题目内容
【题目】书面表达
假设你是李华，明年即将进入大学学习，但是不知怎样适应大学的生活。请你就以下大学新生常遇到的情况给北京大学校长写一封信，寻求建议。
（1） 要点：在生活中不会照料自己；感到孤独、经常想家；钱物容易丢失；食物、气候不适应；校外租房现象。
（2） 注意：词数不少于100，可适当增加细节。
【答案】
Dear President,
Next year I will go to study at university, but I don’t know how to adapt myself to university life. I hear many freshmen are at a loss what to do when they are at university. They can’t take care of themselves in their everyday life, feeling lonely and homesick. Clothes, money or mobile phones are sometimes gone. And because of different climates and food, they often feel sick. Some even rent rooms outside the campus. Could you tell me how to deal with these problems so that I will be able to suit the university life in the future?
Yours,
Li Hua
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名校提分一卷通系列答案【题目】请认真阅读下列短文, 并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意: 每个空格只填1个单词。请将答案写在答题纸上相应题号的横线上。
How Technology Can Help Language Learning
Intelligence, according to Howard Gardner, is of eight types—verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This is the first in a series of posts that explore and understand how each of the above forms of intelligence is affected by technology-mediated education.
Verbal-linguistic Intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish goals. Such intelligence is developed by three specific activities: reading, writing and interpersonal communication—both written and oral. The traditional tools that have been used to efficiently develop verbal/linguistic intelligence—textbook, pencil, and paper—are giving way to technology in many schools. E-books, Internet lesson plans, online assignments and word processing software, or a subset of the above, are now common in schools. Technology allows addition of multisensory (多种感觉的) elements that provide meaningful contexts to help comprehension, thus expanding the learning ground of language and linguistics.
Research into the effect of technology on the development of the language and literacy skills vis-à-vis reading activities of children has offered evidence for favorable effects of digital-form books. A study shows that digital reading materials have become common in developing countries in early childhood classrooms to support engagement in storybooks while enhancing the emergent literacy (早期读写能力) among children. E-books are also being increasingly used to teach reading among beginners and children with reading difficulties.
Technology can be used to improve reading ability in many ways. It can enhance (加强) and sustain the interest levels for children by allowing immediate feedback on performance and providing added practice when necessary. Recent research shows that students are able to improve their sight word vocabulary, fluency, and comprehension through computer-based reading.
Technology can also help in improvement of writing skills. Word processing software promotes not only composition but also editing and revising in ways that streamline the task of writing. Desktop publishing and web-based publishing allow the work to be taken beyond the classroom into a virtual world that allows more constructive interactions.
Technology enhanced oral communication is indeed useful in that it allows students from remote locations, or from all over the world to communicate orally through video and audio conferencing tools. For example, students of languages in Australian universities overcome the problem of insufficient contact with native language speakers by using online audio and video tools that allow the development of aural, vocal and visual-cognition skills that are important in verbal and linguistic education. Oral group discussions in the form of video conferencing can help non-native speakers of a language with natural language negotiation and cultural intonations in ways that have not been possible due to geographic isolation.
Computer definitely aided language learning and computer mediated communication enhance teaching and learning experiences in the areas of linguistics and language intelligence. Although there have not been comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been many individual computer programs and other technologies that accelerate the acquisition of phonics, vocabulary, fluency, and reading-comprehension skills and other language building blocks.
Title: How Technology Can Help Language Learning
Paragraph outline | Detailed information |
Brief introduction to Verbal-linguistic Intelligence | ●Howard Gardner thinks that intelligence is of eight types, 【1】________ from verbal-linguistic to naturalistic intelligence. ●Verbal-linguistic Intelligence, 【2】________ of three aspects, is developed by three specific activities. ●Technology is 【3】_______ traditional tools used to develop verbal/linguistic intelligence efficiently. ●The learning ground of language and linguistics has been 【4】_______ by adding multisensory elements to language learning. |
Effects on language and literacy skills | Digital reading materials have been used to help children in developing countries get 【5】________ in storybooks, enhancing the emergent literacy among them. |
Effects on reading ability | Technology can enhance and sustain children’s interest levels by providing immediate feedback and extra practice. |
Effects on writing skills | Technology allows our work to be taken in a virtual world with moreconstructive【6】________. |
Effects on oral communication | Technology allows students to communicate orally through video and audio conferencing tools【7】________ geographic isolation. |
Conclusion | ●There is no【8】________ that technology enhances teaching and learning experiences concerning linguistics and language intelligence. ●Although there is a 【9】_______ of comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been other technologies that【10】________ the acquisition of language building blocks. |