專題3 任務(wù)型閱讀3

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1、 2012高考英語二輪復(fù)習(xí)專題限時(shí)訓(xùn)練 專題3 任務(wù)型閱讀 3 （25分鐘） （A） 請認(rèn)真閱讀下面短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。 注意：每個(gè)空格只填1個(gè)單詞。 The world would have been so much better if we all knew to say and do the right thing at the right time. However , that is not the case,especially when it comes to instilling (逐步培養(yǎng)) proper behavi

2、or in kids. Behavior modification(BM) techniques were recently created to help in instilling proper behavior in children as well as adults. Behavior modification refers to establishing appropreciate behaviors in individuals and discouraging those that are not desirable. Behavior modification techni

3、ques are developed largely according to the principles of operant conditioning by B.F. Skinner, an American behaviorist. These techniques are used in behavior modification therapy that aims to correct and instill appropreciate behavior in children. The most commonly used behavior modification techn

4、iques are positive reinforcement, negative reinforcement and punishment. Positive reinforcement refers to reinforcing a desired behavior through the process of rewarding it. This can be done by praising the individual as soon as he performs a desirable behavior. Negative reinforcement behavioral str

5、ategies are based on the removal of a negative consequence or a behavior because the desired behavior was performed. For example, letting a child not help in washing dishes because he behaved well at a family gathering is a form of negative reinforcement. Punishment is something that we all can rela

6、te to. Yes, it is just what it means. However, when put in words,punishment refers to subjecting(使服從于) an individual to a negative condition because of an inappropriate behavior. The behavior modification techniques for children are mostly based on positive and negative reinforcement. However,paren

7、ts should realize that these techniques can’t be relied upon totally for child behavior modification. Though the behavior modification techniques lead to quick results, a parent should continuously try to cultivate in his child the ability to appreciate the reason why such a behavior is expected of

8、him. This can be done through effective communication and greater focus on the parent-child relationship.As a parent, don’t make the reward a monetary one. Try to make it look more like a privilege than a reward. A parent should also be consistent with his technique and apply it whenever there is a

9、 chance so that the child gets a clear idea of what is expected and what is not . Although we talk so much about the role of a parent in bringing positive behavior modification in children,both parents and teachers have equally important roles to play. Teachers play their role through preventive cla

10、ssroom management, teaching social problem-solving skills like alternative thinking , and continuous monitoring of a child’s behavior. It is true that there are various behavior modification techniques available for encouraging proper behavior in children. However, there is nothing that can take the

11、 place of proper parenting and an affectionate environment. Behavior modification techniques Introduction to BM BM techniques for children (4)__BM techniques (1)__ of BM Positive reinforcement Negative reinforcement Establishing appropriate behaviors and discouraging undesirable ones La

12、rgely (2)___ on the Principles of Skinner (3)__ of BM techniques (5)__a negative consequence or a behavior Communicating (7)__with children For parents Making the reward a privilege (8)__ to the same technique For (9)___ Monitoring children’s behaviors continuously Teaching how t

13、o (10)__ with social problems Preventing problems happening in classrooms To correct and instill appropriate behavior in children Reinforcing a desired behavior by rewarding it (6)___ Subjecting an individual to a negative condition 1.Definition 2.based 3.Purpose 4.Co

14、mmon 5 .Removing 6.Punishment 7.effectively 8.Stick 9.teachers 10.deal/cope （B） 請認(rèn)真閱讀下列短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入最恰當(dāng)?shù)膯卧~。 注意：每空格1個(gè)單詞。 D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-ea

15、ting contests. Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have coll

16、ege degrees, and outsiders (teachers included) are often kept at a respectful distance. Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big pictur

17、e that gives fresh meaning and context to their classwork -- and sparks motivation for learning. Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil W

18、ar in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war. Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John

19、Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same te

20、ens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents." Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks

21、they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and scien

22、ce. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival. 1 achieved 2. Further 3. closed 4.motivated 5.adopeted/conducted 6. tie/connection/bond/relationship 7. success 8. reaching/meeting 9. 10/ten 10. witnessing/seeing 5