单选题In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of________.A listeni
题目
单选题
In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of________.
A
listening for specific information
B
listening for gist
C
listening for structure
D
listening for vocabulary
相似考题
更多“In a pre-listening activity, students need to learn to cope”相关问题
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第1题：
The advantage of the educational system in North America is that students learn to think for themselves.()
参考答案：正确
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第2题：
What should the teacher try to avoid when selecting listening activities?A. The listening activity must have a real, communicative purpose.
B.The listening activity must cater to students’ real life.
C.Pre-listening tasks must help students identify the purpose of the listening activity.
D.The classroom climate surrounding the listening activity can be anxious.答案：D解析：考查听力教学。
为保证听力活动的效果，课堂气氛应是轻松活跃的。故此题的正确选项为D。
A项，听力活动必须具有真正的交际目的。
B项，听力活动必须迎合学生的现实生活。
C项，听前任务必须帮助学生识别听力活动的目的。
故此题的正确选项为D。 -
第3题：
Which of the following is a suitable pre-listening activityA.Writing a similar text．
B.Discussing a relevant picture．
C.Writing all the main knowledge about the topic．
D.Do some exercises about the difficult vocabulary with the topic．答案：B解析：考查听力教学。题目问的是：“下列哪个活动是适合在听前环节活动中进行的 ”该题考察听力教学中的“听前环节”。听前环节主要包括准备活动；介绍相关背景知识；安排学生通过讨论相关图片．预测文章的内容或学习与该主题相关的词汇。但是A项在听前写相似的文章不合适：而C项“把所有关于文章的主要信息下来”这一活动和D项“做一些练习来突破相关活题的难词汇”的活动适合在while—listening环节做。 故选B。 -
第4题：
Which of the following is a suitable pre-listening activity?A．Writing a similar text.
B．Discussing a relevant picture.
C．Writing all the main knowledge about the topic.
D．Note-taking and gap-filling.答案：B解析：考查听力教学。题目问的是：“下列哪个活动是适合在听前环节活动中进行的 ”该题考查听力教学中的“听前环节”。听前环节主要包括准备活动；介绍相关背景知识：安排学生通过讨论相关图片，预测文章的内容或学习与该主题相关的词汇等。但是A项“写相似的文章”．C项“把所有关于文章的主要信息写下来”，D项“记笔记和填空”，这三项均不适合在“听前”。故选B。 -
第5题：
In a listening activity, students are asked to note down the time and places of events. The aim of this activity is to develop the skill of__________.A．listening for gist
B．listening for specific information
C．listening for structure
D．listening for vocabulary答案：B解析：考查听力教学。事件发展的时间和地点为细节信息，所以在听力课堂中要求学生记下事件发展的时间和地点是为了提高学生听确切信息的能力。故选B。 -
第6题：
In a pre-listening activity, students need to learn to cope with some ambiguity不明确 in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.
A. listening for specific information
B. listening for gist
C. listening for structure
D. listening for vocabulary答案：B解析：考查听力教学。在听前活动中，学生需要学会应对听力过程中模糊不清的内容，并且需要意识到当他们不能完全理解每一个单词的时候仍然可以学习。这属于培养学生听主旨的能力，A为听细节.B为听主旨，C为听结构，D为听词汇。故选B。 -
第7题：
What is the purpose of using information gap activity ( )
A、 To prepare students for oral presentation.
B、 To provide students with an enjoyable activity based on effective communicative approaches.
C、 To ask students to listen and writ
E、
D、 To make enough input.答案：B解析：教学活动在进行任务设计时要注意信息差活动的设计，信息差是传递信息和获取信息的动力，也是人们进行真实有效的言语交流的基础和出发点。 -
第8题：
Through reading the students not only learn new language, but also develop their reading skills.（）
正确答案:正确 -
第9题：
单选题What should the teacher try to avoid when selecting listening activities?AThe listening activity must have a real, communicative purpose.
BThe listening activity must cater to students' real life.
CPre-listening tasks must help students identify the purpose of the listening activity.
DThe classroom climate surrounding the listening activity can be anxious.
正确答案： C解析： -
第10题：
单选题Passage2The way people work has changed. The increasing use of technology presents new and continual challenges to small and large businesses，employees and managers，teachers and students.Everyone，it seems，is being affected by the technological revolution. Store clerks，for example，now use increasingly complex computerized cash registers，while university professors must learn to adapt their teaching skills in order to lead distance learning course.In today's world，training and learning do not stop when we finish school；they must now continue throughout our working lives. The Hong Kong government conducted a survey on the employment concerns，and training needs of its workforce. For many managers and other professionals the biggest challenge，as well as change，in the workplace，was the increased use of computers and computerized machinery or equipment. The need for experienced employees who could use this kind of equipment rose drastically. Many of those in the workplace at this time experienced changes in job requirements and had to attend job-related training or re-training courses.The changing work environment is also affecting education and how we learn. In Finland, a report on strategies for education and training in the information age discussed the changing roles of both teacher and student. With the increased use of technology and the growth of distance learning, the teacher has become more of a tutor who guides a student, rather than a lecturer. In turn, the student has to take more responsibility for his or her learning in the absence of direct teacher contact. The report also stressed that high school and university students should learn computer skills in order to cope with the demands of the future workplace.The Finnish report also highlighted the need for teacher training, and re-training, and suggested that the salaries and job descriptions of teachers be reviewed because of future demands expected in their jobs. Previously university professors may have held lectures between the weekday hours of 9:00A.M. and 5:00 P.M. in large halls filled with students. Now, they may spend part of their day lecturing larger groups of students on campus, and then conduct afternoon or evening classes online, with students in five different countries.As technologies grow and develop, ongoing training will continue to be necessary. To be successful in the workplace, people will not stop learning when they leave school-lifelong learning will become a way of life.How did the changing work environment change the role of the teacher according to the Finnish report?Athe teacher became more of a tutor rather than a lecturer.
Bthe teacher had to learn more strategies for distance teaching.
Cthe teacher had to learn how to teach students without direct contact.
DThe teacher should learn computer skills to cope with the demands of the future workplace.
正确答案： C解析： -
第11题：
单选题In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of _____Alistening for specific information
Blistening for gist
Clistening for structure
Dlistening for vocabulary
正确答案： A解析： -
第12题：
单选题it is suggested that teachers should not interrupt students for error correction when the activity aims at__________.Aaccuracy
Bfluency
Ccomplexity
Dcohesion
正确答案： C解析： -
第13题：
It is one of the major tasks of the training to learn to ______ difficult situations.A. cope with
B. add up
C. go with
D. get on
参考答案：B
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第14题：
In which of the following situations does the teacher play the role of organizer?A.Organizing students to do activities by giving instructions.
B.Walking around to offer help to those who need it both in ideas and language.
C.Giving feedback and dealing with errors.
D.The teacher joins in students’ activity.答案：A解析：本题考查教师的角色。
A选项，由关键词“organize”可知，教师的角色为组织者。综上，A选项正确。
B选项，提供给学生帮助，教师的角色为推动者。
C选项，给予反馈，教师的角色为评价者。
D选项，教师参与到学生活动中，教师的角色为参与者。
故正确选项为A。 -
第15题：
What purpose does post-listening activities NOT serveA.Helping students relate the text with their personal experience.
B.Offering students the opportunities of extending other language skill.
C.Practicing students’ability of matching the pre-listening predictions with contents of the text.
D.Enabling students to have a discussion about the topic.答案：C解析：考查听力技能教学。
练习学生的能力，将预听的预测与课文内容相匹配。验证其预测是否准确，这属于听中(while-listening)进行的活动，而不是听后进行的活动。故此题的正确答案为C。 -
第16题：
In a listening activity, students are asked to note down the time and places of events. The__________aim of this activity is to develop the skill ofA．listening for gist
B．listening for vocabulary
C．listening for structure
D．listening for specific information答案：D解析：考查听力教学。在听力活动中，学生要求记录下来事件发生的时间与地点，时间与地点都属于细节信息，属于培养学生听细节的能力。A项为听主旨，B项为听词汇，C项为听结构，故选D。 -
第17题：
In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.A. listening for specific information
B. listening for gist
C. listening for structure
D. listening for vocabulary答案：B解析：考查听力教学。在听前活动中，学生需要学会应对听力过程中模糊不清的内容，并且需要意识到当他们不能完全理解每一个单词的时候仍然可以学习。这属于培养学生听主旨的能力，A为听细节.B为听主旨，C为听结构，D为听词汇。故选B。 -
第18题：
It’s true that high-school coding classes aren’t essential for learning computer science in college.Students without experience can catch up after a fewi ntroductory courses,said Tom Cortina,the assistant dean at Carnegie Mellon’s School of Computer Science.However,Cortina said,early exposure is beneficial.When younger kids learn computer science,they learn that it’s not just a confusing,endless string of letters and numbers—but a tool to build apps,or create artwork,or test hypotheses.It’s not as hard for them to transform their thought processes as it is for older students.Breaking down problems into bite-sized chunks and using code to solve them becomes normal.Giving more children this training could increase the number of people interested in the field and help fill the jobs gap,Cortinasaid.Students also benefit from learning something about coding before they get to college,where introductory computer-science classes are packed to the brim,which candrivet heless-experiencedor-determined students away.The Flatiron School,where people pay to learn programming,started as one of the many coding bootcamps that’s become popular for adults looking for a career change.The high-schoolers get the same curriculum,but“we try to gear lessons toward things they’re interested in,”said Victoria Friedman,an instructor.For instance,one of the apps the students aredevelopingsuggestsmoviesbasedonyourmood.The students in the Flatiron class probably won’t drop out of high school and build the next Facebook.Programming languages have a quick turnover,so the“Ruby on Rails”language they learned may not even be relevant by the time they enter the job market.But the skills they learn—how to think logically through a problem and organize the results—apply to any coding language,said Deborah Seehorn,an education consultant for the state of North Carolina.Indeed,the Flatiron students might not go into IT at all.But creating a future army of coders is not the sole purpose of the classes.These kids are going to be surrounded by computers—in their pockets,in their offices,in their homes—forthe rest of their lives.The younger they learn how computers think,how to coax the machine into producing what they want—the earlier they learn that they have the power to do that—the better.
Deborah Seehorn believes that the skills learned at Flatiron will____.A.help students learn other computer languages
B.have to be upgraded when new technologies come
C.need improving when students look for jobs
D.enable students to make big quick money答案：A解析：根据题干关键词Deborah Seehorn可以定位到第五段最后一句，该定位句指出黛博拉?塞洪认为他们学会的机能——如何有逻辑地思考问题并整理结果——适用于任何编程语言，这里的“他们”是指代该段第一句中的The students in the Flatiron class，对应题干中的the skills learned at Flatiron，选项A中computer languages的同义改写，由此可知，正确答案为A。 -
第19题：
What is the purpose of using information gap activity ( )
A. To prepare students for oral presentation.
B. To provide students with an enjoyable activity based on effective communicative approaches.
C. To ask students to listen and write.
D. To make enough input.答案：B解析：教学活动在进行任务设计时要注意信息差活动的设计，信息差是传递信息和获取信息的动力，也是人们进行真实有效的言语交流的基础和出发点。 -
第20题：
单选题We learn from the passage that _____.AChuck’s students are not clever enough
Bthe students didn’t do Chuck’s homework
CChuck Wall is an unusual teacher
Dno students enjoyed Chuck’s homework
正确答案： C解析：
根据文章的主要内容可知，教授之所以不同寻常，是因为它留作业的方式。故C选项正确。 -
第21题：
单选题According to the third paragraph, which of the following is true?AFive percent of American college students learnt Latin texts,
BStudents in New England learnt Latin texts in official organizations.
CStudents were compelled to learn modern European languages.
DAmerican college students had to learn Latin grammar by heart.
正确答案： A解析：
细节题。由该段第三句可知，近至上个世纪，当美国上大学的人总共还不到5％时，新英格兰教育机构里的学生却在被迫着主要记忆和背诵各种拉丁文本，那些顽固的教授愤怒地反对引进任何新的科学发现或现代欧洲语言。B项中的official organizations是该句中establishments的改写，与原文相符，为正确答案。 -
第22题：
单选题What should the teacher try to avoid when selecting listening activities?AThe listening activity must have a real, communicative purpose,
BThe listening activity must cater to students'real life.
CPre-listening tasks must help students identify the purpose of the listening activity
DThe classroom climate surrounding the listening activity can be anxious.
正确答案： D解析： -
第23题：
单选题Virtual reality can help future teachers learn how to _____.Aassess students’ skill levels
Brespond to individual student’s needs
Cdeal with students who misbehave
Drun an orderly classroom
正确答案： D解析：
细节题。题干问的是“虚拟现实可以帮助未来的教师学到什么”。原文第三段最后一句说到：And it is expected that future teachers will be exposed to virtual classes, complete with “difficult students” to help them master behavior management techniques.由此可知，“difficult students”指的是“调皮捣蛋的学生”，因此C选项正确。A选项的“如何评估学生的技能水平”和B选项的“如何满足个体学生的需求”在文中均没有提到；D选项“如何使教室有秩序(地进行教学)”与文中第三段中“with behavior disorders”不符，也可排除。因此本题的正确答案为C。