_________ aims to help students to pay attention to teaching content efficiently at the beginning of the class.A．Lead-inB．PresentationC．PreparationD．Practice
_________ aims to help students to pay attention to teaching content efficiently at the beginning of the class.
A．Lead-in
B．Presentation
C．Preparation
D．Practice
B．Presentation
C．Preparation
D．Practice
参考解析
解析：考查教学流程。导人(Lead．in)的目的是上课开始时，教师帮助学生将注意力有效地集中在上课的内容上。B为新课呈现环节，C为准备环节，D为练习环节。
相关考题：
_Chinese students should pay attention to grammar, they shouldn t overdo it.A. BecauseB.AithoughC.In orderD. So that
a language lesson plan usually has the following components: background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments and _________.：A. teachers’ after-lesson reflectionB. students’ after-lesson reflectionC. teachers’ after-lesson feedbackD. students’ after-lesson feedback
In English teaching, teachers should NOT pay attention to__________.A．providing independent learning and communicating opportunities for studentsB．correcting students' mistakes and errors in the process of learning immediatelyC．encouraging students to discuss, cooperate, experience, practice, and explore the way to master EnglishD．cultivating students' interest
__________method of teaching writing pays great attention to the accuracy of the finalproduct but ignores the process, which the students go through to reach the final goal.A．Form-orientedB．Product-orientedC．Content-orientedD．Process-oriented
______ aims to help students to pay attention to teaching contents efficiently at the beginning of the class.A.Lead-inB. Presentation C. Preparation D.Practice
During class, the teacher leads students to memorize the important points of the teaching content. On one hand, the teacher helps students to grasp the key points. On the other hand, what learning strategy is the teacher teaching?A.Cognitive strategyB.Self-management strategyC.Communication strategyD.Resource strategy
__________method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.A．Form-orientedB．Product-orientedC．Content-orientedD．Process-oriented
______ aims to help students to pay attention to teaching contents efficiently at the beginning of the class.A.Lead-inB.Presentation C.PreparationD.Practice
When we talk about the element of the teaching aims “ABCD”, what does the “C” refer to?A. content B.capacityC. conditionD.competence
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 understand the pronunciation of “ear”, and get some simple spelling rules.Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.Emotional aim: Students can increase their interests in learning English.Key and difficult point:Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.Teaching procedure:Step 1: Warming-upGreeting the students.Sing a song: Head shoulder keens and toes.Step 2: Presentation1. Show the chant and ask the students the question: Can you find the same letter combination in these words?2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.4. Game: Play the finger show to practice the new words.Step 3: PracticeFind more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.Step4: Production1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.Step5: Summary and homework1. Summary: ask students summary what have learned in the class.2. Homework:(1) read these word after class.(2) Find more words with “ear” and make another chant.
高中英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can know the basic meaning of passage and are able to master the different greeting for the strangers.Ability aims:Students can practice guessing content of next paragraph according to the clues which is given in the passage.Emotional aim:Students are able to love learning English and like to read different English passage after this lesson.Key and difficult point:Key Point: guess the content of next paragraph according to the clues and know the “learned” body language, especially different greetingsDifficult Point: improve students’ reading interest.Teaching procedures:Step 1: Warming-up1. Greetings.2. Play a video about Chaplin’s mime and ask students several questions:What kind of body language can you see from this video?Do you know the meaning of these body language?Step 2: Pre-readingPresent the passage on the screen and read it for all the students. Before reading, ask students one question: What’s the main ideas of these two paragraphs? And guess the main to topic of this lesson?Then invite several students to share their ideas.Step 3: While-reading1.Lead the students to think one question: Is this a whole passage? And ask students to scan the whole passage and give the teacher answer.2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students.3.And different students may be just guess the content of several paragraphs. So give students a chart, ask them to finish discussing in 5 minutes. Then invite two representatives to state the whole passage.Step4: Post-readingGuessing game: Present another passage on the screen. And give students 10 minutes to read and discuss.Then make a chart and tell your own stories according to chart in your own group .Then invite the representatives to make a report for the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph.Blackboard design:1.Do you have the experience in teaching?2. What will you do if you pass this exam?
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the content about hobbies.Ability aim: Students can improve their writing ability about hobbies, such as drawing.Emotional aim: Students will foster a hobby and know how to keep it.Teaching Key Points:Students know the content about hobbies and can improve their writing ability about hobbies.Teaching Difficult Points:Students can learn how to write, basing on their hobbies..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. Show two pictures about hobbies , ask all students to observe and describe.Step 2: Pre-writing1. Divide students into two groups, group A and group B and ask them to read the the dialogue.2. Lead students to summary the main idea.3.Read the dialogue by themselves again, then ask them some questions to get details.(1) What are they fond of?(2) How about drawing, what can it teach you?(3) Where will they go?4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.Step 3: While-writingStudents write an article within 20 minutes.Step 4: Post-writing1.Self editing: students work in pairs to check if there are faults in spelling and grammar.2.Sharing: choose 1-2 writing and show it on the screen.3.Evaluating: appreciate and give comments.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students talk about their hobbies to their friends or parents.Blackboard design:
初中英语?语音一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the rule of logical stress in a complete sentence.Ability aim:Students will use the logical stress correctly and know how to make use of the sentence stress in different sentences correctly.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master the rule of logical stress in sentences in English.Difficult Point: Students can use the logical stress in sentences in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Listen to an English song and feel about the tune of the melody. Let students to know that not only songs but also the language has its stress in order to express different emotions.Step 2: Presentation1. Work in pairs to read the passage by themselves and ask them to pay more attention to the sentence stress. After practice, ask one pair to perform it and others should tell their opinion whether they agree or not.2. Listen to the tape of the passage and find out whether the students themselves make any mistakes. Then let students find out the rule of the sentence stress (logical stress ) with the help of the teacher: in a sentence we can stress the important part according to the meaning of the passage. After the students find the rule, the teacher read the passage and let them repeat after it.Step 3: Practice1. Ask students to read the passage by themselves again and they should use the correct logical stress while reading.2. Give students more sentences and ask them read the sentences by themselves using the logical stress.Step4: ProductionLet students work in groups of 4 and make a dialogue about the theme parks, such as the theme, the feature, the activities and so on, and they should use the rule of logical stress learned in the class. After that invite two groups to share their outcomes with the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to read the work of Shakespeare’s and use the logical stress learned today after class.Blackboard design:1. Can you conclude the rule of sentence stress comprehensively?2. Are you satisfied with this presentation? Which do you think is the most difficult part?
二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the intonation of showing their attitudes.Ability aim:After this lesson, students can practice their listening and speaking ability through group work.Emotional aim:Students are able to love learning English after this lesson.Key and difficult point:Key Point: master the intonation of showing their attitudes.Difficult Point: cultivate the interest of students’ learning English.Teaching procedures:Step 1: Warming-up1. Greetings.2. Play a video about a person who is shopping at a store and has a conversation with the shop assistant. And ask students to answer some questions: Does this customer want to buy the clothes? Give the reasonStep 2: Presentation1.Ask students to listen the conversation carefully and the teacher reads the conversation that today needs to learn and ask students:Which part does the male show the interest? Give the reasonAnd which part does the male show the uninterested? Give the reason2.Then present the conversation on the PPT, and ask students to listen to the conversation again, pay attention to the intonation of male’s answers. And ask students to answer some questions:When male shows the interest to the content of female’s saying, what kind of intonation does he use? Uninterested, what’s intonation?3. Then lead the students to conclude the rules of intonations of showing their attitudes. At the same time, write the male’s words on the blackboard with the help of symbols of rising tone and falling tone.Step 3: Practice1.Ask students to read this conversation after the tape.2.Role-play: Ask students to practice this conversation with their partner and after 5 minutes, invite some students to read this conversation for all the students.3. Dubbing: Ask students to look at a short video about a conversation between a Chinese student and another foreign student. But this video only has the frames, but doesn’t have the sound, which needs students to finish dubbing with their deskmates in given 10 minutes. Then invite several students to show their conversation with all the students.Step4: ProductionMake stories: Ask students to use the knowledge of intonation to make a short story according to the chart. Before this, divide the students into several groups with different persons and ask the representatives to get their topic through the way of random draw.1.What’s the teaching aims of this lesson?2. What’s your major? Why do you want to be an English teacher?
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the content about hobbies.Ability aim: Students can improve their writing ability about hobbies, such as drawing.Emotional aim: Students will foster a hobby and know how to keep it.Teaching Key Points:Students know the content about hobbies and can improve their writing ability about hobbies.Teaching Difficult Points:题目来源于考生回忆Students can learn how to write, basing on their hobbies..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. Show two pictures about hobbies , ask all students to observe and describe.Step 2: Pre-writing题目来源于考生回忆1. Divide students into two groups, group A and group B and ask them to read the the dialogue.2. Lead students to summary the main idea.3.Read the dialogue by themselves again, then ask them some questions to get details.(1) What are they fond of?(2) How about drawing, what can it teach you?(3) Where will they go?4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.Step 3: While-writingStudents write an article within 20 minutes.Step 4: Post-writing1.Self editing: students work in pairs to check if there are faults in spelling and grammar.2.Sharing: choose 1-2 writing and show it on the screen.3.Evaluating: appreciate and give comments.题目来源于考生回忆Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students talk about their hobbies to their friends or parents.Blackboard design:
一、标题不可缺少 What are you doing? 二、教学目标撰写要以学生为主语 Teaching aims: (1) Knowledge aims Students can master the key sentence structure “what are you doing?” . (2) Ability aims Students can communicate with their partners by using the new sentence. (3)Emotional aims Students will be more interested in sharing their ideas with others and take part the group activity. Teaching key point Master the new sentence structure. Teaching difficult point Describe what other people are doing. Teaching Methods: Situational teaching method, task-based teaching method Teaching Aids: PPT 三、教学过程要完成清晰 Teaching procedure Step 1 Warming-up At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard. (step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.) Step 2 Pre-reading Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material. (Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives) Step3while-reading Fast-reading Ask students to read the short passage quickly and conclude the main idea. (Justification: train students’ reading ability of scanning for the general information of the passage.) Careful reading 1.ask students to read the passage again and answer the following questions: What is Larry doing? What is dad doing? What’s grandpa doing? 2. Ask students to finish the sentence on the textbook. (Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.) Step4 post-reading 1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences. 2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class. (Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.) Step 5summary and homework Summary: do the summary together with students and let them have a clear clue about what we have learned Homework: try to use the new knowledge to communicate with their partners after class. (Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability ) 四、板书设计不可少 Blackboard design: What are you doing? What is Larry doing? What is dad doing? What’s grandpa doing?
单选题In English teaching, teachers should NOT pay attention to ________.Aproviding independent learning and communicating opportunities for studentsBcorrecting students' mistakes and erors in the process of learning immediatelyCencouraging students to discuss, cooperate, experience, practice, and explore the way to master EnglishDcultivating students' interest
单选题After teaching sounds, a teacher makes a test that aims to find out which sounds students are and are not able to pronounce. This test belongs to _____.Aaptitude testBproficiency testCachievement testDdiagnostic test
单选题During class, the teacher leads students to memorize the important points of the teaching content. On one hand, the teacher helps students to grasp the key points. On the other hand, what learning strategy is the teacher teaching?ACognitive strategy.BSelf-management strategy.CCommunication strategy.DResource strategy.
单选题In English teaching，teachers should NOT pay attention to_______.Aproviding independent learning and communicating opportunities for studentsBcorrecting students'mistakes and errors in the process of learning immediatelyCencouraging students to discuss，cooperate，experience，practice，and explore the way to master EnglishDcultivating students'interest
单选题The teacher would use to help students communicate in teaching speaking.Asubstitution drillsBgroup discussionClistening and actingDreading aloud
单选题The teacher should focus students' attention on ____, not only the use oflanguage form in teaching speaking.Alanguage meaningBaccentCorigin of languageDinterlocutor
单选题After teaching sounds, a teacher makes a test that aims to find out which sounds students are not able to pronounce. This test belongs to_________Aaptitude testBproficiency testCachievement testDdiagnostic test
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____ aims to help students to pay attention to teaching content efficiently at the beginning of the class.ALead-inBPresentationCPreparationDPractice
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.