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题目内容
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To teach students writing effectively, teachers may guide students through the writing process as follows:
① mapping② editing ③outlining
④ brainstorming⑤free writing⑥drafting
① mapping② editing ③outlining
④ brainstorming⑤free writing⑥drafting
A．①④③⑤⑥②
B．④③⑤①⑥②
C．④ ①⑤③⑥②
D．③①④⑥⑤②
B．④③⑤①⑥②
C．④ ①⑤③⑥②
D．③①④⑥⑤②
参考答案
参考解析
解析：考查写作教学。过程写作的主要步骤有：creating a motivation to write，brainstorming，mapping，free writing，outlining，drafting，editing，revising，proofreading and conferencing。故选C。
更多 “To teach students writing effectively, teachers may guide students through the writing process as follows: ① mapping② editing ③outlining ④ brainstorming⑤free writing⑥drafting A．①④③⑤⑥② B．④③⑤①⑥② C．④ ①⑤③⑥② D．③①④⑥⑤②” 相关考题
考题
What are the procedures for teaching free writing?()
A.brainstormingB.choosing the target areaC.focusing on the toolsD.involving students in activitiesE.choosing the correct means of correctionF.marking students’ writing
考题
In the editing stage of a writing lesson,_______.A.students mainly check their ideas and logical development
B.there are three forms:teacher editing,peer editing and self-editing
C.students can negotiate meaning and improve writing
D.teachers shouldn’t give any guidance
考题
__________method of teaching writing pays great attention to the accuracy of the finalproduct but ignores the process, which the students go through to reach the final goal.
A．Form-oriented
B．Product-oriented
C．Content-oriented
D．Process-oriented
考题
How should the teacher deal with students' writing errors?A．Teachers should limit students to take risks to use new vocabulary and structures.
B．Teachers should often show negative attitude towards students' writing errors.
C．Teachers should make corrections for all the writing errors of students.
D．Teachers should underline the errors and leave them for students to correct themselves.
考题
Which of the following is NOT among the features of process writing?
A．Help students to understand their own composing process.
B．Let students discover what they want to say as they write.
C．Encourage feedback both from the teacher and peers.
D．Emphasize the form rather than the content.
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
Which of the following writing activities may be used to develop students′ skill of planning
A.Editing their writing in groups.
B.Self-checking punctuations in their writing.
C.Sorting out ideas and putting them in order.
D.Cross-checking the language in their writing.
考题
Which of the following writing activities reflect process-orientation?A.Asking the students to write an essay parallel to the text they have learned.
B.Asking the students to peer-edit their first draft.
C.Asking the students to complete a passage with transitions.
D.Asking students to lay a great focus on the grammar structure and word spelling.
考题
__________method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.
A．Form-oriented
B．Product-oriented
C．Content-oriented
D．Process-oriented
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
In writing, students may not know how to put something into proper English and thus ask their, teacher for help. Here the teacher is to play the role of a/an__________
A．facilitator
B．assessor
C．controller
D．participant
考题
The reasons for teaching writing to students of English as a foreign language include reinforcement, language ___________, learning style and, most importantly, writing as a skill in its own right.A.acquisition
B.learning
C.exposure
D.development
考题
共用题干
Spelling and WritingThere is a popular belief among parents that schools are no longer interested in spelling.No school I have taught in has ever ignored spelling or considered it unimportant as a basic skill.There are , however , vastly different ideas about how to teach it , or how much priority（优先）it must be given over general language development and writing ability. The problem is,how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities of spelling?If spelling becomes the only focal point of his teacher's interest,clearly a bright child will be likely to"play safe".He will tend to write only words within his spelling range,choosing to avoid adventurous language .That's why teachers often encourage the early use of dictionaries and pay attention to content rather than technical ability.I was once shocked to read on the bottom of a sensitive piece of writing about a personal ex- perience:"This work is terrible!There are far too many spelling errors and your writing is illegible（难以辨认的）."It may have been a sharp criticism of the pupil's technical abilities in writing,but it was also a sad reflection on the teacher who had omitted to read the essay,which contamned some beautiful expressions of the child's deep feelings.The teacher was not wrong to draw attention to the errors,but if his priorities had centered on the child's ideas,an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement. Teachers encourage the use of dictionaries so that______.A: students will be able to express their ideas more freelyB: teachers will have less trouble in correcting mistakesC: students will have more confidence in writingD: students will learn to be independent of teachers
考题
Text 2 A study published in the International Journal of Business Administration found that what students read in college directly effects the level of writing they achieve.In fact,researchers found that reading content and frequency may exert more significant impacts on students'writing ability than writing instruction and writing frequency.Students who read academic journals,literary fiction,or general nonfiction wrote with greater svntactic SODhistication（more comDlex sentences）than those who read genre fiction（mysteries,fantasy,or science fiction）or exclusively web-based aggregators.The highest scores went to those who read academic journals;the lowest scores went to those who relied sotely on web-based content.Recent research also revealed that"deep reading"-defined as reading that is slow,immersive,rich in sensory detail and emotional and moral complexity-is distinctive from light reading-little more than the decoding of words.Deep reading occurs when the language is rich in detail,allusion,and metaphor,and taps into the same brain regions that would activate if the reader were experiencing the event.Deep reading is great exercise for the brain and has been shown to increase empathy,as the reader dives deeper and adds reflection,analysis,and personal subtext to what is being read.It also offers writers a way to appreciate all the qualities that make novels fascinating and meaningful-and to tap into his abllity to write on a deeper level.Light reading is equated to what one might read in online blogs,or"headline news"or"entertainment news"websites,particularly those that breezily rely on lists or punchy headlines,and even occasionally use emojis to communicate.These types of light reading lack a genuine voice,a viewpoint,or the sort of analyses that might stimulate thought.It's light and breezy reading that you can skim through and will likely forget within minutes.Deep reading activates our brain's centers for speech,vision,and hearing,all of which work together to help us speak,read,and write.Reading and writing engages Broca's area,which enables us to perceive rhythm and syntax;Wernicke's area,which impacts our perception of words and meaning;and the angular gyrus,which is central to perception and use oflanguage.These areas are wired together by a band of fibres,and this interconnectivity likely helps writers mimic and synchronize language and rhythms they encounter while reading.Your reading brain senses a cadence that accompanies more complex writing,which your brain then seeks to emulate when writing.
Students'writing abilities are mostly infiuenced by_____A.writing frequencies of students
B.writing instructions from teachers
C.students'reading content
D.teachers'scores and evaluations
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can express their opinion and give others solutions on the topic.
Ability aim:
Students can develop their logical thinking ability through writing.
Emotional aim:
Students will know how to get along with their parents and then love and cherish their family.
Key and difficult point:
Key Point: Students make clear about how to give others suggestions. .
Difficult Point: Students can understanding the deep meaning of family.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Sing a song : Five Hundred Miles, then ask students the theme of the song, if they don’t know, the teacher will tell them that the song is used to express the feeling of wandering one missing his families.
Step 2: Pre-writing
1. The teacher read the letter to students and let students pay attention to the feeling of the author.
2. Brainstorming: tell students they should write a letter to the author, and what they should do is to have a discussion on the topic what the author should do to get along with her parents, and they are supposed to give as many suggestions as possible.
3. Then invite some students to write down their ideas on the blackboard.
4. Analysis the format of letter briefly.
Step 3: While-writing
Drafting: According to the analysis above, give students 15 minutes to write a letter to the author. First, remind them of the preparations we made during pre-writing. Secondly, go into them and give them some instructions when they are writing and ask them pay attention to grammar, punctuation, spelling and so on.
Step4: Post-writing
1. Peer editing: After the drafting, ask students to check the ideas or the logical development. Pay attention to the grammar, spelling and punctuation of their writings.
2. Sample show: choose several passages for them to learn and give them some evaluations from the advantages and disadvantages.Then ask them to rectify their own writings according the evaluations.
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 talk about their own problems honestly with their parents and try to solve them together.
Blackboard design:
1. Please talk about the principles of teaching writing?
2. What’s your favorite book?
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: By the end of the class, students will know some expressions of advice and the format of a letter, which includes: an appellation, a body part, a complimentary close and a signature.
Ability aim: Students’ writing ability of letter can be improved by the end of the class.
Emotional aim: Students will be aware of the importance of writing English letter.
Students' interest of learning English can be inspired.
Teaching Key Points:
Students know the format of an English letter and how to make a suggestion.
Teaching Difficult Points:
Students can apply expressions of advice and the format of English letter into their own life.
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.Sing an English song We don’t talk anymore, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-writing
1.Free talk: Let students talk about the importance of communication in our daily life in group of four, 3 minutes later invite some groups to show their ideas.
2.Set up situation: Let's say our friend Li Ming is very upset recently, because he has a problem in the aspect of communicating with others, we should write a letter to give him some advice.
3.Format: Guide and teach students the format of English letters, which includes: an appellation, a body part, a complimentary close and a signature.
4.Content: Teach students the key sentence structures about how to make a suggestion.(eg: I suggest that you...)
5.Brainstorming: Let students share their ideas about how to communicate with others with their partners, and decide which are the best ideas, make a list of those ideas, then put those ideas into a map so that students can easily see them when they write.
Step 3: While-wirting
Give students some guidance, such as: pay attention to the punctuation, sentence structure, tenses and format. 15 minutes would be given to them to complete their letter within 100 words individually.
Step 4: Post-writing
1.Self-editing: Ask students to check their letter according to the format and sentence structures on the blackboard.
2.Peer editing: Ask students to check and edit their partners’ letter and give them some suggestions.
3.Share: Invite some students to share their letter in front of the class and teacher gives them some comments.
Step 5: Summary & Homework
Summary : Invite a little teacher sum up what we have learned today.
Homework: Let students search more information about how to communicate with others.
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the content about hobbies.
Ability aim: Students can improve their writing ability about hobbies, such as drawing.
Emotional aim: Students will foster a hobby and know how to keep it.
Teaching Key Points:
Students know the content about hobbies and can improve their writing ability about hobbies.
Teaching Difficult Points:
Students can learn how to write, basing on their hobbies..
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. Show two pictures about hobbies , ask all students to observe and describe.
Step 2: Pre-writing
1. Divide students into two groups, group A and group B and ask them to read the the dialogue.
2. Lead students to summary the main idea.
3.Read the dialogue by themselves again, then ask them some questions to get details.
(1) What are they fond of?
(2) How about drawing, what can it teach you?
(3) Where will they go?
4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.
Step 3: While-writing
Students write an article within 20 minutes.
Step 4: Post-writing
1.Self editing: students work in pairs to check if there are faults in spelling and grammar.
2.Sharing: choose 1-2 writing and show it on the screen.
3.Evaluating: appreciate and give comments.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students talk about their hobbies to their friends or parents.
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the content about hobbies.
Ability aim: Students can improve their writing ability about hobbies, such as drawing.
Emotional aim: Students will foster a hobby and know how to keep it.
Teaching Key Points:
Students know the content about hobbies and can improve their writing ability about hobbies.
Teaching Difficult Points:题目来源于考生回忆
Students can learn how to write, basing on their hobbies..
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. Show two pictures about hobbies , ask all students to observe and describe.
Step 2: Pre-writing题目来源于考生回忆
1. Divide students into two groups, group A and group B and ask them to read the the dialogue.
2. Lead students to summary the main idea.
3.Read the dialogue by themselves again, then ask them some questions to get details.
(1) What are they fond of?
(2) How about drawing, what can it teach you?
(3) Where will they go?
4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.
Step 3: While-writing
Students write an article within 20 minutes.
Step 4: Post-writing
1.Self editing: students work in pairs to check if there are faults in spelling and grammar.
2.Sharing: choose 1-2 writing and show it on the screen.
3.Evaluating: appreciate and give comments.题目来源于考生回忆
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students talk about their hobbies to their friends or parents.
Blackboard design:
考题
单选题In English teaching, teachers should NOT pay attention to ________.A
providing independent learning and communicating opportunities for studentsB
correcting students' mistakes and erors in the process of learning immediatelyC
encouraging students to discuss, cooperate, experience, practice, and explore the way to master EnglishD
cultivating students' interest
考题
单选题How should the teacher deal with students' writing errors?A
Teachers should limit students to taking risks to use new vocabulary and structures.B
Teachers should often show negative attitude towards students' writing errors.C
Teachers should make corrections of all the writing errors for students.D
Teachers should underline the errors and leave them for students to correct themselves.
考题
单选题In English teaching，teachers should NOT pay attention to_______.A
providing independent learning and communicating opportunities for studentsB
correcting students'mistakes and errors in the process of learning immediatelyC
encouraging students to discuss，cooperate，experience，practice，and explore the way to master EnglishD
cultivating students'interest
考题
单选题Teachers could encourage students to use __________ to gather and organize their ideas for writing.A
elicitingB
mind mappingC
explainingD
brainstorming
考题
单选题Which of the following writing activities may be used to develop students´ skill of planning?A
Editing their writing in groups.B
Self-checking punctuations in their writing.C
Sorting out ideas and putting them in order.D
Cross-checking the language in their writing.
考题
单选题In writing,students may not know how to put something into proper English and thus ask their teacher for help.Here the teacher is to play the role of a/an .A
facilitatorB
assessorC
controllerD
participant
考题
单选题_____ method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.A
Form-orientedB
Product-orientedC
Content-orientedD
Process-oriented
考题
问答题There are certainly many teachers in a university, and different teachers teach in different ways. Now there is a growing, trend among students to expect teachers to make their teaching enjoyable, adding some jokes in the process of teaching, for example. Do you think this expectation is reasonable? Write a composition of about 400 words on this topic, and you should supply a title for your composition. In the first part of your writing you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary. Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
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