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When teaching students how to give appropriate responses to

题目
单选题
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

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相似问题和答案

第1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

答案：D
解析：
考查语篇教学。题干的意思是当教授学生如何对祝贺和道歉进行合适的回应时，老师可以从哪个层次进行教学。A项是词汇层次，B项是句式层次，C项是语法层次，D项是话语（语篇）层次。祝贺和道歉属于交流，是语言功能的运用，通过话语层次教学，可以有利于学生经历真实语境，提高语言运用的准确性。故选D。

第2题：

When the teacher gives feedback to students in teaching writing, he/she should NOT__________.

A．make positive comments on the good features of the writing
B．give words simply like "good" or "very good" to the writing
C．point out areas for improvement
D．express his/her personal opinion on the issue the writer has discussed

答案：B
解析：
考查教学反馈。教师给予学生反馈时，不能仅仅写个简单的评语“好”，这对于学生写作技能的提高没有任何帮助：而应该指出哪里写得好，哪里有待改进，并针对学生在作文中发表的观点给出自己的意见。故选B。

第3题：

Only by teaching students how to navigate can we help them survive in the ocean of information.()

此题为判断题(对，错)。


正确答案：正确

第4题：

When the teacher gives feedback to students in teaching writing, he/she should NOT

A．make positive comments on the good features of the writing
B．give words simply like "good" or "very good" to the writing
C．point out areas for improvement
D．express his/her personal opinion on the issue that student has written

答案：B
解析：
考查写作教学。教师对学生的作文进行反馈时，不能仅仅写个简单的评语“好”，这对于学生写作技能的提高没有任何帮助；而应该指出哪里写得好，哪里有待改进，并针对学生在作文中发表的观点给出自己的意见。故选B。

第5题：

Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?

A.Teaching both the spoken and written form.
B.Teaching words in context and giving examples.
C.Presenting the form, meaning, and use of a word.
D.Asking students to memorize bilingual word lists.

答案：D
解析：
本题考查语言知识教学。题干的意思：如果教师专注于培养学生恰当地使用单词的能力，那么他／她应该避免以下哪种方式A项“教单词的口语和书面形式”，B项“在语境中教单词并举例子”,C项“呈现单词的形式、意义及用法”，D项“要求学生记忆双语单词表”。在词汇教学中，教师不仅要讲授单词的形式，还要创设具体的语境，让学生在运用中加深对词汇意义的理解，掌握词汇的用法和功能，进而恰当得体地运用词汇表情达意。记忆双语单词表属于单纯的记忆活动，不能起到促进学生恰当使用词汇的作用。故本题选D。

第6题：

The best grouping of teaching when the students are given the task to work out answers to a reading comprehension is__________．

A.one-to-one
B.groupwork
C.pair-work
D.solowork

答案：D
解析：
考查教学活动分组。题目的意思是：在让学生回答关于阅读理解中的题目时最好的分组方式是什么?问题是检验每个学生的学习效果及对内容的理解程度，因此，要一个一个地让学生来回答。所以，最好的分组方式是D原意是“独唱”，但这里意为“个人”。

第7题：

Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.

A．PPP
B．PWP
C．PPT
D．TBLT

答案：D
解析：
考查词汇教学模式。任务型教学模式(Task-based Language Teaching)是新课标所倡导的一种教学模式。在展示环节，教师通过展示让学生理解词语的意义和用法。任务环节，教师要通过将词汇最大限度置于听读写练习中。汇报环节，学生推举各组代表来展示听读写的任务完成情况。评价和联系环节：教师对学生的任务汇报进行评价．评价他们对新词的使用．

第8题：

the teacher give students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. in this way, the teacher's role is a／an _____________.

A、participant

B、controller

C、prompter

D、organizer


参考答案：B

第9题：

The best grouping of teaching when the students are given the task to design a poster for a school event is__________.

A.pair-work
B.groupwork
C.one-to-one
D.individual

答案：B
解析：
考查教学活动中的分组方式。题目的意思是“在让学生设计一个校园活动的海报任务中最好的分组方式是什么 ”设计关于校园活动的海报这个任务比较综合，对于学生个人而言有一定难度，因此，最好的分组方式是小组合作。故选B。

第10题：

Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.

A. PPP
B. PWP
C. PPT
D. TBLT

答案：D
解析：
考查词汇教学模式。任务型教学模式(Task-based Language Teaching)是新课标所倡导的一种教学模式。在展示环节，教师通过展示让学生理解词语的意义和用法。任务环节，教师要通过将词汇最大限度置于听读写练习中。汇报环节，学生推举各组代表来展示听读写的任务完成情况。评价和联系环节：教师对学生的任务汇报进行评价.评价他们对新词的使用.

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