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提问人：网友limiter
发布时间：2022-01-07
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I bet you are going to have a great time here as you've just come 6 ______________________ （when？).
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更多“I bet you are going to have a great time here as you've just come 6 ______________________ （when？).”相关的问题
第1题
Tongue height, tongue backness and lip roundedness are three features that Daniel Jones used in developing the Cardinal Vowel System to describe vowels.
第2题
Imagine you are an applicant asking for a job. You have got everything ready for the interview. Fill in the blanks according to the Chinese versions provided. Interviewer: Please come in and sit down. Make yourself comfortable. You: Thanks. Interviewer: May I ask why you are interested in this job? You: ___________________(1)_________________________(当我看到贵公司在《中国日报》上登的广告，我决定试试。) Interviewer: Why do you want to change your job? You: ___________________(2)_______________________(我想尝试不同的工作。) Interviewer: How long have you been in your present job? You: 2 years. Interviewer: If we hire you, how soon can you start? You: ________________(3)_____________________(我需要两周的时间。) Interviewer: Is there anything else you’d like to know? You: ___________(4)_______________(现在没有。) Interviewer：Well. I enjoyed talking with you. We will call you within a week with an answer. You: _______________(5)__________________(谢谢您抽出时间来跟我面谈。)
第3题
Imagine that you want to focus on a sound which your students are having difficulty with. Which of the following steps (A to H) are necessary and which are unnecessary? Why is (are) the abandanded step (steps) unnecessary? In what order would you teach and practise the sound? Why do you put the steps in the order? (1) List the steps that you think are unnecessary by writng down the capital letters of each step., e.g., A or AB ... (2) Explain why the abandanded step (steps) is (are) unnecessary. (2) Write the teaching order with numbers and letters, e.g., 1A, 2B, 3C ... (3) Explain why you put the steps in the order and the functions of each step. A. Get students to repeat the sound in chorus. B. Explain how to make the sound. C. Contrast it with other sounds. D. Write words on the blackboard. E. Get individual students to repeat the sound. F. Say the sound in a word. G. Say the sound alone. H. Say the sound in meaningful context.
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