The mythology of a culture can provide some vital insights into the beliefs and values of that culture. By using fantastic and sometimes incredible stories to create an oral tradition by which to explain the wonders of the natural world and teach lessons to younger generations, a society exposes those ideas and concepts held most important. Just as important as the final lesson to be gathered from the stories, however, are the characters and the roles they play in conveying that message. Perhaps the epitome of mythology and its use as a tool to pass on cultural values can be found in Aesop’s Fables, told and retold during the era of the Greek Empire. Aesop, a slave who won the favor of the court through his imaginative and descriptive tales, almost exclusively used animals to fill the roles in his short stories. Humans, when at all present, almost always played the part of bumbling fools struggling to learn the lesson being presented. This choice of characterization allows us to see that the Greeks placed wisdom on a level slightly beyond humans, implying that deep wisdom and understanding is a universal quality sought by, rather than stealing from, human beings. Aesop’s fables illustrated the central themes of humility and self-reliance, reflecting the importance of those traits in early Greek society. The folly of humans was used to contrast against the ultimate goal of attaining a higher level of understanding and awareness of truths about nature and humanity. For example, one notable fable features a fox repeatedly trying to reach a bunch of grapes on a very high vine. After failing at several attempts, the fox gives up, making up its mind that the grapes were probably sour anyway. The fable’s lesson, that we often play down that which we can’t achieve so as to make ourselves feel better, teaches the reader or listener in an entertaining way about one of the weaknesses of the human psyche. The mythology of other cultures and societies reveal the underlying traits of their respective cultures just as Aesop’s fables did. The stories of Roman gods, Aztec ghosts and European elves all served to train ancient generations those lessons considered most important to their community, and today they offer a powerful looking glass by which to evaluate and consider the contextual environment in which those culture existed.

The one that does not belong to the approach to teaching reflection is______. teaching journal audio or video recording of lessons action research teaching plan

About principles of teaching reading, which description is wrong? The selected texts and attached tasks should be accessible to the students. Tasks should be given after reading. Tasks should help develop students’ reading skills rather than test their reading comprehension. The teacher should provide enough guidance and assistance at the beginning.

The situational approach is a grammar-based language teaching method which focuses on______. grammar and vocabularies oral language and sentence patterns speaking and listening pronunciation and speaking

There is a conversation between Haley and Claire in the Modern Family. —Haley, honey, um, I need you to do something for me. —Ugh. Mom, my arm hurts. The conversation clearly violates the______. maxim of quality maxim of quantity maxim of relevance maxim of manner

I took my daughter to the amusement park last Sunday.______! We had together there. What good time What a good time How good time How a good

—Why not live in your new house? —Sounds a good idea, but it______. It will be OK next month. will paint had painted is being painted has been

I went along thinking nothing______, just looking at things around me. in need in doubt in particular in harmony

The deserter was______of running away when the enemy attacked. scolded charged considered accused

设计任务：请阅读下面学生信息和语言素材，设计25分钟的英语读写教学方案。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：25分钟学生概况：本班为中等城市普通学校初中二年级(八年级)，班级人数45人。多数学生已具备一定的英语语言能力。学生能够积极参与课堂活动，合作意识较强。语言素材： How I Learned to Learn English? My name is Wei Fen. Last year, I did not like my English class. Every class was like a bad dream. The teacher spoke too quickly. But I was afraid to ask questions because my pronunciation was very bad. So I just hid behind my textbook and never said anything. Then one day I watched an English movie called Toy Story. I fell in love with this exciting and funny movie! So then I began to watch other English movies as well. Although I could not understand everything the characters said, their body language and the expressions on their faces helped me to get the meaning. I also realized I could get the meaning by listening for just the key words. My pronunciation also improved by listening to the interesting conversations in English movies. I discovered that listening to something you are interested in is the secret to language learning. I also learned useful sentences like “It’s a piece of cake“ or “It serves you right“ I didn’t understand these sentences at first. But because I wanted to understand the story, I looked up the words in a dictionary. Now I really enjoy my English class. I want to learn new words and more grammar. Then I can have a better understanding of English movies.

In which of the following activities does the teacher mainly play the role of a Controller? Organizing the students to do activities by giving instruction. Changing the pace of the class by various means. Correcting mistakes and organizing feedback. Introducing a new grammar point.

Which of the following about teaching assessment is inappropriate? Diagnostic assessment is a kind of test carried out after a teaching activity. Formative assessment should be student-oriented. Summative assessment is often carried out at the end of a term. Portfolios, daily reports, and delivering speeches are all formative assessment.

In the following activities, which one needs most control? Retelling. Finding difference. Role play. Debate.

When designing speaking tasks, we must follow the principles except______. maximum foreign talk even participation high motivation high language level

The young______eaten up almost everything; one and a half bananas______left on the table. have; has been are; is has; have been is; are

Which of the pair can be distinguished by only one feature? /s/, /z/ /p/, /d/ /g/, /h/ /l/, /j/

教学反思是教学中不可或缺的环节。请简述教学中教学反思的主要内容(8分)，并列举教师进行教学反思的三种途径(12分)。

下面是某初中老师对If I become an athlete，will I be happy?阅读课的目标陈述。 ①语言技能目标：能根据标题预测文章大意；能充分使用略读(skimming)、寻读(scanning)、总结(summarizing)等阅读微技巧。 ②语言知识目标：知道重点词汇和短语，如professional，chance，charity，injured，make a living(by)doing／as a…，all the time，have a difficult time with／doing。 ③情感态度目标：了解专业运动员的幸福与艰辛，知道每一种工作都有其好处与不足。 ④学习策略目标：能在辩论中积极与小组成员合作。 ⑤文化意识目标：知道中西方著名专业运动员的奋斗史。根据上面的信息，从下面三个方面作答： (1)从目标建构和陈述两个角度，评析该教学目标的优缺点。(12分) (2)对不合理的教学目标进行修改。(8分) (3)简述教师应如何确定教学目标。(10分)

The mythology of a culture can provide some vital insights into the beliefs and values of that culture. By using fantastic and sometimes incredible stories to create an oral tradition by which to explain the wonders of the natural world and teach lessons to younger generations, a society exposes those ideas and concepts held most important. Just as important as the final lesson to be gathered from the stories, however, are the characters and the roles they play in conveying that message. Perhaps the epitome of mythology and its use as a tool to pass on cultural values can be found in Aesop’s Fables, told and retold during the era of the Greek Empire. Aesop, a slave who won the favor of the court through his imaginative and descriptive tales, almost exclusively used animals to fill the roles in his short stories. Humans, when at all present, almost always played the part of bumbling fools struggling to learn the lesson being presented. This choice of characterization allows us to see that the Greeks placed wisdom on a level slightly beyond humans, implying that deep wisdom and understanding is a universal quality sought by, rather than stealing from, human beings. Aesop’s fables illustrated the central themes of humility and self-reliance, reflecting the importance of those traits in early Greek society. The folly of humans was used to contrast against the ultimate goal of attaining a higher level of understanding and awareness of truths about nature and humanity. For example, one notable fable features a fox repeatedly trying to reach a bunch of grapes on a very high vine. After failing at several attempts, the fox gives up, making up its mind that the grapes were probably sour anyway. The fable’s lesson, that we often play down that which we can’t achieve so as to make ourselves feel better, teaches the reader or listener in an entertaining way about one of the weaknesses of the human psyche. The mythology of other cultures and societies reveal the underlying traits of their respective cultures just as Aesop’s fables did. The stories of Roman gods, Aztec ghosts and European elves all served to train ancient generations those lessons considered most important to their community, and today they offer a powerful looking glass by which to evaluate and consider the contextual environment in which those culture existed.

Which of the following pair of words are antonyms? increase and decrease choice and option blue and green rabbit and animal

What purpose do post-listening activities NOT serve? Helping students relate the text with their personal experience. Offering students the opportunities of extending other language skills. Practicing students’ ability of matching the pre-listing predictions with contents of the text. Enabling students to have a discussion about the topic.

The main point of this text is______.

The author names the Roman, Aztec and European cultures in order to______.

The main purpose of Paragraph 3 is to______.

The way that fables were used in the past is most similar to today’s______.

The author appears to view fables as______.