Teachers and parents usually call attention to the pictures when they read storybooks to preschool child. But a new study suggests that calling attention to the words and letters on the page may lead to better readers.
The two-year study compared children who were read in this way in class with children who were not. Those whose teachers most often discussed the print showed clearly higher skills in reading, spelling and understanding. These results were found one year and even two years later.
Shayne Piasta, an assistant professor of teaching and learning at Ohio State University, was an author of the study. She says most preschool teachers would find this method manageable and would need only a small change in the way they teach. They already read story-books in class. The only difference would be increased attention to the printed text. “If you get children to pay attention to letters and words, it makes sense that they will do better at word recognition and spelling.” But she says research suggests that very few parents and teachers do this in a systematic way.
More than 300 children aged four and five were observed in classrooms. They came from poor families and were below average in their language skills. For thirty weeks, the children took part in a program called Project STAR— Sit Together and Read. The project is based in Ohio State. It tests the short-term and long-term results of reading regularly to preschool children in their classrooms.
There are different ways that adults can talk to children about print. They can point to a letter and discuss it, and even trace the shape with a finger. They can point out a word and discuss the meaning of the print or how the words tell the story. And they can talk about the organization of the print-- for instance, showing how words are written left to right in English.
1.What do we know about the ways preschool children are usually taught?
A. Preference is given to the shape of the letters and the organization of the print.
B. More attention is paid to the picture, with words and letters being ignored.
C. The focus of the teaching is on bringing them up to be good readers.
D. Equal attention is paid to the texts and the pictures.
2.Shayne Piasta suggested that preschool teachers should _______.
A. read storybooks regularly in class.
B. learn to manage their class well
C. often discuss the printed words and letters
D. search for a better method of reading
3.The children who joined in Project STAR were _________.
A. very poor in their reading
B. mostly cleverer than others
C. especially good at language skills
D. worried about reading problems
4.Which of the following is TRUE about the study on language skills of preschool children?
A. Many teachers want to change their way of teaching preschool children.
B. Attention of the pictures has made the children uninterested in reading.
C. Teachers are often prevented from taking different approaches to language teaching.
D. Project STAR aims to research into the results of reading books to preschool children in the classroom.
5.The last paragraph mainly tells us ________.
A. why we should discuss the meaning of the print
B. the shape of the letter is the focus of teaching
C. how we can teach children about print
D. English words are usually written from left to right
高二英语阅读理解简单题
Teachers and parents usually call attention to the pictures when they read storybooks to preschool child. But a new study suggests that calling attention to the words and letters on the page may lead to better readers.
The two-year study compared children who were read in this way in class with children who were not. Those whose teachers most often discussed the print showed clearly higher skills in reading, spelling and understanding. These results were found one year and even two years later.
Shayne Piasta, an assistant professor of teaching and learning at Ohio State University, was an author of the study. She says most preschool teachers would find this method manageable and would need only a small change in the way they teach. They already read story-books in class. The only difference would be increased attention to the printed text. “If you get children to pay attention to letters and words, it makes sense that they will do better at word recognition and spelling.” But she says research suggests that very few parents and teachers do this in a systematic way.
More than 300 children aged four and five were observed in classrooms. They came from poor families and were below average in their language skills. For thirty weeks, the children took part in a program called Project STAR— Sit Together and Read. The project is based in Ohio State. It tests the short-term and long-term results of reading regularly to preschool children in their classrooms.
There are different ways that adults can talk to children about print. They can point to a letter and discuss it, and even trace the shape with a finger. They can point out a word and discuss the meaning of the print or how the words tell the story. And they can talk about the organization of the print-- for instance, showing how words are written left to right in English.
1.What do we know about the ways preschool children are usually taught?
A. Preference is given to the shape of the letters and the organization of the print.
B. More attention is paid to the picture, with words and letters being ignored.
C. The focus of the teaching is on bringing them up to be good readers.
D. Equal attention is paid to the texts and the pictures.
2.Shayne Piasta suggested that preschool teachers should _______.
A. read storybooks regularly in class.
B. learn to manage their class well
C. often discuss the printed words and letters
D. search for a better method of reading
3.The children who joined in Project STAR were _________.
A. very poor in their reading
B. mostly cleverer than others
C. especially good at language skills
D. worried about reading problems
4.Which of the following is TRUE about the study on language skills of preschool children?
A. Many teachers want to change their way of teaching preschool children.
B. Attention of the pictures has made the children uninterested in reading.
C. Teachers are often prevented from taking different approaches to language teaching.
D. Project STAR aims to research into the results of reading books to preschool children in the classroom.
5.The last paragraph mainly tells us ________.
A. why we should discuss the meaning of the print
B. the shape of the letter is the focus of teaching
C. how we can teach children about print
D. English words are usually written from left to right
高二英语阅读理解简单题查看答案及解析
Teachers and parents usually call attention to the pictures when they read storybooks to pre-school children. But a new study suggests that calling attention to the words and letters on the page may lead to better readers.
The two-year study compared children who were read in this way in class with children who were not. Those whose teachers most often discussed the print showed clearly higher skills in reading, spelling and understanding. These results were found one year and even two years later.
Shayne Piasta, an assistant professor of teaching and learning at Ohio State University, was an author of the study. She says most pre-school teachers would find this method manageable and would need only a small change in the way they teach. They already read story-books in class. The only difference would be increased attention to the printed text. “If you get children to pay attention to letters and words, it makes sense that they will do better at word recognition and spelling.” But she says research suggests that very few parents and teachers do this in a systematic way.
More than 300 children aged four and five were observed in classrooms. They came from poor families and were below average in their language skills. This put them at risk for reading problems later. For thirty weeks, the children took part in a program called Project STAR--- Sit Together and Read. The project is based at Ohio State. It tests the short-term and long-term results of reading regularly to pre-school children in their classrooms.
There are different ways that adults can talk to children about print. They can point to a letter and discuss it, and even trace the shape with a finger. They can point out a word and discuss the meaning of the print or how the words tell the story. And they can talk about the organization of the print--- for instance, showing how words are written left to right in English.
1.What do we know about the ways pre-school children are usually taught?
A. Equal attention is paid to the texts and the pictures.
B. Teachers prefer to talk about the organization of the print.
C. Parents focus on bringing children up to be good readers.
D. More attention is paid to the pictures, with words and letters being ignored.
2. What does Shayne Piasta suggest pre-school teachers should do in class?
A. Use different methods according to the students’ difference in reading skills.
B. Teach children how to draw pictures to get an idea of what they mean.
C. Change the way they teach and pay more attention to words and letters.
D. Read storybooks to children rather than explain the meaning of the pictures.
3.What put more than three hundred children at risk for reading problems?
A. They were poor and lacked language skills.
B. They were four and five.
C. They were forced to leave school.
D. They were observed.
4.Which of the following is TRUE about the study on language skills of pre-school children?
A. Project STAR aims to find the results of reading to pre-school children in the classrooms.
B. Attention on the pictures has made the children uninterested in reading.
C. Many teachers want to change their way of teaching pre-school children.
D. Teachers are often prevented from taking different approaches to language teaching.
5.Adults can talk to children about print in the following ways except________.
A. Discussing the meaning of the print.
B. Showing them all kinds of pictures.
C. Talking about the organization of the print.
D. Tracing the shape of a letter with a finger.
高二英语阅读理解中等难度题查看答案及解析
Parents can usually tell if their children are lying to them, and so can teachers. Knowing if someone is lying can be useful. There are a number of behaviors that you can observe to help catch someone in a lie.
Eyes, windows to the soul, can provide information about whether you are hearing the truth or a lie. Here is a simple experiment. Ask a friend or a family member to imagine their mother with green hair. You should notice that their eyes look up to their left while they are imagining their mother. Then ask them to think about what they did this morning and their eyes will probably look up to the right. Basically, eye movement to the left indicates the person is imagining something that is not real or did not happen. When the eyes move up and to the right, the person is remembering something that actually happened. Body language is another way to see if someone is telling tales. A professional poker (扑克) player will probably tell you not to believe someone whose hands touch their face, throat, or mouth. It seems that when we are being less than truthful our hands want to cover our face in some way. It is unlikely that a liar (someone who tells lies) will touch their chest with an open hand.
Paying careful attention to how people talk can also help you catch someone in a lie. If a student is accused of copying homework, and is guilty, they are likely to get defensive. They may deny the copying and ask why the teacher does not like him or her, while an innocent person might be expected to take the offensive, explaining for example, how they got the ideas for the homework and convincing the teacher to talk to someone who saw them do the homework.
You may also find a guilty person speaks more than is natural and adds lots of unnecessary details to their story in an attempt to convince you they are telling the truth. If you suspect this is happening, try changing the subject of your conversation quickly. A liar will happily follow your change of direction and will become more relaxed.
But remember: just because someone is showing one or more of the signs associated with lying does not necessarily make them a liar. Some other forms of stress other than lying may explain their behavior, and some people exhibit these signs as normal behavior. However, if you need to distinguish a lie from the truth, these tips could be a good start.
1.When accused of copying, a student who cheats will try to ______.
A. prove his innocence by giving a wild story
B. convince his teacher by taking offensive action
C. figure out whether the teacher considers him guilty
D. cover his lies by keeping changing conversation topics
2.What is the best title for the passage?
A. What causes people to lie
B. How a liar covers his lies
C. What tricks a liar uses
D. How to detect a lie
3.What can we infer from the passage?
A. Innocent people will not explain their stories in detail.
B. Touching mouth is an effective way to hide dishonesty.
C. Eye movement to the left indicates that the person is lying.
D. Liars favor a new topic in hope of their lies going undetected.
高二英语阅读理解中等难度题查看答案及解析
After an earthquake or any similar disaster, parents and teachers need to help children overcome the effects of this frightening and sometimes devastating （ 毁灭性的） experience. Psychologists （心理学家）say that if children go through a disturbing event before the age of ten, they are three times as likely to suffer psychological problems as teenagers. After a disaster children may become easily upset, shy, aggressive , or afraid of wind, rain, noises, or darkness. They may have trouble letting go of their parents and resist going to school or daycare. Some children may even feel guilty thinking that they somehow caused the disaster through their bad behavior. Because of such common reactions, parents and others should begin as soon after the event as possible helping these children.
Some suggestions include talking to the children about what happened, letting the children express their own feelings, spending extra time with them doing activities together and reassuring （使放心）them that you love them and won't leave them. For some children expressing themselves through drawing pictures or writing can be useful. Do everything possible to help children get back to a normal routine; however, don't be afraid to "spoil" these children for a while after the disaster. Let them have extra privileges （特权）and more attention than usual. Encourage the children to grieve （悲痛）after a loss. It should be OK for them to cry. Caring families and friends can do much to heal children victims of disasters.
1.This passage is mainly about_______.
A．how to help traumatized（心理受到创伤的）children to get over
B．the bad effects disasters bring to children
C．the psychological problems children before ten are likely to suffer
D．the importance of caring families
2.According to the passage, a child who has just experienced a devastating disaster may become______.
A．more mature B．less dependent C．willing to help D．ready to attack
3.Which is NOT advisable when dealing with the traumatized children?
A．Allowing them freedom for some time.
B．Asking them to hold their feelings.
C．Encouraging them to show their grief.
D．Talking them into taking care of others.
高二英语阅读理解中等难度题查看答案及解析
Parents and teachers in Shaanxi are happy about the news_____ more students will be admitted to universities, ______ makes students happy as well.
| A．that; which | B．what; which | C．that; that | D．which; which |
高二英语单项填空困难题查看答案及解析
As is known to all, it is teachers and parents who will have a big ______ on the development of children.
A. change B. affection
C. influence D. impression
高二英语单项填空简单题查看答案及解析
I used to hate being called upon in class mainly because I didn't like attention drawn to myself.And____ otherwise assigned（指定）a seat by the teacher,I always____to sit at the back of the classroom.
All this____after I joined a sports team.It began when a teacher suggested I try out for the basketball team.At first I thought it was a crazy____because I didn't have a good sense of balance,nor did I have the____to keep pace with the others on the team and they would tease me.But for the teacher who kept insisting on my "____for it",I wouldn't have decided to give a try.
Getting up the courage to go to the tryouts（选拔）was only the____of it!When I first started____the practice sessions,I didn't even know the rules of the game,much____what I was doing.Sometimes I'd get____and take a shot at the wrong direction which made me feel really stupid.____,I wasn't the only one “new” at the game,so I decided to____on learning the game,do my best at each practice session,and not be too hard on myself for the things I didn't ____“just yet”.
I practiced and practiced.Soon I knew the____and the "moves".Being part of a team was fun and motivating. Very soon the competitive____in me was winning over my lack of confidence.With time,I learned how to play and made friends in the____—friends who respected my efforts to work hard and be a team player.I never had so much fun!
With my____self-confidence comes more praise from teachers and classmates.I have gone from "____" in the back of the classroom and not wanting to call attention to myself,____raising my hand—even when I sometimes wasn't and not 100 percent____I had the right answer.Now I have more self-confidence in myself.
1.A. as B. until C. unless D. though
2.A. hoped B. agreed C. meant D. chose
3.A. continued B. changed C. settled D. started
4.A. idea B. plan C. belief D. saying
5.A. right B. chance C. ability D. patience
6.A. going B. looking C. cheering D. applying
7.A. point B. half C. rest D. basis
8.A. enjoying B. preparing C. attending D. watching
9.A. less B. later C. worse D. further
10.A. committed B. motivated C. embarrassed D. confused
11.A. Interestingly B. Fortunately C. Obviously D. Hopefully
12.A. focus B. act C. reply D. try
13.A. want B. do C. support D. know
14.A. steps B. orders C. rules D. games
15.A. role B. part C. mind D. value
16.A. process B. operation C. movement D. situation
17.A. expressed B. improved C. preserved D. recognized
18.A. dreaming B. playing C. relaxing D. hiding
19.A. by B. for C. with D. to
20.A. lucky B. happy C. sure D. satisfied
高二英语完形填空简单题查看答案及解析
I used to hate being called upon in class mainly because I didn't like attention drawn to myself．And ______otherwise assigned（指定）a seat by the teacher，I always ______to sit at the back of the classroom．
All this ______after I joined a sports team．It began when a teacher suggested I try out for the basketball team．At first I thought it was a crazy ______because I didn't have a good sense of balance，nor did I have the ______to keep pace with the others on the team and they would tease me．But for the teacher who kept insisting on my" ______for it"，I wouldn't have decided to give it a try．
Getting up the courage to go to the try outs was only the ______of it!When I first started ______the practice sessions，I didn't even know the rules of the game，much ______what I was doing．Sometimes I'd get ______and take a shot at the wrong direction-which made me feel really stupid．_____，I wasn't the only one"new"at the game，so I decided to ______on ieaming the game，do my best at each practice session，and not be too hard on myself for the things I didn't ______"just yet"．
I practiced and practiced．Soon I knew the ______and the"moves"．Being part of a team was fun and motivating．Very soon the competitive ______ in me was winning over my lack of confidence．With time，I learned how to play and made friends in the _____一 friends who respected my efforts to work hard and be a team player．I never had so much fun!
With my ______self-confidence comes more praise from teachers and classmates．I have gone from" ______"in the back of the classroom and not wanting to call attention to myself，______raising my hand---even when I sometimes wasn't 100 percent ______I had the right answer．Now I have more self-confidence in myself．
1.A. as B. until C. unless D. though
2.A. hoped B. agreed C. meant D. chose
3.A. continued B. changed C. settled D. started
4.A. idea B. plan C. belief D. saying
5.A. right B. chance C. ability D. patience
6.A. going B. looking C. cheering D. applying
7.A. point B. half C. rest D. basis
8.A. enjoying B. preparing C. attending D. watching
9.A. less B. later C. worse D. further
10.A. committed B. motivated C. embarrassed D. confused
11.A. Interestingly B. Fortunately C. Obviously D. Hopefully
12.A. focus B. act C. rely D. try
13.A. want B. do C. support D. know
14.A. steps B. orders C. rules D. games
15.A. role B. part C. mind D. value
16.A. process B. operation C. movement D. situation
17.A. expressed B. improved C. preserved D. recognized
18.A. dreaming B. playing C. relaxing D. hiding
19.A. by B. for C. with D. to
20.A. lucky B. happy C. sure D. satisfied
高二英语完形填空简单题查看答案及解析
Most parents and teachers want children to be happy. To that end, parents find themselves doing things for kids to make them happy, like buying gifts, taking them for ice cream, playing games together, or helping with homework.
Teachers are constantly doing things for children, too, like bringing treats to class, planning fun trips, and supporting students in other immeasurable ways.
Do acts of kindness toward children make us happier parents and teachers? Of course they do.
Unfortunately, we don’t make children happy by simply enabling them to be receivers of kindness. We increase their feelings of happiness and well-being by teaching them to be givers of kindness.
The truth is that children are born to be altruistic. But somewhere between birth and 4th grade, they are socialized to think more about themselves than others.
How do we change this and improve children’s well-being?
A recent study, Kindness Counts, conducted by researchers from the University of British Columbia and the University of California, broke new ground by showing the benefits gained by teens when they were taught happiness-increasing skills.
For a month, several hundred 9-11-year-olds performed and recorded three acts of kindness each week for anyone they wished. Another several hundred kept track of three pleasant places they visited during the week.
Not surprisingly, the results were consistent with adult studies. When kids performed acts of kindness or took notice of the pleasant places they visited during the week, they significantly increased feelings of happiness and satisfaction.
But hose who performed acts of kindness received an additional benefit. Measuring how well children were liked or accepted by their peers（同伴）, the study showed those who performed acts of kindness gained an average of 1.5 friends during the four-week period ---- good support for the idea that “nice guys finish first.”
1.What do most parents and teachers do to make children happy?
A. Do good deeds for them.
B. Take them to see funny things.
C. Teach them the secret of happiness.
D. Develop their happiness-increasing skills.
2.The underlined word “altruistic” in Paragraph 5 is closest in meaning to “ ”.
A. optimistic B. energetic
C. curious D. generous
3.What can be concluded from the study?
A. Children can change their attitude easily.
B. Happy people are likely to do good deeds.
C. Acts of kindness are the key to happiness.
D. Visits to places lead to much more happiness.
4.What does the underlined part “additional benefit” in the last paragraph refer to?
A. Winning support from teachers.
B. Broadening their social circle.
C. Showing respect for others.
D. Getting higher test scores.
高二英语阅读理解中等难度题查看答案及解析
Parents who feel disappointed at their teenagers’ failure to pay attention in class, and inability to sit quietly long enough to finish homework or plan ahead, should take solace. Their children are not being lazy or careless, according to new research.
The research has found that teenagers’ brains continue developing far longer into adulthood than we used to think. Teens may look like young adults but their brain structure is similar to that of much younger children.
“It is not always easy for teens to pay attention in class without letting their minds wander, or to ignore distractions from their younger brothers or sisters when trying to solve a maths problem,” said Dr Iroise Dumon-theil. “But it’s not the fault of teenagers that they can’t pay attention and are easily distracted. It’s to do with the structure of their brains. Teens simply can’t think as well as an adult.”
The research showed that the brain of a teenager works less effectively than that of an adult. “We knew that the front of the brain of teens functioned in a chaotic (混乱的) way but we didn’ t realize it continued until the late 20s or early 30s,” said Dr Sarah-Jayne Blakemore, who led the research.
Chaotic thought patterns are a result of teenagers’ brains containing too much grey matter — the cell bodies and connections which carry messages within the brain. As we age, the amount of grey matter in our brain reduces.
“What our research has shown is that there is simply too much going on in the brains of teens,” said Blakemore. “The result is that their brain energy and resources are wasted and their decision-making process is badly influenced. Adults, on the other hand, have less grey matter. This means that the brain works far more effectively.”
1.The underlined word “solace” in Paragraph 1 may mean _____.
A． notice B．medicine C．comfort D．action
2.When making decisions, _____.
A．teens’ brains continue to do much needless work
B．the grey matter in young children’s front brain becomes active
C．people are not likely to be distracted until their late 30s
D．adults are more independent than teens
3.What is the effect of having too much grey matter?
A．It makes us always feel disappointed.
B．It makes us more intelligent.
C．It had a bad effect on the growth of teens.
D．It had a bad effect on decision-making.
4.What’s the text mainly about?
A．Teens have different brains from those of children.
B．Adults work more effectively than teens.
C．Grey matter makes teens unable to pay attention.
D．Brain energy is wasted in the brain’s activity.
高二英语阅读理解中等难度题查看答案及解析