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Team Work The class teacher/s and student/s need to work like a team, with the teacher being the coach who needs to continually encourage, motivate and intrigue each and every player, demanding high performance while ensuring that no individual gets bogged down in detail or overwhelmed with targets. This is particularly difficult in the sessions immediately after mimicking has been introduced since students become easily confused and tired when they first tackle mimicking. It is essential that each and every student understand why he or she is doing each activity, without taking undue amounts of time to explain. Whether the target is speed, creativity, effective use of repetition, making short clear sentences or so on, it is essential that every student is aware that the particular target is a guideline, and may be modified by them to suit their needs. The need for speed is not a transparent goal and causes many cognitive problems for students since few realize the link between the ability to talk fast and easily understandable pronunciation and meaning, nor do most quickly realize that they are actively learning vocabulary items or good syntax through the peer-on-peer activities, Indeed it will be quite some time before these processes become self-evident and even more so in seminar classes. It's relatively easy to get most students intellectually and physically engaged in actively learning with verbally active classes while the real trick is to get everyone interested. If it's boring for the teacher it will probably be even more so for the students, especially for those who want cognitive understanding before they tackle something. These students are not recalcitrant, they reasonably expect to understand what they're doing and clearly identify their targets before they do anything. It is up to the 'coach' to make sure that participants see the relevance of what they're doing and are actively interested in achieving either their own personal goals, the activity targets, or both through doing the activity in an active way. Which of the following statements is true, according to the author?
A.
Mimicking is the most difficult task for the teacher and students as well.
B.
The teacher has to explain to the students without taking up too much time.
C.
The sessions are essential to the students' carrying out the particular activities.
D.
Once the target of the activity is settled, nothing should change any more.
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参考答案:
举一反三
【简答题】2 JK触发器的逻辑功能有保持、 、置0 和 。
【单选题】患者,女性,28岁。头痛3年,CT示鞍上有一3cm×4cm的囊实性病变,伴弧形钙化,第三脑室受压,侧脑室扩大。首选诊断为:( )
A.
垂体腺瘤
B.
颅咽管瘤
C.
脑膜瘤
D.
脊索瘤
E.
囊性星形细胞瘤
【单选题】第三对咽囊分化为( )
A.
胸腺和下对甲状旁腺
B.
胸腺和上对甲状旁腺
C.
扁桃腺和甲状腺
D.
甲状腺滤泡旁细胞
E.
咽鼓管
【单选题】下一对甲状旁腺是由
A.
第二对咽囊外侧份的上皮增生分化形成
B.
第三对咽囊背侧份的上皮增生分化形成
C.
第三对咽囊腹侧份的上皮增生分化形成
D.
第四对咽囊背侧份的上皮增生分化形成
E.
第四对咽囊腹侧份的上皮增生分化形成
【单选题】伯罗奔泥撒战争时期,战争双方各自建立了哪一组同盟关系而相互抗衡:()
A.
商邦同盟和以撒同盟
B.
轴心同盟和腓尼基同盟
C.
伯罗奔泥撒同盟和提洛同盟
D.
开罗同盟和特洛伊同盟
【单选题】哺乳类生物呼吸管道的分化来自于()
A.
第一对咽囊;
B.
第二对咽囊;
C.
第三对咽囊;
D.
第四对咽囊
【单选题】分化形成 胸腺的是
A.
第二对咽囊外侧份的上皮增生分化形成
B.
第三对咽囊背侧份的上皮增生分化形成;
C.
第三对咽囊腹侧份的上皮增生分化形成
D.
第四对咽囊背侧份的上皮增生分化形成
【简答题】2 JK触发器的逻辑功能有保持、 、置0 和 。
【单选题】LINQ查询表达式中必须包含( )子句。
A.
from
B.
where
C.
orderby
D.
groupby
【简答题】2 JK触发器的逻辑功能有 和 。
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