午夜黄色福利,国产精品久久久久精品三级APP

相關(guān)習(xí)題

0 133854 133862 133868 133872 133878 133880 133884 133890 133892 133898 133904 133908 133910 133914 133920 133922 133928 133932 133934 133938 133940 133944 133946 133948 133949 133950 133952 133953 133954 133956 133958 133962 133964 133968 133970 133974 133980 133982 133988 133992 133994 133998 134004 134010 134012 134018 134022 134024 134030 134034 134040 134048 151629

科目： 來源：2016屆江蘇蘇錫常鎮(zhèn)四市高三教學(xué)情況調(diào)研（二）英語試卷（解析版） 題型：填空題

請認真閱讀下列短文, 并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個最恰當(dāng)?shù)膯卧~。注意: 每個空格只填1個單詞。請將答案寫在答題紙上相應(yīng)題號的橫線上。

How Technology Can Help Language Learning

Intelligence, according to Howard Gardner, is of eight types—verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This is the first in a series of posts that explore and understand how each of the above forms of intelligence is affected by technology-mediated education.

Verbal-linguistic Intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish goals. Such intelligence is developed by three specific activities: reading, writing and interpersonal communication—both written and oral. The traditional tools that have been used to efficiently develop verbal/linguistic intelligence—textbook, pencil, and paper—are giving way to technology in many schools. E-books, Internet lesson plans, online assignments and word processing software, or a subset of the above, are now common in schools. Technology allows addition of multisensory (多種感覺的) elements that provide meaningful contexts to help comprehension, thus expanding the learning ground of language and linguistics.

Research into the effect of technology on the development of the language and literacy skills vis-à-vis reading activities of children has offered evidence for favorable effects of digital-form books. A study shows that digital reading materials have become common in developing countries in early childhood classrooms to support engagement in storybooks while enhancing the emergent literacy (早期讀寫能力) among children. E-books are also being increasingly used to teach reading among beginners and children with reading difficulties.

Technology can be used to improve reading ability in many ways. It can enhance (加強) and sustain the interest levels for children by allowing immediate feedback on performance and providing added practice when necessary. Recent research shows that students are able to improve their sight word vocabulary, fluency, and comprehension through computer-based reading.

Technology can also help in improvement of writing skills. Word processing software promotes not only composition but also editing and revising in ways that streamline the task of writing. Desktop publishing and web-based publishing allow the work to be taken beyond the classroom into a virtual world that allows more constructive interactions.

Technology enhanced oral communication is indeed useful in that it allows students from remote locations, or from all over the world to communicate orally through video and audio conferencing tools. For example, students of languages in Australian universities overcome the problem of insufficient contact with native language speakers by using online audio and video tools that allow the development of aural, vocal and visual-cognition skills that are important in verbal and linguistic education. Oral group discussions in the form of video conferencing can help non-native speakers of a language with natural language negotiation and cultural intonations in ways that have not been possible due to geographic isolation.

Computer definitely aided language learning and computer mediated communication enhance teaching and learning experiences in the areas of linguistics and language intelligence. Although there have not been comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been many individual computer programs and other technologies that accelerate the acquisition of phonics, vocabulary, fluency, and reading-comprehension skills and other language building blocks.

Title: How Technology Can Help Language Learning

Paragraph outline	Detailed information
Brief introduction to Verbal-linguistic Intelligence	●Howard Gardner thinks that intelligence is of eight types, 1.________ from verbal-linguistic to naturalistic intelligence. ●Verbal-linguistic Intelligence, 2.________ of three aspects, is developed by three specific activities. ●Technology is 3._______ traditional tools used to develop verbal/linguistic intelligence efficiently. ●The learning ground of language and linguistics has been 4._______ by adding multisensory elements to language learning.
Effects on language and literacy skills	Digital reading materials have been used to help children in developing countries get 5.________ in storybooks, enhancing the emergent literacy among them.
Effects on reading ability	Technology can enhance and sustain children’s interest levels by providing immediate feedback and extra practice.
Effects on writing skills	Technology allows our work to be taken in a virtual world with more constructive6.________.
Effects on oral communication	Technology allows students to communicate orally through video and audio conferencing tools7.________ geographic isolation.
Conclusion	●There is no8.________ that technology enhances teaching and learning experiences concerning linguistics and language intelligence. ●Although there is a 9._______ of comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been other technologies that10.________ the acquisition of language building blocks.

查看答案和解析>>

科目： 來源：2016屆江蘇蘇錫常鎮(zhèn)四市高三教學(xué)情況調(diào)研（二）英語試卷（解析版） 題型：書面表達

South Africa’s Street Store doesn’t just help to clothe the homeless, but also gives them the shopping experience of choosing what they want. With the idea to give the homeless the same dignity as customers who can pay, the Street Store sets up their pop-up cardboard shop in Cape Town, inviting customers in need to browse through the offerings and choose an outfit for themselves from the hundreds of donated items at their will.

The Street Store works closely with local council to get permission to pop-up their sidewalk shops in poor areas around Cape Town. Because of the social conditions in South Africa, over half of the children live in poverty, making the Street Store even more popular.

The Street Store displays a row of cardboard “hangers” (衣架), with boxes neatly arranged below each one. On the hangers hang shirts, T-shirts, trousers and dresses donated by the Cape Town public. In the boxes below, multiple pairs of shoes await a new owner. Street Store volunteers also act as store consultants, offering fashion advice to their customers as they try on chosen donated items.

The Street Store has already reached thousands in the Cape Town area, with over 1,000 satisfied homeless customers visiting on their first day in operation. The program gives the homeless not only a change to pick up some needed clothing, but also restores confidence by giving them a retail experience—even when pocket money doesn’t allow it.