The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）

题目

The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）

相似考题

1.Let’s move from the general to the specifiC.This sentence means let’s talk about some particular and about some part, but not about the whole.()此题为判断题(对，错)。

2.In the last sentence, the word "bust" most probably means ______.A．the upper part of one's bodyB．self-portraitC．paintingD．clothes

3.Choose the best topic sentence from the group below.()A. More and more students have part-jobs out of campus.B. The population of university students having part-time jobs is increasing quickly.C. Part-timejobs can foster university students' sense of competition.D. More people support students to have part-time jobs.

4.One way to help students use natural intonation is to practise saying the sentence in sections, starting with the end of the sentence and gradually working backwards to the beginning. This technique is known as _________.A.dialogue chainB.chain drillC.back-chaining

参考答案和解析
正确答案:正确
更多“The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）”相关问题

  • 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 a teacher asks students to rearrange a set of sentences into a logical paragraph, he/ she is trying to draw their attention to__________.

    A．grammar
    B．vocabulary
    C．sentence patterns
    D．textual coherence

    答案：D
    解析：
    考查教师教学。此题是问：当一名老师让学生将一组句子重新排列成一个有逻辑的段落．那么他／她是想让学生注意 __________。A项“语法”．B项“词汇”，C项“句型”，D项“语篇连贯”。既然老师是让学生重排句子成段．所以强调的是句子间的逻辑性．故选D：

  • 第3题：

    If a teacher asks students to collect, compare and analyze certain sentence patterns, he/sheaims at developing students′


    A.discourse awareness

    B.cultural awareness

    C.strategic competence

    D.linguistic competence

    答案：D
    解析：
    考查教师组织活动的意图。此题是问：如果老师让学生去收集、比较和分析某些句型．他／她旨在发展学生的________。A项意为“语篇意识”，B项意为“文化意识”，C项意为“策略能力”，D项意为“语言能力”。由题干可以看出，老师组织的活动主要是针对句型结构，进一步而言，实际体现的是对语言能力的训练。故选D。

  • 第4题：

    What rhetorical device is used in the underlined part of the sentence There was an eloquent pause after the story was told?

    A．Pun.
    B．Simile.
    C．Metaphor.
    D．Transferred epithet.

    答案：D
    解析：
    考查词语异常搭配的修辞效果。转移修饰(也称移就)是用表示甲性质或特征的形容词、过去分词或现在分词来修饰不同属性的乙，使词语搭配产生变异，造成突出。转移修饰能使人产生形象联想，收到情景交融、耐人寻味的表达效果。如题干中划线句子的eloquent pause一词意味深长：谁听罢那故事，都会心悦诚服，无言以对。只好默不作语了。

  • 第5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。题干的意思是当教给学生如何对祝贺和道歉进行合适的回应时，老师可以以下哪个层次进行教学。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6题：



    二、考题解析
    【教案】
    Teaching Aims:
    Knowledge aim: Students will know what sense group is and master how to pause between sense groups.
    Ability aim: Students can use the method to divide a long sentence into several parts and read the sentence more fluently.
    Emotional aim: Students will improve their intonation and not be afraid of speaking English.
    Teaching Key Points:
    Students know the concept of sense group and pausing point of a long sentence.
    Teaching Difficult Points:
    Students can apply the pause between sense groups into daily reading to improve their pronunciation and intonation.
    Teaching Methods:
    Communicative teaching method, task-based teaching method, Audio-lingual teaching method.
    Teaching Aids:
    PPT, Blackboard and so on
    Teaching Procedures:
    Step 1: Warming up
    1. Greetings
    2.A tongue twister: I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
    Step 2: Presentation
    1.Ask students how to read a sentence quickly and in rhyme.
    2.Read the first sentence twice. The first time without sense group pausing and the second time with it. Let students compare the two and find out the difference. Sense group is a meaning unit.
    3.Explain the principle of sense group, which is according to
    (1)grammar
    (2)meaning
    (3)punctuation
    4. Divide the first sentence mainly according to grammar.
    Step 3: Practice
    1. Students read the first sentence, pausing according to sense group.
    2. Students try to divide sense groups of the second sentence and read it.
    Step 4: Production
    Role-play: Students imagine a dialogue with a foreigner and apply sense group pausing in the dialogue. teacher will give them 10 minutes to prepare it and 10 minutes later, invite some students to role the conversation in the front.
    Step 5: Summary & Homework
    Summary : students look at the blackboard and summarize this class.
    Homework: seek for a part of an English movie to make a dubbing.
    Blackboard design:



    答案：
    解析：
    暂无解析

  • 第7题：

    Let’s have a run through.This sentence means let’s run from one side to another.

    A对

    B错


    错
    略

  • 第8题：

    Let's move from the general to the specific.This sentence means let’s talk about some particular and about some part, but not about the whole.


    正确答案:正确

  • 第9题：

    判断题
    Let's move from the general to the specific.This sentence means let’s talk about some particular and about some part, but not about the whole.
    A

    对

    B

    错


    正确答案： 对
    解析： 暂无解析

  • 第10题：

    单选题
    In the context of the passage as a whole, which of the following additions would most strengthen the first paragraph?
    A

    A sentence listing mundane tourist attractions available on the East Coast, inserted after sentence 2

    B

    A sentence offering an overview of the attractions that Branson offers, inserted after sentence 4

    C

    A sentence explaining the settlement of the Ozarks and the founding of Branson, after sentence 4

    D

    A sentence listing recent statistics regarding annual in－state visitors versus out－of－state visitors to Branson, inserted before sentence 5

    E

    A sentence listing the annual tourist revenues in the city of Branson, inserted before sentence 6


    正确答案： A
    解析：
    这篇文章讨论了Branson作为旅游景点的吸引力，所B项内容能强化第一段的内容。

  • 第11题：

    单选题
    It should be apparent that little or nothing is gained by opening a drain at the same time as or after admitting steamThe above sentence probably means （）.
    A

    There is apparent condensate in piping

    B

    The steam is not discovered after admitting steam

    C

    The condensate should be fully loaded in the piping as admitting steam

    D

    The condensate should be fully drained from the piping while admitting steam


    正确答案： B
    解析： 暂无解析

  • 第12题：

    单选题
    The sentence “Traffic accidents decline millions of lives” means” ______.
    A

    Traffic accidents make some people become millionaires

    B

    Many people die from traffic accidents

    C

    Millions of people say they themselves have had traffic accidents

    D

    Millions of people remain healthy after traffic accidents


    正确答案： C
    解析：
    词语释义题。实质考查decline的意思，文中表示“夺取，扼杀”。只有B项“交通事故造成许多人的死亡”符合原句意思。

  • 第13题：

    In an English class,the teacher,firstly,plays the radio and asks students to listen to the tape and understand the dialogue.Then,the teacher asks students to read after the tape to imitate the pronunciation.Next,the teacher asks students to repeat the dialogue in pairs...What teaching method does the teacher use in this class?

    A.Communicative Approach.
    B.Task-Based Teaching Approach.
    C.The Audio-Lingual Approach.
    D.The Audio-Visual Approach.

    答案：C
    解析：
    本题考查听说法

    C选项，题干大意：老师采取的是“听音理解对话的含义——模仿——重复”这样一个教学过程，因此，该教师使用的是听说法。综上，C选项正确。

    A选项，交际法，故排除。

    B选项，任务型教学法 ，故排除。

    D选项，视听法 ，故排除。

    故正确答案为C项。

  • 第14题：

    When a student has made a sentence “I borrowed a paper from Miss Li”, the teacher says “Do you mean a piece of paper?” Here the teacher is playing the role of a（n）______.

    A.controller
    B.prompter
    C.assessor
    D.organizer

    答案：C
    解析：
    本题考查教学实施中教师的角色。

    解析：题目中出现了学生的错误，老师进行了纠正，问老师所扮演的角色是什么。教师的一个角色是evaluator/assessor，是指老师对学生掌握知识水平的反思和评价，题干的信息体现了教师对学生回答的评价和反馈。综上， C选项正确。

    故正确答案为C项。

  • 第15题：

    A teacher is teaching students to read a sentence,and using her arm to show which part should be read strongly and when should stop.What is the teacher teaching in this activity?

    A.Stress of words
    B.Pronunciations of syllabications
    C.Intonations and rhythms
    D.Pronunciations of each letter

    答案：C
    解析：
    考查语音教学

    题干是一个老师正在教学生们读一个句子，同时用胳膊来指示哪部分需要重读，哪部分需要停顿，请问老师在这个活动中在教什么？ 关键词是一个句子，重读和停顿。

    C选项，是声调和节奏，符合题意，故此题的正确选项为C。

    A选项，是单词重音，不合题意，故排除。

    B选项，是音节的发音，不合题意，故排除。

    D选项，是每个字母的发音。题干中说的是句子的重音与停顿，不合题意，故排除。

    故此题的正确选项为C。

  • 第16题：

    If a teacher asks students to collect, compare and analyze certain sentence patterns, he/she aims at developing students'__________.

    A．discourse awareness
    B．cultural awareness
    C．strategic competence
    D．linguistic competence

    答案：D
    解析：
    考查教师组织活动的意图。此题是问：如果老师让学生去收集、比较和分析某些句型，他／她旨在发展学生的__________。A项意为“语篇意识”．B项意为“文化意识”，C项意为“策能力”，D项意为“语言能力”。由题干可以看出，老师组织的活动主要是针对句型结构，进一步而言，实际体现的是对语言能力的训练。故选D。

  • 第17题：

    初中英语?语音
    一、考题回顾



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aim:
    Students will know the rule of logical stress in a complete sentence.
    Ability aim:
    Students will use the logical stress correctly and know how to make use of the sentence stress in different sentences correctly.
    Emotional aim:
    Students will be more confident in speaking English.
    Key and difficult point:
    Key Point: Students will master the rule of logical stress in sentences in English.
    Difficult Point: Students can use the logical stress in sentences in daily life.
    Teaching procedure:
    Step 1: Warming-up
    1. Greetings.
    2. Listen to an English song and feel about the tune of the melody. Let students to know that not only songs but also the language has its stress in order to express different emotions.
    Step 2: Presentation
    1. Work in pairs to read the passage by themselves and ask them to pay more attention to the sentence stress. After practice, ask one pair to perform it and others should tell their opinion whether they agree or not.
    2. Listen to the tape of the passage and find out whether the students themselves make any mistakes. Then let students find out the rule of the sentence stress (logical stress ) with the help of the teacher: in a sentence we can stress the important part according to the meaning of the passage. After the students find the rule, the teacher read the passage and let them repeat after it.
    Step 3: Practice
    1. Ask students to read the passage by themselves again and they should use the correct logical stress while reading.
    2. Give students more sentences and ask them read the sentences by themselves using the logical stress.
    Step4: Production
    Let students work in groups of 4 and make a dialogue about the theme parks, such as the theme, the feature, the activities and so on, and they should use the rule of logical stress learned in the class. After that invite two groups to share their outcomes with the whole class.
    Step5: Summary and Homework
    Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
    Homework: ask students to read the work of Shakespeare’s and use the logical stress learned today after class.
    Blackboard design:



    1. Can you conclude the rule of sentence stress comprehensively?
    2. Are you satisfied with this presentation? Which do you think is the most difficult part?


    答案：
    解析：
    1.
    As far as I’m concerned, there are two sentence stress rules: logical stress and grammatical stress. Logical stress is what i have presented in the presentation. The grammatical stress refers to that we need to stress notional word, which usually contains noun, verb, adjective adverb and so on. At the same time, the functional word needn’t to be stressed, which usually includes conjunction, article and preposition.
    2.
    The difficulty in my eyes is: first of all, without the participation of students, because of the teaching reasons, I can not interact effectively with students based on their feedback. In this case, it is difficult for me to organize classroom teaching activities and achieve the desired results. Second, what I need to improve is to introduce the key points to the students in a way that is easy to accept and adapt to the environment without an atmosphere of spoken English, because my spoken English is not very fluent, and I am very concerned about this interview. So I felt a little nervous. However, all these factors did not affect my overall performance. In view of the above problems, I will constantly reflect, and learn from experience in practice to improve my teaching ability. In short, I am basically satisfied with the presentation.

  • 第18题：



    二、考题解析
    【教案】
    Teaching aims:
    Knowledge aim: Students can master the usage of formal subject.
    Ability aim: Students can use formal subject to communicate in their daily life.
    Emotional aim: Students can enhance their interest in learning English.
    Key and difficult point: Students can use formal subject to communicate in their daily life.
    Teaching procedure:
    Step 1: Warming-up
    The teacher plays a documentary video about the earthquake in Wenchuan. Then asks students to talk about their feelings after watching. And lead in the topic.
    Step 2: Presentation
    The teacher lets students to read the passage and get the main idea. Then the teacher picks the last sentence out. The teacher will use the sentence as example to explain the structure and usage of formal subject.
    Step 3: Practice
    After explaining, the teacher will show some normal sentences. Students should transfer them into formal subject structure.
    For example: Taking good care of the orphans is very important.
    →It is very important to take good care of the orphans.
    Step4: Production
    The teacher lets students talk with their deskmates. They should come up with some ways to help the orphans. Then invites some students to show their opinions.
    Step5: Summary and Homework
    The teacher summarizes what they have learnt today. Then after class, students could say something to these orphans and take a video. The teacher will help them sent it to the orphan.





    答案：
    解析：
    暂无解析

  • 第19题：

    The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）

    A对

    B错


    对
    略

  • 第20题：

    Let’s have a run through.This sentence means let’s run from one side to another.


    正确答案:错误

  • 第21题：

    单选题
    If a teacher asks students to couect, compace and analyze certain sentence patterns,he/she aims at developing students’ ----.
    A

    discourse a wareness

    B

    cultural a wareness

    C

    strategic competence

    D

    linguistic competence


    正确答案： D
    解析：

  • 第22题：

    判断题
    The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.（）
    A

    对

    B

    错


    正确答案： 错
    解析： 暂无解析

  • 第23题：

    单选题
    Where is the best place to insert the following sentence?Perhaps if students could work such little excursions into their busy study schedules, they would have similar “eureka” experiences.
    A

    after sentence 7

    B

    after sentence 8

    C

    after sentence 9

    D

    after sentence 10

    E

    after sentence 11(as the last sentence of the second paragraph)


    正确答案： B
    解析：
    第11句讨论了Isaac Asimov’s “eureka”的经历，插入的这句话对这个思想进一步阐释，将其与学生的生活联系起来。

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