The girls are afraid that being friendly to strangers could

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[单选题]The girls are afraid that being friendly to strangers could be misinterpreted by their________neighbours.

A. ever-present
B. ever-presented
C. ever-presenting
D. ever-presently

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学习资料：

[单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned a great deal;some, very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites with in the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each students rank in class upon graduation. 　　From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as cap-able learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. they became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers or the school's. 　　Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The "data-based decision makers"in this process are students themselves Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect,drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities. 　　Passage 1

What is the author 's attitude towards the old mission of assessment?

A. Supportive
B. Indifferent
C. Negative
D. Neutral

[单选题]对学生课堂行为所施加的准则与控制称为( )。

A. 课堂管理
B. 课堂情境
C. 课堂气氛
D. 课堂纪律

[单选题]在同一文档中进行不同的页面设置，必须用( )。

A. 分节
B. 分栏
C. 采用不同的显示方式
D. 分页

[多选题]简述课外活动的意义。

A. (1)促进学生全面发展，促进学生社会化；(2)促使学生在社会化过程中个性化；(3)课外活动给学习生活增添了乐趣；(4)课外活动在发挥学生特长方面也有重要作用。

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