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题目内容
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The activity of_______ may maximize the possibility of eliciting ideas, words or concepts from students when it is focused on a given topic.
A．retelling
B．assessing output
C．brainstorming
D．comprehension
B．assessing output
C．brainstorming
D．comprehension
参考答案
参考解析
解析：考查课堂学习活动。A项为“复述”，复述的作用在于机械练习，将学过的文本内容进行记忆和重复：B项为“评估输出内容”，这是对他人输出的学习内容进行评价，了解学生对知识的掌握程度；C项为“头脑风暴”，其作用在于在最短时间内将学生的观点尽可能多地集中起来，激活存在于学生头脑中的所有的知识：D项为“理解”，理解是学生对于输入的内容进行理解消化。故选C。
更多 “The activity of_______ may maximize the possibility of eliciting ideas, words or concepts from students when it is focused on a given topic. A．retelling B．assessing output C．brainstorming D．comprehension” 相关考题
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The students are required to＿the main ideas of the article in their own words.A. symbolize B. minimizeC．synchronize D. summarize
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The students are required to______the main ideas of the article in their own words.A．symbolizeB．minimizeC．synchronizeD．summarize
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When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.A. skimming
B. scanning
C. extensive reading
D. intensive reading
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A teacher may encourage students to __________ when they come across new words in fastreading.
A.take notes
B.ask for help
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What should the teacher try to avoid when selecting listening activities?A. The listening activity must have a real, communicative purpose.
B.The listening activity must cater to students’ real life.
C.Pre-listening tasks must help students identify the purpose of the listening activity.
D.The classroom climate surrounding the listening activity can be anxious.
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What should the teacher try to avoid when selecting listening materials?A.The text scripted and recorded in the studio．
B.The text with implicated concepts beyond the comprehension of students．
C.The text with local accents in pronunciation．
D.The text with some difficult words for students．
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Which of the following grammar activities is most communicative?A.Asking the students to read and correct the mistakes in the sentences.
B.Asking the students to tell the differences between two pictures in groups.
C.Asking the students to make sentences with the given words.
D.Asking the students to complete the translation exercises.
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When a teacher asks students to discuss how the writer's ideas are organized in the text,he/she intends to develop students' skill of__________.
A．recognizing the textual structure
B．understanding the writer's intention
C．distinguishing facts from opinions
D．commenting on the content of the text
考题
When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.
A．skimming
B．scanning
C．extensive reading
D．intensive reading
考题
When a teacher asks the students to find some key words from a text quickly, be/she areintended to train students'_________ strategy in reading class.
A．skimming
B．scanning
C．extensive reading
D．intensive reading
考题
A teacher may encourage students to__________ when they come across new words in fastreading.
A.take notes
B.ask for help
C.guess meaning from context
D.look up the words in a dictionary
考题
The activity of __________may maximize the possibility of eliciting ideas, words or concepts from students when it is focused on a given topic.
A．retelling
B．assessing output
C．brainstorming
D．checking comprehension
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
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the meaning and pronunciation of the words.
Ability aim:
Students will know how to pronounce “ch” and “sh” in words.
Emotional aim:
Students will be interested in learning English.
Key and difficult point:
Key Point:
Students will master the meaning and pronunciation of the words.
Students will know how to pronounce “ch” and “sh” in words.
Difficult Point:
Students will be interested in learning English.
Teaching procedure:
Step 1: Warming-up
1. Greetings. Talk about the weather.
2. Chant with the students
Tomato tomato wash wash wash
Tomato tomato cut cut cut
Tomato tomato cook cook cook
Tomato tomato eat eat eat
Ask them if they remember the first step in the chant. They may say that it is to “wash” the tomato. Then tell them that today we are going to learn some pronunciation in it.
Step 2: Presentation
1. Draw some pictures according to different words, and then explain the meanings to the students.
2. Play the finger show with the students to consolidate the words. For example, finger 1 refers to “chicken”, and finger 2 refers to “lunch”. When the teacher points finger 1, the students should read “chicken” loudly. The rest could be done in the same manner.
3. Ask students to find similarities and differences among the words. They may say that in the first two words, there is “ch” in the words, while in the last two words, there is “sh” in the words. And they pronounce similarly.
4. Conclude the rules of “ch” and “sh”. Tell them that when they see “ch”, they should pronounce [ch], and when they see “sh”, they should pronounce [sh]. They may sound similar, but they are different. Please be notice that.
Step 3: Practice
1. Ask a few students if there are other words containing “ch” or “sh”. They may answer “chopsticks”, “ship” or “shop”.
2. Read the words in a different order, and ask students to rank the words according to the listening. At the same time, invite one students to come to the front and write the words down on the blackboard. Check answers later.
Step4: Production
Ask students to make up dialogues with their deskmates. 5 minutes will be given. After that, invite 2 pairs to share their dialogues. Give encouragement.
Step5: Summary and Homework
Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Read the words to their parents.
Blackboard design:
1. What will you do to help students master the pronunciation of what we need to learn?
2. What will you do if the students can’t focus on your class?
考题
单选题A teacher may encourage students to __________ when they come across new words in fast reading.A
take notesB
ask for helpC
guess meaning from contextD
look up the words in a dictionary
考题
单选题What should the teacher try to avoid when selecting listening materials?A
The text scripted and recorded in the studio.B
The text with implicated concepts beyond the comprehension of students.C
The text with local accents in pronunciation.D
The text with some difficult words for students.
考题
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考题
单选题What should the teacher try to avoid when selecting listening activities?A
The listening activity must have a real, communicative purpose.B
The listening activity must cater to students' real life.C
Pre-listening tasks must help students identify the purpose of the listening activity.D
The classroom climate surrounding the listening activity can be anxious.
考题
单选题When a teacher asks students to discuss how the writer's ideas are organized inthe text,he/she intends to develop students' skill of .A
recogruzing the textual structureB
understanding the writer's intentionC
distiW;uishing facts from opinionsD
commenting on the content of the text
考题
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考题
单选题What should the teacher try to avoid when selecting listening activities?A
The listening activity must have a real, communicative purpose,B
The listening activity must cater to students'real life.C
Pre-listening tasks must help students identify the purpose of the listening activityD
The classroom climate surrounding the listening activity can be anxious.
考题
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Introducing the topic.B
Dividing students into several groups and assigning task to them.C
Working in groups to recite the text.D
Offering important words and phrases related to the topic.
考题
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Asking the students to read and correct the mistakes in the sentences.B
Asking the students to tell the differences between two pictures in groups.C
Asking the students to make sentences with the given words.D
Asking the students to complete the translation exercises.
考题
单选题it is suggested that teachers should not interrupt students for error correction when the activity aims at__________.A
accuracyB
fluencyC
complexityD
cohesion
考题
单选题When a teacher asks students to discuss how the writer's ideas are organized in the text, he/she intends to develop students' skill of _______.A
recognizing the textual structureB
understanding the writer's intentionC
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单选题What should the teacher try to avoid when selecting listening materials?A
The text scripted and recorded in the studio,B
The text with implicated concepts beyond the comprehension of students.C
The text with local accents in pronunciation.D
The text with some difficult words for students.
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