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题目内容
（请给出正确答案）
The main purpose of asking questions about the topic before listening is to __________.
A.meet students' expectation
B.increase students' confidence
C.activate students' schemata
D.provide feedback on tasks
B.increase students' confidence
C.activate students' schemata
D.provide feedback on tasks
参考答案
参考解析
解析：考查听力教学活动。题干意思是：在听前提出与话题相关的问题，其主要目的是什么A项“满足学生的期望”，B项“增强学生自信”，C项“激活学生的图式”，D项“提供任务反馈”。在听前阶段，教师提出与话题相关的问题可以激活学生头脑中已有的关于听力材料的图式知识．激活有关听力话题的背景信息。故选C。
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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.
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Which of the following is NOT a suitable pre-reading activity?
A．Demonstrating "skimming" and "scanning" techniques.
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Which of the following is a suitable pre-listening activity A.Writing a similar text．
B.Discussing a relevant picture．
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Which of the following nominating patterns can a teacher adopt to ensure that all students are actively?involved in classroom activities?A.Nominating those who are good at English.
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Which of the following is a communicative activity?A.Listening to the news report and talking about an event.
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Which of the following is not an interactive activity?A.Looking at the picture below and discussing the questions with your partner．
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Which of the following can' NOT be used as a pre-reading task?__________
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B．Creating a word web related to a topic.
C．Listening to the recording of a passage.
D．Sharing what is already known about a topic.
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The main purpose of asking questions about the topic before listening is to
A.meet students' expectation
B.increase students' confidence
C.activate students' schemata
D.provide feedback on tasks
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小学英语?听说
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the words: doctor, zoo, and hospital
Ability aim:
Students can improve their skills of listening and speaking.
Emotional aim:
Students can be more interested in taking part in activities and know how to deal with the emergency..
Key and difficult point:
Key Point:master the words: doctor, zoo, and hospital and understand the main topic of this dialogue.
Difficult Point: know how to deal with the emergency in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students where they went last weekend.
3. Ask students “did you meet any emergency when you had the plan”
Step 2: Pre- listening
1. Draw some pictures to teach about the words: doctor, zoo, and hospital
2. Let students guess what the main topic of passage according to the title
Step 3: While-listening
First listening: check the prediction of main topic of the dialogue and ask”what are they talking about”
Second listening: what’s the matter of Sarah? and what is about his feeling?
Third listening: read after the tape.
Step4: Post-listening
Set a situation: if you meet this situation, what should you do? and if your friend meet this situation and he calls you for help. What will you say?
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 is the lecture mainly about?
2. How to guide the hearing to say
考题
资料：Good listening is much more than being silent while the other person talks. To the contrary, people perceive the best listeners to be those who periodically ask questions that promote discovery and insight. These questions gently challenge old assumptions, but do so in a constructive way. Sitting there silently nodding does not provide sure evidence that a person is listening, but asking a good question tells the speaker the listener has not only heard what was said, but that they comprehended it well enough to want additional information. Good listening was consistently seen as a two-way dialog, rather than a one-way “speaker versus hearer” interaction. The best conversations were active.
Good listening included interactions that build a person's self-esteem. The best listeners made the conversation a positive experience for the other party. which doesn't happen when the listener is passive （or, for that matter, critical!） Good listeners made the other person feel supported and conveyed confidence in them. Good listening was characterized by the creation of a safe environment in which issues and differences could be discussed openly.
Good listening was seen as a cooperative conversation. In these interactions, feedback flowed smoothly in both directions with neither party becoming defensive about comments the other made. By contrast, poor listeners were seen as competitive — as listening only to identify errors in reasoning or logic, using their silence as a chance to prepare their next response. That might make you an excellent debater, but it doesn't make you a good listener. Good listeners may challenge assumptions and disagree, but the person being listened to feels the listener is trying to help, not wanting to win an argument
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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.
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Helping students relate the text with their personal experience.B
Offering students the opportunities of extending other language skills.C
Practicing students' ability of matching the pre-listing predictions with contents of the text.D
Enabling students to have a discussion about the topic.
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controllerB
participantC
organizerD
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meet students' expectationB
increase students' confidenceC
activate students' schemataD
provide feedback on tasks
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单选题In this experiment, the students’ studies are stopped several times during the listening test and asked to report what they ______ during the pause before answering the questions.A
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are just thinking aboutD
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