_________ is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.A.Answering questions.B.Gap-filling.C.Dictogloss.D.Sequencing.

_________ is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.

A.Answering questions.
B.Gap-filling.
C.Dictogloss.
D.Sequencing.

参考解析

解析:考查听力教学活动。题目中所述听力教学活动为语法听写(dictogloss)。

相关考题:

25. Which is NOT true according to this passage?A. The writer loves his teacher very much.B. A good teacher should not scold his students. 'C. The teacher may be rich if he becomes a businessman.

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.

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 up.B.Pre-listening.C.While-listening.D.Post-listening.

Which of the following instructions is helpful in developing students′ ability to makeinferencesA.Listen to a story and write a summary.B.Listen to a story and work out the writer' s intention.C.Listen to the story of a boy and then draw a picture of him.D.Listen to a story and note down the specific date of an event.

A teacher asked the students to repeat a word many times to memorize the pronunciation,meanings and usages.Which conclusion is NOT correct?A.The teacher is teaching pronunciation.B.The teacher focuses on accuracy.C.The teacher is using mechanical practice.D.The teacher is teaching vocabulary.

When a teacher teaches young learners English pronunciation, he should__________.A.listen as much as possibleB.input regardless of students'abilityC.tolerate small errors in continuous speechD.read more English materials

In a listening activity, students are asked to note down the time and places of events. The__________aim of this activity is to develop the skill ofA.listening for gistB.listening for vocabularyC.listening for structureD.listening for specific information

In a listening activity, students are asked to note down the time and places of events. The aim of this activity is to develop the skill of__________.A.listening for gistB.listening for specific informationC.listening for structureD.listening for vocabulary

To develop the skill of listening,the teacher asks students to learn several new words that will appear in the listening passage and predict what the listening material is about.Which stage is it at in listening class now A.Warming up.B.Pre-listening.C.While-listening.D.Post-listening.

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

__________is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.A. Answering questions.B. Gap-filling.C. Dictogloss.D. Sequencing.

Which of the following activities can help develop the skill of listening for gistA.Listen and find out where Jim lives.B.Listen and decide on the best title for the passage.C.Listen and underline the words the speaker stresses.D.Listen to pains of words and tell if they are the same.

What vocabulary learning strategy does the following activity help to train?The teacher created a situation and asked students to think of words and expressions that can be used in that situation.A.Association. B.Generalization.C.Collocation. D.Contextualization.

To develop the skill of listening, the teacher asks students to learn several new words thatwill 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

Which of the following activities can help develop the skill of listening for gist? A. Listen and find out where Jim lives. B. Listen and decide on the best title for the passage. C. Listen and underline the words the speaker stresses. D. Listen to pairs of words and tell if they are the same.

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!

1.Greetings2Use a tongue twister to warm up: How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.Step 2: Presentation1Listen to the tape for the first time and ask them to write down what are they listening to.2Let students find out similarity between these words.3Tell students how to pronounce “oo”, and summary the pronunciation of “oo” /u/,/u:/.Step 3: Practice1Let students find more words with the pronunciation of “oo” (such as: look, book, wood, cookery, classroom), and use these words to make sentence.(such as: I look at the good book. Mr. wood is a good cook. )Step 4: ProductionDubbing contest: students work in pairs to imitate film clips; teacher will give them 8 minutes to prepare it and then invite some students make performance in the front.Step 5: Summary & HomeworkSummary: students look at the blackboard and summarize this class.Homework: students find lyrics with the pronunciation of “oo”, and hold a singing contest in the next class.

二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the structure of attributive Clause and understand what the relative words or antecedents are.Ability aim: Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences.Emotional aim: Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves.Teaching Key Points:Students acquire the clause structure and know the relative words as well as antecedents.Teaching Difficult Points:Students can apply the structure into daily communication and get the difference between relative pronoun and adverb.Teaching Methods:题目来源于考生回忆Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Review: Show students two sentences. One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way. Let them find out the differences or similarities between them and lead to what we’re going to learn today.Step 2: Presentation1. Read the passage briefly and and answer 3 questions. Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading.2.Explain the common parts of these three sentences and show the structure of attributive clause.3.Tell students that when the antecedent is a person or an object, we should choose different relative words. Also, they should understand the difference between attributive clause linked by where and the adverbial clause of place linked by where.题目来源于考生回忆Step 3: Practice1. Give them some sentences with blankets and let them choose the proper relative words.2. Show them several clauses and find out which are attributive clauses.Step 4: ProductionDiscussion and share: students work in pairs to describe their travel by using attributive clauses; teacher will give them 5 minutes to prepare it and 5 minutes later, invite some students to share their experiences.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students find more rules about attributive clauses and prepare for the next class.Blackboard design:

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.

单选题The ball _____ two or three times before rolling down the slope.AswayedBbouncedChoppedDdarted

单选题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? _____Awarming upBpre-listeningCwhile-listeningDpost-listening

单选题_____ is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.AAnswering questionsBGap filingCDictoglossDSequencing

单选题What vocabulary learning strategy does the following activity help to train?The teacher created a situation and asked students to think of words and expressions that can be used in that situation.AAssociation.BGeneralization.CCollocation.DContextualization.

单选题Which could be inferred(推断)from this passage?ASam hated chatting about baseball.BSam learned about Hawaii by travelling.CMrs. Owens is unfriendly to her students.DThe class enjoyed Sam’s talk very much.

单选题What vocabulary learning strategy does the following activity help to train? The teacher creates a situation and asks students to think of words and expressions that can be used in that situation. _____AAssociationBGeneralizationCCollocationDContextualization

单选题_______ is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students note down the words they could catch as they listen as much as possible.AAnswering questionsBGap-fillingCDictoglossDSequencing