Teamwork is just as important in science as it is on the playing field or in the gym. Scientific investigations (调查) are almost always carried out by teams of people working together. Ideas are shared, experiments are designed, data are analyzed, and results are evaluated and shared with other investigators. Group work is necessary, and is usually more productive than working alone.
Several times throughout the year you may be asked to work with one or more of your classmates. Whatever the task your group is assigned, a few rules need to be followed to ensure a productive and successful experience.
What comes first is to keep an open mind, because everyone’s ideas deserve consideration and each group member can make his or her own contribution. Secondly, it makes a job easier to divide the group task among all group members. Choose a role on the team that is best suited to your particular strengths. Thirdly, always work together, take turns, and encourage each other by listening, clarifying, and trusting one another. Mutual （相互的）support and trust often makes a great difference.
Activities like investigations are most effective when done by small groups. Here are some more suggestions for effective team performance during these activities: Make sure each group member understands and agrees to the task given to him or her, and everyone knows exactly when , why and what to do; take turns doing various tasks during similar and repeated activities; be aware of where other group members are and what they are doing so as to ensure safety; be responsible for your own learning, though it is by no means unwise to compare your observations with those of other group members.
When there is research to be done, divide the topic into several areas, and this can explore the issue in a very detailed way. You are encouraged to keep records of the sources used by each person, which helps you trace back to the origin of the problems that may happen unexpectedly. A format for exchanging information (e.g., photocopies of notes , oral discussion, etc.) is also important, for a well-chosen method not only strengthens what you present but also makes yourself easily understood. When the time comes to make a decision and take a position on an issue, allow for the contributions of each member of the group. Most important of all, it is always wise to make decisions by compromise and agreement.
After you’ve completed a task with your team, make an evaluation of the team’s effectiveness — the strengths and weaknesses, opportunities and challenges.
Title Working Together
Theme Effective performance needs highly cooperated 1.__________.
General rules Keep an open mind to everyone’s2._________.
Divide the group task among group members.
3.__________ and trust each other.
4.______ ● Understand and agree to the 5._________ task of one’s own.
● Take turns doing various tasks.
● Show concern for others to ensure safety.
● Take6.__________ for one’s own learning.
● Compare your own observations with those of others.
Explore an issue ● Break the7._______ into several areas.
● 8._________the sources just in case.
● 9.__________ your information with others via proper format.
● Make all decisions by compromise and agreement.
10.______ effectiveness ● Analyze the strengths and weaknesses.
● Find out the opportunities and challenges
完成句子
1.After recovering from his illness, he’s always _________ to (努力) catch up with his classmates.
2.I am writing to ask for some _________(指导) about my 15-year-old son.
3.Do you have anything to say to _______ （辩护）your behavior?
4.He did it so well that he _________ _________（值得被表扬）.
5.It’s _________ （要求）that students the teachers failed should have to take the classes again.
6.I’m at a loss what to ______ ________ （处理）the goods.
7.Our school club is a ___________(文学) club that was started by our English teacher Mr. Owen..
8.Diets are useless __________(就长期而言)，but many teenagers are still trying skipping meals to lose weight.
9.Along with the physical changes come many psychological changes. And boys and girls tend to different ___________(在这方面).
10.Since teenagers have difficulty ____________(平衡) these needs, they often question who they are and how they fit in society.
用括号内所给动词的正确形式填空
1.I can hardly wait for my daughter ___________ (return) from abroad.
2.Everyone is ________ (starve) for a peaceful and happy life.
3.Though they tried their best, the project was far from _____________ (satisfy).
4.To go to the talks, we are allowed to choose _________ (not have) Art, Class Meeting, PE or Self-study.
5.He’s the only one of his family who _________ (pass) the driving test so far, isn’t he?
6.Those who’d like to attend the lecture, __________ (sign) up here.
7.A big surprise to see you! I ________ (think) you were not supposed to come back until tomorrow.
8.Forty-two years later, a tunnel was actually begun.If, at the time, the British had not feared invasion, it______________(complete).
9.Firemen___________(fight) the forest fire for nearly three weeks before they could get it under control.
10.This would solve the problem of ventilation, for if a train ________(enter) this tunnel, it would draw in fresh air behind it.
新概念英语填空
1.Many villagers believe that the tree has already __________ a number of victims.
2.As the neighbors ________ ______ the noise, my husband spent weeks training him to press his paw on he latch to let himself in.
3.After I had given her some money, she _______ ________ a crystal ball and said: “ A relation of yours is coming to see you….”
4.NASA is now going to ________ the telescope ______, so it will soon be sending up four astronauts to repair it.
5._______ _______ ________ you read this, the Hubble’s eagle eye will have sent us thousands and thousands of wonderful pictures.
6.Winter was coming on and the hills threatened the surrounding villagers with ________.
7.The seed was sprayed over the ground _____ _________ __________ by aeroplanes.
8.By then, however, in many places the grass had already _______ _________.
9.In 1860, a better plan was ______ _________ by an Englishman, William Low.
10.It was officially opened on March 7, 1994,finally _________ Britain to European continent.
Each time I see a balloon, my mind flies back to a memory of when I was a six-year-old girl. It was a rainy Sunday and my father had recently died. I asked my mom if Dad had gone to heaven. "Yes, honey. Of course." she said.
"Can we write him a letter?"
She paused, the longest pause of my short life, and answered, "Yes."
My heart jumped. "How? Does the mailman go there?" I asked.
"No, but I have an idea." Mom drove to a party store and returned with a red balloon. I asked her what it was for.
"Just wait, honey. You'll see." Mom told me to write my letter. Eagerly, I got my favorite pen, and poured out my six-year-old heart in the form of blue ink. I wrote about my day, what I learned at school, how Mom was doing, and even about what happened in a story I had read. For a few minutes it was as if Dad were still alive. I gave the letter to Mom. She read it over, and a smile crossed her face.
She made a hole in the corner of the letter where she looped the balloon string. We went outside and she gave me the balloon. It was still raining.
"Okay, on the count of three, let go. One, two, three."
The balloon, carrying my letter, darted upward against the rain. We watched until it was swallowed by the mass of clouds.
Later I realized, like the balloon, that Dad had never let his sickness get him down. He was strong. No matter what he suffered, he'd persevere, dart up, and finally transcend this cold world and his sick body. He rose into sky and became something beautiful. I watched until the balloon disappeared into the gray and white and I prayed that his strength was hereditary. I prayed to be a balloon.
1.When the girl asked her mother if they could write to her father, her mother _________.
A．felt it hard to answer B．thought her a creative girl
C．believed it easy to do so D．found it easy to lie
2.When the girl was told that she could send a letter to her father, she _________.
A．jumped with joy
B．became excited
C．started writing immediately
D. was worried that it couldn't be delivered
3.In the eyes of the author, what was the rain like?
A．An incurable disease
B．An unforgettable memory.
C．The hard time her father had.
D．The failures her father experienced.
When an ant dies, other ants take it out of the nest, often within an hour after its death. This behavior interests scientists and they wonder how ants know for sure—and so soon—that another ant is dead.
One scientist recently came up with a way to explain this ant behavior. Dong-Hwan Choe is a biologist, a scientist who studies animals and plants. He found that ants have a chemical on the outside of their bodies that signals to other ants, “I'm dead—take me away” when it is dead.
But there's a question to answer: As we know, if an ant is dead, it stops moving. But when an ant is sleeping or knocked unconscious, it is also not moving. However, other ants don't move the living ant out of the nest. How do they know this ant is not dead? Choe found that ants have another chemical on their bodies, which tells nearby ants something like, “Wait—I'm not dead yet” when it is not dead. Choe suspects that when an ant dies, the chemical that says, “Wait— I'm not dead yet” quickly goes away. When other ants detect the “dead” chemical without the “not dead yet” chemical, they move away the body.
To test his theory, Choe and his team put different chemicals on ants. When the scientists used the “I'm dead” chemical, other ants quickly moved the treated ant away. When the scientists used the “Wait—I'm not dead yet” chemical, other ants left the treated ant alone. Choe believes this behavior shows that the “not dead yet” chemical overrides the “dead” chemical when picked up by other ants. And that when an ant dies, the “not dead yet” chemical dies away. Other nearby ants then notice the remaining “dead” chemical and remove the body from the nest.
Understanding this behavior can help scientists figure out how to stop ants from invading new places and causing problems.
1.What is the function of the first paragraph?
A. Leading the following paragraphs.
B. Showing the main idea of the passage.
C. Introducing the background of the passage.
D. Giving a summary of the passage.
2.Which of the following has the closest meaning to the underlined word “overrides” in the fourth paragraph?
A. is weaker than B. is stronger than C. is better than D. is worse than
3.What can we learn from the passage?
A. Living ants can also be taken away when they are not moving.
B. When an ant dies, it can tell others using a certain chemical.
C. A living ant can pretend to be dead using a special chemical.
D. Ants often use chemicals to communicate with each other.
