我
- A. the top-down model
- B. the bottom-up model
- C. the interactive model
- D. the situational model
- A. outlining
- B. editing
- C. brainstorming
- D. mapping
- A. Remembering word in series.
- B. Remembering word according its meaning.
- C. Labeling the word.
- D. All of the above.
- A. Accuracy
- B. Fluency
- C. Consistency
- D. Intelligibility
- A. To make an evaluation of students" work.
- B. To control discipline.
- C. To give prompts.
- D. To attract students" attention.
- A. She encouraged the Nobel family to make as many patents as possible.
- B. She effeeted the change in Nobel"s policy and had protests against war.
- C. She helped Alfred Nobel with many of his inventions.
- D. She was influential in the building of many laboratories in 90 countries.
- A. The construction of bridges and tunnels became much more expensive.
- B. The original objective of dynamite was to help the Russian navy.
- C. Many people used nitroglycerine as a weapon in war.
- D. Nobel Prize is given to outstanding work in six categories.
- A. Office buildings could not be built using nitroglycerine.
- B. Transporting the compound from one factory to another took too much time.
- C. The compound was explosive and storing it safely was difficult.
- D. Making dynamite from the compound was too expensive to make a profit.
- A. Bertha von Suttner.
- B. Ascanio Sobrero.
- C. Alfred Nobel.
- D. Immanuel Nobel.
- At age 43， the wealthy and lonely businessman put an ad in the newspaper for a secretary though he was really looking for a wife. Bertha Kinsky worked as his secretary for a short time， but married another man and became Bertha von Suttner. Bertha and Alf
- Alfred Nobel‘s family 查看材料
- A. designed buildings that could survive explosions
- B. continued to aid Ascanio Sobrero in his researches
- C. was constantly successful in whatever enterprise they took on
- D. had times in which they struggles for money and earned a lot of money
- A. reference
- B. sense
- C. concept
- D. meaning
- A. Lesson planning may have different focuses.
- B. There are principles and standard ways for planning lessons.
- C. Proper lesson planning is essential for both novice and experienced teachers.
- D. Lesson planning should be done at two levels: macro planning and micro planning.
- A. suspension
- B. suspense
- C. suspending
- D. suspender
- A. put in
- B. put down
- C. put on
- D. put up
- A. Global warming is more of a moral issue than a practical one.
- B. The ultimate solution to global warming lies in new technology.
- C. The debate over global warming will lead to technological breakthroughs.
- D. People have to give up certain material comforts to stop global warming.
- A. politicians have started to do something to better the situation
- B. few nations have adopted real tough measures to limit energy use
- C. reductions in energy consumption have greatly cut back global warming
- D. international cooperation has contributed to solving environmental problems
- A1 Gore calls global warming an "inconvenient truth"， as if merely recognizing it could put us on a path to a solution. But the real truth is that we don"t know enough to believe global wanning， and——without major technological breakthroughs——we can"t do
- From 2003 to 2050， the world"s population is projected to grow from 6.4 billion to 9.1 billion， a 42% increase. If energy use per person and technology remain the same， total energy use and greenhouse gas emissions （mainly， CO2） will be 42% higher in 205
- A. It may not prove an environmental crisis at all.
- B. It is an issue requiring worldwide commitments.
- C. Serious steps have been taken to avoid or stop it.
- D. Very little will be done to bring it under control.
- A. It is a reality both people and politicians are unaware of.
- B. It is a phenomenon that causes us many inconveniences.
- C. It is a problem that can be solved once it is recognized.
- D. It is area we actually have little knowledge about.
- A. economic growth
- B. wasteful use of energy
- C. the widening gap between the rich and poor
- D. the rapid advances of science and technology
- A. bound morpheme
- B. bound form
- C. inflectional morpheme
- D. free morpheme
- A.
- B.
- C.
- D.
- A. summon
- B. highlight
- C. pose
- D. marshal
- A. When
- B. How
- C. What
- D. That
- A. Information gap.
- B. Role play.
- C. Tongue twister.
- D. Substitution drills.
- A. Introducing the topic.
- B. Dividing students into several groups and assigning task to them.
- C. Work in groups to recite the text.
- D. Offering important words and phrases related to the topic.
- A. It was "too ex"pensive for me to "buy.
- B. It was "too "expensive for me to "buy.
- C. It was too ex"pensive for "me to "buy.
- D. It "was too "expensive for me to "buy.
- A. generally
- B. regularly
- C. usually
- D. suddenly
- A. Simplification.
- B. Generalization.
- C. Paraphrase.
- D. Avoidance.
- and wants until the last moment.
- A. in her honor
- B. on her honor
- C. a point of honor
- D. an honor
- A. Situational Language Teaching
- B. Grammar-Translation Method
- C. Audio-lingual Method
- D. Cognitive Approach
