题目内容
（请给出正确答案）
A．A school principal.
B．A political theorist.
C．A federal court judge.
D．A social worker.
安装简答题APP，拍照搜题省时又省心！
更多“In the context of the author's…”相关的问题
A.context, same
B.context, different
C.concept, difficult
Judging from the context, "think-tanks"(Line 5, Para.2,) probably means
A．Tanks that can think as human beings.
B．An institute or group organized for interdisciplinary research.
C．A group of authoritative people.
D．Scholars and professional men.
Why does the professor mention the censorship policies of Czar Nicholas I1？
A．To suggest that theater was a major part of Russian culture in the twentieth century.
B．To establish the context in which Stanislavski developed his ideas about acting.
C．To explain why Stanislavski chose certain actors to study and analyze.
D．To describe the impact that Stanislavski"s career had on Russian culture.
The major【C8】______ examples of early painting anywhere in the world are found in Western Europe and the Soviet Union. But some 5,000 years ago, the areas in which important paintings were executed【C9】______ to the eastern Mediterranean Sea and neighboring regions.【C10】______ Western shared a European cultural tradition the Middle East and Mediterranean Basin and, later, the countries of the New World.
Western painting is in general distinguished by its concentration【C11】______ the representation of the human 【C12】______ whether in the heroic context of antiquity or the religious context of the early Christian and medieval world. The Renaissance【C13】______ this tradition through a【C14】______ examination of the natural world and an investigation of balance, harmony, and perspectives in the visible world, linking painting【C15】______ the developing sciences of anatomy and optics. The first real【C16】______ from figurative painting came with the growth of landscape painting in the 17(上标)th and 18(上标)th centuries. The landscape and figurative traditions developed together in the 19th century in an atmosphere that was increasingly【C17】 ______ "painterly" qualities of the【C18】______ of light and color and the expressive qualities of paint handling. In the 20th century these interests【C19】______ to the development of a third major tradition in Western painting, abstract painting, which sought to【C20】______ and express the true nature of paint and painting through action and form.
【C1】
A．may have been
B．that may have
C．may have
D．that may have been
How Should You Build up Your Vocabulary
Exactly what do you do during a normal day？ How do you spend your time？ Paul T. Rankin very much wanted an answer to that question. To get it, he asked sixty-eight individuals to keep an accurate, detailed record of what they did every minute of their waking hours. When he consolidated (巩固) his findings, he discovered that the average individual spent 70 percent of his waking time doing one thing only--communication. That meant either reading, writing, speaking or listening.
Put that evidence alongside of the research findings uncovered by the Human Engineering Laboratories. In exploring aptitudes and careers involving, among other things, data from 30,000 vocabulary tests given yearly, they discovered that big incomes and big vocabularies go together. Vocabulary, more than any other factor yet known, predicts financial success.
And it all fits. Each word you add to your vocabulary makes you a better reader, writer, speaker and listener. Furthermore, linguistic scientists are quick to point out that we actually think with words. If that is so, new words make us better thinkers as well as communicators. No wonder more words are likely to mean more money. What better reason for beginning right now to extend your vocabulary？
Take reading. What exactly do you read？ Common sense says you read words. Research confirms that fact. "Vocabulary in context" contributes 39 percent to comprehension. That' s more than any other factor isolated and studied--even more than intelligence. And "word discrimination" contributes more to speed of reading than any other factor--28 percent. In short, your efforts to improve vocabulary will pay off in both comprehension and speed.
Suppose, as you' re reading along, you lumtebs across a strange word. Did you find your self stopping for a closer look at lumtebs？ Pardon the spelling slip. That' s actually the word stumble (偶然发现). The letter just got mixed around. Obviously you now know that strange words do slow you down--or even stop you completely. Furthermore, strange words hinder (妨碍) comprehension. Which is easier to understand, "eschew garrulity" or "avoiding talking too much"？
What you need is a vital ,dynamic approach to vocabulary building. Hybrid (混合种) corn combines the best qualities of several varieties to ensure maximum productivity. A hybrid approach to vocabulary should, in the same way, ensure maximum results. That' s why you should use the CPD formula.
Through Context
When students in a college class were asked what should be done when they came across an unknown word in their reading, 84 percent said, "Look it up in file dictionary." If you do, however, you short-circuit the very mental processes needed to make your efforts most productive.
But there' s another reason. Suppose someone asks you what the word fast means. You answer, "speedy or swift". But does it mean that in such contexts as "fast color", "fast woman", or "fast friend"？ And if a horse is fast, is it securely tied or galloping (飞驰) at top speed？ It could be either. It all depends. On the dictionary？ No, on context--on how the word is actually used. After all, there are over twenty different meanings for fast in the dictionary. But the dictionary doesn' t tell you which meaning is intended. That' s why it makes such good sense to begin with context.
Through Word Parts
Now for the next step. Often unfamiliar words contain one or more parts, which, if recognized, provide definite help with meaning. Suppose you read that someone "had a predilection for reading mysteries". The context certainly isn' t too helpful. But do you see a prefix, suffix or root that you know？ Well, there' s the familiar prefix pre-, meaning "before'. Look back at th
A．Y
B．N
C．NG
Text 2
A psychological issue that began to be discussed in the 1950s was the question of the most appropriate age for second language learning. The ability of young children to learn language " easily" had, from time to time, been noted in psychological literature. But in the 1950s it was the view of Penfield, a medical doctor at McGill University in Montreal, which aroused widespread attention. Partly on the basis of his scientific work as a surgeon and partly on his personal conviction, Penfield put forward the idea that childhood years offered a biological favorable stage for second language learning, and he recommended that the childhood years should be used more intensively for language training. This viewpoint, shared by a growing number of teachers, specialists, and the general public, demonstrated itself in the introduction of language teaching in the early years of schooling in several countries. The debate on this controversial issue has gone on ever since,and in spite of experimentation, some research, and endless theoretical argumentation, the issue of the best age for language learning has remained unresolved even many years after Penfield's challenge had opened up the debate.
The need for a more systematic psychological research on language learning was fully recognized and clearly expressed by Carroll in the 1950s: " We are fundamentally ignorant of the psychology of language learning. " Carrol believed that educational psychology might provide helpful answers to pedagogy (the study of teaching methods) by carrying out research on specific ques-tions of language learning,for example: "Should sounds and meanings be presented at the same time or one after the other？" "Can meanings be presented just as well by verbal definitions as by pictures and concrete materials？" " How can the transfer from speaking and understanding to reading be facilitated？" "Under what conditions does the use of native language delay or facilitate learn-ing？" " When do linguistic explanations facilitate learning？" " At what rate can new materials be in-troduced？"Following up these and similar questions, Carroll and some of his students began to in- vestigate a few of them . One of the most notable inquiries of that time was Carroll's own attempt, in collaboration with a professor of Spanish, to develop a new language aptitude test. Around the same time, studies on the social psychology of language learning were initiated by another professor and his students at McGill University in Montreal. From about 1960, in the context of emerging followers of psycholinguistics, there was a growing interest in studying second language learning
from a psychological perspective.
46. Penfield's viewpoint was met with much_________
[A] interest.
[B] controversy.
[C] compliments.
[D] encouragement.
Inadequate context is often the cause of ambiguity.()
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 
