阅读以下材料，回答问题。
案例：环节一要求:请学生充分畅谈对《杞人忧天》寓意的理解，并在原文中找到可靠的依据。环节二要求:拓展阅读，请学生思考长庐子是怎样看待这件事的。环节三要求:这篇文章选自《列子》，请学生再进行拓展阅读，看看列子是怎样看待这件事的。环节四要求:请学生课下为《杞人忧天》设定新的寓意，并根据自己设定的寓意改写这则寓言。附：环节一课文原文：杞人忧夭《列子》杞国有人忧天地崩坠，身亡所寄，废寝食者。又有忧彼之所忧者，因往晓之，曰：“天，积气耳，亡处亡气。若屈伸呼吸，终日在天中行止，奈何忧崩坠乎？”其人曰“天果积气，日月星宿，不当坠邪？”晓之者曰：“日月星宿，亦积气中之有光耀者，只使坠，亦不能有所中伤。”其人曰：“奈地坏何？”晓之者曰：“地，积块耳，充塞四虚，亡处亡块。若躇步跳蹈，终日在地上行止，奈何忧其坏？” 其人舍然大喜，晚之者亦舍然大喜。环节二增补内容：长庐子闻而笑之曰：“虹霓也，云雾也，风雨也，四时也，此积气之成乎天者也。山岳也，河海也，金石也，火木也，此积形之成乎地者也。知积气也，知积块也，奚谓不坏？……天地不得不坏，则会归于坏。遇其坏时，奚为不忧哉？”环节三增补内容：子列子闻而笑曰：“言天地坏者亦谬，言天地不坏者亦谬。坏与不坏，吾所不能知也。虽然，彼一也，此一也，故生不知死，死不知生；来不知去，去不知来。坏与不坏，吾何容心哉？”问题：(1)请评析环节二和环节三在教学中的作用。(10分)(2)请比较环节一和环节四的教学目的，说说它们的相同点和不同点。(10分)
Which indefinite article "a" should he read emphatically in the following sentences?
A.He is a handsome boy, but not smart. B.He is not a suspect, he is the suspect. C.He bought a cartoon book for his son. D.He is talking with a middle-aged man.
We’re all keeping our （ ）crossed that the surgeons do not find anything too serious with the patient.
A.fingers B.thumbs C.hands D.feet
If a teacher asks students to fill in the blanks in a passage with “that” “which” or “whom”,he/she is least likely focusing on grammar at （ ）.
A.lexical level B.syntactic level C.discourse level D.morphological level
Which of the following tasks fails to develop student’s skill of recognizing discourse patterns?
A.Analyzing the structure of difficult sentences. B.Checking the logic of the author’s arguments. C.Getting the scrambled sentences into a paragraph. D.Marking out common openers to stories and jokes.
What is minssing at the discourse level between the two sentences“Carol loves tomatoes.She was born in Africa.”?
A.Referefce B.Cohesion C.Coherence D.Substitution