单选题Teachers who adont the __________model for reading comprehension may start teaching a text by introducing new vocabulary and structures.A parallelB serialC too-downD bottom-up

考题 Approaches towards reading and listening are __________. A.the bottom-up model and the top-down modelB.the bottom-up model and the interactive modelC.the bottom-up modelD.the top-down model and the interactive model

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考题 When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. That’s to say, I combine the above 2 ways in my reading. This is the interactive model.()此题为判断题(对，错)。

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考题 When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is the bottom-up model. ()此题为判断题(对，错)。

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考题 New technology was used in teaching. As a result, not only _____ , but students became more interested in the lessons.A. saved was teachers’ energy B. was teachers’ energy savedC. teachers’ energy was saved D. was saved teachers’ energy

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考题 Which of the following is NOT a suitable pre-reading activity? A．Demonstrating "skimming" and "scanning" techniques. B．Writing a similar text. C．Introducing the elements of the reading text. D．Writing questions about the topic.

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考题 The best grouping of teaching when the students are given the task to work out answers to a reading comprehension is__________．A.one-to-one B.groupwork C.pair-work D.solowork

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考题 Teachers who adont the __________model for reading comprehension may start teaching a textby introducing new vocabulary and structures. A.parallel B.serial C.too-down D.bottom-up

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考题 Popular as it might be, the Presentation-Practice-Production teaching model is not considered appropriate in teaching__________. A．phonetics B．grammar C．vocabulary D．reading

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考题 How should the teacher deal with students' writing errors?A．Teachers should limit students to take risks to use new vocabulary and structures. B．Teachers should often show negative attitude towards students' writing errors. C．Teachers should make corrections for all the writing errors of students. D．Teachers should underline the errors and leave them for students to correct themselves.

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考题 Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.A．PPP B．PWP C．PPT D．TBLT

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考题 Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students． This way is known as__________．A.top-down model B.bottom-up model C.interactive model D.integrative model

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考题 Teachers who believe in the_________ model will enable students to understand themeaning and usage of the words first, and then make full use of the words iu listeniug, reading orwriting tasks, ask representatives to show products of the tasks, and give an evaluation her it at last when teaching vocabulary. A．PPP B．PWP C．PPT D．TBLT

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考题 Teachers believing in the _______model in a general sense usually follow the sequence of teaching new words, sentences and then the whole passage in the ,reading class. A．interactive B．bottom-up C．top-down D．interactional

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考题 Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.A. PPP B. PWP C. PPT D. TBLT

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考题 Some teachers teach reading by introducing new vocabulary and structure first and thengoing over the text sentence by sentence and paragraph by paragraph with the students. This way is_________known as A．top-down model B．bottom-up model C．interactive model D．integrative model

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考题 Teachers’believing in the_____model in a general sense usually follow the sequence of teaching new words,sentences and then the whole passage in the reading class.A.interactive B.bottom-up C.top-down D.interactional

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考题根据下面资料，回答 Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（17）题选A.work out B.run into C.talk about D.take on

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考题根据下面资料，回答 Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（34）题选A.suggestion B.feedback C.promotion D.inspiration

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考题共用题干 Teaching Math,Teaching AnxietyIn a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up believing that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for everyone. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.The new study found that when a teacher has anxiety about math,that feeling can influence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers compared the scores.The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example,was probably anxious about math.Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.What is the result of the research at the University of Chicago,according to the first paragraph?A:Girls comfortable with their own math skills are better than boys at math.B: Girls uncomfortable with their own math skills are not as good as boys at math.C: Female teachers'math skills have influence over girl students'math skills.D: Female teachers'confidence in their math skills is related to girls'math skills.

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考题共用题干 Teaching Math,Teaching AnxietyIn a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up believing that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for everyone. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.The new study found that when a teacher has anxiety about math,that feeling can influence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers compared the scores.The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example,was probably anxious about math.Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.According to the experiment,those teachers were probably anxious about math when they felt______.A:nervous memorizing the numbers of a sales receiptB: helpless saving the numbers of a sales receiptC: uneasy reading the numbers of a sales receiptD: hopeless filling in the numbers of a sales report

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考题共用题干 Teaching Math,Teaching AnxietyIn a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up believing that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for everyone. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.The new study found that when a teacher has anxiety about math,that feeling can influence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers compared the scores.The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example,was probably anxious about math.Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.What is implied in the third paragraph?A: Math teachers,like math learners,do not like the subject due to its difficulty.B: A difficult subject like math may affect teachers'confidence in teaching the subject.C: Teachers are more anxious teaching math than their students learning math.D: Math is so difficult that no teachers like to teach it.

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考题 Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.（）A对B错

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考题 Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.（）

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考题判断题Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.（）A 对B 错

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考题单选题The PWP teaching model is not considered appropriate in teaching_______.A readingB listeningC writingD vocabulary

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考题单选题Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students. This way is known as _____.A top-down modelB bottom-up modelC interactive modelD integrative model

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考题单选题About principles of teaching reading, which description is wrong?A The selected texts and attached tasks should be accessible to the students.B Tasks should be given after reading.C Tasks should help develop students' reading skills rather than test their reading comprehension.D The teacher should provide enough guidance and assistance at the beginning.

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