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题目内容
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Students can do _____ activities, such as, silent reading, doing written exercises, writing something down individually after brainstorming in a group, or individual speech preparations, etc.
A.pair work
B.whole-class work
C.individual
D.group work
B.whole-class work
C.individual
D.group work
参考答案
参考解析
解析：本题考查课堂管理中的课堂组织活动形式。
个体活动通常包括默读、做书面练习、在头脑风暴后写下一些自己的想法、或者个人演讲准备等等。学生可以分别做相同的任务或也可以给学生提供多个任务进行选择。综上，C选项正确。
A选项，结对活动，指的是两个学生一组做一个练习或者完成一个任务。故排除。
B选项，全班活动，指的是有些时候，所有的学生都在老师的控制下完成同一个任务。故排除。
D选项，小组活动，是指学生集合在一个小组的活动。每组有3、4或5个学生，数量根据不同的活动来定。
故正确答案为C项。
个体活动通常包括默读、做书面练习、在头脑风暴后写下一些自己的想法、或者个人演讲准备等等。学生可以分别做相同的任务或也可以给学生提供多个任务进行选择。综上，C选项正确。
A选项，结对活动，指的是两个学生一组做一个练习或者完成一个任务。故排除。
B选项，全班活动，指的是有些时候，所有的学生都在老师的控制下完成同一个任务。故排除。
D选项，小组活动，是指学生集合在一个小组的活动。每组有3、4或5个学生，数量根据不同的活动来定。
故正确答案为C项。
更多 “Students can do _____ activities, such as, silent reading, doing written exercises, writing something down individually after brainstorming in a group, or individual speech preparations, etc.A.pair work B.whole-class work C.individual D.group work” 相关考题
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by ___________, we mean tasks that students do before they read the text in detail.
A. pre-reading activitiesB. while-reading activitiesC. before-class preparationD. post-reading activities
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To teach students writing effectively, teachers may guide students through the writing process as follows:
① mapping② editing ③outlining
④ brainstorming⑤free writing⑥drafting
A．①④③⑤⑥②
B．④③⑤①⑥②
C．④ ①⑤③⑥②
D．③①④⑥⑤②
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Which of the following practices can encourage students to read an article critically?A.Evaluating its point of view.
B.Finding out the facts.
C.Finding detailed information.
D.Doing translation exercises.
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A．Rearranging the materials.
B．Brainstorming the topic.
C．Writing a similar text.
D．Giving summary and comment.
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Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class?
A. Role play.
B. Group discussion.
C. Pattern drill.
D. Written homework.
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Which of the following activities may be more appropriate to help students practice a newstructure immediately after presentation in class
A.Role play.
B.Group discussion.
C.Pattern drill.
D.Written homework.
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Which of the following activities can be adopted at the pre-reading stage
A.Re-arranging the materials.
B.Brainstorming the topic.
C.Writing a summary of the text.
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Which of the following activities can be adopted at the pre-reading stage A.Rearranging the materials.
B.Brainstorming the topic.
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For better classroom management, what should the teacher do while the students are doing activities?
A．Participating in a group.
B．Preparing for the next procedure.
C．Moving around to monitor, prompt and provide help.
D．Standing in front of the class.
考题
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C.Finding detailed information.
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A．Proofreading.
B．Revising.
C．Brainstorming.
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考题
Which role does the teacher play in the following activities? When the students are doing a group work task, the teacher joins one or two groups for a short period of time.A.source of help
B.controller
C.participant
D.assessor
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
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
考题
Text 2 A study published in the International Journal of Business Administration found that what students read in college directly effects the level of writing they achieve.In fact,researchers found that reading content and frequency may exert more significant impacts on students'writing ability than writing instruction and writing frequency.Students who read academic journals,literary fiction,or general nonfiction wrote with greater svntactic SODhistication（more comDlex sentences）than those who read genre fiction（mysteries,fantasy,or science fiction）or exclusively web-based aggregators.The highest scores went to those who read academic journals;the lowest scores went to those who relied sotely on web-based content.Recent research also revealed that"deep reading"-defined as reading that is slow,immersive,rich in sensory detail and emotional and moral complexity-is distinctive from light reading-little more than the decoding of words.Deep reading occurs when the language is rich in detail,allusion,and metaphor,and taps into the same brain regions that would activate if the reader were experiencing the event.Deep reading is great exercise for the brain and has been shown to increase empathy,as the reader dives deeper and adds reflection,analysis,and personal subtext to what is being read.It also offers writers a way to appreciate all the qualities that make novels fascinating and meaningful-and to tap into his abllity to write on a deeper level.Light reading is equated to what one might read in online blogs,or"headline news"or"entertainment news"websites,particularly those that breezily rely on lists or punchy headlines,and even occasionally use emojis to communicate.These types of light reading lack a genuine voice,a viewpoint,or the sort of analyses that might stimulate thought.It's light and breezy reading that you can skim through and will likely forget within minutes.Deep reading activates our brain's centers for speech,vision,and hearing,all of which work together to help us speak,read,and write.Reading and writing engages Broca's area,which enables us to perceive rhythm and syntax;Wernicke's area,which impacts our perception of words and meaning;and the angular gyrus,which is central to perception and use oflanguage.These areas are wired together by a band of fibres,and this interconnectivity likely helps writers mimic and synchronize language and rhythms they encounter while reading.Your reading brain senses a cadence that accompanies more complex writing,which your brain then seeks to emulate when writing.
Students'writing abilities are mostly infiuenced by_____A.writing frequencies of students
B.writing instructions from teachers
C.students'reading content
D.teachers'scores and evaluations
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can express their opinion and give others solutions on the topic.
Ability aim:
Students can develop their logical thinking ability through writing.
Emotional aim:
Students will know how to get along with their parents and then love and cherish their family.
Key and difficult point:
Key Point: Students make clear about how to give others suggestions. .
Difficult Point: Students can understanding the deep meaning of family.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Sing a song : Five Hundred Miles, then ask students the theme of the song, if they don’t know, the teacher will tell them that the song is used to express the feeling of wandering one missing his families.
Step 2: Pre-writing
1. The teacher read the letter to students and let students pay attention to the feeling of the author.
2. Brainstorming: tell students they should write a letter to the author, and what they should do is to have a discussion on the topic what the author should do to get along with her parents, and they are supposed to give as many suggestions as possible.
3. Then invite some students to write down their ideas on the blackboard.
4. Analysis the format of letter briefly.
Step 3: While-writing
Drafting: According to the analysis above, give students 15 minutes to write a letter to the author. First, remind them of the preparations we made during pre-writing. Secondly, go into them and give them some instructions when they are writing and ask them pay attention to grammar, punctuation, spelling and so on.
Step4: Post-writing
1. Peer editing: After the drafting, ask students to check the ideas or the logical development. Pay attention to the grammar, spelling and punctuation of their writings.
2. Sample show: choose several passages for them to learn and give them some evaluations from the advantages and disadvantages.Then ask them to rectify their own writings according the evaluations.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to talk about their own problems honestly with their parents and try to solve them together.
Blackboard design:
1. Please talk about the principles of teaching writing?
2. What’s your favorite book?
考题
二、考题解析
【教学过程】
Teaching aims:
Knowledge aim:
Students can master the format of the news bulletin.
Ability aim:
Students can organize their news writings well by imitating the sample.
Emotional aim:
Students will be more sensitive to different genres of literature.
Key and difficult point:
Key Point: Students can write a news bulletin in correct format.
Difficult Point: Students can actively convey messages in written English.
Teaching procedure:
Step 1: Warming-up
1. Greet the students.
2. Play a short piece of video which is a recent international news, then encourage students to talk about their opinions towards this news.
Step 2: Pre-writing
1. The teacher read the passage for students and ask them to decide which style of writing it belongs to.
2. Let students read it again and work in groups of four to conclude the structure that the reporter used to write this passage. Present students’ answers on the blackboard.
3. Continue the group work. Have a discussion about the news happened recently.
Step 3: While-writing
Give students 15 minutes to write a news bulletin according to the standard format. Remind them to pay attention to the tense, structure, and the coherence.
Step4: Post-reading
1. Deskmates check the writings for each other.
2. Invite some volunteers to share their news by reading them aloud.
3. The teacher gives them some comments.
Step5: Summary and Homework
Summary: the teacher will summarize today’s key point.
Homework: students revise their own works after class; each group need to make a newspaper by organizing members’ news reports together.
1.How well will your students do in this writing class?
2.Please talk about a news you heard recently.
考题
小学英语?阅读
一、考题回顾
二、考题解析
【教学设计】
Teaching aims:
Knowledge aim:
Students will master the meaning and usage of the structure “be doing” through reading the passage.
Ability aim:
Students will apply the “be doing” to communicate with each other in real situation.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.
Step 2: Pre-reading
1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.
Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.
2. Careful reading: students read the passage carefully and answer the question: what are the animals doing? Then fill in the blanks.
1. How do you improve students’ interest in learning English?
2. What principle should you use in the post-reading step?
考题
二、考题解析
【教案】
Teaching aims
Knowledge aim: students will know the pronunciation of the group of letter “ear”.
Ability aim: students can read words with “ear” when they learn vocabulary.
Emotional aim: students will be more interested in speaking English.
Key and difficult points:
How to pronounce the group of letter “ear”.
Teaching procedure:
Step 1: Warming-up
After greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!
Step 2: Presentation
Draw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.
Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.
Step 3: practice
Give students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.
Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.
Step4: Production
Do a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!
考题
小学英语?听说
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master some phrases about hobbies and the sentence structure about how to talk about hobbies
Ability aim:
Students will improve their speaking ability in talking about hobbies.
Emotional aim:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Key and difficult point:
Key Point: How to talk about hobbies.
Difficult Point:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Teaching procedure:
Step 1: Warming-up
1. Greeting.
2. Chant: Dog, dog, what can you do?
I can run after you.
Panda, panda, what can you do?
I can eat so much bamboo.
Mouse, mouse, what can you do?
I can hide in the shoe.
Mike, Mike, what can you do?
I can draw animals in the zoo!
Step 2: Presentation
1. Read the dialogue by the teacher, and ask what the dialogue is about. (It’s about Peter’s hobbies)
2. Let the students find what Peter’s hobbies are. And tell them we can use what’s ..’s hobbies? to ask others’ hobby.
He likes reading stories, doing Kung fu and swimming and he also like singing.
Meanwhile I will use pictures and actions to help them understand these phrases and add -s after like when we meet he/she/it and v-ing follows the verb like.
Step 3: Practice
1.Listen to the tape and try to follow it. Then give them 5 minutes to role play the conversation in pairs.
2.Invite volunteer to answer my question: who is your best friend? What are his/her hobbies.
Step 4: Production
Work in group of four to do a survey ask group members two questions: who is your best friend? What are his/her hobbies. Fill in the chart and then do a report in 7mins.
Step5: Summary and Homework
Summary: make a brief summary of what we have learned today.
Homework: Ask their parents what their hobbies are and draw their hobbies down.
Blackboard design:
1.Please talk about your teaching aims.
2.How to lead students master the phrases in real class? What activities will you design?
考题
初中英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will grasp and understand the main and detailed information of the passage.
Ability aim:
Students will improve their reading and speaking skills.
Emotional aim:
Students will foster the interest and desire of learning English and take part in speaking activities actively.
Key and difficult point:
Key Point: Students will totally understand the content of the passage.
Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show students pictures about different types of transportation and naturally lead to today’s topic.
Step 2: Pre-reading
1. Ask students two questions and some volunteers will be invited to share their answers.
Q1: How do you come to school?
Q2: How do your parents go to work?
2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.
Step 3: While-reading
1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.
2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.
Step4: Post-reading
Discussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to investigate their friends’ way of going to school and find some interesting ways of transportation on the Internet.
Blackboard design:
1. How to improve students’ reading and speaking ability in your class?
2. How did you evaluate the performance of students in the class?
考题
小学英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the Chinese classical story of Kong Rong giving the big pear to brothers.
Ability aim:
Students will improve their reading skills including the skimming and scanning.
Emotional aim:
Students will be more interest in learning Chinese old story.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will share their feelings after reading the story.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Sing a song “If you’re happy”, then ask students why I’m happy and tell them in this class I will tell them an interesting story.
Step 2: Pre-reading
1. Show a picture of pear, and students have a brainstorm of what stories they can think of related to the pear.
Step 3: While-reading
Global reading: students read the passage fast and what stories it is about. Then find the main character and time of the story.
Detailed reading: students read the passage carefully and answer the question:
1. What did Kong Rong do when his father gives him one of the biggest pears?
2. Why did he do that in such way?
Step4: Post-reading
1. Role-play: 3 students in a group to play as Kong Rong, the father and the narrator, and they make a role-play in 10 minutes.
2. Discussion: students work in pairs to discuss what kind of person Kong Rong is and what they can learn from Kong Rong.
Step5: Summary and Homework
Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Ask students to search another Chinese old story and make a poster.
Blackboard design:
1. How do you teach students in reading class?
考题
小学英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the sentence :”what time is it? it is ..” and you can/ can not ...”
Ability aim:
Students can improve their reading skills including scanning and skimming skills
Emotional aim:
Students can be more interested in English and take part in activities.
Key and difficult point:
Key Point: know how to ask about the time and master the sentences::”what time is it? it is ..” and you can/ can not ...”
Difficult Point: use the sentence structure in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students how did they spend their weekend.
3. Ask students “do you know wangfujing street in Beijing”
Step 2: Pre-reading
1. show a picture about wangfujing street and ask “what can you see in this picture”
2. draw a clock and ask students “Do you know how to ask about time?” and “what can you do at this time?
Step 3: While-reading
Global reading: Ask students :”how many characters in the dialogue?” and “where are they”
Detailed reading: what does Jenny buy and who will get the gift?
Step4: Post-reading
1. Role-play: two students in a group. One student act as traveller and one student is tour guide. Give them 5 minutes to make dialogue with what we have learnt today.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to practice the sentence structure learned today with desk mates after class.
Blackboard design:
1. What will you do if the students don't finish your homework?
2. What reading skills are used in the passage?
考题
一、标题不可缺少
What are you doing?
二、教学目标撰写要以学生为主语
Teaching aims:
(1) Knowledge aims
Students can master the key sentence structure “what are you doing?” .
(2) Ability aims
Students can communicate with their partners by using the new sentence.
(3)Emotional aims
Students will be more interested in sharing their ideas with others and take part the group activity.
Teaching key point
Master the new sentence structure.
Teaching difficult point
Describe what other people are doing.
Teaching Methods:
Situational teaching method, task-based teaching method
Teaching Aids:
PPT
三、教学过程要完成清晰
Teaching procedure
Step 1 Warming-up
At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard.
(step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.)
Step 2 Pre-reading
Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material.
(Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives)
Step3while-reading
Fast-reading
Ask students to read the short passage quickly and conclude the main idea.
(Justification: train students’ reading ability of scanning for the general information of the passage.)
Careful reading
1.ask students to read the passage again and answer the following questions:
What is Larry doing?
What is dad doing?
What’s grandpa doing?
2. Ask students to finish the sentence on the textbook.
(Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.)
Step4 post-reading
1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences.
2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class.
(Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.)
Step 5summary and homework
Summary: do the summary together with students and let them have a clear clue about what we have learned
Homework: try to use the new knowledge to communicate with their partners after class.
(Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability )
四、板书设计不可少
Blackboard design:
What are you doing?
What is Larry doing?
What is dad doing?
What’s grandpa doing?
考题
单选题While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher. Here the teacher is playing the role of a(an) _____.A
assessorB
resource providerC
participantD
controller
考题
单选题Which role does the teacher play in the following activities? When the students are doing a group-work task, the teacher joins one or two groups for a short period of time.A
organizerB
controllerC
participantD
assessor
考题
单选题For better classrooru management, what should the teacher do while the students are doing activities?A
Participating in a group.B
Preparing for the next procedure.C
Moving around to monitor, prompt students and provide help.D
Standing in front of the class.
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