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A.
B.
C.
D.
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更多“As shown in the parallelogram, all forces are at point A. In which figure FR can be considered as th…”相关的问题
A、70
B、60
C、50
D、40
A、the upper class
B、the middle class
C、the lowest class
D、the loyal family
On my way to work one morning, I met Rudy Ruettiger, who is now a motivational speaker. He has grown up in Joliet, listening to stories about Notre Dame and dreaming of one day playing football there. Friends told him he wasn't a good enough student to be admitted. So he gave up his dream and went to work in a power plant.
Then a friend was killed in an accident at work. Shocked, Rudy suddenly realized that life is too short not to pursue your dreams.
In 1972, at the age of 23, he enrolled at Holy Cross Junior College in South Bend, Ind. He got good enough grades to transfer to Notre Dame, where he finally made the football team as a member of the “scout team”, the players who help the team prepare for games.
Rudy was living his dream, almost. But he wasn't allowed to suit up for the games themselves. The next year, after Rudy requested it, the coach told Rudy he could put on his uniform. for the season's final game. And there he sat, on the Notre Dame bench during the game. A student started shouting, “ We want Rudy! ” Soon others joined in. Finally, at the age of 27, with 27 seconds left to play, Rudy Ruettiger was sent onto the field-and made the final tackle (阻截). So his team won the game.
When I met Rudy 17 year later, it was in the parking lot outside Notre Dame stadium (体育场), where a camera crew was filming scenes for Rudy, a motion picture about his life. His story illustrates that there is no limit to where your dreams can take you.
21. The writer believes that the key to achieving success is.
A. developing one's talent
B. seizing opportunities
C. having wide vision
D. sticking to one's goal
22. According to the passage, Rudy once gave up his dream of playing football for Notre Dame because .
A. his friend was killed there
B. his foot was injured in an accident
C. he lacked confidence in himself
D. he failed in the entrance examination
23. Rudy quit his job in the power plant because .
A. his friend encouraged him to
B. his outlook on life changed
C. he was disappointed in his future
D. he was shocked by his friend's death
24. Rudy was transferred to Notre Dame .
A. as a good student
B. as a good player
C. with the help of a coach
D. with the help of a friend
25. A camera crew was making a movie about Rudy's life because .
A. Rudy was the oldest player at Notre Dame
B. Rudy succeeded in realizing his dream
C. Rudy was the best speaker at Notre Dame
D. Rudy succeeded in developing his ability
A、Covalent bond
B、Metallic bonding
C、Ionic bonding
D、Hydrogen bond
The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying "They can’t see the wood for the trees". When teachers use picture books, they are simply' continuing a long-established tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished — sometimes to the point of extinction.
Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.
A teacher’s main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or she may not be able to understand much of it: this is called "barking at text". The teacher’s task of improving comprehension is made
harder by influences outside the classroom. But the adverse effects ot suck, things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.
Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.
As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates. Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.
Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite exp
A．they read too loudly
B．there are too many repetitive words
C．they are discouraged from using their imagination
D．they have difficulty assessing its meaning
The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying "They can't see the wood for the trees". When teachers use picture books, they are simply continuing a long-establisbed tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished -- sometimes to the point of extinction.
Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.
A teacher's main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or: she may not be able to understand much of it: this is called "barking at text". The teacher's task of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.
Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.
As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates.
Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.
Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite experime
A．they read too loudly
B．there are too many repetitive words
C．they are discouraged from using their imagination
D．they have difficulty assessing its meaning
A、
B、
C、
D、
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