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Passage
One
If you're
a student or a parent and you're not sure where to start,
then a good place to start is Your Questions, Our Answers
which, as its name suggests, consists of our collected answers
to your frequently-asked questions.
Or you could try our Basic Ideas Tutorials.
After all, few can tell you better about GCSE English and
GCSE English Literature, and we tell it like it is in our
no-nonsense syllabuses.
We'll do our best to guide you through our
pages.
Basic Ideas Tutorial 1
What English Is For
English is for communicating with each other.
But never forget that communication is a two-way thing!
To communicate effectively we must Have
ideas, Pass on ideas and Receive ideas.
Having Ideas
You have more than 20 000 ideas every day!
Many students reject their ideas because
they think their ideas are worthless. Like Barney Door,
some students are so in the habit of rejecting their ideas
that they don't even know that they have them! Barney's
head is teeming with ideas. It's not that he doesn't have
ideas, it's just that he doesn't have the confidence to
use them!
Even really crazy ideas can have their uses,
so make your motto "Any old junk will do!" because it's
not the idea—it's what you make of it! And by the way,
someone should tell Barney that English is not about saying
what you're "meant" to say. It's about saying what's important
and interesting to you!
Passing on ideas
Many students fail to pass on their ideas
because they don't use the best way.
What is best will depend on the idea you
have.
Imagine you're trying to teach someone something.
It often helps if you imagine that you are
trying to teach someone something, so think about what kind
of things help you to learn. Make what you say or write
as simple as possible.
And if there's a really good teacher in
your school, try to copy the kind of things that he or she
does.
Another common failure is that students
don't tell us the whole thing that's in their minds. Instead,
they tell us fragments and expect us to fill-in the gaps.
An example of this can be one who speaks in fragments. He
might know the book really well. But you could never tell
by the things he says!
Receiving ideas
Being good at communicating means being
receptive—and this means having an open mind.
Many students perform poorly in GCSE English
because they will not consider ideas that are put to them—they simply reject them because they seem strange, old-fashioned,
or unimportant.
In GCSE English, you are expected to consider
a wide range of ideas. Some will be put to you because they
seem strange, because they seem old-fashioned, and because
they seem unimportant. Geddit!?
(473 words)
1. Which of the following is the name of
the tutorial?(
C
)
(a) Your Questions, Our Answers.
(b) Basic Ideas Tutorials.
(c) What English Is For.
(d) GCSE English.
2. Barney Door seems to be the name of _________. (
A
)
(a) a student who is learning English
(b) a website that teaches English
(c) an entrance through which students learn
English
(d) a tutorial group that gives advice to students
3. The
author advises us to make our motto "Any old junk will do",
since _______. (
D
)
(a) anything, including old junk, is useful
(b) anyone, no matter how foolish he is, can learn English
well
(c) it is better to have ideas than to have nothing
(d) seemingly worthless ideas can be useful sometimes
4. Many
students don't pass on their ideas because _______.
(
B
)
(a) they never teach anything to anybody
(b) they fail to do it in a proper way
(c) they don't depend on their own ideas
(d) they don't copy the kind of thing that their teacher
does
5. Receiving
ideas means having an open mind to _______. (
A
)
(a) a wide range of ideas
(b) strange, old-fashioned and unimportant ideas
(c) any ideas that are put to you
(d) communicative and receptive ideas
TOP
Passage
Two
If
you're a student and you're aged 16 or under, we're here
to help you. We're open from Monday to Thursday with two
live sessions on each day—one in the afternoon and one
in the evening, and then again on Sunday for one session
in the evening.
During a live session, lots of experienced
teachers are waiting behind the scenes, ready to help you
with your homework problems. As soon as you send in your
question, we'll let you know if it's going to be answered
that day. Every day, we answer more than two hundred questions.
If you have any comments regarding Homework
High then you can email the team.
Unfortunately we can't always promise a
direct reply—sorry!
Homework High has been designed to be safe
and easy to use. All content is produced exclusively by
our own qualified teachers.
This is really easy. Each character on the
front page represents a different subject. When a subject
has this sign above it, it means that our teachers are online
and ready to accept questions. Just click on the character
and you'll be taken to a page where you have to tell us
a bit about yourself. When you put in your question, give
us as much detail as you can. Our teachers want to help
you understand the problem, not just give you the right
answer. So, if you can, tell us what you already know, why
you got stuck, which bit is difficult, what you were studying
in class.
When you send us your question, we'll let
you know straight away if it's going to be answered that
day. If we can answer your question, we'll give you a reference
number. Write this down somewhere as you'll need it later
on. Once you've got the reference number, you can disconnect
from the internet (to save on your phone bill). Try logging
on again in about an hour.
Then, to get your answer, you can return
to Homework High and choose the option at the top of the
page. You'll then need to type in your reference number
and we'll let you know if your answer's ready. Or if you
gave us your e-mail address, check your e-mail. If a message
has arrived saying that your answer is ready, go to Homework
High, choose the option to get your answer and put in your
reference number.
If we're really busy, your question might
not get into the queue to be answered. We'll tell you straight
away if that happens. It's still worth coming back later
and trying again just in case our teachers are working even
quicker than usual.
Even if your question doesn't make it, you're
still not alone. You can visit the library and search for
answers that might help you.
(468 words)
6. Homework High is the
name of a ________. (
B
)
(a) tutor group
(b) secondary education website
(c) TV station
(d) question-and-answer workbook
7. Homework High offers services to ________.
(
C
)
(a) teach students a variety of subjects
(b) support students with reference materials
(c) solve students' homework problems
(d) run a safe and usable program for students
8. The purpose of asking for a student's
detail is to ________. (
D
)
(a) decide whether to answer the question on that day
(b) avoid giving the right answer
(c) make the problem easier to understand
(d) give a more helpful answer
9. A
reference number is useful when a student wants to _______.
(
A
)
(a) get the answer to the question
(b) disconnect from the internet
(c) save on his telephone bill
(d) read an e-mail message
10. What can we infer from the passage? (
B
)
(a) A student cannot make a question alone at a time.
(b) Not every question is answered by the teachers.
(c) An answer is not available until an hour later.
(d) The teachers at Homework High usually work slowly.
TOP
Passage
Three
Distance learning
is a formal educational process that breaks the mold of
the traditional classroom. There are two key differences
between traditional education and distance learning. Distance
learning adds flexibility and availability, regardless of
time, place, or pace of learning.
An instructor teaches, and somewhere a student
learns, regardless of barriers of time or place. Distance
learning reaches out to non-traditional students who must
fit their studies around work-place and family responsibilities,
geographical barriers, or personal challenges. Students
can be at satellite campuses, at the workplace, or at home.
Instruction may take place in real time or on a time-delayed
basis. Interactivity between student and instructor, as
well as among students themselves can be built into the
program. The outcome can be an undergraduate or graduate
degree, professional certification or CEUs, on-the-job training,
or life-long learning.
Instruction is delivered using a number
of technologies, depending on what is most appropriate for
the subject and the targeted group of students. Technologies
can be as straight-forward as the classic correspondence-school
model of paper-based postal-delivered instruction. Students
progress through the course at their own speed, usually
in isolation.
Audio technologies such as telephone conference
calls or radio allow synchronous delivery of instruction
to all students. Video technologies such as videotape, compressed
digital video, cable, or satellite delivered programming
add more flexibility and sophistication to instructional
design. Computer-based learning technologies such as CD-ROM,
the Internet, and desk-top videoconferencing make tailoring
individual instruction efficient and effective. Support
technologies such as e-mail, fax, phone, and the World Wide
Web facilitate interactivity, even in totally asynchronous
delivery systems.
Distance learning models are as varied and
numerous as the courses themselves. The most effective distance
learning courses possess special design features that take
advantage of the medium of distribution and the nature of
the subject being taught.
There are three basic models of distance
learning distribution: live broadcast video, either full
motion or compressed, distribution of packaged instruction,
computer-based instruction.
These models can be used in combination,
for instance, course conducted primarily with videotapes
can have some class session broadcast live via satellite
or the World Wide Web. In this way, course can be tailored
to suit the student population being served, the needs of
the professor, the educational institution and the partner
organizations. Models are continuously modified and new
ones created.
Interactivity between instructor and student
and among students as a group, is an important part of the
learning process. There are a number of support technologies
that foster interactivity in the distance learning environment.
These include electronic bulletin boards, internet, e-mail,
fax, IRC chat groups, telephone, and snail mail.
Electronic bulletin boards allow for open
discussions and question and answer sessions on a time-shifting
basis. They also facilitate group projects, as do e-mail
and IRC chat groups on the internet. E-mail, fax, and the
telephone support private conversations, homework assignments,
exams, and advising and consulting. Class notes and other
course materials such as syllabi can be located on a web
site.
(495 words)
11. Which of the following is true?
(
B
)
(a) Distance education is all on-the-job training.
(b) Distance education can also offer a graduate degree.
(c) Distance education is only available to students many miles away.
(d) Distance education usually takes a lifelong time.
12. According to the author, distance learning
technologies are ________. (
D
)
(a) classic
(b) all based on the computer
(c) models of the correspondence school
(d) used depending on the type of subjects and students
13. The courses for distance learning are ________.
(
A
)
(a) in a large number
(b) the most effective
(c) special in their features
(d) the same as their models
14.Distance learning
distribution can typically be in the form of a _______.
( C
)
(a) course conducted primarily with videotape
(b) course tailored to suit the student population
(c) class session broadcast live via satellite
(d) model continuously modified
15. An
example of interactivity is students' work by the use of _______.
( C
)
(a) class notes
(b) syllabi
(c) the internet
(d) technologies
TOP
测验结果：15 题中 共答对题，
答错题， 还有题未答。
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