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[主观题]

When the students have memorized the language signals in the first three steps, namel

y recognition, imitation and repetition, it means they have internalized them and can use them with flexibility.()

此题为判断题(对,错)。

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更多“When the students have memorized the language signals in the first three steps, namel”相关的问题

第1题

In our class, some male students are fond of football ______the rest of them are fond of basketball.

A.when

B.while

C.as

D.since

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第2题

Once the students started to talk, the discussion became so _______ that no one wanted to stop when the bell rang.

A.likely

B.lively

C.lovely

D.interestingly

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第3题

The students and graduates ______ to raise money when the gym burned down.

A.put in force

B.joined forces

C.joined forces with

D.come into force

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第4题

I got serious about this only recently when I _____ one of my former students the othe

A.ran into

B.went up

C.looked after

D.came to

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第5题

Homecoming DayIn American schools there is something called Homecoming Day. Many high sc
Homecoming Day

In American schools there is something called Homecoming Day. Many high schools and colleges with a football team have a homecoming game. This can be the most important event of the year except graduation day. Students plan Homecoming Day for many weeks in advance.

Several days before Homecoming Day,students start to decorate the school. There are signs to wish luck to the team,and many other signs to welcome all the graduates. Many people still come to Homecoming Day twenty or thirty years after their graduation.

The members of school clubs build booths and sell lemonade,apples and sandwiches. Some clubs help to welcome visitors.

During the day people like to look for teachers that they remember from long ago. Often they see old friends and they talk together about those happy years in school.

Everyone soon comes to watch the football game. When the game is half over,the band comes onto the field and plays school songs. Another important moment is when the Homecoming Queen or King appears. All the students vote a most popular student Homecoming Queen or King. It is great honor to be chosen.

Homecoming Day is a happy day,but it is not perfect unless the football team wins the game. Even if the team loses,the students still enjoy Homecoming Day. Some stay at the school to dance,and others go to a party. For everyone it is a day worth remembering. (240 words)

11. What do many high schools and colleges with a football team have?

A. A Homecoming game.

B. A Homecoming party.

C. A Homecoming dance

D. A Homecoming concert

12. When do students begin to plan the Homecoming Day?

A. Two weeks in advance.

B. One week in advance

C. Many weeks in advance

D. Two or three days in advance

13. What do students start to do several days before the Homecoming Day?

A. Stop classes for parties

B. Decorate the school

C. Set up welcoming groups

D. Hold all kinds of parties

14. Which is NOT mentioned about the things they do before the football game?

A. Look for teachers

B. See old friends

C. Talk together.

D. Order tickets

15. When does the band play school songs?

A. While the game is going on

B. After the game

C. When the game is half over

D. Before the game

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第6题

For thousands of years, people have known that the...

For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. "While we teach, we learn," said Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up-to-date. They're documenting why teaching is such a fruitful way to learn, and designing innovative ways for young people to engage in instruction. Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who're learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. Some studies have found that first-born children are more intelligent than their later-born siblings (兄弟姐妹). This suggests their higher IQs result from the time they spend teaching their siblings. Now educators are experimenting with ways to apply this model to academic subjects. They engage college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic. But the most cutting-edge tool under development is the "teachable agent"—a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil. Computer scientists have created an animated (动画的) figure called Betty's Brain, who has been "taught" about environmental science by hundreds of middle school students. Student teachers are motivated to help Betty master certain materials. While preparing to teach, they organize their knowledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking. Feedback from the teachable agents further enhances the tutors' learning. The agents' questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put into action. Above all, it's the emotions one experiences in teaching that facilitate learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they derive pride and satisfaction from someone else's accomplishment. 1. What are researchers rediscovering through their studies? A.Seneca's thinking is still applicable today. B.Better learners will become better teachers. C.Human intelligence tends to grow with age. D.Philosophical thinking improves instruction.

A、Seneca's thinking is still applicable today.

B、Better learners will become better teachers.

C、Human intelligence tends to grow with age.

D、Philosophical thinking improves instruction.

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第7题

Six Potential Brain Benefits of Bilingual EducationA) Brains,brains,brains. People are f

Six Potential Brain Benefits of Bilingual Education

A) Brains,brains,brains. People are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience(神经科学) findings.But there is one happy link where research is meeting practice: bilingual(双语的)education.“In thelast 20 years or so,there's been a virtual explosion of research on bilingualism,”says Judith Kroll,aprofessor at the University of California,Riverside.

B)Again and again,researchers have found,“ bilingualism is an experience that shapes our brain for life,”in the words of Gigi Luk,an associate professor at Harvard's Graduate School of Education. Atthe same time,one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.

C)Traditional programs for English-language learners,or ELLs,focus on assimilating students into

English as quickly as possible. Dual-language classrooms,by contrast,provide instruction acrosssubjects to both English natives and English learners,in both English and a target languagc. The goal isfunctional bilingualism and biliteracy for all students by middle school. New York City,NorthCarolina,Delaware,Utah,Oregon and Washington state are among the places expanding dual-language classrooms.

D)The trend flies in the face of some of the culture wars of two decades ago,when advocates insisted on “English first”education.Most famously,California passed Proposition 227 in 1998. It was intendedto sharply reduce the amount of time that English-language learners spent in bilingual settings.Proposition 58,passed by California voters on November 8,largely reversed that decision,paving theway for a huge expansion of bilingual education in the state that has the largest population of English-language learners.

E) Some of the insistence on English-first was founded on research produced decades ago,in which bilingual students underperformed monolingual(单语的)English speakers and had lower IQ scores.Today's scholars,like Ellen Bialystok at York University in Toronto,say that research was “deeplyflawed.”“Earlier research looked at socially disadvantaged groups,”agrees Antonella Sorace at theUniversity of Edinburgh in Scotland.“This has been completely contradicted by recent rescarch”thatcompares groups more similar to each other.

F) So what does recent research say about the potential benefits of bilingual education? It turns out that, in many ways,the real trick to speaking two languages consists in managing not to speak one of thoselanguages at a given moment—which is fundamentally a feat of paying attention. Saying “Goodbye”tomom and then“Guten tag”to your teacher,or managing to ask for a crayola roja instead of a redcrayon(蜡笔),requires skills called “inhibition”and“task switching.”These skills are subsets of anability called executive function.

G) People who speak two languages often outperform. monolinguals on general measures of executive function.“Bilinguals can pay focused attention without being distracted and also improve in the abilityto switch from one task to another,”says Sorace.

H) Do these same advantages benefit a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know.Patterns of language learning and language use are complex. ButGigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes inbrain structure when compared with those who are bilingual from birth,even when they didn't beginpracticing a second language in earnest before late childhood.

l) Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting.As a result,says Sorace,bilingual children as young as age 3 havedemonstrated a head start on tests of perspective-taking and theory of mind—both of which arefundamental social and emotional skills.

J) About 10 percent of students in the Portland,Oregon public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish,Japanese or Mandarin,alongside English.Jennifer Steele at American University conducted a four-year,randomized trial and found that thesedual-language students outperformed their peers in English-reading skills by a full school-year's worthof learning by the end of middle school. Because the effects are found in reading,not in math orscience where there were few differences,Steele suggests that learning two languages makes studentsmore aware of how language works in general.

K) The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores ona standard test,but very different language experiences.Some were foreign-language dominant andothers were English natives.Here's what's interesting.The students who were dominant in a foreignlanguage weren't yet comfortably bilingual;they were just starting to learn English.Therefore,bydefinition,they had a much weaker English vocabulary than the native speakers. Yet they were just asgood at interpreting a text.“This is very surprising,”Luk says.“ You would expect the readingcomprehension performance to mirror the vocabulary—it's a cornerstonc of comprehension.”

L) How did the foreign-language dominant speakers manage this feat? Well,Luk found,they also scored higher on tests of executive functioning.So,even though they didn't have huge mental dictionaries todraw on,they may have been great puzzle-solvers,taking into account higher-level concepts such aswhether a single sentence made sense within an overall story line. They got to the same results as themonolinguals,by a different path.

M)American public school classrooms as a whole are becoming more segregated by race and class.Dual-language programs can be an exception.Because they are composed of native English speakersdeliberately placed together with recent immigrants,they tend to be more ethnically and economicallybalanced. And therc is some evidence that this helps kids of all backgrounds gain comfort withdiversity and different cultures.

N) Several of the researchers also pointed out that,in bilingual education,non-English-dominant students and their families tend to feel that their home language is heard and valued,compared with aclassroom where the home language is left at the door in favor of English. This can improve students'sense of belonging and increase parents’ involvement in their children's education,including behaviorslike reading to children.“Many parents fear their language is an obstacle,a problem,and if theyabandon it their child will integrate better,”says Antonella Sorace of the University of Edinburgh.“We tell them they're not doing their child a favor by giving up their language.”

O)One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.Thomas and Collier have advised many school systems on how to expandtheir dual-language programs,and Sorace runs“Bilingualism Matters,”an international network ofresearchers who promote bilingual education projects. This type of advocacy among scientists isunusual;even more so because the "bilingual advantage hypothesis”is being challenged once again.

P) Areview of studies published last year found that cognitive advantages failed to appear in 83 percent of published studics,though in a separate analysis,the sum of effects was still significantly positive.Onepotential explanation offered by the researchers is that advantages that are measurable in the veryyoung and very old tend to fade when testing young adults at the peak of their cognitive powers.And,they countered that no negative effects of bilingual education have been found. So,even if theadvantagcs are small,they are still worth it. Not to mention one obvious,outstanding fact:"Bilingualchildren can speak two languages!”

36. A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start learning a second language later.

37. Unlike traditional monolingual programs,bilingual classrooms aim at developing students’ ability touse two languages by middle school.

38.A study showed that dual-language students did significantly better than their peers in reading Englishtcxts.

39.About twenty years ago,bilingual practice was strongly discouraged,especially in California.

40. Ethnically and economically balanced bilingual classrooms are found to be helpful for kids to get usedto social and cultural diversity.

41.Researchers now claim that earlier research on bilingual education was seriously flawed.

42. According to a researcher,dual-language experiences exert a lifelong influence on one's brain.

43. Advocates of bilingual education argued that it produces positive effects though they may be limited.44. Bilingual speakers often do better than monolinguals in completing certain tasks 41.

45. When their native language is used,parents can become more involved in their children's education.

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第8题

When Louis Braille was three years old, he became blind in both eyes as the result of
an accident in his father's harness shop.His father, determined that Louis should not suffer the usual fate of blind persons at that time and become a beggar, kept him in the village school until he was ten and then entered him in the institution des Jeunes Aveugles in Paris.Louis learned to read from the three books engraved in large raised letters in the Institution library.He did exceptionally well both in academic work and at the piano and the organ, and was soon helping to teach the younger children.

In 1819, the same year that Louis entered the Institution, Charles Barbier, an army captain, reported to the Academy of Sciences on a system of raised dots and dashes which enabled soldiers to read messages in the dark.Later, Barbier brought his invention to the Institution.After experimenting with it, young Braille produced a writing system using only dots, from which he gradually devised 63 separate combinations representing the letters in the French alphabet.At the request of an Englishman, he later added the letter “w”, accents and punctuation marks, and mathematical signs.Although government bureaucracy prevented immediate official adoption, his system was used at the Institution as long as the director, Dr.Pignier, was in office.Pignier’s successor insisted on returning to the officially approved former system, but students continued to use Braille's method secretly.Eventually, its superiority was established and it was adopted throughout France.

(1).Louis-Braille first learned to read with the aid of _________________.

A.his father

B.special books at the Institution

C.the village school teacher

D.Captain Barbier's system of dots and dashes

(2).Louis's father kept him at the village school until he was ten because his father ________________.

A.wanted Louis to help him in the harness shop

B.thought it was not worthwhile to have Louis work when he was young

C.did not want Louis to live the same sort of life as that of other blind people

D.wanted Louis to remain with the family as long as possible

(3).Louis Braille did all of the following things EXCEPT________________.

A.teaching young children at the Institution

B.developing a writing system for the blind

C.learning to play musical instruments well

D.encouraging students to use his method secretly

(4).Charles Barbier originally devised his writing system for________________.

A.the Academy of Sciences

B.blind children

C.military personnel

D.the English government

(5).Braille's method was not adopted officially for some time because________________.

A.the students preferred the former method

B.the large library collection would then have been useless

C.Dr.Pignier's successor disliked Braille's method

D.the government was slow to approve it

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第9题

Doreen Sykora is now a junior at McGill University. She had a difficult time when she fi

rst began college. She said, “I was always well-prepared for my examination. But I would go in to class to take the exam, and I would fall apart. I could not answer the questions correctly—even though I knew the answers! I would just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to, manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved great! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were the same. He is enjoying school a lot more and learning more.

11. What is the similarity between Doreen Sykora and Hitoshi Sakamoto?

A. Students from the same university. B. Failing in all the examinations.

C. Experiences of test anxiety. D. Having the same poor studying habits.

12. These are signs of test anxiety EXCEPT________.

A. worries about a test. B. stressed about a test.

C. low grades and poor study habits. D. nervousness during the test

13. What’s the purpose of some special university student-help courses?

A. To help students to reduce test anxiety.

B. To show a stress level experienced by students.

C. To learn more knowledge about test anxiety.

D. To have a better understanding of test anxiety.

14. What’s the meaning of “blank out” in paragraph 1?

A. To be like a blanket. B. To be sure of an answer.

C. To be relaxed. D. To be unable to think clearly.

15. What’s the organization of passage?

A. Examples — theories — ideas.

B. Problem — strategy — result.

C. General statement — examples — result.

D. Strategy — experiment — examples.

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第10题

The True Story of a Young ManWhen Reginald Lindsay received a scholarship to Morehouse C
The True Story of a Young Man

When Reginald Lindsay received a scholarship to Morehouse College in Atlanta, Georgia, what he wanted most was a good job with a good salary. But soon he became interested in the civil rights movement. At present he has a plan which he hopes will take him to Congress as a southern representative.Now in his first year at Harvard Law School, Reg is making careful plans. After earning his degree, he expects to return to the South to practice law among the poor. "I want to help them understand what their rights are and to help them achieve them," he says. Then he hopes to run for political office at the local and state level until he is ready to try for Congress.Reg grew up in a low-income Negro section of Birmingham, Alabama. Brought up by his grandparents after his parents were divorced while he was very young, Reg has been living through a period of far-reaching progress in race relations. In the summer of 1968 Reg himself became a good example of this progress when he became the first Negro student appointed to a special new program. The program introduces bright young students to the workings of the Georgia State government and encourages them to seek employment there after finishing their education. "I've been lucky," he says. "I seem to have been in the right place at the right time."

But luck is only part of Reg's story, for he has made the most of opportunities that came his way. He learned to read in kindergarten and began visiting the public library regularly to borrow books. His grandparents encouraged him, though neither of them had much education, and they bought him a set of encyclopedias. "I loved those books," he re- members. "I used to come downstairs before breakfast and read short articles. I enjoyed reading about famous men, and then I would pretend to be one of them. I guess it was partly a childish game and partly an escape. It wasn't too much fun to be a Negro when I was a kid."

While studying for his bachelor's degree at Morehouse College, Reg worked on several political campaigns helping candidates get elected to government offices. At the same time he maintained a "B" average while majoring in political science. He worked as a student advisor to earn extra money for his college expenses, and he was granted a scholarship for a year of study at the University of Valencia in Spain.With just two more years to complete at Harvard Law School, which also gave him a scholarship, Reg has made a good start on his professional career. He says, "The good life for me is the kind of life where I can find satisfaction in public service."

1.When Mr. Lindsay received a scholarship to Morehouse College, he wanted to ____

A、become a southern representative in Congress

B、participate in the civil rights movement

C、get a good job with good pay

D、help candidates get elected to government office

2.We learn from the passage that Lindsay ____

A、spent his childhood with his grandparents

B、loved to read history books

C、had well-educated grandparents

D、learned to read after his parents divorced

3.Lindsay felt that ____

A、reading about famous men would help him to succeed

B、pretending to be a famous person was a way to escape from the realities of life

C、reading in the public library was a good way to educate himself

D、reading widely would provide him with many opportunities in the future

4.In Lindsay's time, ____ .

A、there was a great improvement in race relations

B、black people were still looked down upon

C、the Georgia State government encouraged black students to work for it

D、it was impossible for blacks to enter famous universities

5.According to the passage, Lindsay's purpose in life was to ____

A、become a famous lawyer

B、be elected to political office at the local level

C、get another scholarship to study abroad

D、serve the public

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第11题

已知一元弱酸HA溶液的浓度为c(HA),溶液中HA、A-和H3O+的浓度之和为ac(HA),则HA的解离度a(HA)为().

A.#图片0$#

B.#图片1$#

C.#图片2$#

D.#图片3$#

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