The idea they have come up with sounds great, but it remains        whether it works well in practice．


  1. A.
    to see
  2. B.
    to be seen
  3. C.
    seeing
  4. D.
    seen
練習(xí)冊(cè)系列答案
相關(guān)習(xí)題

科目：高中英語 來源：2013-2014學(xué)年甘肅省河西五市高三上學(xué)期1月第一次聯(lián)合考試英語卷（解析版） 題型：閱讀理解

October 15th is Global Handwashing Day．Activities are planned in more than twenty countries to get millions of people in the developing world to wash their hands with soap．

Experts say people around the world wash their hands but very few use soap at so-called critical moments．These include after using the toilet, after cleaning a baby and before touching food．

Global Handwashing Day is the idea of the Public-private Partnership for handwashing with soap．The goal, they say, is to create a culture of handwashing with soap．The organizers say all soaps are equally effective at removing disease-causing germs．They say the correct way to wash is to wet your hands with a small amount of water and cover them with soap．Rub it into all areas, including under the fingernails．Then, wash well under running water．Finally, dry your hands with a clean cloth．

The Partnership says soap is important because it increases the time that people spend washing．Soap also helps to break up the dirt that holds most of the germs．And it usually leaves a pleasant smell, which increases the chances that people will wash again．

It also says that washing hands with soap before eating and after using the toilet could save more lives than any medicine．It could help reduce cases of diarrhea, which is the second leading cause of child deaths, killing more than one and a half million children a year, by almost half．

1.What does the author intend to tell us in the passage?

A．To keep healthy by washing hands． ????????????? B．To wash hands with soap．

C．To take action to wash hands． ???? ????????????? D．To wash hands often．

2.Which of the following is the right way to wash hands?

a．Washing hands well．      ? b．Covering hands with soap．?? c．Drying hands．

d．Rubbing hands with soap．e．Wetting hands．

A．a--c--b--e--d           ? ????????????? B．e--d--a--b—c?????

C．a--c--b--d--e      ???   ????????????? D．e--b--d--a--c

3.Which fact can NOT explain why soap is important?

A．It gives people a longer handwashing time．

B．It helps to remove a lot of germs from hands．

C．It attracts people to do more handwashing．

D．It gets all people into the habit of washing hands．

4.According to the last paragraph, diarrhea is a disease that ________．

A．kills half of the kids in the developing countries a year

B．causes the greatest number of child deaths

C．can be prevented to some degree by washing hands with soap

D．can’t be cured without washing hands

 

查看答案和解析>>

科目：高中英語 來源：2014屆江蘇省無錫市高三期初質(zhì)量檢測(cè)英語試卷（解析版） 題型：填空題

請(qǐng)認(rèn)真閱讀下列短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。注意：每個(gè)空格只填1個(gè)單詞。

    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 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.

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.

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.

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.

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.

 

查看答案和解析>>

科目：高中英語 來源：2014屆山西太原第五中學(xué)高三上期10月月考英語卷（解析版） 題型：其他題

About ten percent of spending on primary and secondary education in the United States comes from the federal government. 1.________States have been required to show progress through yearly testing.

But states say testing tells only part of the story about efforts by schools and students to improve. So the Obama administration has eased the limits on states in measuring performance.

2.________This new measurement tool is called the Colorado Growth Model. The idea is to show academic growth, not just achievement on tests. It combines test scores, family income levels, school size, the ethnicity of the student and many other factors.

3._______The graph shows a school’s average score on standardized tests as well as its academic growth.

On average, students enter sixth grade at WEST Denver Prep performing below grade level. 4.________.

The new assessment method shows that, each year, the average West Denver Prep student learns more math than ninety-four percent of all the students in Colorado. 5._________.

 Josh Smith says perhaps the most important thing they should learn is to believe in themselves.

A.The results from schools across the state are shown online on a graph.

B.Reading and writing scores also show growth.

C.For ten years now, federal law has tied this spending to student performance.

D.Therefore, the government feels it a great pressure.

E.But three years later, most are outperforming other students across the state.

F.However, the limits don’t work at all.

G.The western state of Colorado, for example, has a new assessment method.

 

查看答案和解析>>

科目：高中英語 來源：2014屆浙江省臺(tái)州市高二下學(xué)期期中考試英語試卷（解析版） 題型：閱讀理解

Amy returned to her small apartment at midnight, tired. Her worst fears raced through her mind. Would the court tell her she couldn’t care for her family anymore? Would the kids go through the sadness once more of being split up and sent away? She was so young, almost a child herself, and yet Amy knew everything depended on her. At that moment, she wondered if she would ever find the strength to see it through.

From earliest childhood, Amy took care of her younger brothers. Jan, their mother, only added to the family disorder and confusion because of her drug addict. Sometimes they lived in apartments, sometimes in shelters.

One afternoon Amy was called to the high school, where a social worker was waiting for her. “We’re going to have to put you guys in foster（收養(yǎng)) care.” the social worker said. “No! Don’t spilt us up!” the girl cried out. “Can’t you just leave it the way it is?” The social worker shook his head. Amy’s voice then rose like the howl of a lion protecting her babies: “Why can’t I take them? I take care of them all the time anyway.” The social worker hesitated, and then said, “Maybe. Once you’re 18, you could apply to become their relative caretaker. Then you’d be their foster mother until we find a home where all of you can be together.” “I’ll do it,” Amy said.

One month later, Amy was named guardian of her brothers for a six-month trial period. It was a remarkable victory for an 18-year-old girl. Her brothers didn’t make her task any easier in the months ahead. However，Amy’s efforts were rewarded when the court allowed her to continue as guardian. Amy’s relief at remaining the kids’ guardian was at risk of being taken away by the pressure she always

felt to measure up. Social workers still looked regularly over her shoulder and asked the boys shameful

questions: “Does she feed you? Does she ever try to harm you?” Then one day a visiting social worker

came over. “We’d like to get the boys adopted into homes,” she said. Sensing that the family was about to be split apart yet again, Amy replied, “Fine, then. Call it adoption if you want, but they’re not going anywhere.” To her surprise, the social worker took her remark seriously. She explained that if Amy were to adopt the boys, they would become like any other family.

That night at dinner Amy told the boys about the idea. “Cool!” Joey said. He threw a piece of corn at Adam. His brother flicked it back, and pretty soon corn was flying. Amy rolled her eyes. They didn’t have far to go to be like any other family. As the proceedings（程序）ended, Amy thanked everyone. “No,” the judge responded, “Thank you. You saved three kids. Not many family members would do what you’re doing, especially for this many children. I’m very proud of you.” 

On a lazy spring day, in a modest suburban neighborhood, Amy stood in front of a neatly kept one-story house. She watched her brothers playing basketball, and heard the playful bark of their dog, Tahoe. The young lady had made good on her promise: they had rented a home, a real home, and the boys had gotten their dog. Amy continues to raise her family alone, but has begun taking courses in business management at a nearby community college. Eventually, she hopes to become a child psychologist.

1. Which of the following best describes Amy?

A．Crazy and tough                        B．Firm and stubborn

C．Enthusiastic and generous                 D．Abnormal and aggressive.

2.From Paragraph 3, we can learn that __________.

A．The social worker gave in to Amy.

B．The social worker tried to adopt Amy’s brothers.

C．Amy tried to apply for the guardian of the brothers

D．Amy had no idea how to face her family being separated up.

3.By saying “They didn’t have far to go to be like any other family”, the writer means________.

A．they will live in the same area as other families

B．they made a deep impression on the neighborhood

C．Amy is able to take good care of the family

D．Amy and her brothers would be already just like a family

4.The best title for this text would be___________. 

A．Standing On Two Feet                    B．Growing Up Alone

C．A Lifelong Fight                         D．A Teen Hero

5.What does  the underlined word guardian in paragraph 4 mean?

A．保護(hù)者           B．監(jiān)護(hù)人           C．收養(yǎng)人           D．引導(dǎo)人

 

查看答案和解析>>

科目：高中英語 來源：2015屆廣西大學(xué)附屬中學(xué)高一上學(xué)期期末考試英語試卷（解析版） 題型：閱讀理解

My grandmother seems to be wrong when she says that good manners will never go out of style.

Several days ago, I tried entering a lift with one of my arms fixed in a bandage(繃帶) while carrying a computer bag in the other. Not being fast enough, I was passed by two young people who managed to get into the lift before me. The lift door closed only after I entered. Having already pressed their wanted floor button, the young people waited impatiently for me to press the button for where I was going. If they had decided to help, we could have moved much faster. But they had not. So I did my best and pressed the button with my arm. The two young people looked very angry with me. I was losing heart.

The memory of this incident has stayed with me because it followed shortly after my building’s watchman refused to help me carry a heavy box full of books. His answer was that he could not carry the books a few meters because it was not his job. However, I remembered myself helping people for so many years carrying boxes, shopping bags, or pushing wheelchairs upon the request of a stranger in need or when my conscience(良心) called on me. "Oh, this young generation, they have no manners, ”my grandmother would say. The idea of good manners refers to the considering of other people’s feelings. We need more and more people to have good manners. Good manners should be-come part of our lives.

1.The author believes that ________.

A．good manners will never go out of style

B．her grandmother is right

C．good manners are disappearing little by little

D．it never rains, but it pours

2.How did the two young people feel when the author pressed the button?

A．Excited.           B．Angry.            C．Sad.              D．Confident.

3.The watchman didn’t help the author because ______.

A．the box was full of books

B．the box was too heavy

C．the author was a stranger

D．he thought it was not his job

4.We can infer from the passage that the author ______.

A．a(chǎn)lways offers help to people in need

B．a(chǎn)lways has difficulty carrying things

C．has a better memory than anyone else

D．a(chǎn)greed with her grandmother at first

 

查看答案和解析>>

同步練習(xí)冊(cè)答案