I often think of culture in terms of the“iceberg concept“commonly used in educational studies, with its small visible tip and huge mass below the surface. Most people tend to view only the surface aspects of culture, sometimes known as the five F’s: food, fashion, festivals, folklore, and flags. But of course culture goes deeper than that. It is other 95 percent below the surface of which we need to be aware. Deep culture (below the surface) includes elements such as child-raising beliefs, concepts of self beauty and personal space, religious rituals and perspectives, eating habits, facial expressions, eye contact work ethic, approaches to problem solving and interpersonal relationships, moral values, world views and personal discipline—to name (more than) a few. The children that come into my classroom each year have such a variety of life paths. Looking at their cultural backgrounds with the “ iceberg concept“ in mind has helped to keep me aware of the aspects of their lives that are not in plain view. And the more I work with the students, the more my awareness of these subtle realms increases. Developing cultural competence is a process of inner growth. In order for me to be as effective as possible with the students I work with, I must continuously engage in a process of self-reflection. To be able to know others, especially diverse others, one must know the self. So the growth of a culturally competent educator starts there. We must look within for a deeper understanding of who we are before we can adequately address the needs of our students. This investigation should include our core beliefs, hidden biases and our religious perspectives. Developing cultural competence is also a process that comes with experience and engagement, and with sometimes painful lessons that highlight our limitations and prejudices. To learn about the backgrounds of the students in my class takes time and effort: it involves reading about their countries of origin, visiting their homes and meeting family members, connecting with parents, developing relationships with community members and organizations, and going to cultural and religious festivals. By learning about my students’ lives outside the classroom, I am more prepared to work with them in the classroom. Schools don’t exist in vacuums: they are situated within communities. Community involvement helps me understand the socio-cultural backgrounds of my students’ lives and build bridges between the home and school. This exposure helps challenge my own perspective and biases. This journey of establishing a multicultural learning community in my classroom with a foundation of respect for all cultures is ever changing and evolving. Children bring to the classroom rich cultural life experiences, so why not tap into it? This involves a continuous process of research about the lives of the children in my classroom, as well as of my own interpretations and perspectives. The differences of culture are complex and continually changing, but it makes our classroom a natural place to learn.

美国著名学者马杰提出，表述教学目标时一般要包含四个要素，即主体、行为、______和程度。

We shouldn’t complain about being poor—many families are much______than we are. better off well off worse off badly off

Read the sentence carefully and you’ll see you’ve______a verb in it. lost gone missed left

_____ you said is true, there are still other factors to be considered. Supposed that what Supposing what that Granted that what Considered what that

以下是PEP四年级下册Unit 2 What time is it? Let’s learn和Let’s do的教学材料。请确定教学重难点，并运用3P教学模式根据重点内容设计教学过程，同时写出设计意图。(中英文皆可) [*]

小学阶段的课时安排应尽量体现______的原则，保证每周三至四次教学活动。

______是英语课程的出发点和归宿。

It is generally accepted that Chinese were the earliest ______ football while the Europeans established the modern rules for football. played playing to play having played

People in modern society live under a lot of pressure, from education, career, or family. So it is important for them to keep a good mood under whatever circumstances. Write a composition of about 200 words on the following topic: The Importance of Keeping a Good Mood

How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. 【K1】______You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is evolved: who is making the utterance, to whom, when and where? The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. 【K2】______ Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true“ meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world. 【K3】______ Such background material inevitably reflects who we are. 【K4】______This does not, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of belief and values. How we read a given text also depends to some extent on our particular interest in reading it. 【K5】______ Such dimensions of reading suggest—as others introduced later in the book will also do—that we bring an implicit ( often unacknowledged) agenda to any act of reading. It does not then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment. [A] Are we studying that text and trying to respond in a way that fulfills the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room. [B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others. [C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them. [D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: these might be the ones the author intended. [E] You make further inferences, for instance, about how the text may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible. [F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts. [G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

《义务教育英语课程标准》(2011年版)将小学英语课程目标设定为______个级别，并以学生 “______”具体描述各级别的要求，这种设计旨在体现基础教育阶段学生能力发展循序渐进的过程和课程要求的有机衔接，保证国家英语课程标准的整体性、灵活性和开放性。

义务教育阶段的英语课程具有双重性质。就______而言，英语课程承担着提高学生综合人文素养的任务。

请根据以下“Seasons”话题的教学片段，回答问题。课堂实录： T：(通过课件呈现图片)Look at the picture．What can you see in the picture? S1：I can see two butterflies／a sun／a bird／a river． T：Are they beautiful?It’s a beautiful spring．教师引导学生用不同声调绘声绘色地朗读“Spring，spring．It’s spring．”。 T：How is the weather in spring? Ss：It’s warm． T：It’s spring．It’s warm．What do you like to do in spring? S1：I like to play basketball． S2：I like to have a picnic． S3：I like to fly a kite．教师教学词组fly a kite，并板书。学生边做动作边操练：I like to fly a kite．I like to go shopping／go fishing／take a picture／climb mountains．．．学生在板书“It’s…／It’s…I like to…”的提示下，练习说出诸如“It’s spring．It’s warm．I like to fly a kite．”的句子。教师用同样的方法教学summer，fall，winter等单词，然后过渡到对句型“It’s…／It’s…／I like to…”的操练，最后过渡到拓展短文My Favorite Season的阅读。学生的阅读进行得很顺利，对教师提出的问题也能轻松作答。问题： (1)在本教学片段中，教师采用了哪些教学方法? (2)请从不同角度(至少3个)对本案例进行评析。

The largest city in Canada is______. Vancouver Montreal Toronto Ottawa

Americans celebrate Independence Day on______. July 4th October 11th May 31 st September 6th

I will come over to you______later. sometimes some time sometime some times

The customer didn’t choose______of the ties and went away without looking at a third one. both any all either

19. 206 reads______. nineteen point two hundred and six one nine point two zero six nineteen point two zero six one nine point two hundred and six

Was it because of the heavy snowstorm in Europe______the flight had to be put off? which so why that

What would be the best title for this text?

Which of the following is TRUE according to the text?

The writer’s presence in religious festivals is mainly to______.

The underlined “starts there“in Paragraph 4 most probably means “starts with______“.

It can be inferred that most people view culture as 5F’s because they______.