题目
题型：不详难度：来源：
Forgiveness
To forgive is a virtue, but no one has ever said it is easy. When someone has deeply hurt you, it can be extremely difficult to let go of your hate. However, forgiveness is possible, and it can be surprisingly beneficial to your physical and mental health. People who forgive show less sadness, anger and stress and more hopefulness, according to a recent research.
_______小题1:______ Try the following steps:
Calm yourself. ________小题2:_______ You can take a couple of breaths and think of something that gives you pleasure: a beautiful scene in nature, or someone you love.
Don’t wait for an apology. Many times the person who hurt you does not intend to apologize. They may have wanted to hurt you or they just don’t see things the same way. _____小题3:______ Keep in mind that forgiveness does not necessarily mean becoming friends again with the person who upset you.
Take the control away from your offender(冒犯者). Rethinking about you hurt gives power to the person who causes you pain. Instead of focusing on your mounded feelings, learn to look for the love, beauty and kindness around you.
_______小题4:______ If you understand your offender, you may realize that he or she was acting out of unawareness, fear, and even love. You may want to write a letter to yourself from your offender’s point of view.
Don’t forget to forgive yourself. ________小题5:_______ But it can rob you of your self-confidence if you don’t do it.
| A．Why should you forgive? |
| B．How should you start to forgive? |
| C．Recognize the benefits of forgiveness. |
| D．Try to see things from you offender’s angle. |
F. To make your anger die away, try a simple stress-management technique.
G. If you wait for people to apologize, you could be waiting an awfully long time.
答案
小题1:B
小题2:F
小题3:G
小题4:D
小题5:E
解析
试题分析：本文是一说明文，主要介绍人们宽恕别人和自己的方法和途径。
小题1:考查句意理解和上下文：根据空后的内容Try the following steps:进行判断选择。可知是：怎么开始原谅，选B。
小题2:考查句意理解和上下文：根据空前后的两句话You can take a couple of breaths and think of something that gives you pleasure: a beautiful scene in nature, or someone you love.进行判断。可知为了让自己的愤怒消失，使一下压力处理方式，选F。
小题3:考查句意理解和上下文：根据前文的Don’t wait进行判断。可知如果你等别人道歉，要等很长时间，选G。
小题4:考查句意理解和上下文：根据空后的那句话If you understand your offender, you may realize that he or she was acting out of unawareness, fear, and even love.进行判断。可知尝试从冒犯者的角度去看待问题。选D。
小题5:考查句意理解和上下文：根据空前的Don’t forget to forgive yourself.进行判断。可知对一些人来说，原谅自己是最大的挑战，选E。
核心考点
试题【根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。ForgivenessTo forgive is a 】；主要考察你对数词等知识点的理解。[详细]
举一反三
— They have been looking into how the plane crash _______.
| A．came out | B．came up | C．came down | D．came about |
Guiding students through open-ended discussions can help students develop their understanding of the nature of science.
One useful practice in classroom discussions involves developing a discussion map. A discussion map is a graphic timeline created by the teacher on which a discussion is recorded --- who initially states the idea and who adds to or refuses the idea.
Discussion maps let teachers gain a deep understanding of students’ level of participation, the origins of ideas, and the claims that seem meaningful, useful, and/or reasonable to students. They also give the teacher an idea of students’ science thoughts of phenomena and ideas.
To make a discussion map, the teacher needs to do a couple of things. First, the teacher needs to keep informed of the ideas that are shared and who shared the idea. The teacher does this as the children talk, making quick notes of the ideas and thoughts. It can be helpful to record the discussion, but it isn’t required. Then, after the discussion is over, the teacher reflectively creates the discussion map to clarify the understanding of the ideas and connections that students were making in their talk.
Educators have identified discussions as consistent with reform recommendations in that they help children learn about the nature science and are useful in combining literacy and science. It is suggested that discussions can be useful for teachers in evaluating students’ ideas and building excitement as science. Discussions offer windows on students’ thinking, provide students who struggle in reading and writing with a chance to participate more actively in class, and create situations where students can express their ideas differently than in traditional schools tasks.
However, I suggest that there are additional reasons for having reasoned discussions in classrooms. First, discussions like this allow students to use their own vocabulary --- the words and terms that make sense to them and their classmates --- to drive the intellectual and academic work of understand phenomena. Many times learning science can become focused on learning terms but not necessarily understanding and explaining phenomena. Second, discussions allow students to think about their experiences and the things that they know and try to reconcile these with science ideas. This is challenging, but working together with classmates can help. Finally, reasoned discussions are fundamentally scientific because they offer an open forum that allows all students to be heard, and students’ ideas can be evaluated and connected to their experiences with scientific explanations of those phenomena. For example, during the children’s reasoned discussion about plants, the group came to the agreement that seeds grow into plants. The students understood that most seeds get buried in the ground, the seeds get wet, and then plants grow. This led to a question about whether the seed was still in the ground when the plant had grown into an adult plant. The students came up with several ideas about where the seeds were. During this conversation, the teacher took careful notes so that later investigations could respond to the questions that children were asking. Thus the students were working together using their ideas and understandings and realized something as a group that they didn’t understand as individuals.
| Discussion maps make sense! | |
| Passage outline | Supporting details |
| The 小题1:_____ of a discussion map | A discussion map is a graphic timeline the teacher creates to record a discussion by initially 小题2:______ the idea and adding to or refusing the idea. |
| The advantages of discussion maps | With discussion maps, teachers can get a deep understanding not only of how students 小题3:______, who put forward the ideas, and the claims that seem meaningful, useful, and/or reasonable to the students, but also of what the students think of phenomena and ideas in scientific ways. |
| The procedure of making a discussion map | The teacher 小题4:______ quick notes of the children’s ideas and thoughts as they talk. Afterwards, he or she reflectively小题5:______ the map to clarify the understanding of the ideas and connections made by students in their talk. |
| Educators’ 小题6:_____ for having reasoned discussions | Discussions are consistent with reform recommendations because they help children learn about the nature of science and 小题7:______ literacy and science. Discussions can be useful for teachers in evaluating students’ ideas and building excitement at science. Discussions offer windows on students’ thinking, enable slow students to take a more 小题8:_____ part in class, and allow students to express their ideas differently than in traditional school tasks. |
| The author’s reasons for having reasoned discussions | Reasoned discussions allow students to use their own 小题9:_____ to drive the intellectual and academic work of understanding phenomena and reconcile their小题10:_____ and knowledge with science ideas. They are also fundamentally scientific. |
| A．went on | B．got over |
| C．ended up | D．paid off |
| A．review | B．confirm |
| C．observe | D．Manage |
- For half a year, he didn"t leave much_______on us.
| A．expression | B．instruction |
| C．conclusion | D．impression |
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