Which of the following materials is not appropriate for a teacher to use in listening practice?

____ may be defined as any kind of engaging with the language on the part of the learners, usually under the teacher supervision, whose primary objective is to consolidate learning.

Teachers’ believing in the _____ model in a general sense usually follow the sequence of teaching new words, sentences and then the whole passage in the reading class.

If a teacher asks “What does corrective feedback mean”, this type of question is called “______”.

Which of the following nominating patterns can a teacher adopt to ensure that all students are actively involved in classroom activities?

______ you said is true, there are still other factors to be considered.

Which of the following consonants does not fall under the same category according to the voicing?_______

Which one below has the proper word stress?_______

_______there is fresh air, there is oxygen.

The factory operated_______until the order was filled.

After working for the firm for ten years, he finally_______the rank of deputy director.

If we_______our test tomorrow, I would have gone to the concert.

Which of the following italicized parts is a subject clause?

The conversational implication of "John is a machine" as a response to "What do you think of John" is context-bound. It possesses all the following distinguishing properties but _______ .

When learners come across new words, they are required to focus on_______

Which of the following features is not exhibited by the deductive method?

The_______approach to writing teaching pays attention to not only what to write, but also how to write.

The activity of_______ may maximize the possibility of eliciting ideas, words or concepts from students when it is focused on a given topic.

_______helps students facilitate their process of accumulating VocabUlary; broadening scope of vision, and increasing target language exposure.

请阅读短文。完成第小题。

Donna's fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time.

My job was to make classroom visits and encourage implementing a training program focusing on language arts, ideas that would empower students to feel good about themselves and take charge of their haves. Donna was one of the volunteer teachers in this project.

I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can't kick the ball."

Soccer "I can't do long division with more than three numerals." Her page was half full and she showed no signs of letting up. I walked down the row glancing at students' papers. Everyone was writing down things they couldn't do.

lily this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing "I can't get John's mother to come for a teacher conference." "I can't get my daughter to put gas in the car." "I can't ..."

Curious and puzzled about what they were doing, I returned to my seat and continued my observations.

Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their "I Can't " statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box, tucked it under her ann and headed out the door and down the hall.

Students followed her. I followed the students. Half way down the hall way, Donna entered the custodian's room, came out with a shovel, and marched the students out to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"!

The digging took over then minutes with dirt. The box of "I Can'ts" was placed at the bottom of the hole and then quickly covered with dirt. S

请阅读短文。完成第小题。

Donna's fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time.

My job was to make classroom visits and encourage implementing a training program focusing on language arts, ideas that would empower students to feel good about themselves and take charge of their haves. Donna was one of the volunteer teachers in this project.

I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can't kick the ball."

Soccer "I can't do long division with more than three numerals." Her page was half full and she showed no signs of letting up. I walked down the row glancing at students' papers. Everyone was writing down things they couldn't do.

lily this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing "I can't get John's mother to come for a teacher conference." "I can't get my daughter to put gas in the car." "I can't ..."

Curious and puzzled about what they were doing, I returned to my seat and continued my observations.

Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their "I Can't " statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box, tucked it under her ann and headed out the door and down the hall.

Students followed her. I followed the students. Half way down the hall way, Donna entered the custodian's room, came out with a shovel, and marched the students out to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"!

The digging took over then minutes with dirt. The box of "I Can'ts" was placed at the bottom of the hole and then quickly covered with dirt. S

请阅读短文。完成第小题。

Donna's fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time.

My job was to make classroom visits and encourage implementing a training program focusing on language arts, ideas that would empower students to feel good about themselves and take charge of their haves. Donna was one of the volunteer teachers in this project.

I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can't kick the ball."

Soccer "I can't do long division with more than three numerals." Her page was half full and she showed no signs of letting up. I walked down the row glancing at students' papers. Everyone was writing down things they couldn't do.

lily this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing "I can't get John's mother to come for a teacher conference." "I can't get my daughter to put gas in the car." "I can't ..."

Curious and puzzled about what they were doing, I returned to my seat and continued my observations.

Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their "I Can't " statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box, tucked it under her ann and headed out the door and down the hall.

Students followed her. I followed the students. Half way down the hall way, Donna entered the custodian's room, came out with a shovel, and marched the students out to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"!

The digging took over then minutes with dirt. The box of "I Can'ts" was placed at the bottom of the hole and then quickly covered with dirt. S

请阅读短文。完成第小题。

Donna's fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time.

My job was to make classroom visits and encourage implementing a training program focusing on language arts, ideas that would empower students to feel good about themselves and take charge of their haves. Donna was one of the volunteer teachers in this project.

I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can't kick the ball."

Soccer "I can't do long division with more than three numerals." Her page was half full and she showed no signs of letting up. I walked down the row glancing at students' papers. Everyone was writing down things they couldn't do.

lily this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing "I can't get John's mother to come for a teacher conference." "I can't get my daughter to put gas in the car." "I can't ..."

Curious and puzzled about what they were doing, I returned to my seat and continued my observations.

Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their "I Can't " statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box, tucked it under her ann and headed out the door and down the hall.

Students followed her. I followed the students. Half way down the hall way, Donna entered the custodian's room, came out with a shovel, and marched the students out to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"!

The digging took over then minutes with dirt. The box of "I Can'ts" was placed at the bottom of the hole and then quickly covered with dirt. S

请阅读短文。完成第小题。

Donna's fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time.

My job was to make classroom visits and encourage implementing a training program focusing on language arts, ideas that would empower students to feel good about themselves and take charge of their haves. Donna was one of the volunteer teachers in this project.

I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can't kick the ball."

Soccer "I can't do long division with more than three numerals." Her page was half full and she showed no signs of letting up. I walked down the row glancing at students' papers. Everyone was writing down things they couldn't do.

lily this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing "I can't get John's mother to come for a teacher conference." "I can't get my daughter to put gas in the car." "I can't ..."

Curious and puzzled about what they were doing, I returned to my seat and continued my observations.

Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their "I Can't " statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box, tucked it under her ann and headed out the door and down the hall.

Students followed her. I followed the students. Half way down the hall way, Donna entered the custodian's room, came out with a shovel, and marched the students out to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"!

The digging took over then minutes with dirt. The box of "I Can'ts" was placed at the bottom of the hole and then quickly covered with dirt. S

根据题目要求完成下列任务，用中文作答。

《义务教育英语课程标准(2011年版)》指出，评价体系应包括形成性评价和终结性评价。解释形成性评价的定义，简述其目的与原则(分别写出三个要点)．并列举课堂收集形成性评价信息的三种方式。

根据题目要求完成下列任务。用中文作答。

下列两个教学片段选自某初中课堂实录，阅读后回答问题。

片段一

S1：Have you ever been to Paris?

$2: No, I haven't. Have you?

S1: Yes. It' s wonderful.

$2: How long did you stayed?

S1: One week.

$2: The buildings are beautiful, yes?

S1: Yes, and the streets ... the river ...

$2: Ah. Have you ever been in Rome?

S1: Is the Neon bigger than the Chevy?

$2: Yes, it is. Is the Lexus cheap than ...

T: Cheap ...

$2: Is the Lexus cheaper than the Chevy?

$3: No, it isn't. Is the Lexus faster than the Neon?

S: Yes, it is. Is prettier the Neon ...

T: Is the ...

(1)哪一个片段属于准确性训练，哪一个片段属于流利性训练?(6分)

(2)你的判断依据是什么?(12分)

(3)准确性训练和流利性训练对语言学习而言各有何利弊?(12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，设计一节课的教学方案。教案没有固定格

式．但须包含下列要点：

teaching objectives

teaching contents

key and diglcult points

major steps and time allocation

activities and justifications

学生概况：某城镇普通中学八年级(初二)学生，班级人数40人，多数学生已达到《义务教育英语课程标准(2011年版)》三级水平，学生参与积极性一般。

Frank: Hi, Bob. How is your day.?

Bob: It's OK. I like Monday because I have P.E. and history. They're my favorite subjects.

Frank: Who's your P.E. teacher?

Bob: Mr. Hu. He always plays games with us.

Frank: That's great! But do you like history? It's boring.

Bob: Oh. I think history is interesting. What's your favorite day?

Frank: Friday.

Bob: Why?

Frank: Because the next day is Saturday.

Bob: Haha! That's for sure. I like Friday too.