Which aspect do students focus on when they learn the usage of vocabulary?A.Spelling.B.Lexical rules.C.Collocation.D.Pronunciation.
Which aspect do students focus on when they learn the usage of vocabulary?
A.Spelling.
B.Lexical rules.
C.Collocation.
D.Pronunciation.
B.Lexical rules.
C.Collocation.
D.Pronunciation.
参考解析
解析：考查词汇教学。当学生学习词汇的用法时，学生应注意词汇的搭配(collocation)、短语(phrases)、习语(idioms)、风俗(style)和语域(register)等，故选C。A、B、D三个选项均属于词汇的信息(basic?information)。
名师如何巧解题？查看视频解析>>
名师如何巧解题？查看视频解析>>
相关考题：
Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary. () 此题为判断题(对，错)。
According to the third paragraph ,which of the following is true?[ A] Five percent of American college students learnt Latin texts.[ B] Students in New England learnt Latin texts in official organizations.[ C] Students were compelled to learn modern European languages.[ D] American college students had to learn Latin grammar by heart.
In the content－based learning approach, students learn the vocabulary and grammar necesarily to the content.() 此题为判断题(对，错)。
According to The National English Curriculum Standards, the language knowledge students are required to learn consists of phonetics, vocabulary, grammar,__________.A．function and themeB．culture and societyC．literature and linguisticsD．discourse and genre
Which of the following assumptions about vocabulary learning contradicts the modern language teaching theories?A．The best way to learn words is to use them.B．The best way to learn vocabulary, is via rote-learning.C．An English dictionary is an important aid to students.D．Learning a word involves learning more than just the word itself.
When teaching the words“so that;therefore”,what content should the teacher focus on?A.Denotative meaning.B.Usage.C.Connotative meanings.D.Learning strategies.
In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.A. listening for specific informationB. listening for gistC. listening for structureD. listening for vocabulary
Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.A．PPPB．PWPC．PPTD．TBLT
Which aspect do students focus on when they learn the usage of vocabularyA.Spelling.B.Lexical rules.C.Collocation.D.Pronunciation.
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.
Which aspect of vocabulary is trained in the following?The teacher asks the students to read the following passage to tell the writer's attitude towards the woman he is interviewing．Tall, tanned and debonair, Hazel Henderson is an unlikely revolutionary． She greets me with a warm smile and orders a port of tea, unlike the well-heeled matrons staying at this comfortable hotel．A.Register．B.Connotation．C.Collocation．D.Constitution．
According to the National English Curriculum Standards, the language knowledge students are required to learn consists of _______ grammar, function and theme.A.phonetics, vocabulary B.phone, discourseC.literature, linguistics D.style, genre
In a pre-listening activity, students need to learn to cope with some ambiguity不明确 in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________. A. listening for specific informationB. listening for gistC. listening for structureD. listening for vocabulary
Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.A. PPPB. PWPC. PPTD. TBLT
高中英语?语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aims:(1)Students are able to master the meaning of bold words and phrases: period, law, advise, gold, worried about, out of work, Youth League, stage, stage, position, as a matter of fact, blow up, put in prison, equal(2)Students can master the usage of adverb in attributive clause.(3)After this lesson, students can know the difference of usage of adverb in attributive clause and the usage of pronoun in attributive clause.Ability aim:After this lesson, students can use grammar of attributive clause in reading and writing.Emotional aim:Students are able to love learning English after this lesson.Key and difficult point:Key Point: master the meaning of words and phrases :period, law, advise,gold,worried about etc.Difficult Point: use grammar of attributive clause in reading and writingTeaching procedures:Step 1: Warming-up1. Greetings.2. Ask students to make several sentences using the grammar of usage of pronoun in attributive clause. Then write a sentence needing to use adverb in attributive clause. And then lead in the new grammar, adverb in attributive clause.Step 2: Presentation1.Ask students to open the book and read the passage to guess the meaning the bold words and then paraphrase the bold words with the help of PPT.2. Then Ask students to find out more complex sentences that the clause is after a noun or pronoun and the words that are used to introduce the sentences: where, when, why or preposition plus which.The time( when I first met Nelson Mandela )was a very difficult period of my life.The school (where I studied only two years) was three kilometres away.This was time (when one had got to have a passbook )to live in Johannesburg.we were put in a position (in which we had either to accept we were less important, or fight the Government). ...Then ask students to find the similarity of these sentences and invite several students to share their ideas. Then lead the students to conclude the rules of relative adverb in attributive clause and preposition plus which in attributive clause. (They all function as adverbials)Step 3: Practice1.Make sentences: Ask students to use the grammar that has just learnt to describe the pictures which are presented on the PPT.2.Combine the sentences: Ask students to combine the sentences according to the grammar in attributive clause.(1)This is a book. Its cover is blue. (whose)(2)He is the teacher. He helped me. (who/that)(3)Beijing is the place. I was born in this place. (where/ in which)(4)This is the hotel. You will stay at the hotel. (where/at which)Step4: Production1.Make stories: Ask students to use the grammar that has just learnt to describe the video.2.Discussion: Ask students to tell their daily life to use the grammar that has just learnt. And after 5minutes to invite several students to share their daily life.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: write a short passage about his daily life using the grammar that has just learnt.Blackboard design:1.Which way do you think is better to learn attributive clause, do exercise or use it in oral English?2. Do you think 'from which' in the first sentence can be replaced by 'that'?
单选题We learn from the passage that _____.AChuck’s students are not clever enoughBthe students didn’t do Chuck’s homeworkCChuck Wall is an unusual teacherDno students enjoyed Chuck’s homework
单选题Which aspect do students focus on when they learn the usage of vocabulary?ASpelling.BLexical rules.CCollocation.DPronunciation.
单选题In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of________.Alistening for specific informationBlistening for gistClistening for structureDlistening for vocabulary
单选题When a teacher wants to test students' listening skills, grammar, vocabulary and pronunciation, which of the following test format is the most suitable one?ATrue or false questions.BCompletion.CDictation.DTranslation.
单选题In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of _____Alistening for specific informationBlistening for gistClistening for structureDlistening for vocabulary
单选题When students learn apple, orange, the teacher gives students another word fruit.Which principle does the teacher follow in his/her vocabulary teaching?AWord-choice principle.BPresentation principle.CCulture principle.DSystematic principle.
单选题When students learn apple, orange, the teacher gives students another word fruit. Which principle does the teacher follow in his/her vocabulary teaching?AWord-choice principle,BPresentation principle.CCulture principle.DSystematic principle.
单选题When a teacher wants to test students' listening skills, grammar, vocabulary and pronunciation, which ofthe following test format is the most suitable one?ATrue or false questions.BCompletion.CDictation.DTranslation.
单选题Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?ATeaching both the spoken and written form.BTeaching words in context and giving examples.CPresenting the form, meaning, and use of a word.DAsking students to memorize bilingual word lists.
单选题When students learnapple, orange, the teacher gives students another word fruit.Which principle does the teacher follow in his/her vocabulary teaching?AWord-choice principle.BPresentation principle.CCulture principle.DSystematic principle.