题目内容
（请给出正确答案）
What form. of exercise does the woman mention？
A．Wearing arm weights while you are swimming.
B．Jogging vigorously in one place for a long time.
C．Using bicycles that require you to use both your arms and legs.
D．Walking slowly while swinging your arms back and forth.
安装简答题APP，拍照搜题省时又省心！
更多“What form. of exercise does th…”相关的问题
A、it encourages competitiveness
B、it rewards the best one in the team
C、it focuses on the work of a team
D、reward systems are individual-oriented
A、Five
B、Six
C、Seven
D、Eight
A、Standing straight
B、Standing with shoulders back
C、Sitting straight
D、Heading up
A、Revising your notes one week after the lecture.
B、Seeking help from your fellow classmates if you cannot remember the missing parts in your notes.
C、Asking yourself questions based on the notes to enhance understanding and memory.
D、Combining your notes of lectures on similar topics to establish your own system of knowledge.
The first mini-lecture introduces three argument models, namely the Classical Model (or Aristotelian Model), the Toulmin Model and the Rogerian Model. Read the following writing scenarios and choose the most suitable type of model for each scenario. A The Classical Model B The Toulmin Model C The Rogerian Model 1. A student writer is being asked to write an argumentative piece taking a clear, strong position on an issue related to her field, engineering. She needs to devote some attention to the opposing views.
A、Few vocabulary
B、Be shy in personality
C、Do not have your owning thought
D、Have no idea about English idioms
Passage E Bullying can take various forms, from the verbal to the physical as well as indirect forms like being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant. Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent. Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: ‘There is not much bullying here, but when it occurs we have a clear policy for dealing with it.’ Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, in Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after' evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs. Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute. Work in the playground is equally important. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying is surely a worthwhile objective. 25. What does the writer think of the declaration ‘There is no bullying at this school’? (Answer in no more than 10 words) (3 points) 26. What were the findings of research carried out in Norway? (Answer in no more than 10 words) (3 points) 27. What actions can we take in order to tackle the issue of bullying? (Answer in no more than 30 words) (6 points) 28. What might be a suitable title for this passage? (Answer in no more than 10 words) (4 points)
为了保护您的账号安全，请在“简答题”公众号进行验证，点击“官网服务”-“账号验证”后输入验证码“”完成验证，验证成功后方可继续查看答案！
微信搜一搜
简答题
微信搜一搜
简答题
如搜索结果不匹配，请 
