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When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?
A.To give the students who makes error the first opportunity to correct it.
B.To get other students to correct it,
C.To correct the student directly.
D.To hint students their errors.
B.To get other students to correct it,
C.To correct the student directly.
D.To hint students their errors.
参考答案
参考解析
解析：本题考查教学反馈。当老师首先纠正学生的错误时，教师首先不应该采取什么措施？
C选项，教师直接给学生纠正。学生犯错时，教师首先并不适合直接纠错，而应当引导学生纠错，综上，C选项正确。
A选项，首先给犯错的学生一次纠错的机会。表述正确，故排除。
B选项，让其他学生来纠正。表述正确，故排除。
D选项，教师提示学生错误。表述正确，故排除。
故正确选项为C。
C选项，教师直接给学生纠正。学生犯错时，教师首先并不适合直接纠错，而应当引导学生纠错，综上，C选项正确。
A选项，首先给犯错的学生一次纠错的机会。表述正确，故排除。
B选项，让其他学生来纠正。表述正确，故排除。
D选项，教师提示学生错误。表述正确，故排除。
故正确选项为C。
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When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?A.To give the students who makes error the first opportunity to correct it.
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二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will learn three new words and two sentence patterns.
Ability aim: Students will be able to talk about their friends in English by using some curtain sentence patterns.
Emotional aim: Students will improve their interest in English and realize they should cherish their friendship and love each other.
Teaching Key Points:
Students know how to describe how to describe his or her friends.
Teaching Difficult Points:
Students can apply the structure into daily communication.
Teaching Methods:
TPR teaching method, Communicative teaching method, situational teaching method.
Teaching Aids:
Pictures, Puppet, Blackboard and so on.
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing a song----”Ten Little Indians”, invite the whole students to do the action when singing
Step 2: Pre-speaking
1. The teacher show the students a puppet while hiding behind the desk, to review the words tall, thin, green and brown and the sentence patterns This is ... and He is ...by asking some simple questions.
2. The teacher make a performance with the puppet
e.g. --What do you have now? --I have a green T-shirt and a pair of brown shorts.
--What can you do? --I can skate.
3. Introduce Tom (the puppet) to the students.
e.g.This is Tom. He is my friend. He is tall and thin.He has a green T-shirt and a pair of brown shorts. He can skate.
Step 3: While-speaking
Activity 1. Group work
Work in groups, and make a conversation by asking and answering questions.
Activity 2. Guessing game: Close your eyes and guess.
One student show himself/herself and do some actions, another student close his or her eyes and ask questions, the others tell him or her “right or wrong”. Guess who he or she is.
e.g. --What’s he like?
--He is short and strong. He has a yellow jacket and a pair of brown shoes.
--Is he Max?
--No, he isn’t
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--He can swim.
--Is he Ted?
--Yes, he is.
Step 4: Post-speaking
1.Share and Evaluation
2.Draw a picture: ask the students to draw a picture of his/her best friend and introduce him or her to the whole class and guess who he/she/it is.
E.g. He is my friend. He is short and thin.He has a yellow T-shirt and a pair of black shoes. He can play basketball.
Step 5: Summary & Homework
Summary: Invite a student to be a small teacher, to make a summary about what we have learned today.
Homework: Make a puppet as they like, bring him/her to the class, and introduce him/her to the other students next class.
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make positive comments on the good features of the writingB
give words simply like "good" or "very good" to the writingC
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express his/her personal opinion on the issue the writer has discussed
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Teaching both the spoken and written form.B
Teaching words in context and giving examples.C
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ideasB
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styleD
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Affective strategy.B
Communication strategy.C
Metacognitive strategy.D
Cognitive strategy.
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