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He just couldn't ___what in the world she had been talking about all the time.A.figure outB.catch onC.set outD.work on

题目
He just couldn't ___what in the world she had been talking about all the time.

A.figure out

B.catch on

C.set out

D.work on

相似考题

1.He has no idea what the book is about. He ()read the book.A.couldn’tB.couldn’t haveC.mightn’t haveD.shouldn’t have

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3.8． —What’ s her name?—__________.A． Her is MaryB． They're MaryC． She - s MaryD． l’m Mary

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更多“He just couldn't ___what in the world she had been talking about all the time. ”相关问题

  • 第1题：

    He ( ) so hurriedly that day, actually there was still more than half an hour left.

    A、oughtn't to leave

    B、needn't have left

    C、needn’t leave

    D、couldn’t leave


    参考答案：B

  • 第2题：

    A:What’s the extent of the delay? B: ( )

    A.BeiJing

    B.apron

    C.About 2 hours

    D.bullet


    正确答案：C

  • 第3题：

    【语言素材】
    Topic: My Friends
    A: She's short and thin. She has two big eyes. She's cute.
    B: What's her name? She's short and she has long hair. She has an orange schoolbag.
    C: It's me, Sarah.
    B: Guess! He's strong and he has two big eyes. He's very friendly.
    C: It's Zhang Peng.
    B: Who's he?
    C: Wu Yifan! He's tall and thin. He has glasses.
    Dialogue
    J: Mum, I have a new friend．
    M: Really? A Chinese friend?
    J: Yes, he's very friendly.
    M: What's his name?
    J: His name is Zhang Peng.
    J: Look! He's tall and strong.
    M: Yes, he is.
    【教学目标】
    ① Knowledge objectives:
    Students can recognize, read and use some adjectives about describing friends.
    Students can master the sentence pattern: What's his name? His name is ..., He's ...
    ② Ability objectives:
    Students can introduce friends to others by practicing the sentences.
    Students can improve their ability of speaking.
    ③ Emotional objectives:
    Students can find the beauty of others and learn to cherish friendship.
    【教学重点】
    Key words: tall, strong, short, thin, friendly, quiet
    Target language: What's his name? His name is ... He is ...
    【教学难点】
    How to use these words and sentences to introduce others?
    【教学实录】
    Step 1 Warming-up
    Greet the students.
    Ask the whole class to stand up, sing and act the song "Friend Together".
    Step 2 Leading-in
    Show the pictures of two cartoon figures: Peter and Lily.
    Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.
    Lead in today's class and write down the topic "My Friends" on the blackboard．
    Step 3 Presentation and Practice
    ① Words learning and practice
    ...
    ② Sentence learning and practice
    ...
    Step 4 Consolidation
    ...
    Step 5 Summary & Homework
    One student acts as an assistant teacher to guide all the students to read the words and sentences together.
    Ask students to finish the following homework.
    ① Listen to the tape and read the dialogue.
    ② Introduce one classmate to your parents.

    (1)教学实录中的热身环节是否合理?请简要分析。
    (2)根据新课程理念，对教师导入环节的教学方法及作用进行分析。


    答案：
    解析：
    (1)合理。让学生唱歌并且随着歌曲动起来，符合小学生的特点，有助于活跃课堂气氛，调动学生的积极性。除此之外，歌曲内容跟本节课的主题一致，有助于接下来导入活动的顺利展开。
    (2)教师在导入环节运用了直观教学法。教师展示动画人物Peter和Lily的图片．通过这样直观的教学呈现，能激发学生的形象思维，引起学生对将要学习的知识的好奇心与求知欲。在展示图片后，教师对图片上的内容做进一步的说明，接着展示了本节课的主题。一步步推进，符合学生的心理特征与认知规律。

  • 第4题：

    She ___here a minute ago.

    A.is

    B. was

    C.be

    D. been


    正确答案：B

  • 第5题：

    根据题目要求完成下列任务，用中文作答。
    下面是初中英语课堂教学导入活动中的师生对话片段，该单元的话题是“Jobs”。
    T: Hi, Lily. What does your mother do
    S: He ...
    T: Oh, no. Not "he", your mother is a woman. You should use "she" instead of "he". OK
    S: ... Er ... Mm ... (不知所措)
    T: Go on! What′s your mother′s job
    S: He is a ...
    根据上面教学情境回答下列问题：
    (1)该教师采用了何种纠错方式效果如何你的判断依据是什么
    (2)该教师的纠错行为对学生的表达有何影响
    (3)针对该教师的纠错行为，提出两条建议。


    答案：
    解析：
    (1)该教师采用的是直接纠错法。直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动．对其错误予以正面纠正(说出正确的语言形式，并让学生改正)。效果：没有起到纠错的作用。依据：教师纠错后，学生表现得很紧张、不知所措，并没有吸收正确的表达方式。这导致学生在第二次作答时，仍不能正确组织语言，错误仍然没有改正。 (2)该教师在对话的过程中不断打断学生进行语法的纠正，过于关注语法的准确性，会导致学生因为常犯错误而自信心下降．并影响口语表达的流利性。
    (3)建议：①合理把握纠错时机。如果教学活动旨在培养学生的口头表达能力，那么教师在学生发言时不宜进行纠错，以免造成学生心理紧张。影响其表达的流利性：教师应在学生发言结束后再指出其错误，并给出正确的表达形式。如果教学活动的侧重点是语言的准确性，教师则应及时指出学生的错误并予以纠正，以保证正确输出，为精确表达奠定基础。②合理变换纠错主体。教师在英语课堂上可灵活变换纠错主体，单独或交替使用自我纠错、同学纠错和全班共同纠错等方式。

  • 第6题：

    【语言素材】
    Topic: My Friends
    A: She's short and thin. She has two big eyes. She's cute.
    B: What's her name? She's short and she has long hair. She has an orange schoolbag.
    C: It's me, Sarah.
    B: Guess! He's strong and he has two big eyes. He's very friendly.
    C: It's Zhang Peng.
    B: Who's he?
    C: Wu Yifan! He's tall and thin. He has glasses.
    Dialogue
    J: Mum, I have a new friend．
    M: Really? A Chinese friend?
    J: Yes, he's very friendly.
    M: What's his name?
    J: His name is Zhang Peng.
    J: Look! He's tall and strong.
    M: Yes, he is.
    【教学目标】
    ① Knowledge objectives:
    Students can recognize, read and use some adjectives about describing friends.
    Students can master the sentence pattern: What's his name? His name is ..., He's ...
    ② Ability objectives:
    Students can introduce friends to others by practicing the sentences.
    Students can improve their ability of speaking.
    ③ Emotional objectives:
    Students can find the beauty of others and learn to cherish friendship.
    【教学重点】
    Key words: tall, strong, short, thin, friendly, quiet
    Target language: What's his name? His name is ... He is ...
    【教学难点】
    How to use these words and sentences to introduce others?
    【教学实录】
    Step 1 Warming-up
    Greet the students.
    Ask the whole class to stand up, sing and act the song "Friend Together".
    Step 2 Leading-in
    Show the pictures of two cartoon figures: Peter and Lily.
    Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.
    Lead in today's class and write down the topic "My Friends" on the blackboard．
    Step 3 Presentation and Practice
    ① Words learning and practice
    ...
    ② Sentence learning and practice
    ...
    Step 4 Consolidation
    ...
    Step 5 Summary & Homework
    One student acts as an assistant teacher to guide all the students to read the words and sentences together.
    Ask students to finish the following homework.
    ① Listen to the tape and read the dialogue.
    ② Introduce one classmate to your parents.
    教学设计
    根据上述案例中的教学目标要求，进行呈现和操练环节(Presentation and Practice)及巩固(Consolidation)环节的教学设计，并分别说明设计意图。
    设计要求：
    (1)呈现和操练环节应包括单词和句式的操练。
    (2)巩固环节需设计两项教学活动。


    答案：
    解析：
    Step 3 Presentation and Practice
    ① Words learning and practice
    A. Use Peter, Lily and flashcards to teach "tall, short Peter is tall" and "Lily is short". Students read them after the teacher.
    B. Teacher acts as "strong" and asks one girl to show "thin". Teacher reads them first, and then ask some students to read the words. Teacher corrects the pronunciation, especially the pronunciation of "thin".
    C. Teacher sets a scene with a video to explain the meaning of "friendly".
    D. "Voice game": Teacher reads the words in a high voice and the students have to repeat them in a low voice. Divide the class into two groups and ask them to have a competition. All the members have to read the words together for three times if someone makes a mistake.
    (设计意图：利用多媒体教学调动学生学习的积极性；师生合作示范，使学生加深对单词的直观感知；设计声音游戏，让学生全体参与，在练习中加强对知识的记忆。)
    ② Sentence learning and practice
    A. Use the new words to describe Peter and Lily. Write down the sentence on the blackboard.
    B. Ask students to listen to the tape and read the dialogue.
    Then ask them to work in pairs to act out the dialogue. Two pairs show the dialogue to the whole class.
    (设计意图：运用新单词描述人物，练习句型，锻炼学生的表达能力；两人对话练习，培养学生的合作交流能力。)
    Step 4 Consolidation
    ① Use "touch game" to practice and consolidate these adjectives. Students should touch the flashcards and read the words loudly.
    ② Students take out their pencil and paper, draw their best friends, and then work in groups to introduce their best friends to members in the group. Choose two representatives to introduce their best friends to the whole class.
    (设计意图：运用游戏巩固新知，调动学生参与的积极性，提高练习的有效性。)

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