—Daddy, which of these smart kids do you like best in last night’s TV show?
— ________ . They are all proud and selfish.
A. Either B. Nothing C. Neither D. None
She had wanted to go to the west part of China in search of better view. But she turned ___voluntary teacher there.
A. a; / B. the; / C. the; a D. a; the
近来，你们学校对学生课外阅读文学作品情况作了调查。请根据以下要点写一篇文章，
谈谈你周围的同学对此现象的看法，并发表自己的看法和理由。（150字左右）
65%的同学喜欢 | 1．读书让人得到愉悦；2. 摆脱压力，放松身心 3. 学到知识 |
35%的同学不喜欢 | 1. 没有时间，没有耐心 2. 书太厚， 拿起来不方便 3. 对考试无用 |
你的看法和理由 | 至少2点…… |
注意: 1. 对所给要点要逐一陈述,适当发挥, 不要简单翻译。
2. 字数150左右。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。
Recently our school has had a survey on reading literature. It shows
Observational Learning: To See Is to Know
A group of psychologists, led by Albert Bandura, developed social learning theory, which emphasizes the fact that much learning occurs in a social context. This kind of learning, which results simply from observing and imitating the behaviors of others, is called observational learning. Observational learning helps people acquire proper behaviors in their families and cultures: By watching others, we learn how to greet people, eat, laugh and tell jokes. Do you still remember your first few days in senior grade one? By watching others, you learned how people talked to each other, what clothes were “fashionable,” and how to interact with instructors.
The people from whom you learn new behaviors through observing function as models, presenting a behavior to be imitated. With modeling, you observe others’ behaviors, and then none, some, or all of these behaviors may be learned and repeated, or modified. In one of Bandura’s classic studies, children were divided into three groups: One group watched an adult beating up a Bobo doll, one group watched an adult ignoring the Bobo doll, and the third didn’t see an adult at all. After being mildly frustrated by being placed in a room with toys, but not being allowed to play with some of them, all of the children were then placed in another room with a variety of toys, including a Bobo doll. Children in the first group tended to imitate what they had seen, mistreating the doll (and inventing new ways to abuse it) and being aggressive with the other toys in the room.
Researchers have discovered that several characteristics of models can make learning through observation more effective. Not surprisingly, the more you pay attention to the model, the more you learn. You are more likely to pay attention if the model is an expert, is good looking, has high status, or is socially powerful. Second, by watching others, we learn about what behaviors are appropriate for people like ourselves, so models who are seen as similar are more readily imitated. All students need to see successful, capable models who look and sound like them.
Then, as teachers, how can you apply observational learning? Here are a few guidelines. Above all, model the behaviors and attitudes you desire your students to learn. For example, show enthusiasm for the subject you teach. Be willing to demonstrate both the mental and the physical tasks you expect the students to perform. Second, use peers, especially class leaders, as models. For example, in group work, pair students who do well with those who are having difficulties. Third, you may seek the help of class leaders in modeling behaviors. Examples include letting high-status students lead an activity when you need class cooperation or when students are likely to be reluctant at first.
1.A case of suspected food poisoning in New York has caused 6 high school students ____(send)to hospital.
2.She has had a number of different jobs, __________(range) from cook to baby-sitter.
3.Weibo as well as Wechat ______ (serve)as a media platform for people to share their thoughts instantly without limits of place or time.
4.－Any information about your son?
－No, if only I ___________(not say ) those rough words to him.
5. I find it important that all the plans _______(discuss) by the end of this month.
Mr. Hungerton, her father, really was absolutely centered upon his own silly self. If anything could have driven me from Gladys, it would have been the thought of such a father-in-law. I am convinced that he really believed in his heart that I came round to the Chestnuts three days a week for the pleasure of his company, and very especially to hear his views upon bimetallism (金银双币制).
For an hour or more that evening I listened to his tiring talk about bad money driving out good, and the true standards of exchange.
“Suppose,” he cried, “that all the debts in the world were called up at once, and immediate payment insisted upon, what under our present conditions would happen then?”
I gave the self-evident answer that I should be a ruined man, upon which he jumped from his chair, scolding me for my thoughtless quickness, which made it impossible for him to discuss any reasonable subject in my presence.
At last I was alone with Gladys, and the moment of Fate had come! She sat with that proud, slim figure of hers outlined against the red curtain. How beautiful she was! Gladys was full of every womanly quality.
I was about to break the long and uneasy silence, when two critical, dark eyes looked round at me, and the proud head was shaken disapprovingly. “I have a feeling that you are going to propose(求婚), Ned. I do wish you wouldn’t; for things are so much nicer as they are.”
I drew my chair a little nearer. “Now, how did you know that I was going to propose?” I asked in wonder.
“Don’t women always know? Do you suppose any woman in the world was ever taken unawares? But．．．oh, Ned, our friendship has been so good and so pleasant! What a pity to spoil it! Don’t you feel how splendid it is that a young man and a young woman should be able to talk face to face as we have talked?”
She had sprung from her chair, as she saw signs that I proposed to announce some of my wants. “You’ve spoiled everything, Ned,” she said. “It’s all so beautiful and natural until this kind of thing comes in! It is such a pity! Why can't you control yourself?”
“But why can’t you love me, Gladys? Is it my appearance, or what?”
“No, it isn’t that.”
“My character?”
She nodded severely.
“What can I do to mend it?”
She looked at me with a wondering distrust which was much more to my mind than her whole-hearted confidence.
“Now tell me what’s wrong with me?”
“I’m in love with somebody else,” said she.
It was my turn to jump out of my chair.
“It’s nobody in particular,” she explained, laughing at the expression of my face: “only an ideal. I’ve never met the kind of man I mean.”
“Tell me about him. What does he look like?”
“Oh, he might look very much like you.”
“How dear of you to say that! Well, what is it that he does that I don’t do? I’ll have a try at it, Gladys, if you will only give me an idea what would please you.”
“Well, it is never a man that I should love, but always the glories he had won; for they would be reflected upon me. Think of Richard Burton! When I read his wife’s life with him I could so understand her love! And Lady Stanley! Did you ever read the wonderful last chapter of that book about her husband? These are the sort of men that a woman could adore with all her soul, and yet be the greater, not the less, on account of her love, honored by all the world as the inspirer of noble deeds.”
“And if I do——”
Her dear hand rested upon my lips. “Not another word, Sir! You should have been at the office for evening duty half an hour ago; only I hadn’t the heart to remind you. Some day, perhaps, when you have won your place in the world, we shall talk it over again.”
1.Why did the writer often come round to the Chestnuts?
A. To hear Mr. Hungerton’s views upon bimetallism.
B. To find the opportunity of staying with Gladys.
C. To learn Mr. Hungertong’s standards of exchange.
D. To discuss the present economy with Gladys
2.What can we infer from the passage?
A. It took great patience and courage for the writer to propose to Gladys.
B. Mr. Hungerton tried to stop the writer from proposing to his daughter.
C. It was difficult for Gladys to choose an ideal husband from her friends.
D. It was impossible for the writer to have any chance to marry Gladys.
3.Which of the following words can best describe Gladys?
A. Careful, choosy and stubborn.
B. Unfriendly, cold and self-centered.
C. Lovely, confident, and idealistic.
D. Simple-minded, active and attractive
