题目内容
（请给出正确答案）
A.listen or hear
B.smell
C.see or read
D.touch
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更多“Visual learners learn better when they can ________.A.listen or hearB.smellC.see or rea”相关的问题
A、may benefit from saying things out-loud
B、find it difficult to sit still for a long time
C、like to use colored markers
D、often talk to themselves
According to Dr. Adams, visual learners do the following things EXCEPT______.
A．seeing models of the patterns to be learned
B．associating images with ideas and concepts
C．performing better through artistic experiences
D．having great instinctive sense of direction
A、What does this image say to us？
B、How could you change/improve this image？
C、Where has this image come from？
D、What more can we find out？
A.Individual learners.
B.Tactile learners.
C.Auditory learners.
D.Visual learners.
Learning Styles We all learn in different ways. One theory of learning focuses on the way information is given to learners and refers to visual, auditory and kinaesthetic learners. • Visual learners respond well to pictures, colours, images. They need to see things to help them learn and remember. • Auditory learners learn best by hearing things. • Kinaesthetic learners like movement. They need movement and hands-on tasks to help them learn. In any class we teach, the learners will have a range of learning styles. This means that to help all of our learners learn we have to use a range of classroom activities and techniques so that different styles of learner are interested and can learn from our lessons. (Adapted from: British Council (2008), Teaching Speaking) If this is the first part of a text on learning styles, what do you think the second part will be about？
A、Different tasks and techniques that teachers can use to reach all learners.
B、Explanation for the causes of different learning styles.
C、The benefits of different learning styles.
D、None of the above.
A、Virtual reality providing unsafe yet detailed learning experience for students with learning problems has promise.
B、Multimedia addresses different learning styles.Auditory learners,visual learners,and tactile learners all benefit from multimedia’s varied presentation forms.
C、The expert system is a software package that allows the collective wisdom of experts in a given field to be brought to bear on a problem.
D、Multimedia kits are particularly well suited to content for which discovery learning is preferred.You can pose questions to guide learners’ exploration and arrival at conclusions.
Jack: Yes, I was. The first idea I had was using gestures, particularly finger gestures. Teachers can use them to emphasise stress on certain syllables. They can also use their fingers to write words in the air--spelling out the letters. The second thing is that the teacher can use the board. The teacher can ask students to spell words by going to the board and writing them up. The teacher could also ask students to write a letter each, in order. The teacher could put a poster on the board and students could go to the board with labels and label it as directed by the teacher. Another possibility is to ask students to organise words into categories on the board.
Tutor: Good. The important thing is to keep kinaesthetic learners active-- moving.
Helen: Games are good for them. Jack, did you think of any？
Jack: Yes, Helen. I thought of a couple. One is like charades. Divide the students into two or three teams. Give the students on one team some words and ask them to act them out. For example, if the word is 'cold', a student might shiver. The other teams have to guess the words.
Tutor: Good idea. Simple, but effective. Well done. Tina？
Tina: Well, I was asked to think about teaching visual learners. Flash cards are good in my opinion. The students can guess words from seeing part of the flash card--which can be a word or a picture--or the teacher can show students the flash cards very quickly. Maybe that's how flash cards got their name! Flash cards can also have different background colours depending on which part of speech they are-- noun, verb, adjective, adverb, etc. Students could also learn from their peers by highlighting words they don't know, in a text for example, then asking ... helping each other with unknown words.
Jack: I know a good game for visual learners. Make a set of cards--half with words on and half with pictures. The cards are face down and students can mm over two at a time. If the word and picture match, they keep the cards. If they don't, they mm them face down again and the next student tries.
Tutor: Great idea. Visual learners are often good at categorising words. Each page in the student's notebook refers to a category of words. Students write new words on the correct page in their notebook for faster recall. For example, page one might be food and page two could be telephone phrases.
Tina: Spider diagrams are good too.
Tutor: Yes, they are. Helen, you were assigned auditory learners.
Helen: OK. I had these ideas for teaching auditory learners. First, they could listen to a dictation and draw what they hear. For example, students listen to the teacher describing items of furniture and then draw them in the appropriate rooms of the house. Or the teacher could describe a picture. After the description, the teacher and students can see whose picture was closest to the original. Flash cards can also be used. Each student gets a flashcard and they hold up their card when they hear that word or phrase in a song, poem or story. Another way of using them is to go around the class, with each student adding a sentence to a story, including the word on their flash card.
Tutor: Auditory learners can also learn using songs and music. Any suggestions？
Tina: The teacher could give the students a text of a song, you know, the lyrics, with some words replaced by a rhyming word. Students then listen to the song and make corrections.
Tutor: That's a really good idea. Perfect for auditory learners. Well, thank you for your suggestions. I have a few other ideas you might con
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
Eye contact is a nonverbal technique that helps the speaker "sell" his or her ideas to an audience. Besides its persuasive powers, eye contact helps hold listener interest. A successful speaker must maintain direct contact with an audience. To have good rapport (关系) with listeners, a speaker should maintain direct eye contact for at least 75 percent of the time. Some speakers focus exclusively on their notes. Others gaze over the heads of their listeners. Both are losing audience interest and esteem. People who maintain eye contact while speaking, from a podium (演讲台) or from across the table, are "regarded not only as exceptionally well-disposed by their target but also as more believable and earnest."
To show the potency of eye contact in daily life, we have only to consider how passers-by behave when their glances happen to meet on the street. At one extreme are those people who feel obliged to smile when they make eye contact. At the other extreme are those who feel awkward and immediately look away. To make eye contact, it seems, is to make a certain link with someone.
Eye contact with an audience also helps a speaker know and monitor the listeners. It is, in fact, essential for analyzing an audience during a speech. Visual cues from audience members can indicate that a speech is dragging, that the speaking is dwelling on a particular point too long, or that a particular point requires further explanation. As we have pointed out, visual feedback from learners should play an important role in shaping a speech as it is delivered.
The passage is mainly concerned with ______.
A．the importance of eye contact
B．the potency of non-verbal techniques
C．successful speech delivery
D．an effective way to gain visual feedback
M: Ah, it's a pleasure to be here.
W: Now, Dr. Adams. Tell us about the title of your book, Learning a Language over Eggs and Toast.
M: Well, one of the most important keys to learning another language is to establish a regular study program, like planning a few minutes every morning around breakfast time.
W: So what are some of the basic keys you are suggesting in the hook？
M: Well, as I just mentioned, people need to plan out their study by setting realistic and attainable goals from the beginning. And small steps, little by little, are the key.
W: Now you mentioned something about maximizing your learning potential by learning about your own individual learning styles. Can you elaborate on that？
M: Sure. People often have different ways of learning and approach learning tasks differently. Some people are visual learners who prefer to see models of the patterns they are expected to learn; others are auditory learners who favor hearing instructions, for example, over reading them.
W: Well, Dr. Adams. What is your learning style？
M: Well, I'm a very tactile learner.
W: You mean one who learns through hands-on experience？
M: Exactly.
W: Okay. We have just heard from Dr. Charles Adams, author of the book, Learning Languages over Eggs and Toast. Thanks for joining us.
M: My pleasure.
(23)
A．How to write a book on language learning.
B．How to learn languages well.
C．How to find out a language learner's learning style.
D．How to do research on language learning.
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