题型：阅读理解 题类：常考题 难易度：普通
黑龙江省佳木斯市第一中学2017-2018学年高二上学期英语10月月考试卷
Do you find yourself reaching for just one more cup of coffee to get through the day?Are you tired of being tired?Instead of relying on things like coffee or sugar for energy,get happy by eating more foods that give you energy through nourishment.Here are four foods that can help improve your energy levels.
Hemp Seed
A complete protein,rich in fiber and omega-3s,hemp is a great low-glycemic（低胰岛素）addition to any diet.The glycemic index (GI) is a measurement of how fast the carbohydrates in food are broken down into glucose（葡萄糖）and how much it will affect your blood sugar.Fiber,fat and protein all lower the GI of a food,which is why hemp seeds (along with nuts,seeds,whole grains and legumes) are low-glycemic.Look for hemp seed oil for salad dressing,and hemp seeds to be added into salads.
Soaked Almonds
Raw almonds are nutrient dense,and soaking them releases（释放）higher nutrition potential.Soaking increases vitamin levels and removes the enzyme（酶）inhibitors that slow down digestion.I soak my almonds in water overnight (at least eight hours) and then dry them.
Quinoa
It is 20-percent protein,making it a balanced source of carbohydrates.Even though you feel like you're too busy to make home-made meals,quinoa is a fast food that cooks in less than 15 minutes.
Green Tea
Caffeine from green tea feels steadier and less sharp than the spike and crash with caffeine from coffee.This is likely because green tea contains L-theanine,a kind of acid found in tea that helps promote relaxation. .
A. How to deal with listening practice B. Class atmosphere matters a lot in learning C. Monitoring activities is one of the main tasks of teachers D. How to evaluate student performance E. Group work needs organizing properly F. Communication skills play a big role in language learning |
Both instructors and learners can get benefits from the following learning strategies as long as they are properly made use of in language learning.
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The information presented in this section focuses on specific conversation, discussion, or presentation skills. The activities are generally self-explanatory, with students expressing opinions, making decisions, solving problems, planning presentations, and so on. Engaged in these activities, students have the possibility of communicating with each other in class. This section also includes lists of expressions used to illustrate different language functions, such as agreeing, disagreeing, and asking for clarity in order to help students expand their knowledge of English.
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In a speaking or listening course, students' anxieties can affect their learning. For this reason, it is important to establish a friendly, relaxed classroom environment. It may help students 10 think of the classroom as a laboratory where they can experiment and take risks with the language. In such circumstances, students should realize that errors are a natural and expected part of learning a language. In addition, one of the goals of this pan is to encourage students to examine their awn opinions and values while at the same time showing respect for the opinions and values of others.
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Many of the activities in this section involve the students' cooperating work in class. Generally, such an activity taken up by four members seem to work the best. Groups of three or five members may also be effective, depending on the activity. The first unit includes guidelines for organizing group work, with students taking on the following roles: leader, reader, summarizer, reporter, and observer (if necessary). Organizing all activities in this way makes the course truly learner-centered since students must take fall responsibility for carrying out each activity. As for seating, group members should arrange their seats or chairs in a small circle to encourage interaction.
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Being a teacher, in the course of group activities, you should circulate from group to group, which helps ensure that students are on task and are using English. While you should not participate in pair or group activities, you need to stay involved in what the students are doing. One important reason to circulate during activities is to keep track of the kinds of problems students have, such as grammatical accuracy, fluency, word choice, pronunciation and intonation discussion strategies, etc. However, it is generally not effective to correct students' errors when they arc involved in an activity. The most practical way to deal with communication problems is to make notes of what you observe as you arc circulating. You can then use this information to provide feedback after the activity or to develop future lessons.
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At the beginning of the course, when they need to build up their confidence, students benefit most from encouragement and positive comment. If possible, you'd rather not grade the students fust few efforts at speaking in a group or to the class. Many students suffer such anxiety in speaking situations that any criticism at this stage can have the opposite effects. Commenting on students' work does not necessarily mean grading them on the scene. Even if the programs requires formal grades, you should try to put off assigning grades until later in the term.
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