Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This description belongs to _______ stage.A.pre-listening B.while-l

题目
Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This description belongs to _______ stage.

A.pre-listening
B.while-listening
C.post-listening
D.none of them
相似考题

1.what listening skill does the following activity help to train? listen to the following text and answer the multiple-choice question. in this dialogue, the speakers are talking about________. a)going to a picnic b)attending a concert c)having a party：A. Listening for specific timeB. Listening for detailed information.C. Listening for specific information.D. Listening for gist.

2.What should the teacher try to avoid when selecting listening materials?A.The text scripted and recorded in the studio． B.The text with implicated concepts beyond the comprehension of students． C.The text with local accents in pronunciation． D.The text with some difficult words for students．

3.Which of the following activities would help students develop the skill of extracting specific information?A.Inferring meaning from the context. B.Recognizing the author’s beliefs and attitudes. C.Using information in the reading passage to make hypotheses. D.Listening to the flight information to see if the plane is on time.

4.which of the following can be used to develop the skill of listening for gist______.A、After listening, the students are required to copy the listening material.B、After listening, the students are required to write a summary of the text in a few sentences.C、While listening, the students are required to look at a list of words and circle those used by the speaker.D、After listening, the students are required to arrange the sentences in the order in which they are mentioned in the text.

更多“Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This descri”相关问题

  • 第1题：

    What purpose does post-listening activities NOT serve

    A.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2题：

    What's the overall goal of English teaching in basic education stage?

    A.Increase students' vocabulary and grammar of the knowledge．
    B.Improve students' English learning and foreign cultural interesting．
    C.Cultivate students' ability of listening and spoken English．
    D.Cultivate students' comprehensive capability of language．

    答案：D
    解析：
    考查英语教学目标。基础教育阶段英语教学的总体目标是培养学生综合运用语言的能力。

  • 第3题：

    Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text.
    This description belongs to __________ stage.

    A.pre-listening
    B.while-listening
    C.post-listening
    D.none of them

    答案：C
    解析：
    考查听力教学。题目中叙述的教学内容正是听后阶段的活动。

  • 第4题：

    Which of the following activities would help students develop the skill of extracting specif-ic information?

    A．Inferring meaning from the context.
    B．Recognizing the author's beliefs and attitudes.
    C．Using information in the reading passage to make hypotheses.
    D．Listening to the flight information to see if the plane is on time.

    答案：D
    解析：
    考查阅读策与技巧。此题是问：下列哪项活动可以帮助学生提高提炼具体信息的能力。A项意为“通过上下文推断含义”．B项意为“识别作者的看法和态度”，C项意为“利用阅读文章中的信息作出假设”．D项意为“听取航班信息判断飞机是否准时”。由此可知，A、B、C三项都是侧重对学生推理判断能力的锻炼，只有D项是通过听力练习。让学生注意细节信息(如飞机航班时间)，来训练学生提取细节信息能力。故选D。

  • 第5题：



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aim:
    Students will know the structure of letter and know how to invite and refuse others.
    Ability aim:
    Students will improve their reading abilities such as skimming and scanning.
    Emotional aim:
    Students will use what we have learned into their daily life.
    Key and difficult point:
    Key Point: Students will know how to invite and refuse others.
    Difficult Point: Students will be more confident in speaking English and improve their reading skills.
    Teaching procedure:
    Step 1: Warming-up
    1. Greetings.
    2.Play a video of Dear John Letter to lead in the lesson.
    Step 2: Pre-reading
    Ask students to predict what we will learn today according to the video.
    Step 3: While-reading



    1.How to improve students’ reading ability?
    2.Which school did you graduate?


    答案：
    解析：
    1.
    The topic should be interesting, which can arouse the interest of students In the class, teachers should give students’ subjectivity to the full play and give them more chance to communicate with each other. And organize various activities to encourage them to express themselves.
    2.
    I graduated from ...and English is my major. After four years’ study, I have ,mastered the basic professional knowledge in English and I was also award with second prize scholarship. I actively participated various community activities which broaden my horizon. I also engage in teaching practice, which enrich my teaching experience.

  • 第6题：

    小学英语?听说
    一、考题回顾



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aim:
    Students can master the words: doctor, zoo, and hospital
    Ability aim:
    Students can improve their skills of listening and speaking.
    Emotional aim:
    Students can be more interested in taking part in activities and know how to deal with the emergency..
    Key and difficult point:
    Key Point:master the words: doctor, zoo, and hospital and understand the main topic of this dialogue.
    Difficult Point: know how to deal with the emergency in daily life.
    Teaching procedure:
    Step 1: Warming-up
    1. Greetings.
    2. Ask students where they went last weekend.
    3. Ask students “did you meet any emergency when you had the plan”
    Step 2: Pre- listening
    1. Draw some pictures to teach about the words: doctor, zoo, and hospital
    2. Let students guess what the main topic of passage according to the title
    Step 3: While-listening
    First listening: check the prediction of main topic of the dialogue and ask”what are they talking about”
    Second listening: what’s the matter of Sarah? and what is about his feeling?
    Third listening: read after the tape.
    Step4: Post-listening
    Set a situation: if you meet this situation, what should you do? and if your friend meet this situation and he calls you for help. What will you say?
    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 practice the sentence structure learned today with desk mates after class.
    Blackboard design:



    1.What is the lecture mainly about?
    2. How to guide the hearing to say


    答案：
    解析：
    1.
    In this lecture, Sarah meet the situation that his father is ill so they can not go to the zoo and need to go the hospital, so he feels sad and angry . By this lesson, I hope my students can think more about our parents and do not be selfish. I hope my students can think more and think about others in our daily life.
    2.
    In listening and speaking lesson, the speaking and listening are all important. Students need to learn how to speak. Before speaking, I will lay the groundwork. I will teach the words and sentences to clear the obstacles, so the students can be confident in speaking. Listen more to be familiar to the topic is also the good way to make students want to speak.

  • 第7题：



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aims:
    Students will know how to describe a day using proper conjunctions and tense.
    Students will master some words, such as waste, value... and a sentence structure: I usually + simple present tense.
    Ability aim:
    Students will improve their abilities of speaking and listening.
    Emotional aim:
    Students will be more confident in speaking English.
    Key and difficult point:
    Key Point: Students will know how to introduce a day in English.
    Difficult Point: Students will use the sentence structure in real communicative situation.
    Teaching procedure:
    Step 1: Warming-up
    1. Greetings.
    2. Play a video about Tom’s day and ask students what kind of information have they caught.
    Step 2: Pre-listening
    1. Review the knowledge about simple present tense. Ask students to make sentences using simple present tense.
    2.Using pictures to explain some words: waste-value, brush.
    Step 3: While-listening
    1st listening: Ask students to listen to the tape for the first time and try to get the main idea of the passage and underline the conjunctions used.
    2nd listening: Ask students to listen to the tape for the second time and complete the timetable below.



    答案：
    解析：
    暂无解析

  • 第8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9题：

    单选题
    What should the teacher try to avoid when selecting listening materials?
    A

    The text scripted and recorded in the studio.

    B

    The text with implicated concepts beyond the comprehension of students.

    C

    The text with local accents in pronunciation.

    D

    The text with some difficult words for students.


    正确答案： D
    解析：

  • 第10题：

    问答题
    Practice 4　 Read the following text(s) and write an essay to　 1) summarize the main points of the text(s),　 2) make clear your own viewpoint, and　 3) justify your stand.　 In your essay, make full use of the information provided in the text(s). If you use more than three consecutive words from the text(s), use quotation marks (“ ”).　 You should write 160—200 words on the ANSWER SHEET.　 The information and computer technologies have boosted the efficiency and convenience of people’s work and study. Their application in school education has provided teachers and students with new approaches to knowledge and information. There is a heated discussion about whether computers will replace teachers. The following are the supporters’ and opponents’ opinions.　 Supporters:　 With the advanced computer and Internet, children can get the learning material whenever they want.　 Online teaching is becoming more and more popular that students can get planned lessons online. After each class, there is homework for them to do. Both the learning and practice can be done on computers.　 From computers students can learn something that they are interested in so that they won’t be restricted to the subjects that they are taught at school. Therefore, students will have the opportunity to achieve an all-around development.　 Opponents:　 Students need to communicate with teachers and get instructions from them whenever they have troubles in their study. Computers are only cold devices that will affect children’s ability to have face-to-face communication.　 Education is not only about imparting the knowledge, but also being a useful person. So students need to learn some useful values to be a good person which sometimes cannot be easily learned from computers.　 Children who use computer will learn to communicate with machines instead of people. There is a risk that they will be a generation of social illiterates.

    正确答案： 【范文】
    The introduction of computers into classroom has greatly changed the traditional way of teaching and learning. Will computers replace teachers? Some supporters hold the view that computers provide different online teaching and students can get all-round development, while the opponents believe that teachers’ teaching is irreplaceable because it can teach children the values of life. In my opinion, it is impossible for computers to replace teachers.
    I admit that computers benefit students in many ways, they can do their assignments with the help of appropriate software. They also access the Internet for research and entertainment. But as Spencer said, education has for its object the formation of character.” This is also the essence of the quality-oriented education advocated by our government. We need students who can think creatively, not cut and paste their essays out of software encyclopaedia. We need students who can tell truth from lies, not download unedited trivia from the Internet. We need students who can communicate face-to-face with others, not hide behind emails. These are the very aspects where teachers can provide help and guidance.
    So teachers needn’t fear they would be replaced by computers. Instead, they should worry that if they did not adopt new technology, they would become outdated. Faced with the challenge of modern technology, what they should do is to change their attitudes. By learning and using this progressive approach, they can make their teaching more interactive and effective.
    解析： 暂无解析

  • 第11题：

    单选题
    What’s the overall goal of English teaching in basic education stage? _____
    A

    Increase students’ vocabulary and grammar of the knowledge.

    B

    Improve the students’ English learning and foreign cultural interesting.

    C

    Cultivate the students’ ability of listening and spoken English.

    D

    Cultivate students’ comprehensive capability of language.


    正确答案： C
    解析：
    基础教育阶段英语教学的总体目标是培养学生的综合语言运用能力。

  • 第12题：

    单选题
    What purpose does NOT post-listening activities serve? _____
    A

    Helping students relate the text with their personal experiences.

    B

    Offering students the opportunities of extending other language skills.

    C

    Practicing students’ ability of matching the pre-listing predictions with contents of the text.

    D

    Giving the answer directly to students and not to explain.


    正确答案： C
    解析：
    C项matching the pre-listing predictions with contents of the text不是听力活动的内容，也不是听力活动的目的。

  • 第13题：

    Which of the following strategies belongs to commtmication strategy


    A.When speaking English, the students can realize the mistakes and correct them.

    B.The students often talk about their own feelings about learning with classmates and teachers.

    C.The students communicate with others by using gestures and expressions.

    D.The students use reference books to get more information.

    答案：C
    解析：
    考查对交际策略的理解。交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的行动。此题中，A项“当说英语时，学生能够意识到自己的错误并予以改正”，这属于认知策略。B项“学生经常与老师和同学交流学习体会”，这属于调控策略。C项“学生借助手势和表情进行交流”，这能够使交流更加顺畅．有利于表达自己的想法．同时也更有利于听话人的理解，属于交际策略。D项“学生利用参考书来获得更多的信息”，这属于资源策略。所以此题的正确选项为C。

  • 第14题：

    Which of the following activities helps to train the skill of listening for gist?

    A．After listening, the students are required to figure out the relationship between the characters.
    B．After listening, the students are required to sequence the sentences according to the story.
    C．After listening, the students are required to identify the characters appearing in the story.
    D．After listening, the students are required to decide upon the title for the text.

    答案：D
    解析：
    考查听力教学。听力课上，教师要求学生得出听力材料的标题，这是在训练学生抓主旨和中心的能力．故选D。

  • 第15题：

    Which of the following activities would help students develop the skill of extracting specificinformation


    A.Inferring meaning from the context.

    B.Recognizing the author' s beliefs and attitudes.

    C.Using information in the reading passage to make hypotheses.

    D.Listening to the flight information to see if the plane is on time.

    答案：D
    解析：
    考查阅读策略与技巧。此题是问：下列哪项活动可以帮助学生提高提炼具体信息的能力A项意为“通过上下文推断含义”，B项意为“识别作者的看法和态度”。C项意为“利用阅读文章中的信息作出假设”，D项意为“听取航班信息判断飞机是否准时”。由此可知，A、B、C三项都是侧重对学生推理判断能力的锻炼，因而只有D项是通过听力练习，让学生注意细节信息(如飞机航班时间)，来训练学生提取细节信息能力。故选D。

  • 第16题：

    Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text.
    This description belongs to __________ stage.

    A.pre-listening
    B.while-listening
    C.post-listening
    D.none of them

    答案：C
    解析：
    考查听力教学。题目中叙述的教学内容正是听后阶段的活动。

  • 第17题：



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aim:
    Students will master the expression of date and the sentence structure: -What is ...’s birthday? -It is ...
    Ability aim:
    Students will improve their abilities of speaking and listening.
    Emotional aim:
    Students will be more confident in speaking English.
    Key and difficult point:
    Key Point: Students will master how to express a date in English.
    Difficult Point: Students will use the sentence structure in daily life.
    Teaching procedure:
    Step 1: Warming-up
    1. Greetings.
    2. Ask students if today is anyone’s birthday. And invite the whole class to sing a ‘Happy Birthday’ song to him or her.
    Step 2: Pre-listening
    1. Review the knowledge about ordinal numeral: write some numbers on the blackboard and ask students to change the cardinal numeral into ordinal numeral.
    2. Ask students to look at the picture in the textbook to predict what the dialogue may be about.
    Step 3: While-listening
    1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not.





    答案：
    解析：
    暂无解析

  • 第18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.



    答案：
    解析：
    暂无解析

  • 第19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?


    答案：
    解析：

  • 第20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21题：

    单选题
    Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This description belongs to _____ stage.
    A

    pre-listening

    B

    while-listening

    C

    post-listening

    D

    none of them


    正确答案： D
    解析：
    学生将从文本中得到的内容与他们现有的知识整合在一起，并运用听力文本中的信息和他人交流，这是教学内容的内化和运用，属于听后阶段的活动。

  • 第22题：

    单选题
    Which ofthe following strategies belongs to communication strategy?
    A

    When speaking English, the students can realize the mistakes and correct them.

    B

    The students often talk about their own feelings about learning with classmates and teachers.

    C

    The students communicate with others by using gestures and expressions.

    D

    The students use reference books to get more information.


    正确答案： B
    解析：

  • 第23题：

    单选题
    What purpose do post-listening activities NOT serve?
    A

    Helping students relate the text with their personal experience.

    B

    Offering students the opportunities of extending other language skills.

    C

    Practicing students' ability of matching the pre-listing predictions with contents of the text.

    D

    Enabling students to have a discussion about the topic.


    正确答案： B
    解析：

  • 第24题：

    单选题
    What should the teacher try to avoid when selecting listening materials?
    A

    The text scripted and recorded in the studio,

    B

    The text with implicated concepts beyond the comprehension of students.

    C

    The text with local accents in pronunciation.

    D

    The text with some difficult words for students.


    正确答案： C
    解析：

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