Teaching Boys: Developing classroom practices that work Amanda Keddie and Martin Mills Bridges the gap between theory and practice to offer a practical and sustainable framework for teaching boys in classrooms of all levels. Sales points Teaching boys remains one of the most concerned issues in education today. Many books have been published analysing why boys perform less well than girls, and why some boys struggle at school. But they don't show teachers what will work: this book does. The authors offer a research-based framework for classroom strategies that work with boys--and don't disadvantage girls. Description Boys' education continues to be a focus of public anxiety among teachers. Concern about boys' general educational under-achievement and the impact this under-achievement has on the boys themselves, as well as on the broader society, continues to fuel disagreement and debate on the best approach to take in response. Teaching Boys provides a framework for developing practical and sustainable ways to improve boys' education. The book indicates how what teachers do in the classroom can enable boys' academic and social outcomes. With detailed case studies, Keddie & Mills outline a range of practical classroom strategies that will assist teachers to meet the challenge of teaching boys, without neglecting the girls in the process. About the Authors Amanda Keddie is a researcher at the University of Queensland. Her research interests and teaching areas focus on classroom teaching, curriculum and educational sociology. Martin Mills is Associate Professor in the School of Education at the University of Queensland. He has written several books, and is co-author of Teachers and Schooling Making a Difference (Allen & Unwin, 2010). The book Teaching Boys is intended for _ . A) parents B) teachers C) students D) boys
B
(Question)
I was living a life in my screen and hardly noticed what was around me. So when my friends invited me to go camping for a long weekend without the cell service, I thought this was exactly what I needed. Here's how keeping away from my phone for 48 hours changed me. I realized my bedtime routine was usually centered on one thing: my phone. Right before I went to sleep, I browsed through news websites and checked my emails. When I woke up in the middle of the night, I did the same thing. The problem with this was I felt anxious every night. I felt free without my phone at that weekend camp. I felt asleep listening to the sound of crickets. When I had my phone, I was always checking the time and thinking of future plans. My thought was: "Who's going to text me now? What will I do next?" Without my phone, I truly _ what I was doing in the moment, sitting by the river, riding a bike, or singing the old songs. There was no need to rush through any of it. I listened to what my body wanted instead of what my phone was telling me to do. You know that moment when you're hanging out with a group of people and no one has anything to say? The typical response: Everyone immediately pulls out their phones. So what did we do without a phone to avoid embarrassing silences? We actually talked to each other. Instead of burying our faces in our screens, we looked one another in the eye, had a moment of pure human connection and then continued talking. And you know what? People actually listened. So, now what? Now I'm back to the real world. At that weekend camp, the campers _ . A) often felt very lonely B) found some other fun activities C) got into good conversation with each other D) often needed to deal with embarrassing silences
(Answer)
C
Ques: It was just a windy January day here in the North East of Scotland. When I left home for the office where I worked in the next town, the weather forecasters said, "Windy and cold, but no rain." However, by the time I was about to leave work in the early evening, it was pouring! My office was close to the bus stop so that there was no problem; I just shot out the door and onto the bus. Unfortunately, once I got home to Montrose, I had about a mile to walk from the bus stop to my home. As I stepped off the bus that night to walk home, I struggled to get my tiny umbrella to go up in the strong wind. It was obviously designed for a very light shower. Then, suddenly and to my amazement, I heard my mum's voice. "Quickly! Come under here, before you get soaked! " I nipped under my bigger umbrella and stared at mum in surprise. "What on earth are you doing here in this weather?" I asked her. My mum was eighty-three that year, and although fit and healthy, she did not usually like going out in strong wind and heavy rain. "You said to come round for tea tonight, but I came early before the rain got too heavy. Eric told me that your car was in for a service and I saw your big umbrella lying on the chair. Eric was on the phone, so I just picked it up and came out so that I could meet you and you would not get soaked!'' My mum passed away the following year. This simple act remains in my mind, and reminds me how completely my mum loved me. She would not have gone out in the wind and rain for herself, but, at eighty-three, she never gave a second thought about the bad weather so I would not get wet. Eric failed to pick up the author in the car for the reason that _ A) he was busy with his work. B) the car was being repaired. C) he was fixing the new phone. D) he did not expect it to rain.
Ans: A
Ques:There are three ways you can go about writing a resume: You can rely solely in your memory; you can dust off a previous resume and add something new to it ;or you can create a new resume from a permanent personal data record .If you don't have a personal data record, prepare one now. There are four topic areas for which you will need to record details. _ List the schools ,colleges ,and universities you have attended or are attending. Start at junior high school and record the name of each school, the address and telephone number ,the dates you were there. _ --Full name ,address ,and telephone number of the company or organization, and full name and title of each supervisor you worked for. --The dates you started and finished employment. --Your job title ,or titles if you held several position. --Your specific responsibilities and duties for each position. --Any special skills you learned on the job. --Special praise you reserved ,or results you achieved. _ --Membership in a club ,society ,or group ,particularly noting your responsibilities as an active participator or committee member. --Participation in community activities. Particularly describe any executive or administrative positions you have held ,with special responsibilities and dates. --Involvement in a technical society on a local or national level ,with particular mention of any conferences you have held, with special responsibilities you have presented or published. --Involvement in hobby activities. --A wards you have received for any activities you have been involved in. _ The names of people you feel are best fitted to speak on you behalf. For each person ,write down: --Full name ,profession title, place of employment ,job position. --Employer's address and telephone number. --Home address and telephone number. When giving advice about the writing of social activities, the writer_. A) emphasizes the importance of being honest B) suggests that you write as many activities as possible C) stresses the position you hold in the club or association D) tells you not to mention the involvement of less important activities

Ans:
C