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Passage 1Einstein is a mental Hercules, according to those who know his work. He has performed prodigious labors. By all the theories of physiognomy, he should be a granite-visaged Norse god of the Hindenburg type, instead of looking like a poet or musician. On theoretical grounds, he should have an iron will, instead of being pliant, docile, compromising. The explanation seems to be that Einstein, unlike most men of achievement, has never had to coerce or harden himself. His work was an exalted revel and his whole scientific life was a perpetual carnival, to judge from a speech of his at a dinner in Berlin in honor of the physicist, Max Planck. A preceding speaker had talked of the "agonizing toil" and '6superhuman will" required of a great scientist. Einstein demurred. "This daily striving," he said, "is dictated by no principle or program, but arises from immediate personal need. The emotional condition which renders possible such achievements is like that of the religious devotee or the lover." On another occasion, Einstein described the impulse to grapple withhis problems as "a demoniac possession," needing no stimulation from conscious effort of the will. Einstein's own theory about himself must be correct; nothing else could account for his irresistible energy in his own regions of thought and his lamblike helplessness in ordinary contacts. To catalogue a few of his lost wars of everyday life:For a time he refused to play the violin for charity because of his modest estimate of his own ability, and because he thought it unfair to professionals; under pressure, however, he gave many recitals. He declined a deluxe cabin on a trip to America because of his scruples against luxury, but accepted when informed that he was hurting the feelings of the steamship line. On his trip to India, he refused to travel in a rickshaw because he thought it degrading to use a human being as a draught animal; he reconsidered. however, on the ground that rickshaw boys must live, and patronized them extensively. Hatingfuss and feathers, he has been induced to make triumphal progresses on four continents. He has compared mass newspaper interviews to being bitten by wolves and to being hanged, but nevertheless he is frequently gang-interviewed.This easy yielding to pressure would lead another man to cheapen himself, but Einstein is saved by his aesthetic sense and his unworldliness. He could not do anything sordid. He doesn't want anything; there is nothing about the man for temptation to work on. When he received the Nobel Prize in 1921, he gave it to charity. When a magazine offered him an amazing sum for an article, he rejected it contemptuously. “What?" he exclaimed. "Do they think I am a prizefighter?" But he finally wrote the article after arguing the magazine into cutting the price in half. It is said that he declined his present post at the Institute for Advanced Study at Princeton on the ground that the salary was preposterously munificent, and was persuaded to accept only by the promise of an enormous pay cut. He objected to gifts, but his 1930 trip to this country netted him five violins and other valuable booty. His backbone stiffened, however, when an admirer sought to press on him a Guarnerius valued at $33,000; this he firmly refused, saying that he was not enough of a musician to do justice to the instrument. Probably no man has been more plagued than Einstein by offers of money for testimonials for toothpaste, pimple-eradicators, corn plasters, and cigarettes. He brushed all this aside as "corruption" and would have no compromise. Einstein regards money as something to give away; in 1927, he was aiding one hundred and fifty poor families in Berlin.1.What as led to Einstein's great achievement in science according to the passage?
A. His strong belief in religion. B. His lifelong interest in science. C. His aesthetic sense and unworldliness. D. His superhuman will in science research. 2.What does the underlined phrase "his problems" in PARA

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案例:  朱老师上《创意产品——椅子》这一单元课时做了下列安排:  (1)同学先提交一份草稿和说明,草稿通过后再进行制作。朱老师将所有同学的创意说明、草稿与最后的制成品都收集起来3  (2)课程结束后,朱老师在学校的展览馆做了汇报展览,将创意草稿和说明一并进行展示,反映出了同学们创作的全过程,效果非常好。期间,他邀请其他学科的教师参观,并让他们与同学们一起投票选出了五件“最受欢迎的作品”。  (3)在评价环节,朱老师按照百分制进行了评分,同时给每件作品附上了评语,鉴于美术课代表在展览策划中优秀的表现,朱老师给了他高分。问题:你认为该课程运用了哪些评价方式?试结合案例进行分析。
Before you leave the office, __________ all lights are out.

A.see which B.seeing that C.to see that D.see to it that

材料:

下面是某中学周老师在初中“地球的自转”一课中的教学片段:

师:(手握地球仪)地球是我们的家园,浩瀚的海洋、茂密的森林……我们观察、感受、思考着生活中的许多自然现象。比如,为什么会有日出日落现象呢?

生:(思考、讨论)

师:哪位同学能用地球仪来演示说明一下?

生:(走上讲台,一手拨着地球仪,一手比划着,自言自语)这是太阳,地球自东向西转,这边升起,这边落,这是北、南?不对,老师,我认为是地球自西向东转的结果。

师:这位同学经过一番思考、操作,她的观点是否正确呢7你们跟她的想法一致吗?小组合作讨论一下,地球到底怎么转?一会请你们来演示,看谁演示的对!

(经过几个学生到台前演示,最终得出结论:地球自转方向是自西向东,导致了太阳东升西落的现象,接着教师展示地球自转的多媒体课件。屏幕呈现3个问题:①地球自转围绕的中心是什么?②地球自转的方向如何?③地球自转一周的时间是多少?)

师:我们可以充分利用手中的资料,如教材、地图册以及大屏幕中的动画,还可以利用地球仪和小手电演示,分小组来探究这些问题,然后请同学到讲台前展示探究的结果。

生:(分组探究,学生展示)

师:现在我们进入自由提问阶段,每位同学都可以朕系生活实际或借助地球仪,并围绕“地球自转”这个主题提问,同时欢迎大家积极思考来帮助解决问题。

问题:

(1)周老师请学生用地球仪来演示、说明并解答地理问题,这一教学行为有利于达成哪些教学目标?

(2)在自由提问阶段,你认为学生联系生活实际或借助地球仪,并围绕“地球自转”这个主题,会提出哪些问题?试举两例。

下面是某中学两位老师关于“天气符号”的教学片段:

(1)王老师的教学片段:

教师:天气是多变的,所以我们时常要收看天气预报。为了方便大家收看天气预报,常用一些符号来表示天气特征。你们认识这些天气符号吗?先把书翻到42页,一起来认识这些天气符号……接下来,老师就来考考大家,请将下列一些天气的符号和所表示天气状况连接起来,看看谁最快、最准确。

学生争着举手完成天气符号连线题。

(2)陶老师的教学片段:

教师:你们看得懂电视台播放的天气预报图吗?

学生:天气预报上的天气符号有的看不懂。

教师出示“天气符号”投影片。

教师:现在请同学们展开丰富的想象,畅所欲言,这些特定的天气符号和特定的天气有何关联?

学生:晴天嘛,太阳光芒四射。

学生:阴天,乌云密布看不见太阳。

学生:雪的符号真像雪花。

学生.三角形的东西砸在身上很疼,用来表示“冰雹”很形象。

学生:沙尘暴的“沙”字拼音第一个字母是“S",而且沙尘暴是随风前进的,所以是“S"上加一个“→”来表示。

教师:同学们尽情地发挥想象力来记忆天气符号,说得非常好。下面我要提醒大家注意的是风向、风级表示的方法

问题:

(1)初中阶段,为了加深学生对地理事物的记忆,一般可以采取哪些方法?概述两位教师对“天气符号”教学方式方法的不同点。

(2)哪一位教师的教学方法更符合新课程理念?为什么?

That a Japanese child adopted at birth by an American couple will grow up speaking English indicates ________ of human language.

A.duality B.cultural transmission C.arbitrariness D.cognitive creativity
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