unattractive ones |
A skinny woman in southeast Peru is more likely to be considered as _______ by the locals
| A．unattractive | B．charming |
| C．unknown | D．ordinary |
We can learn from the passage that __________
| A．the ideas of beauty vary as people grow up |
| B．the search for beauty is rooted in lack of confidence |
| C．the standards for beauty are based on scientific researches |
| D．the understanding of beauty depends on cultural backgrounds |
The English proficiency of Chinese women is much better than that of men, according to a study released in Shanghai yesterday, Chinese women scored three points higher than men in the English Proficiency Index(英语水平指数) released by EF Education, a language training company, mainly English. Worldside, women scored one point higher than men on average.
“This shows that Chinese women are more used to the Chinese education mode, the report said. Chinese women use their gift of language to gain success.”
However, Chinese mainlanders English proficiency ranked second to last in Asia, despite the great time and effort that many people invest in learning the language, the report said, China’s mainland is ranked the 36th in the index of 54 countries and regions where English is not the native language. That’s down by seven places comparing with that last year. The Chinese mainland belongs to the low-proficiency tier(低水平层次) and is ranked just above Thailand in Asia. This year’s index has increased the weight of listening tests, while decreasing the importance of grammar and vocabulary exams, which partly caused the ranking change, researchers said. Moreover, test-oriented(以考试为目的) and rote-based(死记硬背)learning methods often used in China hurt the language skills of Chinese students, education experts said.
The study compared test scores of more than 1.7 million adults in the 54 countries and regions. Sweden, Denmark and the Netherlands have the best command of English, while Libya has the lowest English proficiency level. European countries generally performed well. But Italy, Spain and Portugal, some of the countries at the heart of the euro zone crisis, are being dragged down by poor English, according to the report. Singapore is 12th, the best in Asia, followed by Malaysia and India, South Korea; at 21st, and Japan, at 22nd, performed disappointingly low despite their focus on education; the report said.
One in every four people frequently uses English at work on China’s mainland, nevertheless nearly 15 percent said they never use English, lower than the world average level, according to the study.What is EF Education?
| A．It is a language test organization. |
| B．It is an English teaching school. |
| C．It is a language training company. |
| D．It is an organization studying human. |
By what do Chinese women gain success in English learning?
| A．Cheating. | B．Gift. |
| C．Learning by heart. | D．Asking for help. |
What can we learn from paragraph 3?
| A．Chinese mainlanders’ English proficiency ranked second in the index of 54 countries and regions. |
| B．Chinese mainlanders’ English proficiency ranked 29th last year. |
| C．The Chinese mainland belongs to the mid proficiency tier. |
| D．This year’s index has increased the weight of grammar and vocabulary exams. |
Which of the following order is TRUE in the ranking of the English Proficiency Index?
| A．Denmark > India > Japan > Singapore > Libya |
| B．Denmark > Japan > Singapore > India > Libya |
| C．India>Japan > Denmark > Singapore > Libya |
| D．Denmark > Singapore > India > Japan > Libya |