填空题If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular（）.
填空题
If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular（）.
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From the text, we learn that Baccarat and Sorrenbourg are the names of _____.A. towns B. churches C. museums D. mountains
From the text, we learn that Baccarat and Sorrenbourg are the names of_______A．townsB．churchesC．museumsD．mountains
阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项，ARemembering names is an important social skill．Here are some ways to master it．Recite and repeat in conversation．When you hear a person’s name，repeat it．Immediately say it to yourself several times without moving your lips．You could also repeat the name in a way that does not sound forced or artificial．Ask the other person to recite and repeat．You can let other people help you remember their names．After you’ve been introduced to someone，ask that person to spell the name and pronounce it correctly for you．Most people will be pleased by the effort you’re making to learn their names．Admit you don’t know．Admitting that you can’t remember someone’s name can actually make people relaxed．Most of them will feel sympathy if you say．“I’m working to remember names better．Yours is right on the tip of my tongue．What is it again?”Use associations．Link each person yon meet with one thing you find interesting or unusual．For example，you could make a mental note: "Vicki Cheng -- tall, black hair.” To reinforce (加强) your associations, write them on a small card as soon as possible.Limit the number of new names you learn at one time.When meeting a group of people, concentrate on remembering just two or three names. Free yourself from remembering every one. Few of the people in mass introductions expect you to remember their names. Another way is to limit yourself to learning just first names. Last names can come later.Go early.Consider going early to conferences, parties and classes. Sometimes just a few people show up on time. That's fewer names for you to remember. And as more people arrive, you can hear them being introduced to others -- an automatic review for you.56. How will most people feel when you try hard to remember their names?A. They will be moved. B. They will be annoyed.C. They will be delighted. D. They will be discouraged.
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
We learn from the passage that the date of sowing cotton is usually______.A) on June 15thB) on July 15thC) on July 1stD) on July 20th
We learn from Paragraph 1 that ( ).A． the government is usually the first to name a placeB． many places tend to have more than one nameC． a ceremony will be held when a place is namedD． people prefer the place names given by the government
A student of the 20th century is faced with a new situation because_______．A．he has to learn entirely on his ownB．he can never be a master nowC．science grows very fastD．he is changing all the time
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
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
The men and women of Anglo-Saxon England normally bore one name only. Distinguishing epithets were rarely added. These might be patronymic, descriptive or occupational. They were, however, hardly surnames. Heritable names gradually became general in the three centuries following the Norman Conquest in 1066. It was not until the 13th and 14th centuries that surnames became fixed, although for many years after that, the degree of stability in family names varied considerably in different parts of the country. British surnames fall mainly into four broad categories: patronymic, occupational, descriptive and local. A few names, it is true, will remain puzzling: foreign names, perhaps, crudely translated, adapted or abbreviated; or artificial names. In fact, over fifty per cent of genuine British surnames derive from place names of different kinds, and so they belong to the last of our four main categories. Even such a name as Simpson may belong to this last group, and not to the first, had the family once had its home in the ancient village of that name. Otherwise, Simpson means "the son of Simon", as might be expected. Hundreds of occupational surnames are at once familiar to us, or at least recognisable after a little thought: Archer, Carter, Fisher, Mason, Thatcher, Taylor, to name but a few. Hundreds of others are more obscure in their meanings and testify to the amazing specialization in medieval arts, crafts and functions. Such are "Day" (old English for breadmaker) and "Walker" (a fuller whose job was to clean and thicken newly made cloth). All these vocational names carry with them a certain gravity and dignity, which descriptive names often lack. Some, it is true, like "Long", "Short" or "Little", are simple. They may be taken quite literally. Others require more thinking; their meanings are slightly different from the modern ones. "Black" and "White" implied dark and fair respectively. "Sharp" meant genuinely discerning, alert, acute rather than quick-witted or clever. Place-names have a lasting interest since there is hardly a town or village in all England that has not at some time given its name to a family. They may be picturesque, even poetical; or they may be pedestrian, even trivial. Among the commoner names which survive with relatively little change from old-English times are "Milton" (middle enclosure) and "Hilton" (enclosure on a hill). According to Paragraph 1, British surnames __________A.only owned by men in the Anglo-Saxon periodB.gradually became common in the three centuries following the Norman Conquest in 1066C.became fixed for many years and rarely changed after the 13th and 14th centuriesD.had the same degree of stability in different parts of the country
二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the structure of letter and know how to invite and refuse others.Ability aim:Students will improve their reading abilities such as skimming and scanning.Emotional aim:Students will use what we have learned into their daily life.Key and difficult point:Key Point: Students will know how to invite and refuse others.Difficult Point: Students will be more confident in speaking English and improve their reading skills.Teaching procedure:Step 1: Warming-up1. Greetings.2.Play a video of Dear John Letter to lead in the lesson.Step 2: Pre-readingAsk students to predict what we will learn today according to the video.Step 3: While-reading1.How to improve students’ reading ability?2.Which school did you graduate?
初中英语?口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know how to express their hobbies and interest.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will know how to express their hobbies and interest in English.Difficult Point: Students will be more confident in speaking English and not be afraid of speaking English in public.Teaching procedure:Step 1: Warming-up1. Greetings.2.Sing a song of Mick Jackson to lead in the lesson.Step 2: Pre-speakingAsk students to look at the picture of Paul Jackson and Beijing Opera to predict what we will learn today.Step 3: While-speaking1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and get the main idea of the passage.2nd listening: Ask students to listen to the tape for the second time and tick and cross.Mike’s favorite actor is Paul Jackson. ( )Mike’s father often goes to see Beijing Opera on weekends.( )Black September is a very successful thriller.( )3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students to summarize how to express hobbies.Step4: Post-speakingAsk students to have a discussion about their hobbies, four students in a group and give them 5 minutes.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to introduce their favourite movies and share with their parents.Blackboard design:1.How to improve students’ speaking ability?2.Do you think blackboard design is important?
根据以下材料，回答题The men and women of Anglo-Saxon Englandnormally bore one name only. Distinguishing epithets were rarely added.These might be patronymic, descriptive or occupational. They were, however,hardly surnames. Heritable names gradually became general in the threecenturies following the Norman Conquest in 1066. It was not until the 13th and14th centuries that surnames became fixed, although for many years after that,the degree of stability in family names varied considerably in different partsof the country.British surnames fall mainly into four broadcategories: patronymic, occupational, descriptive and local. A few names, it istrue, will remain puzzling: foreign names, perhaps, crudely translated, adaptedor abbreviated; or artificial names.In fact, over fifty per cent of genuineBritish surnames derive from place names of different kinds, and so they belongto the last of our four main categories. Even such a name as Simpson may belongto this last group, and not to the first, had the family once had its home inthe ancient village of that name. Otherwise, Simpson means "the son ofSimon", as might be expected.Hundreds of occupational surnames are atonce familiar to us, or at least recognisable after a little thought: Archer,Carter, Fisher, Mason, Thatcher, Taylor, to name but a few. Hundreds of othersare more obscure in their meanings and testify to the amazing specialization inmedieval arts, crafts and functions. Such are "Day" (old English forbreadmaker) and "Walker" (a fuller whose job was to clean and thickennewly made cloth).All these vocational names carry with them acertain gravity and dignity, which descriptive names often lack. Some, it istrue, like "Long", "Short" or "Little", aresimple. They may be taken quite literally. Others require more thinking; theirmeanings are slightly different from the modem ones. "Black" and"White" implied dark and fair respectively. "Sharp" meantgenuinely discerning, alert, acute rather than quick-witted or clever.Place-names have a lasting interest sincethere is hardly a town or village in all England that has not at some timegiven its name to a family. They may be picturesque, even poetical; or they maybe pedestrian, even trivial. Among the commoner names which survive withrelatively little change from old-English times are "Milton" (middleenclosure) and "Hilton" (enclosure on a hill). All of the following belong to the fourmain categories of British surnames EXCEPT ________.查看材料A.patronymic names B.occupational namesC.artificial names D.local names
If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular（）.
There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.（）
单选题Which of the following statements about lesson plan is NOT true？AA clear lesson plan makes a teacher aware of the aims and language contents of the lesson.BA lesson plan can help a teacher distinguish the various stages of a lesson.CA good lesson plan gives a teacher，especially a novice teacher，confidence in class.DExperienced teachers do not need to do lesson planning.
单选题Why do students like the self-protection lesson?①Because there are no tests.②Because the lessons are boring.③Because they can learn how to save lives.④Because they can know how to stop danger before it happens.A①②B②③C①②④D①③④
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To learn how to let go is not an easy lesson to learn, _____ when we are young and think that the world is ours to command, that whatever we desire with the full force of our passionate being can, nay, will, be ours.AmainlyBactuallyCespeciallyDinitially