If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.（）
If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.（）
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Schools in the U.S. generally do not have a specific teaching plan for teachers to follow, and they certainly don’t have a set of textbooks that are taught by all school districts throughout the country. That’s why textbooks vary greatly from school to school, and from teacher to teacher even though they are all teaching the same subject in the same grade. Some schools provide books to use, but teachers do not strictly follow them. They only use them as a reference, and enjoy pointing out mistakes and wrong information given in the books. They often share their own points of view with their students. Teaching like this has many advantages. Teachers can bring out their expertise, fully elaborating their most familiar areas. Students are more interested in what they are studying. Also this flexible teaching style. benefits students in the development of critical thinking skills and the ability to apply them. On the other hand teaching like this also has many drawbacks. It causes uneven study levels. It is even more so among different schools and districts. Students in the same grade do not usually have a thorough understanding of a subject taught in the same school year. The teacher for the following year would have to spend a lot of time finding out what the students already know or do not know in the subject before starting his/her own teaching plan. Some parts may be repeated, resulting in waste of time; and other parts may not be covered at all.Exams in American schools are much less rigid than those in China. Teaching is flexible, so are exams. Even if you memorized the whole textbook, it might not be of much help in the exams. My Chinese friend envied me for nothaving to worry about the competition for attending the best schools by takingendless exams.(1) What are advantages of the flexible teaching style?A、It benefits students in the development of critical thinking skills.B、Teachers can bring out their expertise.C、Students may have freedom in study.D、Both A and B.(2) The flexible teaching style. ______.A、may cause troubles to the teacher for the following year.B、usually helps students to have a thorough understanding of a subjectC、makes the exam easy.D、may save teachers’time(3) The word drawbacks (paragraph 2) means______.A、mistakesB、difficultiesC、disadvantagesD、troubles(4) From the passage we are told American teachers______.A、have to follow a specific teaching plan.B、dislike pointing out mistakes and wrong information given in the books.C、teaching the same subject may use different textbooks.D、strictly follow books provided by schools.(5) This article is mainly about ______.A、the advantages and disadvantages of the flexible teaching styleB、American schoolsC、American teachersD、teaching methods in American schools
)22． What can we learn about the teacher from the passage?The teacher is a kind -teacher．②The teacher never scolds his students．③The teacher works very hard．④The teacher likes to help his students．A．①②③ B．①③④ C．①②③④
Many of the students ______ the work although it took some time to learn how to do it.A. enjoyB. have to doC. hateD. ignore
In classroom, students () bookish language; after class, it is necessary for them to get some practice.A、acquireB、acceptC、absorbD、have
the teacher give students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. in this way, the teacher’s role is a／an _____________. A. prompterB. organizerC. controllerD. participant
which expression is wrong about learning students' names? () A. It shows students that the teacher is interested in them.B. The teacher could ask individual students to assist with demonstrations.C. The teacher could ask individual students to assist with equipment in the class.D. It shows the teacher is responsible.
They request you to recommend ()that suits the African market.A、some material to themB、them some materialsC、them some materialD、some material for them
The teacher is _____ to teach the students how to learn.A、supposeB、supposingC、supposedD、supposes
the teacher give students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. in this way, the teacher's role is a／an _____________. A、participantB、controllerC、prompterD、organizer
Passage FiveIn order to learn a foreign language well, it is necessary to overcome the fear of making mistakes. If the primary goal (目标) of language use is communication (交际), then mistakes are secondary considerations that may be dealt with gradually. On the other hand, students should not ignore their mistakes. The language learner may observe how native speakers express themselves, and how native expressions differ from the way the learner might say them. For example, a Spanish speaker who has been saying "I do it" to express willingness to do something in the immediate future, could, by communicating with native speakers of English, observe that native speakers actually say "I'll do it". The result can serve as a basis for the student to change his way of using the present tense in English. But a student who is unwilling to communicate in the first place would lose this opportunity to learn by trial and error.52. According to the passage, the present tense in English is ______.A. not used to express one's readiness to do something in the immediate futureB. used with some verbs but not with others to express future intentionC. basically the same in English as it is in SpanishD. not the most difficult problem for foreign students
Which of the following assumptions about vocabulary learning contradicts the modern language teaching theories?A．The best way to learn words is to use them.B．The best way to learn vocabulary, is via rote-learning.C．An English dictionary is an important aid to students.D．Learning a word involves learning more than just the word itself.
Which of the following may better check students′ ability of using a grammatical structureA.Having them work out the rule.B.Having them give some examples.C.Having them explain the meaning.D.Having them explain the structure.
When a teacher makes a lesson plan, he should do all of the following EXCEPT_____________A．design techniques that have easy and difficult aspects of itemsB．try to design techniques that involve all studentsC．take into consideration the different demands and needs of all studentsD．cater only to the top range students to make sure the progress of teaching
Which of the following may better check students' ability of using a grammatical struc-ture?A．Having them work out the rule.B．Having them give some examples.C．Having them explain the meaning.D．Having them explain the structure.
共用题干第二篇Students Learn Better with Touchscreen DesksObserve the criticisms of nearly any major public education system in the world,and a few of the many complaints are more or less universal.Technology moves faster than the education system.Teachers must teach at the pace of the slowest student rather than the fastest. And一particularly in the United States一 school children as a group don't care much for,or excel（擅长）at,mathemnatics. So it's heartening to learn that a new kind of"classroom of the future"shows promise at easing some of these problems,starting with that fundamental piece of classroom furniture:the desk.A UK study involving roughly 400 students,mostly aged 8一10 years,and a new generation of multis-touch,multi-user,computerized desktop surfaces is showing that over the last three years the technology has appreciably boosted students'math skills compared with peers learning the same material via the con- ventional paper-and-pencil method.How?Through collaboration,mostly,as well as by giving teachers better tools by which to micromanage individual students who need some extra instruction while allowing the rest of the class to continue moving forward.Traditional instruction still shows respectable efficacy（效力）at increasing students'fluency in mathe- matics,essentially through memorization and practice一dull,repetitive practice.But the researchers have con-cluded that these new touchscreen desks boost both fluency and flexibility一the critical thinking skills that al- low students to solve complex problems not simply through knowing formulas and devices,but by being able to figure out what the real problem is and the most effective means of stripping it down and solving it.One reason for this,the researchers say,is the multi-touch aspect of the technology.Students working in the next-gen classroom can work together at the same tabletop,each of them contributing and engaging with the problem as part of a group.Known as SynergyNet,the software uses computer vision systems that see in the infrared（红外线的）spectrum to distinguish between different touches on different parts of the surface, allowing students to access and use tools on the screen,move objects and visual aids around on their desk- tops,and otherwise physically interact with the numbers and information on their screens.By using these screens collaboratively,the researchers say,the students are to some extent teaching themselves as those with a stronger grasp on difficult concepts pull other students forward along with them.How does the new tech work to improve students'mathematical learning?A:It helps fast learners to learn faster.B:It enables them to work together.C:It makes teachers'instruction unnecessary.D:It allows the whole class to learn at the same pace.
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-up1. 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-writing1. 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-writingDrafting: 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-writing1. 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 HomeworkSummary: 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?
小学英语?语音一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the meaning and pronunciation of the word.Ability aim:Students will know how to pronounce “-er” 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 word.Students will know how to pronounce “-er” in words.Difficult Point:Students will be interested in learning English.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song Finger Family.Daddy finger, daddy finger, where are you?Here I am, here I am, how do you do?Mommy finger, mommy finger, where are you?Here I am, here I am, how do you do?Ask them if they know the name of the song. Then may guess it is Finger Family. Then tell them that we are going to learn some pronunciation in “finger”.Step 2: Presentation1. Use some riddles to introduce the words. For example, “I will drink it every day. What is it? Yes, it’s water.” Then draw the according pictures(introduce “sister” by explaining its meaning). And write the words at last.2. Ask the students to read the words after the teacher for twice. Then play high and low voice. If the teacher speak one word loudly, the students should speak it lowly, and vice versa.3. Ask students to find similarities among the words. They may say that they all contain “-er” at the end of the words. Then introduce the rules of the pronunciation.4. Ask students if they know other words containing “-er”. They may say “winter”, “river” or others.Step 3: Practice1. Finish Read, underline, and say in the textbook. Check answers, and ask students to read after the teacher.2. Finish Look, listen and write in the textbook. Then invite students share their answers on the blackboard. Give encouragement.Step4: Production1. Ask students to make up a chant using the words we learned. For example:Water, water, tiger likes water.Sister, sister, sister likes computer.Dinner, dinner, let’s have dinner.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: chant for the students’ parents.Blackboard design:1. What is a good pronunciation lesson?2. What will you do if one of the students in your class doesn’t do homework?
二、考题解析【教案】Teaching aimsKnowledge 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-upAfter 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: PresentationDraw 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: practiceGive 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: ProductionDo a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!
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-up1. Greetings. Talk about the weather.2. Chant with the studentsTomato tomato wash wash washTomato tomato cut cut cutTomato tomato cook cook cookTomato tomato eat eat eatAsk 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: Presentation1. 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: Practice1. 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: ProductionAsk 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 HomeworkSummary: 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?
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will be able to describe their summer holiday and acquire some knowledge about listening strategies.Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.Emotional aim: Students can foster their interest and desire of learning English, and be fond of taking part in kinds of practical activities.Teaching Key Points:Students can get the main idea and useful information from the listening material.Teaching Difficult Points:Students can apply these skills in their listening and apply these expression in their daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, audio-lingual teaching method.Teaching Aids:PPT, Blackboard, recorder and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Sing an English song Summer Holiday, invite the whole students to clap when singing together and lead to the topic.Step 2: Pre-listening1.Brainstorm: Give students 3 minutes to say something about summer holiday as much as they can.2.Clean up obstacle:Use pictures to teach students some difficult words or explain some words by English explanation.Step 3: While-listening1. Listen to the tape for the first time and ask them what the passage is mainly about, then let students share their ideas.2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.Step 4: Post-listening1.Discussion: Ask students to discuss what they will do this summer holiday with their partners, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their own summer holiday in the front.2.Report: Let students to write down plans of their own summer holiday with the key words and key sentences that they have learned today, 8 minutes later teacher invites some students to share the result of their reports.Step 5: Summary & HomeworkSummary : Invite a little teacher to help teacher make a summary of this class.Homework: Let students prefect their plans of summer holiday and share with their parents.
二、考题解析【教案】Teaching aims:Knowledge aim: Students can master the usage of formal subject.Ability aim: Students can use formal subject to communicate in their daily life.Emotional aim: Students can enhance their interest in learning English.Key and difficult point: Students can use formal subject to communicate in their daily life.Teaching procedure:Step 1: Warming-upThe teacher plays a documentary video about the earthquake in Wenchuan. Then asks students to talk about their feelings after watching. And lead in the topic.Step 2: PresentationThe teacher lets students to read the passage and get the main idea. Then the teacher picks the last sentence out. The teacher will use the sentence as example to explain the structure and usage of formal subject.Step 3: PracticeAfter explaining, the teacher will show some normal sentences. Students should transfer them into formal subject structure.For example: Taking good care of the orphans is very important.→It is very important to take good care of the orphans.Step4: ProductionThe teacher lets students talk with their deskmates. They should come up with some ways to help the orphans. Then invites some students to show their opinions.Step5: Summary and HomeworkThe teacher summarizes what they have learnt today. Then after class, students could say something to these orphans and take a video. The teacher will help them sent it to the orphan.
共用题干Successful Language Learners1.Some people seem to have a knack for learning languages.They can pick up new vocabulary,master rules or grammar,and learn to write in the new language more quickly than others.They do not seem to be any more intelligent than others,so what makes language learning so much easier for them?Perhaps if we take a close look at these successful language learners,we may discover a few of the techniques which make language learning easier for them.2.First of all,successful language learners are independent learners.They do not depend on the book or the teacher;they discover their own way to learn the language.Instead of waiting for the teacher to explain,they try to find the patterns and the rules for themselves.They are good guessers who look for clues and form their own conclusions.When they guess wrong,they guess again.They try to learn from mistakes.3.Successful language learning is active learning. Therefore,successful learners do not wait for a chance to use the language;they look for such a chance.They find people who speak the language and they ask these people to correct them when they make a mistake.They will try anything to com-municate.They are not afraid to repeat what they hear or to say strange things;they are willing to make mistakes and try again.When communication is difficult,they can accept information that is inexact or incomplete.It is more important for them to learn to think in the language than to know the meaning of every word.4.Finally,successful language learners are learners with a purpose.They want to learn the language because they are interested in the language and the people who speak it.It is necessary for them to learn the language in order to communicate with these people and to learn from them.They find it easy to practice using the language regularly because they want to learn with it.5.What kind of language learner are you?If you are a successful language learner,you have probably been learning independently,actively,and purposefully.On the other hand,if your language learning has been less than successful,you might as well try some of the techniques outlined above. Paragraph 3_________.A:Ways to learn a language successfully.B:Learning a language purposefully.C:Learning a language actively.D:Learning a language independently.E:Learning from mistakes.F:Learning to think in the target language.
If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.（）A对B错
单选题Passage2The way people work has changed. The increasing use of technology presents new and continual challenges to small and large businesses，employees and managers，teachers and students.Everyone，it seems，is being affected by the technological revolution. Store clerks，for example，now use increasingly complex computerized cash registers，while university professors must learn to adapt their teaching skills in order to lead distance learning course.In today's world，training and learning do not stop when we finish school；they must now continue throughout our working lives. The Hong Kong government conducted a survey on the employment concerns，and training needs of its workforce. For many managers and other professionals the biggest challenge，as well as change，in the workplace，was the increased use of computers and computerized machinery or equipment. The need for experienced employees who could use this kind of equipment rose drastically. Many of those in the workplace at this time experienced changes in job requirements and had to attend job-related training or re-training courses.The changing work environment is also affecting education and how we learn. In Finland, a report on strategies for education and training in the information age discussed the changing roles of both teacher and student. With the increased use of technology and the growth of distance learning, the teacher has become more of a tutor who guides a student, rather than a lecturer. In turn, the student has to take more responsibility for his or her learning in the absence of direct teacher contact. The report also stressed that high school and university students should learn computer skills in order to cope with the demands of the future workplace.The Finnish report also highlighted the need for teacher training, and re-training, and suggested that the salaries and job descriptions of teachers be reviewed because of future demands expected in their jobs. Previously university professors may have held lectures between the weekday hours of 9:00A.M. and 5:00 P.M. in large halls filled with students. Now, they may spend part of their day lecturing larger groups of students on campus, and then conduct afternoon or evening classes online, with students in five different countries.As technologies grow and develop, ongoing training will continue to be necessary. To be successful in the workplace, people will not stop learning when they leave school-lifelong learning will become a way of life.How did the changing work environment change the role of the teacher according to the Finnish report?Athe teacher became more of a tutor rather than a lecturer.Bthe teacher had to learn more strategies for distance teaching.Cthe teacher had to learn how to teach students without direct contact.DThe teacher should learn computer skills to cope with the demands of the future workplace.
单选题Which of the following may better students’ ability of using a grammatical structure?AHaving them work out the rulBHaving them give some explamples.CHaving them explain the meaninDHaving them explain the structure!
判断题If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.（）A对B错
单选题From the whole passage, we know that ______.Amen and women have exactly the same brains in their headsBmen and women have quite different brains in their headsCmen think of mathematical problems while women think of languagesDmen and women see the world around them in just the same way