tested

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tested一:How Often Should the Students be Tested ?(学生多久需要考试

四六级考试网权威发布How Often Should the Students be Tested ?(学生多久需要考试，更多How Often Should the Students be Tested ?(学生多久需要考试相关信息请访问大学英语四六级考试网。
How Often Should the Students be Tested ? You can give classroom tests once every few weeks -- sometimes even once a week. But even informal classroom tests, however, can break up learning rather than encourage it if they are set too often. This is particularly true if they are given to the class in a nervous and formal atmosphere. So, always try to make sure that your students don"t feel anxious when you give them the test.Don"t give the impression to your students that you are making a judgment on them every time you give them a classroom test. Remember that students" work and abilities will not normally change greatly from week to week. For example, a student who is near the top of the class one week will not be near the bottom of the class the following week. If there is such a change, there is something wrong with the test or with the student"s conditions.
学生多久需要考试一次? 每隔几周，就要有一次当堂测试———有时甚至每周一次。但是，即使是不正规的课堂测验，如果太频繁的话，也只会打断学生的学习，而不会起到鼓励的作用。如果在紧张、正规的气氛下进行课堂考试，就更是如此了。 因此，在考试时，尽量保证不要让学生感到紧张。不要让学生感觉每次的课堂测验都是你对他们的一种评价。记住：学生的学习和能力通常不是每周都会看到巨大变化的。比如，这周班里的尖子生不可能下周就变成垫底的差生。如果真的有这样的变化，不考试出了问题，就是这个学生的状态，不对头了。

tested二:小学英语作文How Often Should the Students be Tested ?

小学英语网权威发布小学英语作文How Often Should the Students be Tested ?，更多小学英语作文How Often Should the Students be Tested ?相关信息请访问小学英语网。
You can give classroom tests once every few weeks -- sometimes even once a week. But even informal classroom tests, however, can break up learning rather than encourage it if they are set too often. This is particularly true if they are given to the class in a nervous and formal atmosphere.　　So, always try to make sure that your students don"t feel anxious when you give them the test.　　Don"t give the impression to your students that you are making a judgment on them every time you give them a classroom test. Remember that students" work and abilities will not normally change greatly from week to week. For example, a student who is near the top of the class one week will not be near the bottom of the class the following week. If there is such a change, there is something wrong with the test or with the student"s conditions.

tested三:2014专四完型模拟练习题

专四专八网权威发布2014专四完型模拟练习题，更多2014专四完型模拟练习题相关信息请访问专业英语四级八级考试网。
It is well known that teenage boys tend to do better 1)______ math than girls， that male high school students are more likely than their female counterparts 2)______ advanced math courses like calculus，that virtually all the great mathematicians 3)______ men. Are women born with 4)______ mathematical ability?Or does society’s sexism slow their progress? In 1980， two Johns Hopkins University researchers tried 5)______ the eternal nature/nurture debate. Julian Stanley and Camilla Benbow 6)______ 10，000 talented seventh and eighth graders between 1972 and 1979. Using the Scholastic Aptitude Test， in which math questions are meant to measure ability rather than knowledge， they discovered 7)______ sex differences. 8)______ the verbal abilities of the males and females 9)______ differed， twice as many boys as girls scored over 500 (on a scale of 200 to 800) on mathematical ability; at the 700 level， the ratio was 14 to 1. The conclusion： males have 10)______ superior mathematical reasoning ability.
　　Benbow and Stanley’s findings， 11)______ were published in “Science”， disturbed some men and 12)______ women. Now there is comfort for those people in a new study from the University of Chicago that suggests math 13)______ not， after all， a natural male domain. Prof. Zalman Usiskin studied 1，366 tenth graders. They were selected from geometry classes and tested on their ability to solve geometry proofs， a subject requiring 14)______ abstract reasoning and spatial ability. The conclusion 15)______ by Usiskin： there are no sex differences in math ability.
　　1.A. at　B. to C. of D. about
　　2.A. in tackling　B. tackling C. to tackle　D. about tackling
　　3.A. might be　B. have been　C. must be D. had been
　　4.A. smaller B. less C. fewer　D. not more
　　5.A. to settle B. to set C. settling D. setting
　　6.A. were tested B. have tested　C. were testing?D. had tested
　　7.A. distinct B. instinct C. remote D. vague
　　8.A. Since B. However　C.

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