A: ( )? B:She is talking to Mary.A. What is she doing right nowB. What does she doC. What is she talking about

题目

A: ( )? B:She is talking to Mary.

A. What is she doing right now

B. What does she do

C. What is she talking about

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更多“A: ( )? B:She is talking to Mary.A. What is she doing right nowB. What does she doC. W ”相关问题

  • 第1题：

    She wants to go to a movie．（改为一般疑问句，并作肯定回答）

    —________she________ ________ ________to a movie?

    —Yes， she________．


    正确答案：
     47. Does, want to go; does

  • 第2题：

    10．1 have a good friend．______ name is Jane．_____ is thirteen．

    A． Her ； Her

    B． She's； She

    C． Her；She

    D． She；She


    正确答案：C
    10.C【解析】本题既考查人称的一致性，又考查物主代词和人称代词的区别．

  • 第3题：

    【语言素材】
    Topic: My Friends
    A: She's short and thin. She has two big eyes. She's cute.
    B: What's her name? She's short and she has long hair. She has an orange schoolbag.
    C: It's me, Sarah.
    B: Guess! He's strong and he has two big eyes. He's very friendly.
    C: It's Zhang Peng.
    B: Who's he?
    C: Wu Yifan! He's tall and thin. He has glasses.
    Dialogue
    J: Mum, I have a new friend．
    M: Really? A Chinese friend?
    J: Yes, he's very friendly.
    M: What's his name?
    J: His name is Zhang Peng.
    J: Look! He's tall and strong.
    M: Yes, he is.
    【教学目标】
    ① Knowledge objectives:
    Students can recognize, read and use some adjectives about describing friends.
    Students can master the sentence pattern: What's his name? His name is ..., He's ...
    ② Ability objectives:
    Students can introduce friends to others by practicing the sentences.
    Students can improve their ability of speaking.
    ③ Emotional objectives:
    Students can find the beauty of others and learn to cherish friendship.
    【教学重点】
    Key words: tall, strong, short, thin, friendly, quiet
    Target language: What's his name? His name is ... He is ...
    【教学难点】
    How to use these words and sentences to introduce others?
    【教学实录】
    Step 1 Warming-up
    Greet the students.
    Ask the whole class to stand up, sing and act the song "Friend Together".
    Step 2 Leading-in
    Show the pictures of two cartoon figures: Peter and Lily.
    Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.
    Lead in today's class and write down the topic "My Friends" on the blackboard．
    Step 3 Presentation and Practice
    ① Words learning and practice
    ...
    ② Sentence learning and practice
    ...
    Step 4 Consolidation
    ...
    Step 5 Summary & Homework
    One student acts as an assistant teacher to guide all the students to read the words and sentences together.
    Ask students to finish the following homework.
    ① Listen to the tape and read the dialogue.
    ② Introduce one classmate to your parents.

    (1)教学实录中的热身环节是否合理?请简要分析。
    (2)根据新课程理念，对教师导入环节的教学方法及作用进行分析。


    答案：
    解析：
    (1)合理。让学生唱歌并且随着歌曲动起来，符合小学生的特点，有助于活跃课堂气氛，调动学生的积极性。除此之外，歌曲内容跟本节课的主题一致，有助于接下来导入活动的顺利展开。
    (2)教师在导入环节运用了直观教学法。教师展示动画人物Peter和Lily的图片．通过这样直观的教学呈现，能激发学生的形象思维，引起学生对将要学习的知识的好奇心与求知欲。在展示图片后，教师对图片上的内容做进一步的说明，接着展示了本节课的主题。一步步推进，符合学生的心理特征与认知规律。

  • 第4题：

    "she'd despise me. She's the coolest girl in school.And everyone worships her because she's heaven"is said by ().

    A、Santa

    B、his Mom

    C、his Dad

    D、the

    C、onductor


    参考答案：A

  • 第5题：

    Which of the following may illustrate the difference between "competence" and__________ "performance"?

    A．What a person "knows" and what he/she "does".
    B．What a person "can do" and what he/she "does".
    C．What a person "does" and what he/she "knows".
    D．What a person "does" and what he/she "can do".

    答案：A
    解析：
    考查语言学知识。competence“语言能力”，指语言使用者对于语言规则系统的潜在意识；performance“语言运用”，指在具体场景中语言的实际运用，二者对应的分别为“knows”和“does”。故选A。

  • 第6题：

    【语言素材】
    Topic: My Friends
    A: She's short and thin. She has two big eyes. She's cute.
    B: What's her name? She's short and she has long hair. She has an orange schoolbag.
    C: It's me, Sarah.
    B: Guess! He's strong and he has two big eyes. He's very friendly.
    C: It's Zhang Peng.
    B: Who's he?
    C: Wu Yifan! He's tall and thin. He has glasses.
    Dialogue
    J: Mum, I have a new friend．
    M: Really? A Chinese friend?
    J: Yes, he's very friendly.
    M: What's his name?
    J: His name is Zhang Peng.
    J: Look! He's tall and strong.
    M: Yes, he is.
    【教学目标】
    ① Knowledge objectives:
    Students can recognize, read and use some adjectives about describing friends.
    Students can master the sentence pattern: What's his name? His name is ..., He's ...
    ② Ability objectives:
    Students can introduce friends to others by practicing the sentences.
    Students can improve their ability of speaking.
    ③ Emotional objectives:
    Students can find the beauty of others and learn to cherish friendship.
    【教学重点】
    Key words: tall, strong, short, thin, friendly, quiet
    Target language: What's his name? His name is ... He is ...
    【教学难点】
    How to use these words and sentences to introduce others?
    【教学实录】
    Step 1 Warming-up
    Greet the students.
    Ask the whole class to stand up, sing and act the song "Friend Together".
    Step 2 Leading-in
    Show the pictures of two cartoon figures: Peter and Lily.
    Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.
    Lead in today's class and write down the topic "My Friends" on the blackboard．
    Step 3 Presentation and Practice
    ① Words learning and practice
    ...
    ② Sentence learning and practice
    ...
    Step 4 Consolidation
    ...
    Step 5 Summary & Homework
    One student acts as an assistant teacher to guide all the students to read the words and sentences together.
    Ask students to finish the following homework.
    ① Listen to the tape and read the dialogue.
    ② Introduce one classmate to your parents.
    教学设计
    根据上述案例中的教学目标要求，进行呈现和操练环节(Presentation and Practice)及巩固(Consolidation)环节的教学设计，并分别说明设计意图。
    设计要求：
    (1)呈现和操练环节应包括单词和句式的操练。
    (2)巩固环节需设计两项教学活动。


    答案：
    解析：
    Step 3 Presentation and Practice
    ① Words learning and practice
    A. Use Peter, Lily and flashcards to teach "tall, short Peter is tall" and "Lily is short". Students read them after the teacher.
    B. Teacher acts as "strong" and asks one girl to show "thin". Teacher reads them first, and then ask some students to read the words. Teacher corrects the pronunciation, especially the pronunciation of "thin".
    C. Teacher sets a scene with a video to explain the meaning of "friendly".
    D. "Voice game": Teacher reads the words in a high voice and the students have to repeat them in a low voice. Divide the class into two groups and ask them to have a competition. All the members have to read the words together for three times if someone makes a mistake.
    (设计意图：利用多媒体教学调动学生学习的积极性；师生合作示范，使学生加深对单词的直观感知；设计声音游戏，让学生全体参与，在练习中加强对知识的记忆。)
    ② Sentence learning and practice
    A. Use the new words to describe Peter and Lily. Write down the sentence on the blackboard.
    B. Ask students to listen to the tape and read the dialogue.
    Then ask them to work in pairs to act out the dialogue. Two pairs show the dialogue to the whole class.
    (设计意图：运用新单词描述人物，练习句型，锻炼学生的表达能力；两人对话练习，培养学生的合作交流能力。)
    Step 4 Consolidation
    ① Use "touch game" to practice and consolidate these adjectives. Students should touch the flashcards and read the words loudly.
    ② Students take out their pencil and paper, draw their best friends, and then work in groups to introduce their best friends to members in the group. Choose two representatives to introduce their best friends to the whole class.
    (设计意图：运用游戏巩固新知，调动学生参与的积极性，提高练习的有效性。)

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