無(wú)論是身處學(xué)校還是步入社會(huì)，大家都嘗試過(guò)寫(xiě)作吧，借助寫(xiě)作也可以提高我們的語(yǔ)言組織能力。大家想知道怎么樣才能寫(xiě)一篇比較優(yōu)質(zhì)的范文嗎？接下來(lái)小編就給大家介紹一下優(yōu)秀的范文該怎么寫(xiě)，我們一起來(lái)看一看吧。
英語(yǔ)教學(xué)法教程期末考試題 英語(yǔ)教學(xué)法教程期末考試試題篇一
這個(gè)寒假度過(guò)的還是挺愉悅的，不僅在物質(zhì)上品嘗到了那熟悉的家鄉(xiāng)風(fēng)味，在精神上閱讀了《小學(xué)英語(yǔ)教學(xué)法教程》，也感悟良多。特別是在書(shū)中讀到母語(yǔ)與英語(yǔ)在小學(xué)英語(yǔ)課堂上的使用問(wèn)題時(shí)，回想自己在給學(xué)生上課的點(diǎn)點(diǎn)滴滴。記得當(dāng)初在大學(xué)上有關(guān)教學(xué)方面的課程時(shí)，書(shū)本上對(duì)我們的要求是要對(duì)學(xué)生進(jìn)行全英文授課，而自己在實(shí)驗(yàn)學(xué)校上課的時(shí)候，尤其是在常態(tài)課時(shí)，課堂上使用全英語(yǔ)授課的次數(shù)不多。在小學(xué)英語(yǔ)課堂上，在多大程度上使用英語(yǔ)進(jìn)行教學(xué)，在多大程度上使用母語(yǔ)進(jìn)行教學(xué)和解答問(wèn)題，是每個(gè)英語(yǔ)教師必須面對(duì)的問(wèn)題。其實(shí)在小學(xué)英語(yǔ)教學(xué)中，英語(yǔ)和母語(yǔ)是既相互干擾，又相輔相成的關(guān)系。不要把英語(yǔ)和母語(yǔ)對(duì)立起來(lái)，應(yīng)該認(rèn)識(shí)到英語(yǔ)和母語(yǔ)都是我們了解和認(rèn)識(shí)世界的一種方法和渠道。
在小學(xué)的低年級(jí)階段，母語(yǔ)對(duì)英語(yǔ)學(xué)習(xí)有明顯的干擾作用。處于低年級(jí)段的學(xué)生就更是如此。他們初學(xué)英語(yǔ)，也初學(xué)拼音，拼音和英語(yǔ)都是由字母組成的，所以低年級(jí)的學(xué)生容易混淆。尤其是英語(yǔ)當(dāng)中的二十六個(gè)字母和漢語(yǔ)當(dāng)中的聲母與韻母的差別，低年級(jí)的學(xué)生往往會(huì)把他們的讀音弄反。同時(shí)英語(yǔ)句子的組成順序和中文的順序有一定的區(qū)別，這個(gè)對(duì)于學(xué)生的翻譯又會(huì)有很大的影響。記得有些同學(xué)在做翻譯
題目時(shí)犯過(guò)這樣的錯(cuò)誤。用母語(yǔ)的思維把下面兩個(gè)句子理解成了：how are you?(怎么是你？)how old are you?(怎么老是你？)所以在低年級(jí)階段進(jìn)行全英文教學(xué)反而效果會(huì)更低。
在小學(xué)的高年級(jí)階段，對(duì)學(xué)生進(jìn)行全英文授課很有必要。在中國(guó)學(xué)習(xí)英語(yǔ)，最大的障礙就是缺乏一個(gè)語(yǔ)言學(xué)習(xí)環(huán)境。英語(yǔ)的教學(xué)目的是要培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。所以在小學(xué)英語(yǔ)教學(xué)中，盡量使用英語(yǔ)，控制使用漢語(yǔ)，是英語(yǔ)教學(xué)目的所決定的。而高年級(jí)的學(xué)生對(duì)母語(yǔ)已經(jīng)有了一個(gè)全方位的認(rèn)識(shí)了，在課堂上進(jìn)行全英文授課，提供學(xué)生一個(gè)學(xué)習(xí)英語(yǔ)的環(huán)境，培養(yǎng)其預(yù)感，這樣學(xué)習(xí)起來(lái)效果更佳，他們的積極性也更高。我們只有在教學(xué)中加強(qiáng)英語(yǔ)實(shí)踐，多使用英語(yǔ)，讓學(xué)生大量接觸英語(yǔ)，并沉浸在使用英語(yǔ)的氛圍中，才能有效地排除母語(yǔ)的干擾，培養(yǎng)運(yùn)用英語(yǔ)的能力。
在英語(yǔ)教學(xué)中盡量使用英語(yǔ)，一般可運(yùn)用以下一些方法：
1、盡量使用英語(yǔ)組織課堂教學(xué)。例如，在教學(xué)的各個(gè)環(huán)節(jié)可多使用英語(yǔ)課堂用語(yǔ)。凡能用英語(yǔ)表述的，如講解、練習(xí)、測(cè)試和安排、布置家庭作業(yè)以及獎(jiǎng)勵(lì)、評(píng)講等，都盡量用英語(yǔ)，避免使用漢語(yǔ)。例如我們學(xué)校很普遍的課堂組織用語(yǔ):one，two, three, a, b, c!當(dāng)希望重復(fù)的時(shí)候可以教導(dǎo)學(xué)生用again。當(dāng)讓學(xué)生讀課文的時(shí)候可以告訴他這時(shí)候
應(yīng)該說(shuō)reading。
2、使用直觀手段，如實(shí)物、圖片、教師的動(dòng)作、表情和課文情景等。學(xué)生可以跳過(guò)母語(yǔ)，直接把英語(yǔ)和客觀事物聯(lián)系起來(lái)?？匆?jiàn)直觀教具和表演就能與英語(yǔ)發(fā)生聯(lián)想，鞏固記憶，提高運(yùn)用英語(yǔ)的本領(lǐng)。特別是在入門階段，所教的單詞一般都是詞義具體的單詞，所教的句子一般也緊密聯(lián)系具體生活實(shí)際。因此，少用或基本不用母語(yǔ)是完全可能的。
在小學(xué)英語(yǔ)教學(xué)中，英語(yǔ)和母語(yǔ)是既相互干擾，又相輔相成的關(guān)系。不要把英語(yǔ)和母語(yǔ)對(duì)立起來(lái)，應(yīng)該認(rèn)識(shí)到英語(yǔ)和母語(yǔ)都是我們了解和認(rèn)識(shí)世界的一種方法和渠道。我們不能簡(jiǎn)單地認(rèn)為英語(yǔ)教學(xué)中母語(yǔ)的運(yùn)用是一種思維的干擾，相反，適當(dāng)運(yùn)用母語(yǔ)于外語(yǔ)教學(xué)之中，不僅可以提高課堂教學(xué)效率，而且還可以作為學(xué)生的一種學(xué)習(xí)策略加以培養(yǎng)，有效地提高其學(xué)習(xí)效率。母語(yǔ)在英語(yǔ)教學(xué)中既不能過(guò)多，也不能排斥。母語(yǔ)的恰當(dāng)運(yùn)用有助于降低課堂教學(xué)難度；多數(shù)學(xué)生希望能夠利用母語(yǔ)幫助外語(yǔ)學(xué)習(xí)。
英語(yǔ)教學(xué)法教程期末考試題 英語(yǔ)教學(xué)法教程期末考試試題篇二
..英語(yǔ)教學(xué)法教程試題庫(kù)
unit 1 part i read the following statements or questions and choose the best answer for each statement or of human behavior is influenced by their_____ _____ ences ledge s is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom? ng attitude tions of language ural view of language onal view does the structural view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the functional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the interactional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things of the following teaching method is based on the behaviorist theory? b r translation -lingual -based teaching and learning icative teaching are the characteristics of audio-lingual method? ge is learned by constant repetition and the the reinforcement of the teacher es were immediately corrected, and correct utterances were immediately ts should be allowed to create their own sentences based on their understanding of certain a and three groups can summarize all the elements of the qualities of a good teacher? devotion, profeional qualities and personal styles devotion, profeional qualities and inspanidual freedom dual freedom, profeional qualities and personal styles devotion, personal styles and inspanidual freedom are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? word教育資料
..ng from other’s experiences ng the received knowledge ng from one’s own experiences as a teacher of the above qualities are considered good qualities of a good teacher? d , humorous, well informed working, disciplined prepared, dynamic and patient of the above part 2 answer the following questions.1.a good teacher should poe many good three qualities you think are the most important and explain 2 is the ultimate goal of foreign language teaching? ss to use the foreign language in work or ss to achieve accuracy of english language ss to achieve fluency of english language ss to speak standard is the poible solution to bridge the gap between claroom language teaching and real-life language use? -based teaching and learning icative language teaching tation, practice and production ---study---activate is linguistic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is pragmatic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is discourse competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources word教育資料
..dge of language itself, its form and meaning is strategic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is fluency competence concerned with? riate use of the language in social context y to link units of speech together with facility and without strain or inappropriate slowne or undue hesitation gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning are the principles of communicative language teaching? ication principle, task principle and meaningful principle ication principle, accuracy principle and meaningful principle ication principle, fluency principle and meaningful principle ication principle, task principle and purpose principle are the listening and speaking activities in traditional pedagogy? to texts either read by the teacher or pre-recorded on the tape;repeat what is the questions according to what is heard;produce responses based on given clues what is heard of the above are the five components of communicative competence? stic competence, pragmatic competence, discourse competence, strategetic competence and fluency stic competence, pragmatic competence, discourse competence, strategetic competence and accuracy r competence, pragmatic competence, discourse competence, strategetic competence and fluency r competence, pragmatic competence, discourse competence, strategetic competence and accuracy part 2 answer the following questions are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?
unit 4 part 1 read the following statements or questions and choose the best answer for each statement or question. should be included in a leon plan? s to be achieved word教育資料
..als to be covered ties to be organized of the above are the principles for good leon planning? , variety, flexibility, learnability and linkage , preparation flexibility and linkage , micro-planning, macro-planning and flexibility , micro-planning, macro-planning and variety are the guidelines for writing teaching aims in a leon plan? , brief ic, students-oriented ic, teacher-oriented a and b are language contents? ures, vocabulary, functions and topics es, vocabulary, communication and topics , structures, aims and summary ures, aims, functions and topics are very commonly used teaching procedures and stages? tation, practice and production -reading, while-reading and post-reading ical practice and meaningful practice a and b is the function of optional activities? s in case the leon goes too fast and there are a few minutes ed for good students ed for bad students for emergency part is to be finished after a leon in a leon plan? ng aids of a leon summary al activities and aignments leon reflection part 2 answer the following questions benefits can language teachers get from planning a leon? n five principles for good leon planning in detail. does macro planning involve? are components of a leon plan?
unit 5 part 1 read the following statements or questions and choose the best answer for each statement or question. are the poible roles of a teacher? ller, aeor zer, prompter ipant, resource-provider of the above role does a teacher play in the following activity? the teacher gives students 2 minutes to skim a text, and when time is up, word教育資料
..he asks students to stop and answer some questions.ller zer er role does a teacher play in the following activity? t: do you have any hobbies? s: yes, i like singing and dancing.t: uhm, and...? s: i also collect coins.t: oh, really, how many...have you already...collected? ller zer er role does a teacher play in the following activity? the teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).each student draws one who have drawn number 1 will form group, and those who have drawn number 2 will form group the students are put into five groups in a random way.ller zer er role does a teacher play in the following activity? when a student has made a sentence with borrow, “i borrowed a paper to write a letter”, the teacher says, “well, we don’t say a paper, we say a piece of paper.” ller zer er role does a teacher play in the following activity? while doing a writing task either inspanidually or in groups, the students need to use a particular word they don’t they ask the teacher.ller ipant ce-provider role does a teacher play in the following activity? the teacher asks a student a question “have you ever bought clothes with problems?” if the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.ller zer er role does a teacher play in the following activity? when the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.ller zer er role does a teacher play in the following activity? when students are doing a group-work task, the teacher joins one or two word教育資料
..groups for a short period of ller ipant ce-provider role does a teacher play in the following activity? the teacher asks students to produce conversations(either orally or in writing)by using particular patterns or expreions they have just learned.ller zer er 1 role does a teacher play in the following activity? the teacher has a word in his mind and asks students to gue by asking only yes/no questions until they make the correct ller ipant ce-provider is appropriate for the teacher to give claroom instructions to students? directions to tasks or activities, checking comprehension, giving feedback ing explanations to a concept or language structure, drawing attention g requirements, checking comprehension, aigning homework of the above do novice teacher often have problems giving clear instructions? language proficiency is low are fresh form the university instructions are too short are not able to target their instructions to the level of the learners 1 are not good rules to follow for making instructions effective? simple instructions and make them suit the comprehension level of the students the mother tongue only when it is neceary body language to aist understanding model the task or activity before letting students move into groups or pairs 1 of the following is the time when students work as a whole cla? all the students are under the control of the teacher students work in pairs on an exercise or a task word教育資料
.. students work in small groups students are expected to work on their own at their own speed 1 of the following is the time when students work in a pair? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students work in groups? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students study by themselves? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the advantage of whole cla work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s is always a great chance of different opinions and contributions to the is le of the following is the advantage of pair work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s reinforces a sense of belonging among a group of is very 2 answer the following questions six conditions have to be met in order to achieve efficient claroom management?
unit 6 part 1 read the following statements or questions and choose the best answer for word教育資料
..each statement or of the following is true about pronunciation teaching? rs whose native language has similar sounds are le likely to have problems with rs who have more exposure to english need le focus on ing chinese learners of english need a certain degree of focus on pronunciation. of the above is the realistic goal of teaching pronunciation? tency egibility icative efficiency of the above of the following do not belong to minimal pair? well tell fell well of the following belong to pronunciation perception practice? minimal pairs, odd one out order, completion or different of the above type does the following production practice belong to? the students repeat what the teacher activity can practice inspanidual sounds, inspanidual words, groups of words, and sentences. and repeat in the blanks up sentences meaningful context type does the following production practice belong to? she sells sea shells on the up sentences meaningful context pictures tongue twisters are the ways of practicing stre? gestures the voice the blackboard of the above does the falling intonation on the statement “he is moved to glasgow.” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have told me before word教育資料
.. does the falling intonation on the question “where do you live ?” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have tole me before is reflected as important in the following example? you please turn down the radio a little bit? .↘（no, i do not want to.）or ? ↗（what did you say?） tion part 2 answer the following questions cannot most learners of english as a foreign language acquire native like english pronunciation?
unit 7 part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true? tical competence is eential for communication is a positive role of instruction for grammar learning r teaching can enhance learner proficiency r learning is completely usele for of the following is not grammar presentation method? ive method ive method discovery method icative teaching method of the following steps are typical for the deductive grammar teaching method? examples→explain rules→students do practice activities tic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences it rules are give to students→authentic language data is provided→apply the new structure to produce sentences of the above are two grammar practice activities? ical practice and meaningful practice word教育資料
.. practice and communicative practice st practice and meaningful practice ical practice and succe oriented practice are two broad categories of knowledge? it knowledge and explicit knowledge s knowledge and unobvious knowledge ive knowledge and deductive knowledge ed knowledge and inferred knowledge
unit 8 part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true about vocabulary? a.a vocabulary item can be more than one word lary can not be must be learned by the is best learned in context english-english dictionary is an important aid for does it mean to know a word? dge its pronunciation and stre its spelling and grammatical properties its meaning and know when and how to use it of the above meaning is referred to if we say the meaning of “dog” is an animal with four legs and a tail, often kept as a pet or trained for work? a denotative meaning ative meaning ed meaning ed meaning meaning is referred to if we say the meaning of “dog” is friendship and loyalty? a denotative meaning ative meaning l meaning d meaning is referred to if we say “see a movie, watch a play, look at a picture”? tive meaning ative meaning ations ms do the following examples indicate? big, huge;enormous, immense;male, masculine word教育資料
..ms ms ms ations are two categories of vocabulary? ive vocabulary and productive vocabulary vocabulary and learned vocabulary ar vocabulary and unfamiliar vocabulary vocabulary and old vocabulary word教育資料
英語(yǔ)教學(xué)法教程期末考試題 英語(yǔ)教學(xué)法教程期末考試試題篇三
英語(yǔ)教學(xué)法教程試題庫(kù)
unit 1 part i read the following statements or questions and choose the best answer for each statement or of human behavior is influenced by their__________ ences
ledge
s is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom? ng attitude
tions of language
ural view of language
onal view does the structural view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the functional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the interactional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things of the following teaching method is based on the behaviorist theory? b r translation
-lingual
-based teaching and learning
icative teaching are the characteristics of audio-lingual method? ge is learned by constant repetition and the the reinforcement of the teacher es were immediately corrected, and correct utterances were immediately ts should be allowed to create their own sentences based on their understanding of certain a and three groups can summarize all the elements of the qualities of a good teacher? devotion, profeional qualities and personal styles devotion, profeional qualities and inspanidual freedom dual freedom, profeional qualities and personal styles devotion, personal styles and inspanidual freedom are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? ng from other’s experiences ng the received knowledge ng from one’s own experiences as a teacher of the above qualities are considered good qualities of a good teacher? d , humorous, well informed working, disciplined prepared, dynamic and patient of the above part 2 answer the following questions.1.a good teacher should poe many good three qualities you think are the most important and explain 2 is the ultimate goal of foreign language teaching? ss to use the foreign language in work or ss to achieve accuracy of english language ss to achieve fluency of english language ss to speak standard is the poible solution to bridge the gap between claroom language teaching and real-life language use? -based teaching and learning icative language teaching tation, practice and production ---study---activate is linguistic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is pragmatic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is discourse competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is strategic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is fluency competence concerned with? riate use of the language in social context y to link units of speech together with facility and without strain or inappropriate slowne or undue hesitation gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning
are the principles of communicative language teaching? ication principle, task principle and meaningful principle ication principle, accuracy principle and meaningful principle ication principle, fluency principle and meaningful principle ication principle, task principle and purpose principle are the listening and speaking activities in traditional pedagogy? to texts either read by the teacher or pre-recorded on the tape;repeat what is the questions according to what is heard;produce responses based on given clues what is heard of the above are the five components of communicative competence? stic competence, pragmatic competence, discourse competence, strategetic competence and fluency stic competence, pragmatic competence, discourse competence, strategetic competence and accuracy r competence, pragmatic competence, discourse competence, strategetic competence and fluency r competence, pragmatic competence, discourse competence, strategetic competence and accuracy part 2 answer the following questions are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?
unit 4
part 1 read the following statements or questions and choose the best answer for each statement or question. should be included in a leon plan? s to be achieved als to be covered ties to be organized of the above are the principles for good leon planning? , variety, flexibility, learnability and linkage , preparation flexibility and linkage , micro-planning, macro-planning and flexibility , micro-planning, macro-planning and variety are the guidelines for writing teaching aims in a leon plan? , brief
ic, students-oriented ic, teacher-oriented a and b
are language contents? ures, vocabulary, functions and topics es, vocabulary, communication and topics , structures, aims and summary ures, aims, functions and topics are very commonly used teaching procedures and stages? tation, practice and production -reading, while-reading and post-reading ical practice and meaningful practice a and b is the function of optional activities? s in case the leon goes too fast and there are a few minutes ed for good students ed for bad students for emergency part is to be finished after a leon in a leon plan? ng aids
of a leon summary
al activities and aignments leon reflection part 2 answer the following questions benefits can language teachers get from planning a leon? n five principles for good leon planning in detail. does macro planning involve? are components of a leon plan?
unit 5
part 1 read the following statements or questions and choose the best answer for each statement or question. are the poible roles of a teacher? ller, aeor
zer, prompter ipant, resource-provider
of the above role does a teacher play in the following activity? the teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.ller zer er role does a teacher play in the following activity? t: do you have any hobbies? s: yes, i like singing and dancing.t: uhm, and...? s: i also collect coins.t: oh, really, how many...have you already...collected? ller
zer
er role does a teacher play in the following activity? the teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).each student draws one who have drawn number 1 will form group, and those who have drawn number 2 will form group the students are put into five groups in a random way.ller
zer
er role does a teacher play in the following activity? when a student has made a sentence with borrow, “i borrowed a paper to write a letter”, the teacher says, “well, we don’t say a paper, we say a piece of paper.”
ller
zer
er
role does a teacher play in the following activity?
while doing a writing task either inspanidually or in groups, the students need to use a particular word they don’t they ask the teacher.ller
ipant
ce-provider role does a teacher play in the following activity? the teacher asks a student a question “have you ever bought clothes with problems?” if the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.ller
zer
er
role does a teacher play in the following activity?
when the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.ller
zer
er
role does a teacher play in the following activity?
when students are doing a group-work task, the teacher joins one or two groups for a short period of ller
ipant
ce-provider role does a teacher play in the following activity?
the teacher asks students to produce conversations(either orally or in writing)by using particular patterns or expreions they have just learned.ller
zer
er
11.
what role does a teacher play in the following activity?
the teacher has a word in his mind and asks students to gue by asking only yes/no questions until they make the correct ller
ipant
ce-provider is appropriate for the teacher to give claroom instructions to students? directions to tasks or activities, checking comprehension, giving feedback
ing explanations to a concept or language structure, drawing attention g requirements, checking comprehension, aigning homework of the above
do novice teacher often have problems giving clear instructions? language proficiency is low are fresh form the university instructions are too short are not able to target their instructions to the level of the learners 1 are not good rules to follow for making instructions effective? simple instructions and make them suit the comprehension level of the students the mother tongue only when it is neceary body language to aist understanding model the task or activity before letting students move into groups or pairs 1 of the following is the time when students work as a whole cla? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed 1 of the following is the time when students work in a pair? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students work in groups? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students study by themselves? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the advantage of whole cla work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s is always a great chance of different opinions and contributions to the is le of the following is the advantage of pair work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s reinforces a sense of belonging among a group of is very 2 answer the following questions six conditions have to be met in order to achieve efficient claroom management?
unit 6
part 1 read the following statements or questions and choose the best answer for each statement or of the following is true about pronunciation teaching? rs whose native language has similar sounds are le likely to have problems with rs who have more exposure to english need le focus on ing chinese learners of english need a certain degree of focus on pronunciation. of the above is the realistic goal of teaching pronunciation? tency
egibility icative efficiency
of the above of the following do not belong to minimal pair? well
tell fell
well
of the following belong to pronunciation perception practice? minimal pairs, odd one out order, completion
or different
of the above
type does the following production practice belong to? the students repeat what the teacher activity can practice inspanidual sounds, inspanidual words, groups of words, and sentences. and repeat
in the blanks
up sentences meaningful context type does the following production practice belong to? she sells sea shells on the up sentences
meaningful context pictures
tongue twisters are the ways of practicing stre? gestures
the voice the blackboard of the above does the falling intonation on the statement “he is moved to glasgow.” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have told me before does the falling intonation on the question “where do you live ?” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have tole me before is reflected as important in the following example? you please turn down the radio a little bit? .↘（no, i do not want to.）or ? ↗（what did you say?） tion part 2 answer the following questions cannot most learners of english as a foreign language acquire native like english pronunciation?
unit 7
part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true? tical competence is eential for communication is a positive role of instruction for grammar learning r teaching can enhance learner proficiency r learning is completely usele for of the following is not grammar presentation method? ive method ive method
discovery method
icative teaching method of the following steps are typical for the deductive grammar teaching method? examples→explain rules→students do practice activities tic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences
it rules are give to students→authentic language data is provided→apply the new structure to produce sentences of the above
are two grammar practice activities? ical practice and meaningful practice practice and communicative practice st practice and meaningful practice ical practice and succe oriented practice are two broad categories of knowledge? it knowledge and explicit knowledge s knowledge and unobvious knowledge ive knowledge and deductive knowledge ed knowledge and inferred knowledge
unit 8 part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true about vocabulary? a.a vocabulary item can be more than one word lary can not be must be learned by the is best learned in context english-english dictionary is an important aid for does it mean to know a word? dge its pronunciation and stre its spelling and grammatical properties its meaning and know when and how to use it of the above
meaning is referred to if we say the meaning of “dog” is an animal with four legs and a tail, often kept as a pet or trained for work? a denotative meaning
ative meaning ed meaning ed meaning meaning is referred to if we say the meaning of “dog” is friendship and loyalty? a denotative meaning
ative meaning l meaning
d meaning is referred to if we say “see a movie, watch a play, look at a picture”? tive meaning
ative meaning ations ms the following examples indicate? big, huge;enormous, immense;male, masculine ms ms ms ations are two categories of vocabulary? ive vocabulary and productive vocabulary vocabulary and learned vocabulary arvocabulary and unfamiliar vocabulary vocabulary and old vocabulary
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