The best grouping of teaching when the students are given the task to work out answers to a reading comprehension is__________．A.one-to-oneB.groupworkC.pair-workD.solowork
The best grouping of teaching when the students are given the task to work out answers to a reading comprehension is__________．
A.one-to-one
B.groupwork
C.pair-work
D.solowork
B.groupwork
C.pair-work
D.solowork
参考解析
解析：考查教学活动分组。题目的意思是：在让学生回答关于阅读理解中的题目时最好的分组方式是什么?问题是检验每个学生的学习效果及对内容的理解程度，因此，要一个一个地让学生来回答。所以，最好的分组方式是D原意是“独唱”，但这里意为“个人”。
相关考题：
The best grouping of teaching when the students are given the task to design a poster for a school event is__________.A.pair-workB.groupworkC.one-to-oneD.individual
Which of the following statements about take-based language teaching is NOT true?A．Students should be given tasks to perform or problems to solve in the classroom.B．Student are task-driven.C．Task-based language teaching is student-centered.D．Task-based language teaching is teacher-centered.
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
Which of the folIowing statements about take-based language teaching is NOT true?A．Students should be given tasks to perform or problems to solve in the classroom.B．Students are task-driven.C．Task-based language teaching is student-centered.D．Task-based language teaching is teacher-centered.
When students are asked to find out the changes of their hometown and make a plan for anexhibition, which type of the following grouping methods is mostly recommendedA.Whole class work.B.Group work.C.Pair work.D.Individual work.
根据下面资料，回答Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（17）题选A.work outB.run intoC.talk aboutD.take on
根据下面资料，回答Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（34）题选A.suggestionB.feedbackC.promotionD.inspiration
根据下面资料，回答Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（24）题选A.go throughB.build upC.show offD.wipe out
根据下面资料，回答Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（26）题选A.apart fromB.as well asC.instead ofD.better than
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.题目来源于考生回忆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 the 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:题目来源于考生回忆PPT, Blackboard, recorder and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.Step 2: Pre-listening1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.Step 3: While-listening1. Listen to the tape for the first time and ask them when Lin Fei gets up and when he goes to school, then let students to share answers.题目来源于考生回忆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: Production1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.2.Survey: Let students discuss their own daily life in the group of four and make a report in the form of chart. 8 minutes later teacher invites some groups 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 introduce their daily life to their parents and make a share in the next class.Blackboard design:
二、考题解析【教学设计】Teaching aims:Knowledge aims:Students will know about the relation between shadow and the sun through reading the passage.Students will master the usage of comparative degree in the reading.Ability aim:Students will apply the comparative degree to retell the story.Emotional aim:Students will be more interest in learning English.Key and difficult point:Key Point: Students will master the usage of comparative degree in the reading.Difficult Point: Students will apply the comparative degree to retell the story.Teaching procedure:Step 1: Warming-up1. Greetings.2. Play a riddle--it rises up and goes down every day, what is it? and students guess it’s the sun, then lead to the story about the sun.Step 2: Pre-readingAccording to the word “sun”, students have a brainstorm about what natural phenomenon about sun they have known.Step 3: While-reading1. Fast reading: students read the passage fast and figure out what the tree and the duck are talking about.2. Careful reading: students read the passage carefully and answer the question: why does the shadow get longer when the sun gets lower? And underline the words with “er”.3. The teacher explains the words with “er” to the students.Step4: Post-reading1. Students work in pairs to make a role-play (one is the little duck, the other is the old tree) to make a conversation according to the passage.2. Students work in groups to find the real reason why the shadow gets longer when the sun gets lower.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: students tell the story to their parents.Blackboard design:1.Do you think repeated practice is suitable for English learning?2.What do you think of English class activities such as role-play?
初中英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp and understand the main and detailed information of the passage.Ability aim:Students will improve their reading and speaking skills.Emotional aim:Students will foster the interest and desire of learning English and take part in speaking activities actively.Key and difficult point:Key Point: Students will totally understand the content of the passage.Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students pictures about different types of transportation and naturally lead to today’s topic.Step 2: Pre-reading1. Ask students two questions and some volunteers will be invited to share their answers.Q1: How do you come to school?Q2: How do your parents go to work?2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.Step 3: While-reading1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.Step4: Post-readingDiscussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to investigate their friends’ way of going to school and find some interesting ways of transportation on the Internet.Blackboard design:1. How to improve students’ reading and speaking ability in your class?2. How did you evaluate the performance of students in the class?
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master some new words like“hybrid rice”and some phrases like “be satisfied with”.They can also know more information about Dr Yuan.Ability aim: Students acquire the skills of reading and can get the main or detailed information easier than before.题目来源于考生回忆Emotional aim: Students will understand the importance of agriculture and don’t waste any rice anymore.Teaching Key Points:Students understand the whole passage clearly and get some useful expressions that they can apply to their daily life.Teaching Difficult Points:Students can be inspired by the devotion of Dr Yuan, as a result they would like to do something useful for all the people in the future.Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up题目来源于考生回忆1.Greetings2.Lead in：read a poem and let’s free talk. The teacher asks students two questions.Poem:The peasant’s lot—Farmers’ weeding at the noon, sweat down the field soon. Who knows food on a tray, due to their toiling day.——Do you know the steps of how to grow rice?——What do you think would happen if tomorrow there was suddenly no food to eat?Step 2: Pre-reading1.Background: show students pictures about the farming steps: plowing, seeding, fertilizing, irrigating, transplanting and harvesting.2.Prediction:do you know who is the most famous person of agriculture in China?3.Show some new words in this reading materials that students hardly to understand.Step 3: While-reading1. Global reading: find out the main idea of the passage and each paragraph.—multiple choice：which of the following statements tells the main idea of the text?—match game：match the following main ideas with the right paragraph.2、Extensive reading: find out detailed information paragraph by paragraph.Paragraph 2:put the following sentences in right order.题目来源于考生回忆Paragraph 3:find out the personalities and hobbies about Dr Yuan and fill in the blanket.Step 4: Post-readingRetelling: ask students to retell what does the passage talk about in his or her own words.Discussion: let students think about what can we learn form Dr Yuan.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce Dr Yuan to their friends in English and try to find more famous people in agriculture.Blackboard design:
二、考题解析【教案】Teaching Aims:Knowledge aims:(1) Students will master two difficult words,such as universal, unfamiliar.(2) Students will learn knowledge about body language.Ability aim: Students are able to understand the meaning of body language in their daily life and can improve the ability in scanning and skimming.Emotional aim: Students can show their feelings with body language in reality.Teaching Key Points:Students can know the meaning of various body languages.Teaching Difficult Points:Students are able to express their feelings with body language in reality..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.Play a clip from a popular American TV series Lie to me (many body languages are shown in it), invite two students to talk about their feelings.Step 2: Pre-reading1.Let’s say. Lead students to talk about body languages that we usually see in our daily life.Step 3: While-reading1.Fast reading. Read the passage for the first time and ask students to summarize the main idea.2.Careful reading. Read the passage for the second time with questions.(1) How many body languages are mentioned in the passage when we meet others?(2) what is the difference in different countries? Talk it in details.Step 4: Post-readingDivide all students into several groups and give them five minutes to discuss other body languages that we usually use. After that, invite three students to share.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students surf the internet and collect more information about body language..Blackboard design:
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”Ability aim: Students can get the key information about rabbit and use the words to describe other animals.Emotional aim: Students will improve their interest in English.Teaching Key Points:Students can understand the meaning of the words“long, small short” and use them to describe other animals.Teaching Difficult Points:Cultivate students awareness of loving animals and protecting animals.Teaching Methods:TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.Step 2: Pre-reading1. Show Students different pictures of rabbits to let students discover the common points.2. Invite two students to try to describe rabbits in their own words.3. Teach students these words “ tail, mouth ,ears,eyes”Step 3: While-reading1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.Step 4: Post-readingMake a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Draw a picture of your favorite animals and share it to your friends.
共用题干Teaching and LearningMany teachers believe that the responsibilities for learning lie with the student.If a long reading assignment is given,instructors expect students to be familiar with the ______(1)in the reading even if they do not discuss it in class or take an examination.The ______(2) student is considered to be one who is motivated to learn for the sake of______(3) ,not the one interested only in getting high grades.Sometimes homework is returned ______(4) brief written comments but without a grade.Even if a grade is not given,the student is ______(5) for learning the materi al assigned.When research is______(6), the professor expects the student to take it actively and to complete it with______(7) guidance.It is the student's responsibility to find books,maga-zines,and articles in the library.Professors do not have the time to explain______(8) a university library works；they expect students______(9) graduate students to exhaust the reference______(10) in the library.Professors will help students who need it,but______(11) that their students should not be______(12)dependent on them.In the United States professors have many other duties______(13)teaching,such as administrative or research work.Therefore, the time that a professor can spend with a student outside of class is______(14).If a student has problems with classroom work,the student should either______(15)a professor during office hours or make an appointment.1._________A:suggestionB:contextC:abstractD:information
共用题干Teaching and LearningMany teachers believe that the responsibilities for learning lie with the student.If a long reading assign- ment is given,instructors expect students to be__________(51)with the information in the reading even if they do not discuss it in class or__________(52)an examination.The ideal student is________(53)to be one who is motivated to learn for the sake of learning,not the one interested only in getting high ___________(54).Sometimes homework is returned with brief written____________(55)but without a grade.Even if a grade is not given,the student is___________(56)for learning the material assigned. When research is_________(57),the professor expects the student to take it actively and to complete it with minimum___________(58).It is the student's responsibility to find books,magazines,and articles in the library.Professors do not have the time to__________(59)how a university library works;they expect students to exhaust the___________(60)resources in the library.Professors will help students who need it,_________(61)prefer that their students should not be too __________(62)on them.In the United States professors have many other___________(63)besides teaching,such as administrative or research work.Therefore,the time that a professor can spend__________(64)a student outside of class is limited. if a student has problems with classroom work,the student should either__________(65)a professor during office hours or make an appointment._________(61)A:butB:evenC:thusD:and
单选题When students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?ADeductive grammar teaching.BInductive grammar teaching.CTraditional grammar teaching.DCommunicative teaching.
单选题When students are asked to find out the changes of their hometown and make a plan for an exhibition，which type of the following grouping methods is mostly recommended？AWhole class work.BGroup work.CPair work.DIndividual work.
单选题About principles of teaching reading, which description is wrong?AThe selected texts and attached tasks should be accessible to the students.BTasks should be given after reading.CTasks should help develop students' reading skills rather than test their reading compre-hension.DThe teacher should provide enough guidance and assistance at the beginning.
单选题About principles of teaching reading, which description is wrong?AThe selected texts and attached tasks should be accessible to the students.BTasks should be given after reading.CTasks should help develop students' reading skills rather than test their reading comprehension.DThe teacher should provide enough guidance and assistance at the beginning.