When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?A.To give the students who makes error the first opportunity to correct it. B.To get other students to correct it, C.To correct the student directly. D.To

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When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?

A.To give the students who makes error the first opportunity to correct it.
B.To get other students to correct it,
C.To correct the student directly.
D.To hint students their errors.

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Which of the following does a teacher want his/her students to develop if he/she asks them to collect relevant information about ancient Rome.A.Culture awareness B.Language awareness C.Learning strategies D.Language knowledge

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When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?A.To give the students who makes error the first opportunity to correct it. B.B. To get other students to correct it. C.C. To correct the student directly. D.To hint students their errors.

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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.

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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

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第5题

Which of the following does a teacher want his/her students to develop if he/she guides them to take notes using key words, abbreviations and symbols? A．Cultural awareness. B．Language awareness. C．Learning strategies. D．Language knowledge.

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第6题

When an EFL teacher asks his student “How do you know that the author liked the place since he did not tell us explicitly?”, he/she is helping students to reach ＿ comprehension. A. literal B. appreciative C. inferential D. evaluative

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第7题

二、考题解析【教案】 Teaching Aims: Knowledge aim: Students will learn three new words and two sentence patterns. Ability aim: Students will be able to talk about their friends in English by using some curtain sentence patterns. Emotional aim: Students will improve their interest in English and realize they should cherish their friendship and love each other. Teaching Key Points: Students know how to describe how to describe his or her friends. Teaching Difficult Points: Students can apply the structure into daily communication. Teaching Methods: TPR teaching method, Communicative teaching method, situational teaching method. Teaching Aids: Pictures, Puppet, Blackboard and so on. Teaching Procedures: Step 1: Warming up 1.Greetings 2.Sing a song----”Ten Little Indians”, invite the whole students to do the action when singing Step 2: Pre-speaking 1. The teacher show the students a puppet while hiding behind the desk, to review the words tall, thin, green and brown and the sentence patterns This is ... and He is ...by asking some simple questions. 2. The teacher make a performance with the puppet e.g. --What do you have now? --I have a green T-shirt and a pair of brown shorts. --What can you do? --I can skate. 3. Introduce Tom (the puppet) to the students. e.g.This is Tom. He is my friend. He is tall and thin.He has a green T-shirt and a pair of brown shorts. He can skate. Step 3: While-speaking Activity 1. Group work Work in groups, and make a conversation by asking and answering questions. Activity 2. Guessing game: Close your eyes and guess. One student show himself/herself and do some actions, another student close his or her eyes and ask questions, the others tell him or her “right or wrong”. Guess who he or she is. e.g. --What’s he like? --He is short and strong. He has a yellow jacket and a pair of brown shoes. --Is he Max? --No, he isn’t --What can he do? --He can swim. --Is he Ted? --Yes, he is. Step 4: Post-speaking 1.Share and Evaluation 2.Draw a picture: ask the students to draw a picture of his/her best friend and introduce him or her to the whole class and guess who he/she/it is. E.g. He is my friend. He is short and thin.He has a yellow T-shirt and a pair of black shoes. He can play basketball. Step 5: Summary & Homework Summary: Invite a student to be a small teacher, to make a summary about what we have learned today. Homework: Make a puppet as they like, bring him/her to the class, and introduce him/her to the other students next class.

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When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?

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