CHAPTER 151-13 TEACHER LICENSING 151-13-01 …
《哈利波特与阿兹卡班囚徒》第12章《守护神》中英文对照学习版
中英文对照学习版Harry Potter and the Prisoner of Azkaban《哈利˙波特与阿兹卡班囚徒》Chapter TwelveThe Patronus第12章守护神Harry knew that Hermione had meant well, but that didn't stop him being angry with her. He had been the owner of the best broom in the worl d for a few short hours, and now, because of her interference, he didn't know whether he woul d ever see it again. He was positive that there was nothing wrong with the Firebolt now, but what sort of state would it be in once it had been subjected to all sorts of anti-jinx tests?哈利知道赫敏的用意是好的，但还是忍不住生她的气。
世界上最好的飞天扫帚，他拿到手里才短短几个小时，就因为赫敏横插一杠子，现在还不知道这辈子能不能再见到它。
哈利可以肯定火弩箭目前没有一点毛病，但是做了各种反恶咒的检测之后，会是什么模样，那就只有天知道了。
Ron was furious with Hermione, too. As far as he was concerned, the stripping-d own of a brand-new Firebolt was nothing l ess than criminal damage. Hermione, who remained convinced that she had acted for the best, started avoiding the common room. Harry and Ron supposed she had taken refuge in the library, and didn't try and persuad e her to come back. All in all, they were glad when the rest of the school returned shortly after New Year, and Gryffind or Tower became crowd ed and noisy again.罗恩也很生赫敏的气。
keegan09-Licensing, Investment, and Strategic Alliances(Global Marketing,Keegan and Green)
Keegan and Green, Chapter 9
12
Global Strategic Partnerships
• Possible terms:
– – – – Collaborative agreements Strategic alliances Strategic international alliances Global strategic partnerships
Keegan and Green, Chapter 9
5
Disadvantages of Licensing
• • • • • Limited participation Returns may be lost Lack of control Licensee may become competitor Licensee may exploit company resources
– – – – Patent Trade secret Brand name Product formulations
4
Keegan and Green, Chapter 9
Advantages of Licensing
• Provides additional profitability with little initial investment • Provides method of circumventing tariffs, quotas, and other export barriers • Attractive ROI • Low costs to implement
Keegan and Green, Chapter 9
6
Special Licensing Arrangements
英语猜谜趣味游戏Guess
Pay attention to the theme of the game and any related words or phrases that might give you a hint about the answer
Think Lately
Sometimes the answer may not be objective, so try to think of different ways the word could be used or described
Purpose
The main objective of the game is to see the correct answer to a riddle or puzzle, specifically in the form of a question or statement with a hidden meaning Players must use their wit, knowledge, and productive reasoning skills to solve the ridges and win the game
Fruits and vegetables
Riddles in this category often describe the appearance, taste, or other characteristics of fruits and vegetables, for example, "I am red, round, and sweet, I grow on a vine, what am I?" (Answer: Strawberry)
Objects and tools
无锡“PEP”2024年11版小学六年级D卷英语第三单元暑期作业
无锡“PEP”2024年11版小学六年级英语第三单元暑期作业考试时间:60分钟（总分:140）评级介绍：无锡“PEP”2024年11版小学六年级D卷英语第三单元暑期作业，内容涵盖基础词汇和句型，难度适中，重点在听说读写综合能力的提升，适合学生巩固知识。
一、(选择题)总分:50分(2分/题)1、What is the English word for "植物绿色经济"?A, Plant green economyB, Agricultural economyC, Environmental economyD, Ecological economy2、单选题____you Wu Peng?A, Who'sB,AreC, What's3、Where can you see a lot of stars?A, In a cityB, In a gardenC, In the skyD, In a house4、Where do we go to watch movies?A, TheaterB, MuseumC, Library5、What do we call the area where plants grow?我们称植物生长的区域为？A, HabitatB, EnvironmentC, EcosystemD, Biome6、What do we call the smallest unit of life?A, AtomB, CellC, MoleculeD, Organ7、Which plant has large, broad leaves?哪种植物有大而宽的叶子？A, Banana plantB, CactusC, PineD, Rose8、What is a common use for herbs?中文解释：香草的常见用途是什么？A, DecorationB, CookingC, Both A and B9、Which fruit is typically orange?A, AppleB, BananaC, OrangeD, Grape10、What is 6 + 9?A, 14B, 15C, 16D, 1711、What is the English word for "植物科学研究"?A, Plant science researchB, Agricultural researchC, Ecological researchD, Environmental research12、She loves to volunteer at the shelter. 她喜欢在庇护所做志愿者。
《哈利波特与阿兹卡班囚徒》第15章《魁地奇决赛》中英文对照学习版
中英文对照学习版Harry Potter and the Prisoner of Azkaban《哈利波特与阿兹卡班囚徒》Chapter FifteenThe Quidditch Final第15章魁地奇决赛‘He - he sent me this,’ Hermione said, hol ding out the letter.“他──他送来的。
”赫敏举着信说。
Harry took it. The parchment was damp, and enormous teardrops had smudged the ink so badly in places that it was very difficult to read.哈利接过信，羊皮纸是潮的，有些地方墨迹被大颗的泪水弄得模糊难辨，很难阅读。
DEAR, HERMIONE,WE LOST. I’M ALLOWED TO BRING HIM BACK. TO HOGWARTS. EXECUTION DATE TO BE FIXED.BEAKY HAS ENJOYED LONDON.I WON’T FORGET ALL THE HELP YOU GAVE US.HAGRID亲爱的赫敏：我们败诉了。
我获准把它带回霍格沃茨。
处决日期待定。
比克很喜欢伦敦。
我不会忘记你们给我们的所有帮助。
海格‘They can’t d o this,’ said Harry. ‘They can’t. Buckbeak isn’t dangerous.’“他们不能那么干，”哈利说，“不能！巴克比克没有危险。
”‘Malfoy's dad’s frightened the Committee into it,’ said Hermione, wiping her eyes. ‘You know what he's like. They're a bunch of d odd ery ol d fools, and they were scared. There’ll be an appeal, though, there always is. Only I can't see any hope ... nothing will have changed.’“马尔福的爸爸胁迫委员会这么干的。
商务英语知识点
商务英语Chapter1 Setting Up a Business ⑴Sole proprietorship个人独资企业，个体户本章重要词组：Sole proprietorship个体户sales revenue销售收入double taxation双重征税Limited liability company 有限责任公司dividend股息，分红Chapter2 Marketing: an Overview⑴The functions of marketing①Marketing research ②Acquiring ③Selling ④Transportation ⑤Storage ⑥Finance and Credit ⑦Risk Taking ⑧Standardization and Grading⑵4〞p〞:①Product ②price ③promotion ④place本章重要词组：market segmentation市场细分legal tender 法定货币Chapter3 Products and Pricing完形填空⑴Product life cycle:①introduction 特点：profits tend to be small and even losses may occur②growth 特点：sales increase quickly and profits begin to pour in○3maturity 特点：the total sales volume begins to fall,and the profits start to shrink .④decline 特点：the demand for the product continues to fall and so does the sales volume.⑵skimming strategy:When a product is at the introduction stage of its life cycle and there is little competition,it can be priced high to make maximum profit and skim the “cream〞of the market.本章重要词组：Product life cycle产品生命周期〔中英互译〕profit-oriented objectives利润导向型目的sales-oriented objective销售额导向型目的skimming strategy撇脂战略Return on capital 投资回报率break—even analysis 盈亏平衡点分析Chapter4 Channels of distributionWholesaler批发商：wholesaler are middlemen who buy in large quantities from the producers and redistribute the goods to the middlemen at the next level retailers.Water 海上运输最廉价air 空运最贵本章重要词组：Channels of distribution分销渠道Chapter5 Promotion完形填空⑴The combination of the promotional tools is called the promotion mix.Tools that are commonly used for promotion are advertising广告, sales promotion促销,personal selling当面行销, public relations公共关系, publicity媒体推介, etc. At the core of the mix, of course, is a good product. Without such a product, the tools will be uesless or produce undesirable results.(2) Advertising media are newspaper,television,radio,direct mail,the internet,outdoor billboards,yellow pagesTelevision电视广告最贵本章的重要词组：promotion mix促销组合coupon打折券trade stamp行业实惠券trade show 行业展览会personal selling当面行销Chapter6 Money and Banking影响货币供应的三个工具：reserve requirements,changes in the discount rates,and open—market operations.本章重要词组：paper note 纸币legal tender法定货币time deposit定期存款demand deposit活期存款banker’s acceptance银行承兑credit card信誉卡debit card借记卡pension fund养老基金reserve requirements贮存金要求discount rate贴现率open-market operation公开市场运作Chapter7 Financing1、Trade credit分为三类：open account开立账户promissory note本票draft汇票2、promissory note(定义) which is an unconditional written promise by the buyer to make repayment to the seller on a particular date.本章重要词组：trade credit行业信誉account receivable应收账款account payable应付账款open account开立账户promissory note本票draft汇票compensating balance补偿余额retained earnings留用利润depreciation折旧equity financing股权融资debt financing债务融资preferred stock优先股融资方式分两种：long—term financing short—term financingChapter8 Accounting⑴Balance sheet(定义) is one type of financial statement,which reports the financial health of a firm on a specific date.A banlance sheet is made up of three types of account,i.e. assets 资产,liabilities负债and owner s’ equity全部者权益.Assets are what a business owns.assets = liabilities + owner’s equity (资产=负债+全部者权益)⑵Gross profit margin = Gross profit / Net salesNet profit margin = Net income / Net sales本章重要词组：balance sheet 资产负债表current assets流淌资产fixed assets 固定资产current liabilities流淌负债long-term liabilities长期负债current ratio流淌比率quick ratio速动比率income statement损益表gross profit margin毛利润率net profit margin 净利润率return on owners’ investment投资回报率Chapter9 The Securities Market本章重要词组：securities market证券市场stock speculator股票投机者Chapter12 International Business⑴Foreign exchange定义：Doing international business often involves use of currencies different from your own.本章重要词组：absolute advantage肯定优势comparative advantage相对优势licensing arrangement特许协议multinatioal corporation跨国公司foreign exchange外汇import surtax进口附加税tariffs关税quota配额import license进口答应证Chapter13 Managing Business Enterprises1、Planning:Planning involves setting goals and working out strategies to achieve the goals。
新标准大学英语综合教程3U2AR1省公开课金奖全国赛课一等奖微课获奖课件
1/19
Active reading 1: Resources
Difficult sentences
• 1.I marveled at the moving beacons on the runway and watched …I dreamed of flying.(Para 2)
More
9/19
Active reading 1: Resources
draft
•Work in pairs.Translate the following into Chinese.
决议草案
•1.a draft resolution
NBA选秀
•2.NBA draft •3.To help her f为at帮he助r父a兄nd, 木br兰o应th征e入r, 伍M。ulan was
drafted. 那是我学位论文初稿。 •4.That is my first draft of the dissertation.
他们正在为国家起草一部新宪法。
•5.They are drafting a new constitution for the10/19
Active reading 1: Resources
（计划、信件或绘画等）初稿, 草案
2) a system in which professional teams in some
sports choose players each year from among
college students 运动员选拔制（一些职业运动队每 年在大学生中选拔新队员)
marvel at
find sth.surprising and fascinating
2025年人教版中考英语试题及解答参考
2025年人教版英语中考仿真试题及解答参考一、听力部分（本大题有20小题，每小题1分，共20分）1、Listen to the following conversation and choose the best answer.A. The man is asking for help with his homework.B. The woman is offering to help the man with his math problems.C. The man is explaining how to solve a math equation.D. The woman is correcting the man’s math answers.Answer: BExplanation: The man is struggling with his math and the woman offers to help him, indicating that she is willing to assist him with his math problems. The conversation revolves around the topic of solving math equations, making option B the correct answer.2、Listen to the following dialogue and complete the sentence with the missing information.W: Hi, John. How was your science project?M: Oh, it was quite challenging. I had to conduct an experiment on plant growth.W: That sounds interesting. What was the result?M: Well, the plants grew faster when they were exposed to more sunlight.W:___________Answer: 1. It’s great that you found a conn ection between sunlight and plant growth.Explanation: The listener is expected to infer that the woman is expressing interest in the findings of the science project. The provided answer is a natural continuation of the dialogue, showing curiosity and appreciation for the results of the experiment.3.You will hear a conversation between two friends discussing their weekend plans. Listen carefully and answer the following question.Question: What does the girl plan to do on Saturday afternoon?A. Visit her grandparents.B. Go shopping with her friends.C. Study for her exams.Answer: BExplanation: In the conversation, the girl mentions that she is planning to go shopping with her friends on Saturday afternoon. Therefore, option B is the correct answer.4.Listen to a short dialogue about the weather forecast. Answer the question that follows.Question: What is the weather expected to be like tomorrow?A. SunnyB. RainyC. WindyAnswer: AExplanation: The dialogue mentions that the weather forecast for tomorrow is sunny. Therefore, option A is the correct answer.5.You will hear a short conversation between two students discussing their weekend plans. Listen carefully and choose the best answer to the question.Question: What is the first activity that the students plan to do this weekend?A. Go to the movies.B. Visit a museum.C. Attend a sports game.D. Have a picnic.Answer: A. Go to the movies.Explanation: In the conversation, the students mention that they plan to watch a new movie together this weekend, which indicates that going to the movies is the first activity on their list.6.You will hear a short monologue about the importance of reading. Listen carefully and answer the following question.Question: What is the main reason the speaker gives for encouraging people to read more?A. Reading improves vocabulary.B. Reading makes you smarter.C. Reading is a good way to relax.D. Reading helps you learn about different cultures.Answer: D. Reading helps you learn about different cultures.Explanation: In the monologue, the speaker emphasizes that reading exposes individuals to different cultures and perspectives, which broadens their understanding of the world. While the other options are also benefits of reading, the main focus of the speaker’s argument is on cultural exposure.7.You are going to listen to a short conversation between two friends about their weekend plans. Listen carefully and choose the best answer to the following question.What are they going to do this weekend?A. Go shopping.B. Watch a movie.C. Go to the beach.Answer: BExplanation: In the conversation, one friend suggests, “Why don’t we go see that new movie this weekend?” which indicates that they are planning to watcha movie.8.Listen to a short dialogue between a teacher and a student about the student’s homework. Answer the following question.How does the teacher respond to the student’s excuse?Question: Why was the student late with the homework?A. The student forgot about it.B. The student’s computer broke.C. The student was sick.Answer: BExplanation: The student explains, “My computer broke, so I couldn’t finish the homework,” and the teacher responds by saying, “Okay, as long as you get it done by next class.” This shows that the teacher acknowledges the student’s computer problem as an excuse for being late with the homework.9.Listen to the dialogue and answer the question.W: Excuse me, where is the nearest bank around here?M: It’s about a 10-minute walk from here. You can take the first left after the post office and then you’ll see it on your right.Question: How far is the nearest bank from the post office?A) 5 minutes’ walkB) 10 minutes’ walkC) 15 minutes’ walkD) 20 minutes’ walkAnswer: B) 10 minutes’ walkExplanation: The man tells the woman that the nearest bank is about a 10-minute walk from the post office. Therefore, the correct answer is B) 10 minutes’ walk.10.Listen to the passage and answer the question.In the past, people used to write letters by hand and send them through thepost office. Now, with the development of technology, email has become the most popular way of communication. It is fast, convenient, and environmentally friendly. However, some people still prefer to send physical letters because they believe it is more personal and has a special touch.Question: Why do some people still prefer to send physical letters?A) Because it is more environmentally friendly.B) Because it is faster.C) Because it is more personal and has a special touch.D) Because it is cheaper.Answer: C) Because it is more personal and has a special touch.Explanation: The passage mentions that some people still prefer to send physical letters because they believe it is more personal and has a special touch. Therefore, the correct answer is C) Because it is more personal and has a special touch.11.You hear a conversation between two friends. The first speaker is asking abou t the second speaker’s weekend plans. Listen and answer the question.Question: What does the second speaker plan to do on Saturday?A. Go shopping.B. Visit a friend.C. Stay at home and read.Answer: BExplanation: The second speaker mentions that they are planning to visit a friendon Saturday, so the correct answer is B. Visit a friend.12.Listen to a short dialogue between a student and a teacher. The studentis asking for advice on a project.Question: What does the teacher suggest the student do to complete the project?A. Use more resources.B. Consult with a classmate.C. Start working on it as soon as possible.Answer: CExplanation: The teacher advises the student to “start working on it as soon as possible,” which indicates that the correct answe r is C. Start working on it as soon as possible.13.Listen to the following dialogue and answer the question.A: How do you like the new movie that just came out?B: I think it’s amazing! The special effects are fantastic, and the story is really interesting.Question: What does the man think of the new movie?Answer: He thinks it’s amazing.Explanation: In the dialogue, the man uses the phrase “I think it’s amazing” to express his opinion about the new movie. The word “amazing” indicates that he has a positive view of the movie.14.Listen to the following question and answer and complete the sentence.Question: What does the woman want to do?Answer: She wants to go to the library.Complete the sentence: The woman said she was going to the library because she needed to finish her research for her paper.Explanation: In the dialogue, the woman states her reason for going to the library, which is to finish her research for her paper. The sentence in the question asks for the woman’s intention, and the answer is provided by the dialogue.15.You are listening to a conversation between two friends, Alice and Bob. They are discussing their weekend plans.Alice: Hey Bob, do you have any plans for this weekend?Bob: Well, I was thinking of going hiking. How about you?Alice: That sounds great! I’ve never been hiking before, but I’m up for a challenge.Bob: Good! I’ll show you the best spots in the mountains. You won’t regret it.Question: What activity does Bob plan to do this weekend?A. Go hikingB. Go swimmingC. Go shoppingD. Go campingAnswer: A. Go hikingExplanation: In the conversation, Bob mentions that he was thinking of going hiking, which indicates that his plan for the weekend is to go hiking.16.Listen to a short dialogue between a teacher and a student.Teacher: Hi Sarah, how was your science project?Sarah: It was really fun, Mr. Johnson! I learned a lot about the solar system.Teacher: That’s great to hear. What did you find most interesting?Sarah: Well, I was fascinated by the fact that Mars has two moons.Question: What subject is the teacher discussing with Sarah?A. MathematicsB. EnglishC. ScienceD. HistoryAnswer: C. ScienceExplanation: The dialogue revolves around Sarah’s science project, and she mentions learning about the solar system and Mars, which clearly indicates that the subject being discussed is science.17.Listen to the conversation between two students discussing their weekend plans.Student A: Hi, do you have any plans for this weekend?Student B: Yes, I’m planning to visit my grandparents in the countryside. How about you?Student A: I’m going to go hiking with my friends. We’re planning to go to the mountains.Question: What is Student B’s plan for this weekend?A) Go hikingB) Visit grandparentsC) Go to the beachD) Stay at homeAnswer: B) Visit grandparentsExplanation: In the conversation, Student B mentions that they are planning to visit their grandparents in the countryside, so the correct answer is B.18.Listen to the short dialogue between a teacher and a student about a school project.Teacher: Hey, Sa rah, how’s your science project coming along?Sarah: It’s going pretty well, actually. I’ve already finished the research part. Now I’m working on the experiment.Teacher: That’s great! What did you find out during your research?Sarah: Well, I learned that renewable energy sources are becoming more popular. I’m planning to focus on solar energy in my project.Question: What is Sarah’s project about?A) Renewable energyB) Science fairC) BiologyD) ChemistryAnswer: A) Renewable energyExplanation: In the dialogue, Sarah mentions that she is working on a project about renewable energy and that she learned about solar energy during her research. Therefore, the correct answer is A.19.You will hear a conversation between two friends. Listen carefully and answer the following question.What is the main topic of the conversation?A. How to study effectively.B. The importance of physical exercise.C. The best way to choose a major.D. The latest news about technology.Answer: BExplanation: The conversation focuses on the importance of physical exercise and how it affects their daily lives.20.You will hear a short lecture about the history of the Internet. Listen carefully and answer the following question.Which of the following statements about the Internet is NOT true?A. The Internet was created in the 1960s.B. It started as a project for the U.S. military.C. The first email was sent in 1971.D. The World Wide Web was invented in 1991.Answer: DExplanation: The World Wide Web was not invented in 1991; it was actually created in 1989 by Tim Berners-Lee.二、阅读理解（30分）Reading ComprehensionPassage:On a warm summer afternoon, a young boy named Tom was playing with his friends in the park. The park was filled with the sounds of laughter and children playing game s. Tom’s favorite game was tag, where he would chase his friends around the playground. As the sun began to set, the sky turned a beautiful shade of orange and pink. Tom and his friends decided it was time to stop playing and head home. However, as they were leaving, they noticed a small dog, looking lost and tired, wandering around the park.Tom, being the kind-hearted boy he was, decided to help the dog. He followed it and found a nearby house that seemed to be the dog’s home. The door was slightly ajar, so Tom gently pushed it open and called out to see if anyone was inside. To his surprise, he heard a soft voice reply. An old lady, who lived alone, opened the door and was thrilled to see Tom with her dog.The old lady explained that her dog had been her constant companion for years, but recently, he had started wandering off. She was worried sick about him. Tom told her that he had found her dog and brought him back. The old lady was sograteful that she invited Tom and his friends in for a small celebration. They all had a wonderful time, sharing stories and laughter.Questions:1.What was Tom doing when he first noticed the dog?A) He was reading a book.B) He was playing tag with his friends.C) He was having a picnic.D) He was watching a movie.2.What did the old lady do when she saw her dog back home?A) She shouted in joy.B) She cried in sadness.C) She ignored the dog.D) She called the police.3.How did Tom and his friends celebrate the return of the dog?A) They gave the old lady a gift.B) They had a small party with food and music.C) They left immediately.D) They played another game of tag.Answers:1.B) He was playing tag with his friends.2.A) She shouted in joy.3.B) They had a small party with food and music.三、完型填空（15分）Instructions:For questions 1-5, select the most appropriate word or phrase to complete the passage.Passage:There was once a shy rabbit named Benny who lived in a forest full of (1)____ animals. Benny loved to play but was afraid to make new friends because he thought they would laugh at his long ears. One day, a wise old owl told him that everyone has special qualities and it’s these differences that make us unique. Encouraged by these words, Benny decided to (2)____ his fears and introduce himself to the other animals. To his surprise, the other animals were very friendly and soon he had many new friends. Benny learned that being (3)____ isn’t about changing who you are; it’s about being brave enough to let others see the real you. From that day on, Benny hopped around the forest with a smile, no longer (4)____ about what others thought of him. His long ears became his pride because they were part of what made him (5)____.Now, let’s fill in the blanks with the correct options.Here are the options for filling in the blanks:1.There was once a shy rabbit named Benny who lived in a forest full of _____ animals.•Options: wonderful, scary, funny, beautiful•Correct Answer: wonderful2.Encouraged by these words, Benny decided to _____ his fears and introduce himself to the other animals.•Options: overcome, face, hide, ignore•Correct Answer: overcome3.Benny learned that being _____ isn’t about changing who you are; it’s about being brave enough to let others see the real you.•Options: popular, smart, strong, fast•Correct Answer: popular4.From that day on, Benny hopped around the forest with a smile, no longer _____ about what others thought of him.•Options: worried, happy, excited, confused•Correct Answer: worried5.His long ears became his pride because they were part of what made him _____.•Options: special, ordinary, quiet, brave•Correct Answer: special四、语法填空题（本大题有10小题，每小题1分，共10分）1、My mother often tells me that I should be more punctual, but I always find it 1 difficult to get up early.A. veryB. soC. tooD. enough答案：A解析：本题考查副词的用法。
罗宾斯管理学英文版13章
Contemporary Issues in Managing Change
Explain why changing organizational culture is so difficult and how managers can do it. Describe employee stress and how managers can help employees deal with stress. Discuss what it takes to make change happen successfully.
Technological
Adopting new equipment or operating methods that displace old skills and require new ones
Automation
Replacing certain tasks done by people with machines
Copyright 2005 Prentice Hall, Inc. All rights reserved.
13–8
Types Leabharlann f ChangeStructural
Changing the organization’s structure or its structural components
Why People Resist Change?
The ambiguity and uncertainty that change introduces The comfort of old habits A concern over personal loss of status, money, authority, friendships, and personal convenience The perception that change is incompatible with the goals and interest of the organization
2024年教师资格考试初中学科知识与教学能力英语试题及答案指导
2024年教师资格考试初中英语学科知识与教学能力自测试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、In a conversation, which of the following expressions is most appropriate for showing empathy towards a student who is upset about a missed exam?A. “You should have studied harder.”B. “I can see you’re upset. Would you like to talk about it?”C. “It’s just an exam, don’t worry about it.”D. “You always miss exams, don’t you?”答案：B解析：选项B表达了对学生的同理心，询问学生是否愿意谈谈他们的感受，这有助于建立师生之间的信任和良好的沟通。
2、When designing a lesson plan for a junior high school English class, which of the following activities is most likely to promote critical thinking skills?A. A vocabulary matching exercise.B. A grammar worksheet.C. A group discussion on a social issue.D. A reading comprehension quiz.答案：C解析：选项C中的小组讨论能够鼓励学生就社会问题表达自己的观点，这有助于培养学生的批判性思维技能，而不仅仅是记忆或重复信息。
3、Which of the following is NOT a component of communicative language teaching (CLT)?A) Focus on accuracyB) Emphasis on fluencyC) Task-based learning activitiesD) Grammar translation methodAnswer: D) Grammar translation methodExplanation: The Grammar Translation Method focuses on the written language and the acquisition of grammatical rules rather than communication. This approach does not align with the principles of Communicative Language Teaching, which emphasizes the use of authentic language and real-life communication tasks.4、In the context of teaching vocabulary, which activity would best promote long-term retention and active use of new words?A) Reading the words from a listB) Writing the words ten times eachC) Using the words in sentences or dialoguesD) Listening to the words in a recordingAnswer: C) Using the words in sentences or dialoguesExplanation: Constructing sentences or dialogues using new vocabulary helps students to contextualize the words, understand their usage, and promotes deeperprocessing, which aids in retention and active recall. Simply reading, writing, or listening to words without context does not engage the same level of cognitive processing required for meaningful learning.5、The sentence “The book is easy to read but hard to understand” primarily focuses on which aspect of the book?A)GrammarB)VocabularyC)ComprehensionD)PlotAnswer: C) ComprehensionExplanation: The sentence compares the ease of reading the book with the difficulty of understanding its content, indicating a focus on comprehension rather than grammar, vocabulary, or plot.6、Which of the following sentence structures is typically used to presenta contrast between two ideas?A)Subordinate clauseB)Coordinated clauseC)Relative clauseD)Complex sentenceAnswer: B) Coordinated clauseExplanation: A coordinated clause, also known as a compound sentence, is used to present a contrast between two ideas by joining them with a conjunction like “but,” “however,” or “while.” Subordinate, relative, and complexsentences are used for different purposes and do not typically convey contrast as effectively.7、Which of the following is NOT an appropriate method to assess students’ speaking skills?A) Peer assessment wh ere students evaluate each other’s presentations.B) Self-assessment where students reflect on their own speaking performance.C) Testing vocabulary recall through multiple-choice questions.D) Oral interviews or discussions led by the teacher.Answer: C) Testing vocabulary recall through multiple-choice questions. Explanation: Assessing speaking skills should involve verbal interaction and the demonstration of fluency, pronunciation, intonation, and the ability to communicate effectively. Multiple-choice questions primarily test recognition of correct answers rather than the active use of language in speaking.8、In teaching reading comprehension, what technique encourages students to make predictions about the text before reading it?A) SummarizationB) SQ3R (Survey, Question, Read, Recite, Review)C) Jigsaw readingD) Cloze testAnswer: B) SQ3R (Survey, Question, Read, Recite, Review)Explanation: The SQ3R method includes a step called ‘Question’ where students generate questions about the headings and predict what the content will be about,promoting active engagement with the text prior to reading it thoroughly. This technique helps improve comprehension and retention of the material.9、The sentence “The book on the table is written by a famous author.” can be best classified as which type of sentence structure?A)SimpleB)CompoundC)ComplexD)Compound-complexAnswer: C) ComplexExplanation: A complex sentence has one independent clause and one or more dependent clauses. In this sentence, “The book on the table is written by a famous author” is the independent clause, and there are no dependent clauses, making it a complex sentence.10、In the following dialogue, which word is used as a conjunction to connect the clauses?A)“and” - Alice: “I think it will rain today.” Bob: “Let’s take an umbrella.”B)“but” - Alice: “I think it will rain today.” Bob: “But I don’t have one.”C)“because” - Alice: “I think it will rain today.” Bob: “Because I saw dark clouds.”D)“or” - Alice: “I think it will rain today.” Bob: “Or it might be sunny.”Answer: B) “but”Explanation: The word “but” is used as a conjunction to connect two independent clauses that express contrasting ideas. In the given dialogue, Bob’s response introduces a contrast to Alice’s statement about rain, making“but” the corr ect conjunction.11、Which of the following sentences correctly uses the subjunctive mood?A)If I was you, I would accept the offer.B)If she were me, she would not go.C)If he was taller, he could reach the top shelf.D)If they was coming, they would have called.Answer: BExplanation: The correct use of the subjunctive mood is demonstrated in option B, where “were” is used instead of “was” to express a hypothetical situation. Options A, C, and D all use the indicative mood (“was” or “were”) which is incorrect for a hypothetical condition about the present or future.12、Choose the correct form of the verb that agrees with the subject in the following sentence:“The committee________on the decision at their meeting tomorrow.”A)was decidingB)were decidingC)is decidingD)are decidingAnswer: CExplanation: The subject “committee” is treated as singular when it refers to the group as a whole, thus the singular verb form “is deciding” is correct. If the sentence were to focus on the members individually, then a plural verb might be appropriate, but in this context, option C is the correct choice.13.The sentence “The more books you read, the more knowledge you will gain.” demonstrates which of the following grammatical structures?A. ConditionalB. ComparativeC. AdverbialD. Present perfectAnswer: B. ComparativeExplanation: The given sentence uses a comparative structure to show a relationship between two comparable amounts of reading and knowledge gained. “The more…the more…” is a classic example of a comparative constructio n.14.In the following dialogue, which word is used as a conjunction to introduce a reason or explanation?A. HoweverB. ThereforeC. OtherwiseD. BecauseAnswer: D. BecauseExplanation: In the given dialogue, “because” is used as a conjunction to introduc e a reason or explanation for a statement. For example, “He was late because he got stuck in traffic.”15、Which of the following is NOT a component of communicative language teaching (CLT)?A)Focus on accuracyB)Emphasis on using the language for communicationC)Incorporation of all skills—speaking, listening, reading, writingD)Strict adherence to grammar translation methodAnswer: D) Strict adherence to grammar translation methodExplanation: Communicative Language Teaching emphasizes the use of the target language for real communication over the rote learning of grammatical rules. It focuses on accuracy in usage but prioritizes fluency and the ability to convey meaning effectively. Therefore, strict adherence to the Grammar Translation Method, which focuses heavily on translating texts and learning grammatical rules, is not a component of CLT.16、Choose the correct form of the verb that agrees with the subject in the following sent ence: “Every boy and every girl as well as every teacher and every student____asked to contribute.”A)areB)hasC)haveD)isAnswer: D) isExplanation: The verb in this sentence should agree with the singular subject closest to it, which is “student”. Despite the c ompound subjects introduced by “and”, the singular “student” at the end of the list requires a singular verb form. Thus, “is” is the correct choice. The construction“Every… as well as every…” does not affect the singularity or plurality of the verb; the verb should agree with the first subject mentioned, which is “boy”. However, due to the structure of the sentence, “student” is considered the nearest subject to the verb.17.The following sentence is written in passive voice. Which word in the sentence is the passive form of “do”?A. The book is written by a famous author.B. The famous author writes the book.C. The book was written by the famous author.D. The famous author was writing the book.Answer: CExplanation: The sentence in option C, “The book w as written by the famous author,” is in the passive voice. The passive form of “do” is “was done” in this context, which is represented by “was written” in the sentence.18.In the sentence “The students are happily participating in the school sports day,” which part of speech is “happily”?A. AdverbB. NounC. VerbD. AdjectiveAnswer: AExplanation: “Happily” is an adverb in the sentence. Adverbs modify verbs,adjectives, or other adverbs, providing additional information about the action, feeling, or state being described. In this case, “happily” modifies the verb “participating.”19.The sentence “The book is so interesting that I couldn’t put it down.” is an example of:A. a simileB. a metaphorC. an oxymoronD. a personificationAnswer: B. a metaphorExplanation: A metaphor is a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. In this sentence, “so interesting” is metaphorically describing the book, implying that the book is as captivating as something interesting.20.Which of the following is an effective teaching strategy for encouraging student participation in a group discussion?A. Providing detailed answers to all the questions before the discussionB. Limiting the number of students allowed to speakC. Assigning each student a specific topic to research and presentD. Preventing any interruptions or comments during the discussionAnswer: C. Assigning each student a specific topic to research and present Explanation: Assigning each student a specific topic to research and presentis an effective strategy for encouraging student participation because it ensures that all students have a role and responsibility in the group discussion. It also promotes accountability and helps to structure the conversation.21.Which of the following sentence structure is most suitable for introducing a new topic in a初中英语 lesson?A. Simple present tenseB. Present perfect tenseC. Future perfect tenseD. Past continuous tenseAnswer: A. Simple present tenseExplanation: The simple present tense is commonly used to introduce a new topic or a general statement of fact. It is a stable and factual way to starta new lesson in a classroom setting.22.In a lesson on “Weather”, which of the following activities is most effective for developing students’ vocabulary and speaking skills?A. Reading a weather forecast from a textbookB. Writing a weather report using complex sentence structuresC. Role-playing different weather scenarios with peersD. Listening to a recorded weather forecast and answering multiple-choice questionsAnswer: C. Role-playing different weather scenarios with peersExplanation: Role-playing is an interactive and engaging activity thathelps students practice and expand their vocabulary and speaking skills. It also allows them to apply the target language in a real-life context, which is more effective than passive reading or listening.23、What is the main purpose of using a storybook in English language teaching at the junior high level?A)To introduce new vocabulary.B)To practice grammar structures.C)To develop reading comprehension skills.D)To encourage creative writing.答案：C解析：The main purpose of using a storybook at the junior high level is to develop reading comprehension skills. While storybooks can introduce new vocabulary and sometimes provide opportunities to practice grammar, the primary focus is on enhancing reading abilities and comprehension.24、Which of the following teaching strategies is most effective for engaging students in group discussions about a recent English literature text?A)Direct instruction.B)Guided discovery.C)Jigsaw.D)Collaborative learning.答案：C解析：The Jigsaw teaching strategy is most effective for engaging students in group discussions about a recent English literature text. In this strategy,students are divided into smaller groups, each studying a different part of the text. They then come together in new groups to share their knowledge and discuss the text, promoting active participation and deeper understanding.25.The teacher is demonstrating a new grammar structure to the students. Which of the following activities would be most suitable for practicing this structure in a communicative approach?A)Fill in the blanks with the correct tense form of the verb.B)Role-playing a dialogue using the new structure.C)Matching sentences with correct grammar.D)Writing a short essay on a topic related to the grammar.Answer: B) Role-playing a dialogue using the new structure.解析：In a communicative approach to language learning, activities that encourage students to use the language in real-life contexts are preferred. Role-playing a dialogue using the new grammar structure allows students to practice the structure in a conversational setting, which is more authentic and beneficial for language acquisition than the other options, which are more focused on written or fill-in-the-blanks exercises.26.What is the primary goal of formative assessment in the classroom?A)To evaluate student performance on standardized tests.B)To provide feedback to students on their progress.C)To ensure that all students meet the same learning objectives.D)To create a competitive environment among students.Answer: B) To provide feedback to students on their progress.解析：Formative assessment is designed to monitor student learning and provide ongoing feedback that helps teachers adjust their instruction to meet student needs. It is not meant to be summative or to compare students against each other. Therefore, the primary goal of formative assessment is to provide feedback to students on their progress, allowing them to understand their strengths and areas for improvement.27.What is the main purpose of using vocabulary teaching techniques in English language classroom?A. To test students’ grammar knowledge.B. To introduce new vocabulary items.C. To enhance students’ reading skills.D. To improve students’ pronunciation.Answer: BExplanation: The main purpose of using vocabulary teaching techniques in English language classroom is to introduce new vocabulary items effectively and help students acquire and use them appropriately.28.In a lesson on “My Hometown,” which of the following activities would be most suitable for practicing past tense?A. Listening to a story about the present.B. Reading a poem about the future.C. Writing a short essay about past events in the students’ hometown.D. Discussing the weather forecast for the next day.Answer: CExplanation: Writing a short essay about past events in the students’ hometown would be most suitable for practicing past tense. This activity encourages students to use past tense verbs to describe events that have already occurred.29.The teacher in the video was using a “Think-Pair-Share” strategy. Which of the following statements best describes this strategy?A. Students work individually, then share their answers with the whole class.B. Students work in pairs, discuss their thoughts, and then present their ideas to the class.C. Students are asked to think silently, then discuss their thoughts with a partner, and finally share their ideas with the whole class.D. Students are given a question and must find the answer by working with a partner.Answer: CExplanation: The “Think-Pair-Share” strategy involves students thinki ng individually about a question, then discussing their thoughts with a partner, and finally sharing their ideas with the whole class. This encourages collaborative learning and ensures that all students have an opportunity toparticipate in the discussion.30.Which of the following activities would be most suitable for teaching the present perfect tense in a初中 English class?A. Role-playing a conversation between two friends discussing their recent experiences.B. Listening to a recorded story and identifying the present perfect tense verbs used by the characters.C. Completing a gap-fill exercise using only present perfect tense verbs.D. Reading a passage and answering comprehension questions about the present perfect tense.Answer: AExplanation: Role-playing a conversation between two friends discussing their recent experiences is an effective way to teach the present perfect tense because it provides a real-life context for using the tense. It allows students to practice the grammar structure in a conversational setting, which can help them better understand and retain the concept.二、简答题（20分）Question:In a junior high school English class, how can a teacher effectively incorporate technology to enhance students’ learning experience?Answer:1.Utilize interactive whiteboards to engage students in interactive lessons.2.Introduce educational apps and online platforms for vocabulary building and grammar practice.3.Incorporate multimedia resources such as videos, audio clips, and images to support content delivery.4.Create online discussion forums to encourage student collaboration and reflection.e educational games and simulations to make learning more engaging and interactive.6.Implement flipped classroom techniques by providing video lectures or readings for students to watch or read before class, allowing class time to focus on discussions and activities.7.Offer online resources for students to access at home, promoting independent learning.8.Encourage students to create digital portfolios to showcase their work and reflect on their progress.9.Regularly assess students’ understanding of the material through quizzes and interactive quizzes on platforms like Kahoot or Quizizz.e social media platforms for communication with students and parents, providing updates on assignments and progress.Explanation:The question asks for ways to effectively incorporate technology in a juniorhigh school English class. The answer provides a list of strategies that teachers can use to enhance the learning experience. These strategies include using interactive whiteboards, educational apps, multimedia resources, online discussion forums, educational games, flipped classroom techniques, online resources, digital portfolios, quizzes, and social media for communication. These methods cater to different learning styles, encourage student engagement, and promote independent learning.三、教学情境分析题（30分）Question:As a teacher of English in a junior high school, you are assigned to teach a lesson about “Festivals in Different Countries” to your Year 8 students. The class consists of 25 students with varying English proficiency levels. The school has provided you with a PowerPoint presentation, a worksheet, and some handouts about various festivals from different countries. Your students are generally engaged and interested in learning about different cultures.Please analyze the teaching situation and provide a detailed lesson plan that includes the following elements:1.Objectives2.Introduction3.Main Activity4.AssessmentAnswer:1.Objectives:•By the end of the lesson, students will be able to describe different festivals from various countries.•Students will be able to discuss the significance of these festivals and share information about their own cultural traditions.•Students will enhance their listening, speaking, reading, and writing skills in English through various activities.2.Introduction:•Start the lesson by showing a short video clip about different festivals around the world to capture the students’ interest.•Briefly introduce the topic, emphasizing the importance of understanding and appreciating diverse cultures.3.Main Activity:a.Group Discussion:•Divide the class into groups of 5 students.•Provide each group with a handout about a festival from a different country(e.g., Diwali, Chinese New Year, Halloween).•Ask each group to research their assigned festival, focusing on the following aspects:•Date of celebration•Significance of the festival•Traditional activities•Cultural background•Give the groups 10 minutes to discuss and gather information.•Each group will present their findings to the class.b.Interactive PowerPoint:•Use the PowerPoint presentation to showcase the festivals discussed by each group.•Encourage students to ask questions and participate in a class discussion about the festivals.c.Worksheet:•Hand out the worksheet with activities related to the festivals, such as matching, true/false, and fill in the blanks.•Students will work on the worksheet individually or in pairs to reinforce their understanding of the material.d.Creative Writing:•Assign students to write a short essay about their favorite festival, explaining why it is significant to them.•Encourage students to use descriptive language and proper grammar to convey their thoughts.4.Assessment:•Evaluate the students’ participation in group discussions and presentations.•Assess the completion and accuracy of the worksheet and the creative writing assignment.•Observe the students’ ability to use proper grammar, vocabulary, and pronunciation in their discussions and essays.Explanation:This lesson plan aims to provide a comprehensive approach to teaching the topic of “Festivals in Different Countries” to junior high school students. By incorporating various activities, such as group discussions, interactive presentations, and creative writing, the students will have the opportunity to enhance their language skills while learning about different cultures. The lesson plan ensures that students of varying proficiency levels are engaged and have the opportunity to participate actively in the learning process.四、教学设计题（40分）Teaching Design QuestionQuestion:Design a lesson plan for a 45-minute English class for Grade 8 students. The topic is “Festivals in Different Cultures”. The lesson should focus on developing students’ speaking and listenin g skills. The class will be conducted in a mixed-ability group of 30 students. You are expected to include the following elements in your lesson plan:1.Introduction2.Vocabulary Building3.Reading Comprehension4.Speaking and Listening Activities5.ConclusionAnswer:Lesson Plan:1.Introduction (5 minutes)•Greet the students and introduce the topic: “Festivals in Different Cultures”.•Ask the students to share their knowledge about festivals they celebrate with their families.•Discuss the importance of festivals in different cultures.2.Vocabulary Building (10 minutes)•Present new vocabulary related to festivals (e.g., celebration, tradition, decoration, etc.).•Use flashcards to display the vocabulary and ask students to match the words with their meanings.•Conduct a vocabulary game, such as “Simon Says,” to reinforce the new words.3.Reading Comprehension (10 minutes)•Provide a reading passage about festivals in different cultures (e.g., Diwali, Christmas, and Chinese New Year).•Ask the students to read the passage silently and then answer comprehension questions.•Discuss the key points of the passage with the class.4.Speaking and Listening Activities (15 minutes)•Divide the class into groups of four students.•Each group will be assigned a different festival to research (Diwali, Christmas, and Chinese New Year).•Students will work together to create a short presentation about their assigned festival, including information about the history, customs, and traditions.•After the presentations, have a class discussion where students ask questions and share their observations.•Conduct a “Gallery Walk” activity, where students move around the classroom and read each group’s presentation.5.Conclusion (5 minutes)•Summarize the main points of the lesson with the students.•Ask the students to reflect on what they have learned about festivals in different cultures.•Encourage them to explore other festivals and share their findings with the class in the next lesson.Explanation:This lesson plan focuses on developing students’ speaking and listening skills through a variety of activities. The introduction engages the students by asking them to share their own experiences with festivals, while the vocabulary building and reading comprehension sections help them expand their knowledge of different festivals. The speaking and listening activitiesencourage collaboration and allow students to showcase their research and presentation skills. The conclusion reinforces the main points of the lesson and encourages further exploration of the topic.。
狼人之恋三部曲：人与狼的爱与痛苦说明书
Hardcover: 978-0-545-12326-6 • $17.99 Paperback: 978-0-545-12327-3 • $9.99 Audiobook: 978-0-545-16506-8 • $39.95
Linger
Hardcover: 978-0-545-12328-0 • $17.99 Audiobook: 978-0-545-20707-2 • $39.99
bestselling author of Shiver, Linger, and Forever. Since publication, rights to thirty-five foreign editions of Shiver have been licensed. Maggie is also the author of Lament: The Faerie Queen’s Deception and Ballad: A Gathering of Faerie. Her latest novel The Scorpio Races is available in October 2011. An avid reader, award-winning artist, and accomplished musician, Maggie lives in Virginia with her husband and their two children. You can visit her online at .
Lauren Oliver. Delirium. HarperCollins, 2010. People are taught to fear and are cured of love in future America.
2024年度Teacher Recruitment Exam English Teaching De
Teacher Recruitment Exam English Teaching DesignTemplate•Overview of English Teaching Design•Design of teaching content andmethods•Analysis of learner characteristics•Design of teaching objectives andevaluation criteria •Teaching process and activity design •Teaching Reflection and Improvement Strategies 目录01 Overview of English Teaching DesignThe definition and importance of instructional designDefinitionInstructional design refers to the systematic planning of instructional materials, activities,and assessments to facilitate learning and ensure student achievement of desired outcomes ImportanceEffective instructional design is crucial in English language teaching as it helps create astructured and engaging learning environment that cats to the needs and abilities ofstudents, enabling them to acquire language skills effectivelyGoalsTo promote language acquisition and development through meaningful andauthentic communicationTo foster cross cultural understanding and awareness through the exploration ofdiverse topics and themes•To cultivate critical thinking and problem-solving skills through analytical and evaluative tasksPrinciplesStudent centered: Designs should be tailed to meet the interests, needs, andabilities of individual studentsCommunicative: Activities and materials should resource active participationand interaction among studentsAuthenticContent and resources should reflect real world contexts and purposes to enhance reliability and engagementCollaborativeGroup work and pair work should be integrated to promote cooperation and teamworkDesignSteps1. Analyze learners' needs, interests, and abilities2. Set clear and achievable learning objectives3.Selectappropriateteaching methodsand strategies4.Designengaging andinteractive learningactivities 5.Create or adapt resources and materials to support learningDesignDesign•Plan for assessment and evaluation ofstudent learningDesignProcessesNeeds Analysis:Identify students'current level of English proficiency,learning styles, and interests through surveys,interviews,or diagnostic testsCurriculum Planning:Develop a comprehensive current that aligns with the learning objectives,taking into account theDesignLesson Planning01Prepare detailed lesson plans that outline the specificobjectives, activities, resources, and assessments for each classsessionMaterial Development02Create or adapt textbooks, worksheets, multimedia resources,and other supplementary materials to enhance learningAssessment and Evaluation03Design formative and summary assessments to monitor studentprogress, provide feedback, and inform instructional decisions02 Design of teaching content and methodsSelection and organization of teaching contentContent Selection CriteriaChoose content that is age appropriate, aligns with current goals, andcorporations real world examples to engage studentsOrganizing PrinciplesOrganize content theoretically, logically, or by skill level to ensure a logical andcoherent flow of instructionIntegration of Language SkillsIncorporate all four language skills (listening, speaking, reading, and writing) intolesson plans to promote comprehensive language developmentThe selection and application of teaching methods Communicative Language Teaching (CLT)Utilize CLT to resource student interaction and communication through roleplays, group discussions, and simulationsTask Based Language Teaching (TBLT)Implement TBLT by designing tasks that require students to use language forauthentic purposes, such as problem solving or project based learningBlended LearningCombine online resources and classroom instruction to create a dynamic andinteractive learning environmentInnovation and Practice of Teaching Methods•Differentiated Instruction: Tailor instruction to meet the needs ofdiverse learners through differentiated activities, assessments, andresources•Collaborative Learning: Foster collaborative learning through groupwork, peer tutoring, and collaborative projects to promote studentengagement and teamwork•Integrating Technology: Level technology tools such as interactivewhiteboards, language learning apps, and online resources to enhancestudent learning and engagement•Reflective Practice: Regularly reflect on teaching practices, studentprogress, and less outcomes to continuously improve instructionalstrategies and techniques03 Analysis of learner characteristicsCognitive characteristics of learnersLearning StylesIdentify if students are visual,auditory, or kinetic learners to tailor teaching methodsPrior KnowledgeAssess students' previousknowledge and experiences todetermine starting points andpotential gapsCognitive Abilities Evaluate students' reasoning, problem solving, and critical thinking skills to design appropriate lesson plans and activitiesAttention Advisor students' attributes rewards learning English to address any barriers and foster a positive learningenvironment MotivationIdentify students' interestsand goals to create engagingand motivating less plans Anxiety Recognize and address any language related Anxiety students may have to ensure a comfortable learning experienceEmotional factors of learnersCulturalBackground Knowledge and respect students'cultural backgrounds to create inclusive and relevant teaching materialsLanguageBackgroundAssess students'firstlanguage and any previouslanguage learning experiencesto understand potentialtransfer issuesSocialEnvironmentAdvisor students'socialenvironments,such as familysupport and peer groups,tounderstand how they mayinfluence learningLearner's social cultural background04 Design of teaching objectives and evaluation criteriaDefine clear and specific teaching objectives that align with the current requirements and student needsUse action verbs to describe the expected learning outcomes and levels of achievement Ensure that the teaching objectives are measurable and achievable within the given timeframeCommunicate the teaching objectives to students at the beginning of the course to set clear expectationsThe formula and expression of teaching objectivesDevelop evaluation criteria that are consistent with the teaching objectives andcurrent requirements Design assessments that are valid, reliable, and fair to all studentsThe formulation and implementation of teaching evaluation standardsUse a combination of quantitative and qualitative assessment methods toevaluate studentperformance Provide timely and constructive feedback to students on their performance and areas for improvementEstablishment of teaching evaluation and feedback mechanism01Establish a systematic process for collecting feedback fromstudents, peers, and other stakeholders02Encourage open and honest communication by creating a safeand supportive environment for feedback03Analyze the collected feedback to identify strengths,weaknesses, and areas for improvement in teaching practices04Use the feedback to develop an action plan for improvingteaching effectiveness and student learning outcomes05 Teaching process and activity designAnalysis ofteachingobjectives Clearly define the knowledge, skills, and attributes that students are expected to acquire by the end of the lessonStudentassessmentIdentify students' currentlevels of expertise and areasthat require improvementthrough diagnostic tests,interviews, or previousperformance recordsLesson planningOrganize the content intological sequences thatfacilitate studentunderstanding, ensuring asmooth transition from onetopic to anotherPlanning and arrangement of the teaching processDesign and implementation of teaching activities Engaging introductionCreate an interesting and relevant opening activity to capture students' attention and motivate them toparticipate in the lessonInteractive activitiesIncorporate a variety of interactive activities such as role plays, group discussions, and simulations toengage students and enhance their language skillsDifferent instructionDesign activities that cat to different learning styles and abilities, allowing all students toparticipate and make progressMultimedia resourcesUtilize audio, visual, and digital resources such as videos,podcasts, and interactive websites to enhance students' learning experiences要点一要点二Authentic materialsIncorporate authentic texts such as newspapers, magazine articles, and real life examples to expose students to real world language useCollaborative toolsLevel collaborative tools such as Google Docs or Padlet to resource student collaboration, creativity, and critical thinking要点三Integration and utilization of teaching resources06 Teaching Reflection and ImprovementStrategies01 02 03Reflection on teaching contentExamining the alignment of lesson plans with current goals, assessing the effectiveness of teaching materials and resources used, and considering the relevance and interest of topics covered for students Reflecting on teaching methods Evaluating the variety of teaching techniques utilized, such as lectures, discussions, group work, and interactive activities, and considering how well these methods involve students and facilitated learningReflecting on student learningAssessing students' understanding, engagement, and progress through observation, questioning, and feedback, and considering how to address any identified learning gaps or challengesThe Content and Methods of Teaching Reflection03Seeking feedback from peers and me 01Incorporating active learning strategies: Implementingtechniques such as think air share, role plays, simulations,and case studies to resource active participation andcritical thinking among students02Utilizing technology in the classroom: Integrating digitaltools and resources, such as online databases, interactivewhiteboards, and educational apps, to enhance student engagement and support differentiated instructions Strategies and Measures for Teaching ImprovementTHANKS感谢观看。
Subject+verb+consistency+in+English+grammar+for+th
Writing and grammar check
In written texts, subject verb consistency is a key aspect of good grammar and style It can be checked using grammar checking software or by releasing on one's own knowledge of grammar rules
The subject verb consistency of verb do
01
Description
02
Person and Number: The correct form of "do" depends on the person and number of the subject For example, "I do," "you do," "he/she/it does," "we do," "they do."
Verb tense
The verb tense must be appropriate for the context For example, "I walked to the store" (past tense) vs. "I walked to the store every day" (present tense)
Daily communication
Maintaining subject verb consistency is critical for clear and effective communication It helps listeners or readers understand who or what is performing the action described by the verb
我和老师的故事带瓶赢200字英语作文
我和老师的故事带瓶赢200字英语作文全文共3篇示例，供读者参考篇1My name is Emily, and I'm in the 10th grade at Oakwood High School. This is the story of an unforgettable experience I had with my English teacher, Mr. Roberts, and how it taught me some valuable life lessons.It all started at the beginning of the school year when Mr. Roberts announced an essay writing contest. The prompt was to write about an inspirational person who had a positive impact on your life. The winning essay would be published in the school newsletter and the author would receive 200.At first, I didn't plan on entering. Writing was not my strongest subject, and the prize money, while nice, didn't seem worth the effort to me. But Mr. Roberts could be very persuasive. During our next class, he spoke about the importance of challenging ourselves and stepping outside our comfort zones. His words resonated with me.That night, I racked my brain trying to think of someone inspirational to write about. I considered writing about acelebrity or historical figure, but their stories seemed so distant and impersonal. Then it hit me - I would write about Mr. Roberts himself. As an English teacher, he had inspired me more than anyone with his passion for literature and his commitment to helping students improve their writing.Over the next few weeks, I drafted and revised my essay countless times. I poured my heart into vividly depicting how Mr. Roberts' teaching methods and words of encouragement had transformed my perspective on writing from that of a chore into a craft to be honed and enjoyed. With each revision, I grew more attached to my essay.Finally, the deadline arrived for submissions. I nervously handed my essay to Mr. Roberts, who accepted it with a warm smile and a "Thank you for your hard work."The next few weeks were agonizing as I waited to find out the results. Had I done enough to win? Would my heartfelt essay about Mr. Roberts' impact on me resonate with the judges?At last, the day came when Mr. Roberts announced the winners. He asked me to remain behind after class, and my heart raced. Could this mean...?"Emily," he began, beaming. "Your essay about how I've inspired your growth as a writer was simply remarkable. You should be very proud."I couldn't believe it - my essay had won! Mr. Roberts congratulated me again and handed me the 200 prize. But more than the money, I felt an immense sense of gratification. An essay that began as something I was reluctant to write had become a proud achievement and a token of my blossoming skills.In the weeks that followed, my bond with Mr. Roberts grew even stronger. No longer was he just my English teacher, but a mentor who had helped me discover my potential. His advice and encouragement guided me through the rest of my high school years.When I think back on that experience now, years later, I'm reminded of a few key lessons:First, never sell yourself short or assume you can't rise to meet a challenge before really trying. My initial reluctance to enter the contest nearly caused me to miss out on a rewarding and meaningful experience.Second, the best work often stems from passion and personal significance. Because I wrote about someone who genuinely inspired me, I produced my best writing.Finally, a great teacher's impact extends far beyond what happens in the classroom. Mr. Roberts didn't just teach me the mechanics of writing, but instilled self-belief, a strong work ethic, and the drive to constantly improve myself.That 200 prize didn't last, but the priceless lessons I gained from Mr. Roberts and that experience will stick with me forever. I'm grateful that a somewhat reluctant decision to enter an essay contest opened the door to such profound growth, both as a writer and as a person.篇2Growing up, I never imagined that a simple plastic bottle could change my life. But that's exactly what happened when I was in the 5th grade. It all started with a school project that would unknowingly kick off an extraordinary journey with my teacher, Ms. Roberts.Ms. Roberts was one of those teachers who seemed to live and breathe her profession. She had a contagious energy and passion for learning that made even the dullest subjects comealive. From the moment I stepped into her classroom, I knew she was different – in the best way possible.One day, she announced an exciting project: we were going to create something out of recycled materials that could help solve an environmental problem. Being an avid reader of National Geographic, I was immediately intrigued. But little did I know, this project would become so much more than just a school assignment.I racked my brain for ideas, but nothing felt quite right. That is, until I stumbled upon an empty plastic bottle in the recycling bin. It was then that inspiration struck. What if I could turn this humble bottle into a device that could help reduce plastic waste?With renewed determination, I set to work. I cut, glued, and pieced together various recycled materials, shaping them around the bottle until my creation began to take form. It was a rudimentary device, but I was convinced it could make a difference.The day of the project presentation arrived, and I was a bundle of nerves. As I stood in front of the class, clutching my recycled masterpiece, I could feel Ms. Roberts' eyes on me, silently encouraging me. And so, I began to explain my idea.My contraption, I proclaimed, was a portable water filtration system. By filling the bottle with dirty water and pumping the handle, the water would be filtered through a series of layers, emerging clean and drinkable on the other side. It was a simple concept, but one that could potentially provide clean water in areas where access was limited.As I finished my presentation, the room fell silent. Then, to my surprise, Ms. Roberts stood up and began to applaud. The rest of the class soon followed, and I felt a surge of pride and validation that I had never experienced before.But that was just the beginning.Ms. Roberts saw something in my project that I hadn't –potential. She encouraged me to refine my design, to research more efficient filtration methods, and to explore ways to make it more accessible to those in need. What started as a simple school project quickly became a passion project, fueled by Ms. Roberts' unwavering support and guidance.Over the next few years, we worked tirelessly together, spending countless hours in the school's makeshift workshop, tinkering and experimenting. Ms. Roberts became more than just a teacher to me; she was a mentor, a confidante, and a source of inspiration.Our hard work paid off when we entered a national science fair competition with my improved water filtration system. I'll never forget the moment they announced my name as the winner. As I stood on stage, holding my prize-winning bottle aloft, I saw Ms. Roberts beaming with pride, tears of joy in her eyes.That day, I realized that my accomplishment was not mine alone. It was the culmination of Ms. Roberts' belief in me, her dedication to nurturing my curiosity and creativity, and her unwavering commitment to helping me reach my full potential.Looking back, that seemingly ordinary plastic bottle became a symbol of so much more. It represented the power of a teacher's influence, the importance of fostering curiosity and innovation in young minds, and the profound impact that a single person can have on another's life journey.Ms. Roberts taught me that true learning extends far beyond the confines of a classroom. It's about discovering your passions, pursuing them relentlessly, and never losing sight of the potential within yourself – even when it's hidden in the most unexpected places, like a discarded plastic bottle.To this day, that prize-winning bottle sits on my desk, a constant reminder of the transformative power of education andthe enduring impact of a teacher who saw more in me than I could see in myself. And for that, I will forever be grateful to Ms. Roberts and the extraordinary story that unfolded from a simple plastic bottle.篇3My name is Michael, and I want to share an incredible story about my high school English teacher, Mrs. Thompson, and a bottle that changed our lives. This tale is a testament to the power of perseverance, kindness, and the unexpected ways in which life can surprise us.It all began during my junior year of high school. Mrs. Thompson was a strict yet fair teacher, known for her unwavering commitment to helping students excel in English literature and composition. She had a unique way of challenging us to think critically and express ourselves through writing.One day, Mrs. Thompson announced a school-wide essay competition with a rather peculiar prize – a vintage glass bottle filled with a mysterious liquid. The task was to write a compelling narrative that would captivate the judges' hearts and minds. As an aspiring writer, I was immediately intrigued.For weeks, I poured my heart and soul into crafting the perfect essay. I researched, outlined, and rewrote countless drafts until I felt confident that my words could transport readers into the world I had created. The night before the submission deadline, I double-checked every comma and period, ensuring my work was flawless.The following day, Mrs. Thompson collected our essays, her eyes gleaming with excitement. She promised to read each one carefully and select the winner herself.Weeks passed, and the anticipation grew. Finally, the day arrived when Mrs. Thompson would announce the winner during our English class. With bated breath, we waited as she dramatically unveiled the coveted bottle.To my utter disbelief, my name echoed through the classroom. I had won! Mrs. Thompson beamed with pride as she handed me the bottle, congratulating me on my exceptional storytelling abilities.As I held the bottle in my hands, I couldn't help but feel a sense of accomplishment and gratitude towards Mrs. Thompson. Her unwavering belief in me had pushed me to reach new heights, and this victory was a testament to her exceptional teaching.After class, Mrs. Thompson pulled me aside and shared a remarkable secret about the bottle. It had been in her family for generations, passed down from her great-grandmother, a renowned writer herself. The liquid inside, she revealed, was a special ink crafted from a secret recipe, rumored to imbue the writer with an exceptional gift for storytelling.Overwhelmed with curiosity, I couldn't resist asking if I could try the ink. Mrs. Thompson smiled knowingly and agreed, on one condition – that I would share my stories with the world and inspire others as she had inspired me.That night, I sat at my desk, the bottle before me. With trembling hands, I unscrewed the cap and dipped my pen into the inky depths. As I began to write, the words flowed effortlessly, each sentence more vivid and captivating than the last.From that day forward, the bottle became my constant companion. Its contents never seemed to run dry, and with each story I wrote, my skills grew stronger. Mrs. Thompson became my mentor, guiding me through the intricacies of storytelling and helping me hone my craft.Years later, as a published author, I often reflect on that fateful day when a simple bottle changed the course of my life. Mrs. Thompson's unwavering faith in me, coupled with themagic of that ink, ignited a passion within me that burns brighter than ever before.To this day, I carry the bottle with me, a reminder of the incredible journey I've been on and the teacher who saw something special in me before I could see it myself. It's a symbol of the power of perseverance, the beauty of storytelling, and the profound impact a single person can have on another's life.So, if you ever find yourself holding a mysterious bottle filled with a peculiar liquid, remember – it might just be the key to unlocking your true potential and embarking on an extraordinary adventure. All you need is the courage to uncap it and let the words flow freely from your heart to the page.。
FDA热原内毒素测试问答指南中英解读◆zhulikou431作品
Guidance for Industry工业指南Pyrogen and Endotoxins Testing: Questions and Answers热原和内毒素测试：问答U.S. Department of Health and Human ServicesFood and Drug AdministrationCenter for Drug Evaluation and Research (CDER)Center for Biologics Evaluation and Research (CBER)Center for Veterinary Medicine (CVM)Center for Devices and Radiological Health (CDRH)Office of Regulatory Affairs (ORA)June 2012ComplianceGuidance for IndustryPyrogen and Endotoxins Testing: Questions and AnswersAdditional copies are available from: Office of Communications, Division of Drug Information, WO51, Room 2201 10903 New Hampshire Ave., Silver Spring, MD 20993 Phone: 301-796-3400; Fax: 301-847-8714 druginfo@/Drugs/GuidanceComplianceRegulatoryInformation/Guidances/de fault.htmor Office of Communication, Outreach and Development, HFM-40 Center for Biologics Evaluation and Research, Food and Drug Administration 1401 Rockville Pike, Rockville, MD 20852-1448 ocod@/BiologicsBloodVaccines/GuidanceComplianceRegulatoryInforma tion/Guidances/default.htm(Tel) 800-835-4709 or 301-827-1800 or Office of Communication, Education and Radiation Programs Division of Small Manufacturers, International and Consumer Assistance Center for Devices and Radiological Health; Food and Drug Administration 10903 New Hampshire Ave., WO66-4613, Silver Spring, MD 20993 /MedicalDevices/DeviceRegulationandGuidance/GuidanceDocum ents/default.htmEmail: dsmica@, Fax: 301.827.8149 (Tel) Manufacturers Assistance: 800.638.2041 or 301.796.7100, International Staff Phone: 301.796.5708 or Communications Staff, HFV-12 Center for Veterinary Medicine; Food and Drug Administration 7519 Standish Place, Rockville, MD 20855 (Tel) 240-276-9300/AnimalVeterinary/GuidanceComplianceEnforcement/Guidancefor Industry/default.htmU.S. Department of Health and Human ServicesFood and Drug AdministrationCenter for Drug Evaluation and Research (CDER)Center for Biologics Evaluation and Research (CBER)Center for Veterinary Medicine (CVM)Center for Devices and Radiological Health (CDRH)Office of Regulatory Affairs (ORA)June 2012Compliance翻译者说明：本指南正本以黑色文字体现，注释一律以蓝色文字体现。
高考英语读后续写三大主题意境十大经典话题精选荟萃：05：生活趣事篇(人与社会)
【考前特训】05：生活趣事篇（人与社会）-2024年高考英语读后续写三大主题意境十大经典话题精选荟萃题源：【1】2024届浙江省义乌市高三下学期5月第二次适应性考试英语试卷【2】2024届广东省高州市高考适应性考试（三模）英语试题【3】2024届黑龙江省哈尔滨市哈师大附中高三第三次模拟考试英语试题【4】2024届云南省昆明市第一中学高中新课标第九次考前适应性训练英语试卷【5】2024届山东省烟台市等2地高三二模英语试题【6】2024届山西省晋中市平遥县第二中学校高三下学期冲刺调研押题卷（一）英语试题【7】2024届湖南省长沙市长郡中学、浙江省杭州二中、江苏省南京师大附中三校联考高三下学期模拟考试英语试卷【8】2024届贵州省黔东南苗族侗族自治州凯里一中等校黄金二卷三模英语试题【9】2024届浙江省杭州第二中学新高考模拟试卷英语试题【10】2024届重庆市第八中学高三下学期强化性训练英语试题1．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Doubts clouded my mind as I into that new world, Parsons School of Design. But fate had a plan, introducing me to Kathleen, who would become my guiding light.I remember feeling out of place on my first day at Parsons, questioning everything from my outfit to my abilities. As I walked in and scanned the classroom, my vision sharply stopped on one person. Wow. She looked cool. I plopped myself down next to her and introduced myself as Dorri, thrilled when she smiled and said, “Hi. I’m Kathleen.” That was all it took.What a difference Kathleen made in my school life! Her confidence, discipline, and responsibility were worlds away from my shaky, wild, and lazy nature. We became inseparable, signing up for the same classes, and I was always trying to earn her approval.One day the homework assignment was to create an exciting illustration based on a pair of shoes. Burstingwith ideas, I pulled out my favorite pair of antique thrift shop “old-lady shoes” and poured my heart into the project. Proud of my work, I rushed to Kathleen’s apartment to show her my creation, holding up my paper with glowing confidence. But Kathleen’s reaction was unexpected, crushing my pride with a single question: “Is that the only drawing you did?”“Well, yes,” I responded sheepishly, “Why?”“Come on,” she said. “Let’s go to Washington Square Park and really do some drawings.” I was puzzled, but when she led, I willingly followed, with my pad tucked under my arm.As we made our way to the park, Kathleen enthusiastically talked about form, content, and composition and stressed the significance of observing subjects closely. She described the shoes in my drawing as the kind worn by elderly women who frequent the park to feed pigeons. That moment, she taught me to look closely and recreate diligently.注意：1.续写词数应为150左右；2.请按如下格式在答题卡的相应位置作答。
The Essential 55(By Ron Clark)《热血教师》
The Essential 55 (By Ron Clark)Rule 1: Responding to adultsWhen responding to any adult, you must answer by saying “Yes ma’am” or “No sir.” Just nodding your head or saying any other form of yes or no is not acceptable. Rule 2: Making eye contactMake eye contact. When someone is speaking, keep your eyes on him or her at all times. If someone makes a comment, turn and face that person.Rule 3: Congratulating a classmateIf someone in the class wins a game or does something well, we will congratulate that person. Claps should be of at least three seconds in length with the full part of both hands meeting in a manner that will give the appropriate clap volume.Rule 4: Respect other students’ comments, opinions, and ideasDuring discussions, respect oth er student’s comments, opinions, and ideas. When possible, make statements like, “I agree with John, and I also feel that . . .” or “I disagree with Sara. She made a good point, but I feel that . . .” or “I think Victor made an excellent observation, and it made me realize . . .”Rule 5: If you win, do not brag; if you lose, do not show anger.If you win or do well at something, do not brag. If you lose, do not show anger. Instead, say something like, “I really enjoyed the competition, and I look forwar d to playing you again,” or “Good game,” or don’t say anything at all. To show anger or sarcasm, such as “I wasn’t playing hard anyway. You really aren’t that good,” shows weakness.Rule 6: If you are asked a question in conversation, ask a question in return.If you are asked a question in conversation, you should ask a question in return. If someone asks, “Did you have a nice weekend?” you should answer the question and then ask a question in return. For example: Me: “Did you have a nice weekend?” Yo u: “Yes, I had a great time. My family and I went shopping. What about you? Did you have a nice weekend?” It is only polite to show others that you are just as interested in them as they are in you.Rule 7: Cover your mouth when you sneeze or cough and say excuse me.When you cough or sneeze or burp, it is appropriate to turn your head away from others and cover your mouth with the full part of your hand. Using a fist is not acceptable. Afterward, you should say, “Excuse me.”Rule 8: Do not show disrespect with gestures.Do not smack your lips, tsk, roll your eyes, or show disrespect with gestures.Rule 9: Always says thank you when given something.Always say thank you when I give you something. If you do not say it within three seconds after receiving the item, I will take it back. There is no excuse for not showing appreciation.Rule 10: When you receive something, do not insult the gift or the giver.When you are given something from someone never insult that person by making negative comments ab out the gift or by insinuating that it wasn’t appreciated.Rule 11: Surprise others by performing random acts of kindness.Surprise others by performing random acts of kindness. Go out of your way to do something surprisingly kind and generous for someone at least once a month.Rule 12: When grading other students’ papers, give only the correct grade.Rule 13: When we read together in class, you must follow along. If I call on you to read, you must know exactly where we are and begin reading immediately.Rule 14: Answer all written and oral questions with a complete answer.For example, if a person asks, “How are you?” instead of just responding by saying, “Fine,” you should say, “I’m doing fine, thank you. How about yourself?”Rule 15: Do not ask for a reward.I will give rewards, however if you ask me for, it will not be given. It is rude to ask if you are getting something for good behavior. You should be good and try your best because you are trying to better yourself, not because you are anticipating a reward. If you ask no one will receive a reward.Rule 16: You must complete your homework everyday.Homework will b e turned in each day for each subject by every student with no exceptions.Rule 17: Subject transitions will be swift, quiet, and orderly.When we are in transition from one subject to the other, the change will be swift, quiet, and orderly. We should be consistently able to turn from one book or assignment to another, complete with all homework and necessary materials, as quickly as possible The opportune amount of time to spend in transition should be less than ten seconds, and we will work toward a goal of seven seconds.Rule 18: Be as organized as possible.You will make every effort to be as organized as possible.Rule 19: When homework is assigned, do not moan or complain.When I assign homework, there is to be no moaning or complaining. This will result in more homework.Rule 20: When a substitute teacher is present, all class rules still apply.While you are with a substitute teacher, you will obey the same rules that you follow when I am with you. (I know this is hard, but it is important.)Rule 21: Follow the specific classroom protocols.We will follow certain classroom protocols. We will be organized, efficient, and on task. In order to do so, we will follow these rules:A.Do not get out of your seat without permission. Exception: If you aresick, leave immediately.B.Do not speak unless:1.You raise your hand, and I call on you.2.I ask you a question and you are responding.3.It is break or lunch.4.I instruct you otherwise (for example, during group work.)Rule 22: You may bring a bottle of water to class; you may not leave for a drink of water during class.Rule 23: Know all teachers’ names and greet them in the hall by name.Quickly learn the names of other teachers in the school and greet them by saying things like, “Good morning, Mrs. Graham,” or “Good afternoon, Ms. Green. That is a very pretty dress.” (Note: If you are in line with the rest of the class, you are n otallowed to speak to the teachers at that time because the no-talking rule is in effect. You should speak to other teachers if you are entering or leaving school, on break, on an errand, or changing classes.)Rule 24: Keep yourself and the restrooms clean and germ-free.Flush the toilet and wash your hand after using the rest room. When in a public rest room, get a paper towel before washing your hands. After washing your hands, use the paper towel to turn off the faucets and to press the dispenser to get another paper towel to dry your hands. (Or use the towel to press the button to start the dryer.) The last thing you want to do is touch areas with clean hands that others have touched with dirty hands.Rule 25: Greet visitors and make them feel welcome.We will often have visitors to our school. If someone is coming to visit our class, I will send two students to the front door of the building. You will have a sign welcoming the person. When our visitor arrives, you will shake hands, tell him or her who you are and welcome the person to our school. You will then take the visitor on a small tour of the building before bringing him or her to the classroom. Rule 26: Do not save seats.If someone wants to sit down, let him or her. Do not try to exclude anyone. We are a family, and we must treat one another with respect and kindness.Rule 27: Do not stare at a student who is being reprimanded.If I or any other teacher in the school is speaking to or disciplining a student, do not look at that stu dent. You wouldn’t want others looking at you if you were in trouble or being reprimanded, so don’t look at others in that situation. If you are the student I am talking to, do not get angry or fuss at students who are looking at you. Let me know and I will handle the situation.Rule 29: The ABC’s of etiquette.A.When you first sit down for a meal, immediately place your napkin inyour lap. If your silverware is wrapped in a napkin, unwrap it as soon asyou sit down and place the napkin in your lap.B.When you are finished eating, place your napkin on the table to the left ofyour plate. Place it loosely beside the plate. Don’t crumple it, becauseyou don’t want to seem untidy. Don’t fold it too neatly, because you don’twant the restaurant to think you assume they are going to use it again.Never leave your napkin on your chair. This implies that the napkin istoo dirty to be left on the table. Also, in some cultures, leaving the napkinon the chair is known as a way to say that you don’t intend to re turn tothe restaurant again.C.Never place your elbows on the table.e one hand to eat, unless you are cutting or buttering food. Never haveyour fork in one hand and a glass in the other.E.Do not lick your fingers. There is a napkin provided for the purpose ofcleaning your fingers. There is no need to lick yourself clean.F.Do not smack your lips and chew noisily.G.Do not chew with your mouth open.H.Do not talk with your mouth full. Sometimes people will place a handover their mouth and talk anyway. Don’t do that. Wait until you have swallowed your food to speak.I.If something is caught in your teeth, don’t go in after it; wait until you arein the rest room to remove it.J.Do not slurp.K.Do not play with your food.L.If you drip your fork, napkins, or anything else on the floor, do not pick it up. If is very rude and unsanitary to lace something on the table that has been on the floor. If you pick up something that has dropped and hand it to a waiter, then you will need to excuse yourself and wash your hands before continuing with your meal. The best way to handle a situationwhen something has dropped on the floor is to ask a waiter for areplacement; leave the old one on the floor.M.You are to use your utensils for eating almost everything. Here are ten types of foods you may use your hands to eat1.Pizza2.Bacon3.Cookies4.Bread (Always tear off a bite-sized piece to eat. If you are going touse butter, never butter the whole piece of bread; butter the pieceyou tore off, and eat that before tearing another piece.)5.Corn on the cob (It is appropriate to eat across instead of eatingaround.)6.Hot dogs, hamburgers, and sandwiches (including breakfastbiscuits)7.French fries and chips8.Fried chicken9.Asparagus10.Small fruits (like grapes on a stem), apples, oranges, carrots, etc. N.Never reach over someone’s plate to get something. You should say, “Will you please pass the salt?”O.Never start eating off your tray until you are at your seat.P.When we are eating at a restaurant, you are not to begin eating until everyone at the table has received their fool.Q.You should never complain if the line is too long, the food isn’t good, or if there is a wait. You don’t want to be negative to the point where youspoil the enjoyment of the event for others.R.If you are unsure which silverware to use, simply start with the fork, knife, or spoon that is the farthest from your plate. On the left, you will have your salad fork on the outside and your dinner fork on the inside.On the far right, you will have your soupspoon, beside it you will have the soon your will use to stir your coffee or tea, then your salad knife, and then your dinner knife. The utensils above your plate are to be used for dessert.S.When you are finished eating, do not push your plate away from you.Leave it where it is in the setting.T.Never place a piece of silverware that you have used back on the table.Leave it on a plate or saucer.U.If you didn’t use a utensil, do not place it on a plate or saucer when you are finished. Just leave it where it is.V.Always look a waiter in the eyes when you are ordering, asking a question, or saying thank you.W.Make a point to remember the waiter’s name when he introduces himself to you. Use his name as often as possible throughout the course of themeal.X.If you have to go to the res troom, you should stand up and say, “Excuse me,” as you leave the table.Y.When you are offered desserts or asked a question such as “What sides would you like?” or “What dressing would you like for your salad?” it isbest to ask, “What are my options?” That way, you aren’t going througha process of naming things the restaurant might not have.Z.Never talk to waiters or waitresses as if they are servants. Teat them with respect and kindness, and remember, they are the ones who are fixingyour food and bringing it to you. You do not want to be on the bad sideof a waiter.Rule 30: After dining in the cafeteria or elsewhere, be responsible for your trash. After we eat, we will clean up after ourselves. This includes cleaning off the tables and making sure we haven’t left any trash on the floor or around the eating area. It is important to be responsible for your trash no matter where you are and to be sure not to litter.Rule 31: In a hotel room, leave a tip for the hotel workers who clean your room. When we stay in a hotel room, it is appropriate to leave a tip on the pillow for the hotel workers who are responsible for cleaning the room after our stay. Two or three dollars per night is an appropriate amount, depending on the cost of the room. Rule 32: On a bus, always face forward.When we ride on a bus, we will always sit facing forward, we will never turn around to talk to other students, stick anything out of the windows, or get out of our seats. When we exit the bus, we will always thank the bus driver and tell them to have a good day.Rule 33: When meeting new people, shake hands and repeat their names.When we go on field trips, we will meet different people. When I introduce you to the people, make sure that you remember their names. Then, when we are leaving, make sure to shake their hands and thank them, mentioning their names as you do so.Rule 34: When offered food, take only your fair share.Whenever you are offered food, whether it is on a buffet or treats in class, never take more than your fair share. You never want to be greedy and try to get more than you should, not only because it is wasteful, but also because it is disrespectful to others when you do not leave enough for them.Rule 35: If someone drops something and you are close to it, pick it up.Whether we are in school or on a field trip, if someone drops something, pick it up and hand it back to them. Even if they are closer to the object, it is only polite to make the gesture of bending down to retrieve the item.Rule 36: Hold the door for people rather than letting it close on them.If you approach a door and someone is following you, hold the door. If the door opens by pulling, pull it open, stand to the side, and allow the other person to pass through first, then you can walk through. If the door opens by pushing, hold the door after you pass through.Rule 37: If someone bumps into you, say excuse me, even if it was not your fault. Rule 38: On a field trip, enter a public building quietly.Rule 39: On a field trip, compliment the place you are visitingRule 40: During an assembly, do not speak or call out to friends.During an assembly, do not speak and do not look around and try to get the attention of your friends in other classes. We must uphold an image that shows we have our act together.Rule 41: At home, answer your phone in a polite and appropriate manner.Rule 42: When returning from a trip, shake the hands of every chaperone.These people have gone out of their way for you, be respectful and appreciative. This goes for anytime we have a chaperone for anything.Rule 43: On escalators, stand to the right, walk to the left. (In stairwells and hallways, walk on the right)When we are on field trips and we have to go up escalators, we will stand to the right. That will give other individuals who are in a hurry the option of walking up the left-hand side of the escalator. When we are going to enter an elevator, the subway, or a doorway, we will wait for others to exit before we enter. This also goes for exchanging classes.Rule 44: When walking in line, keep your arms at your sides and move quietly. When in a line, walk single file, two to three feet behind the person in front of you with your arms at your sides. You should face forward at all times. There will be absolutely no talking.Rule 45: Never cut in line.Rule 46: No talking in a movie theater during the movie.Rule 47: Do not bring Doritos into the school building.Rule 48: If any child in this school is bothering you, let me know. I am your teacher, and I am here to look after you and protect you. I am not going to let anyone in this school bully you or make you feel uncomfortable. In return, I ask that you not take matters into your own hands; let me deal with the student.Rule 49: St and up for what you believe in. You shouldn’t take no for an answer if your heart and mind are leading you in a direction that you feel strongly about. Rule 50: Be positive and enjoy life. Some things just aren’t worth getting upset over. Keep everything in perspective and focus on the good in your life.Rule 51: Live so that you will never have regrets. If there is something you want to do, do it! Never let fear, doubt, or other obstacles stand in your way. If there is something you want, fight for it with all of your heart. If there is something you to do, go for it and don’t stop until you make it happen. If there is something you want to be, do whatever is necessary in order to live out that dream.Rule 52: Accept that you are going to make mistakes. Learn from them and move on.Rule 53: No matter what the circumstances, always be honest. Even if you have done something wrong, it is best to admit it to me, because I will respect that, and oftentimes I will forget and disciplinary measures because of your honesty or at the very least reduce the measures, significantly.Rule 54: Carpe diem. You only live today once, so don’t waste it. Life is made up of special moments, many of which happen when caution is thrown to the wind and people take action and seize the day.Rule 55: Be the best person you can be.。
选择性必修四Unit5(选拔卷)-(人教版2019选择性必修三)(考试版)
选择性必修四Unit 5选拔卷（考试时间：75分钟试卷满分：100分）第一部分阅读理解(共两节，满分50分)第一节（共15小题；每小题2.5分，满分37.5分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
ARecently a growing number of foreign universities，such as the University of Cambridge，are accepting China’s gaokao results as one of their admission standards. Is the Chinese college entrance exam being recognized globally？Forum readers share their opinions：Cecilia Zhang（China）The gaokao is a really tough exam. If possible，it can be used as one of the indicators（指标）for foreign universities，in addition to other indicators，such as how well they speak the target language. The students，who perform well in the gaokao，also have the ability to successfully adapt to Western styles of education. I believe accepting the gaokao as an indicator is a win-win for Chinese students and overseas universities.Wchao37（US）In fact，gaokao is perhaps much more difficult than the SAT or ACT exams. You can get a perfect score of 1600 on the SA T but not in the gaokao，partly because the SAT is a machine-scored multiple-choice exam. Do you know anyone that has ever achieved a perfect score in the gaokao？Harry01(UK)Hundreds of students from China have entered universities in the UK using their gaokao scores, which requires that their knowledge of English be above a certain level. This measure has benefited specific groups of students from various backgrounds in China.Mbursian (Canada)In order to attend a university in an English speaking country, a student needs to have an acceptable band score on the IELTS. Most importantly, students need an acceptable knowledge of the language spoken in any country they plan to study in. Now the Chinese gaokao is closer to meeting the requirements of different countries.31. Who believes accepting the Chinese gaokao is a win-win?A. Cecilia Zhang.B. Wchao37.C. Harry01.D. Mbursian.32. What is most important for Chinese students planning to study abroad?A. The IELTS score.B. Enough test preparation.C. The Chinese gaokao score.D. Knowledge of the native language.33. What does the text intend to tell the readers?A. The gaokao will replace other tests.B. The gaokao is becoming globally accepted.C The gaokao is the most difficult of all tests.D. The University of Cambridge made a good decision.BA facial recognition app，recently developed by scientists，will make it easier to identify（辨认）pandas.Wan Yongqing，a Beijing photographer，visits Sichuan Province to take photos of pandas every other year. He has watched them for more than a decade. "My friends say I’m a big panda fan. It is a shame that I find all pandas look the same，with black eyes and white fur. It does not matter as all the pandas are cute to me，"he said.Yet，identifying one panda from another does mater to researchers，according to Zhang Zhihe，chief of the Chengdu panda research base.“Identifying individual pandas is important for co nservation（保护）management and research. For captive（圈养的）pandas，it is important for their daily feeding schedules，family background and data management. For wild pandas，it helps researchers study their population structure and provides scientific support for their protection and management，”he said.China has carried out four scientific surveys on wild pandas，and now has a big databank about them. The number of wild pandas in China is mostly known. However，itis still dificult to determine the age，sex，health and other specific information about the population.“Itis diiculto track and watch the stucture because wild pandastend to live alone, dep in the mountains,and their living environment is vast,”Zhang added.In 2017, the Chengdu base began researchingindividual panda identification technology by analyzing images. Over the past two years, they have built a databank of more than 120,000 images, over 10,00 video clips, and completed organizing nearly 10,000 images.Using the databank, researchers have started a facial recognition app that can accurately recognize captive pandas by analyzing and comparing the unique features of panda faces.Panda researchers hope the data and Al technology will help them analyze data for both captive and wild pandas.37. How does Wan Yongqing feel about the pandas?A. They are boring to him.B. They seem atractive to him.C. They are easy to recognize.D. They look diferent to him.38. Why is it important to identify individual captive pandas?A. It is helpful for further research and data management.B. It is useful for studying their population structure.C. It provides proof that they need protection in the wild.D. It helps researchers build up their living environment.39. What makes it difficult to track and watch wild pandas?A. They only live in a small area.B. They don’t leave enough tracks.C. They are difficult to see in the forest.D. They live alone deep in the mountains.40. What is necessary for the facial recognition app to work well?A. The databank of pandas.B. The structure of pandas.C. The invention of AI technology.D. The unique features of panda faces.CFor most people，a cinema experience is not complete without a bag of popcom，but believe it or not，there’s actually a guy trying to get popcom forbidden at the theater．Mike Shotton has never been able to enjoy himself there because his experience is always destroyed by having to bear people chewing popcorn．He finally lost his patience when he went to watch Star Wars with many children eating popcorm．“The noise has annoyed me since I was a little kid，” Shotton said．“I’m the kind of person that if I hear something in the background，I focus on that until that’s all I can hear．I was really looking forward to Star Wars．I couldn’t believe the amount of noise during the film—it completely destroyed my viewing”So the 39-year- old started a petition （请愿）on petition-buzz．com，hoping to get ridof popcorn from cinema across the U．K．“I call on you now to stand wi th me，and tell others that no longer are we prepared to let this destroy our film viewing，” he said．Unsurprisingly，his petition has only received 126 signatures so far．In fact，someone started an opposite petition in response，arguing that popcorn is an important part of a cinema experience．However，more people were in support of Shotton，and he actually won．“My next plan is to start a further petition which，if it gets enough signatures，will mean it has to be decided by the government whether it'll be forbidden，”he said．“I’m also planning to campaign （领导运动）outside cinemas and explain to people about the petition and trying to encourage them not to buy popcorn when they go into the cinema．”It sounds great，but I think people love popcorm too much for this to actually work．24．What does Mike think of popcorn in the cinema?A．It suits the atmosphere．B．Its noise is disturbing and annoying．C．It is a means of making profits for cinemas．D．It brings more pleasure when watching films．25．How does Mike evaluate himself ?A．He has a bad temper．B．He can get along well with others．C．He likes doing everything on his own．D．He is easy to be disturbed by surrounding noise．26．Why did Mike start a petition?A．To destroy their film viewing．B．To stop popcorn entering cinemas．C．To call on the government to take legal action．D．To attract more viewers' attention to hisbravery．27．What can be inferred from the passage?A．Mike finally achieved success in the petition．B．Mike's next petition may not work well at first．C．The government is in full support of Mike's deeds．D．Most people are against forbidding popcorn in the cinema．DThere was a time when a trip to the supermarket in the United States often ended with a simple question from the cashier：“Paper or plastic?”Well，which type of bag would you choose?Although all types of bags have some influences on the environment，it has long been thought that paper bags are kinder．They are made from a renewable source，break down easily，bum without giving off thick smoke and can be recycled．However，the producing process behind paper bags uses more energy than that of plastic ones．How can this be true?Studies show that paper bag production requires four times as much energy as plastic bag production．And the amount of water used to make them is twenty times higher．Besides，the influence on forests is very serious．It takes about fourteen million trees to produce ten billion paper bags，which happens to be the number of bags used in the United States yearly．In terms of recycling，the idea that paper bags are more environment- friendly than plastic ones can be quickly given up．Research shows it requires about 98% less energy to recycle plastic than it does paper．Even though paper bags might be more harmful than plastic ones，plastic still seems to be considered by governments as the more harmful of the two．In Ireland，for example，a tax has been introduced to discourage the use of plastic bags．People have to pay 22 cents for every plastic bag，and as a result，their use has dropped quickly．There’s no doubt that it makes more sense to reuse these bags．However，we don’tseem to be doing that at present．That may be because they fall apart quickly．If so，cloth bags are a better choice，but still，their production also has a bad influence on theenvironment．So what to do? How should we answer the question of “Paper or plastic?” It seems that we first need to ask ourselves one more general question：“What can I do to help the environment?”28．What’s commonly believed about paper bags?A．They are convenient to use and recycle．B．Producing paper bags doesn’t cost much．C．They are more environmentally friendly．D．Paper bags can be used by people for free．29．What can we learn from the studies?A．Making plastic bags needs more water．B．Plastic bags have a serious influence on forests．C．Much less energy is needed when recycling plastic bags．D．Making paper bags needs as equal energy as plastic ones．30．How does the Ireland government discourage the use of plastic bags?A．Appeal to consumers to use paper bags．B．Reduce the energy in the production of paper bags．C．Raise people’s awareness of environmental protection．D．Ask consumers for extra money if they use plastic bags．31．What will be probably talked about in the following paragraph?A．The measures the government will take．B．The disadvantages caused by plastic bags．C．The action we can take to protect the environment．D．The differences between plastic bags and paper bags．第二节（共5小题；每小题2.5分，满分12.5分）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。
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CHAPTER 15.1-13TEACHER LICENSING15.1-13-01. Definitions.For purposes of this chapter:1."Administrator" means an individual who holds an administrator's credential and who isemployed by the board of a school district for the primary purpose of providing administrative services to the schools of the district. The term includes a school district superintendent,an assistant or associate school district superintendent,a school principal, an assistant or associate school principal, a special education director, a director of a multidistrict special education unit,a career and technical education director, and a director of an area career and technology center. The term may include an athletic or activity director who meets the requirements of this subsection.2."Board" means the education standards and practices board.3."Profession of teaching" means providing services in an approved school as a teacher,counselor, librarian, curriculum director or supervisor, speech or language therapist, school psychologist, special educator, or administrator.15.1-13-02. Education standards and practices board - Membership.1.The governor shall appoint to the education standards and practices board:a.Four individuals who are public school classroom teachers;b.One individual who is a nonpublic school classroom teacher;c.Two individuals who are school board members;d.Two individuals who are administrators; ande.One dean of a college of education or chairman of a department of education.2.The superintendent of public instruction or the superintendent's designee shall serveas a nonvoting ex officio member.15.1-13-03. Board compensation.Each member of the board is entitled to receive compensation in the amount of sixty-two dollars and fifty cents per day and to reimbursement for expenses as provided by law for other state officers while attending meetings or performing duties directed by the board. A member of the board may not lose the member's regular salary and may not be required to refuse the compensation to which the member is entitled under this section for serving on the board.15.1-13-04. Term of office - Vacancy.The term of office for a member of the board is three years, beginning on July first of the year of appointment. No person may serve for more than two consecutive terms. If a vacancy occurs, it must be filled for the duration of the unexpired term in the same manner as an original appointment.15.1-13-05. Officers.The board annually shall select a chairman and a vice chairman. The executive director of the board or the executive director's designee shall serve as secretary.15.1-13-06. Meetings - Notice.The chairman of the board shall set the date and time of the board meetings and shall provide at least ten days' notice of the meeting to all board members. The chairman shall call a special meeting when requested to do so, in writing, by a majority of the board members.15.1-13-07. Quorum - Revocation requirement.1. A majority of the board constitutes a quorum.2.Except as otherwise provided in this section, a majority of the quorum at any meetinghas the authority to act upon any matter properly before the board.3.At least five members of the board must consent to the revocation of an individual'steaching license.15.1-13-08. Board duties.The board shall:1.Supervise the licensure of teachers.2.Set standards for and approve teacher preparation programs.3.Seek the advice of teachers,administrators,school board members,teachereducation professors, and other interested citizens in developing and updating codes or standards of ethics, conduct, professional performance, and professional practices.4.Adopt,in accordance with chapter28-32,codes or standards of ethics,conduct,professional performance, and professional practices.5.Make recommendations for the inservice education of individuals engaged in theprofession of teaching.6.Issue major equivalency endorsements and minor equivalency endorsements.7.Appoint an executive director to serve at its discretion.8.Authorize the executive director to employ personnel, subject to approval by the board.15.1-13-09. Board powers.The board may:1.Adopt rules in accordance with chapter 28-32.2.Apply for and receive federal or other funds on behalf of the state for purposes relatedto its duties.3.Perform any duty related to the improvement of instruction through teacher education,professional development, and continuing education programs.15.1-13-10. Criteria for teacher licensure.1.The board shall establish by rule the criteria for teacher licensure and the process forissuing teaching licenses.The criteria must include considerations of character, adequate educational preparation, and general fitness to teach.2.The board may not require a teacher who graduated from an accredited teachereducation program on or before September 1, 1980, to earn any college credits in native American or other multicultural courses as a condition of licensure or license renewal.3.This section does not affect the validity of teaching certificates in effect on July 31,2001.4.This section does not affect the qualifications for career and technical educationcertificates, as otherwise established by law.15.1-13-10.1. Student teaching requirements - Teachers licensed in other states.If an individual who is or was licensed to teach in another state applies for a license to teach in this state, the education standards and practices board may not impose on the individual any student teaching requirements as a condition of licensure. This section is applicable to an individual who graduated from a state-approved regular education program but not to an individual who completed an alternative education program as a condition of licensure.15.1-13-11. Application and licensing fees.1.The board may set and charge a fee for:a.Filing an application for a teaching license.b.Issuing a teaching license.2.Any fee collected by the board must be deposited and disbursed in accordance withsection 54-44-12.15.1-13-12. Teaching license - Period of effectiveness.A teaching license issued by the board is effective for at least one school year, unless suspended or revoked by the board. This section does not apply to provisional teaching licenses issued by the board under section 15.1-13-13.15.1-13-12.1. Teaching license - Lifetime licensure.If an individual has been licensed to teach in this state for a period of thirty years, the education standards and practices board shall grant the individual lifetime licensure. Nothing in this section precludes the board from taking any action against an individual's lifetime license if the board determines that the action is warranted under this chapter.15.1-13-13. Provisional teaching license - Period of effectiveness - Renewal.The board may issue a provisional teaching license to an applicant, pending completion of the background check required by section15.1-13-14or pending the receipt of official transcripts or other original, signed, or certified documents. The provisional license is valid for a period of forty days and may be renewed with the approval of the board. The board may adopt rules governing the issuance of a provisional teaching license. An individual applying for a provisional teaching license may be charged a fee established by the board.However,an individual applying for the renewal of a provisional teaching license may not be charged a fee.15.1-13-14. Initial and reentry licensure of teachers - Criminal history record check.The board shall check, or cause to be checked, the criminal history record of each applicant for initial licensure and reentry licensure as a teacher in accordance with section 12-60-24. All costs associated with the background check and with obtaining and processing the fingerprints are the responsibility of the applicant. Criminal history records provided to the board pursuant to this section are confidential and closed to the public and may only be used by the board for determining an applicant's eligibility for licensure and obtaining documentation to support a denial of licensure.15.1-13-15. Teaching license - Application - Oath or affirmation.1.Each applicant for a teaching license shall subscribe to the following oath oraffirmation:I do solemnly swear (or affirm) that I will support the Constitution of theUnited States and the Constitution of the state of North Dakota, and that I willfaithfully discharge the duties of my position, according to the best of my ability.2.The applicant shall execute the oath or affirmation in duplicate. One copy of the oathor affirmation must be filed with the board when the applicant applies for a teaching license. The applicant shall retain the other copy.3.The board may not issue a license to teach unless a duly witnessed or notarized oathor affirmation has been filed with the board.15.1-13-16. Teaching license - Student transcript.A student who has met all the criteria necessary to receive a teaching license, but who has not graduated from a college or university, may request that the college or university provide a copy of the student's completed transcript to the board or to a comparable entity in another state. Within ten days of the request by the student, the college or university shall provide a copy of the transcript showing that the student has met all the criteria necessary to receive a teaching license except graduation. The transcript must indicate areas in which the student hasa major or minor.15.1-13-17. Teaching license - Requirements - Exceptions.1.An individual may not engage in the profession of teaching unless:a.The individual holds a teaching license issued by the board; orb.The individual is approved to teach by the board.2.An individual may be approved to teach by the board only if the individual haspreviously held a North Dakota teaching certificate or license,holds a teaching certificate or license issued by another state, or has filed a completed application for licensure with the board.3.The board shall adopt rules establishing the terms and conditions under which anindividual may be approved to teach, as provided for in this section. The terms and conditions may include the payment of a fine to the board in an amount not exceeding two hundred fifty dollars per incident,enrollment in and completion of continuing education courses, and submission of a completed application for licensure by a date certain.15.1-13-18. Teaching license - Presentation to business manager.1.Before being employed to teach by a school district, an individual shall present to theschool district business manager a teaching license or other evidence of approval to teach issued by the board.2.Before being employed to teach by a nonpublic school, an individual shall present tothe school business manager a teaching license or other evidence of approval to teach issued by the board.15.1-13-19. Teaching license - Expiration.Notwithstanding any other law, if an individual's teaching license expires within the final six weeks of a school district's or nonpublic school's calendar, that individual's license is deemed to be extended and in effect until the completion of the school district's or nonpublic school's calendar.15.1-13-20. Applicants licensed in other states.1.The board shall grant a teaching license to an applicant who holds a regular teachinglicense or certificate from another state, provided:a.The applicant's licensure or certification is based upon a minimum of a bachelor'sdegree with a major that meets the issuing state's requirements in early childhoodeducation, elementary education, middle level education, or a content area taughtat a public high school;b.The applicant's licensure or certification is based upon the completion of aprofessional education sequence from a state-approved teacher educationprogram and includes supervised student teaching;c.The applicant submits the required fee and a criminal history record check, asrequired of initial applicants by this chapter; andd.The criminal history record check reveals nothing for which a North Dakotaapplicant would be denied initial licensure.2. a. A license granted under this section is valid for two years if the applicant has notbeen licensed in another state for at least eighteen months.b.Notwithstanding subdivision a, if the individual received a teaching license orcertificate from another state on or after January 1, 2002, and if the issuing statedid not require that the individual pass a state test as a condition of licensure orcertification, the board shall require that the individual, within two years from thedate of licensure, pass all state licensure tests normally required of applicantsfrom this state.c.In all other cases, a license granted under this section is valid for five years and isrenewable if the licenseholder meets the reeducation requirements establishedfor all five-year license renewals.3. A license granted under this section must include all of the applicant's endorsementsissued or recognized by the applicant's other state of licensure.15.1-13-21. Reciprocal acceptance of teaching licenses.Repealed by S.L. 2011, ch. 135, § 3.15.1-13-22. Licensure of North Dakota American Indian language instructors.The board may license an individual as an instructor of North Dakota American Indian languages and culture if the individual is recommended for licensure to teach North Dakota native languages by an indigenous language board created by a tribal government in this state and if the individual:1.Displays competence in North Dakota American Indian languages and culture and hassuccessfully completed a three-semester-hour course in classroom instruction at a tribal college or other institution of higher education; or2.Holds a baccalaureate degree and has knowledge of and experience in North DakotaAmerican Indian languages and culture.15.1-13-23. School guidance and counseling services - Providers.Notwithstanding any other law, guidance and counseling services at the elementary and secondary school level may be provided by a person holding a graduate degree in counseling from a state-approved school counseling program, with coursework and an internship in school counseling, as required for all counselors by the superintendent of public instruction, provided the person has a North Dakota teaching license or will obtain one within seven years from the date of first employment under this section. The board shall conduct a criminal history record check in accordance with section 12-60-24 on each person hired under this section. All costs associated with a background check are the responsibility of the person being hired. The board shall monitor a person hired under this section to ensure that the person annually completes at least one-seventh of the total credits required for that person to obtain a teaching license, as determined at the time of employment under this section.15.1-13-24. Complaints against teachers or administrators.1.Any person may file with the board a complaint against a teacher or an administrator.The complaint must state the claims or charges and it must be signed. The complaint may include supporting documentation.2.Upon receiving the complaint, the board shall serve a copy of the complaint and anysupporting documentation upon the individual personally or by certified mail.3.The individual has twenty days from the date the individual receives the complaintwithin which to file a response. The response may include supporting documentation.4.If the individual files a timely response, the board shall meet to review the complaint,the response, and any documentation submitted by the parties, but may not accept testimony.5.Based on the complaint,the response,and the documentation submitted inaccordance with this section, the board may:a.Dismiss the complaint as unfounded; orb.(1)Determine there is a reasonable basis to believe the claims or charges aretrue and subject to action by the board under this chapter;(2)File a formal complaint against the individual in accordance with chapter28-32; and(3)Schedule and hold a public hearing on the complaint in accordance withchapter 28-32.6.If the individual fails to file a timely response, the board shall determine whether theindividual's failure to file a timely response constitutes an admission of the allegations in the complaint and whether the individual's teaching license should be subject to action by the board. If the board determines that the individual's failure to file a timely response is an admission of the allegations in the complaint and that the individual's teaching license should be subject to action by the board, the board shall hold a hearing in accordance with chapter 28-32 to take any appropriate action.15.1-13-25. Teaching license - Action by board - Causes.1.After holding a public hearing in accordance with chapter 28-32, the board may issue awritten warning or reprimand to the individual,suspend the individual's teaching license, or revoke the individual's teaching license if:a.The individual obtained a license by means of fraud,misrepresentation,orconcealment of facts.b.The board becomes aware of any fact or circumstance that would have causedthe board to deny licensure had the board known of the fact or circumstance atthe time of initial licensure.c.The individual is incompetent, immoral, intemperate, or cruel.d.The individual has been convicted of,has pled guilty to,or has plednolo contendere to an offense deemed by the board to have a direct bearingupon an individual's ability to serve as a teacher or an administrator.e.The board believes that the individual, having been convicted of an offense, hasnot been sufficiently rehabilitated under section 12.1-33-02.1.f.The individual has refused to perform the duties of a teacher or an administrator.g.The individual has breached a contract with a school district or nonpublic school.h.The individual knowingly taught in violation of chapter 15.1-18.i.The individual is an administrator in a school district or a nonpublic school andknowingly permitted another individual to teach in violation of chapter 15.1-18.j.The individual has violated this chapter or any rule adopted by the board.2.Any action of the board taken under this section may be appealed to the district courtof Burleigh County in accordance with chapter 28-32.15.1-13-26.Crimes against a child and sexual offenses - Denial of or immediate revocation of teaching license.1.The board shall deny an application for a teaching license and shall immediatelyrevoke the teaching license of an individual who has been found guilty of a crime against a child or a sexual offense.2.An individual who is denied a teaching license or who has had a teaching licenserevoked under subsection 1may file a request with the board for a due process hearing under chapter 28-32. The hearing must be held within ten days of the request.The scope of the hearing is limited to determining whether the individual was convicted of a crime against a child or a sexual offense and whether the conviction has been overturned on appeal.3. A final decision denying a teaching license or revoking a teaching license under thissection is appealable pursuant to chapter 28-32. A court may not stay the decision pending an appeal. A court shall affirm the decision denying a teaching license or revoking a teaching license unless the court finds that the individual was not convicted of a crime against a child or a sexual offense or that the conviction was overturned on appeal.4.The board may impose a fee against a licensee as reimbursement for all or part of thecosts of administrative actions that result in disciplinary action against the licensee under this section.5.As used in this section:a."Conviction" means a finding of guilt, a guilty plea, a plea of no contest, a plea ofnolo contendere,a judgment of conviction even though the court suspendedexecution of sentence in accordance with subsection 3 of section 12.1-32-02, or adeferred imposition of sentence in accordance with subsection 4of section12.1-32-02 or an equivalent statute. The term does not include a finding of guiltoverturned on appeal.b."Crime against a child"means violation of section12.1-16-01,12.1-16-02,12.1-16-03,12.1-16-04,12.1-17-01.1,12.1-17-02,12.1-17-03,12.1-17-04,12.1-17-05,12.1-17-06,12.1-17-07,12.1-17-07.1,12.1-17-10,12.1-18-01,12.1-18-02, 12.1-18-03, 12.1-29-01, 12.1-29-02, or 12.1-29-03, or an equivalentordinance, in which the victim is a minor or is otherwise of the age required forthe act to be a crime or an attempt to commit these offenses.c."Sexual offense"means a violation of section12.1-20-03,12.1-20-03.1,12.1-20-04, 12.1-20-05, 12.1-20-06, 12.1-20-07, 12.1-20-11, or 12.1-20-12.2, orchapter 12.1-27.2, or an equivalent ordinance.15.1-13-27. Suspension or revocation of teaching license - Notice.1.If an individual's teaching license is suspended or revoked, the board shall notify theindividual, the business manager of the school district employing the individual, each county superintendent of schools in the state,and the superintendent of public instruction.2.Upon being notified that one's teaching license has been suspended or revoked, theindividual shall return the license to the education standards and practices board. If the individual fails to return the license within the time period set by the board, the board may publish notice of the suspension or revocation in the official newspaper of the county in which the individual was employed.15.1-13-28. Teaching license - Effect of revocation.The revocation of an individual's teaching license results in the immediate termination of the individual's employment by a school district. The school district shall, however, compensate the individual for services rendered only until such time as the notice of revocation is received by the district.15.1-13-29. Teaching license of administrator - Determinations by subcommittee.1.Notwithstanding the provisions of any other law,when a complaint regarding anadministrator is filed with the board, all actions and determinations provided for in this chapter must be made by a subcommittee of the board.2.The subcommittee must consist of the two board members who are administrators, thetwo board members who are school board members, and two board members who are teachers and who have been appointed to the subcommittee by the board.3.The subcommittee shall convene at a regular or special meeting of the board.4.The subcommittee shall select its own chairman and vice chairman and the executivedirector of the board, or the director's designee, shall serve as its secretary.5. a. A majority of the subcommittee constitutes a quorum for purposes of this section.b.Except as otherwise provided in this section, a majority of the quorum has theauthority to act on any matter properly before the subcommittee.c.At least three members of the subcommittee must consent to the revocation of anadministrator's teaching license.6.Any action or determination by the subcommittee regarding the teaching license of anadministrator:a.Must be taken or made by the same process and on the same grounds asprovided in sections 15.1-13-24, 15.1-13-25, and 15.1-13-26;b.Has the same force and effect as an action or determination by the educationstandards and practices board;c.May not be modified by the board; andd.May be appealed under this chapter in the same manner as actions ordeterminations by the board.15.1-13-30. Venue for legal actions.Burleigh County, North Dakota, is the venue for all actions to which the education standards and practices board is a party.15.1-13-31. Conviction of individual holding teaching license - Written notification.A state's attorney shall provide written notification to the board when an individual holding a teaching license is convicted of a felony or a class A misdemeanor.15.1-13-32. Educational standards and practices board - Unified credential system.Repealed by S.L. 2009, ch. 65, § 8.15.1-13-33. National board certification fund - Creation - Continuing appropriation.Repealed by S.L. 2011, ch. 39, § 23.15.1-13-34. Approval of theological studies instructors.The board shall approve an individual to be an instructor of theological studies upon receipt of the application and fees required under section 15.1-13-11 and pending completion of the background check required by section 15.1-13-14, if the individual:1.Holds a baccalaureate degree; and2.Is recommended for approval as an instructor of theological studies by the governingboard of a nonpublic school offering a theological studies course.。