----We’d like a double room, please.
----I’m sorry, but all but two single rooms with sea view .
A. is reserved B. have been reserved
C. has reserved D. had reserved
Once air pollution in most cities, it is hard .
A. rises; dealing with B. arouses; to be dealt with
C. raises; dealt with D. arises; to deal with
Only when possible to settle the problem.
A. our teacher comes will it be
B. does our teacher comes will it be
C. our teacher comes it will be
D. has our teacher come will it be
Since there is no such thing as a free lunch in the world, one million people of the city decided to build their home by themselves.
A. a; the B. /; / C. /; the D. a; /
日前我校学生会提出倡议，为解决早晚上下学高峰时间校门口的拥堵问题，倡导使用低碳的交通方式。为此，学生会将举办主题为“Let’s Ride Bicycles”的英语演讲比赛。请撰写一份演讲稿，主要内容包括：
1. 目前，汽车带来的空气污染和家长开车接送上下学的弊端，如：校门口的拥堵和容易引起交通事故等问题。
2. 骑自行车上学的益处，如环保、有利健康，培养独立能力等。
注意：
(1)对所给要点逐一陈述，适当发挥，不要简单翻译。
(2)词数150左右。演讲稿开头已经写好，不计入总词数。
(3)作文中不得提及考生所在学校和本人姓名。
参考词汇：低碳生活（low-carbon life）节能(energy saving)
Good afternoon, everyone ,
I am very glad to give a speech here. The topic of my speech is “Let’s Ride Bicycles”.
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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.
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Discussion maps make sense! |
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Passage outline |
Supporting details |
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The 1._____ of a discussion map |
A discussion map is a graphic timeline the teacher creates to record a discussion by initially 2.______ the idea and adding to or refusing the idea. |
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The advantages of discussion maps |
With discussion maps, teachers can get a deep understanding not only of how students 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. |
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The procedure of making a discussion map |
The teacher 4.______ quick notes of the children’s ideas and thoughts as they talk. Afterwards, he or she reflectively5.______ the map to clarify the understanding of the ideas and connections made by students in their talk. |
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Educators’ 6._____ for having reasoned discussions |
Discussions are consistent with reform recommendations because they help children learn about the nature of science and 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 8._____ part in class, and allow students to express their ideas differently than in traditional school tasks. |
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The author’s reasons for having reasoned discussions |
Reasoned discussions allow students to use their own 9._____ to drive the intellectual and academic work of understanding phenomena and reconcile their10._____ and knowledge with science ideas. They are also fundamentally scientific. |
