应得客最新考试题

某老师在《京剧大师梅兰芳》的欣赏课教学中，在导入环节播放聆听了京剧曲牌《夜深沉》，指出“国粹”京剧具有博大精深的文化内涵。后让学生根据课前的了解探讨梅兰芳的生平、艺术贡献，进而介绍了梅派唱腔的艺术风格，并与程派唱腔做比较，尤其是对两种流派在音色和唱腔上进行细致的比较。最后部分，老师安排学生对四大名旦的唱腔风格进行听辨，并根据角色分组表演，加入舞蹈动作。案例中的教学遵循了《普通高中音乐课程标准（2017年版）》中的哪一个基本理念？()

音乐鉴赏课上，小明没有回答出教师提出的的问题，教师在小明的“学生成长记录表”上记录：“该名学生不能回答出规定问题，音乐知识匮乏。”这名教师违背了音乐课程评价原则中的()原则。

音乐课上，王老师带领学生聆听《上去高山望平川》等西北民歌，介绍这一地区的民歌特点，并让学生进行记忆，采用多种方式学唱歌曲，要求学生咬字清晰、音高准确。并将学唱和记忆知识点作为本课的知识目标。王老师的做法违背了音乐课程性质中的()。

王老师常常在课上设置一些群体性活动，如齐唱、合唱、歌舞表演等，偶尔在课程结束后，会请学生根据自己的方式创编一些舞蹈、伴奏等。这样的教学内容及方式，符合《普通高中音乐课程标准（2017年版）》中的哪一基本理念？()

在一堂公开课后，教导主任向任课教师强调：“民族音乐是文化的根脉，理当是音乐课程的重要内容，在高中音乐教学中应得到强化，但我们也要注重世界文明的多样性，共享人类文明的一切优秀成果。”这一理念指的是《普通高中音乐课程标准（2017年版）》基本理念中的哪一条？()

在音乐课上，教师带领学生欣赏了舞剧《睡美人》，请学生说出看完后的感受。之后，教师讲解了该音乐作品的风格及历史上具有较大影响力的音乐流派、作曲家。以上课程体现了哪一教学模块？()

在中学音乐教学实际中，大量采用的课型是()。

在高中音乐鉴赏课《自由探戈》的学习中，通过聆听，感受，了解了一系列的作品音乐要素之后，教师要求同学们利用自己的特长，擅长声乐的同学试着哼唱一下歌曲的旋律，擅长舞蹈的同学试着学跳一下探戈的舞步，热爱文学的同学讨论一下探戈的历史发展背景。请问，该教师在本节高中音乐鉴赏课中的教学行为符合了《普通高中音乐课程标准（实验）》中课程基本理念的哪一条？()

以下内容不符合高中音乐鉴赏课的内容标准的是()。

在高中音乐鉴赏课《中国少数民族音乐》的课堂上，教师播放了蒙古族、藏族、维吾尔族、壮族等少数民族的音乐片段让学生聆听感受，有学生突然提出：“老师，那同时期外国的音乐作品是什么样的风格特点呢？”教师没有直面该生提出的问题，只是说：“你们把课本上内容掌握清楚就行了。”请问，该教师的行为违背了《普通高中音乐课程标准（实验）》中()的基本理念。

王老师刚进入中学开始上课，非常认真，每节课都写好多页的教案，内容非常丰富，每次上课总是洋洋洒洒讲述很多知识，可是学生普遍反映“上课好想睡觉”“音乐课好无聊”，王老师违背了()的课程基本理念。

要求学生用简单的身体动作发出各种有节奏的声音，如捻指、拍手、拍腿、跺脚等方式进行演奏的练习是奥尔夫教学体系中的()。

以下对于高中音乐课程目标描述不正确的是()。

在布隆迪，()象征着国王的权力，象征皇族的正统与种族的延续。

在高中音乐课中，老师播放两首作品让学生聆听感悟后，从中体会音乐的情绪、意境、风格，来提高文化素养，增进身心健康，并采取多种教学形式，引导学生积极参与音乐体验，鼓励学生主动探究并对所听音乐有独立的感受与见解，帮助学生建立起音乐与人生的密切关系，进而为终身学习音乐、享受音乐奠定基础。这属于高中阶段课程内容的()。

在音乐欣赏学习中，学生在学习完《小二黑结婚》的选段后，下列教学环节中，哪一个符合《普通高中音乐课程标准（实验）》中的“理解多元文化”的基本理念？()

依据《普通高中音乐课程标准（实验）》，高中“创作”模块的教学重点是（）。

王老师在高中“音乐鉴赏”模块开课前，为取得理想的教学效果，对学生进行了音乐知识与学习背景的问卷调查。这属于哪种评价方式（）

“通过欣赏中国和日本两个版本的《四季歌》，学生领悟了中日不同文化语境中音乐艺术的人文内涵。”这一教学活动体现了《普通高中音乐课程标准（2017年版）2020年修订》中的哪种核心素养？（）

“在音乐课上聆听音乐《歌唱祖国》时，学生能够辨识A乐段和B乐段”，依据布卢姆的教育目标中认知领域层次的分类，这属于哪个认知层次？（）

下列哪项不适合作为高中“音乐与舞蹈”模块的课堂教学活动？（）

下面是某教师的课堂教学片段：请根据所给材料回答下列问题。(1)该教师使用了哪两种方法进行语言呈现？请具体分析。(2)此语段遵循了语言呈现的哪些原则？请列举两项，并具体分析。

课堂提问有哪些功能？(8分)常见的理解性提问有哪三种类型？(6分)请各写出一个英语例子加以说明。(6分)

下面是四位英语教师的英语教学片段：Teacher AT: What day is today?S: Is Monday.T: Oh, gooD. It is Monday?S: Yes, it is Monday.Teacher BT: Who's this woman?S: He is ...T: Oh, not he. You should use she.Teacher CT: What did you do yesterday?S: I do my homework at home.T: Oh, great! What about you, Lin Tao?Teacher DT: All of you will be a teacher today. Please check the homework of your deskmates. When you find the mistakes, circle and correct them please.Ss: OK.（1）请分析A、B、C三位教师对待学生语言错误的方式及其利弊。(9分)（2）教师D采用了什么纠错方法?请简要说明。(5分)（3）教师在对待学生语言错误上应注意哪些关键点?(16分)

下面是两位教师针对高一年级学生的作业布置。教学内容为“Earthquakes”。根据上面所给的信息。从下列三个方面作答：(1)作业布置有什么意义？（8分）(2)这两位老师的作业布置是否合理？为什么？（12分）(3)作业布置应注意哪些事项？（10分）

设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。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：20分钟学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。语言素材： There is an increasing number of school violence happening recently which have exerted terrible influence on our school life. What can we do about it? Please write a passage of at least 120 words titled with “How to improve school safety?”Key words: campus security guard

下列教学片段选自某高中课堂实录，阅读后回答问题。T: Today we are going to talk about “travelling". Mike, have you ever traveled?M: Yes, I have ever been to Beijing.T: When did you go there?M: Last summer.T: How did you go there?M: We went there by bus.T: Why did you go there by bus?M: Because it isn ' t too far away from here and it ' s very convenient to go there by bus.T: Good. How about you? Li Ming, have you ever travelled?L: Yes, I have been to Hainan last winter vacation.T: How did you go there?L: I went there by plane.T: Why?L: Because it ' s too far from here and we can save lots of time by going there by plane.Ask more students like this.根据上面所给信息，回答下面三个问题：(l)该片段反映了教学中哪个环节？ (2)分析该教学环节的目的。 (3)从教学有效性角度评析这个片段。

课堂提问有哪些功能？简述展示性问题和参考性问题的内涵，并各写出一个英语例子加以说明。

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20分钟的英语听力教学方案。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：20分钟学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。语言素材："Who questions much, shall learn much, and remember much."-Francis Bacon (1561 -1626)It seems obvious now how we acquire knowledge and understanding. To start with, you need questions. Then, to find answers, you observe the world around you and study the facts. After that you consider possible answers and test each to find the right ones. Although today we are more accustomed to typing a few key words into a search engine and waiting for the Internet to spit the answer out for us, modern scientists and thinkers are still solving the world's problems with this type ofanalysis-luckily for us.However, in the17th century when Francis Bacon suggested that this type of thinking was the way to gain knowledge, he was going against the views of the day. Bacon held an important rank under King James (1566-1625) of England but his true interest was not the day to day bureaucratic details of the government, but the worthy search for knowledge.

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20分钟的英语写作教学方案。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●activitiesandjustifications教学时间：20分钟学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。语言素材：Your school is recently starting a new column in the school English newspaper to talk about good habits for learning English. Here is the first article published in the column. Please write an article about English learning habits basing on your own learning experience.

下面的教学片段是某教师的课堂教学实录。请根据材料回答下面的两个问题。（1）该教学过程体现了教师的哪些角色（至少两点）？（12分）（2）指出该教学片段存在的问题（至少三个方面）。（18分）

设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。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：20分钟学生概况：某城镇普通高中三年级学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。语言素材：A great Chinese scientist Father of the Chinese space programme Yu Ping（YP）is talking to her friend Steve Smith（SS）about Qian Xuesen and his work as a rocket scientist.Part1YP:What do you want to be when you grow up，Steve？SS:I want to be an astronomer and visit stars.I wish to visit Mars one day.YP:I think I'd like to work in the space industry，too. I'd like to be a rocket scientist like Qian Xuesen.SS:What did he have to do to become a rocket scientist？YP:Well，he first studied at university to be an engineer.Later he went to America to study for his doctor's degree.It was then he began to work on rockets.SS:So it was lucky for our space programme that he came back to China.YP:Very much so. There was no work on space rockets in China before his institute to design and build rockets to go into space.Part2SS:Do you think he wanted to travel into space in one of his rockets？YP:I have no idea but I believe he looked forward to the first space flight by a Chinese astronaut.SS: Yes. Now that China has sent satelites into space,I hope we' ll be the first to land on Mars.That would really be something special and if I were that astronaut I would put Qian Xuesen's picture on Mars to show how much we admire his work.YP: Indeed. He is rightfully called the father of the Chinese space programme. He is my hero and this is why I want to be a rocket scientist.SS: Well, we'd better get on with our homework. We need good grades to get into university.YP: Right you are. See you, then.SS: See you.

设计任务：请阅读下面学生信息和语言素材，设计20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：20分钟学生概况：某城镇普通高中一年级（第一学期）学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。语言素材：Body Language Debbie and Simon have part-time jobs at a travel agency.It is Saturday morning and they are sitting in the office.Debbie and Simon looked up as a well-dressed lady entered.The lady glanced at them both，then walked over to Debbie.Debbie greeted her cheerfully.“Hello，"the lady said."I want to go by train from..…"Simon sighed，Mr.Young，a senior employee，was standing beside him.“What's up，Simon？You don't look very happy."“The customers always prefer Debbie to me.I don't understand why.”“I do.It's the way you communicate.”“How can that be？”Simon asked."I don't even get a chance to speak to them."“Speech is not the only method of communication.Your body language is important，too."“What kind of language is that？”“It's the way you stand and sit.It's your gestures and the expression on your face and in your eyes.Your whole appearance communicates things.You often rest your head on our hand.You don't look up.You never smile.So you don't make a good impression on people."“But look at Debbie.She makes eye contact with the customers.She's holding her head up. She smiles，that's why the customers go to her and not to you."

下面是某高中课堂实录的教学片段。根据上面所给的信息，从下列三个方面作答：（1）该片段反映了教学中哪两个环节？（10分）（2）分析这两个教学环节的目的。（10分）（3）从教学有效性的角度评价这个教学片段（至少写两个要点）。（10分）

设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。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：20分钟学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。语言素材： There is an increasing number of school violence happening recently which have exerted terrible influence on our school life.What can we do about it?Please write a passage of at least 120 words titled with "How to improve school safety?" Key words:campus security guard

课堂提问的问题类型有哪些（10分）？教师应如何保证提问的有效性（10分）？

下面是两位教师针对高一年级学生的作业布置。教学内容为“Earthquakes”。根据上面所给的信息，从下列三个方面作答：（1）作业布置有什么意义？（8分）（2）这两位教师的作业布置是否合理？为什么？（12分）（3）作业布置有哪些注意事项？（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：20分钟学生概况：某城镇普通高中二年级（第一学期）学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》七级水平。学生课堂参与积极性一般。语言素材：Business Motorola set out a special training plan programme for children last week with the aim of developing children's business skills and preparing them for a future as entrepreneurs.Eighty-seven children aged between 12 and 16 from Beijing and Tianjin attended the one-week training programme called Youth Discovery directed by Motorola University's(MU) instructors and marketing specialists. The children learned about dealing with a practical problem-marketing and worked out a marketing plan by themselves. Last week 26 children of Motorola employees in Tianjin completed their training in the MU-Tianjin Learning Center.Through the training programme, children learnt how to get information through different kinds of sources, determine end-user needs, make up messages of value to customers, and communicate using various means and equipment.Educators acted only as team directors, providing children to discover their own answers. The children gave their solutions to Motorola's management and their parents on the last day of the programme.The children, most of whom were primary and middle school students, presented themselves freely. The students said that they preferred the open and practical way of learning.Youth Discovery, started by Motorola's former president Robert Galvin, designed and carried out by Motorola University, aimed to bring the talents of young people into full play and encouraged them to discover how their skills can contribute to a team to help it reach an aim.

下面内容是某教师讲解remember doing something和 remember to do something语言点时的课堂实录。Teacher: Li Hua, what did you do last Sunday morning?Li Hua: I played badminton with my friends.Teacher (to.the.class): Did Hua remember playing badminton with her friends?Students: Yes, she did.Teacher: Liu Ying, what did you do last Sunday morning?Liu Ying: I visited my grandparentsTeacher (to the class): Did Liu Ying remember visiting her grandparents?Students: Yes, she did.Teacher: What will you do this Sunday morning then, Liu Ying?Liu.Ying: I will see a film with my sister.Teacher: Please remember to take the tickets with you and be there on time.Liu.Ying: Sure, I will remember to do that. Thank you.Teacher: Now, class. Can you tell the difference between “remember doing sth.” and “remember to do sth.”? Look at the following diagrams:请根据此教学情景回答下列问题：（1）该教师在讲解知识点时运用了哪两种方法？（8分）（2）这些方法各自有何特点（8分）？能发挥什么作用？（8分）（3）使用这些方法时应重点注意什么？（6分）

Which of the following features is not involved in good textbooks?

The teacher asks students to do a group-work task . Before the task, the teacher assigns roles clearly around the class, pointing to each student in turn . "You are A . . . you are B . . ., etc ."Here the teacher plays the role of ______ .

When the teacher gives feedback to students in teaching writing, he/she should NOT ______ .

在讲解语法时，教师并不是直接给学生讲解，而是针对某些语法项目提出问题，并提出一些解决的建议。让学生分工去查找，摘录，然后汇集讨论得出语法点。这种讲解方式属于（）的语法讲解方式。

Which role does the teacher play in the following activities? When the students are doing a group-work task, the teacher joins one or two groups for a short period of time.

What is the teacher doing in terms of error correction?“ S: I go to the theatre last night．”T: You GO to the theatre last night?A．Correcting the student’s mistake.B．Hinting that there is a mistake.C．Encouraging peer correction.D．Asking the student whether he really went to the theatre．

What is the teacher doing in terms of error correction? T: Does any of you have a pet at home? S: / have dog at home. T: Oh, / see you have a dog at home. Is your dog big or small?

What item is mainly assessed in the following question? How well did you work in your group tasks?

Teachers constantly reflect on what they do as a teacher and how their learners learn as learners. With systematic reflections and research, they improve their teaching and their learners ' learning. Here the teacher is playing the role of a(an)_______.

What is the teacher doing in terms of error correction?T: Make a sentence with "have"！S: He have a car.T: He HAVE a car?S: He HAS a car.T: Very good. He HAS a car.

The teacher gives students 2 minutes to skim a text, and when time is stop and answer some questions. Here the teacher is playing the role of a(an)up, he asks students to

When a student said "Yesterday I goed to see a friend of mine", which of the following ways for correcting errors is NOT encouraged?

When the teacher asks questions, he should do as the following EXCEPT_____

When the teacher says“Who wants to have a try？"，he/she wants to_______.

When a student said "Yesterday I goed to see a friend of mine", which of the following ways for corecting errors is NOT encouraged？

What is the teacher doing in terms of error correction?T: Make a sentence with "have"!S: He have a car:T:He HAVE a car？S:He HAS a car.T:Very good.He HAS a car

When the teacher asks questions，which one should be EXCEPTED？

What is the teacher doing in terms of error correction?T: Does any of you have a pet at home?S:I have dog at home.T: Oh, I see you have a dog at home. Is your dog big or small?

口语教学中应如何平衡准确性与流利性二者的关系？

下面是某英语教师在阅读课English Around the World的教学片段：　　　　结合教学实例进行分析：　　(1)教师的活动设计存在什么问题？该问题可能会导致什么负面结果？(10分)　　(2)针对存在的问题提出相应的改进建议。(10分)　　(3)谈一谈你对阅读课读后环节的理解，以本实例为依据可以设置哪些读后活动？(10分)

请阅读下面一份学生的书面表达以及教师的评语，并回答问题。教师的评语：结构合理，层次清晰。过渡词用得很好，使用了较复杂的句式，为文章增色了许多。但画线地方有误，请改正。(1)该教师对学生作文的错误地方画线有何作用？（8分）(2)对该教师对学生作文的批改情况进行分析。（15分）(3)假若此学生作文中出现的问题是学生群体中普遍常犯的错误，教师应该怎么做？（7分）

下面是某教师在一堂针对高一年级学生听力课的听力材料及某一个教学步骤的记录。根据上面所给的信息，从下列三个方面作答：(1)请问所描述的教学情境属于听力教学的哪一个教学步骤？此步骤的教学目的是什么？（10分） (2)为什么没有学生能够正确回答关于听力材料的问题？请分析其可能原因。这位老师的教学步骤存在什么问题？（10分）(3)请根据存在的问题提出相应的建议。（10分）

听力技能是语言技能的重要内容之一。请简述听力基本技能包括哪些内容，并选择其中的三项技能，列举出合理的训练方式。

一名高中英语教师在口语课堂上围绕“cultural relics”展开小组讨论活动，其作用是什么？如何使学生更好地融入课堂小组讨论活动？

以下片断选自某英语课堂教学实录，阅读并回答问题。根据上面的教学片断回答下面三个问题：(1)该片段呈现的是英语教学的什么课型？它属于该课型的哪个阶段？(4分)(2)这节课的教学重难点是什么？（8分）(3)分析该教师在这一阶段存在的主要问题，并提出相应的改进建议。（18分）

根据题目要求完成下列任务，用中文作答。请简述写作教学活动中连贯性训练的形式及意义。

下面是一位实习教师记录的一节阅读课的教学活动。

一名高中英语教师在口语课堂上围绕“cultural relics”展开小组讨论活动，其作用是什么（10分）？如何使学生更好地融入课堂小组讨论活动（10分）？

听力技能是语言技能的重要内容之一。请简述听力基本技能包括哪些内容（14分），并选择其中的三项技能，列举出合理的训练方式（6分）。

以下片段选自某节英语课教学实录。根据上面的教学片段回答下面三个问题：（1）该片段呈现的是英语教学的什么课型？它属于该课型的哪个阶段？（4分）（2）这节课的教学重难点是什么？（8分）（3）分析该教师在这一阶段存在的主要问题，并提出相应的改进建议。（18分）

Which of the following activities are not communicative activities in teaching speaking?

How should the teacher deal with students' writing errors?

To assess how well a student is performing relative to his or her own previous performance,a teacher would use ______ assessment .

Materials in the Audiolingual Method are primarily _________.

If a teacher attempts to implement the bottom-up model to teach listening, he/she is likely to present______.

In a listening class, a teacher asks students to listen to the material carefully and try to discriminate the speaker's attitude towards lifelong learning. What sub-skill of listening is the teacher training?

There are some speaking activities. Which of the following mainly focus on the form and accuracy?

Which of the following activities actually does not involve writing?

As for a lesson plan ,a teacher says，“When do lesson planning, I always prepare some extra and alternative tasks and activities so that I have the options to cope with the unexpected situations.” According to the teacher’s words, we can know that the teacher follows the principle of ______in lesson planning.

Which of the following can be adopted as a post-reading activity?

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 is not a while-speaking activity?

请阅读 Passage 1,完成第 21~25小题。Passage 1First two hours, now three hours-this ishow far in advance authorities are recommending people show up to catch adomestic flight, at least at some major U.S. airports with increasingly massivesecurity lines.Americans are willing to toleratetime-consuming security procedures in return for increased safety. The crash ofEgyptAir Flight 804, which terrorists may have downed over the Mediterranean Sea,provides another tragic reminder of why. But demanding too much of airtravelers or providing too little security in return undermines public supportfor the process. And it should: Wasted time is a drag on Americans ' economicand private lives, not to mention infuriating.Last year, the Transportation SecurityAdministration (TSA) found in a secret check that undercover investigators wereable to sneak weapons-both fake and real-past airport security nearly everytime they tried. Enhanced security measures since then, combined with a rise inairline travel due to the improving economy and low oil prices, have resultedin long waits at major airports such as Chicago ' s O ' Hare International. Itis not yet clear how much more effective airline security has become-but thelines are obvious.Part of the issue is that the governmentdid not anticipate the steep increase in airline travel, so the TSA is nowrushing to get new screeners on the line. Part of the issue is that airportshave only so much room for screening lanes. Another factor may be that morepeople are trying to overpack their carry-on bags to avoid checked-baggagefees, though the airlines strongly dispute this.There is one step the TSA could take thatwould not require remodeling airports or rushing to hire: Enroll more people inthe PreCheck program. PreCheck is supposed to be a win-win for travelers andthe TSA. Passengers who pass a background check are eligible to use expectedscreening lanes. This allows the TSA to focus. on travelers who are higherrisk, saving time for everyone involved. The TSA wants to enroll 25 millionpeople in PreCheck.Ithas not gotten anywhere close to that, and one big reason is sticker shock:Passengers must pay $85 every five years to process their background checks.Since the beginning, this price tag has been PreCheck ' s fatal flaw. Upcomingreforms might bring the price to a more reasonable level. But Congress shouldlook into doing so directly, by helping to finance PreCheck enrollment or tocut costs in other ways.The crash of EgyptAir Flight 804 is mentioned to_____. .

When designing activities in writing class, the teacher should take the following aspects into consideration EXCEPT ____.

Which of the following activities can be used to get the main idea of a passage?

When designing speaking tasks, we must follow the principles except ____.

What purpose do post-listening activities NOT serve?

When a teacher helps students deal with the information gap of real discourse, he/she probably aims at developing students' ____.

请阅读Passage 2,完成第 26~30小题。Passage 2In spite of "endless talk of difference", American society is an amazing machine for homogenizing people. There is "the democratizing uniformity of dress and discourse, and the casualness and absence of deference" characteristic of popular culture. People are absorbed into "a culture of consumption" launched by the 19th-century department stores that offered "vast arrays of goods in an elegant atmosphere. Instead of intimate shops catering to a knowledgeable elite" these were stores"anyone could enter, regardless of class or background. Tlus turned shopping into a public and democratic act." The mass media, advertising and sports are other forces for homogenization.Immigrants are quickly fitting into this common culture, which may not be altogether elevating but is hardly poisonous. Writing for the National Immigration Forum, Gregory Rodriguez reports that today's immigration is neither at unprecedented levels nor resistant to assimilation. In 1998 immigrants were 9.8 percent of population; in 1900, 13.6 percent. In the10 years prior to 1990, 3.1 immigrants arrived for every l, 000 residents; in the 10 years prior to 1890, 9.2 for every l, 000. Now, consider three indices of assimilation-language, home ownership and intermarriage.The 1990 Census revealed that "a majority of immigrants from each of the fifteen most common countries oforigin spoke English 'well' or 'very well' after ten years of residence." The children of immigrants tend to be bilingual and proficient in English."By the third generation, the original language is lost in the majority of immigrant families." Hence the description of America as a"graveyard" for languages. By 1996 foreign-born immigrants who had arrived before 1970 had a home ownership rate of 75.6 percent, higher than the 69.8 percent rate among native-born Americans.Foreign-born Asians and Hispanics"have higher rates of intermarriage than do U.S.-born whites and blacks." By the third generation, one third of Hispanic women are married to non-Hispanics, and 41 percent of Asian-American women are married to non-Asians.Rodriguez notes that children in remote villages around the world are fans of superstars like Arnold Schwarzenegger and Garth Brooks, yet"some Americans fear that immigrants living within the United States remain somehow immune to the nation's assimilative power."Are there divisive issues and pockets of seething anger in America? Indeed. It is big enough to have a bit of everything. But particularly when viewed against America's turbulent past, today's social indices hardly suggest a dark and deteriorating social enviromuent.Why are Arnold Schwarzenegger and Garth Brooks mentioned in Paragraph 5?

What should the teacher try to avoid when selecting listening activities?

The teacher should focus students' attention on ____, not only the use oflanguage form in teaching speaking.

Which of the following practices can encourage students to read an article critically?

According to the affective-filter hypothesis, _________is NOT an affective factor influencing language learning.

When the teacher asks students to read a text for the main idea，he/she intends to develop students' skill of_________.

About principles of teaching reading, which description is wrong?

What purpose do post-listening activities NOT serve?

In a listening class, a teacher asks students to listen to the material carefully and try to discriminate the speaker's attitude towards lifelong learning. What sub-skill of listening is the teacher training?

_______stage for teaching writing includes discussion or debate on relevant topic, picture telling, free talk, reading short passages, and audio-visual activities.

Which of the following can be adopted as a post-reading activity?

If a teacher attempts to implement the bottom-up model to teach listening, he/she is likely to present _______.

How should the teacher deal with students' writing errors?