题目内容
（请给出正确答案）
We will be exploring different approaches _______information.
A) gathering
B) in gathering
C) to gathering
D) to gather
如果结果不匹配，请 联系老师 获取答案
更多“We will be exploring different…”相关的问题
A.when
B.since
C.for
D.once
In no case ______ the students from exploring new ideas.
A．we should prevent
B．we could prevent
C．should we prevent
D．shouldn't prevent
From the text, we learn that Vinton Cerf is _____.
［A］ seeking answers to questions about the Internet web
［B］ working on interplanetary Internet with collaboration of NASA
［C］ trying to commercialize the interplanetary Internet
［D］ exploring the possibility of establishing Internet network on Mars
Using computers, satellite hookups, and telephone hotlines, Eckberg's students have already followed a team of cyclists 11,500 miles across the continent of Africa, sat atop Mount ilimanjaro, and sweltered in the Sahara Desert.
This winter they'll interact with an expedition exploring Central America in search of the classic Maya culture.
You can join them.
How？ By following Eckberg and his class as they track the adventures of Dan and Steve Buettner, two world-class bicyclists from U.S.A. Starting last month these two bicyclists, joined by archaeologists and a technical support team, are interacting with students via the Internet, the worldwide computer network.
From classroom or home computer, students can make research proposals to the Buettners or the archaeologists at the various Central American locations they've been exploring as part of their Maya Quest expedition.
"We hope that someone will ask a question that can't readily be answered," says Hopkins High School student Barry Anderson. "and through the online activities, an answer will be found — a discovery!"
Having students "discover" why a civilization as advanced as the Maya collapsed in the 9th century is one key goal for the leaders of the Maya Quest expedition. The more important goal is using interactive learning to discover the cause of the decline and compare it to issues we face today — natural disasters, environmental problems, and war.
Ten lesson plans — on topics ranging from the Maya language to the Maya creation myth — have been developed for the interactive expedition.
"Through a combination of live call-in television and the Internet," says Eckberg, "we're hoping to build excitement and engagement in learning in our school."
Dan Eckberg and his students learn about Africa by______.
A．reading books.
B．watching video tapes.
C．interacting via the Internet.
D．cycling 11,500 miles.
【64】ships are not, of course, made chiefly for pleasure: their biggest use is in carrying goods from country to country.【65】, ships can carry more goods than【66】means of transport, and can【67】so more cheaply. If ships【68】, the British government would not be able to feed【69】people.
Ships also have made【70】to discover more and more distant parts of our world.【71】is known to all, Columbus used a ship to discover America about 500 years ago. And【72】, ships are used for exploring the Antarctic.【73】would, in fact, not be【74】to say that ships have for thousands of years【75】one of the most important parts in shaping society.
(56)
A．by which
B．from which
C．on which
D．for which
1.Mike now lives in __________.
A.a village in Scotland
B.a village near London
C.London
2.__________ got up late every morning.
A.Mike’mum
B.Mike
C.I
3.25 years later, Mike __________.
A.is early in doing everything
B.still is late as in the past
C.is never late again
4.As boys both of us liked __________.
A.fishing
B.swimming
C.riding bicycles
5.We walked 5 miles back home because we __________.
A.were drunk
B.were tired
C.enjoyed walking
"We had to be careful and not overdo it," Edward admits. Now Caspar is at Oxford—which once looked unlikely because he is also slightly dyslexic. In fact, when he was applying to Oxford, none of his school teachers thought he had a chance. "So then we did several thinking sessions," his father says, "using my techniques and, when he went up for the exam, he did extremely well." Soon after, Edward de Bono decided to write his latest book, "Teach Your Child How to Think", in which he transforms the thinking skills he developed for brain-storming businessmen into informal exercises for parents and children to share.
Thinking is traditionally regarded as something executed in a logical sequence, and everybody knows that children aren't very logical. So isn't it an uphill battle, trying to teach them to think？ "You know," Edward de Bono says, "if you examine people's thinking, it is quite unusual to find faults of logic. But the faults of perception are huge! Often we think ineffectively because we take too limited a view."
"Teach Your Child How to Think" offers lessons in perception improvement, of clearly seeing the implications of something you are saying and of exploring the alternatives.
What is TRUE about Caspar？
A．He is Edward's son.
B．He is an adventurous thinker.
C．He first described lateral thinking.
D．He is often scolded by his teacher.
The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature. Indeed, I regard this as the major discovery of the past hundred years of biology. It is, in its way, an illuminating piece of news. It would have amazed the brightest minds of the 18th century Enlightenment to be told by any of us how little we know and how bewildering the way ahead seems. It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problem, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are depressed. It is not so bad being ignorant if you are totally ignorant; the hard thing is knowing in some detail the reality of ignorance, the worst spots and here and there the not-so-bad spots, but no true light at the end of the tunnel or even any tunnels can yet be trusted.
But we are making a beginning, and there ought to be some satisfaction. There are probably no questions we can think up that cannot be answered, sooner or later, including even the matter of consciousness. To be sure, there may well be questions we cannot think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers, if we keep at it long enough, and pay attention.
It can be inferred from the passage that scientists of the 18th century______.
A．thought that they knew a great deal and could solve most problems of science
B．were afraid of facing up to the realities of scientific research
C．knew that they were ignorant and wanted to know more about nature
D．did more harm than good in promoting man's understanding of nature
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Net choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative implication.
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives.
But don't bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they're there to stay. Instead, the new habits we deliberately press into ourselves create parallel pathways that can bypass those old reads.
"The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of The Open Mind. "But we are taught instead to 'decide', just as our president calls himself 'the Decider'." She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."
All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960a discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.
In Wordsworth's view, "habits" is characterized by being ______.
A．casual
B．familiar
C．mechanical
D．changeable
根据下列文章回答，21～25题。
Habits are a funny thing. We reach for them mindlessly, setting our brains on autopilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the everchanging 21st century, even the word “habit” carries a negative implication.
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives.
But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.
“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of The Open Mind . “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”
All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system—that anyone can do anything,” explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.
第 21 题 In Wordsworth’s view，“habits” is characterized by being
A．casual.
B．familiar.
C．mechanical.
D．changeable.
