A teacher may encourage students to__________ when they come across new words in fastreading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary
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
B.ask for help
C.guess meaning from context
D.look up the words in a dictionary
参考解析
解析：考查阅读教学。当学生进行快速阅读时，如果遇到一些生词．老师可以鼓励学生通过上下文语境进行词义猜测。故选C。
相关考题：
The teacher’s words helped the students gain () into the problem.A、ideasB、viewsC、insightD、understanding
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
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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. skimmingB. scanningC. extensive readingD. intensive reading
A teacher may encourage students to __________ when they come across new words in fastreading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary
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．
When learners come across new words, they are required to focus on __________.A．spellingB．semantic featuresC．form, meaning and useD．word formation
To develop the skill of listening, the teacher asks the students to learn several new words that will appear in the listening passage and predict what the listening is about. Which stage is it at in listening class now?A.Warming upB.Pre-listeningC.While-listeningD.Post-listening
When a teacher intends to introduce a new grammar item, which of the following strategies can be used to get students to notice it?A．TransformationB．Input enhancementC．ExpansionD．Substitution
Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?A.Teaching both the spoken and written form.B.Teaching words in context and giving examples.C.Presenting the form, meaning, and use of a word.D.Asking students to memorize bilingual word lists.
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．skimmingB．scanningC．extensive readingD．intensive reading
When a teacher tells the students that the word "dog" may imply "loyalty", he/she isteaching the __________of the word.A.denotative meaningB.collocative meaningC.conceptual meaningD.connotative meaning
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．skimmingB．scanningC．extensive readingD．intensive reading
The activity of_______ may maximize the possibility of eliciting ideas, words or concepts from students when it is focused on a given topic.A．retellingB．assessing outputC．brainstormingD．comprehension
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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?
Nowadays, peopletend to break the traditional absolute authority of teachers and grant studentsmore freedom, which makes the classroom more liberal and democratic. In somepilot programmes , teachers′ salaries are linked with students′ evaluation. Ifa teacher fails in the students′ evaluation, his or her salary will be hurt.Some people applaud this new practice, thinking that it would improve theteaching quality. Others, however, disagree with it, because it may misleadteachers to please their students. What is your opinion?Write a compositionof about 200 words on the following topic:Teachers′ Salaries Linked With Students′Evaluation
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