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The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）
A对
B错
参考答案
参考解析
略
更多 “The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）A对B错” 相关考题
考题
Let’s move from the general to the specifiC.This sentence means let’s talk about some particular and about some part, but not about the whole.()
此题为判断题(对，错)。
考题
One way to help students use natural intonation is to practise saying the sentence in sections, starting with the end of the sentence and gradually working backwards to the beginning. This technique is known as _________.A.dialogue chainB.chain drillC.back-chaining
考题
In the last sentence, the word "bust" most probably means ______.A．the upper part of one's bodyB．self-portraitC．paintingD．clothes
考题
Choose the best topic sentence from the group below.()
A. More and more students have part-jobs out of campus.B. The population of university students having part-time jobs is increasing quickly.C. Part-timejobs can foster university students' sense of competition.D. More people support students to have part-time jobs.
考题
When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at ＿.
A. lexical level
B. sentence level
C. grammatical level
D. discourse level
考题
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
When a teacher asks students to rearrange a set of sentences into a logical paragraph, he/ she is trying to draw their attention to__________.
A．grammar
B．vocabulary
C．sentence patterns
D．textual coherence
考题
When a student has made a sentence “I borrowed a paper from Miss Li”, the teacher says “Do you mean a piece of paper?” Here the teacher is playing the role of a（n）______.A.controller
B.prompter
C.assessor
D.organizer
考题
If a teacher asks students to collect, compare and analyze certain sentence patterns, he/sheaims at developing students′
A.discourse awareness
B.cultural awareness
C.strategic competence
D.linguistic competence
考题
A teacher is teaching students to read a sentence,and using her arm to show which part should be read strongly and when should stop.What is the teacher teaching in this activity?A.Stress of words
B.Pronunciations of syllabications
C.Intonations and rhythms
D.Pronunciations of each letter
考题
What rhetorical device is used in the underlined part of the sentence There was an eloquent pause after the story was told?
A．Pun.
B．Simile.
C．Metaphor.
D．Transferred epithet.
考题
If a teacher asks students to collect, compare and analyze certain sentence patterns, he/she aims at developing students'__________.
A．discourse awareness
B．cultural awareness
C．strategic competence
D．linguistic competence
考题
When teaching students how to give appropriate responses to a congratulation or an apology,the teacher is probably teaching at _________.
A.lexical level
B.sentence level
C.grammatical level
D.discourse level
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 aim: Students will know what sense group is and master how to pause between sense groups.
Ability aim: Students can use the method to divide a long sentence into several parts and read the sentence more fluently.
Emotional aim: Students will improve their intonation and not be afraid of speaking English.
Teaching Key Points:
Students know the concept of sense group and pausing point of a long sentence.
Teaching Difficult Points:
Students can apply the pause between sense groups into daily reading to improve their pronunciation and intonation.
Teaching Methods:
Communicative teaching method, task-based teaching method, Audio-lingual teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1. Greetings
2.A tongue twister: I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
Step 2: Presentation
1.Ask students how to read a sentence quickly and in rhyme.
2.Read the first sentence twice. The first time without sense group pausing and the second time with it. Let students compare the two and find out the difference. Sense group is a meaning unit.
3.Explain the principle of sense group, which is according to
(1)grammar
(2)meaning
(3)punctuation
4. Divide the first sentence mainly according to grammar.
Step 3: Practice
1. Students read the first sentence, pausing according to sense group.
2. Students try to divide sense groups of the second sentence and read it.
Step 4: Production
Role-play: Students imagine a dialogue with a foreigner and apply sense group pausing in the dialogue. teacher will give them 10 minutes to prepare it and 10 minutes later, invite some students to role the conversation in the front.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework: seek for a part of an English movie to make a dubbing.
Blackboard design:
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
Let's move from the general to the specific.This sentence means let’s talk about some particular and about some part, but not about the whole.
考题
The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）
考题
判断题Let's move from the general to the specific.This sentence means let’s talk about some particular and about some part, but not about the whole.A
对B
错
考题
单选题In the context of the passage as a whole, which of the following additions would most strengthen the first paragraph?A
A sentence listing mundane tourist attractions available on the East Coast, inserted after sentence 2B
A sentence offering an overview of the attractions that Branson offers, inserted after sentence 4C
A sentence explaining the settlement of the Ozarks and the founding of Branson, after sentence 4D
A sentence listing recent statistics regarding annual in－state visitors versus out－of－state visitors to Branson, inserted before sentence 5E
A sentence listing the annual tourist revenues in the city of Branson, inserted before sentence 6
考题
判断题The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）A
对B
错
考题
单选题It should be apparent that little or nothing is gained by opening a drain at the same time as or after admitting steamThe above sentence probably means （）.A
There is apparent condensate in pipingB
The steam is not discovered after admitting steamC
The condensate should be fully loaded in the piping as admitting steamD
The condensate should be fully drained from the piping while admitting steam
考题
单选题If a teacher asks students to couect, compace and analyze certain sentence patterns,he/she aims at developing students’ ----.A
discourse a warenessB
cultural a warenessC
strategic competenceD
linguistic competence
考题
单选题Where is the best place to insert the following sentence?Perhaps if students could work such little excursions into their busy study schedules, they would have similar “eureka” experiences.A
after sentence 7B
after sentence 8C
after sentence 9D
after sentence 10E
after sentence 11(as the last sentence of the second paragraph)
考题
单选题The sentence “Traffic accidents decline millions of lives” means” ______.A
Traffic accidents make some people become millionairesB
Many people die from traffic accidentsC
Millions of people say they themselves have had traffic accidentsD
Millions of people remain healthy after traffic accidents
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