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Something people can write or draw on.

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小杨在数学课上的表现一直不佳。当老师在课上布置练习的时候发现小杨对应用题的理解毫无进展。 “加油，小杨。我知道你能做出这道题的。”老师在小杨耳边低语，“好好花上几分钟仔细阅读题目，然后把题目分解成几部分，等一下我会过来看看你做得怎么样。”几分钟后，老师回来问道：“怎么样” 小杨还是不太清楚，但是显然他已经开始摸到了问题的关键，并开始动手解答，他说：“他们想知道这单价降低的百分比。”“很好，你还知道了些什么”老师笑着说。当小杨开始解释他对问题的理解时，老师不断地问相关的问题让他回到合适的思路上来。当他终于解决了问题后，老师笑着说：“太棒了，我知道你很努力，你现在再重新看看我们是怎么一步步地解决这个问题的，过几分钟，我会再来看看你最终的解答，好吗”最后，小杨自己解答了这道题。问题：请分析该位教师对学生学习动机的影响。

What subject does the man teach

A. English.
B. Maths.
Chinese.

[听力原文]M: How did you enjoy the dinner at the partyW: Great! I can’t imagine more wonderful food! How does the woman think of the food（）

A. She likes the food very much.
B. She doesn’t like the food.
C. She has no interest in the food.
D. She has no idea.

All over the world children learn to understand and speak their own language before they go to school. They (11) this wonderful skill by constant practice, by listening and talking all the time to themselves, to their family and friends. At first the child only (12) words and expressions that he has heard and learned. But he finds that he has to put new (13) together to get what he wants. He (14) new sentences out on people. They accept some of his sentences but reject others because they are funny or because they don’t (15) The child keeps on trying until he works out a system for producing sentences that can be accept and understood. He gathers in his mind a simple mode of the language, his own grammar of his own language.