When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.A．instructingB．observingC．monitoringD．evaluating
When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.
A．instructing
B．observing
C．monitoring
D．evaluating
B．observing
C．monitoring
D．evaluating
参考解析
解析：考查评价行为的概念。教师在每组陈述完观点后，给出自己的评价和反馈信息，这是评价为(evaluating)。
相关考题：
The young teacher gave the students extra work because she was () by all the noise and talking in the classroomA、interruptedB、degeneratedC、exasperatedD、terminated
When students engaged in group work, the teacher gave feedback after each group hadstated their opinion and shown their output. This is calledA．instructingB．observingC．monitoringD．evaluating
In which of the following situations is the teacher playing the role of observer?A．Giving feedback and dealing with errors.B．Organizing students to do activities by giving instructions.C．Walking around to see how each student performs in group work.D．Offering help to those who need it both in ideas and language.
When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.A. instructingB. observingC. monitoringD. evaluating
When the teacher gives feedback to students in teaching writing, he/she should NOT__________.A．make positive comments on the good features of the writingB．give words simply like "good" or "very good" to the writingC．point out areas for improvementD．express his/her personal opinion on the issue the writer has discussed
When the teacher is presenting a new language, giving explanations, checking answers,which of the following should be adopted?A．Whole class work.B．Pair work.C．Group work.D．Individual work.
When the teacher is presenting a new language, giving explanations, checking answers,which of the following should be adopted?A.whole class workB.pair workC.group work D.individual work
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
When a teacher organizes group work, which of the following might be of the least con-cemA.Increasing peer interaction.B.Increasing individual practice.C.Developing language accuracy.D.Providing variety and dynamics.
Students can do _____ activities, such as, silent reading, doing written exercises, writing something down individually after brainstorming in a group, or individual speech preparations, etc.A.pair workB.whole-class workC.individualD.group work
When a teacher intends to present or explain a new language point, which of the following group methods is mostly recommended?A.pair workB.whole-class workC.individualD.group work
When the teacher gives feedback to students in teaching writing, he/she should NOTA．make positive comments on the good features of the writingB．give words simply like "good" or "very good" to the writingC．point out areas for improvementD．express his/her personal opinion on the issue that student has written
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.
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
When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________. A. instructingB. observingC. monitoringD. evaluating
When the teacher is presenting a new language, giving explanations, checking answers,which of the following should be adopted?A.whole class workB.pair workC.group workD.individual work
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!
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.What is the most distinct feature you think by the term “inclusion classroom”?（ ）A.It is desired for students with special needsB.It is tutored by regular teachers for mainstream studentsC.It is planned for collaborative learning by mainstream studentsD.It has students with special needs and regular education classmates
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.What is mainly depending on for teachers to collaborative learning strategies? （ ）A.The varied ability levels of the special needs studentsB.The needs from the special needs studentsC.The difficulty levels of the learning tasksD.The focus of the specific assignment
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.What are the benefits of collarborative learning for special needs students? （ ）A.It helps special needs students think creativelyB.It helps special needs students from all the attending studentsC.It helps special needs students learn varied ability from classmatesD.It helps students work together on solving problems and assignments
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.Which following one is NOT true about the “Simple Jigsaw strategy”？ （ ）A.Task mastering students work on a teacher-assigned taskB.It involves four-person teamsC.Each student in the group acts as an “expert”D.teacher-assigned task is divided into equal parts
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When the teacher gives feedback to students in teaching writing, he/she should NOT ______ .Amake positive comments on the good features of the writingBgive words simply like "good" or "very good" to the writingCpoint out areas for improvementDexpress his/her personal opinion on the issue the writer has discussed
单选题When a teacher organizes group work.Which of the following might be of the Least Concern?AIncreasing peer interactionBIncreasing individual practiveCDeveloping language accuracyDProviding variety and dynamics
单选题In which of the following situations is the teacher playing the role of observer? _____AGiving feedback and dealing with errors.BOrganizing students to do activities by giving instructions.CWalking around to see how each student performs in group work.DOffering help to those who need it both in ideas and language.
单选题When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called _____.AinstructingBobservingCmonitoringDevaluating