Which of the following activities would help students develop the skill of extracting specific information?

Which of the following correctly describes the English phoneme/θ/

Which of the following consonant clusters may not serve as the beginning of a word

The gold medal was _________to Ms．Barrette for her excellent performance in thedrama.

The visitors had made so much_________that Mr Water had to spend several days cleaning upafterwards.

How many morphemes does the word "telecommunication" contain

In the foreign languages bookstoreto be found books in various languages.

A person needs to know who he/she is before being able to know what _________ makes him orher happy.

There _________ nothing more for discussion, the conference came to an end 20 minutes ear-lier.

Which of the following is an entailment of the utterance "Annie broke the window"

The following conversation clearly violates the_________.

A: How did you finally go to school

B: The bus was so fast so I got to school very early.

Which of the following statements about a lesson plan is inappropriate

Skill-integrated activities allow teachers to build in more _________ into a lesson, for the rangeof activities will be wider.

A language proficiency test that only consists of multiple-choice questions lacks_________.

when a teacher asks students to rearrange a set of sentences into a logical paragraph, he/she is trying to draw their attention to_________.

Which of the following activities can be used to check students′ understanding of difficultsentences in the text

When a teacher organizes group work, which of the following might be of the least con-cem

If a teacher asks students to collect, compare and analyze certain sentence patterns, he/sheaims at developing students′

When a teacher says to the whole class,"Stand up and act out the dialogue", he/she isplaying the role of a(n) _________.

Which of the following may better check students′ ability of using a grammatical structure

Passage 1

From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott

Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity.

Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted.

That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.

A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs.

It is, it goes without saying, a long way from such acts of petty defiance to bui

Passage 1

From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott

Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity.

Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted.

That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.

A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs.

It is, it goes without saying, a long way from such acts of petty defiance to bui

Passage 1

From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott

Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity.

Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted.

That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.

A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs.

It is, it goes without saying, a long way from such acts of petty defiance to bui

Passage 1

From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott

Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity.

Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted.

That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.

A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs.

It is, it goes without saying, a long way from such acts of petty defiance to bui

Passage 1

From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott

Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity.

Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted.

That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.

A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs.

It is, it goes without saying, a long way from such acts of petty defiance to bui

根据题目要求完成下列任务。用中文作答。

请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。

根据题目要求完成下列任务。用中文作答。

王老师是七年级的英语老师，在一次英语课上，他首先讲解了like与dislike的区别，然后要求学生做一项配对活动，活动结束后，他宣布做练习四。整个活动过程中，王老师始终在台上，活动过程如下图。

(1)该教师在每个活动阶段分别存在什么问题

(2)针对每个阶段中存在的问题提出相应的建议。

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素材，设计一个15分钟的口语教学活动，教案没有固定格式，但要包括以下几点：

·teaching objectives

·teaching contents

·key and difficult points

·major steps and time allocation

·activities andjustificatios

教学时间：l5分钟

学生概况：某城镇普通初一年级第一学期学生，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一般。

语言素材：

Dear Jenny,

I am very busy on Friday．At 8 : 00 I have math．It is not fun．The teacher says it is useful, but Ithink it is difficult．Then at 9:00 I have science．It is difficult but interesting．At 10:00 I have his-tory．After that, I have P.E．at 11:00．It′ s easy and fun．Lunch is from 12:00 to 1:00, and after thatwe have Chinese．It is my favorite subject．Our Chinese teacher, Mr．Wang, is great fun．My classesfinish at 1 : 50, but after that I have an art lesson for two hours．It is really relaxing! How about you

When are your classes What is your favorite subject

Your friend,

Yu Mei