A scientist working at her lab bench and a six-month-old baby playing with his food might seem to have little in common. After all, the scientist is engaged in serious research to uncover the very nature of the physical world, and the baby is, well, just playing...right? Perhaps, but some developmental psychologists have argued that this “play“is more like a scientific investigation than one might think. Take a closer look at the baby playing at the table. Each time the bowl of rice is pushed over the table edge, it falls to the ground—and, in the process, it brings out important evidence about how physical objects interact: bowls of rice do not float in mid-air, but require support to remain stable. It is likely that babies are not born knowing this basic fact of the universe: nor are they ever clearly taught it. Instead, babies may form an understanding of object support through repeated experiments and then build on this knowledge to learn even more about how objects interact. Though their ranges and tools differ, the baby’s investigation and the scientist’s experiment appear to share the same aim (to learn about the natural world) , overall approach (gathering direct evidence from the world) , and logic (Are my observations what I expected?). Some psychologists suggest that young children learn about more than just the physical world in this way—that they investigate human psychology and the rules of language using similar means. For example, it may only be through repeated experiments, evidence gathering, and finally overturning a theory, that a baby will come to accept the idea that other people can have different views and desires from what he or she has, for example, unlike the child, Mommy actually doesn’t like Dove chocolate. Viewing childhood development as a scientific investigation throws light on how children learn, but it also offers an inspiring look at science and scientists. Why do young children and scientists seem to be so much alike? Psychologists have suggested that science as an effort—the desire to explore, explain, and understand our world—is simply something that comes from our babyhood. Perhaps evolution provided human babies with curiosity and a natural drive to explain their worlds, and adult scientists simply make use of the same drive that served them as children. The same cognitive systems that make young children feel good about figuring something out may have been adopted by adult scientists. As some psychologists put it, “It is not that children are little scientists but that scientists are big children. “

以下是针对人民教育出版社义务教育教科书《英语(三年级起点)》的三个教学案例：【案例1】三年级下册Unit 4 where is my car?Part A Let’s learn教学片段上课开始后，师生进行了free talk：复习了日常交际用语及学过的句型，然后教师设计了导入环节：教师来到李欢同学桌边，并把自己的英语课本放在李欢的桌上，接着她左顾右盼，并用手势表示她在“找”书，边找边向大家说：“Where is my book?Who can tell me?”大部分同学都一头雾水，问了几次都没有人吱声，最后李欢有点犹豫地把书递给了老师。【案例2】五年级上册Unit 4 What can you do? Part B Let’s learn教学片段为了巩固所学动词短语及其所在句型I am…中的运用，教师设计了一个游戏活动，画一画，说一说(我是机器人)。教师先给学生做示范，她把自己画成想象中的机器人，之后模仿了机器人的声音向大家介绍自己：Hello!I am robot，Lisa．I can cook．I can sing English songs．I can…然后发给学生小卡片，让大家把自己画成心目中的机器人，并在旁边用I can…句型写下作为机器人能做的事情，之后让四人一组进行机器人自我介绍活动，教师巡视指导，适时地进行点评，全班的孩子非常投入，坐在后排的几位平时不太参与课堂互动的男生都很认真地和同伴交流着。【案例3】四年级下册Unit 6 Shopping Part B Let’s talk教学片段在教授完有关的新句型后，教师安排了一个小组合作活动：Make a dialogue and act in a small group．学生先在小组内运用句型练习，随后教师叫了一个四人小组进行反馈：A和B两位学生扮演店主，C和D扮演顾客，在对话过程中，A和C进行了比较完整的对话表演，B和D则站在一旁一言不发。教师对他们小组进行了表扬“well done”，并给他们小组三颗星，其余小组情况也差不多，教师根据学生语言熟练程度分别评价说“OK”，“good job”，“great”并给予一、二、三颗星的奖励。【问题】请根据以上三个案例的描述，分别判断这三个教学案例是否合理，并进行分析，如有不合理之处，请给出改进意见。

Scholars from the University of Kansas published the results of a decade-long study recently, suggesting that sending children to “ pre-school“ at the age of 4 comes too late to ______ educational drawbacks at home. (易混) account for answer for compensate for allow for

_____in his study, he didn’t know that all the others had left.(易错) Burying Buried Buried himself He buried

Social media manager. App designer. Offshore wind farm engineer. Sustainability manager. Ten years ago, none of these jobs existed. Today, they are hot careers. So how do you prepare high school students to work in—or create—a field that doesn’t exist? By adding collaboration and creativity into the classroom, says Stephan Turnipseed. “ At 2 years old, when you do the standard creativity test, we are all—almost 100 percent of us—creative geniuses, “he says. “By the end of 12 years of education only 3 percent score at that same level. “ Turning that trend around requires occasionally tossing aside some steadfast notions in the education world, he says, “ We should be stressing things like collaborative test taking. “ where each member of the testing team has a role. Turnipseed says. “When I was a kid that was called cheating. “ Tasking teens to work in pairs to solve problems more closely mimics real-world problem solving than traditional testing environments. It also boosts students’ achievement. One high school English teacher found that her students scored 20 percentage points higher than those who had taken the same test in previous years. The difference: team testing. “ Students were listening to one another, talking to their peers about test items, trying to decipher the correct answer and debating why an answer was not the best response, “the teacher notes. Traditional testing methods are often criticized for promoting memorization over actual learning, but they can also stifle creativity. Turnipseed suggests, “We ingrain in our students and our children that there is only one right answer, “he says, adding that while two plus two equals four in a normal math problem, in certain realms of physics, it doesn’t. “That’s probably not the best way forward. “ “ Instead, teachers should create an environment where there are a variety of correct answers to a given challenge, “Turnipseed says. That could mean having students devise a solution to an irrigation issue, or build a robot and then figure out how to make it go faster. Giving high school students opportunities to create and solve problems—and the freedom to devise multiple solutions—helps give classroom activities relevance and better prepares students for the workplace.

Only when I left my parents for Italy______how much I loved them. I realized I had realized had I realized did I realized

______Chinese students should pay attention to grammar, they shouldn’t overdo it. Because Although In order So that

Some children want to challenge themselves by learning a language different from______their parents speak at home. (易错) what how which that

She graduated from Jiangxi Normal University in 2018 and ______as an English teacher in Shangrao County ever since. served has served had served would serve

—Why do many people buy things online on the 11th of November every year? —They think the things on sale are______. much cheaper much lower more expensive much higher

It is reported that the______in Syria is hotting up. strength violence power activity

Bike-sharing is convenient and I don’t need to buy a bike for______. I my mine myself

Which of the following underlined letters is different in pronunciation from others?(常考) He arrived there half an hour late. Tom is the most honest boy in his class. I really hope to. It is a great honor for me to be here.

When you make a mistake, big or small, cherish it like it’s the most precious thing in the world. Because in some ways, it is. Most of us feel bad when we make mistakes, beat ourselves up about it, feel like failures, get mad at ourselves. And that’s only natural: Most of us have been taught from a young age that mistakes are bad, and we should try to avoid mistakes. We’ve been scolded when make mistakes—at home, school and work. Maybe not always, but probably enough times to make feeling bad about mistakes an unconscious reaction. Yet without mistakes, we could not learn or grow. If you think about it that way, mistakes should be cherished and celebrated for being one of the most amazing things in the world: They make learning possible: they make growth and improvement possible. By trial and error—trying things, making mistakes, and learning from those mistakes—we have figured out how to make electric light, to paint the ceiling of the Sistine Chapel, to fly. Mistakes make walking possible for the smallest toddler, make speech possible and make works of genius possible. Think about how we learn: We don’t just consume information about something and instantly know it or know how to do it. You don’t just read about painting, or writing, or computer programming, or baking, or playing the piano, and know how to do them right away. Instead, you get information about something from reading or from another person or from observing usually... then you construct a model in your mind... then you test it out by trying it in the real world... then you make mistakes... then you revise the model based on the results of your real-world experimentation... and repeat, making mistakes, leaning from those mistakes, until you’ve pretty much learned how to do something. That’s how we learn as babies and toddlers, and how we learn as adults. Mistakes are how we learn to do something new—because if you succeed at something, it’s probably something you already knew how to do. You haven’t really grown much from that success—at most it’s the last step on your journey, not the whole journey. Most of the journey is made up of mistakes, if it’s a good journey. So if you value learning, if you value growing and improving, then you should value mistakes. They are amazing things that make a world of brilliance possible.

As a music teacher, I have always known that music touches the soul. It can【C1】______all kinds of barriers to reach students in a very special way. It can be the【C2】______for each child to find their light. I would like to share a story about it. For a few years I was blessed with the opportunity to teach disabled students. One of my most【C3】______students was a five-year-old girl called Vanessa, who had difficulty in walking, and could not speak. We mostly sat on the floor for our music lessons and Vanessa liked to sit on my lap. One of her favorite songs was John the Rabbit. It was a call and response song where I sang the call and the students【C4】______twice while singing the repeating phrase, “ Oh, yes !“ Vanessa liked to put her hands together with mine and clap with me. We probably performed that song during every class. But she【C5】______said or sang a word. One day, when the song was finished, Vanessa【C6】______me in the eye, clapped her tiny hands twice and said the words “ Oh, yes!“ I opened my mouth in astonishment and for that moment I was the one who could not speak. When my heart【C7】______started beating again, I looked over at the assistant teacher to find her also speechless. Through music, we had made an awesome connection. Several years later, I met Vanessa on the street in town. She clapped her hands twice, imitating the song we had【C8】______so many times in our music class. The little girl,【C9】______her connection with music, left an impression on me that will last forever. Every child has the【C10】______to learn and grow. It is up to us to discover the way to reach each and every one of our students. We all must find each child’s light.

请简述《英语课程标准》二级语言技能目标有关“说”的要求?

—Would you like two double rooms or a large room for four? —______ We need the room for three nights. Yes, I’d like to book a room. I think we’d rather be in the same room. There are four of us in our group.

You’re failed to do what you______to and I’m afraid the teacher will blame you. will expect will be expected expected were expected

Great changes have taken place in that school. It is no longer______ it was 20 years ago, ______it was so poorly equipped. what: when that: which what: which which: that

—You have left the light on. —Oh, _____and turn it off. I’ll go I have gone I’m going to I go

It’s not what we do once in a while______shapes our lives, but what we do consistently. which how that when

What is the author’s tone when he discusses the connection between scientists’ research and babies’ play?

What is the main idea of the last paragraph?

Children may learn the rules of language by______.

We learn from Paragraph 2 that______.

According to some developmental psychologists, ______.