Teaching is more than leadership. Some of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an effective organizational structure (結(jié)構(gòu)) and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.
On the first day of class, the teacher faces a room filled with individuals (個(gè)體). Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.
Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.
No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.
【小題1】The underlined word “maintain” in Para.1 probably means_______.

A．conserve B．build C．recreate D．evaluate
【小題2】According to the author, the teacher should _______.
A．free students from outside pressures
B．set the standards and rules on his own
C．be responsible for a well-organized class
D．focus more on instruction and evaluation
【小題3】From the passage we can learn that ______.
A．rules cannot be changed once they’re formed
B．outside pressures may not cause tension among students
C．if the teacher well unites his students, he then will finish his task
D．if rules are not acceptable both to students and teachers, the classroom can be a mess
【小題4】What is the author’s main purpose of writing the passage?
A．To provide information for teaching.
B．To show the importance of teaching a class.
C．To study the teacher’s behavior in the classroom.
D．To compare the teacher’s behavior with the students’ in class.


【小題1】A
【小題2】C
【小題3】D
【小題4】A

解析試題分析：教育不僅僅是領(lǐng)導(dǎo)關(guān)系。老師應(yīng)該創(chuàng)造一種有效的組織結(jié)構(gòu)和良好的工作環(huán)境，以便于教學(xué)和評(píng)估能夠順利開展。老師應(yīng)該參考學(xué)校的規(guī)章制度制定一些規(guī)則來維護(hù)教室秩序。
【小題1】helping to form and maintain a positive learning environment幫助形成并保持一個(gè)積極的學(xué)習(xí)氛圍，A保護(hù)，保存；B建立；C重建；D評(píng)價(jià)，評(píng)估，故選A。
【小題2】根據(jù)第一段“But it is the teacher as a group leader who creates an effective organizational structure (結(jié)構(gòu)) and good working environment so that instruction and evaluation activities can take place.”可知，老師應(yīng)該創(chuàng)造一種有效的組織結(jié)構(gòu)和良好的工作環(huán)境，故選C。
【小題3】根據(jù)第三段“Without clear regulations agreeable to the students and teachers, the classroom can become chaotic.”可知，沒有明確的、適用于老師和學(xué)生規(guī)則，教室可能會(huì)變成一團(tuán)糟，故選D。
【小題4】根據(jù)“Teaching is more than leadership. ...Standards and rules must be set to keep order ...One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.”可知，文章講的是一些教學(xué)的原則，故選A。
考點(diǎn)：教育類短文閱讀

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Sooner or later, most students are to take some form of English examinations. Often the more successful students are better prepared. However, sometimes students who do well have better test taking skills. These abilities really have nothing to do with understanding English better. They are skills that make taking the test easier, and therefore provide better results.
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Usually(but not always) a strong first impulse(沖動(dòng)) means we know the answer and we don’t really have to think about it too much. Going back to think about it usually makes you unsure and often causes a mistake. This is very common, so be very careful!
If you don’t know the answer, write something. If you are answering a 4 possibility multiple choice question you will still have a 25% chance of being correct!
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【小題3】It is common that many students______.
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【小題4】What would be the best title of the passage?
A．Effective Studying Methods. B．Effective Test Taking Skills.
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