题目内容
In recent decades child specialists have tried more and more to help parents with their children’s school behavior. Schools of education (31) tended to emphasize subject matter (32) what the children are being taught, but attention increasingly is being paid to the children themselves. One area (33) emphasized is the matter of a (34) developmental or "maturity" level--that is, the child’s (35) of readiness for starting school. Research demonstrated that a major (36) of children who fail in school (37) primarily because of their immaturity and their unreadiness for the work of the (38) that law designates: age five for kindergarten, age six for first grade. Common sense (39) us that not all five-year-olds have reached (40) average level of performance expected (41) age five. Thus many five-year-olds fail in kindergarten and six-year-olds fail in first grade (42) because of a "learning disability" or "attention deficit disorder" but simply because (43) are in a too-advanced grade. Experience has shown that the number of (44) learners can be substantially reduced by a policy of (45) every child’s readiness--that is, (46) level before beginning school. This concept has (47) widely. Many school systems now routinely provide not only readiness testing but also extra grade (48) : pre-kindergarten or "developmental" kindergarten for a year (49) full kindergarten; and pre-first grade for six-year-olds not fully (50) for first grade.
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In recent decades child specialists have tried more and more to help parents with their children’s school behavior. Schools of education (31) tended to emphasize subject matter (32) what the children are being taught, but attention increasingly is being paid to the children themselves. One area (33) emphasized is the matter of a (34) developmental or "maturity" level--that is, the child’s (35) of readiness for starting school. Research demonstrated that a major (36) of children who fail in school (37) primarily because of their immaturity and their unreadiness for the work of the (38) that law designates: age five for kindergarten, age six for first grade. Common sense (39) us that not all five-year-olds have reached (40) average level of performance expected (41) age five. Thus many five-year-olds fail in kindergarten and six-year-olds fail in first grade (42) because of a "learning disability" or "attention deficit disorder" but simply because (43) are in a too-advanced grade. Experience has shown that the number of (44) learners can be substantially reduced by a policy of (45) every child’s readiness--that is, (46) level before beginning school. This concept has (47) widely. Many school systems now routinely provide not only readiness testing but also extra grade (48) : pre-kindergarten or "developmental" kindergarten for a year (49) full kindergarten; and pre-first grade for six-year-olds not fully (50) for first grade.
Standing on the rim of the Grand Canyon, gazing across this giant wound in the Earth’s surface, a visitor might assume that the events that produced the canyon, far from being sudden and cataclysmic, simply add up to the slow and orderly process of erosion. Many millions of years ago the Colorado Plateau in the Grand Canyon area contained 10,000 more feet of rock than it does today and was relatively level. The additional material consisted of some 14 layered formations of rock. In the Grand Canyon region these layers were largely worn away over the course of millions of years. Approximately 65 million years ago the plateau’s flat surface in the Grand Canyon area bulged upward from internal pressure; geologists refer to this bulging action as upwarping; it was followed by a general elevation of the whole Colorado Plateau. a process that is still going on. As the plateau gradually rose, shallow rivers that meandered across it began to run more swiftly and cut more definite courses. One of these rivers, located east of the upwarp, was the ancestor of the Colorado. Another river system called the Hualapai, flowing west of the upwarp, extended itself eastward by cutting back into the upwarp; it eventually connected with the ancient Colorado and captured its waters. The new river then began to carve out the 277-mile-long trench that eventually became the Grand Canyon. Geologists estimate that this initial cutting action began no earlier than 10 million years ago. Since then, the canyon forming has been cumulative. To the erosive force of the river itself have been added other factors. Heat and cold, rain and snow. along with the varying resistance of the rocks, increase the opportunities for erosion. The canyon walls crumble; the river acquires a cutting tool, tons of debris; rainfall running off the high plateau creates feeder streams that carve side canyons. Pushing slowly backward into the plateau, the side canyons expose new rocks, and the pattern of erosion continues. The author mentions all of the following as causes of erosion EXCEPT______.
In recent decades child specialists have tried more and more to help parents with their children’s school behavior. Schools of education (31) tended to emphasize subject matter (32) what the children are being taught, but attention increasingly is being paid to the children themselves. One area (33) emphasized is the matter of a (34) developmental or "maturity" level--that is, the child’s (35) of readiness for starting school. Research demonstrated that a major (36) of children who fail in school (37) primarily because of their immaturity and their unreadiness for the work of the (38) that law designates: age five for kindergarten, age six for first grade. Common sense (39) us that not all five-year-olds have reached (40) average level of performance expected (41) age five. Thus many five-year-olds fail in kindergarten and six-year-olds fail in first grade (42) because of a "learning disability" or "attention deficit disorder" but simply because (43) are in a too-advanced grade. Experience has shown that the number of (44) learners can be substantially reduced by a policy of (45) every child’s readiness--that is, (46) level before beginning school. This concept has (47) widely. Many school systems now routinely provide not only readiness testing but also extra grade (48) : pre-kindergarten or "developmental" kindergarten for a year (49) full kindergarten; and pre-first grade for six-year-olds not fully (50) for first grade.
In recent decades child specialists have tried more and more to help parents with their children’s school behavior. Schools of education (31) tended to emphasize subject matter (32) what the children are being taught, but attention increasingly is being paid to the children themselves. One area (33) emphasized is the matter of a (34) developmental or "maturity" level--that is, the child’s (35) of readiness for starting school. Research demonstrated that a major (36) of children who fail in school (37) primarily because of their immaturity and their unreadiness for the work of the (38) that law designates: age five for kindergarten, age six for first grade. Common sense (39) us that not all five-year-olds have reached (40) average level of performance expected (41) age five. Thus many five-year-olds fail in kindergarten and six-year-olds fail in first grade (42) because of a "learning disability" or "attention deficit disorder" but simply because (43) are in a too-advanced grade. Experience has shown that the number of (44) learners can be substantially reduced by a policy of (45) every child’s readiness--that is, (46) level before beginning school. This concept has (47) widely. Many school systems now routinely provide not only readiness testing but also extra grade (48) : pre-kindergarten or "developmental" kindergarten for a year (49) full kindergarten; and pre-first grade for six-year-olds not fully (50) for first grade.
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