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Children are natural scientists, very interested in the world around them. Helping them enjoy science can be easy; there’s no need for a lot of scientific terms（科学术语）or modern labs. You only have to share your children’s interests.
Firstly, listen to their questions. I once visited a classroom of seven-year-old children to talk about science as a job. The children asked me “textbook questions” about schooling, the money I got and whether I liked my job. When I finished answering, we sat facing each other silently. Finally I said, “Now that we’ve finished with your lists, do you have questions of your own about science?”
After a long wait, a boy put up his hand, “Have you ever seen a grasshopper(蚱蜢) eat? When I try eating leaves like that, I get a stomachache. Why?” This began a lot of questions that lasted nearly two hours.
Secondly, give them time to think. Studies over the past 30 years have shown that, after asking a question, many teachers usually wait only one second or less for an answer, no time for a child to think. When teachers increase their “wait time” to three seconds or more, children give better answers.
Thirdly, watch your language. When the child is having a science discussion, don’t jump in with “That’s right” or “Very g
ood”. These words work well when i
t comes to encouraging a child to help others. But in talking about science, these words make a child think that the discussion is over. Instead, keep things going by saying, “That’s interesting” or “I’ve never thought of it that way before”, or coming up with more questions or ideas.
Lastly, show; don’t tell. Let children look at their hands through a microscope（显微镜）, and they’ll understand why you want them to wash before dinner….
81. To help children enjoy science, the most important thing for teachers to do is ___________.
A. let them see the world around B. let them study in modern labs
C. tell them the difficult terms on science D. share the children’s interests
82. In the last sentence of the second paragraph, the words “your lists” mean ____________.
A. your answers to the questions B. your own questions about science
C. your questions from textbooks D. all the questions of your own
83. According to the passage, children can give better answers to the questions if teachers ____.
A. ask them to answer quickly B. wait for one or two seconds after a question
C. tell them to watch their language D. wait at least three seconds after a question
84. The writer talks about all of the following ways except that teachers should ____________.
A. tell their children stories instead of telling them to remember facts
B. offer their children chances to see things for themselves
C. allow enough time for their children to find answers to the questions
D. encourage their children to ask questions of their own
85. The writer of the passage is probably ____________.
A. a teacher B. a scientist
C. a seven-year-old boy’s father D. a reporter
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Children are natural scientists, very interested in the world around them. Helping them enjoy science can be easy; there’s no need for a lot of scientific terms（科学术
语）or modern labs. You only have to share your children’s interests.
Firstly, listen to their questions. I once visited a classroom of seven-year-old children to talk about science as a job. The children asked me “textbook questions” about schooling, the money I got and whether I liked my job. When I finished answering, we sat facing each other silently. Finally I said, “Now that we’ve finished with your lists, do you have questions of your own about science?”
After a long wait, a boy put up his hand, “Have you ever seen a grasshopper(蚱蜢) eat? When I try eating leaves like that, I get a stomachache. Why?” This began a lot of questions that lasted nearly two hours.
Secondly, give them time to think. Studies over the past 30 years have shown that, after asking a question, many teachers usually wait only one second or less for an answer, no time for a child to think. When teachers increase their “wait time” to three seconds or more, children give better answers.
But in talking about science, these words make a child think that the discussion is over. Instead, keep things going by saying, “That’s interesting” or “I’ve never thought of it that way before”, or coming up with more questions or ideas.
Lastly, show; don’t tell. Let children look at their hands through a microscope（显微镜）, and they’ll understand why you want them to wash before dinner….
36. To help children enjoy science, the most important thing for teachers to do is ___________.
A. let them see the world around B. let them study in modern labs
C. tell them the difficult terms on science D. share the children’s interests
37. In the last sentence of the second paragraph, the words “your lists” mean ____________.
A. your answers to the questions B. your own questions about science
C. your questions from textbooks D. all the questions of your own
38. According to the passage, children can give better answers to the questions if teachers ____.
A. ask them to answer quickly B. wait for one or two seconds after a question
C. tell them to watch their language D. wait at least three seconds after a question
39. The writer talks about all of the following ways except that teachers should ____________.
A. tell their children stories instead of telling them to remember facts
B. offer their children chances to see things for themselves
C. allow enough time for their children to find answers to the questions
D. encourage their children to ask questions of their own
40. The writer of the passage is probably ____________.
A. a teacher B. a scientist
C. a seven-year-old boy’s father D. a reporter
查看习题详情和答案>>difficult for foreigner. Suppose a foreign boy asks an English girl to go out with
him and she says, " If I finish my work, I'll meet you in the café at 7 o'clock," Is
she saying " yes" or " no" to his invitation?
In grammatical terms, she is using the conditional structure. By using the
conditional, speakers of English can avoid giving a "yes" or " no" answer to a
question. It enables people to be diplomatic. If the girl doesn't want to go out
with the boy, she won't turn up at the café. She will let him understand she is still
work
ing. If she wants to go out with him, but doesn't want to appear too easy to catch, she has achieved that with her reply. But in
this case, as she uses the first conditional which s
hows probability, she is quite likely to turn up at the café. Being polite can make life very difficult!
The conditional is often used by people in the news-politicians, for
example-who to avoid speaking out their ideas. Th
is is very important if they areon their way to discuss an agreement. No one wants to give away his or her
points before he or she starts. A government spokesman might say to a group of
workers, " if we could pay you more, we would.' The use of the conditional here
makes room for argument although the speaker is using the second conditional
form, which shows improbability. So it is unlikely the workers will get their
rise.
"If" is a small word, which appears often in the English language. It can
show politeness, reported speech and conditionals such as the
First-probability-if I can come to
your party, I will; the second -improbability-if I saw you tomorrow, I'd
give you the book; and the third-impossibility( meaning it is too late to change something that has
happened)-if you have told me. I would have helped you.
B. quicker
C. more polite
D. more exciting
B. Usually English girls are not easy to catch.
C. English people never speak out their ideas in public.
D. The word "if" can show different meanings.
B. the spokesman d
oesn't give any promiseC. the spokesman keeps his word
D. the workers' problems aren't difficult
B. how to invite a girl in Britain
C. British people and their life
D. some language points in daily English
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When I was in the sixth grade, one day my teacher asked our class to think about the question “What does ‘doing the right thing’ mean to you?” over the weekend. We could talk to our parents or anyone else we thought might have a good answer. 1 Monday, we were to hand in an essay（论文） on it, and be prepared to live up to our 2 .
The entire weekend, I was trying to 3 something that would impress my teacher and be easy to live by. I talked to my parents, called my grandmother and asked my neighbor. Everyone had good answers, but I didn’t feel like I could live up to them.
On Sunday afternoon, my parents said they were going to my Aunt Cindy’s house. That usually 4 that I would have to entertain my four-year-old cousin Andrea 5 my parents visited. I found a Disney movie for Andrea, and then I sat down and started to write my essay. It was due（到期的）the next morning and this was my last 6 .
Soon I felt a pair of eyes on me. It was Andrea. “What are you doing?” Andrea asked. “I have to write an essay about what ‘doing the right thing’ means to me.” I answered. Andrea laughed. Could this smart four-year-old 7 know the answer? “That’s easy,” she said. “Doing the right thing means being nice to your family and friends. Never lie. Eat lots of fruits and vegetables. Take a bath when you’re 8 . And never put rocks in your mouth.”
I stared with great 9 at my little cousin. Then I jumped up and gave her the biggest hug. Not only had Andrea answered a very tough question for me, but I could easily live by 10 of her answers. All I had to do was to be nice, not to lie, to keep myself clean and healthy, and never put rocks in my mouth. So when I wrote my essay, I 11 the story about Andrea and how she had answered my question.
Two weeks later, my teacher returned everyone’s essays. I 12 an A+ along with a little note my teacher had written at the top: “Always do the right thing and give Andrea an A+, too!”
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