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The reasons why Dr. Mathew says younger people in Britain are radical do NOT include
A．younger people in Britain dress different from those in America
B．many young men in Britain wear earrings in one of their ears
C．most younger people in Britain have more political awareness than those in America
D．many young men in Britain are fans of Madonna
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A．Their relationships with classmates.
B．Their relationships with parents.
C．Their relationships with teachers.
D．Their relationships with boys.
The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying "They can't see the wood for the trees". When teachers use picture books, they are simply continuing a long-establisbed tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished -- sometimes to the point of extinction.
Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.
A teacher's main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or: she may not be able to understand much of it: this is called "barking at text". The teacher's task of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.
Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.
As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates.
Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.
Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite experime
A．they read too loudly
B．there are too many repetitive words
C．they are discouraged from using their imagination
D．they have difficulty assessing its meaning
A．sentimentalism
B．romanticism
C．realism
D．naturalism
A．Change of ocean chemistry.
B．Survival of Miocidaris.
C．Causes.
D．Ecological reorganization.
A．+animate, +human, +male, -adult
B．+animate, +human, -male, -adult
C．+animate, +human, +male, +adult
D．+animate, +human, -male, -adult
A．confused and dismayed
B．wary and hostile
C．curious but fearful
D．cynical and disinterested
A．poetry and drama
B．drama and novel
C．novel and poetry
D．romance and poetry
A．worsening of general situation
B．lowering of moral standards
C．declining of physical constitution
D．spreading of evil conduct
Computers imitate life. As computers get more complex, the imitation gets better. Finally, the line between the original and the copy be comes unclear. In another 15 years or so, we will see the computers as a new form. of life.
The opinion seems ridiculous because, for one thing, computers lack the drives and emotions of living creatures. But drives can be programmed into the computer's brain just as nature programmed then into our human brain as a part of the equipment for survival.
Computers match people in some roles, and when fast decisions are needed in a crisis, they often surpass them. Having evolved when the pace of life was slower, the human brain has an inherent defect that pre vents it from absorbing several streams of information simultaneously and acting on them quickly. Throw too many things at the brain at one time and it freezes up.
We are still in control, but the capabilities of computers are in creasing at a fantastic rate, while raw human intelligence is changing slowly, if at all. Computer power has increased ten times every eight years since 1946. In the 1990s, when the sixth generation appears, the reasoning power of an intelligence built out of silicon will begin to match that of the human brain.
That does not mean the evolution of intelligence has ended on the earth. Judging by the past, we can expect that a new species will arise out of man, surpassing his achievements as he has surpassed those of his predecessor. Only a carbon chemistry enthusiast would assume that the new species must be man's flesh-and-blood descendants. The new kind of intelligent life is more likely to be made of silicon.
What do you suppose was the attitude of Dr. Samuel Johnson towards ladies preaching?
A．He believed that ladies were born worse preacher than man.
B．He was pleased that ladies could preach, though not as well as inert.
C．He disapproved of ladies preaching.
D．He encouraged ladies to preach.
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