The main difference between/e/and//lies in the__________．

__________is the main rhyming pattern in"Mrs． White/Had a flight/In the middle of thenight"．

We′re all keeping our__________ crossed that the surgeons do not find anything too seriouswith the patient．

When implementing the project, we__________a lot of unexpected opposition from ourcolleagues．

The island measures about 30 miles__________ 20 miles．

--Will John come to the party

--No, he won′t come and__________．

Garbo plays the role of the queen,_________ in the love she has found with Antonio．

_________ ministers decide to instigate an inquiry, we welcome it．

What is missing at the discourse level between the two sentences "Carol loves tomatoes． Shewas born in Africa．"

The synonyms "charge" and "accuse" mainly differ in_________．

Which of the following instructions is helpful in developing students′ ability to makeinferences

The most suitable question type to check students′ comprehension and develop theircritical thinking is_________．

Diagnostic test is often used for the purpose of

Which of the following activities is often used to develop students′ speaking accuracy

If a teacher asks students to make their own learning plan, he/she is trying to developtheir_________．

When a teacher tells students that the word "dog" may imply "loyalty", he/she is teachingthe _________of the word．

Which of the following is the last step in the process of writing essays

The main purpose of asking questions about the topic before listening is to

Ifa teacher asks students to fill in the blanks in a passage with "that", "which" or "whom",he/she is least likely focusing on grammar at_________．

If a teacher asks students to talk about their hobbies in groups, he/she is trying toencourage_________．

Passage 1

Self-driving vehicles threaten to send truck drivers to the unemployment office． Computerprograms can now write journalistic accounts of sporting events and stock price movements． Thereare even computers that can grade essay exams with reasonable accuracy, which could revolutionizemy own job． Increasingly, machines are providing not only the brawn but the brains, too． And thatraises the question of where humans fit into this picture--who will prosper and who won′t in thisnew kind of machine economy

Within five years we are likely to have the world′s best education, or close to it, online andfree． But not everyone will sit down and go through the material without a professor pushing them todo the work．

Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be． "You′ ve thrown outthat bread the last three times you′ve bought it, give it a pass" will be a text message of the future．

How about"Now is not the time to start another argument with your wife" The GPS is just thebeginning of computer-guided instruction． Take your Smartphone on a date, and it might vibrate inyour pocket to indicate "Kiss her now．" If you hesitate for fear of being seen as pushy, it may write:

"Who cares if you look bad You are sampling optimally in the quest for a lifetime companion．"

A lot of jobs will consist of making people feel either very good or very bad about themselves．

Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us whocan stand to listen to them． These people will cajole us, flatter us and shame us into improving ourlives, our work habits and our consumption．

Computing and software will make it easier to measure performance and productivity．

It will be harder to gloss over our failings and maintain self-deception． In essence everyone willsuffer the fate of profession

Passage 1

Self-driving vehicles threaten to send truck drivers to the unemployment office． Computerprograms can now write journalistic accounts of sporting events and stock price movements． Thereare even computers that can grade essay exams with reasonable accuracy, which could revolutionizemy own job． Increasingly, machines are providing not only the brawn but the brains, too． And thatraises the question of where humans fit into this picture--who will prosper and who won′t in thisnew kind of machine economy

Within five years we are likely to have the world′s best education, or close to it, online andfree． But not everyone will sit down and go through the material without a professor pushing them todo the work．

Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be． "You′ ve thrown outthat bread the last three times you′ve bought it, give it a pass" will be a text message of the future．

How about"Now is not the time to start another argument with your wife" The GPS is just thebeginning of computer-guided instruction． Take your Smartphone on a date, and it might vibrate inyour pocket to indicate "Kiss her now．" If you hesitate for fear of being seen as pushy, it may write:

"Who cares if you look bad You are sampling optimally in the quest for a lifetime companion．"

A lot of jobs will consist of making people feel either very good or very bad about themselves．

Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us whocan stand to listen to them． These people will cajole us, flatter us and shame us into improving ourlives, our work habits and our consumption．

Computing and software will make it easier to measure performance and productivity．

It will be harder to gloss over our failings and maintain self-deception． In essence everyone willsuffer the fate of profession

Passage 1

Self-driving vehicles threaten to send truck drivers to the unemployment office． Computerprograms can now write journalistic accounts of sporting events and stock price movements． Thereare even computers that can grade essay exams with reasonable accuracy, which could revolutionizemy own job． Increasingly, machines are providing not only the brawn but the brains, too． And thatraises the question of where humans fit into this picture--who will prosper and who won′t in thisnew kind of machine economy

Within five years we are likely to have the world′s best education, or close to it, online andfree． But not everyone will sit down and go through the material without a professor pushing them todo the work．

Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be． "You′ ve thrown outthat bread the last three times you′ve bought it, give it a pass" will be a text message of the future．

How about"Now is not the time to start another argument with your wife" The GPS is just thebeginning of computer-guided instruction． Take your Smartphone on a date, and it might vibrate inyour pocket to indicate "Kiss her now．" If you hesitate for fear of being seen as pushy, it may write:

"Who cares if you look bad You are sampling optimally in the quest for a lifetime companion．"

A lot of jobs will consist of making people feel either very good or very bad about themselves．

Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us whocan stand to listen to them． These people will cajole us, flatter us and shame us into improving ourlives, our work habits and our consumption．

Computing and software will make it easier to measure performance and productivity．

It will be harder to gloss over our failings and maintain self-deception． In essence everyone willsuffer the fate of profession

Passage 1

Self-driving vehicles threaten to send truck drivers to the unemployment office． Computerprograms can now write journalistic accounts of sporting events and stock price movements． Thereare even computers that can grade essay exams with reasonable accuracy, which could revolutionizemy own job． Increasingly, machines are providing not only the brawn but the brains, too． And thatraises the question of where humans fit into this picture--who will prosper and who won′t in thisnew kind of machine economy

Within five years we are likely to have the world′s best education, or close to it, online andfree． But not everyone will sit down and go through the material without a professor pushing them todo the work．

Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be． "You′ ve thrown outthat bread the last three times you′ve bought it, give it a pass" will be a text message of the future．

How about"Now is not the time to start another argument with your wife" The GPS is just thebeginning of computer-guided instruction． Take your Smartphone on a date, and it might vibrate inyour pocket to indicate "Kiss her now．" If you hesitate for fear of being seen as pushy, it may write:

"Who cares if you look bad You are sampling optimally in the quest for a lifetime companion．"

A lot of jobs will consist of making people feel either very good or very bad about themselves．

Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us whocan stand to listen to them． These people will cajole us, flatter us and shame us into improving ourlives, our work habits and our consumption．

Computing and software will make it easier to measure performance and productivity．

It will be harder to gloss over our failings and maintain self-deception． In essence everyone willsuffer the fate of profession

Passage 1

Self-driving vehicles threaten to send truck drivers to the unemployment office． Computerprograms can now write journalistic accounts of sporting events and stock price movements． Thereare even computers that can grade essay exams with reasonable accuracy, which could revolutionizemy own job． Increasingly, machines are providing not only the brawn but the brains, too． And thatraises the question of where humans fit into this picture--who will prosper and who won′t in thisnew kind of machine economy

Within five years we are likely to have the world′s best education, or close to it, online andfree． But not everyone will sit down and go through the material without a professor pushing them todo the work．

Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be． "You′ ve thrown outthat bread the last three times you′ve bought it, give it a pass" will be a text message of the future．

How about"Now is not the time to start another argument with your wife" The GPS is just thebeginning of computer-guided instruction． Take your Smartphone on a date, and it might vibrate inyour pocket to indicate "Kiss her now．" If you hesitate for fear of being seen as pushy, it may write:

"Who cares if you look bad You are sampling optimally in the quest for a lifetime companion．"

A lot of jobs will consist of making people feel either very good or very bad about themselves．

Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us whocan stand to listen to them． These people will cajole us, flatter us and shame us into improving ourlives, our work habits and our consumption．

Computing and software will make it easier to measure performance and productivity．

It will be harder to gloss over our failings and maintain self-deception． In essence everyone willsuffer the fate of profession

Passage 2

Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．

Department of Education all providing sponsorship and substantial funding．

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversi

Passage 2

Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．

Department of Education all providing sponsorship and substantial funding．

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversi

Passage 2

Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．

Department of Education all providing sponsorship and substantial funding．

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversi

Passage 2

Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．

Department of Education all providing sponsorship and substantial funding．

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversi

Passage 2

Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．

Department of Education all providing sponsorship and substantial funding．

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversi

简述教材在英语教学中的两个作用，列出教师使用教材的三点注意事项。

根据题目要求完成下列任务，用中文作答。

下面是一位初中英语教师在语音教学中使用的练习。

Teacher′ s instruction:

Look at the words on the blackboard. Tick the word you hear in each sentence I read.

Teacher′s reads:

1. I don′ t like these sports.

2. These pots are very dirty.

3. Look at that white cord on the water.

4. Mr. Smith was short.

Students tick the words they hear:

A B

1. spotssports

2. potsports

3. cod cord

4. shotshort

根据上面所提供的教学情境，从下面四个方面作答。

(1)该片段的教学目的是什么

(2)该教师采用了哪两种教学方法

(3)该教学片段体现了哪两个语音教学的原则

(4)列出能恰当体现语音教学原则的其他三种方法。

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20分钟的英语阅读教学方案。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 justifications

教学时间：20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较高。