VI. Vocabulary 单词拼写 1’ * 10 = 10’

76. He took a g______________ （扫视，瞥见） at the papers and signed his name.

77. Very nervous, he could hear his heart b______________ （跳动） fast.

78. I was full of f______________ （恐惧） looking at the frightening scene in the film.

79. Of the foreigners, 5 are E________________. （欧洲人）

80. The news is almost true although it is not o______________.（官方的）

81. The Chinese c_______________ （文明） is one of the oldest in the world.

82. The professor gave us a lively l______________ (讲座) yesterday 。

83. After earthquake, the whole village was in r______________ （废墟）.

84. After the discussion, they a_____________ （采纳）my suggestion.

85. The group i______________ （包括） two engineers and twenty workers.

 

请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词。

    Guiding students through open-ended discussions can help students develop their understanding of the nature of science.

    One useful practice in classroom discussions involves developing a discussion map. A discussion map is a graphic timeline created by the teacher on which a discussion is recorded --- who initially states the idea and who adds to or refuses the idea.

    Discussion maps let teachers gain a deep understanding of students’ level of participation, the origins of ideas, and the claims that seem meaningful, useful, and/or reasonable to students. They also give the teacher an idea of students’ science thoughts of phenomena and ideas.

    To make a discussion map, the teacher needs to do a couple of things. First, the teacher needs to keep informed of the ideas that are shared and who shared the idea. The teacher does this as the children talk, making quick notes of the ideas and thoughts. It can be helpful to record the discussion, but it isn’t required. Then, after the discussion is over, the teacher reflectively creates the discussion map to clarify the understanding of the ideas and connections that students were making in their talk.

    Educators have identified discussions as consistent with reform recommendations in that they help children learn about the nature science and are useful in combining literacy and science. It is suggested that discussions can be useful for teachers in evaluating students’ ideas and building excitement as science. Discussions offer windows on students’ thinking, provide students who struggle in reading and writing with a chance to participate more actively in class, and create situations where students can express their ideas differently than in traditional schools tasks.

    However, I suggest that there are additional reasons for having reasoned discussions in classrooms. First, discussions like this allow students to use their own vocabulary --- the words and terms that make sense to them and their classmates --- to drive the intellectual and academic work of understand phenomena. Many times learning science can become focused on learning terms but not necessarily understanding and explaining phenomena. Second, discussions allow students to think about their experiences and the things that they know and try to reconcile these with science ideas. This is challenging, but working together with classmates can help. Finally, reasoned discussions are fundamentally scientific because they offer an open forum that allows all students to be heard, and students’ ideas can be evaluated and connected to their experiences with scientific explanations of those phenomena. For example, during the children’s reasoned discussion about plants, the group came to the agreement that seeds grow into plants. The students understood that most seeds get buried in the ground, the seeds get wet, and then plants grow. This led to a question about whether the seed was still in the ground when the plant had grown into an adult plant. The students came up with several ideas about where the seeds were. During this conversation, the teacher took careful notes so that later investigations could respond to the questions that children were asking. Thus the students were working together using their ideas and understandings and realized something as a group that they didn’t understand as individuals.

Discussion maps make sense!
Passage outline	Supporting details
The 1._____ of a discussion map	A discussion map is a graphic timeline the teacher creates to record a discussion by initially 2.______ the idea and adding to or refusing the idea.
The advantages of discussion maps	With discussion maps, teachers can get a deep understanding not only of how students 3.______, who put forward the ideas, and the claims that seem meaningful, useful, and/or reasonable to the students, but also of what the students think of phenomena and ideas in scientific ways.
The procedure of making a discussion map	The teacher 4.______ quick notes of the children’s ideas and thoughts as they talk. Afterwards, he or she reflectively5.______ the map to clarify the understanding of the ideas and connections made by students in their talk.
Educators’ 6._____ for having reasoned discussions	Discussions are consistent with reform recommendations because they help children learn about the nature of science and 7.______ literacy and science. Discussions can be useful for teachers in evaluating students’ ideas and building excitement at science. Discussions offer windows on students’ thinking, enable slow students to take a more 8._____ part in class, and allow students to express their ideas differently than in traditional school tasks.
The author’s reasons for having reasoned discussions	Reasoned discussions allow students to use their own 9._____ to drive the intellectual and academic work of understanding phenomena and reconcile their10._____ and knowledge with science ideas. They are also fundamentally scientific.

 

VI. Vocabulary 单词拼写 1’ * 10 = 10’

76. He took a g______________ （扫视，瞥见） at the papers and signed his name.

77. Very nervous, he could hear his heart b______________ （跳动） fast.

78. I was full of f______________ （恐惧） looking at the frightening scene in the film.

79. Of the foreigners, 5 are E________________. （欧洲人）

80. The news is almost true although it is not o______________.（官方的）

81. The Chinese c_______________ （文明） is one of the oldest in the world.

82. The professor gave us a lively l______________ (讲座) yesterday 。

83. After earthquake, the whole village was in r______________ （废墟）.

84. After the discussion, they a_____________ （采纳）my suggestion.

85. The group i______________ （包括） two engineers and twenty workers.

阅读下列各小题, 根据括号内的汉语提示, 用句末内的英语单词完成句子．并将答案写在答题卡上相应的括号内。

1．___________________________ (除了少数几句话), I do not know any French at all. (apart)

2．They had to return from the hiking in the desert, for their___________________ (食品耗尽). (run)

3．After the discussion, they __________________________ (任命他担任主席). (appoint)

4．_________________________ (绝不要) must my name be mentioned to anyone. (account)

5．Jack _________________________ (被指控欺诈) in the college entrance examination and was not admitted into college. (accuse)

6．He ___________________________ (习惯了) the hot weather in the area since he has stayed there for almost ten years. （accustomed）

7．The best chance to reach customers is to ____________________ (迎合他们的情感). (appeal)

8．I would not go to London _______________________ (目的是为了买) a new tie. (purpose)

9．These words are confusing and __________________________ (讲不通). (sense)

10．It is unwise to ______________________ (过于重视) the information. (attach)

We discuss the issue of when to help a patient die. Doctors of our generation are not newcomers to this question. Going back to my internship（实习）days, I can remember many patients in pain, sometimes in coma(昏迷), with late, hopeless cancer. For many of them, we wrote an order for heavy medication—morphine(吗啡)by the clock. This was not talked about openly and little was written about it. It was essential, not controversial.

The best way to bring the problem into focus is to describe two patients whom I cared for. The first, formerly a nurse, had an automobile accident. A few days later her lungs seemed to fill up; her heart developed dangerous rhythm disturbances. So there she was: in coma, on a breathing machine, her heartbeat maintained with an electrical device. One day after rounds, my secretary said the husband and son of the patient wanted to see me. They told me their wife and mother was obviously going to die; she was a nurse and had told her family that she never wanted this kind of terrible death, being maintained by machines. I told them that while I respected their view, there was nothing deadly about her situation. The kidney(肾) failure she had was just the kind for which the artificial kidney was most effective. While possibly a bit reassured, they were disappointed. Here was the head surgeon seemingly determined to keep everybody alive, no matter what.

Within a few days the patient's pacemaker(起搏器) could be removed and she awoke from her coma. About six months later, the door of my office opened and in walked a gloriously fit woman. After some cheery words of appreciation, the father and son asked to speak to me alone. As soon as the door closed, both men became quite tearful. All that came out was, "We want you to know how wrong we were."

The second patient was an 85-year-old lady whose hair caught fire while she was smoking. She arrived with a deep burn; I knew it would surely be deadly. As a remarkable coincidence there was a meeting for discussion going on at the time in medical ethics(道德). The speaker asked me if I had any sort of ethical problem I could bring up for discussion. I described the case and asked the students their opinion. After the discussion, I made a remark that was, when looking back, a serious mistake. I said, "I'll take the word back to the nurses about her and we will talk about it some more before we decide." The instructor and the students were shocked: "You mean this is a real patient?" The teacher of ethics was not accustomed to being challenged by actuality. In any event, I went back and met with the nurses. A day or two later, when she was making no progress and was suffering terribly, we began to back off treatment. Soon she died quietly and not in pain. As a reasonable physician, you had better move ahead and do what you would want done for you. And don't discuss it with the world first. There is a lesson here for everybody. Assisting people to leave this life requires strong judgment and long experience to avoid its misuse.

50. In the early days when a patient had got a deadly, hopeless illness, _____.

A.      doctors used to ask the patient to go back home and wait for death

B.      doctors would write all their treatment plan on the patient’s medical record

C.      doctors would talk about their treatment plan openly

D.     usually doctors would inject more morphine into the patient to end his life

51. The first patient’s husband and son wanted the doctor_____.

A.      to end her life                                       B. to save her life

C.      to operate on her at once                       D. to use an artificial kidney

52. In the second paragraph, why were they disappointed?

A.      Their wife and mother was going to die.                                                

B.      They doctor didn’t do as they asked to.

C.      Their wife and mother had to receive a kidney transplant.

D.     The doctor scolded them for their cruelty                                                      

53. At the meeting, the author discussed with the students_____.

A.      how to help patients end their lives

B.      the importance of mercy killing

C.      the relationship between mercy killing and ethics

D.     the case about an old lady

54. The author suggested that doctors_____ before they assist a patient in killing himself.

A.      discuss it with the others first

B.      make sure there is no other choice left

C.      be required to do so first by the patient

D.     give the patient enough morphine

55.     Which of the following can best describe the author?

1. Cruel.          B. Determined.          C. Experienced.         D. Considerate.