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阅读理解 When students from other countries come to the United States, they are sometimes shocked at the informality in American college and university classes. For

阅读理解 When students from other countries come to the United States, they are sometimes shocked at the informality in American college and university classes. For example, American professors do not dress up and they generally call their students by their first names. Students can speak out in class, without raising their hands. Students can drink coffee, tea, juice, or soft drink during class.

Foreign students can usually get used to these differences easily. However, tow examples of American informality are very difficult for some to understand. First, American students call their teachers by their first names. Instead of calling a teacher Mr. Smith or Professor Johnson, they call them Tom or Barbara. In some countries, students are not allowed to do that. Second, American students sometimes criticize(批评) the ideas of their teacher. They might also give their teachers suggestions about changing something in the class. In many countries, students cannot openly criticize their teachers or classes.

Thus, some foreign students feel shocked, embarrassed and uncomfortable in American classrooms. They have two choices. One, they can imitate(模仿) the behavior. of the American students. But this will make them feel uncomfortable and disrespectful. Two, they can continue to follow their own customs. But in this case, the American teachers and students might think that the foreign students are too formal or too quiet.

What is the solution to this problem? This is no easy answer. However, time will help to solve the problem, because foreign students will become used to the new behavior.

1. How do foreign students normally feel when they first step into the American classrooms?

A. Shocked.

B. Afraid.

C. Relaxed.

D. Nervous.

2. What is Professor Edward A. Johnson usually called by his student?

A. Professor Johnson.

B. Mr. Johnson.

C. Edward.

D. Professor Edward.

3. What would American students do in the class?

A. Laughing at their teachers.

B. Openly criticizing their teachers.

C. Doing what they want to do.

D. Listening to every word their teachers say.

4. How would a foreign student feel if he tries to imitate the behavior. of the American students?

A. Disrespectful.

B. Easy.

C. Polite.

D. Angry.

5. If a foreign student continues to follow his own customs, the American teachers and students might think that __________.

A. he is too proud

B. he does not want to communicate

C. he is too formal or too quiet

D. he is embarrassed

6. How can this problem be solved according to the passage?

A. Foreign students should seek advice from their native classmates.

B. Foreign students should continue to follow the customs of their home countries.

C. American professors should show respect to foreign students and change their behavior.

D. Time will help foreign students to get used to the behavior. in American classes.

7. What does the word “informality” probably mean?

A. 信息

B. 和谐

C. 无礼

D. 非正式性

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更多“阅读理解 When students from other countries come to the United States, they are sometimes shocked at the…”相关的问题

第1题

从给出的几句话中选出没有语病的一句: A.阅读理解与否,是衡量阅读能力好坏的重要标志。B

从给出的几句话中选出没有语病的一句:

A.阅读理解与否,是衡量阅读能力好坏的重要标志。

B.阅读与理解,是衡量阅读能力好坏的重要标志。

C.阅读是否理解,是衡量阅读能力的重要标志。

D.阅读能力好坏的标志是理解。

点击查看答案

第2题

史密斯关于阅读理解的四个水平:字面理解、解释性理解、( )、创造性阅读。
史密斯关于阅读理解的四个水平:字面理解、解释性理解、()、创造性阅读。

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第3题

理解技能是儿童阅读中最基本的技能。()

理解技能是儿童阅读中最基本的技能。()

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第4题

()的主要任务是理解文本的意义和体验作者的情感。

A阅读评价

B阅读理解

C阅读阐释

D阅读思考

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第5题

根据阅读理解的条件谈谈怎么提高阅读能力?
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第6题

学前阅读能力评价的主要内容是()。

A.文字意识

B.阅读兴趣

C.阅读理解

D.阅读技能

点击查看答案

第7题

早期阅读活动的目标有()。

A.激发阅读兴趣

B.养成阅读习惯

C.掌握阅读技能

D.理解阅读内容

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第8题

儿童阅读能力发展的两个主要标志是()。

A.阅读次数

B.阅读理解

C.阅读方式

D.阅读速度

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第9题

阅读的根本目的是理解,所以阅读速度亦为理解速度()

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第10题

为了学习知识,发展能力的学习性阅读包括()

A.积累性阅读

B.工作性阅读

C.研究性阅读

D.理解性阅读

E.发展性阅读

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