Which of the following questions can be used in the questionnaire for assessing participation?

Which of the following activities is the best for training detailed reading?

What's the teacher doing by saying "Who wants to have a try"?

Which of the following shows the proper pronunciation of the segment "did you" inconnected speech?

There are five components of communicative competence． Which of them refers to one's ability to create coherent written text or conversation and the ability to understand them?

What is the teacher doing in terms of error correction?

S: I go to the theatre last night．

T: You go to the theatre last night?

Think about when a teacher handed out a list of twenty"Past tense"sentences and asked students to discussand find out the grammatical structures．What is the teacher's grammar teaching method?

In PPP method classes or sequences, the teacher presents the context and situation for the language, and both explains and demonstrates the meaning and form of the new language． The students then practice making sentences before going on to another stage in which they talk or write more freely． PPP stands for except__________．

Many a boy__________playing basketball．

Which of the following is a slip of tongue

Nobody but the twins__________some interest in the project till now．

The shy girl felt__________ and uncomfortable when she could not answer her teacher's questions．

The phenomenon that words having different meanings have the same form is called__________．

Which of the following is a suitable pre-listening activity

Which of the following is not an interactive activity?

It is generally agreed that the first true cities appeared about 5,000 years ago in the food-producing communities of the Middle East． The cities of Sumeria, Egypt and the Indus Valley possessed a number of characteristics that distinguished them as truly urban． The cities were very much larger and more densely populated than any previous settlement, and their function wasclearly differentiated from that of the surrounding villages． In the cities the old patterns of kinship relations were replaced by a complex hierarchy of social classes based on the specialization of

labor． Moreover, the need to keep records led to the development of writing and arithmetic, and the increased sophistication of urban society gave a new impetus to artistic expression of every kind．

When the basis of city life was established in Europe the urban tradition was drawn from the ancient cities of the Middle East, via the civilization of Greece and Rome． We can trace three main phases in the growth of the West European city． The first of these is the medieval phase which extends from the beginning of the 1 lth century A．D． to about 1,500 to the beginning of the 19th century． The third is the modern phase extending from the early 19th century to the present day．

Every medieval city began as a small settlement, which grew up round a geographical or cultural focal point． This would be a permanent structure such as a stronghold, a cathedral or a large church． In districts where travel and trade were well established, it might be a market, a river crossing, or a place where two or more trade routes met, in studies of urban geography the oldest part of town is referred to as the nuclear settlement． There are many small towns in Europe where it is still possible to trace the outline of the original nuclear settlement． It is, of course,

much more difficult to do this in the case if a large modern city which has grown to many times its original size．

The ancient citie

It is generally agreed that the first true cities appeared about 5,000 years ago in the food-producing communities of the Middle East． The cities of Sumeria, Egypt and the Indus Valley possessed a number of characteristics that distinguished them as truly urban． The cities were very much larger and more densely populated than any previous settlement, and their function wasclearly differentiated from that of the surrounding villages． In the cities the old patterns of kinship relations were replaced by a complex hierarchy of social classes based on the specialization of

labor． Moreover, the need to keep records led to the development of writing and arithmetic, and the increased sophistication of urban society gave a new impetus to artistic expression of every kind．

When the basis of city life was established in Europe the urban tradition was drawn from the ancient cities of the Middle East, via the civilization of Greece and Rome． We can trace three main phases in the growth of the West European city． The first of these is the medieval phase which extends from the beginning of the 1 lth century A．D． to about 1,500 to the beginning of the 19th century． The third is the modern phase extending from the early 19th century to the present day．

Every medieval city began as a small settlement, which grew up round a geographical or cultural focal point． This would be a permanent structure such as a stronghold, a cathedral or a large church． In districts where travel and trade were well established, it might be a market, a river crossing, or a place where two or more trade routes met, in studies of urban geography the oldest part of town is referred to as the nuclear settlement． There are many small towns in Europe where it is still possible to trace the outline of the original nuclear settlement． It is, of course,

much more difficult to do this in the case if a large modern city which has grown to many times its original size．

?Which of the fol

It is generally agreed that the first true cities appeared about 5,000 years ago in the food-producing communities of the Middle East． The cities of Sumeria, Egypt and the Indus Valley possessed a number of characteristics that distinguished them as truly urban． The cities were very much larger and more densely populated than any previous settlement, and their function wasclearly differentiated from that of the surrounding villages． In the cities the old patterns of kinship relations were replaced by a complex hierarchy of social classes based on the specialization of

labor． Moreover, the need to keep records led to the development of writing and arithmetic, and the increased sophistication of urban society gave a new impetus to artistic expression of every kind．

When the basis of city life was established in Europe the urban tradition was drawn from the ancient cities of the Middle East, via the civilization of Greece and Rome． We can trace three main phases in the growth of the West European city． The first of these is the medieval phase which extends from the beginning of the 1 lth century A．D． to about 1,500 to the beginning of the 19th century． The third is the modern phase extending from the early 19th century to the present day．

Every medieval city began as a small settlement, which grew up round a geographical or cultural focal point． This would be a permanent structure such as a stronghold, a cathedral or a large church． In districts where travel and trade were well established, it might be a market, a river crossing, or a place where two or more trade routes met, in studies of urban geography the oldest part of town is referred to as the nuclear settlement． There are many small towns in Europe where it is still possible to trace the outline of the original nuclear settlement． It is, of course,

much more difficult to do this in the case if a large modern city which has grown to many times its original size．

?Which of the fol

It is generally agreed that the first true cities appeared about 5,000 years ago in the food-producing communities of the Middle East． The cities of Sumeria, Egypt and the Indus Valley possessed a number of characteristics that distinguished them as truly urban． The cities were very much larger and more densely populated than any previous settlement, and their function wasclearly differentiated from that of the surrounding villages． In the cities the old patterns of kinship relations were replaced by a complex hierarchy of social classes based on the specialization of

labor． Moreover, the need to keep records led to the development of writing and arithmetic, and the increased sophistication of urban society gave a new impetus to artistic expression of every kind．

When the basis of city life was established in Europe the urban tradition was drawn from the ancient cities of the Middle East, via the civilization of Greece and Rome． We can trace three main phases in the growth of the West European city． The first of these is the medieval phase which extends from the beginning of the 1 lth century A．D． to about 1,500 to the beginning of the 19th century． The third is the modern phase extending from the early 19th century to the present day．

Every medieval city began as a small settlement, which grew up round a geographical or cultural focal point． This would be a permanent structure such as a stronghold, a cathedral or a large church． In districts where travel and trade were well established, it might be a market, a river crossing, or a place where two or more trade routes met, in studies of urban geography the oldest part of town is referred to as the nuclear settlement． There are many small towns in Europe where it is still possible to trace the outline of the original nuclear settlement． It is, of course,

much more difficult to do this in the case if a large modern city which has grown to many times its original size．

It is easier to l

It is generally agreed that the first true cities appeared about 5,000 years ago in the food-producing communities of the Middle East． The cities of Sumeria, Egypt and the Indus Valley possessed a number of characteristics that distinguished them as truly urban． The cities were very much larger and more densely populated than any previous settlement, and their function wasclearly differentiated from that of the surrounding villages． In the cities the old patterns of kinship relations were replaced by a complex hierarchy of social classes based on the specialization of

labor． Moreover, the need to keep records led to the development of writing and arithmetic, and the increased sophistication of urban society gave a new impetus to artistic expression of every kind．

When the basis of city life was established in Europe the urban tradition was drawn from the ancient cities of the Middle East, via the civilization of Greece and Rome． We can trace three main phases in the growth of the West European city． The first of these is the medieval phase which extends from the beginning of the 1 lth century A．D． to about 1,500 to the beginning of the 19th century． The third is the modern phase extending from the early 19th century to the present day．

Every medieval city began as a small settlement, which grew up round a geographical or cultural focal point． This would be a permanent structure such as a stronghold, a cathedral or a large church． In districts where travel and trade were well established, it might be a market, a river crossing, or a place where two or more trade routes met, in studies of urban geography the oldest part of town is referred to as the nuclear settlement． There are many small towns in Europe where it is still possible to trace the outline of the original nuclear settlement． It is, of course,

much more difficult to do this in the case if a large modern city which has grown to many times its original size．

?Which of the fol

The Government is anxious to keep the whole __________ out of court．

Now that we've discussed our problem, are people happy with the decisions__________?

How many liaisons of sound are there in the sentence "Tell us all about it"?

Most people on this island are recreational fishers, and __________ , fishing forms an actual part of their leisure time．

There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．

Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?

demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．

This selection can best be titled__________．

There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．

Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?

demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．

?The best statement of the main idea of this passage is that__________．

There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．

Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?

demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．

According to the passage, the average I．Q． is__________．

The case history of the twins appears to support the conclusion that__________．

This passage suggests that an individual's I.Q. __________.

Questioning plays an important role for the classroom teaching． Which of the following questions does not belong to comprehension questions?

根据题目要求完成下列任务，用中文作答。

什么是教学反思?(4分)教学反思的注意事项有哪些?(6分)请具体说明教学后反思阶段的内容。(10分)

根据题目要求完成下列任务，用中文作答。

以下是某堂课老师的教学材料：

?Betty: Hi Mum, can you hear me?

?Mum: Yes, I can. Where are you?

?Betty : I' m standing on the Great Wall of China and talking to you.

?Mum: Really?

?Betty: We're on a school trip and we've having lunch. And we're lying in the sun and we' re taking lots of photos.

?Mum: That's great, Betty. What are the others doing?

Betty: Well, Tony is eating an ice cream, and Lucy is buying some presents and postcards.

And Tom is eating lunch and lying in the sun.

Mum: Can you send me a post card?

Betty: Yes. Lucy and I are writing postcards. We're enjoying the school trip a lot. Anyway,

we're going home now. Bye!

Mum: Bye bye, Betty!

任务要求：根据材料内容回答以下三个问题。

(1)这份材料属于哪种语篇类型?(7分)

?(2)这份材料适合于哪种课堂教学?说明理由(至少写出两个要点)。(8分)

(3)分析教师选用文本材料时需要考虑的基本要素(至少写出三个要点)。(15分)

根据提供的信息和语言素材设计教学方案，用英文作答。

33．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 justifications

教学时间：45分钟

学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。

语言素材：