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A teacher may encourage students to __________ when they come across new words in fastreading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary
题目
A teacher may encourage students to __________ when they come across new words in fastreading.
A.take notes
B.ask for help
C.guess meaning from context
D.look up the words in a dictionary
B.ask for help
C.guess meaning from context
D.look up the words in a dictionary
相似考题
参考答案和解析
答案：C
解析：
考查阅读教学。当学生进行快速阅读时，如果遇到一些生词．老师可以鼓励学生通过上下文语境进行词义猜测。故选C。
更多“A teacher may encourage students to __________ when they come across new words in fastreading. ”相关问题
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第1题：
What should the teacher try to avoid when selecting listening materials?A.The text scripted and recorded in the studio．
B.The text with implicated concepts beyond the comprehension of students．
C.The text with local accents in pronunciation．
D.The text with some difficult words for students．答案：B解析：考查听力材料的选择。教师在选择听力材料的时候，要尽量避免材料里面含有超越学生理解能力的概念。 -
第2题：
To develop the skill of listening, the teacher asks the students to learn several new words that will appear in the listening passage and predict what the listening is about. Which stage is it at in listening class now?A.Warming up
B.Pre-listening
C.While-listening
D.Post-listening答案：B解析：考查读前活动知识。在听文章之前，让学生学习可能在听力中出现的新单词并预测听力文章的内容。这是处于pre．1istenin9阶段。故选B。 -
第3题：
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.答案：D解析：本题考查语言知识教学。题干的意思：如果教师专注于培养学生恰当地使用单词的能力，那么他／她应该避免以下哪种方式A项“教单词的口语和书面形式”，B项“在语境中教单词并举例子”,C项“呈现单词的形式、意义及用法”，D项“要求学生记忆双语单词表”。在词汇教学中，教师不仅要讲授单词的形式，还要创设具体的语境，让学生在运用中加深对词汇意义的理解，掌握词汇的用法和功能，进而恰当得体地运用词汇表情达意。记忆双语单词表属于单纯的记忆活动，不能起到促进学生恰当使用词汇的作用。故本题选D。 -
第4题：
When a teacher tells the students that the word "dog" may imply "loyalty", he/she isteaching the __________of the word.
A.denotative meaning
B.collocative meaning
C.conceptual meaning
D.connotative meaning答案：D解析：考查词汇教学内容。题于意思是：当教师告诉学生dog这词也暗含“忠诚”的意思时。教师是在教单词的什么意义词的意义一般分为词汇意义和语法意义两个方面．前者指词所表达的意思．通常分为外延意义(denotative meaning)和内涵意义(connotativemeaning)；后者指词与词之间的相互关系，包括搭配、近义词、反义词和下义词。外延意义也叫概念意义(conceptual meaning)或所指意义(referential meaning)．是词汇的最基本意义，是语言符号所代表的事物的最基本特征的抽象概括，常视作是词语在词典中的定义或释义；内涵意义指词的隐含意义或象征意义。如d09一词，原本意思是“狗”，一种动物，也就是我们所说的外延意义，而狗象征着忠诚．因此“忠诚”是它的一个内涵意义。故选D。 -
第5题：
The activity of_______ may maximize the possibility of eliciting ideas, words or concepts from students when it is focused on a given topic.A．retelling
B．assessing output
C．brainstorming
D．comprehension答案：C解析：考查课堂学习活动。A项为“复述”，复述的作用在于机械练习，将学过的文本内容进行记忆和重复：B项为“评估输出内容”，这是对他人输出的学习内容进行评价，了解学生对知识的掌握程度；C项为“头脑风暴”，其作用在于在最短时间内将学生的观点尽可能多地集中起来，激活存在于学生头脑中的所有的知识：D项为“理解”，理解是学生对于输入的内容进行理解消化。故选C。 -
第6题：
二、考题解析
【教案】
Teaching aims
Knowledge aim: students will know the pronunciation of the group of letter “ear”.
Ability aim: students can read words with “ear” when they learn vocabulary.
Emotional aim: students will be more interested in speaking English.
Key and difficult points:
How to pronounce the group of letter “ear”.
Teaching procedure:
Step 1: Warming-up
After greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!
Step 2: Presentation
Draw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.
Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.
Step 3: practice
Give students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.
Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.
Step4: Production
Do a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!
答案：解析：暂无解析 -
第7题：
Nowadays, peopletend to break the traditional absolute authority of teachers and grant studentsmore freedom, which makes the classroom more liberal and democratic. In somepilot programmes , teachers′ salaries are linked with students′ evaluation. Ifa teacher fails in the students′ evaluation, his or her salary will be hurt.Some people applaud this new practice, thinking that it would improve theteaching quality. Others, however, disagree with it, because it may misleadteachers to please their students. What is your opinion?
Write a compositionof about 200 words on the following topic:
Teachers′ Salaries Linked With Students′Evaluation答案：解析：Teachers' Salaries Linked With Students' Evaluation Nowadays, people tend to break thetraditional absolute authority of teachers and grant students more freedom, whichmakes the classroom more liberal and democratic. In some pilot programs,teachers' salaries are linked with students' evaluation.
While this is without doubt a good attempt,it seems to have gone too far. As I see it, students' evaluation is not a reliablecriterion to judge teaching quality and overemphasis on the evaluation maycause difficulties on the teachers' side. To start with, students' evaluationis far less than accurate. Hence linking the evaluation directly with teachers'salaries is not appropriate. Generally speaking, it is very difficult forstudents to evaluate their teachers fairly and objectively. Not beingeducational experts, students' evaluation is solely based on how they feelabout the teachers: Is this teacher friendly to the students? Is he too strictand most importantly, is he likely to give a high score to a particularstudent? Such evaluation is highly subjective, unprofessional and unreasonable.A teacher may receive less salary because he is so responsible for his coursethat he has failed a couple of students in the exam. Apparently, such evaluationsystem is not fair when seen from the aspect of the students' immaturejudgment. Additionally, such system actually does no good to students. Everyteacher has his own teaching plan and teaching style. We cannot expect teachersto make every student pleased and satisfied, because one man's meat can beanother man's poison.
However, under such evaluation mechanism,students are given too much power which they do not know how to exercisewisely. Students tend to blame the teacher--not themselves or the courses--oncethey feel unhappy about their study. And it is likely that some students willabuse their power to vent off such unhappiness by giving unreasonably lowscores to their teachers in the evaluation. In this case, teachers may losetheir initiatives in teaching, and be forced to please their students, whichwill lead to the deterioration of teaching quality. Therefore, such evaluationsystem is not good for students.
Giving students more freedom is advisable.But before rushing into implementing new rules, we should always consider thepossible outcomes. Linking teachers' salaries with students' evaluation mayseem a good idea at the first glance, but actually it will affect the teachingquality by giving too, much power to educational amateurs. -
第8题：
单选题Only when________possible to announce the result of the exam.Adoes the teacher come will it be
Bthe teacher comes will it be
Chas the teacher come will it be
Dthe teacher comes it will be
正确答案： A解析： -
第9题：
单选题To develop the skill of listening, the teacher asks the students to learn several new words that will appear in the listening passage and predict what the listening is about. Which stage is it at in listening class now? _____Awarming up
Bpre-listening
Cwhile-listening
Dpost-listening
正确答案： B解析：
在听文章之前，让学生学习可能在听力中出现的新单词并预测听力文章的内容。这是处于pre-listening阶段的内容。 -
第10题：
单选题Before doing a writing task, the teacher elicits students' ideas by asking them to list as many words or phrases that come into their mind about the topic as possible. Here the teacher is playing the role of a(n)________Acontroller
Bparticipant
Corganizer
Dprompter
正确答案： B解析： -
第11题：
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.
正确答案： A解析： -
第12题：
单选题What should the teacher try to avoid when selecting listening materials?AThe text scripted and recorded in the studio,
BThe text with implicated concepts beyond the comprehension of students.
CThe text with local accents in pronunciation.
DThe text with some difficult words for students.
正确答案： C解析： -
第13题：
When learners come across new words, they are required to focus on __________.A．spelling
B．semantic features
C．form, meaning and use
D．word formation答案：C解析：考查词汇教学。词汇教学内容包括meanings，usage，basic information and strategies。其中，basic information包括拼写、发音等，四个选项中只有C项相对全面地包括了词汇教学的内容，spelljng只是basic information的内容之一．word formation指的是构词法．semantic features不是英语词汇教学的内容．而是语言学的内容．故选C。 -
第14题：
When a teacher intends to introduce a new grammar item, which of the following strategies can be used to get students to notice it?A．Transformation
B．Input enhancement
C．Expansion
D．Substitution答案：B解析：考查语法教学。B项表示输入强化，有利于引导学生加强对语法点的注意。其余三项适用于语法练习与巩固环节。 -
第15题：
When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.A．skimming
B．scanning
C．extensive reading
D．intensive reading答案：B解析：考查阅读教学。scanning“寻读”，可以帮助学生快速找到所需信息，准确定位。故选B。skimming“读”，快速浏览文本，掌握文章大意。extensive reading"泛读”，是指进行广泛、大量的阅读．可以使学生通过频繁地接触语言材料，自觉或不自觉地学到或掌握大量词汇，开阔学生的视野。intensive reading"精读”．是指深入细致、逐字逐句地阅读，可以通过深入钻研．加深知识的积累，、 -
第16题：
When a teacher asks the students to find some key words from a text quickly, be/she areintended to train students'_________ strategy in reading class.A．skimming
B．scanning
C．extensive reading
D．intensive reading答案：B解析：考查阅读教学。scanning“寻读”，可以帮助学生快速找到所需信息，准确定位。故答案选B。skimming“读”，快速浏览文本。掌握文章大意。extensive reading“泛读”，是指进行广泛、大量的阅读，可以使学生通过频繁地接触语言材料。自觉或不自觉地学到或掌握大量词汇，开阔学生的视野。intensive reading“精读”，是指深入细致、逐字逐句地阅读，可以通过深入钻研，加深知识的积累。 -
第17题：
A teacher may encourage students to__________ when they come across new words in fastreading.
A.take notes
B.ask for help
C.guess meaning from context
D.look up the words in a dictionary答案：C解析：考查阅读教学。当学生进行快速阅读时，如果遇到一些生词．老师可以鼓励学生通过上下文语境进行词义猜测。故选C。 -
第18题：
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the meaning and pronunciation of the words.
Ability aim:
Students will know how to pronounce “ch” and “sh” in words.
Emotional aim:
Students will be interested in learning English.
Key and difficult point:
Key Point:
Students will master the meaning and pronunciation of the words.
Students will know how to pronounce “ch” and “sh” in words.
Difficult Point:
Students will be interested in learning English.
Teaching procedure:
Step 1: Warming-up
1. Greetings. Talk about the weather.
2. Chant with the students
Tomato tomato wash wash wash
Tomato tomato cut cut cut
Tomato tomato cook cook cook
Tomato tomato eat eat eat
Ask them if they remember the first step in the chant. They may say that it is to “wash” the tomato. Then tell them that today we are going to learn some pronunciation in it.
Step 2: Presentation
1. Draw some pictures according to different words, and then explain the meanings to the students.
2. Play the finger show with the students to consolidate the words. For example, finger 1 refers to “chicken”, and finger 2 refers to “lunch”. When the teacher points finger 1, the students should read “chicken” loudly. The rest could be done in the same manner.
3. Ask students to find similarities and differences among the words. They may say that in the first two words, there is “ch” in the words, while in the last two words, there is “sh” in the words. And they pronounce similarly.
4. Conclude the rules of “ch” and “sh”. Tell them that when they see “ch”, they should pronounce [ch], and when they see “sh”, they should pronounce [sh]. They may sound similar, but they are different. Please be notice that.
Step 3: Practice
1. Ask a few students if there are other words containing “ch” or “sh”. They may answer “chopsticks”, “ship” or “shop”.
2. Read the words in a different order, and ask students to rank the words according to the listening. At the same time, invite one students to come to the front and write the words down on the blackboard. Check answers later.
Step4: Production
Ask students to make up dialogues with their deskmates. 5 minutes will be given. After that, invite 2 pairs to share their dialogues. Give encouragement.
Step5: Summary and Homework
Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Read the words to their parents.
Blackboard design:
1. What will you do to help students master the pronunciation of what we need to learn?
2. What will you do if the students can’t focus on your class?答案：解析：1.
First, they should know how to pronounce the syllables. So I will pronounce them exaggeratedly to let them notice the place of articulation. I will correct their pronunciations if they make some mistakes. Then, I ask them if they know other words sharing the same syllables. Also, few activities were arranged to make them really use the rules. So I believe they will master the rules of the pronunciations.
2.
There are some options to deal with the problem. First, I could arrange some interesting activities to stimulate their interest. Second, when imparting some knowledge, I could show some examples closely related to their daily lives. They will be interested in familiar things. Third, I could ask some students to answer my questions from time to time, so they will be more focused in case of being asked. So I will try to use the most appropriate method to attract their attention. -
第19题：
单选题A teacher may encourage students to __________ when they come across new words in fast reading.Atake notes
Bask for help
Cguess meaning from context
Dlook up the words in a dictionary
正确答案： A解析： -
第20题：
单选题What should the teacher try to avoid when selecting listening materials?AThe text scripted and recorded in the studio.
BThe text with implicated concepts beyond the comprehension of students.
CThe text with local accents in pronunciation.
DThe text with some difficult words for students.
正确答案： D解析： -
第21题：
单选题When a teacher tells students that the word dog may imply loyalty, he/she is teaching the _________of the word．Adenotative meaning
Bconocative meaning
Cconceptual meaning
Dconnotative meaning
正确答案： C解析： -
第22题：
单选题Before doing a writing task， the teacher elicits students' ideas by asking them to list as many words or phrases that come into their mind about the topic as possible.Here the teacher is playing the role of a(an) ____.Acontroller
Bparticipant
Corganizer
Dprompter
正确答案： A解析： -
第23题：
单选题What can be inferred from Paragraph 3?AThe university system of the United States will completely collapse．
BThe university system of the United States will be totally restructured．
CThe new teacher education programs may not grant students academic degrees in the future．
DThe new teacher education programs will follow the usual practice of other professional preparation．
正确答案： D解析：