题目内容
解析
--- Where do you want to travel for summer, Paris or London?
--- _______ There’ re so many nice places at home, you know.
| A．Why bother? | B．So what? | C．Why not? | D．How come? |
–How do you find your new classmates?
– Most of them are kind, but ____ is so good to me as Bruce.
| A．none | B．no one | C．every one | D．some one |
--- I think Tom’s team will lose tomorrow’s game.
--- Oh, really? _________
| A．Let’s make a decision. | B．What makes you think so? |
| C．I beg your pardon? | D．That’s my opinion. |
阅读下面短文，根据所读内容在表格中的空白处填入恰当的单词。
注意：每个空格只填一个单词。
Traveling to all corners of the world gets easier and easier. We live in a global village, but this doesn’t mean that we all behave in the same way.
How should we behave when you meet someone for the first time? An American shakes your hand firmly while looking you straight in the eye. In many part of Asia, there is no physical contact (接触)at all. In Japan, you should bow, and the more respect you want to show, the deeper you should bow. In Thailand, people greet each other by pressing both hands together at the chest. In both countries, eye contact is avoided as a sign of respect.
Many countries have rules about what you should and shouldn’t wear. In Muslim countries, you shouldn’t reveal (显露)the body, especially women, who Should wear long blouses and skirts .In Korea, you should take off your shoes when entering a house. Remember to place then neatly together where you came in.
In Spain, lunch is often the biggest meal of the day, and can last two or three hours. For this reason many people eat a light breakfast and a late dinner. In Mexico, lunch is the time to relax, and many people prefer not to discuss business as they eat .In Britain, it’s not unusual to have a business meeting over breakfast.
In most countries, an exchange of business cards is necessary for all introductions. You should include your company name and your position. If you are going to a country where your language is not widely spoken, you can get the back side of your card printed in the local language. In China, you may present your card with the writing facing the person you are giving it to.
| Title :good【小题1】 | ||
| Aspect | Country | Custom |
| 【小题2】 | America Japan Thailand | Shaking hands firmly【小题3】_____to show respect Pressing both hands together at the chest |
| Dressing | 【小题4】________Countries Korea | Wearing long blouses and skirts Taking off your shoes at the 【小题5】_________ |
| Eating | Spain Mexico 【小题6】__________ | Having a light breakfast and a late dinner Relaxing while having 【小题7】_________ Holding a business meeting over breakfast |
| Doing business | Most countries China | Exchanging business cards when【小题8】_______yourself Presenting a card to a person 【小题9】________it’s front facing him |
| Conclusion: When traveling 【小题10】________, we should follow local customs. | ||
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。
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. |
What do you usually use your cellphone for? Calling friends or sending them text messages?
As technology develops，nowadays cellphones can do much more than that．They have become all-in-one cell-phones.
A typical example is Apple’s phone.The touch-screen cellphone plays music，connects to the Web，sends emails and takes photos. More than 1 million Apple’s phones have been sold since it was sold in June.
“Today’s young people enjoy using all kinds of digital functions，such as those of a music player，a camera and even a computer. An all-in-one cellphone is easy to carry. That is the goal of developing a technology to make our lives more convenient，simple and relaxed，said Professor Ding Shouqian at Nankai University．
However, the all-in-one cellphones come with some problems. Users have complained that they are too complicated to use them, and that their battery life is too short. Cellphone producers say that they are working hard to make their phones even better.
It is very convenient to use it. “We are trying to make the cellphones in a way that people can quickly move from phoning to taking pictures to listening to music, said Alastair Curtis, Nokia’s chief designer.“If you look at the Nokia 3250 model, it has a twisting(转动) bottom. So you twist it half a turn，and it’s in camera mode. You twist it another 90 degrees, and it’s in music player mode．”Japanese companies such as Toshiba and Fujitsu are also working to develop a new kind of battery for cellphones．
If all the problems are solved in the future, all-in-one phones will change our lives for the better.
| Title: 【小题1】 | Situation | With the 【小题2】 technology, nowadays cellphones can do much more than that. |
| Functions | ◆It plays music. ◆It is 【小题3】 to the Web. ◆It can send e-mails and take photos. ◆It can even be used as 【小题4】 . | |
| 【小题5】 | ◆The cellphones are 【小题6】 carried. ◆The cellphone is designed to bring people much more 【小题7】 , simplicity and relaxation. | |
| Problem | ◆They are too complicated to use. ◆Their battery life is short. | |
| 【小题8】 | ◆To make it easy and 【小题9】 to move from one mode to another ◆The companies make better batteries that last 【小题10】 than those at present. |