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题目内容
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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
参考答案
参考解析
解析：考查阅读技能。
B选项，the bottom-up approach，自下而上模式。是一种从单词，短语，句型，最后到对整篇文章理解的一种模式。符合题意，故此题的正确选项为B。
A选项，互动，不合题意，故排除。
C选项，自上而下模式，和B正好相反，从文章到句型，短语，单词，不合题意，故排除。
D选项，相互作用的，不合题意，故排除。
故此题的正确选项为B。
B选项，the bottom-up approach，自下而上模式。是一种从单词，短语，句型，最后到对整篇文章理解的一种模式。符合题意，故此题的正确选项为B。
A选项，互动，不合题意，故排除。
C选项，自上而下模式，和B正好相反，从文章到句型，短语，单词，不合题意，故排除。
D选项，相互作用的，不合题意，故排除。
故此题的正确选项为B。
更多 “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” 相关考题
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
考题
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
考题
Taking Notes in Class Taking good notes is a three-stage process _____________ (1) there are certain things you should do before class, during class, and after class. Before class. Review your notes from the previous class session before you come to class. This will help you remember what _____________ (2) and get you ready to understand new information your teacher provides. Also, complete all assigned readings before you come to class. During class. Keep your attention _____________ (3) what your teacher is saying. Listen for “signal statements” that tell you that what your teacher is about to say is important to write in your notes. Write quickly by writing ____________ (4) words such as “med” for “medicine”, using symbols such as “%” for “percent”, and writing short sentences. After class. Rewrite your notes to make them more complete by changing abbreviated words into whole words. Make your notes __________ (5) accurate by answering any questions you had when writing your notes in class. You may ask your teacher or other students for help.1.A、in thatB、in whichC、whereD、which2.A、was coveredB、is coveredC、coversD、are covering3.A、focusing onB、focus onC、is focused onD、focused on4.A、shortB、abbreviatedC、otherD、several5.A、veryB、quiteC、moreD、most
考题
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
考题
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.
考题
Teachers who adont the __________model for reading comprehension may start teaching a textby introducing new vocabulary and structures.
A.parallel
B.serial
C.too-down
D.bottom-up
考题
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．PPP
B．PWP
C．PPT
D．TBLT
考题
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 last
when teaching vocabulary.
A．PPP
B．PWP
C．PPT
D．TBLT
考题
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
考题
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. PPP
B. PWP
C. PPT
D. TBLT
考题
高中英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
(1)Students are able to distinguish the words and Expressions and comprehend their meanings in sentences and paragraphs:leap,enjoyable, graceful,excellent, Martial arts etc.
(2)Studentsunderstand this review and make a film review.
Ability aim:
(1)Students can guess the meaning of new words and phrases while reading, understand what this review is talking about.
(2)After this lesson, students can learn how to write a review about films by using the words and expressions learnt.
Emotional aim:
Students are able to love learning English after this lesson
Key and difficult point:
Key Point: Learn to make a film review based on: director, plot, setting, characters, and actors and develop the reading skill of fast reading and scanning.
Difficult Point: Learn the reading skill of scanning for the specific information of the text and to be able to make a review in writing by the words they learnt.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show the English trailer of Crouching Tiger, Hidden Dragon and ask students several questions:
Do you like watching movies?
What’s your favorite movie?
Do you want to know more about this film after watching this video?
Step 2: Pre-reading
1. Introduce the topic: Film Review Crouching Tiger, Hidden Dragon
2. Present vocabularies in PPT about Crouching Tiger, Hidden Dragon and then the teacher will ask several questions. The teacher will give the new words and explain new words with sentences.
How does this person looks like?
Is she or he happy or anything else?
Could you please give me some word to describe it?
What does this word means?
3.After learning new words, Give students a table and help them study movie types. At the same time, give students the words about types of film (Romantic film; Martial arts film; Adventure film; Thriller; Comedy); and then show representatives one by one: Titanic; The ShaoLin Temple; Kung Fu Panda; and Bean; last show the definitions
Step 3: While-reading
1.Fast reading: ask students to read the text fast and choose a best summary of this review.
Check the answers.
It is a martial arts film that tells the story of a stolen sword, and the fight to get it back.
2.Careful reading: ask students to scan and read the text again, then discuss the questions:
Discuss the following questions.
When did the story took place?
Where did the story happened?
Who are the main characters in this film?
What this story is talking about?
And then ask students to discuss the reasons why LiMubai did not marry Yu Xiulian, and whether they should get married? Invite two students express ideas in class.
Step4: Post-reading
1. Retell: Ask students to use the words and expressions learnt to retell part of the story according to following clues;
Li Mubai friend love
Yu Xiulian fiancé sword
Yu Jiaolong young woman
2. Discussion: Ask students to choose one of the favorite characters based on the introduction of the text and explain why in their own words. Then find some students to describe one character in public and give students feedback on their performance.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: write a review on your favorite film more than 100 words.
Blackboard design:
1.What's your favorite sports?
2.Please introduce yourself
考题
二、考题解析
【教学设计】
Teaching aims:
Knowledge aims:
Students will know about the relation between shadow and the sun through reading the passage.
Students will master the usage of comparative degree in the reading.
Ability aim:
Students will apply the comparative degree to retell the story.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
Key Point: Students will master the usage of comparative degree in the reading.
Difficult Point: Students will apply the comparative degree to retell the story.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle--it rises up and goes down every day, what is it? and students guess it’s the sun, then lead to the story about the sun.
Step 2: Pre-reading
According to the word “sun”, students have a brainstorm about what natural phenomenon about sun they have known.
Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what the tree and the duck are talking about.
2. Careful reading: students read the passage carefully and answer the question: why does the shadow get longer when the sun gets lower? And underline the words with “er”.
3. The teacher explains the words with “er” to the students.
Step4: Post-reading
1. Students work in pairs to make a role-play (one is the little duck, the other is the old tree) to make a conversation according to the passage.
2. Students work in groups to find the real reason why the shadow gets longer when the sun gets lower.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: students tell the story to their parents.
Blackboard design:
1.Do you think repeated practice is suitable for English learning?
2.What do you think of English class activities such as role-play?
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the structure of attributive Clause and understand what the relative words or antecedents are.
Ability aim: Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences.
Emotional aim: Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves.
Teaching Key Points:
Students acquire the clause structure and know the relative words as well as antecedents.
Teaching Difficult Points:
Students can apply the structure into daily communication and get the difference between relative pronoun and adverb.
Teaching Methods:题目来源于考生回忆
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Review: Show students two sentences. One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way. Let them find out the differences or similarities between them and lead to what we’re going to learn today.
Step 2: Presentation
1. Read the passage briefly and and answer 3 questions. Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading.
2.Explain the common parts of these three sentences and show the structure of attributive clause.
3.Tell students that when the antecedent is a person or an object, we should choose different relative words. Also, they should understand the difference between attributive clause linked by where and the adverbial clause of place linked by where.题目来源于考生回忆
Step 3: Practice
1. Give them some sentences with blankets and let them choose the proper relative words.
2. Show them several clauses and find out which are attributive clauses.
Step 4: Production
Discussion and share: students work in pairs to describe their travel by using attributive clauses; teacher will give them 5 minutes to prepare it and 5 minutes later, invite some students to share their experiences.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students find more rules about attributive clauses and prepare for the next class.
Blackboard design:
考题
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 of
Ability 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 of
Difficult Point: understand the meaning of the new words and phrases and use them in their daily life.
Teaching procedures:
Step 1: Warming-up
1. 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: Presentation
1. 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: Practice
1.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: Production
1. 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?
考题
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 on
Teaching Procedures:
Step 1: Warming up题目来源于考生回忆
1.Greetings
2.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-reading
1.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-reading
1. 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-reading
Retelling: 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 & Homework
Summary : 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:
考题
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 learning
English.
Teaching Methods:
Task-based teaching method and audiolingual teaching method.
Teaching Aids:
Video, Blackboard and so on.
Teaching Procedures:
Step 1: Warming-up
Have 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: Presentation
1. 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: Practise
1.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.
考题
初中英语?语音
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the rule of logical stress in a complete sentence.
Ability aim:
Students will use the logical stress correctly and know how to make use of the sentence stress in different sentences correctly.
Emotional aim:
Students will be more confident in speaking English.
Key and difficult point:
Key Point: Students will master the rule of logical stress in sentences in English.
Difficult Point: Students can use the logical stress in sentences in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Listen to an English song and feel about the tune of the melody. Let students to know that not only songs but also the language has its stress in order to express different emotions.
Step 2: Presentation
1. Work in pairs to read the passage by themselves and ask them to pay more attention to the sentence stress. After practice, ask one pair to perform it and others should tell their opinion whether they agree or not.
2. Listen to the tape of the passage and find out whether the students themselves make any mistakes. Then let students find out the rule of the sentence stress (logical stress ) with the help of the teacher: in a sentence we can stress the important part according to the meaning of the passage. After the students find the rule, the teacher read the passage and let them repeat after it.
Step 3: Practice
1. Ask students to read the passage by themselves again and they should use the correct logical stress while reading.
2. Give students more sentences and ask them read the sentences by themselves using the logical stress.
Step4: Production
Let students work in groups of 4 and make a dialogue about the theme parks, such as the theme, the feature, the activities and so on, and they should use the rule of logical stress learned in the class. After that invite two groups to share their outcomes with the whole class.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to read the work of Shakespeare’s and use the logical stress learned today after class.
Blackboard design:
1. Can you conclude the rule of sentence stress comprehensively?
2. Are you satisfied with this presentation? Which do you think is the most difficult part?
考题
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 on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.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-reading
1.Let’s say. Lead students to talk about body languages that we usually see in our daily life.
Step 3: While-reading
1.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-reading
Divide 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 & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students surf the internet and collect more information about body language..
Blackboard design:
考题
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?
考题
单选题Which of the following most accurately states the role of the first paragraph in relation to the passage as a whole?A
It summarizes two theories. the relative merits of which are debated in the passage.B
It puts forth an argument that the rest of the passage is devoted to refuting.C
It introduces a new concept that the rest of the passage expands upon.D
It frames the background and relevance of the material to follow.E
It outlines the majorthemes of each of the four paragraphs to follow.
考题
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________A
look-say is simplerB
phonics takes longer to learnC
look-say is easier to teachD
phonics gives readers access to far more words
考题
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?A
Phonics approach regards whole word method as unimportant.B
The whole word approach emphasizes decoding.C
In phonics approach, it is necessary and logical to employ decoding.D
Phonics is superior because it stresses the meaning of words thus the vast majority of most common words can be learned.
考题
单选题Which of the following activities can be used to get the main idea of a passage? _____.A
reading the passage in detailB
reading to sequence the eventsC
reading to fill in the chartsD
reading the first and last sentences of the passage and the paragraphs
考题
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.A
listeningB
speakingC
readingD
writing
考题
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_______.A
it overlooks decodingB
Rudolf Flesch agrees with himC
he says it is boringD
many schools continue to use this method
考题
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________.A
talk about shortlyB
start or causeC
compare withD
oppose
考题
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.A
listeningB
speakingC
readingD
writing
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