第1题:
A.A
B.B
C.C
D.D
第2题:
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第8题:
Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with().
structure
略
第9题:
The listening activity must have a real, communicative purpose,
The listening activity must cater to students'real life.
Pre-listening tasks must help students identify the purpose of the listening activity
The classroom climate surrounding the listening activity can be anxious.
第10题:
After class.
The moment error occurs.
At the summary stage of the activity.
During the course of the communication.
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第12题:
Input Hypothesis
Sapir-Whorf Hypothesis
Interlanguage
Contrastive Analysis
第13题:
Passage Five
In order to learn a foreign language well, it is necessary to overcome the fear of making mistakes. If the primary goal (目标) of language use is communication (交际), then mistakes are secondary considerations that may be dealt with gradually. On the other hand, students should not ignore their mistakes. The language learner may observe how native speakers express themselves, and how native expressions differ from the way the learner might say them. For example, a Spanish speaker who has been saying "I do it" to express willingness to do something in the immediate future, could, by communicating with native speakers of English, observe that native speakers actually say "I'll do it". The result can serve as a basis for the student to change his way of using the present tense in English. But a student who is unwilling to communicate in the first place would lose this opportunity to learn by trial and error.
52. According to the passage, the present tense in English is ______.
A. not used to express one's readiness to do something in the immediate future
B. used with some verbs but not with others to express future intention
C. basically the same in English as it is in Spanish
D. not the most difficult problem for foreign students
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第20题:
The listening activity must have a real, communicative purpose.
The listening activity must cater to students' real life.
Pre-listening tasks must help students identify the purpose of the listening activity.
The classroom climate surrounding the listening activity can be anxious.
第21题:
第22题:
Frequently paraphrase what the caller is saying.
Repeat what is being said multiple times so that the customer can understand exactly what to do.
Speak very slowly when replying to the customer.
Tell the customer to send an email stating exactly what the problem is so that the communication between the two parties is clear.
第23题:
<c:set var=’order’ property=’shipAddress’value=’${client.homeAddress}’ />
<c:set target=’${order}’ property=’shipAddress’value=’${client.homeAddress}’ />
<jsp:setProperty name=’${order}’ property=’shipAddress’ value=’${client.homeAddress}’ />
<c:set var=’order’ property=’shipAddress’><jsp:getProperty name=’client’ property=’homeAddress’ /> </c:store>
<c:set target=’${order}’ property=’shipAddress’><jsp:getProperty name=’client’ property=’homeAddress’ /> </c:set>