问答题In the same way, children learn to do all the other things without being taught-to walk,run, climb, whistle, ride a bicycle-compare their own performances with those of more skilled people, and slowly make the needed changes.
问答题
In the same way, children learn to do all the other things without being taught-to walk,run, climb, whistle, ride a bicycle-compare their own performances with those of more skilled people, and slowly make the needed changes.
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What do you think is the best way to help the children with ADHD? () A、Supervise their behaviors at all times.B、Ask them to read books.C、Do exercises.D、Be patient and follow the doctor’s instructions.
Which are correct when you do CPR? () A. Never stops until help comesB. Turn the head to the side and clean the vomitingC. Ensure the environment is safe enough before CPR startsD. Do the CPR for children in the same way as for adults
Children need many things, but _________ they need attention. A. in allB. for allC. above allD. after all
What is the implication of the words on the bus wall?A. All small acts will add up to kindness.B. It's a small act to help a person in need.C. Everyone can play his own part to make things better.D. You should be kind to your neighbors and they will treat you the same way.
All the other five planets ________.[A] always appear near the path of the sun[B] are moving in a way more complicated than the earth does[C] aren't moving around the sun as independently as the earth does[D] are moving around the sun at the same speed as the earth does
When we talk about intelligence we do not mean the ability to get good scores on certain kinds of tests or even the ability to do well in school. By intelligence we mean a way of living and behaving, especially in a new situation. If we want to test intelligence, we need to find out how a person acts instead of how much he knows to do.For example, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. He tries to find out all he can do, and then he acts immediately and tries to do something about it. He probably isn’t sure how it all works out, but at least he tries. And if he cannot make things work out right, he doesn’t feel ashamed that he failed, he just tries to learn from his mistakes. An intelligent person, even if he is very young, has a special outlook in life, a special feeling about life, and a special way of how he fits into it.If you look at children, you’ll see a great difference between what we call ”bright” children and “not bright” children. They are actually two different kinds of people, not just the same kind with different amounts of intelligence. For example, the bright child really wants to find out about life—he tries to get in touch with everything around him. But the unintelligent child keeps more to himself and his own dream world; he seems to have a wall between him and life in general1、According to this passage, intelligence is the ability to______.A、work by oneself do well in anyB、situationC、know what is right and wrongD、adapt oneself to a new situation2、In a new situation, an intelligent person ____________.A、knows more about what might happen to himB、is well-prepared for his actionC、pays greater attention to the situationD、completely ignores himself3、If an intelligent person failed, he would ________A、feel ashamed about the failureB、learn from his experiencesC、find out what he can’t doD、make sure what’s wrong withhis outlook in life4、An intelligent child ________A、learns more about himselfB、shows interest in things around himC、studies everything that may be interestingD、looks down upon unintelligent children5、Why does an unintelligent child seem to have a wall between him and life in general?A、Because he can hardly see the outside world.B、Because life is far away from him.C、Because he knows nothing about life in general.D、Because he has little interest in things around himself.
All children want to have pocket money. Why do their parents just give them a certain amountOne main purpose is to let kids learn _____their own money. First of all, children are expected to _____a choice between spending and saving. Then parents should make the children understand what is expected to pay for with the money. Pocket money can give children a chance to experience the three things _____they can do with the money. They can spend it by giving it to a good cause. They can spend it _____buying things they want.They can save it for future use.Saving helps children _____that costly goals require sacrifice. Saving can also open the door to future saving and investing for children.1.A. when to manageB. how to manageC. which2.A. takeB. giveC. make3.A. thatB. whoC. what4.A. toB. atC. by5.A. understandingB. understandC. understood
Parents can have a great impact on the development of their children's creativity in art. But first，they have to know how. They may find the following advice interesting and instructive.Encourage free drawing rather than coloring books. Coloring books stop the possibility of self-expression. A child may just enjoy colorful pictures and never learn how to express himself. As an art teacher says，“Children have a very powerful instinct to draw freely and roughly. Such practice makes them learn language easily. ”In fact，a child expresses himself in rough drawing. This is the beginning of literacy and creativity. Also，parents should not teach their kids“how”to draw and they should not make their kids draw realistic pictures to entertain themselves. Experience tells us that such teaching from the parents will discourage children，making them think they can't do it the “right”way.Competition and rewards should also be avoided in the process of artistic creation. A child's natural instinct to create will disappear if he or she thinks about prize while drawing.Parents should be role models for their kids. They should not say things like，“I can't draw a straight line. ”Instead，they should learn to say，“I love to create. ”This teaches children that the process of creation is more important than the product. If children see their parents drawing，cooking or building creatively，they will do the same.Buy a notebook for your child to use every day. This can be a journal for making up stories，writing ideas and drawing pictures. Even the youngest child can use it to draw freely and roughly，expressing himself.Take your child to places that promote ideas and creativity. Art museums，science centers，libraries and children's museums all are great places to see other people's creativity. That will inspire children to make their own creations and inventions.Give children choices and free time. Some of the best ideas come from daydreaming and imagining.In short，parents should allow their kids to have the freedom to invent for themselves. That means not always teaching and commanding.To develop their artistic creativity，children should be encouraged to______.A．draw freely and roughlyB．learn to draw realistic picturesC．know how to draw before they startD．learn to draw good pictures to get prizes
共用题干Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but youmight not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologistshave two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.Thesepsychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on alltests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelli-gent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes that all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured,other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic,mathematical,spatial, musical , interpersonal , intrapersonal , body-kinesthetic（身体动觉的）, and naturalistic.Gardner be1ieves that______.A:all children are alikeB:children should take one intelligence testC:there is no general intelligenceD:children have different intelligences
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.Snedeker,Geren and Shafto based their study on children who________.A:were finding it difficult to learn EnglishB:were learning English at a later age than US childrenC:had come from a number of language backgroundsD:had taken English lessons in China
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.When the writer says"critical period",he means a period when________.A:studies produce useful resultsB:adults need to be taught like childrenC:language learning takes place effectivelyD:immigrants want to learn another language
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What does the Harvard finding show?A:Not all toddlers use babytalk.B:Some children need more conversation than others.C:Language learning takes place in ordered steps.D:Not all brains work in the same way.
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What is the writer's main purpose in Paragraph 2?A:To reject the view that adopted children need two languages.B:To argue that culture affects the way children learn a language.C:To give reasons why adopted children were used in the study.D:To justify a particular approach to language learning.
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What aspect of the adopted children's language development differed from that of US-born children?A:The rate at which they acquired language.B:Their first words.C:The way they learnt English.D:The point at which they started producing sentences.
If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.（）A对B错
If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.（）
单选题What does “women should not receive all the credit—nor all the blame” mean?AWomen should take all the responsibility to raise their children.BPeople shouldn’t only praise women for what they do to bring up their children.CWomen are not to be blamed even if they do wrong.DBringing up children involves partnership of both man and woman.
问答题Almost all Americans want to be democratic, but many Americans are confused about what, exactly, democracy means. How do you know when someone is acting in a democratic or an undemocratic way? Recently several groups have spoken out with particular bitterness against the kind of democracy that means equal opportunity for all, regardless of race or national origin. They act as if all human beings did not belong to one species, as if some races of mankind were inferior to others in their capacity to learn what members of other races know and have invented. Other extremists attack religious groups—Jews or Catholics--or deny the right of an individual to be an agnostic. One reason that these extremists, who explicitly do not want to be democratic, can get a hearing even though their views run counter to the Constitution and our traditional values is that people who do want to be democratic are frequently muddled.
问答题Practice 2 Private school does not mean better. But it does mean expensive. Public schools in the US are paid for by money from everyone; private schools are not. Parents who send their children to private schools must pay to do so. Parents may have enough money to pay for private schools. But these schools do not have to accept their children. Most private schools accept only children who are already doing well in school and are able to work quietly, Some take only boys or only girls. Classes are often quieter and less crowded than classes in public schools. This gives children a chance to learn more of what their teachers are trying to teach them. Public schools do not teach religion. So some parents choose private religious schools for their children. These schools each belong to a church. 6 They give lessons about that religion. They give lessons in all the usual school subjects as well. Children at many private schools wear special school uniforms, all exactly the same. At public schools, students wear what they want. They often dress in bright colors and tennis shoes. They sometimes invent new and wonderful fashions.
单选题The newly developing science of artificial intelligence aims at programming the computer to think, reason and react（）people do.Aby the same way asBin much the same way thatCwith the same way asDas much as the same way that
单选题The saying from Benjamin Franklin “Those things that hurt, instruct” suggests that ______.Awe do not learn from experienceBwe do not learn when we are in painCpain teaches us important lessonsDpain cannot be avoided
单选题What has research shown about the way managers work?AThey work in situations of conflict.BTheir work is completed very quickly.CManagers do many things at the same time.DManagers give orders.
单选题In kindness activities students learn _____.Ato deal with difficult thingsBto do great things every dayCto know about the worldDto consider other people
问答题Let the children learn what all educated persons must some day learn, how to measure their own understanding, how to know what they know or do not know.
单选题According to the passage, the best way for children to learn things is by _____.Aasking older people many questionsBlistening to skilled people's adviceCmaking mistakes and correcting themDdoing what other people do