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In learning English we should not______our students of their mistakes all the time.
A．remind
B．remember
C．remain
D．remark
答案
更多“In learning English we should not______our students of their mistakes all the time.A．remin”相关的问题
第3题
A.studies
B.studied
C.is studying
D.has been studying
第4题
A、always speaking in English
B、learning new words by hearing them
C、watching TV and movies in English
D、All of the above
第5题
A.say
B.to saying
C.to say
D.said
第6题
Learning English for 2008 Beijing Olympics
Yang Zhenhua has been a taxi driver for years. He knows every corner of the city. His work usually wins him thanks except when he meets foreigners, for Yang doesn't know any English.
"Now I study English in my free time," said Yang in his 40s. He pulls an English textbook from the toolbox. "I study English to help with Beijing Olympics," he said proudly. Yang is just one of the millions of common people in Beijing who started to learn English when Beijing became the host city of the 2008 Olympic Games. Learning and speaking is hot among the people of this 3,000-year-old city. From schools to factories, men and women, old and young are studying their "ABC". Books teaching useful expressions for everyday communication(交际) are the most popular.
Some people, such as taxi drivers, bus conductors and the policemen, are asked to learn basic English. Nearly 3,000 students from 50 universities in Beijing went to the streets last August as volunteers to teach English to the people of this city. They taught common and useful sentences, such as greetings and asking and answering simple questions. Official figures show that about 15% of Beijing citizens can speak English. It is said that it will rise to 70% or 80% during the following years. Besides, the government encourages the use of English in many places. The city underground railways give messages by radio in both English and Chinese. English, not Chinese, is used as the most important working language for the Olympic Committee(委员会). Nearly all the committee members can speak English freely. Many are good at the language.
1)、Yang Zhenhua can hardly win himself thanks from foreigners because he is a common taxi driver.
A.T
B.F
2)、According to the passage, the English beginners in Beijing like to learn English news best.
A.T
B.F
3)、Nearly 3,000 students from 50 universities in Beijing went to the streets last August to tell people the importance of English.
A.T
B.F
4)、Beijing citizens are encouraged to use as much English as possible.
A.T
B.F
5)、The passage is about more and more people are learning English in Beijing.
A.T
B.F
第7题
Her husband , Mr.Jackson , is a teacher .He teaches English in a middle school in Chongqing .He works hard ,too.He works from Monday to Friday .He teaches three classes every day .he wants to make more money .
1.The Jacksons are from England .
2.Mrs .Jackson works in a children' s hospital in Shanghai .
3.Mrs . Jackson is learning Chinese now .
4.Mr.Jackson is an English teacher
5.Mr.Jackson doesn' t work hard .
第8题
【C1】
A．which
B．since
C．even if
D．now that
第9题
What makes a 'good' language learner 'good', and what makes a 'poor' language learner 'poor'？ What does this imply for the teaching of language in the Hong Kong context？ These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, Learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either 'good' or 'poor'.
Learner variables and strategies have been the focus of a number of research projects, (O'Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.
In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research points out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986) We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style. or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success or failure in a particular language learning situation.
Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students.
In paragraph 2 learner variables, and strategies are defined by reference to other writers
A．because these writers are authorities in the field and these are recognized as important concepts
B．because these writers are authorities in the field and these are recognized as important definitions
C．because the present author is not sure what these terms mean
D．because the present author wishes to redefine the scope of research in this area
第10题
Have standards declined？ There is no objective way of answering this question. Tests of the traditional sort— compositions, pr6cis writing, and so on—have always been subjective, so they cannot be used to judge whether people have got better or not over the years. But so-called objective tests are useless as a measure of progress too. They have not been used consistently in the same "concentration" over the period they have been in use, so there is no way of comparing exams "now" and "then". Moreover, usually in the form. of multiple choice questions, they do not, by and large, test the things that really count in mastering a language. Even comprehension is a partly "creative" activity in real life, as we have to think of possible meanings for ourselves rather than have them suggested for us from outside. And people can be trained in the techniques of multiple choice, while others fail the tests because they have been led astray precisely by their "suggestive" nature, so they are not really objective at all. We are left with only personal impression to go on.
My own is that, if anything, standards have declined somewhat in the last thirty or forty years, despite all the new theories, tools and techniques that have been developed. I am not alone in this judgment In Sweden, for instance, Professors Johannes Hedberg and Gu.slav Kofien, two of the most experienced workers in the field; have on several occasions drawn attention to the lack of progress in the teaching of foreign languages since the late fifties. Yet Sweden is a sophisticated society with extremely high educational and academic standards, and very concerned not to be cut off from the rest of the world. If such a country cannot achieve advances in the study of foreign languages, it is unlikely that many, if any, others have done so.
Japan is another community where remarkably little progress has been made in the learning of English. It is probably as important for Japan as for Sweden to master that language, and there is much academic effort put into linguistic research of various kinds. Yet the average standard of language learning is abysmally low, particularly for such a highly literate and educated society. This is no doubt in part the result of a vicious circle: many of the professors of English at Japanese universities are themselves incapable of speaking or writing or even understanding the language well.
Which of the following is TRUE according to the passage？
A．Multiple choice questions are objective because people cannot be trained any techniques.
B．Sweden emphasizes the teaching of English without paying attention to other countries.
C．We have to depend on our own impression to judge the English standards.
D．Compositions are useful to test people's English ability because people have to write out their viewpoints.
