This is a（）dictionary.Aone lingualBsingle lingualCmonolingualDsololigual
题目
Aone lingual
Bsingle lingual
Cmonolingual
Dsololigual
相似考题
更多“This is a（）dictionary.”相关问题
-
第1题：
You can () the word in the dictionary.A、look up
B、look after
C、look for
D、look at
参考答案：A
-
第2题：
Our English teacher() our buying an English－Chinese dictionary.A、suggested
B、wished
C、hoped
D、asked
参考答案：A
-
第3题：
When I first entered university, my aunt, who is an English professor, gave me s new English dictionary. I was __36___to se that it was an English English dictionary, also known as a monolingual dictionary._37___it was a dictionary intended for non—native learners, none of my classmates had one __38__, to be honest, I found it extremely __39_ to use at first. I would look up words in the dictionary and _40__ not fully understand the meaning, I wad used to the __41__ bilingual dictionaries, in which the words are _42__ both in English and Chinese ,i really wondered why my aunt __43_ to make things so difficult for me. Now ,after studying English at university for three years, I _44__ that monolingual dictionaries are __45_ in learning a foreign language
As I found out, there is __46_ often NO perfect equivalence(对应)between two _47___ in two language. My aunt even goes so far as to 48___ that a Chinese “equivalent” can never give you the __49___ meaning of a word in English! ___50_ , she insisted that I read the definition(定义) of a world in a monolingual dictionary __51___ I wanted to get a better understanding of its meaning. ____52__, I have come to see what she meant.
Using a monolingual dictionary for learners has helped me in another important way. This dictionary uses a(n) 53 number of words, around 2, 000, in its definitions. When I read these definitions, I am 54 exposed to（接触）the basic words and learn how they are used to explain objects and ideas. 55 this, I can express myself more easily in English.
A．worried
B．sad
C．surprised
D．nervous
正确答案：C
-
第4题：
以下是某高中英语教师教授短文的教学片段：
(1) The teacher wrote the new vocabulary down and asked students to look them up in the dictionary.
(2) The teacher explained the usage of those words in Chinese.
(3) After dealing with the vocabulary, the teacher began to focus on passage reading.
根据所给材料回答下列三个问题：
(1)该教师采用了什么教学方法?用这种方法进行词汇教学有何缺点?(10分)
(2)针对该教学方法的缺点，对该教师的词汇教学提出建议。(12分)
(3)列举两种常见的词汇教学模式，并简要说明。(8分)答案：解析：(1)该教师采用了最传统的“语法翻译法”进行教学。采用这种教学法的缺点是：①以教师为中心向学生灌输知识，缺乏趣味性，不能发挥学生的主动性；②孤立分析和讲解语音、单词变化和语法规则，忽视了在语境中教授词汇的意义和用法；③重视语法规则，轻视听说；④大量使用母语，阻碍了英语的积极使用。
(2)建议：①单词的展示阶段应注意直观性、情景性和趣味性原则。教师应以学生为中心，运用图片、多媒体、肢体语言等方式展现词汇。②词汇教学不能只停留在讲解展示层次，要给学生提供具体的情境，让学生使用单词。教师可运用“听描述、画词汇…‘同义、反义找找看”等方式引起学生兴趣，调动学生积极性，让学生在愉快的教学活动中巩固和应用词汇。③教师应设计听、说、读、写四种技能相融合的词汇教学活动。④教师在课堂中应尽量使用英语．加大学生目的语的输入。
(3)PPT(Presentation，Practice，Testing)教学模式：
①呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。
②练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。
③测试：设置语境运用所学词汇．或者设计活动了解学生对词汇音、形、义的掌握程度。
TBLT(Task Based Language Teaching)模式：
①呈现：通过呈现使学生了解单词的意义和用法。
⑦任务：在完成听力、阅读或写作任务的过程中充分使用单词。
③展示作品：小组代表展示本小组的听力、阅读和写作作品。
④评价与练习：对学生的作品进行评价，主要是观察新学词汇的使用情况。
(注：词汇教学模式还有PPA模式、情境教学模式、“词、句、文”模式等。) -
第5题：
You specified segment space management as automatic for a tablespace. What effect would this have on space management？（）
- A、Extents would be managed by the freelists.
- B、The segment would be managed by bitmaps.
- C、The segment would be managed by the freelists.
- D、Free space would be managed by the data dictionary.
正确答案:B -
第6题：
问答题请根据所提供的信息和语言素材进行教学设计。 学生概况：本班为中等城市普通学校初中三年级的学生，班级人数为50人。学生能够积极参与课堂活动，合作意识较强。 教学时间：45分钟。 语言素材：（Tape script） Girl 1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea? Boy 1: Do you learn English by watching English videos? Girl 2: No. It’s too hard to understand the voices. Boy 1: What about keeping a diary in English? Do you learn English that way? Girl 2: Yes. It helps to learn English every day. Girl 3: Have you ever studied with a group? Girl 2: Yes, I have! I’ve learned a lot that way. Girl 1: Do you ever practice conversations with friends? Girl 2: Oh, yes. It improves my speaking skills. Boy 1: What about reading aloud to practice pronunciation? Girl 3: I do that sometimes. I think it helps. Boy 2: I do, too. And I always look up new words in a dictionary. Girl 3: That’s a great idea!正确答案：
(1)Teaching Aims
①Knowledge Objects
a. Key Vocabulary: aloud; pronunciation; What about…?
b. Target Language
Have you ever studied with a group?
Yes. I have. I’ve learned a lot that way.
②Ability Objects
a. Train students’ listening skill.
b. Train students’ communicative competence.
③Moral Object
If there is an English club in your school, join it to improve your English.
(2)Teaching Key Points
①Key Vocabulary: What about…?
②Target Language
Have you ever studied with a group?
Yes. I have. I’ve learned a lot that way.
③Structure
verb+by with gerund.
(3)Teaching Difficult Points
①What about…?
②verb+by with gerund
(4)Teaching Methods
①Pairwork
②Teaching by explanation
(5)Teaching Aid
A tape recorder
(6)Teaching Procedures
①Step 1 Revision
Check homework. Invite different students to report their discovery of new ways of studying what haven’t been introduced in the book or in class
S1: My friend Peter likes to listen to music while he studies.
S2: My father used to go to the library where it was very quiet.
S3: …
②Step 2 Speaking Practice
How do you usually learn English?
Guide the students to say.(They are members of an English club that meet after school once a week. They are talking the ways to learn English.)
③Step 3 Listening
T: Listen to the above conversation among the members of the English Club. Check the questions you hear. Point out the sample answer.
Play the recording for the first time.
Students only listen. Play the recording again. This time students listen and check the questions they hear. Check the answers with the whole class.
④Step 4 Practice Reading
Show the tape scripts on the PPT.
Activity 1: Invite a pair of students to read the sample conversation to the class. Correct some of the pronunciation.
Stress out the key vocabulary and sentence structure and ask students to pay attention to those key points.
(Justification: This activity calls up the students’ attention and the teacher can correct students’ pronunciation.)
⑤Step 5 Group Work
Activity 2: Divide the class into 5 groups, with each group lo people. Ask each group to act as the members of English club and discuss the best ways of learning English.
Ask two groups to act in front of the whole class. Give comments, especially appraisals.
(Justification: This activity can make all students participate in the teaching and learning and through this group work, students can consolidate the usage of the key words and sentence structure.)
⑥Step 6 Summary
T: In this class, we have learned the target language. Have you ever studied with a group?
S: Yes, I have. I have learnt a lot that way.
Key Vocabulary: What about…?&The sentence structure: verb+ by with gerund
⑦Step 7 Homework
Ask students to write two sentences with “what about…?” and two sentences with “verb+ by with gerund”.解析： 暂无解析 -
第7题：
单选题You specified segment space management as automatic for a tablespace. What effect would this have on space management？（）AExtents would be managed by the freelists.
BThe segment would be managed by bitmaps.
CThe segment would be managed by the freelists.
DFree space would be managed by the data dictionary.
正确答案： B解析： 暂无解析 -
第8题：
单选题—I forgot to bring my dictionary. Could I use yours?—Yes, you ______.Acan
Bmust
Ccould
Dshould
正确答案： D解析：
句意：我忘记带字典了，能用下你的吗？可以。本题考查情态动词的用法。问句中could在此表示委婉的请求，并不是can的过去式，对“Could I...”作肯定回答应该是“Yes，you can”，故选A。 -
第9题：
These is one English dictionary.()此题为判断题(对，错)。
参考答案：错误
-
第10题：
Many word processing programs include spell checker. It checks the spelling of every word in a(120)by looking up each word in its dictionary. If the word does not appear in the dictionary the user is(121)to possible misspelling and possible corrections are often(122). Spell checker does not recognize unusual people names or specialized terms, but it will often allow you to create your own personal dictionary of specialized words you often use. Spell checker is a valuable aid to proofreading, but it can not catch the(123)of one correctly spelled word for another(such as form. for from). Thus it does not(124)a document is free of spelling errors.
A．document
B．equipment
C．program
D．statement
正确答案：A
-
第11题：
根据题目要求完成下列任务。用中文作答。
以下是某高中英语教师教授短文的教学片段：
(1) The teacher wrote the new vocabulary down and asked students to look them up in the dictionary.
(2) The teacher explained the usage of those words in Chinese.
(3) After dealing with the vocabulary, the teacher began to focus on passage reading.
根据所给材料回答下列三个问题：
(1)该教师采用了什么教学方法?用这种方法进行词汇教学有何缺点?(10分)
(2)针对该教学方法的缺点，对该教师的词汇教学提出建议。(12分)
(3)列举两种常见的词汇教学模式，并简要说明。(8分)答案：解析：(1)该教师采用了最传统的“语法翻译法”进行教学。采用这种教学法的缺点是：①以教师为中心向学生灌输知识，缺乏趣味性，不能发挥学生的主动性;②孤立分析和讲解语音、单词变化和语法规则，忽视了在语境中教授词汇的意义和用法;③重视语法规则，轻视听说;④大量使用母语，阻碍了英语的积极使用。
(2)建议：①单词的展示阶段应注意直观性、情景性和趣味性原则。教师应以学生为中心，运用图片、多媒体、肢体语言等方式展现词汇。②词汇教学不能只停留在讲解展示层次，要给学生提供具体的情境，让学生使用单词。教师可运用“听描述、画词汇…‘同义、反义找找看”等方式引起学生兴趣，调动学生积极性，让学生在愉快的教学活动中巩固和应用词汇。③教师应设计听、说、读、写四种技能相融合的词汇教学活动。④教师在课堂中应尽量使用英语.加大学生目的语的输入。
(3)PPT(Presentation，Practice，Testing)教学模式：
①呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。
②练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。
③测试：设置语境运用所学词汇.或者设计活动了解学生对词汇音、形、义的掌握程度。
TBLT(Task Based Language Teaching)模式：
①呈现：通过呈现使学生了解单词的意义和用法。
⑦任务：在完成听力、阅读或写作任务的过程中充分使用单词。
③展示作品：小组代表展示本小组的听力、阅读和写作作品。
④评价与练习：对学生的作品进行评价，主要是观察新学词汇的使用情况。
(注：词汇教学模式还有PPA模式、情境教学模式、“词、句、文”模式等。) -
第12题：
I have lost my new English dictionary.（）
- A、What a pity!
- B、It's nothing.
- C、It doesn't matter.
- D、Not at all.
正确答案:A -
第13题：
问答题Directions： Please write an essay in about 150 words entitled “On Electronic Dictionary” based on the following outline （1）Advantages of electronic dictionary. （2）Disadvantages of using electronic dictionary. （3）Your opinion.正确答案：
On Electronic Dictionary Nowadays, an increasingly large number of students prefer to use electronic dictionaries instead of traditional dictionaries. Is the electronic dictionary really more desirable than traditional one? Views on this question vary from student to student.
As the enthusiast of modern technologies, more and more students are fond of using electronic dictionaries. They think it is more convenient to press some keys on the machine than to look up some words in sheets of paper. Besides, the electronic dictionary is easier to carry wherever they go. And what is the most important, some electronic dictionaries even can tell students how to read the words correctly, which is of great help to pronounce some difficult and confusing words.
However, some students believe that constant use of such electronic device may cause side-effects. First, electronic dictionaries usually do not contain as much information as a qualified dictionary compiled by authorities of the field. Besides, some explanations in them are so simple that they can’t help students use the words effectively and some of them even will cause misunderstandings. Worst of all, using electronic dictionary often makes for a lazy attitude towards language learning, which is always most inefficient in the long run.
For my part, I suggest that English learners should have a good dictionary on hand and treat the electronic dictionary as a makeshift. Just as the proverb says, “No pains, no gains.” If you take no pains in learning, you will have no gains later解析：
第一段可以陈述一下现状，然后由提问引出主题；第二段具体说明使用电子词典的好处；第三段转折，指出使用电子词典的弊端，并在末尾提出作者的个人观点。这样安排正好符合作文要求。在陈述电子词典的优缺点时层次一定要分明，最好用一些明显的标志性词语，给阅卷人思路清晰的感觉。
【闪光词汇】
be fond of喜爱，爱好
No pains, no gains不劳无获 -
第14题：
单选题I have lost my new English dictionary.（）AWhat a pity!
BIt's nothing.
CIt doesn't matter.
DNot at all.
正确答案： A解析： 暂无解析 -
第15题：
填空题你最好买一本英语词典。____ buy an English dictionary.正确答案： You’d better解析：
had better do“最好做…”。