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Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) .
First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality.
Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes.
Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.
A:yet B:nevertheless C:but D:or
Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) .
First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality.
Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes.
Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.
A:yet B:nevertheless C:but D:or
Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher
Probably no two people would (1) exactly similar lists, but I think the following would be generally (2) .
First, the teacher’s personality should be pleasantly (3) and attractive. This does not rule out people who are physically (4) , or even ugly, because many such have great personal (5) But it (6) rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and overbearing: I would say too, that it (8) all of dull or purely negative personality.
Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy—a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) —not, indeed, of what is wrong, but of the frailty (意志薄弱) and immaturity of human nature which (14) people, and again especially children, to make mistakes.
Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength, and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act—to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.
A:yet B:nevertheless C:but D:or
A:yet B:nevertheless C:but D:or
Nevertheless, motorists themselves can try to prevent problems from arising by ______.
A:driving short distances in hot weather B:having their car insured for ￡ 20 C:driving slowly at all times D:making sure their car is in good working order
Water is one of the most important natural resources in the world.
Everywhere, water use is (61) . Humans already use fifty-four percent of all the (62) water in rivers, lakes and underground. There are some estimates that this (63) will reach seventy percent by 2005.
Fresh water is necessary for life on Earth. People need water for (64) activities and to produce food. Water also is important for energy production and health of Earth’s environmental systems.
The United Nations is organizing a (65) of events to increase concern (66) water issues. UN officials have (67) 2003 the International Year of Fresh Water. A goal of the (68) is to build support for policies to use water more (69) .
Another goal is to get more people to use water in a way (70) will not hurt environment. The world population is more than six-thousand-million people. More than one-thousand-million (71) safe drinking water. More than two-thousand-million (72) from diseases (73) to dirty water. And, more than two-thousand-million live without waste-treatment systems.
Water was one of the issues discussed at the UN Millennium Summit two years ago. Leaders said they would work to (74) the number of people without safe drinking water in half by 2015.
Nitin Desai directs the UN Office for Economic and Social Affairs. He says success (75) these goals will require major changes in the ways people use water.
Next month, the World Water Forum will meet in Kyoto, Japan. Officials plan to (76) the first UN report (77) world water development. This report will examine the world’s water problems. (78) it will offer suggestions on ways to meet future water demands. Experts say international reaction (79) the UN report will be an important test of the political desire to solve the water (80) .
A:Nevertheless B:And C:Or D:Until
Water is one of the most important natural resources in the world.
Everywhere, water use is (61) . Humans already use fifty-four percent of all the (62) water in rivers, lakes and underground. There are some estimates that this (63) will reach seventy percent by 2005.
Fresh water is necessary for life on Earth. People need water for (64) activities and to produce food. Water also is important for energy production and health of Earth’s environmental systems.
The United Nations is organizing a (65) of events to increase concern (66) water issues. UN officials have (67) 2003 the International Year of Fresh Water. A goal of the (68) is to build support for policies to use water more (69) .
Another goal is to get more people to use water in a way (70) will not hurt environment. The world population is more than six-thousand-million people. More than one-thousand-million (71) safe drinking water. More than two-thousand-million (72) from diseases (73) to dirty water. And, more than two-thousand-million live without waste-treatment systems.
Water was one of the issues discussed at the UN Millennium Summit two years ago. Leaders said they would work to (74) the number of people without safe drinking water in half by 2015.
Nitin Desai directs the UN Office for Economic and Social Affairs. He says success (75) these goals will require major changes in the ways people use water.
Next month, the World Water Forum will meet in Kyoto, Japan. Officials plan to (76) the first UN report (77) world water development. This report will examine the world’s water problems. (78) it will offer suggestions on ways to meet future water demands. Experts say international reaction (79) the UN report will be an important test of the political desire to solve the water (80) .
A:Nevertheless B:And C:Or D:Until
A:Nevertheless B:And C:Or D:Until
One of the most important features that distinguishes reading from listening is the nature of the audience. (51) the writer often does not know who will read what he writes, he must attempt to be as clear as possible. Time can be taken to plan the piece of writing so that it is eventually organized into some sort of (52) sequence of events or ideas. When we speak, however, we normally have very little time to plan what we intend to say. (53) , we may begin speaking before we have decided what to say. Our thoughts then tumble out in anything but a logical sequence. Since we are actually (54) our audience face to face we may omit some of the information we believe our audience shares. (55) the more familiar we are with our audience, the more information we are likely to leave out. In any (56) they can always stop and ask a question or ask for clarification if we have left out too much. A reader, however, cannot do (57) but can at least attempt comprehension at his own speed ; (58) , he can stop and go backwards or forwards, (59) to a dictionary or just stop and rest. when we listen we may have to work hard to sort out the speaker’s (60) by referring backwards and forwards while the speaker continues. As the speaker struggles to organize his thoughts, he will use filler phrases to give him time to plan. (61) these fillers, he will still make mistakes and repeat what he has already said. His speech will be characterized (62) a limited range of grammatical patterns and vocabulary and the use of idioms to (63) some general meaning quickly. It should be clear, then, that the listener has to take an active part in the process by ignoring the speaker’s repetitions and mistakes, and by seeking out the main idea through recall and prediction. To keep the process going (64) he also has to inform the speaker that he has understood (65) actually interrupting.
A:And B:But C:Thus D:Nevertheless
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