Before doing a writing task, the teacher elicits students′ ideas by asking them to list as many words or phrases that come into their mind about the topic as possible. Here the teacher is playing the role of a(an) __________.A.controllerB.participantC.organizerD.prompter
Before doing a writing task, the teacher elicits students′ ideas by asking them to list as many words or phrases that come into their mind about the topic as possible. Here the teacher is playing the role of a(an) __________.
A.controller
B.participant
C.organizer
D.prompter
B.participant
C.organizer
D.prompter
参考解析
解析：考查课堂中的教师角色。在英语写作课教学时，让学生以列单的形式把对某一主题所产生的各种想法、事实、例子和感受等以词汇或短语的方式表述出来，这运用的是头脑风暴法．体现了教师的组织者角色。故选C。
相关考题：
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.
Taking Notes in Class Taking good notes is a three-stage process _____________ (1) there are certain things you should do before class, during class, and after class. Before class. Review your notes from the previous class session before you come to class. This will help you remember what _____________ (2) and get you ready to understand new information your teacher provides. Also, complete all assigned readings before you come to class. During class. Keep your attention _____________ (3) what your teacher is saying. Listen for “signal statements” that tell you that what your teacher is about to say is important to write in your notes. Write quickly by writing ____________ (4) words such as “med” for “medicine”, using symbols such as “%” for “percent”, and writing short sentences. After class. Rewrite your notes to make them more complete by changing abbreviated words into whole words. Make your notes __________ (5) accurate by answering any questions you had when writing your notes in class. You may ask your teacher or other students for help.1.A、in thatB、in whichC、whereD、which2.A、was coveredB、is coveredC、coversD、are covering3.A、focusing onB、focus onC、is focused onD、focused on4.A、shortB、abbreviatedC、otherD、several5.A、veryB、quiteC、moreD、most
The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. Here the teacher is playing the role of a (an)__________.A. assessorB. prompterC. participantD. controller
The teacher gives students 2 minutes to skim a text, and when time is up, he asks studentsto stop and answer some questions. Here the teacher is playing the role of a(an) __________ .A．assessorB．prompterC．participantD．controller
The teacher asks students to do a group-work task. Before the task, the teacher assigns roles clearly around the class, pointing to each student in turn."You are A ... you are B ..., etc."Here the teacher plays the role of_______A．controllerB．prompterC．facilitatorD．organizer
If a teacher attempts to implement the top-down model to teach listening, he/she is likely to present __________.A．new words after playing the tapeB．new words before playing the tapeC．background information after playing the tapeD．background information before playing the tape
When students are doing activities, the teacher walks around and provides help if necessary, both in ideas and language, What role is the teacher playing?A．Organizer.B．Assessor.C．Resource-provider.D．Monitor.
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 helpB.controllerC.participantD.assessor
In writing, students may not know how to put something into proper English and thus ask their, teacher for help. Here the teacher is to play the role of a/an__________A．facilitatorB．assessorC．controllerD．participant
If a teacher attempts to implement the top-down model to teach listening, he is likely to present_______A．new words after playing the tapeB．new words before playing the tapeC．background information after playing the tapeD．background information before playing the tape
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?
二、考题解析【教案】Teaching Aims:Knowledge aim: By the end of the class, students will know some expressions of advice and the format of a letter, which includes: an appellation, a body part, a complimentary close and a signature.Ability aim: Students’ writing ability of letter can be improved by the end of the class.Emotional aim: Students will be aware of the importance of writing English letter.Students' interest of learning English can be inspired.Teaching Key Points:Students know the format of an English letter and how to make a suggestion.Teaching Difficult Points:Students can apply expressions of advice and the format of English letter into their own life.Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Sing an English song We don’t talk anymore, invite the whole students to clap when singing together and lead to the topic.Step 2: Pre-writing1.Free talk: Let students talk about the importance of communication in our daily life in group of four, 3 minutes later invite some groups to show their ideas.2.Set up situation: Let's say our friend Li Ming is very upset recently, because he has a problem in the aspect of communicating with others, we should write a letter to give him some advice.3.Format: Guide and teach students the format of English letters, which includes: an appellation, a body part, a complimentary close and a signature.4.Content: Teach students the key sentence structures about how to make a suggestion.(eg: I suggest that you...)5.Brainstorming: Let students share their ideas about how to communicate with others with their partners, and decide which are the best ideas, make a list of those ideas, then put those ideas into a map so that students can easily see them when they write.Step 3: While-wirtingGive students some guidance, such as: pay attention to the punctuation, sentence structure, tenses and format. 15 minutes would be given to them to complete their letter within 100 words individually.Step 4: Post-writing1.Self-editing: Ask students to check their letter according to the format and sentence structures on the blackboard.2.Peer editing: Ask students to check and edit their partners’ letter and give them some suggestions.3.Share: Invite some students to share their letter in front of the class and teacher gives them some comments.Step 5: Summary & HomeworkSummary : Invite a little teacher sum up what we have learned today.Homework: Let students search more information about how to communicate with others.
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.
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) _____.AassessorBresource providerCparticipantDcontroller
单选题If a teacher attempts to implement the bottom-up model to teach listening, he/she is likely to present _______.Anew words after playing the tapeBnew words before playing the tapeCbackground information after playing the tapeDbackground information before playing the tape
单选题Before doing a writing task，the teacher elicits students'ideas by asking them to list as many words or phrases that come into their mind about the topic as possible.Here the teacher is playing the role of a（n）________.AcontrollerBparticipantCorganizerDprompter
单选题The teacher asks students to do a group-work task . Before the task, the teacher assigns roles clearly around the class, pointing to each student in turn . "You are A . . . you are B . . ., etc ."Here the teacher plays the role of ______ .AcontrollerBprompterCfacilitatorDorganizer
单选题When students are doing activities, the teacher walks around and provides help if necessary, both in ideas and language. What role is the teacher playing?AOrganizer.BAssessor.CResource-provider.DPrompter.
单选题If a teacher attempts to implement the bottom-up model to teach listening, he/she is likely to present______.Anew words after playing the tapeBnew words before playing the tapeCbackground information after playing the tapeDbackground information before playing the tape
单选题The teacher gives students 2 minutes to skim a text, and when time is stop and answer some questions. Here the teacher is playing the role of a(an)up, he asks students toAassessorBprompterCparticipantDcontroller
单选题The teacher gives students 2 minutes to skim a text，and when time is up，he asks students to stop and answer some questions.Here the teacher is playing the role of a（n）_______.AassessorBprompterCparticipantDcontroller
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.AorganizerBcontrollerCparticipantDassessor
单选题Which of the following is NOT a suitable pre-task activity?AIntroducing the topic.BDividing students into several groups and assigning task to them.CWorking in groups to recite the text.DOffering important words and phrases related to the topic.
单选题In writing,students may not know how to put something into proper English and thus ask their teacher for help.Here the teacher is to play the role of a/an .AfacilitatorBassessorCcontrollerDparticipant
单选题Before doing a writing task, the teacher elicits students' ideas by asking them to list as many words or phrases that come into their mind about the topic as possible. Here the teacher is playing the role of a(n)________AcontrollerBparticipantCorganizerDprompter
单选题The main purpose of asking questions about the topic before listening is toAmeet students' expectationBincrease students' confidenceCactivate students' schemataDprovide feedback on tasks
单选题Before doing a writing task， the teacher elicits students' ideas by asking them to list as many words or phrases that come into their mind about the topic as possible.Here the teacher is playing the role of a(an) ____.AcontrollerBparticipantCorganizerDprompter
单选题Before doing a writing task, the teacher elicits students' ideas by asking them to list as many words or phrases that come into their mind about the topic as possible. Here the teacher is playing the role of a(an) ____.AcontrollerBparticipantCorganizerDprompter