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题目内容
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During class, the teacher leads students to memorize the important points of the teaching content. On one hand, the teacher helps students to grasp the key points. On the other hand, what learning strategy is the teacher teaching?
A.Cognitive strategy
B.Self-management strategy
C.Communication strategy
D.Resource strategy
B.Self-management strategy
C.Communication strategy
D.Resource strategy
参考答案
参考解析
解析：本题考查英语学习策略
A选项，老师在教学中引导学生对教学要点进行记忆，一方面是为了让学生了解课程内容的重点，另一方面是为了传授学生学习策略，而在学习中记住要点是属于学习策略中的认知策略。综上，A选项正确。
B选项，自我管理策略，故排除。
C选项，交际策略 ，故排除。
D选项，资源策略 ，故排除。
故正确答案为A 项。
A选项，老师在教学中引导学生对教学要点进行记忆，一方面是为了让学生了解课程内容的重点，另一方面是为了传授学生学习策略，而在学习中记住要点是属于学习策略中的认知策略。综上，A选项正确。
B选项，自我管理策略，故排除。
C选项，交际策略 ，故排除。
D选项，资源策略 ，故排除。
故正确答案为A 项。
更多 “During class, the teacher leads students to memorize the important points of the teaching content. On one hand, the teacher helps students to grasp the key points. On the other hand, what learning strategy is the teacher teaching?A.Cognitive strategy B.Self-management strategy C.Communication strategy D.Resource strategy” 相关考题
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Among the following post－listening activities, which one helps the teacher determine whether or not students have got the gist of what they have listened to?()
A.summaryB.discussionC.role playD.simulation
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which expression is wrong about learning students' names? ()
A. It shows students that the teacher is interested in them.B. The teacher could ask individual students to assist with demonstrations.C. The teacher could ask individual students to assist with equipment in the class.D. It shows the teacher is responsible.
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In an English class,the teacher,firstly,plays the radio and asks students to listen to the tape and understand the dialogue.Then,the teacher asks students to read after the tape to imitate the pronunciation.Next,the teacher asks students to repeat the dialogue in pairs...What teaching method does the teacher use in this class?A.Communicative Approach.
B.Task-Based Teaching Approach.
C.The Audio-Lingual Approach.
D.The Audio-Visual Approach.
考题
In teaching pronunciation, the teacher should tell the students that __________can be used to convey more important messages.
A．rhyme
B．stress
C．devoicing
D．rhythm
考题
A teacher asked the students to repeat a word many times to memorize the pronunciation,meanings and usages.Which conclusion is NOT correct?A.The teacher is teaching pronunciation.
B.The teacher focuses on accuracy.
C.The teacher is using mechanical practice.
D.The teacher is teaching vocabulary.
考题
During class,the teacher leads students to memorize the important points of the teaching content.On one hand,the teacher helps students to grasp the key points.On the other hand,what learning strategy is the teacher teaching?A.Cognitive strategy.
B.Self-management strategy.
C.Communication strategy.
D.Resource strategy.
考题
During class,the teacher leads students to memorize the important points of the teaching content.On one hand,the teacher helps students to grasp the key points.On the other hand,what learning strategy is the teacher teaching?A.Cognitive strategy
B.Self-management strategy
C.Communication strategy
D.Resource strategy
考题
A teacher showed students an example and explained the usage of past perfect tense,and ask students to listen“past perfect tense”sentences by imitating that example.What’s teacher's grammar teaching method?A.Consolidation.
B.Presentation.
C.Deduction.
D.Induction.
考题
During class, the teacher leads students to memorize the important points of the teaching content. On one hand, the teacher helps students to grasp the key points. On the other hand, what learning strategy is the teacher teaching?A.Cognitive strategy.
B.Self-management strategy.
C.Communication strategy.
D.Resource strategy.
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.题目来源于考生回忆
Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.
Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities.
Teaching Key Points:
Students can get the main idea and useful information from the listening material.
Teaching Difficult Points:
Students can apply these skills in their listening and apply these expression in their daily communication.
Teaching Methods:
Communicative teaching method, task-based teaching method, audio-lingual teaching method.
Teaching Aids:题目来源于考生回忆
PPT, Blackboard, recorder and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-listening
1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.
2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.
Step 3: While-listening
1. Listen to the tape for the first time and ask them when Lin Fei gets up and when he goes to school, then let students to share answers.题目来源于考生回忆
2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.
Step 4: Production
1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.
2.Survey: Let students discuss their own daily life in the group of four and make a report in the form of chart. 8 minutes later teacher invites some groups to share the result of their reports.
Step 5: Summary & Homework
Summary : Invite a little teacher to help teacher make a summary of this class.
Homework: Let students introduce their daily life to their parents and make a share in the next class.
Blackboard design:
考题
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!
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim: Students can understand the pronunciation of “ear”, and get some simple spelling rules.
Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.
Emotional aim: Students can increase their interests in learning English.
Key and difficult point:
Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.
Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.
Teaching procedure:
Step 1: Warming-up
Greeting the students.
Sing a song: Head shoulder keens and toes.
Step 2: Presentation
1. Show the chant and ask the students the question: Can you find the same letter combination in these words?
2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?
3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.
4. Game: Play the finger show to practice the new words.
Step 3: Practice
Find more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.
Step4: Production
1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.
2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.
Step5: Summary and homework
1. Summary: ask students summary what have learned in the class.
2. Homework:
(1) read these word after class.
(2) Find more words with “ear” and make another chant.
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will be able to describe their summer holiday and acquire some knowledge about listening strategies.
Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.
Emotional aim: Students can foster their interest and desire of learning English, and be fond of taking part in kinds of practical activities.
Teaching Key Points:
Students can get the main idea and useful information from the listening material.
Teaching Difficult Points:
Students can apply these skills in their listening and apply these expression in their daily communication.
Teaching Methods:
Communicative teaching method, task-based teaching method, audio-lingual teaching method.
Teaching Aids:
PPT, Blackboard, recorder and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing an English song Summer Holiday, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-listening
1.Brainstorm: Give students 3 minutes to say something about summer holiday as much as they can.
2.Clean up obstacle:Use pictures to teach students some difficult words or explain some words by English explanation.
Step 3: While-listening
1. Listen to the tape for the first time and ask them what the passage is mainly about, then let students share their ideas.
2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.
Step 4: Post-listening
1.Discussion: Ask students to discuss what they will do this summer holiday with their partners, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their own summer holiday in the front.
2.Report: Let students to write down plans of their own summer holiday with the key words and key sentences that they have learned today, 8 minutes later teacher invites some students to share the result of their reports.
Step 5: Summary & Homework
Summary : Invite a little teacher to help teacher make a summary of this class.
Homework: Let students prefect their plans of summer holiday and share with their parents.
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim: Students can master the usage of formal subject.
Ability aim: Students can use formal subject to communicate in their daily life.
Emotional aim: Students can enhance their interest in learning English.
Key and difficult point: Students can use formal subject to communicate in their daily life.
Teaching procedure:
Step 1: Warming-up
The teacher plays a documentary video about the earthquake in Wenchuan. Then asks students to talk about their feelings after watching. And lead in the topic.
Step 2: Presentation
The teacher lets students to read the passage and get the main idea. Then the teacher picks the last sentence out. The teacher will use the sentence as example to explain the structure and usage of formal subject.
Step 3: Practice
After explaining, the teacher will show some normal sentences. Students should transfer them into formal subject structure.
For example: Taking good care of the orphans is very important.
→It is very important to take good care of the orphans.
Step4: Production
The teacher lets students talk with their deskmates. They should come up with some ways to help the orphans. Then invites some students to show their opinions.
Step5: Summary and Homework
The teacher summarizes what they have learnt today. Then after class, students could say something to these orphans and take a video. The teacher will help them sent it to the orphan.
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the words from one to ten.
Ability aim: Students can use these words to count things in daily life.
Emotional aim: Students will improve their interest in English by realizing the practical use.
Teaching Key Points:
Students know the words from one to ten.
Teaching Difficult Points:
Students can apply the words into daily life.
Teaching Methods:
Communicative teaching method, task-based teaching method.
Teaching Aids:
Cards, Blackboard and so on.
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing a song Ten Little Apples, invite the whole students to clap when singing together.
Step 2: Pre-
1.Teacher draw one apple on the blackboard and say ‘one’; two apples ‘two’...... At the same time showing the number with fingers.
2.Have Ss read the numbers after T.
Step 3: While-
1. Invite one student come to the front, teacher says a number, have student circle the apples. (e.g. T says 5, S should circle 5 apples)
2. Let some students pick the card written numbers from 1-10, and say the number on the card.
Step 4: Production
students are given 10 minutes to draw some fruits on a paper, after that they’ll be invited to share their painting and say what they have drew. (e.g. 3 apples, 5 bananas)
Step 5: Summary & Homework
Summary: Invite a S to be a small T to make a summary of what we have learned today.
Homework: Learn the song Ten Little Apples
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the sentence structure “We have great bags for only ￥12! we have....for only....; You can buy...for only .... ”.
Ability aim: Students can use these sentence structures to apply in their daily life.
Emotional aim: Students will improve their confidence of learning English and not afraid of speaking English in Class.
Teaching Key Points:
Students know the expressions about describing great sale and master the sentence structure.
Teaching Difficult Points:
Students can apply the expressions into daily communication.
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 video about an advertisement of Huawei phone and invite students to talk about the content of this video.Then the teacher leads in the topic of “Huaxing’s great sale.”
Step 2: Pre-speaking
1.Show two pictures about Huaxing store and its great sale advertisement.
2.Let students listen to the tape and find out what things are at great sale.
3.Ask students to listen to the tape again and collect the useful expressions about great sale.
Step 3:While-speaking
1. Ask students to read Huaxing’s store’s advertisement actively and vividly.
2. Let students talk about the expressions of great sale.
3. Role-play: students work in pairs to make conversation.Suppose there is a situation that you own a store. One student is shop assistant, the other students is customer. Teacher will give them 8 minutes to prepare it.
Step 4: Post-speaking
Share and evaluation: Invite some students to perform the conversation in the front.
Step 5: Summary & Homework
Summary: let them look at the blackboard and summarize this class.
Homework: Ask students to design a poster of their own store’s great sale and share it next class.
Blackboard design:
考题
初中英语《口语教学活动》
一、考题回顾
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the sentence structure “We have great bags for only ￥12! we have....for only....; You can buy...for only .... ”.
Ability aim: Students can use these sentence structures to apply in their daily life.
Emotional aim: Students will improve their confidence of learning English and not afraid of speaking English in Class.
Teaching Key Points:
Students know the expressions about describing great sale and master the sentence structure.
Teaching Difficult Points:题目来源于考生回忆
Students can apply the expressions into daily communication.
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 video about an advertisement of Huawei phone and invite students to talk about the content of this video.Then the teacher leads in the topic of “Huaxing’s great sale.”
Step 2: Pre-speaking
1.Show two pictures about Huaxing store and its great sale advertisement.
2.Let students listen to the tape and find out what things are at great sale.
3.Ask students to listen to the tape again and collect the useful expressions about great sale.
Step 3:While-speaking
1. Ask students to read Huaxing’s store’s advertisement actively and vividly.
2. Let students talk about the expressions of great sale.题目来源于考生回忆
3. Role-play: students work in pairs to make conversation.Suppose there is a situation that you own a store. One student is shop assistant, the other students is customer. Teacher will give them 8 minutes to prepare it.
Step 4: Post-speaking
Share and evaluation: Invite some students to perform the conversation in the front.
Step 5: Summary & Homework
Summary: let them look at the blackboard and summarize this class.
Homework: Ask students to design a poster of their own store’s great sale and share it next class.
Blackboard design:
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the sound /ai/ in the words “five”, “alive” and so on.
Ability aim:
Students will apply the sound correctly in real communication.
Emotional aim:
Students will be more interest in speaking English.
Key and difficult point:
Key Point: Students will master the sound /ai/ in the words “five”, “alive” and so on.
Difficult Point: Students will apply the sound correctly in real communication.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2.Play a chant they have learned “tomato, tomato, wash, wash, wash” and lead them to learn another chant this class..
Step 2: Presentation
1. Students watch the picture and tell the teacher what they can see in the picture, and the teacher guide them to present the first part of the chant. Then students watch the picture carefully and predict what’s wrong with the boy, then the teacher guide them to present the last part of the chant.
2. Students observe the sentences and find out what common letters they can find.
3. The teacher teaches them correct pronunciation of the letter “i” in “five”, “right” and so on.
Step 3: Practice
1. Read the pronunciation /ai/ and the words that includes “i” repeatedly.
2. Listen to the tape and follow the tape, paying attention to the intonation of the chant.
3. Students work in pairs to make a chant in 5 minutes.
Step4: Production
1. The teacher writes more words that includes the sound /ai/and students try to read them.
2. Students work in groups to make a story using the picture and the words with the sound /ai/ on the blackboard.
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 search other pronunciation of the letter “i” and list those words accordingly.
Blackboard design:
1. As an English teacher, what do you think of the usage of multimedia in class?
2. Do you think that singing English songs or playing chant are useful for cultivating students' interest in English learning?
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”
Ability aim: Students can get the key information about rabbit and use the words to describe other animals.
Emotional aim: Students will improve their interest in English.
Teaching Key Points:
Students can understand the meaning of the words“long, small short” and use them to describe other animals.
Teaching Difficult Points:
Cultivate students awareness of loving animals and protecting animals.
Teaching Methods:
TPR teaching method, Communicative teaching method, task-based teaching method.
Teaching Aids:
Pictures, Blackboard and so on.
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.
Step 2: Pre-reading
1. Show Students different pictures of rabbits to let students discover the common points.
2. Invite two students to try to describe rabbits in their own words.
3. Teach students these words “ tail, mouth ,ears,eyes”
Step 3: While-reading
1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.
2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.
Step 4: Post-reading
Make a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.
Step 5: Summary & Homework
Summary: Invite a student to be a small teacher, to make a summary about what we have learned today.
Homework: Draw a picture of your favorite animals and share it to your friends.
考题
小学英语?语音
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the meaning of the four words and master the pronunciation of them.
Ability aim:
Students will know how to write the letters ABCD correctly.
Emotional aim:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Key and difficult point:
Key Point:
Students will know the meaning of the four words and master the pronunciation of them.
Students will know how to write the letters ABCD correctly.
Difficult Point:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Teaching procedure:
Step 1: Warming-up
1. Greetings. Talk about the weather.
2. Sing a song called ABCD.
Step 2: Presentation and practice
1. Write down four pictures one by one to explain the new words. Teach them how to pronounce each word clearly.
2. Ask the students to read each word after the teacher for twice. Then play high and low voice with them. If the teacher read one word loudly, the students should read it slowly, and vice versa.
3. Let them notice the first letter of each word and ask what they are. They may answer it is the first four letters in the alphabet. Then teach them how to write them in upper and lower case one by one.
4. Ask students to play a game called Act and Write. They need to work in groups of 3. One or two students need to form a letter with their bodies. The other student should guess what it is and write down on the blackboard.
Step4: Production
1. Ask the students to make up sentences according to the words learned today. Then write them down on the blackboard. Correct mistakes if any.
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 play act and write with their parents.
Blackboard design:
1. Which is more important in the lesson, pronunciation or writing?
2. What will you do if the students do not interact with you?
考题
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments.
A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.
Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:
1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class.
2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.
3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.
4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.
The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.
What are the benefits of collarborative learning for special needs students? （ ）A.It helps special needs students think creatively
B.It helps special needs students from all the attending students
C.It helps special needs students learn varied ability from classmates
D.It helps students work together on solving problems and assignments
考题
单选题During class, the teacher leads students to memorize the important points of the teaching content. On one hand, the teacher helps students to grasp the key points. On the other hand, what learning strategy is the teacher teaching?A
Cognitive strategy.B
Self-management strategy.C
Communication strategy.D
Resource strategy.
考题
判断题If the teacher were talking too much in class the students would not be learning.（）A
对B
错
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