When a student has made a sentence “I borrowed a paper from Miss Li”, the teacher says “Do you mean a piece of paper ” Here the teacher is playing the role of a（n）______.

_______ your valuable help, we couldn’t have finished the experiment ahead of time.

When a lady customer intends to buy a coat with white stripes, what is she supposed to_______place an emphasis on if she says to the shop assistant?

Decide on the correct stress pattern of the answer to the question:

Where did he go next?

_______

To the scientists' delight, their efforts have increased people's _______of the importance of saving water.

The word "chronology" contains _______morphemes.

Judging from her speeches and behaviors, Marry has a strict_______

It was with great joy _______ he knew that his GMAT score was 670, high enough teapply to a top university of business.

You can sleep on the couch in the lotmge,_______ you can go to a hotel nearby.

In most circumstances, the assumption of cooperation is so pervasive that it can be stated as a cooperative principle of conversation and elaborated in maxims below except_______

Despite differences in conversational style, speakers are helped by automatic patterns in daily interactions such as "Hi". "Hi", known as_______

To distinguish sounds, students are encouraged to practice_______

Which of the following assumptions about vocabulary learning contradicts the modern language teaching theories?_______

When a teacher intends to introduce a new grammar item, which of the following strategies can be used to get students to notice it?_______

If a teacher attempts to implement the top-down model to teach listening, he is likely to present_______

In a comnlex integration task, a teacher is expected to devise a series of activities which are_______linked.

To grasp the gist of a passage in a quick way, what may a reader focus on?

When checking students' understanding of a certain language point in class, which of the following utterances is a teacher expected to make?

At a higher level of writing, which of the following cognitive skills should NOT be encouraged?

Which of the following can NOT be regarded as a feature of successful English teacher?

请阅读短文，完成第小题。

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把...按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills and we find that mixed-ability teaching contributes to all these aspects of learning.

In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop their leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work; it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

In the passage the writer's attitude towards "mixed-ability teaching" is_______.

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请阅读短文，完成第小题。

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把...按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills and we find that mixed-ability teaching contributes to all these aspects of learning.

In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop their leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work; it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

By "held back" the writer means "_______ "

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请阅读短文，完成第小题。

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把...按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills and we find that mixed-ability teaching contributes to all these aspects of learning.

In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop their leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work; it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

The writer argues that a teacher's chief concern should be the development of the students'_______

查看材料

请阅读短文，完成第小题。

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把...按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills and we find that mixed-ability teaching contributes to all these aspects of learning.

In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop their leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work; it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

Which of the following is not mentioned in the third paragraph?

查看材料

请阅读短文，完成第小题。

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把...按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills and we find that mixed-ability teaching contributes to all these aspects of learning.

In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop their leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work; it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

The writer's purpose in writing this passage is to

查看材料

请阅读短文，完成第小题。

There was a time in my life when beauty meant something special to me. I guess that would have been when ! was about six or seven years old, just several weeks or maybe a month before the orphanage(孤儿院) turned me into an old man.

I would get up every morning at the orphanage, make my bed just like the little soldier that I had become and then I would get into one of the two straight lines and march to breakfast with the other twenty or thirty boys who also lived in my dormitory.

After breakfast one Saturday morning I returned to the dormitory and saw the house parent chasing the beautiful monarch butterflies who lived by the hundreds in the bushes scattered around the orphanage.

I carefully watched as he caught these beautiful creatures, one after another, and then took them from the net and then stuck straight pins through their head and wings, pinning them onto a heavy cardboard sheet.

How cruel it was to kill something of such beauty. I had walked many times out into the bushes, all by myself, just so the butterflies could land on my head, face and hands so I could look at them up close.

When the telephone rang the house parent laid the large cardboard paper down on the back cement (水泥) step and went inside to answer the phone. I walked up to the cardboard and looked at the one butterfly who he had just pinned to the large paper. It was still moving about so I reached down and touched it on the wing causing one of the pins to fall out. It started flying around and around trying to get away but it was still pinned by the one wing with the other straight pin. Finally its wing broke off and the butterfly fell to the ground and just trembled.

I picked up the torn wing and the butterfly and I spat on its wing and tried to get it to stick back on so it could fly away and be free before the house parent came back. But it would not stay on him.

The author set the living butterfly free because

查看材料

请阅读短文，完成第小题。

There was a time in my life when beauty meant something special to me. I guess that would have been when ! was about six or seven years old, just several weeks or maybe a month before the orphanage(孤儿院) turned me into an old man.

I would get up every morning at the orphanage, make my bed just like the little soldier that I had become and then I would get into one of the two straight lines and march to breakfast with the other twenty or thirty boys who also lived in my dormitory.

After breakfast one Saturday morning I returned to the dormitory and saw the house parent chasing the beautiful monarch butterflies who lived by the hundreds in the bushes scattered around the orphanage.

I carefully watched as he caught these beautiful creatures, one after another, and then took them from the net and then stuck straight pins through their head and wings, pinning them onto a heavy cardboard sheet.

How cruel it was to kill something of such beauty. I had walked many times out into the bushes, all by myself, just so the butterflies could land on my head, face and hands so I could look at them up close.

When the telephone rang the house parent laid the large cardboard paper down on the back cement (水泥) step and went inside to answer the phone. I walked up to the cardboard and looked at the one butterfly who he had just pinned to the large paper. It was still moving about so I reached down and touched it on the wing causing one of the pins to fall out. It started flying around and around trying to get away but it was still pinned by the one wing with the other straight pin. Finally its wing broke off and the butterfly fell to the ground and just trembled.

I picked up the torn wing and the butterfly and I spat on its wing and tried to get it to stick back on so it could fly away and be free before the house parent came back. But it would not stay on him.

According to the passage, the author's life in the orphanage was

请阅读短文，完成第小题。

There was a time in my life when beauty meant something special to me. I guess that would have been when ! was about six or seven years old, just several weeks or maybe a month before the orphanage(孤儿院) turned me into an old man.

I would get up every morning at the orphanage, make my bed just like the little soldier that I had become and then I would get into one of the two straight lines and march to breakfast with the other twenty or thirty boys who also lived in my dormitory.

After breakfast one Saturday morning I returned to the dormitory and saw the house parent chasing the beautiful monarch butterflies who lived by the hundreds in the bushes scattered around the orphanage.

I carefully watched as he caught these beautiful creatures, one after another, and then took them from the net and then stuck straight pins through their head and wings, pinning them onto a heavy cardboard sheet.

How cruel it was to kill something of such beauty. I had walked many times out into the bushes, all by myself, just so the butterflies could land on my head, face and hands so I could look at them up close.

When the telephone rang the house parent laid the large cardboard paper down on the back cement (水泥) step and went inside to answer the phone. I walked up to the cardboard and looked at the one butterfly who he had just pinned to the large paper. It was still moving about so I reached down and touched it on the wing causing one of the pins to fall out. It started flying around and around trying to get away but it was still pinned by the one wing with the other straight pin. Finally its wing broke off and the butterfly fell to the ground and just trembled.

I picked up the torn wing and the butterfly and I spat on its wing and tried to get it to stick back on so it could fly away and be free before the house parent came back. But it would not stay on him.

What is the author's attitude towards the house parent's pinning

请阅读短文，完成第小题。

There was a time in my life when beauty meant something special to me. I guess that would have been when ! was about six or seven years old, just several weeks or maybe a month before the orphanage(孤儿院) turned me into an old man.

I would get up every morning at the orphanage, make my bed just like the little soldier that I had become and then I would get into one of the two straight lines and march to breakfast with the other twenty or thirty boys who also lived in my dormitory.

After breakfast one Saturday morning I returned to the dormitory and saw the house parent chasing the beautiful monarch butterflies who lived by the hundreds in the bushes scattered around the orphanage.

I carefully watched as he caught these beautiful creatures, one after another, and then took them from the net and then stuck straight pins through their head and wings, pinning them onto a heavy cardboard sheet.

How cruel it was to kill something of such beauty. I had walked many times out into the bushes, all by myself, just so the butterflies could land on my head, face and hands so I could look at them up close.

When the telephone rang the house parent laid the large cardboard paper down on the back cement (水泥) step and went inside to answer the phone. I walked up to the cardboard and looked at the one butterfly who he had just pinned to the large paper. It was still moving about so I reached down and touched it on the wing causing one of the pins to fall out. It started flying around and around trying to get away but it was still pinned by the one wing with the other straight pin. Finally its wing broke off and the butterfly fell to the ground and just trembled.

I picked up the torn wing and the butterfly and I spat on its wing and tried to get it to stick back on so it could fly away and be free before the house parent came back. But it would not stay on him.

We know from the passage that

查看材料

请阅读短文，完成第小题。

There was a time in my life when beauty meant something special to me. I guess that would have been when ! was about six or seven years old, just several weeks or maybe a month before the orphanage(孤儿院) turned me into an old man.

I would get up every morning at the orphanage, make my bed just like the little soldier that I had become and then I would get into one of the two straight lines and march to breakfast with the other twenty or thirty boys who also lived in my dormitory.

After breakfast one Saturday morning I returned to the dormitory and saw the house parent chasing the beautiful monarch butterflies who lived by the hundreds in the bushes scattered around the orphanage.

I carefully watched as he caught these beautiful creatures, one after another, and then took them from the net and then stuck straight pins through their head and wings, pinning them onto a heavy cardboard sheet.

How cruel it was to kill something of such beauty. I had walked many times out into the bushes, all by myself, just so the butterflies could land on my head, face and hands so I could look at them up close.

When the telephone rang the house parent laid the large cardboard paper down on the back cement (水泥) step and went inside to answer the phone. I walked up to the cardboard and looked at the one butterfly who he had just pinned to the large paper. It was still moving about so I reached down and touched it on the wing causing one of the pins to fall out. It started flying around and around trying to get away but it was still pinned by the one wing with the other straight pin. Finally its wing broke off and the butterfly fell to the ground and just trembled.

I picked up the torn wing and the butterfly and I spat on its wing and tried to get it to stick back on so it could fly away and be free before the house parent came back. But it would not stay on him.

Which of the following is right according to the passage?

根据题目要求完成下列任务，用中文作答。

用四种方法引入Christmas的课文，并举例。

根据题目要求，完成下列任务，用中文作答。

以下片段选自某课堂实录。请分析该教学片段并回答下列问题：?

(1)该教师采用什么方法授课?

(2)这些方法有什么利弊?

T: Look. It's a rainbow. Oh, it's beautiful! What colour do you like? I like purple.

SI: I like yellow. pears

(T: What are they??

Ss: Pears.

T: How many pears can you see? Ss: I can see ...

T: Do you like pears?

Ss: Yes, I do./No, I don't.)

$2: I like green. --watermelons

$3: I like orange. --oranges

T: Look, I like pink. Can you guess? What are they?

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：阅读以下信息和语言素材。假设你将利用此语言素材提高学生的阅读能力．请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。

学生概况：本班为中等城市普通学校初中一年级的学生，班级人数为40人。多数学生已具备一定的英语语言能力。学生能够积极参与课堂活动。合作意识较强。

教学时间：40分钟。

教学设计须包括：?

teaching objectives

teaching contents

key and difficult points

major steps and time allocation

activities and justifications

My Family

I have a happy family. My family have five people

E: grandpa, grandma, father, mother, and me. My grandparents live in countryside. They. have six rooms. The room is big. There are two apple trees in the ground. They have sixteen goats and three cows. The goat is white. The cow is yellow. They are healthy.