The first P in the PPP teaching model stands for __________ , which aims to get learners to perceive the form and meaning of a structure.

The__________ method is more fitted to the explicit presentation of grammar when the basic structure is being identified.

Which of the following can be regarded as a communicative language task?

If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he / she aims at developing students'__________.

The correct meaning of a lexical item in a given context is__________.

In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an__________.

What would you say to the hotel receptionist to get a double room?__________

Which of the following best represents the order from a harsh command to a very polite__________request??

Could you close the door?

Close the door.

Please close the door.

Would you please close the door?

The main objective of mechanical practice is to help students learn by heart the of a language item.__________

English teachers often ask students to__________ a passage to get the gist of it.

A/An __________ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard.

A systematic textbook evaluation is NOT to examine whether a textbook

请阅读短文，完成第小题。

For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.

The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.

Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.

This seems to be the same kind of difference that I noticed comparing what I studied i

请阅读短文，完成第小题。

For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.

The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.

Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.

This seems to be the same kind of difference that I noticed comparing what I studied i

请阅读短文，完成第小题。

For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.

The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.

Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.

This seems to be the same kind of difference that I noticed comparing what I studied i

请阅读短文，完成第小题。

For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.

The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.

Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.

This seems to be the same kind of difference that I noticed comparing what I studied i

请阅读短文，完成第小题。

For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.

The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.

Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.

This seems to be the same kind of difference that I noticed comparing what I studied i

请阅读短文，完成第小题。

One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I didn't think anything was wrong," Eduardo recalls."! Told Marcos we should give them some privacy." He headed back inside, but Marcos's eye was caught by a glow from the Ma house.

"Dad, the house is on fire! " Marcos cried.

Clad only in shorts, the barefoot teen sprinted toward the Ma's home with his dad. Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on the front lawn yelling for help. When the Ugartes got there, they saw father Alex Ma stumbling down the stairs, coughing, his face black with soot.

"Is anyone else in the house?" Eduardo asked.

"My son! " Alex managed to say, pointing to the second floor. Eduardo started up the stairs, but thick, black smoke, swirling ash, and intense heat forced him to his knees. He crawled upstairs and down the hall where Alex said he would find Cody, eight, who had locked himself in a bedroom.

As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn't respond. Eduardo made his way back downstairs.

Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage."Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.

When Marcos reached the window, he pushed the screen into the room and coaxed Cody out."It's OK," Marcos told him. "I've got you."

Holding Cody with one arm, Marcos descended the ladder.

When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. E

请阅读短文，完成第小题。

One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I didn't think anything was wrong," Eduardo recalls."! Told Marcos we should give them some privacy." He headed back inside, but Marcos's eye was caught by a glow from the Ma house.

"Dad, the house is on fire! " Marcos cried.

Clad only in shorts, the barefoot teen sprinted toward the Ma's home with his dad. Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on the front lawn yelling for help. When the Ugartes got there, they saw father Alex Ma stumbling down the stairs, coughing, his face black with soot.

"Is anyone else in the house?" Eduardo asked.

"My son! " Alex managed to say, pointing to the second floor. Eduardo started up the stairs, but thick, black smoke, swirling ash, and intense heat forced him to his knees. He crawled upstairs and down the hall where Alex said he would find Cody, eight, who had locked himself in a bedroom.

As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn't respond. Eduardo made his way back downstairs.

Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage."Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.

When Marcos reached the window, he pushed the screen into the room and coaxed Cody out."It's OK," Marcos told him. "I've got you."

Holding Cody with one arm, Marcos descended the ladder.

When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. E

请阅读短文，完成第小题。

One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I didn't think anything was wrong," Eduardo recalls."! Told Marcos we should give them some privacy." He headed back inside, but Marcos's eye was caught by a glow from the Ma house.

"Dad, the house is on fire! " Marcos cried.

Clad only in shorts, the barefoot teen sprinted toward the Ma's home with his dad. Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on the front lawn yelling for help. When the Ugartes got there, they saw father Alex Ma stumbling down the stairs, coughing, his face black with soot.

"Is anyone else in the house?" Eduardo asked.

"My son! " Alex managed to say, pointing to the second floor. Eduardo started up the stairs, but thick, black smoke, swirling ash, and intense heat forced him to his knees. He crawled upstairs and down the hall where Alex said he would find Cody, eight, who had locked himself in a bedroom.

As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn't respond. Eduardo made his way back downstairs.

Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage."Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.

When Marcos reached the window, he pushed the screen into the room and coaxed Cody out."It's OK," Marcos told him. "I've got you."

Holding Cody with one arm, Marcos descended the ladder.

When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. E

请阅读短文，完成第小题。

One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I didn't think anything was wrong," Eduardo recalls."! Told Marcos we should give them some privacy." He headed back inside, but Marcos's eye was caught by a glow from the Ma house.

"Dad, the house is on fire! " Marcos cried.

Clad only in shorts, the barefoot teen sprinted toward the Ma's home with his dad. Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on the front lawn yelling for help. When the Ugartes got there, they saw father Alex Ma stumbling down the stairs, coughing, his face black with soot.

"Is anyone else in the house?" Eduardo asked.

"My son! " Alex managed to say, pointing to the second floor. Eduardo started up the stairs, but thick, black smoke, swirling ash, and intense heat forced him to his knees. He crawled upstairs and down the hall where Alex said he would find Cody, eight, who had locked himself in a bedroom.

As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn't respond. Eduardo made his way back downstairs.

Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage."Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.

When Marcos reached the window, he pushed the screen into the room and coaxed Cody out."It's OK," Marcos told him. "I've got you."

Holding Cody with one arm, Marcos descended the ladder.

When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. E

请阅读短文，完成第小题。

One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I didn't think anything was wrong," Eduardo recalls."! Told Marcos we should give them some privacy." He headed back inside, but Marcos's eye was caught by a glow from the Ma house.

"Dad, the house is on fire! " Marcos cried.

Clad only in shorts, the barefoot teen sprinted toward the Ma's home with his dad. Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on the front lawn yelling for help. When the Ugartes got there, they saw father Alex Ma stumbling down the stairs, coughing, his face black with soot.

"Is anyone else in the house?" Eduardo asked.

"My son! " Alex managed to say, pointing to the second floor. Eduardo started up the stairs, but thick, black smoke, swirling ash, and intense heat forced him to his knees. He crawled upstairs and down the hall where Alex said he would find Cody, eight, who had locked himself in a bedroom.

As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn't respond. Eduardo made his way back downstairs.

Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage."Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.

When Marcos reached the window, he pushed the screen into the room and coaxed Cody out."It's OK," Marcos told him. "I've got you."

Holding Cody with one arm, Marcos descended the ladder.

When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. E

The phrase "in bed" is pronounced as__________in real speech.

There are two syllables in the word "photo". occurs in both syllables, but the first one is__________the second because it is stressed.

Jimmy asked Mary to lend him some money, which she agreed to, __________ that he paid her back the following month.

Zhang Jun's teacher suggests that he take a(n)__________language course to improve his English.

It is reported that the__________ of the country, from hotels to transport, is old and decrepit.

__________conscious of her moral obligations as a citizen.

Potential subjects should be informed of the research and __________an opportunity to decide if they want to participate.

Don't be discouraged, __________ and you will surely pass the exam.

Don't be discouraged, __________ and you will surely pass the exam.

根据题目要求完成下列任务。用中文作答。

下面是某教师在阅读课教案中设计的教学目标。该单元的话题是Animals。

根据所给信息从下列三个方面作答：?

(1)分析上述教学目标存在的三个问题(9分)

(2)提出三条相应的建议(9分)；?

(3)分别修改各项教学目标(12分)。

根据题目要求完成下列任务，用中文作答。

简述scanning的含义并举一例说明其基本用途。写出训练该项技能时的三条注意事项，?

并用英语写出两句相关的教师指令语。

根据提供的信息和语言素材设计教学方案。用英文作答。

设计任务：请阅读下面学生信息和语言素材，设计一节英语听说课的教学方案。

教案没有固定格式，但须包含下列要点：?

teaching objectives

teaching contents

key and difficult points

major steps and time allocation

activities and justification

教学时间：45分钟?

学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人，多数学生已经达到?

《义务教育英语课程标准(2011年版)》二级水平，学生课堂参与积极性一般。

语言素材：?

Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is your radio show?

Scott: From twelve o'clock at night to six o'clock in the morning.

Interviewer:. What time do you usually get up?

Scott: At eight thirty at night. Then ! eat breakfast at nine.

Interviewer: That's a funny time for breakfast!

Scott: Yeah. After that, I usually exercise at about ten twenty.

Interviewer: When do you go to work?

Scott: At eleven o'clock I so I'm never late for work.