What role does he/she play when a teacher explains the purpose of a task, the steps to do it and its time limit?

What skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?

Supplementing, deleting, simplifying and reordering are often used in ______.

Which of the following is least recommended at the lead-in stage in a reading class?

Which of the following best describes the phenomenon that learners apply the skills acquired in one field to another?

If the focus is placed on ______, students are supposed to go through the stages of drafting, receiving feedback, and revising before submitting the final version of their writing.

What would he/she do in a reading class if a teacher wants to develop students’ inferential comprehension?

Which of the following activities can be used if the focus is on developing students’ oral fluency in English?

What is the focus when a teacher says to the class “Rewrite each of the following sentences using the passive voice.”?

/s/ and /z/ can be distinguished by the ______.

The word “realization” consists of ______ and ______.

Which of the following is least associated with newspaper publishing?

Which of the following best describes the relation between “piece” and “peace”?

She was not ______impressed by the story Paulshared with her, for she had already heard of it.

Without facts, we can’t form worthwhile opinions, forwe need to have factual knowledge ______our thinking.

It’s true that water will continue to be ______ it is today—in importance to oxygen.

He is helpless under such circumstances, ______.

Which of following refers to “the part of input that has been internalized by learners”?

Which of the following describes the language ofan individual speaker with its unique characteristics?

What does he/she intend to do when a teacher writes the following sentences “She gets up early. She wears a uniform. She works very hard.” on the blackboard at the presentation stage?

I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.

When we ask our students who come from disadvantaged backgrounds, or those, who face a personal lifestyle that is in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we allow ourselves to become living examples of what we teach.

Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method,a way of teaching and learning that would empower the urban disadvantaged child. But as I sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one’s current circumstance.

When I reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment. It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ the new skills needed to function to be empowered.

How can we get in the face of a student and push him to a place that is foreign and scary, asking him to become greater than his environment? We can’t, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.

I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.

When we ask our students who come from disadvantaged backgrounds, or those, who face a personal lifestyle that is in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we allow ourselves to become living examples of what we teach.

Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method,a way of teaching and learning that would empower the urban disadvantaged child. But as I sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one’s current circumstance.

When I reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment. It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ the new skills needed to function to be empowered.

How can we get in the face of a student and push him to a place that is foreign and scary, asking him to become greater than his environment? We can’t, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.

I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.

When we ask our students who come from disadvantaged backgrounds, or those, who face a personal lifestyle that is in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we allow ourselves to become living examples of what we teach.

Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method,a way of teaching and learning that would empower the urban disadvantaged child. But as I sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one’s current circumstance.

When I reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment. It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ the new skills needed to function to be empowered.

How can we get in the face of a student and push him to a place that is foreign and scary, asking him to become greater than his environment? We can’t, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.

I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.

When we ask our students who come from disadvantaged backgrounds, or those, who face a personal lifestyle that is in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we allow ourselves to become living examples of what we teach.

Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method,a way of teaching and learning that would empower the urban disadvantaged child. But as I sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one’s current circumstance.

When I reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment. It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ the new skills needed to function to be empowered.

How can we get in the face of a student and push him to a place that is foreign and scary, asking him to become greater than his environment? We can’t, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.

I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.

When we ask our students who come from disadvantaged backgrounds, or those, who face a personal lifestyle that is in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we allow ourselves to become living examples of what we teach.

Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method,a way of teaching and learning that would empower the urban disadvantaged child. But as I sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one’s current circumstance.

When I reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment. It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ the new skills needed to function to be empowered.

How can we get in the face of a student and push him to a place that is foreign and scary, asking him to become greater than his environment? We can’t, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.

Cats have the widest hearing range of nearly any mammal”not only can they perceive sound in what we define as the “ultrasonic” range, they can also appreciate all the bass Dr Dre can throw at them. They can swivel their whiskers forwards while hunting to provide a kind of short-range radar.And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces lightback, giving it a second chance to hit a photoreceptor. They see more distinct images per second than we do.

Dog partisans will appeal to the dog’s allegedly superior intelligence — though if that were the primary criterion for choosing a pet, one would expect to see a lot more crows and squid on leads around town. In fact, cats are rather cleverer than commonly assumed, as the biologist and animal-behaviour expert John Bradshaw shows in his new book.They can even be trained to an extent which was news to me Bradshaw’s book mixes pellets of cat lore with accounts of feline evolution, anatomy, genetics and development from newborn kitten to adulthood, plus descriptions of cat-psychology experiments in the laboratory, many of which he has conducted himself. Some of the most interesting parts indicate holes in our current scientific knowledge. “Many mother cats try to move their litters at least once before they wean them,” he observes, “but science has yet to find out why”. No one knows why cats go crazy for catnip, nor why they are able “to classify shapes according to whether they are closed or open.” Kittens, meanwhile, “may also use special movements of their tails to signal playfulness, but so far no scientist has been able to decode these”. As far as potential research projects go, decoding the tail-language of playing kittens must be about the interesting unsolved problem in science.

The cat is an apparently phlegmatic beast, but Bradshaw points out that cats experience strong emotions, and sometimes might be suffering in silence. They aren’t part

Cats have the widest hearing range of nearly any mammal”not only can they perceive sound in what we define as the “ultrasonic” range, they can also appreciate all the bass Dr Dre can throw at them. They can swivel their whiskers forwards while hunting to provide a kind of short-range radar.And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces lightback, giving it a second chance to hit a photoreceptor. They see more distinct images per second than we do.

Dog partisans will appeal to the dog’s allegedly superior intelligence — though if that were the primary criterion for choosing a pet, one would expect to see a lot more crows and squid on leads around town. In fact, cats are rather cleverer than commonly assumed, as the biologist and animal-behaviour expert John Bradshaw shows in his new book.They can even be trained to an extent which was news to me Bradshaw’s book mixes pellets of cat lore with accounts of feline evolution, anatomy, genetics and development from newborn kitten to adulthood, plus descriptions of cat-psychology experiments in the laboratory, many of which he has conducted himself. Some of the most interesting parts indicate holes in our current scientific knowledge. “Many mother cats try to move their litters at least once before they wean them,” he observes, “but science has yet to find out why”. No one knows why cats go crazy for catnip, nor why they are able “to classify shapes according to whether they are closed or open.” Kittens, meanwhile, “may also use special movements of their tails to signal playfulness, but so far no scientist has been able to decode these”. As far as potential research projects go, decoding the tail-language of playing kittens must be about the interesting unsolved problem in science.

The cat is an apparently phlegmatic beast, but Bradshaw points out that cats experience strong emotions, and sometimes might be suffering in silence. They aren’t part

Cats have the widest hearing range of nearly any mammal”not only can they perceive sound in what we define as the “ultrasonic” range, they can also appreciate all the bass Dr Dre can throw at them. They can swivel their whiskers forwards while hunting to provide a kind of short-range radar.And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces lightback, giving it a second chance to hit a photoreceptor. They see more distinct images per second than we do.

Dog partisans will appeal to the dog’s allegedly superior intelligence — though if that were the primary criterion for choosing a pet, one would expect to see a lot more crows and squid on leads around town. In fact, cats are rather cleverer than commonly assumed, as the biologist and animal-behaviour expert John Bradshaw shows in his new book.They can even be trained to an extent which was news to me Bradshaw’s book mixes pellets of cat lore with accounts of feline evolution, anatomy, genetics and development from newborn kitten to adulthood, plus descriptions of cat-psychology experiments in the laboratory, many of which he has conducted himself. Some of the most interesting parts indicate holes in our current scientific knowledge. “Many mother cats try to move their litters at least once before they wean them,” he observes, “but science has yet to find out why”. No one knows why cats go crazy for catnip, nor why they are able “to classify shapes according to whether they are closed or open.” Kittens, meanwhile, “may also use special movements of their tails to signal playfulness, but so far no scientist has been able to decode these”. As far as potential research projects go, decoding the tail-language of playing kittens must be about the interesting unsolved problem in science.

The cat is an apparently phlegmatic beast, but Bradshaw points out that cats experience strong emotions, and sometimes might be suffering in silence. They aren’t part

Cats have the widest hearing range of nearly any mammal”not only can they perceive sound in what we define as the “ultrasonic” range, they can also appreciate all the bass Dr Dre can throw at them. They can swivel their whiskers forwards while hunting to provide a kind of short-range radar.And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces lightback, giving it a second chance to hit a photoreceptor. They see more distinct images per second than we do.

Dog partisans will appeal to the dog’s allegedly superior intelligence — though if that were the primary criterion for choosing a pet, one would expect to see a lot more crows and squid on leads around town. In fact, cats are rather cleverer than commonly assumed, as the biologist and animal-behaviour expert John Bradshaw shows in his new book.They can even be trained to an extent which was news to me Bradshaw’s book mixes pellets of cat lore with accounts of feline evolution, anatomy, genetics and development from newborn kitten to adulthood, plus descriptions of cat-psychology experiments in the laboratory, many of which he has conducted himself. Some of the most interesting parts indicate holes in our current scientific knowledge. “Many mother cats try to move their litters at least once before they wean them,” he observes, “but science has yet to find out why”. No one knows why cats go crazy for catnip, nor why they are able “to classify shapes according to whether they are closed or open.” Kittens, meanwhile, “may also use special movements of their tails to signal playfulness, but so far no scientist has been able to decode these”. As far as potential research projects go, decoding the tail-language of playing kittens must be about the interesting unsolved problem in science.

The cat is an apparently phlegmatic beast, but Bradshaw points out that cats experience strong emotions, and sometimes might be suffering in silence. They aren’t part

Cats have the widest hearing range of nearly any mammal”not only can they perceive sound in what we define as the “ultrasonic” range, they can also appreciate all the bass Dr Dre can throw at them. They can swivel their whiskers forwards while hunting to provide a kind of short-range radar.And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces lightback, giving it a second chance to hit a photoreceptor. They see more distinct images per second than we do.

Dog partisans will appeal to the dog’s allegedly superior intelligence — though if that were the primary criterion for choosing a pet, one would expect to see a lot more crows and squid on leads around town. In fact, cats are rather cleverer than commonly assumed, as the biologist and animal-behaviour expert John Bradshaw shows in his new book.They can even be trained to an extent which was news to me Bradshaw’s book mixes pellets of cat lore with accounts of feline evolution, anatomy, genetics and development from newborn kitten to adulthood, plus descriptions of cat-psychology experiments in the laboratory, many of which he has conducted himself. Some of the most interesting parts indicate holes in our current scientific knowledge. “Many mother cats try to move their litters at least once before they wean them,” he observes, “but science has yet to find out why”. No one knows why cats go crazy for catnip, nor why they are able “to classify shapes according to whether they are closed or open.” Kittens, meanwhile, “may also use special movements of their tails to signal playfulness, but so far no scientist has been able to decode these”. As far as potential research projects go, decoding the tail-language of playing kittens must be about the interesting unsolved problem in science.

The cat is an apparently phlegmatic beast, but Bradshaw points out that cats experience strong emotions, and sometimes might be suffering in silence. They aren’t part

根据题目要求完成下列任务，用中文作答。

简述进行短文听写（dictation）的目的（6分）与三个基本步骤（6分）。写出短文听写的一个优点（4分）和一个缺点（4 分）。

下面是一节高中英语课堂教学片段实录。

T: Arm yourself with sunscreen, sunglasses and a hatin a period of hot weather.

S1: How can you arm yourself? You already have two arms

—how do you put on more?

T:Can we figure out the meaning of“arm”from the text?Look for another place where the word“sunscreen”appears.

S2:In this sentence:“Health experts warned people,when outside,to apply sunscreen with a sun protection factor…”

S3: So I think “arm yourself” is kind of “apply”.

S1: Oh, that makes sense. Is he right?

T:I could answer you,but I’d like you to find out the meaning of “arm” in the dictionary.

…

T: Got it? Can you explain it in English?

S4: Yes, it’s a verb, different from the noun“arm”, meaning to provide yourself or others with weapons or to provide what you need for a task.

T: Nicely done!

根据上面提供的信息，回答下列问题：

（1）该教学片段的语言教学目标和策略目标分别是什么？（8 分）

（2）该教师采取了哪三种方法达成上述目标（12分）

（3）该教师教学的一个优点和一个缺点分别是什么？（10分）

设计任务：请阅读下面学生信息和语言素材，设计20分钟的写作教学方案，帮助学生顺利完成该写作任务。

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 justification

教学时间：20分钟

学生概况：某城镇普通中学高中年级第一学期学生，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）》五级水平。学生课堂参与积极性一般。

语言素材：

WRITING

?1.Think of someone famous that you admire a lot, for example, an artist, a musician or writer.

?2.Write two or three paragraphs about his or herlife. Below are some suggestions to help you.

?3.Write about:

Wherehe/shewasbornandwherehe/shelivedasachild.

His/her family.

How he/she become famous.

His/her songs/ music/painting/novels/poems…

To show he/she has been in.

Your opinion of his/her work. Explain why you like him/her.

What you think will happen to him/her.

Whether he/she will continue to be successful.