Teachers believing in the _______model in a general sense usually follow the sequence of teaching new words, sentences and then the whole passage in the ,reading class.A．interactiveB．bottom-upC．top-downD．interactional
Teachers believing in the _______model in a general sense usually follow the sequence of teaching new words, sentences and then the whole passage in the ,reading class.
A．interactive
B．bottom-up
C．top-down
D．interactional
B．bottom-up
C．top-down
D．interactional
参考解析
解析：考查阅读教学模式。阅读课的教学模式通常包括boaom-up(自下而上)，top-bouom(自上而下)．intelactive(交互补偿模式)。自下而上的模式是遵循从小的语言单位开始进行教学，直到最大的教学单位．即单词、句子和篇章，这也正是题目中说到的模式，故选B。
相关考题：
Schools in the U.S. generally do not have a specific teaching plan for teachers to follow, and they certainly don’t have a set of textbooks that are taught by all school districts throughout the country. That’s why textbooks vary greatly from school to school, and from teacher to teacher even though they are all teaching the same subject in the same grade. Some schools provide books to use, but teachers do not strictly follow them. They only use them as a reference, and enjoy pointing out mistakes and wrong information given in the books. They often share their own points of view with their students. Teaching like this has many advantages. Teachers can bring out their expertise, fully elaborating their most familiar areas. Students are more interested in what they are studying. Also this flexible teaching style. benefits students in the development of critical thinking skills and the ability to apply them. On the other hand teaching like this also has many drawbacks. It causes uneven study levels. It is even more so among different schools and districts. Students in the same grade do not usually have a thorough understanding of a subject taught in the same school year. The teacher for the following year would have to spend a lot of time finding out what the students already know or do not know in the subject before starting his/her own teaching plan. Some parts may be repeated, resulting in waste of time; and other parts may not be covered at all.Exams in American schools are much less rigid than those in China. Teaching is flexible, so are exams. Even if you memorized the whole textbook, it might not be of much help in the exams. My Chinese friend envied me for nothaving to worry about the competition for attending the best schools by takingendless exams.(1) What are advantages of the flexible teaching style?A、It benefits students in the development of critical thinking skills.B、Teachers can bring out their expertise.C、Students may have freedom in study.D、Both A and B.(2) The flexible teaching style. ______.A、may cause troubles to the teacher for the following year.B、usually helps students to have a thorough understanding of a subjectC、makes the exam easy.D、may save teachers’time(3) The word drawbacks (paragraph 2) means______.A、mistakesB、difficultiesC、disadvantagesD、troubles(4) From the passage we are told American teachers______.A、have to follow a specific teaching plan.B、dislike pointing out mistakes and wrong information given in the books.C、teaching the same subject may use different textbooks.D、strictly follow books provided by schools.(5) This article is mainly about ______.A、the advantages and disadvantages of the flexible teaching styleB、American schoolsC、American teachersD、teaching methods in American schools
New technology was used in teaching. As a result, not only _____ , but students became more interested in the lessons.A. saved was teachers’ energy B. was teachers’ energy savedC. teachers’ energy was saved D. was saved teachers’ energy
To grasp the gist of a passage in a quick way, what may a reader focus on?A．The transitional paragraphs.B．The whole passage.C．The topic sentences.D．Every sentence in the passage.
Teachers who adont the __________model for reading comprehension may start teaching a textby introducing new vocabulary and structures.A.parallelB.serialC.too-downD.bottom-up
Popular as it might be, the Presentation-Practice-Production teaching model is not considered appropriate in teaching__________.A．phoneticsB．grammarC．vocabularyD．reading
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
Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students． This way is known as__________．A.top-down modelB.bottom-up modelC.interactive modelD.integrative model
Teachers who believe in the_________ model will enable students to understand themeaning and usage of the words first, and then make full use of the words iu listeniug, reading orwriting tasks, ask representatives to show products of the tasks, and give an evaluation her it at lastwhen teaching vocabulary.A．PPPB．PWPC．PPTD．TBLT
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
Some teachers teach reading by introducing new vocabulary and structure first and thengoing over the text sentence by sentence and paragraph by paragraph with the students. This way is_________known asA．top-down modelB．bottom-up modelC．interactive modelD．integrative model
Teachers’believing in the_____model in a general sense usually follow the sequence of teaching new words,sentences and then the whole passage in the reading class.A.interactiveB.bottom-upC.top-downD.interactional
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
高中英语?词汇一、考题回顾题目来源1月5日 下午 太原市 面试考题试讲题目1.题目：2.内容：I am always the first one to get to the office. Meetings and phone calls take up a large part of the day.Every minute of the day is filled with urgent matters.By around eight o'clock,I usually find some time to do my own paperwork and answer some personal e-mail.3.基本要求：(1)十分钟全英试讲(2)讲解划线处词汇答辩题目What will you do if students can’t understand the words you explain?二、考题解析【教案】Teaching aims:Knowledge aim:Students are able to master the meaning and the usage of underlined words and know the relative words and phrases:get to, take up, be filled with,arrive in/at, occupy,occupation,be full ofAbility aims:(1) Students can guess the meaning of new words and phrases while reading(2)After this lesson, students can learn how to use these and relative words and phrases to describe their daily life.Emotional aim:Students are able to love learning English after this lesson.Key and difficult point:Key Point: master the meaning and the usage of new words and phrases :get to, take up, be filled with,arrive in/at, occupy,occupation,be full ofDifficult Point: understand the meaning of the new words and phrases and use them in their daily life.Teaching procedures:Step 1: Warming-up1. Greetings.2. Play a video about a person who is busy with his work life and ask students several questions:What can you see from this video?Can you describe information in detail using your own language?Step 2: Presentation1. Present the paragraph on the PPT. And then ask students to read this passage to guess the meaning of underlined words and phrases. Give students 5 minutes to discuss in the group. And Invite students to give the answers.2.Then paraphrase these words in English using the pictures. For example, get to means arrive in/at or reach. If something takes up a particular amount of time, space, or effort, it uses that amount. At the same time, present a picture with a man coming the office through the door.3. Besides introduce the relative phrases, such as take over, take on, take in and so on.Step 3: Practice1.Make sentences: ask students to make sentences using the new words. Then correct the grammar mistakes and give the positive feedbacks.2.Make up a new story: Give students several pictures in disorder and ask them to describe these pictures using the sentences which concludes the new words that have just learnt. Then rank these sentences into a new story. Give students 5 minutes to discuss with their deskmates and then invite several students to share their stories.Step4: Production1. Discussion: Ask students to use the words and expressions learnt to describe their daily life with their partner. After 5 minutes, invite several students to share their daily life.2. Survey: Ask students to make a survey about your classmates’ daily life using three questions in the group. Four person in one group and finish the chart in 10 minutes.Then invite the representatives to make a report for the whole class.1.What will you do if students can’t understand the words you explain?2. Do you have the experience in teaching?
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 aim:1. By the end of the class, students will know more about festival and its origin.2. Students will master the meaning and the usage of some words and expressions.Ability aim: Students can train their reading skill and the speaking skill through learning of the discourse and communicating with each other around the given topic.Emotional aim: Students will cherish the traditional value and foster national pride through learning.Teaching Key Points:Students can master the meaning and the usage of words and expressions in the discourse.Teaching Difficult Points:Students can express themselves correctly and fluently and gain the confidence of learningEnglish.Teaching Methods:Task-based teaching method and audiolingual teaching method.Teaching Aids:Video, Blackboard and so on.Teaching Procedures:Step 1: Warming-upHave a free talk with the student, inspire them to do a brainstorming about some Chinese festivals.Collect the answer such as The Double Ninth Festival,The Lantern Festival, The Dragon Boat Festival and ask them “What do people celebrate on these festivals?”Step 2: Presentation1. Ask students to read the passage and underline all the sentences providing the information of origin of the festivals.2.Ask students to read the passage again and guess the meaning of the bold words in these underlined sentences.3.write down these bold words on the blackboard “hunters, starve, origins, religious”and interpret these words to the students.Step 3: Practise1.Let students to do an exercise -- fill in the blanks with the proper form.a.Most ancient ____ (festival) will celebrate the end of clod weather,planting in spring and harvest in autumn.b.Sometimes celebrations will be held after haunters had caught animals. At that time people would ____ (starve) if food was difficult to find,especially during the cold winter months.c.Today’s festivals has many ____ (origin), some religious, some seasonal and some for special people or events.2.Ask students to make sentence using the target words.
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:
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Which of the following most accurately states the role of the first paragraph in relation to the passage as a whole?AIt summarizes two theories. the relative merits of which are debated in the passage.BIt puts forth an argument that the rest of the passage is devoted to refuting.CIt introduces a new concept that the rest of the passage expands upon.DIt frames the background and relevance of the material to follow.EIt outlines the majorthemes of each of the four paragraphs to follow.
单选题Passage1Teaching children to read well from the start is the most important task of elementary schools.But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven inefective. The staying power of the look-sayor whole-wordmethod of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, learning how to learn activities recommended by advocates of open classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these Run-Spot-Run readers.However, in 1955, Rudolf Flesch touched off what has been called the great debatein beginning reading. In his best-seller Why Johnny Can't Read, Flesch indicted the nation's public schools for miseducating students by using the look-say method. He said-and more scholarly studies by Jeane Chall and Rovert Dyksta later confirmed-that another approach to beginning reading, founded on phonics, is far superior.Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.One major difference between the look-saymethod of learning reading and the phonics method is________Alook-say is simplerBphonics takes longer to learnClook-say is easier to teachDphonics gives readers access to far more words
单选题Passage1Teaching children to read well from the start is the most important task of elementary schools.But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven inefective. The staying power of the "look-say"or "whole-word"method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed," learning how to learn" activities recommended by advocates of "open" classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these" Run-Spot-Run" readers.However, in 1955, Rudolf Flesch touched off what has been called "the great debate"in beginning reading. In his best-seller Why Johnny Can't Read, Flesch indicted the nation's public schools for miseducating students by using the look-say method. He said-and more scholarly studies by Jeane Chall and Rovert Dyksta later confirmed-that another approach to beginning reading, founded on phonics, is far superior.Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.According to the author, which of the following statements is true?APhonics approach regards whole word method as unimportant.BThe whole word approach emphasizes decoding.CIn phonics approach, it is necessary and logical to employ decoding.DPhonics is superior because it stresses the meaning of words thus the vast majority of most common words can be learned.
单选题Which of the following activities can be used to get the main idea of a passage? _____.Areading the passage in detailBreading to sequence the eventsCreading to fill in the chartsDreading the first and last sentences of the passage and the paragraphs
单选题When teaching ____, teachers should not only focus on words or grammar, but also foster the ability to understand the relationship between sound, grammar and lexis, as well as a capacity to infer and determine relationships between sentences.AlisteningBspeakingCreadingDwriting
单选题Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students. This way is known as _____.Atop-down modelBbottom-up modelCinteractive modelDintegrative model
单选题Passage1Teaching children to read well from the start is the most important task of elementary schools.But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven inefective. The staying power of the look-sayor whole-wordmethod of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, learning how to learn activities recommended by advocates of open classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these Run-Spot-Run readers.However, in 1955, Rudolf Flesch touched off what has been called the great debatein beginning reading. In his best-seller Why Johnny Can't Read, Flesch indicted the nation's public schools for miseducating students by using the look-say method. He said-and more scholarly studies by Jeane Chall and Rovert Dyksta later confirmed-that another approach to beginning reading, founded on phonics, is far superior.Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.The author indicts the look-say reading approach because_______.Ait overlooks decodingBRudolf Flesch agrees with himChe says it is boringDmany schools continue to use this method
单选题Passage1Teaching children to read well from the start is the most important task of elementary schools.But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven inefective. The staying power of the look-sayor whole-wordmethod of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, learning how to learn activities recommended by advocates of open classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these Run-Spot-Run readers.However, in 1955, Rudolf Flesch touched off what has been called the great debatein beginning reading. In his best-seller Why Johnny Can't Read, Flesch indicted the nation's public schools for miseducating students by using the look-say method. He said-and more scholarly studies by Jeane Chall and Rovert Dyksta later confirmed-that another approach to beginning reading, founded on phonics, is far superior.Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.The phrase touch off(Para.3) most probably means________.Atalk about shortlyBstart or causeCcompare withDoppose
单选题When teaching_______, teachers should not only focus on words or grammar but also foster the ability to understand the relationship between sound, grammar and lexis, as well as a capacity to infer and determine relationships between sentences.AlisteningBspeakingCreadingDwriting