短文填空。 A teacher from a western country visited a school in an eastern country. In one class, she watched sixtychildren as they learned to draw a cat. The -九年级英语
题文
短文填空。 A teacher from a western country visited a school in an eastern country. In one class, she watched sixty children as they learned to draw a cat. The teacher drew a big O, __1__ (在黑板上) and sixty children copied it on their papers. The teacher drew a small O on the top of the first and then put two △△ on top of it. The children drew__2__ (以同样的方式). The lesson went on until there were sixty-one cats __3__ (在教室里). Each student's cat looked exactly like the one on the board.? The visiting teacher watched the lesson and __4__ (很惊讶). The teaching methods (ways) were very much __5__ (不同于) the way of teaching in her country. A children's art lesson in her own country produced a roomful of pictures, each one is quite different from the __6__ (其它的). Why? What makes this difference in educational methods? In a classroom in any country, the teacher teaches more than art or history or language.? In a country such as __7__ (美国) or Canada, students are asked to work by themselves and find answers themselves. The students are helped to learn to have __8__ (他们自己的主意). In countries such as China and Japan, students often work together and help __9__ (互相) in the classroom, but the teachers teach and the students listen. The students are asked to memorize a lot. They have to learn the same textbook. They __10__ (做) the same homework and give the same answers. |
答案
1. on the blackboard 2. in the same way 3. in the classroom 4. was surprised 5. different from 6. others 7. the United States 8. their own ideas 9. each other 10. do |
据专家权威分析,试题“短文填空。 A teacher from a western country visited a school..”主要考查你对 科教类阅读 等考点的理解。关于这些考点的“档案”如下:
科教类阅读
考点名称:科教类阅读
- 科普类的阅读:
科普类的阅读理解包含介绍科学知识、社会知识的短文。阅读这类短文时,要以事实为中心进行思考,抓住事物的特征、用途、相互关系等。
如果是介绍社会现象的文章,要掌握所谈现象的内涵。 - 答题技巧:
1. 加强整体意识,把握文章的主要内容。在阅读的时候可给段落标上序号,并给重要的句子和
关键词做上记号,尤其是各段中心句,为答题提供更快捷更多的信息源。
2. 审清题干,发觉和把握试题中有效的提示性信息,确认命题的角度、阅读范围和答题方式。
3. 定位阅读,强化对应意识。同时要注意原文利用和自我加工相结合。
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