题目内容
【题目】阅读下面材料，在空白处填入适当的内容(不多于3个单词)或括号内单词的正确形式。
W: What do you think of the football match we【1】(watch) yesterday afternoon?
M: Very【2】(excite). The two teams did very well in the match and it was really【3】close game.
W: I enjoyed it very much too. I have never seen a more interesting game so far this year.
M: I had expected it to be a wonderful match because【4】of the teams had excellent players.
W: I’m sorry I missed the first part of it.
M: You were late for the match? What for?
W: I was filled with【5】(anxious) to see the match and fell off my bike on the way. My legs hurt,【6】I had to ride my bike slowly. It took me quite some time【7】I got to the sports field.
M: I’m sorry to hear that. Were your legs hurt?
W: Yes, but not very【8】(serious). I only got my skin scratched and bled a little.
M: You【9】(see) a doctor first.
W: But I didn’t think it necessary. I cleaned my skin and then started again.
M: How long were you late for the match?【10】time was it when you got to the sports field?
W: When I got to the sports field, it was already three twenty.
M: Three twenty? Oh, you were twenty minutes late for the match. You missed a very wonderful part of the match.
W: Yeah. It was really a pity.
【答案】
【1】watched
【2】exciting
【3】a
【4】both
【5】anxiety
【6】so
【7】before
【8】seriously
【9】should have seen
【10】What
【解析】
【1】watched考察动词。句中有时间状语“yesterday afternoon”，所以动词应用过去式。文意是你认为昨天下午的足球比赛怎么样。
【2】exciting考察形容词。exciting是“令人兴奋”的意思。用来修饰“物”。前文提到你认为昨天下午的足球比赛怎么样，可见此处应是对足球比赛的评论。
【3】a考察冠词。a用来修饰名词。文意是这两支球队发挥的都非常好，几乎是一场部分上下的比赛。
【4】both。Both表示“两者都...”的意思。文意是我认为这是一场非常完美的比赛因为两只队伍里都有非常出色的队员。
【5】anxiety考察名词。我充满焦虑的看足球比赛，此处用名词形式。故填anxiety
【6】so考察连词。文意是我的腿受伤了，所以我慢慢的骑自行车，前后是因果关系，所以用so。
【7】before考察介词。文意我到达体育场以前花了相当的一段时间，故填before。
【8】seriously考察副词。我的腿伤的不是很严重，seriously是副词，修饰动词hurt。
【9】should have seen考察情态动词。文意是你本应该首先看医生的，其实没有去，故填should have see。
【10】What考察疑问词。文意是当你到达体育场时几点了，所以用what。
【题目】Observational Learning: To See Is to Know
A group of psychologists, led by Albert Bandura, developed social learning theory, which emphasizes the fact that much learning occurs in a social context. This kind of learning, which results simply from observing and imitating the behavior of others, is called observational learning. Observational learning helps people acquire proper behavior in their families and cultures. By watching others, we learn how to greet people, eat, laugh and tell jokes. Do you still remember your first few days in senior grade one? By watching others, you learned how people talked to each other, what clothes were “fashionable,” and how to interact with instructors.
With modeling, you observe others’ behavior, and then none, some, or all of the behavior may be learned and repeated, or modified. In one of Bandura’s classic studies, children were divided into three groups: One group watched an adult beating up a Bobo doll, one group watched an adult ignoring the Bobo doll, and the third didn’t see an adult at all. After being mildly frustrated by being placed in a room with toys, but not being allowed to play with some of them, all of the children were then placed in another room with a variety of toys, including a Bobo doll. Children in the first group tended to imitate what they had seen, mistreating the doll (and inventing new ways to abuse it).
Researchers have discovered that several characteristics of models can make learning through observation more effective. Not surprisingly, the more you pay attention to the model, the more you learn. You are more likely to pay attention if the model is an expert, is good looking, has high status, or is socially powerful. Second, by watching others, we learn about what behavior is appropriate for people like ourselves, so models who are seen as similar are more readily imitated. All students need to see successful, capable models who look and sound like them.
Then, as teachers, how can you apply observational learning? Here are a few guidelines. Above all, model the behavior and attitudes you desire your students to learn. For example, show enthusiasm for the subject you teach. Be willing to demonstrate both the mental and the physical tasks you expect the students to perform. Second, use peers, especially class leaders, as models. For example, in group work, pair students who do well with those who are having difficulties. Third, you may seek the help of class leaders in modeling behavior. Examples include letting high-status students lead an activity when you need class cooperation or when students are likely to be reluctant at first.
Observational Learning: To See Is to Know | |
【1】__________ and application of observational learning | Observational learning is learning that occurs through 【2】 ________ and imitation of others. |
Observational learning helps people learn how to behave 【3】_______ in their families and cultures. | |
Models and their 【4】_________ | Models are the people who present behavior for you to imitate. |
Bandura’s study shows that if children observe an adult beating up a doll, they will become 【5】 __________. | |
Characteristics of models that make observational learning more effective. | Children are more 【6】__________ to imitate models who are experts, good looking, powerful and have high status. |
Models 【7】_________ to ourselves promote observational learning. | |
How to use observational learning in【8】________ | Modeling the【9】 ________ behaviors and attitudes is an important approach. |
Using peers, especially class leaders, as models is another method. | |
【10】_________ the help of class leaders in modeling behavior is also a good choice. | |