题目
题型:不详难度:来源:
A.curious about | B.allergic to | C.satisfied with | D.food of |
答案
解析
试题分析:考查形容词短语:be curious about好奇,想知道;be allergic to对……过敏;be satisfied with对……满意;be fond of喜欢,爱好。句意:戴维德对动物的皮毛过敏,因此他不拜访任何家里养有猫或者狗的人。结合语境可知选B。
核心考点
试题【David is __animal fur, so he won’t visit anyone who has cats or dogs in the hous】;主要考察你对数词等知识点的理解。[详细]
举一反三
A.On the contrary | B.In a word | C.That is to say | D.What’s more |
A.twice as | B.as twice | C.twice much | D.much twice |
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.
— 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. |
最新试题
- 1阅读下面一首诗,然后回答问题。(6分)月 夜杜甫今夜鄜州月,闺中之独看。遥怜小女儿,未解忆长安。香雾云鬓湿,清辉玉臂寒。
- 2北极圈附近的土著居民们发现太阳终日挂在天边时.下列叙述正确的是( )A.北冰洋冰层厚度明显增加B.中国北极斯瓦尔巴群岛
- 3—How long have you ________ there?—About four years.[ ]A
- 4下列句子句式不同于其他三项的一项是[ ]A.夫晋,何厌之有B.父母宗族,皆为戮没C.妻子皆收系D.而燕国见陵之耻
- 5如图在数轴上表示5个城市的国际标准时间(单位:时),那么北京时间2013年8月8日20时应是( )A.伦敦时间2013
- 6American schools begin in September after a long summer holi
- 7图是塔里木盆地示意图,读图回答25题。修建图中铁路时,需要克服的不利因素主要是A.大风沙暴B.高寒缺氧C.地震火山D.山
- 8中国国家天文台首席研究员颜毅华说,新一轮太阳风暴将在2011年前后来临,从而给人类生活带来一定程度的影响。据此回答1—2
- 9根据宋元时期商品经济发展的情况,归纳其主要特征。明朝时商品经济又有伺新发展?清朝前期商品经济为什么未能取代自然经济的统治
- 10我国的一级保护植物有______、______、______、______等.二级保护植物有______、______、
热门考点
- 1运往灾区两批货物,第一批共,用8节火车车厢和20辆汽车正好装完;第二批共,用10节火车车厢和6辆汽车正好装完,每节火车车
- 2阅读下面文言文,解释文中加点的词语,并将文段翻译成现代汉语。贾岛初赴举,在京师。一日,于驴上得句云:“鸟宿池边树,僧敲月
- 3分解因式:(1)2x(a﹣b)﹣(b﹣a)=( );(2)(x2﹣2xy)2+2y2(x2﹣2xy)+y4=(
- 4化简:=____________。
- 5阅读下面的文章,完成文后题目。(1)刚刚经历了一场艰苦卓绝的保卫战,莫斯科的街道上随处可见战争给这个城市留下的创伤。 (
- 6一株幼苗可以长成一棵大树,反映的生物基本特征是 (2分);蜻蜓点水,反映的生物基本特征是___________
- 7明朝的万历年间,福建泉州府“佃农所获,朝登龙亩,夕贸市廛”。这反映了当时农村A.农民生活日趋贫困B.农民生产积极性高C.
- 8下图我国某日穿衣指数(对人们适宜穿着的服装进行分级,提醒适当着装)分区图,造成其分布的主要因素是A.纬度位置B.海拔高低
- 9下列作品属于抗战时期创作的是 [ ]A.《狂人日记》B.《天演论》C.《海国图志》D.《黄河大合唱》
- 10With the world changing fast, we have something new _____ wi