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— Do you enjoy your present job?—______. I just do it for a living. Of course Not really Not likely Not a little
Tom is a very______student, nice and polite towards his teachers as well as his schoolmates. respective respectful respectable respecting
No one was______in the accident. injured wounded suffered spoiled
The tenant must be prepared to decorate the property in accordance______the terms of the agreement. of with as like
Let’s invite everybody in the English Department to the party,______? will you can you must we shall we
Professor Johnson is said______some significant advance in his research in the past year. having made making to have made to make
The business is risky. But______. we succeed we would be rich. will would should must
Reading is to the mind______food is to the body. what that whose which
I like watching TV______to the cinema. more than going than going rather than to go more than to go
______I admit that there are problems, I don’t think that they cannot be solved. Unless Until As While
The tape recorder______out of order, the students did not know what to do. was being has been was being
Not until a monkey is several years old______to exhibit signs of independence from its mother. it does begin when it begins does it begin before it begins
We can assign the task to______is capable and trustworthy. whom who whoever whomever
South of the highway______in which______who has two sons and one daughter. lies the village; lives an old farmer the village lies; and old farmer lives does the village lie; does an old farmer live the village lies; does an old farmer live
One hundred pounds______as a payment in advance. requires require is required required
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Scientists are uncovering the secrets of twin port cities lost under the waters of the Mediterranean Sea, a researcher said recently. Herakleion and Menouthis were rich and proud cities until something reduced them to rubble (碎石)and buried them in the mud beneath 30 feet of sea water, French underwater explorer Franck Goddio said at the American Geophysical Union conference. “This is a mystery that is ongoing,“ said Goddio, a founder of the European Institute of Marine Archeology (海 洋考古学), a Paris-based underwater research organization backed by the wealthy Hilti Foundation of Liechtenstein (列支敦士登基金会). The destruction of the twin port cities has haunted Goddio ever since he happened upon the site about 15 miles from Alexandria while exploring sunken ships from Napoleon’s fleet. Goddio and his group of expert divers, marine archeologists and others, is using high powered vacuums, satellite navigation systems and sophisticated sonar (声纳) to excavate (挖掘) the sunken cities from underneath a carpet of silt about one meter (three feet) high. Walls of shops, remains of streets and gold artifacts have been found and recovered. Some experts believe that the port cities were destroyed by a series of massive earthquakes, much like the quakes scientists believe felled Troy (特洛伊城), Jericho and other ancient cities. The uniform direction of the collapsed columns and walls suggest an earthquake, Goddio said, but no fault lines have been found nearby. Other researchers believe a massive wave, caused by either an offshore earthquake or a distant underwater landslide, could explain the catastrophe. Still others think rising seas and a shift in the Nile River outlet doomed the cities. “The argument, as you can see, continues,“ Goddio said.
The increase of families headed by single parents was one of the most striking changes in the 1980s. By the end of the decade, 28% of the children in the United States lived with a single parent, a percentage doubled that of 1970. Almost one-third of these children lived with a parent who had never married. Many of these parents had given birth as teenagers. Nearly half of all babies delivered by white teenage mothers in the mid-1980s were born out of marriage. For black teenage mothers the figure was 90% Between 1960 and 1985, the proportion of births to unmarried teenage mothers increased from just over 15% to 58%. Divorces and separations accounted for the other single-parent families. The economic consequences of living in a single-parent household were stunning. It was reported in 1991 that the average income in two-parent families was more than $ 40 000; in homes headed by divorced mothers, around $ 16 000; and in the homes of never-married mothers, under $ 9 000. The never-married mothers were frequently poor before giving birth to children, and figures for 1985 showed that only one in nine received child support payments from the father of the children. About 54 percent of fathers who had divorced their children’s mother and not remarried made child-support payments. For those who had remarried, the figure dropped to 42%. When payments were made, they tended to be very little. Single-parent homes relied more heavily than others on outside-the-home childcare arrangements, with the children placed in the care of family and friends as schedules permitted. Older children cared for younger ones at earlier ages. More children spent more time at home alone. National surveys indicated that children growing up in a single-parent family were more likely than those raised in two-parent homes to drop out of high school, marry as teenagers, bear children before marrying, and experience unsatisfying marriages themselves. Even though a majority of children from single-parent families did not have these experiences, their prospects for having them were relatively high.
The old advertising slogan, “So simple a child can do it,“ has taken on new meaning for me. A few weeks ago I got a computer, but I am mechanically illiterate. I knew that children had no fear of the future, so that seemed a good place to seek help. I asked my nephew, twelve years old, at an elementary school, to help me. My nephew took the machine for granted and has simply accepted the fact that computers are now a way of life. He plays with them and does his homework on them and even creates programs for them. I, on the other hand, am terrified by what this equipment can do. It can interchange paragraphs, switch words around and even correct my spelling. It informs me of its limitations, takes commands and asks questions. It even seems to have a sense of communication. Rather than accusing me of making an error, it prints “One of us has made a mistake!“ It never gets tired and is always patient and ready to go when I am. I think it was somewhat normal for me to be suspicious of computers. They represent a break with some very familiar habits and traditions. It is only human to instinctively avoid anything that shifts thoroughly from the acceptable, comfortable past. But the world is governed by ceaseless change and we must therefore establish links with the present and future as well as the past. Computer technology is an excellent case in point, as the newest systems grow out of date in only a few years, or even months. This ability to see, experience and accept the new is one of our saving characteristics. To be fearful of tomorrow, to close ourselves to possibilities, to resist the inevitable, to advocate standing still when all else is moving forward, is to lose touch. If we accept the new with joy and wonder, we can move gracefully into each tomorrow. More often than not, the children shall lead us.
Teaching involves more than leadership. Some of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an efficient organizational structure and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place. On the first day of class, the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages cooperation. Standards and rules must be established that maintain order, ensure justice, and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear guidelines mutually agreeable to students, teachers, and administration, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without input from the class, students may spend a great deal of creative energy in ruining the class environment finding ways to break rules. No matter how skillful the teacher is in uniting students and establishing a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or athletic contests, or family troubles cause stress in the classroom. One task for the teacher is to restore a positive environment by helping students cope with conflict, change, and stress.

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