Tom owns_______larger collection of_______books than any other student in our class.

A.the；/

B.a；/

C.a；the

D./； the

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A new study shows that students learn much better through an active，iterative process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor.
The research was conducted by a team at the University of British Columbia （UBC），Vancouver，in Canada，led by physics Nobelist Carl Wieman. In this study，Wieman trained a postdoc，Louis Deslauriers，and a graduate student，Ellen Schelew，in an educational approach，called “deliberate practice”，that asks students to think like scientists and puzzle out problems during class.For one week，Deslauriers and Schelew took over one section of an introductory physics course for engineering majors，which met three times for one hour.A tenured physics professor continued to teach another large section using the standard lecture format. The
results were dramatic:After the intervention，the students in the deliberate practice section did more than twice as well on a 12-question multiple-choice test of the material as did those in the control section. They were also more engaged and a post-study survey found that nearly all said they would have liked the entire 15-week course to have been taught in the more interactive manner.
“It's almost certainly the case that lectures have been ineffective for centuries. But now we've figured out a better way that makes students an active participant in the process to teach”，Wieman says. The “deliberate
practice” method begins with the instructor giving students a multiple-choice question on a particular concept，which the students discuss in small groups before answering electronically. Their answers reveal their grasp of the topic，which the instructor deals with in a short class discussion before repeating the process with the next concept.
While previous studies have shown that this student-centered method can be more effective than teacher-led instruction，Wieman says this study attempted to provide “a particularly clean comparison...to measure exactly what can be learned inside the classroom.”He hopes the study persuades faculty members to stop delivering traditional lectures and “switch over” to a more interactive approach.More than 55 courses at
Colorado across several departments now offer that approach，he says，and the same thing is happening gradually at UBC.

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在词汇教学的过程中，教师可教给学生哪些记忆单词的具体方法？请列举四种并举例说明。

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下面是某高中一年级复习阶段写作课的一个教学活动
T:Now, I＇ll divide you into four groups. Then, you are supposed to talk about your views on the topic
“The Development Prospect of China＇s Science and Technology”. While talking, you can take notes and write down different opinions. You will have eight minutes to do this Now begin.
Ss：...
T:OK, time is up. Which group wants to show your ideas？（Silent） Group 2 first, Lily, can you？
Lily:The development prospect of China＇s Science and Technology is great, because there are many chances.
T:Your ideas are a little shallow. Sit down, please. Another group？
...
根据上面所给的信息，从下列三个方面作答
（1）请问以上教学活动所在教学环节的主要任务是什么？其常见主要活动有什么？
（2）此教学活动的设置存在什么问题？应该如何改进？
（3）你如何看待该教师的教学评价？

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根据提供的信息和语言素材设计教学方案,用英文作答。
设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。
教案没有固定格式，但须包含下列要点:
●teaching objectives
●teaching contents
●key and difficult points
●major steps and time allocation
●activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学高中一年级第一学期学生。班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。
语言素材：

Wang Peng sat in his empty restaurant feeling very frustrated. It had been a very strange morning.
Usually he got up early and prepared his menu of barbecued mutton kebabs, roast pork, stir-fried vegetables and fried rice. Then by lunchtime they would all be sold. By now his restaurant ought to be full of people. But not today! Why was that? What could have happened? He thought of his mutton, beef and bacon cooked in the hottest, finest oil. His cola was sugary and cold, and his ice cream was made of milk, cream and delicious fruit. "Nothing could be better," he thought. Suddenly he saw his friend Li Chang hurrying by. "Hello, Lao Li," he called. "Your usual?" But Li Chang seemed not to hear. What was the matter? Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
Wang Peng followed Li Chang into a new small restaurant. He saw a sign in the window.
Tired of all that fat? Want to lose weight?
Come inside Yong Hui’s slimming restaurant.
Only slimming foods served here.
Make yourself thin again!
Curiosity drove Wang Peng inside. It was full of people. The hostess, a very thin lady, came forward.
"Welcome," she said. "My name is Yong Hui. I’ll help you lose weight and be fit in two weeks if you eat here every day." Then she gave a menu to Wang Peng. There were few choices of food and drink on it:just rice, raw vegetables served in vinegar, fruit and water. Wang Peng was amazed at this and especially at the prices.It cost more than a good meal in his restaurant! He could not believe his eyes. He threw down the menu and hurried outside. On his way home he thought about his own menu. Did it make people fat? Perhaps he should go to the library and find out. He could not have Yong Hui getting away with telling people lies! He had better do some research!
At the library Wang Peng was surprised to find that his restaurant served far too much fat and Yong Hui’s far too little. Even though her customers might get thin after eating Yong Hui’s food, they were not eating enough energy-giving food to keep them fit. They would become tired very quickly. Wang Peng felt more hopeful as he drove back home. perhaps with a discount and a new sign he could win his customers back So he wrote:
Want to feel fit and energetic?
Come and eat here! Discounts today!
Our food gives you energy all day!
The competition between the two restaurants was on!

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