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- A. Writing a passage by using new words.
- B. Defining.
- C. Giving explanations.
- D. Using real objects.
- A.
- B.
- C.
- D.
- A. Listening and exercise.
- B. Role play.
- C. Predicting according to the title.
- D. Writing a passage.
- A. flexibly
- B. loosely
- C. punctually
- D. approximately
- A. independent
- B. process
- C. communicative
- D. product
- A. Role play in dialogues.
- B. Debate or discussion.
- C. Pattern drills.
- D. Information gap activity.
- A. can achieve the same effects as the traditional lecture format
- B. will take the place of the traditional way of teaching in time
- C. has been accepted by faculty members in some colleges
- D. can evaluate the student"s class performance roughly
- A. ascertain
- B. assert
- C. avert
- D. ascribe
- A. The students are first presented with some open questions.
- B. The students have to hand in paper-based homework.
- C. The instructor remains consistent in the way of explaining concepts.
- D. The instructor expects the students to air their views at any time.
- A.They have proved to be ineffective and outdated.
- B.They can make students more active in study.
- C.They have lasted for only a short period time.
- D.They continue to play an essential role in teaching.
- A. Students need to turn to scientists for help if they have trouble.
- B. An introductory physics course was given to physics majors.
- C. Students were first taught in the "deliberate practice" approach.
- D. A professor continued to teach the same section with the traditional lectures.
- A new study shows that students learn much better through an active， iterative process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor.The research was conducted by a team at the U
- A. the students in the experimental section performed better on a test
- B. the students preferred the traditional lectures to deliberate practice
- C. the entire 15-week course was actually given in the new manner
- D. the students in the control section seemed to be more engaged
- A. Concerning
- B. As to
- C. In terms of
- D. In the light of
- A. Questionnaire survey.
- B. Final examination.
- C. Portfolio.
- D. Evaluation scale.
- A. whose
- B. that
- C. who
- D. which
- A. teacher"s book
- B. English textbook
- C. network resource
- D. visual aids and materials
- A. Assessor.
- B. Controller.
- C. Participant.
- D. Prompter.
- A. Group discussion.
- B. Acting of a play.
- C. Individual reading of the text.
- D. Pair work.
- A. did he begin
- B. had he begun
- C. he began
- D. he had begun
- A. impression
- B. Impression
- C. imPression
- D. impressiOn
- A. progression
- B. prime
- C. stability
- D. stimulus
- A. Accuracy.
- B. Meaning.
- C. Form.
- D. Grammar.
- A. Communicative method.
- B. Audio-hngual method.
- C. Cognitive method.
- D. Direct method.
- A. Phonics approach regards whole word method as unimportant.
- B. The whole word approach emphasizes decoding.
- C. In phonics approach， it is necessary and logical to employ decoding.
- D. Phonics is superior because it stresses the meaning of words thus the vast majority of most common words can be learned.
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One major difference between the look-say method of learning reading and the phonics method is 查看材料
- A. look-say method is simpler
- B. phonics method takes longer to learn
- C. look-say method is easier to teach
- D. phonics method gives readers access to far more words
- A. talked about shortly
- B. started or caused
- C. compared with
- D. opposed
- A. it overlooks decoding
- B. Rudolf Flesch agrees with him
- C. he says it is boring
- D. many schools continue to use this method
- A. interrogative
- B. directive
- C. informative
- D. performative
- A. synonymy
- B. antonym
- C. polysemy
- D. homonymy ，
