X: He likes dogs.

Y: He likes animals.

The relationship of X and Y is that

There are some speaking activities. Which of the following mainly focuses on the form andaccuracy?

Which of the following is most suitable for the cultivation of linguistic competence?

In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.

In speaking activities, a speaker often tries to avoid using a difficult word or structure and chooses to use a simpler one. What learning strategy does the speaker use?

Which of the following does NOT belong to the ways of collecting information for formative_________assessment?

Which of the following types of questions can least elicit students′ ideas

When students are asked to find out the changes of their hometown and make a plan for anexhibition, which type of the following grouping methods is mostly recommended

What stage can the following grammar activity be used at

The teacher asked students to arrange the words of sentences into different columns markedsubject, predicate, object, object complement, adverbial and so on.

But not all pretended deeds have to fall short of their normal function in order to__________their communication purpose.

Which of the following is a Suprasegmental feature？

A Chinese student makes a sentence as follows "He is a rich man who like traveling". The error in that sentence is the result of__________.

Teaching, a test of__________, intelligence, and teamwork skills, requires a lot of energy.

As I__________, my son learned to speak English fluently before the school year was over．

Which rhetoric is used in the following sentence?

A government of the people, by the people, and for the people.

In terms of __________,words can be divided into closed-class words and open-classed words.

Which of the following words does not have consonant cluster?

Which of the following is the proper pronunciation of "meet you" as a result of assimilation?

She told her children that they must not __________play with matches.

According to a recent research, the old are more than twice as likely to have a positive attitude to life __________ the young.

You must face the reality and know the environment__________.

--There are a lot of __________of bike riding.

--I agree. It′ s good for the environment and it saves money.

Which of the following is NOT a suitable pre-reading activity?

Which of the letter "p" in the following words has a different pronunciation from others?

John had never been abroad before, __________he found the business trip very exciting.

Passage 1

Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.

This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.

District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.

At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should accoun

Passage 1

Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.

This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.

District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.

At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should accoun

Passage 1

Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.

This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.

District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.

At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should accoun

Passage 1

Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.

This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.

District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.

At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should accoun

Passage 1

Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.

This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.

District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.

At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should accoun

根据题目要求完成下列任务，用中文作答。

简述语法教学中常用的两种教学方法和其优缺点。

根据题目要求完成下列任务，用中文作答。

下面是某课堂实录的核心环节内容。

核心环节1：感知体验

1．引入话题sports，复习并引入新的表示运动的目标词汇并教授be good at结构。

T: Spring is a good season to do sports, fight? Ss: Yes.

T: Do you like sports? Ss: Yes.

T: What sport are you good at?S1: I am good at basketball.

T: Good．And you? S2: I am good at table tennis.

T: What sport are you good at?S3: I am good at skiing.

2．引入描述运动的形容词。

T：What sport do you think is dangerous?S3：Skiing．

T：What sport do you think is boring?S4：CyCling．

核心环节2：运用

T：Can you work in pairs and compare sports?

S：Football is more tiring than swimming．

S：Running is more popular than gynmastics．

T：Good．Another pair?

根据上面的信息，从下面两个方面作答：

(1)从课堂问答角度对案例进行评析。(15分)

(2)从学生互动方面对案例进行评析。(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。

设计任务：请阅读下面学生信息和语言素材，设计15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：15分钟

学生概况：某城镇普通中学初中二年级第一学期学生，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)》三级水平。学生课堂参与积极性一般。

语言素材：