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7. Following the earthquake,a large-scale rescue (operate) was launched.

7. operation

題目來(lái)源：全品作業(yè)本高中英語(yǔ)選修6新課標(biāo)外研版 > Module 6 War and Peace

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相關(guān)習(xí)題

科目：高中英語(yǔ) 來(lái)源： 題型：

In a class this past December,after I wrote some directions on the board for students about their final examination,one young woman quickly took a picture of the board using her smart phone. When I looked in her direction,she apologized ：“Sorry. Was it wrong to take a picture?”

“I can’t read my own handwriting,” the young woman explained. “It’s best if I take a picture of your writing so I can understand the notes. ”

That remark started a class-wide conversation about taking a picture instead of taking notes. For those in the phototaking camp,motivations extended beyond their inability to comprehend their own handwriting. Some took pictures of notes because they knew their phone was a safe place to store material. They might lose paper,they reasoned,but they wouldn’t lose their phones. Some took photos because they wanted to record exactly the manner in which I had noted information on the board. Others told me that during class they liked to be able to listen to the discussion attentively.

Yet the use of cameras as note takers,though it may be convenient,does raise significant questions for the classroom. Is a picture an effective replacement for the process of note-taking?

Instructors encourage students to take notes because the act of doing so is more than merely recording necessary information—it helps prepare the way for understanding. Encouraging students to take notes may be an old-fashioned instructional method,but a method having a long history doesn’t mean it’s out of date. Writing things down engages a student’s brain in listening,visual,and kinesthetic (動(dòng)覺(jué)的) learning—a view supported by a longstanding research. The act of writing down information enables a person to begin committing it to memory,and to process and combine it,establishing the building blocks of learning new concepts.

Taking a picture does indeed record the information,but it deletes some of the necessary mental engagement that taking notes employs. So can the two be equally effective?

I’m not sure how to measure the effectiveness of either method. For now,I allow students to take notes however they see fit—handwritten or photographed—because I figure that some notes,no matter the method of note-taking,are better than none.

( ) 1. The woman apologized in the class because she

A. took a picture of the board

B. missed the teacher’s directions

C. had the bad handwriting

D. disturbed other students’ learning

( ) 2. Students refuse to take notes by hand because

A. they are unable to take notes

B. they are more likely to lose notes

C. they are interested in using their phones

D. they have a good memory of teachers’ instructions

( ) 3. According to the passage,taking notes by hand

A. requires students to think independently

B. is unsuitable for students to learn new ideas

C. helps students actively participate in learning

D. proves to be an old and useless learning method

( ) 4. What’s the author’s opinion towards taking notes by phone?

A. Supportive.

B. Neutral.

C. Doubtful.

D. Disapproving.

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科目：高中英語(yǔ) 來(lái)源： 題型：

Seated in a convertible (敞蓬車) with the top down at 60 miles an hour,Mary looked at the flies that sat on top of Mark’s hair. How could they stay there? She wondered.

Mary had not seen Mark in years,until the other day when he came into the cafe where she worked. His appearance was different from when he was in high school. Now,he was a bit fat and thick glasses covered his eyes. However,that didn’t change Mary’s feelings for him at all. He had just bought a new red sports car and asked her if she would like to go for a ride and then have dinner with him. Her heart beat with excitement as he opened the door for her. She noticed something very strange as Mark got into the car and started to drive away. On the hair was a group of flies just sitting there.

Mary stared in amazement. It seemed the faster they drove,the more determined the flies were to stick to his hair.

Mary remained silent. She leaned forward and turned the radio on,to try to divert her attention away from the flies,but she couldn’t help thinking about them. She looked up at Mark,who was completely devoted to what was going on and continued to sing to the music while driving merrily along.

Finally,Mark pulled the vehicle over to the side of the road beside a diner and looked in the mirror and said, “Mary,I would like to comb my hair before we get something to eat. Could you reach under the seat and give me my hair cream?”

Mary reached under the seat and pulled out a camping backpack,which contained a round jar and started to laugh wildly as she pointed to the label (商標(biāo)) •

“That’s not hair cream on your hair,Mark!It says it’s Fly Trap Glue!”

( ) 5. The underlined word “divert” in Paragraph 4 can be replaced by “ ___”.

A. take B. absorb

C. replace D. recover

( ) 6. Why did Mary burst into laughter?

A. Because Mark had prepared a jar of hair cream for her.

B. Because Mary played a trick on Mark.

C. Because Mark had mistaken Fly Trap Glue for hair cream.

D. Because their ride wasn’t well prepared.

( ) 7. What’s the best title for this passage?

A. A Wonderful Ride B. Unchanged Love

C. A Hair Trick D. Stuck on You