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Tests may help teachers know how well the students have learned.
A．Y
B．N
C．NG
答案
更多“Tests may help teachers know how well the students have learned.A．YB．NC．NG”相关的问题
第1题
If you say to your children "I am sorry I got angry with you, but ..." what follows that "but' can render the apology ineffective. "I had a bad day" or "your noise was giving me a headache" leaves the person who has been injured feeling that he should be apologizing for his bad behavior. in expecting an apology.
Another method by which people appear to apologize without actually doing so is to say 'Tm sorry you're upset"; this suggests that you are somewhat at fault for allowing yourself to get upset by what the other person has done.
Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtful or insulting, and which the person who is apologizing should promise never to do again. Saying "I'm useless as a parent" does not commit a person to any specific improvement.
These pseudo-apologies are used by people who believe saying sorry shows weakness. Parents who wish to teach their children to apologize should see it as a sign of strength, and therefore not resort to these pseudo-apologies.
But even when presented with examples of genuine contrition, children will need help to become aware of the complexities of saying sorry. A three-year-old might need help in understanding that other children feel pain just as he does, and that hitting a playmate over the head with a heavy to requires an apology. A six-year-old might need to be shown that raiding the buscuit tin without asking permission is acceptable, but that borrowing a parent's clothes without permission is not.
If a mother adds "but" to an apology, ______.
A．she doesn't feel that she should have apologized
B．she does not realize that the child has been hurt
C．the child may find the apology easier to accept
D．the child may feel that he owes her an apology
第2题
Passage Four
Questions 36 to 40 are based on the following passage.
If you want to teach your children how to say sorry, you must be good at saying it yourself, especially to your own children. But how you say it can be quite tricky.
If you say to your children “I’m sorry I got angry with you, but …” what follows that “but” can render the apology ineffective: ” I had a bad day” or “your noise was giving me a headache ” leaves the person who has been injured feeling that he should be apologizing for his bad behavior. in expecting an apology.
Another method by which people appear to apologize without actually doing so is to say “I’m sorry you’re upset” ; this suggests that you are somehow at fault for allowing yourself to get upset by what the other person has done.
Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtful or insulting, and which the person who is apologizing should promise never to do again. Saying “I’m useless as a parent” does not commit a person to any specific improvement.
These pseudo-apologies are used by people who believe saying sorry shows weakness, Parents who wish to teach their children to apologize should see it as a sign of strength, and therefore not resort to these pseudo-apologies.
But even when presented with examples of genuine contrition, children still need help to become a ware of the complexities of saying sorry. A three-year-old might need help in understanding that other children feel pain just as he does, and that hitting a playmate over the head with a heavy toy requires an apology. A six-year-old might need reminding that spoiling other children’s expectations can require an apology. A 12-year-old might need to be shown that raiding the biscuit tin without asking permission is acceptable, but that borrowing a parent’s clothes without permission is not.
36.If a mother adds ”but” to an apology,________.
A．she doesn’t feel that she should have apologized
B．she does not realize that the child has been hurt
C．the child may find the apology easier to accept
D．the child may feel that he owes her an apology
第3题
听力原文： American scientists are developing maps that can identify areas of future flooding. The maps also may help scientists estimate the possibility of extremely dry weather and severe storms.
Tom Jackson of the United States Department of Agriculture prepared the map after the April flood. He used information provided by satellites in Earth orbit.
The maps are produced from dish receivers on the satellites. Each dish receiver measures the wetness of the soil by capturing the natural release of microwave radiation from the soil. The receivers turn rapidly. This provides complete coverage of each area the satellite passes over.
Mr. Jackson and other scientists have tested Aqua's equipment in airplanes and satellites flying over several states. The scientists used the tests to develop ways to change the information gathered into maps.
Mr. Jackson now plans to compare the microwave dish receiver findings with information from tests on Earth's soil. He will use instruments at Agricultural Research Service centers in four states. He also will study information provided by forty ground observation centers across the country.
(30)
A．To estimate the extreme weather.
B．To develop the satellite technology.
C．To improve agricultural output.
D．To learn how to change information to maps more efficiently.
第4题
Coping With Anxiety and Loneliness
With just a few minutes left before school was to start, my six-year-old, Dustin, was pouting. "I don't want to go," he said. Ever since he'd entered first grade, he hated school. What's going on？ I thought as he trudged out the door. If he hates school this much now, how bad will it be later on？
Every kid occasionally grumbles about school. But five to ten percent of kids dislike it so much that they don't want to attend, says Christopher Kearney, director of the Child School Refusal and Anxiety Disorders Clinic at the University of Nevada, Las Vegas.
If a child seems depressed or anxious about school, fakes illness to stay home, repeatedly winds up in the nurse's or principal's office, or refuses to talk about large chunks of the school day, you should be concerned, say school psychologists Michael Martin and Cynthia Waltman-Greenwood, co-editors of Solve Your Child's School-Related Problems.
Fortunately, you can usually solve the problem —sometimes very easily. In our case, my husband and I visited Dustin's class and noticed that the teacher, fresh out of college, called only on kids who scrambled to sit right under her nose. Dustin, who generally sat near the back, was ignored. We simply told him to move up front. He did, and his enthusiasm returned.
Here are some of the most common reasons kids hate school —and strategies to put them back on the road to success:
Anxiety. One fear that keeps children from enjoying school is separation anxiety. It most frequently occurs during times of family stress or when a child is about to enter a new school.
Unfortunately, parents can feed a child's anxieties by the way they respond. With younger kids, watch how you say good-bye those first few days of school. A firm "Have a great day, and I'll pick you up at 2:30!" is more confidence-inspiring than "Don't worry, I can be them in ten minutes if you need me."
Thomas Ollendick, head of an anxiety-disorders clinic for children and adolescents at Virginia Polytechnic Institute and State University in Blacksburg, Va., treated one boy who was anxious about entering middle school. He worded about everything from getting lost in the new school to getting beaten up. His mother took time off from work so she could stay home to "be there" for him —" inadvertently sending the message that something dreadful might indeed happen," Ollendick recalls.
Once the mother realized she was contributing to the problem, she began fostering her son's independence by taking him to the school so he could learn his way around and meet his homeroom teacher. His fears diminished, and now he's a well-adjusted student.
You can help your child handle fearful situations —from speaking up in class to taking tests —by rehearsing at home. Help make large projects less daunting by breaking them into manageable pieces. Teach your child to replace thoughts such as "I'm going to flunk" with "I can handle this."
Loneliness. Some kids dislike school because they have no friends. This may be the case if your child is always alone, feigns (假装) illness to avoid class outings or gives away treasured possessions in an attempt to be liked.
Often loneliness problems can be solved by bolstering (增强) social skills. "A child may need to learn how to look others in the eye when he speaks, or how to talk above a whisper —or below a yell," Ollendick says. You might teach a young child a few "friendship openers", such as "My name's Tom. What's yours？ Do you want to play tag？"
"A lot of kids who are very lonely have never been told anything good about themselves," says Miami teacher Matty Rodriguez-Walling. "If a lonely kid is skilled
A．Y
B．N
C．NG
第5题
One of the most basic moral values for Americans is honesty. The wall-known legend about George Washington and a cherry tree teaches this value clearly.
Another virtue Americans respect is perseverance. Remember Aesop’s fable about the turtle and the rabbit that had a race The rabbit thought he could win easily, so he took a sleep. But the turtle finally won because he did not give up.
Compassion(同情心)may be the queen of American virtues. In 1992, people in Iowa sent truckloads of water to help Floridians hit by a hurricane. The next summer, during the mid-west of flooding, Florida returned the favor.
There are more moral values honored by Americans. Courage, responsibility, loyalty, gratitude and many others could be discussed. But no matter how long or short the list is, moral values are invaluable. They are the foundation of American cultures--and any culture.
1.The morality that Americans honor most is () .
A.honesty
B. perseverance
C. compassion
D. gratitude
2.What conclusion may you come to from the paragraph？
A.Moral values for Americans are like those of other people
C B.Virtues of people are connected with certain culture
C. Morality of a nation has an effect on its culture
D. Stories and tradition can teach the people virtues
3.What is not described in detail in the text？
A.The story, Washington and a cherry tree, is often used to teach children to be honest
B. The story, the turtle and the rabbit, makes us determined
C.Compassion, sometimes recycles (循环) well among people
D.Moral values are the base of any culture
4.Which of the following has the closest meaning to the underlined word "invaluable"()
A.useless
B.valueless
C.priceless
D.unvalued
5.Which of the following might be the best title for the passage？
A.Moral virtues are worth nothing
B. Moral values are important
C.Nothing can take the place of moral virtues
D.Moral values for Americans
第6题
Measuring Human Behavior
Psychological Testing is the measurement of some aspect of human behavior. by procedures consisting of carefully prescribed con tent, methods of administration, and interpretation. The test may address any aspect of intellectual or emotional functioning, including personality traits, attitudes, intelligence, or emotional concerns. Interpretation is based on a comparison of the individual's responses with those previously obtained to establish appropriate standards for the test scores. The usefulness of psychological tests depends on their accuracy in predicting behavior. By providing information about the probability of a person's responses or performance, tests aid in making a variety of decisions.
The primary drive behind the development of the major tests used today was the need for practical guidelines for solving social problems. The first useful intelligence test was prepared in 1905 by the French psychologists Alfred Binet and Theodore Simon. The two developed a 30item scale to ensure that no child could be denied instruction in the Paris school system without formal examination. In 1916, the American psychologist Lewis Terman produced the first Stanford Revision of the BinetSimon scale to provide comparison standards for Americans from age three to adulthood. The test was further revised in 1937 and 1960, and today the Stanford Binet remains one of the most widely used intelligence tests.
The need to classify soldiers during World War I resulted in the development of two group intelligence tests—Army Alpha and Army Beta. To help detect soldiers who might break down in combat, the American psychologist Robert Woodworth designed the Personal Data Sheet, a forerunner of the modern personality inventory. During the 1930s controversies over the nature of intelligence led to the development of the WechslerBellevue Intelligence Scale, which not only provided an index of general mental ability but also revealed patterns of intellectual strengths and weaknesses. The Wechsler tests now extend from the preschool through the adult age range and are at least as prominent as the StanfordBinet.
As interest in the newly emerging field of psychoanalysis grew in the 1930s, two important projective techniques introduced systematic ways to study unconscious motivation: the Rorschach or inkblot testdeveloped by the Swiss psychiatrist Hermann Rorschach—using a series of inkblots on cards, and a storytelling procedure called the Thematic Apperception Testdeveloped by the American psychologists Henry A. Murray and C. D. Morgan. Both of these tests are frequently included in contemporary personality assessment.
In educational settings, intelligence and achievement tests are administered routinely to assess individual accomplishment and to improve instruction and curriculum planning. Elementary schools use kindergarten and firstgrade screening procedures to determine readiness for reading and writing programs. Screening tests also identify developmental, visual, and auditory problems for which the child may need special assistance. If the child's progress in school is un usually slow, or if he or she shows signs of a learning disability or behavior. disorder, testing may clarify whether the difficulty is neurologically or emotionally based. Many high schools administer interest inventories and aptitude tests to assist in the students' educational or vocational planning.
In clinics or hospitals, psychological tests may be administered for purposes of diagnosis and treatment planning. Clinical tests can provide information about overall personality functioning and the need for psychotherapy; testing also may focus of some specific question, such as the presence or absence of organically based brain disorder. Clinical testing usually involves a battery of test, interpreted as a whole, to describe intellectual and emotional states. Dec
A．Y
B．N
C．NG
第7题
Living is risky. Crossing the road, driving a car, flying, swallowing
an aspirin tablet or eating a chicken sandwich -- they can all be fatal.
Clearly some risks worth taking, especially when the rewards are 【M1】______.
high: a man surrounded by flames and smoke generally considers that
jumping out of a second floor window is an accept risk to save his 【M2】______.
life. But in medicine a few procedures, drugs, operations or tests are
not real a matter of life and death. There may be sound medical 【M3】______.
reason for accepting electrical shock treatment, but such reasons are 【M4】______.
totally dependent in the balance of risks and benefits for the patients. 【M5】______.
Surgery for cancer may cure or prolong a life, but the removal of
tonsils (扁桃体) cannot save anything a sore throat. Blood pressure 【M6】______.
drugs definitely help some people live after a heart attack, but these
same drugs may be both unnecessary and harm to those with only 【M7】______.
mild blood pressure problems.
Deciding how much discomfort and risk we are preparing to put up 【M8】______.
with in the name of better health is a high personal matter, not a 【M9】______.
decision we should remain to doctors alone. 【M10】______.
【M1】
第8题
Mental Activities Help Save Memory
Doing mental activities is helpful. Reading books and writing at any age may save memory, a new (1) finds.
The study was conducted by some American neurologists (神经病学家). It (2) 294 people. They were given (3) on memory and thinking. They had the tests once a year for six years. They were also asked to talk about their mental activities during childhood, in their youth, during middle age and at their (4) age.
Some of those people did mental activities both (5) and late in life. They had a slower (6) of decline in memory than the others. The others (7) did such activities. Their rate of decline in memory was 48% (8) .
"Mental activities like reading and writing are great. They (9) bring benefits. We shouldn’t (10) their effects on our children, ourselves and our parents," said Robert Wilson, lead author of the study.
A. early
B. tests t
C. seldom
D. taught
E. faster
F. produce
G. study
H. Current
I. involved
J. neglec
K. rate
L. really
第9题
A．Children who score poorly on an intelligence test are hopeless.
B．Intelligence tests help teachers to train students.
C．Intelligence tests are meaningless.
D．Intelligence tests can help bright pupils to study more efficiently.
第10题
听力原文：W: English Language Center. How may I help you？
M: Yes. I'm calling to find out more information about your program. For example, what kind of courses do you offer？
W: [20]Well, first of all, the purpose of our program is to provide language learning opportunities for this area's community, whether a student's goal is to master basic functional language skills, let's say, for his or her job, or to study intensively to enter a US college or university.
M: Okay. I'm calling for a friend who is interested in attending a US university.
W: [19]And that's the kind of, uh, instruction that we provide, from basic communication courses to content- based classes such as computer literacy, intercultural communication, and business English.
M: Great. What are your application deadlines for the next semester？
W: Well, [21]we ask applicants to apply no later than two months before the semester begins. This gives us time to process the application and issue the student's 1-20.
M: An 1-20？
W: Oh, an 1-20 is a form. that indicates that we are giving permission for the student to study in our program, and then the student takes this form. to the US embassy in his or her home country to apply for the F-I student visa.
M: All right. What is the tuition for a full-time student？
W: [22]It's two thousand thirty dollars.
M: And how does one apply？
W: Well, we can send you an application and you can mail it back to us, or you can fill out our application that's on our Web site.
(23)
A．To help international students prepare to enter institutions of higher learning.
B．To teach students how to use English in their daily lives and at work.
C．To provide work opportunities for graduating students in the community.
D．To provide, from basic communication courses to content-based classes.
