根据题目要求完成下列任务，用中文作答。 PPT是英语教师常用的

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[多选题]根据题目要求完成下列任务，用中文作答。 PPT是英语教师常用的一种教学辅助工具，请简述PPT在语言教学中的两个优点（6分），列举英语课堂教学中使用PPT常见的两个问题（6分），并提出合理使用PPT的两条建议（8分）。

A. 【参考答案】 (1)PPT在语言教学中的两个优点： ①PPT能够将教材内容生动活泼地呈现在学生面前，使静态、枯燥的语言材料变得直观、具体，富有感染力，从而调动学生学习的积极性，激发学生的学习兴趣。 ②PPT的使用可以创建直观的教学情境，提供有利于学生观察、模仿、尝试、体验真实语言的环境，使英语课堂更好地体现真实性和交际性。 (2)英语课堂教学中使用PPT常见的两个问题： ①PPT有时候会分散学生的注意力，如学生的注意力可能被图片、视频、音乐等吸引，影响教学效果。 ②教师过于依赖PPT，容易忽视讲解、板书、活动等在课堂上的重要作用，且教师使用PPT在一定程度上增加了其工作量。一味地追求使用PPT有时会使教师忽略课程的重点和难点，PPT的作用适得其反。 (3)合理使用PPT的两条建议： ①教师应当有针对性地根据课型和教学内容合理设计PPT，突出教学的重难点，注意PPT的页数与切换速度，使PPT真正做到为教学内容服务。 ②教师在使用PPT时，要注意目的性和恰当性，PPT的使用不能替代师生在课堂上真实的语言交流、思维碰撞、情感互动等人际交往活动。PPT只是教学的辅助手段，不能喧宾夺主。

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[多选题]美国人力资本理论的代表舒尔茨认为，教育对国民经济增长的贡献是20%。( )

A. ×

[单选题]请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　IF YOU want something done,the saying goes,give it to a busy person.It is an odd way to guarantee hitting deadlines.But a paper recently published in the Journal of Consumer Research suggests it may,in fact,be true-as long as the busy person conceptualises the deadline in the right way. 　　Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto 　　examined how individuals go about both thinking about and completing tasks.Previous studies have shown that such activity progresses through four distinct phases: pre-decision,post-decision (but pre-action),action and review.It is thought that what motivates the shift from the decision-making stages to the doing-something stage is a change in mindset. 　　Human beings are a deliberative sort,weighing the pros and cons of future actions and remaining open to other ideas and influences.However,once a decision is taken,the mind becomes more "implemental" and focuses on the task at hand."The mindset towards 'where can I get a sandwich'," explains Ms Tu,"is more implemental than the mindset towards 'should I get a sandwich or not?'" 　　Ms Tu and Dr Soman advise in their paper that "the key step in getting things done is to get started." But what drives that? They believe the key that unlocks the implemental mode lies in how people categorise time.They suggest that tasks are more likely to be viewed with an implemental mindset if an imposed deadline is cognitively linked to "now" -a so-called like-the-present scenario.That might be a future date within the same month or calendar year,or pegged to an event with a familiar spot in the mind's timeline (being given a task at Christmas,say,with a deadline of Easter).Conversely,they suggest,a deadline placed outside such mental constructs (being "unlike-the-present" ) exists merely as a circle on a calendar,and as such is more likely to be considered deliberatively and then ignored until the last minute. 　　To flesh out this ideA.the pair carried out five sets of tests,with volunteers ranging from farmers in India to undergraduate students in Toronto.In one test,the farmers were offered a financial incentive to open a bank account and make a deposit within six months.The researchers predicted those approached in June would consider a deadline before December 31st as like-the-present.Those approached in July,by contrast,received a deadline into the next year,and were expected to think of their deadline as unlike-the-present.The distinction worked.Those with a deadline in the same year were nearly four times more likely to open the account immediately as those for whom the deadline lay in the following year.Arbitrary though calendars may be in parsing up the continuous fiow of time,humans parse their concept of time in line with them. 　　The effect can manifest itselfin even subtler ways.In another set of experiments,undergraduate students were given a calendar on a Wednesday and were asked to suggest an appropriate day to carry out certain tasks before the following Sunday.The trick was that some were given a calendar with all of the weekdays coloured purple,with weekends in beige (making a visual distinction between a Wednesday and the following Sunday).Others were given a calendar in which every other week,Monday to Sunday,was a solid colour (meaning that a Wednesday and the following Sunday were thus in the same week,and in the same colour).Even this minor visual cue affected how like-or unlike-the-present the respondents tended to view task priorities. 　　These and other bits of framing and trickery in the research support the same thesis: that making people link a future event to today triggers an implemental response,regardless of how far in the future the deadline actually lies.If the journey of l,000 miles starts with a single step,the authors might suggest that you take that step before this time next week.

What is the author's primary purpose in writing this passage?

A. Illustrating the key point in meeting a deadline.
B. Contrasting Yanping Tu's experiment with Dilip Somans.
C. Manifesting how visual cues affect people's perception of deadline.
D. Comparing a like-the-present deadline with an unlike-the-present one.

[单选题]The sound of "ch" in "teacher" is________.

A. voiceless,post-alveolar,and affricative
B. voiceless,dental,and fricative
C. voiceD.dental,and fricative
D. voiceD.post-alveolar,and plosive

[多选题]简述知觉的基本特征。

A. 参考答案 (1)选择性 (2)整体性 (3)理解性 (4)恒常性

[单选题]When________is produced.complete closure of the articulators is involved so that the air stream cannot escape through the mouth.

A. fricative
B. stop
C. affricate
D. lateral

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