题目内容
His Selected Poems ________ first published in 1965．
A．were
B．was
C．has been
D．are
Learning style theory suggests that different people have different ways of obtaining information and use various methods to demonstrate（证明）their intelligence and ability. Although experts have many ideas and categories of learning, it is evident that people learn in three basic styles.
When learning something new, if you prefer to read the information, you are probably a student who learns through seeing. These learners like to see teacher’s facial expressions and body language clearly and rend to sit at the front of the classroom. They take detailed notes, think in pictures and can most easily absorb information from textbooks with diagrams, graphs, photographs and drawings.
Students who find it easiest to learn a new concept by hearing a teacher explain it are learning through listening. Reading aloud, using a tape recorder, hearing anecdotes（趣闻）and talking things through are the best methods for these learners to acquire new information. They give close attention to both the content of the discussion and the way that things are said, such as how the sound of the voice and speed of speech show the mood of the speaker.
Learning through doing means being active in exploring the environment and finding out about things by moving and touching. Students who have this learning style take a hands-on approach to education and enjoy experiments or surveys. They do not like to sit still for long periods of time and sometimes find it hard to concentrate when reading or listening.
Teachers study people’s various ways of learning as part of their training. They select a variety of activities to suit their students’ different learning styles. However, restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners. If you are aware of you own learning style, there is a lot you can do personally to improve your study skills and find the most appropriate ways to approach your study tasks. As a result, you will be able to manage your own learning and study more effectively.
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| Features of students’ learning |
| Learning through seeing | *watch a teacher’s facial expressions and body language *sit the platform *take detailed notes *think in pictures |
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| *enjoy reading aloud *prefer to listen to recorded materials *fond of hearing something and *pay special attention to the content of the discussion *focus on people’s |
| Learning through doing | * and know better about things by moving and touching. *know the world *carry out experiments or surveys *dislike sitting still for long * concentrating when reading or listening |
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| *A teacher all his students with a certain teaching method *A student should improve his learning skills to learn more effectively. |
An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.
The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.
Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.
Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.
Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.
Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.
Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.
Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.
Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.
After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.
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