2、learning can be affected by the way __________.（单词与单词之间空一格）
3、the structural view of language sees language as__________ made up of various subsystems: p __________, m__________ , and s__________ .（三个子答案间用英文逗号相隔，如“，”）
4、the functional view not only sees language as _____________ but also __________.（两个子答案间用英文逗号相隔，如“，”）
5、the interactional view considers language to be a__________ ,whose main use is to build up and maintain social __________ between people.（两个子答案间用英文逗号相隔，如“，”）
unit 1.2 views on language learning随堂测验
1、process-oriented theories emphasizes the nature of the human and physical context in which language learning takes place.
2、condition-oriented theories are concerned with how the mind organize new information such as habit formation, induction, making inference, hypothesis testing and generalization.
3、behaviourist theory believes that language is a form of behaviour and it can be learned the same way as an animal is trained to respond to stimuli.
4、different from constructivist theory, socio-constructivist theory emphasizes interaction and engagement wit and scaffolding.
5、according to skinner, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.
unit 1单元检测
1、according to the functional view, each language has a finite number of structural items. to learn a language means to learn these structural items so as to be able to understand and produce language.
2、the functional view not only regards language as a linguistic system but also a means for doing things. in order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.
3、according to the interactional view of language, in order to know how to do what you want to do involves knowing whether it is appropriate to do, and where, when and how it is appropriate to do it, you have to study the patterns and rules of language on the vocabulary level to learn how language is used in different speech contexts.
4、process-oriented theories are concerned with how the mind organizes new information.
5、condition-oriented theories believes that the nature of the human and physical context in which language learning takes place.
6、according to the behaviourist theory, language is learned by constant repetition and the reinforcement of the teacher.
7、the constructivist theory sees learning a process in which the learner constructs meaning based on his or her own experiences and what he/she already knows.
8、whether someone can become a good foreign language teacher only depend on his /her command of the languages.
9、the most important and most difficult part of the making of a good language teacher is the development of professional competence.
10、teachers benefits from practice even if they do not keep on reflecting on what they have been doing.
multiple choices
1、1. much of human behavior is influenced by their_____. a、experiences b、wisdom c、knowledge d、parents
2、what is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? a、teaching attitude b、definitions of language c、structural view of language d、functional view
3、what 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
4、what 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
5、what 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
6、which of the following teaching method is based on the behaviorist theory? a、grammar translation b、audio-lingual c、task-based teaching and learning d、communicative teaching
7、what are the characteristics of audio-lingual method? a、language is learned by constant repetition and the the reinforcement of the teacher b、mistakes were immediately corrected, and correct utterances were immediately praised. c、students should be allowed to create their own sentences based on their understanding of certain rules. d、both a and b.
8、which three groups can summarize all the elements of the qualities of a good teacher? a、ethic devotion, professional qualities and personal styles b、ethic devotion, professional qualities and individual freedom c、individual freedom, professional qualities and personal styles d、ethic devotion, personal styles and individual freedom
9、what are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? a、learning from other’s experiences b、learning the received knowledge c、learning from one’s own experiences as a teacher d、all of the above
10、what qualities are considered good qualities of a good teacher? a、kind, humorous, well informed b、hard working, disciplined c、well prepared, dynamic and patient d、all of the above
unit three task-based language teaching
unit 3.1-3.2 task-based language teaching (1)随堂测验
1、according to long(1985), task refers to anything people do in everyday life, at work, and in between.
2、willis(1996) regards tasks as activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.
3、a task doesn’t require the group, or pair, to achieve an objective that is usually expressed by an observable result.
4、a task has the two main components of a purpose and a context.
5、a purpose means the students have a reason. for undertaking the task.
6、a task means there will be some form of outcome, either visible(a written plan, a letter, etc.) or invisible (enjoying a story or learning about another country).
7、when students are focusing on the complete act of communication in activities, these kinds of activities are called exercises.
8、if the students are required to focus their attention on individual language items such as vocabulary, grammar or individual skills, we call these activities tasks .
9、an exercise-task could be an activity consisting of contextualized practice of language items(often a particular grammar point).
10、a process of a task means getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.
unit 3.3-3.5 task-based language teaching (2)随堂测验
1、in a tbl framework, the context is already established by the teacher and the students together so that the students can produce the accurate and fluent language effectively.
2、the task supplies a genuine need to use language to communicate, and the other components, such as planning and report, follow on naturally from the task.
3、in a ppp cycle, it is the teacher pre-selects the language to be taught while during the tbl analysis stage, learners are free to choose any aspects of language they need.
4、listening and reading, both part of the tbl framework provide more varied examples made up to illustrate a certain item as in a ppp cycle.
5、in a ppp cycle, the exposure will include a wider range of words, collocations, lexical phrases and patterns than pre-selected language forms in tbl.
6、to design a good task for students, we should take into consideration educational value, appropriateness to the students’ needs, interest and abilities, availability of suitable resources as well as time available.
7、it is suggested by breen(1987) that when designing tasks teachers need to address only two sets of questions: the objective and the context of the task.
8、the process of consciousness raising used in the tbl language focus activities encourages students to repeat, manipulate and apply.
9、a ppp cycle leads to fluency from accuracy while a tbl cycle leads to accuracy from fluency.
10、in tbl, four skills are naturally integrated, which is different from ppp that only provides a framework for grammar and form-focused practice and needs to be supplemented by listening and reading lessons to give students more exposure to language.
unit 3单元检测
1、from the perspective of clt, language should be taught based on how it is used in in real life so that learners will develop communicative competence ----the ability to use language appropriately in classrooms.
2、in practice, to develop students’ communicative competence means to develop their linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency through effective classroom activities in listening, speaking, reading and writing.
3、a balance needs to be achieved between the development of knowledge and skills and in accuracy-based and fluency-based activities.
4、task-based language teaching is a developed approach in line with direct methods.
5、tblt contributes to whole-person development not just linguistic development, focuses on a set of discrete language knowledge rather than on the students’ learning.
unit two communicative language teaching
unit 2.1 communicative language teaching (1)随堂测验
1、communicative competence includes the knowledge about the language and the knowledge about how to _______ the language appropriately in communicative situations . a、use b、learn c、listen d、read
2、in real life, language is used to perform certain communicative functions, while in a traditional language classroom, the teaching focus is often on . a、functions rather than forms b、forms rather than functions c、meaning rather than forms d、functions rather than meaning
3、traditional pedagogy tends to focus on one or two skills and ignore the others while in real language use_________ skills are used. a、one b、integrated c、no d、two
4、in real life language is always used in a certain _______, but traditional pedagogy tends to isolate language from its context. a、context b、integrated c、no d、two
5、according to hedge, communicative competence consists of linguistic competence,__________ , discourse competence, strategic competence and fluency. a、pragmatic competence b、speech competence c、reading competence d、writing competence
unit 2.2 2.3 communicative language teaching (2)随堂测验
1、the three principles of communicative language teaching suggested by richards and rodgers(1986) are communication principle, task principle, and formal principle.
2、given communication principle, activities designed for language teaching and learning should be involved real communication and support the learning process.
3、in clt, listening is viewed not only as the counterpart speaking, but as an independent skill with its own objectives
4、in clt, reading is to and learning of grammar and vocabulary is to extract meaning or information, facilitate such a process.
5、in clt, the writing skill has been expanded to focus on its grammar goals. students should have the chance to write to express their own feeling or describe their own experiences.
unit 2.4 2.5 communicative language teaching (3)随堂测验
1、given evaluating how communicative classroom activities are, the activity must involve the students in just practicing language for its own sake.
2、communicative desire refers that the classroom activity must create a desire to communicate in the students.
3、in clt, when the students are doing the activity, they must be concentrating on how they say it rather than what they are saying.
4、as far as no teacher intervention in clt, the assessment should be based on whether the students have achieved their communicative purpose, not whether the language they used was correct.
5、in clt, the activity must involve the students in using one specific language form they’ve learned before from the perspective of variety of language.
unit 2 单元测验
1、b: think about the situations where we are likely to hear the question: “why don’t you close the door?” choose one right answer from the given ones. situation 1: one of the speaker’s friends always leaves the door open when he comes into the room. the speaker wants to know the reason so he says this to his friend. a、a real question b、a command c、a complaint d、a suggestion
2、situation 2: a student just came into the classroom and left the door open. the teachers says this to the student.（答题情境同第13题） a、a real question b、a command c、a complaint d、a suggestion
3、situation 3: the husband always leaves the bathroom door open after he uses it. the wife is saying this to her husband.（答题情境同第13题） a、a real question b、a command c、a complaint d、a suggestion
4、situation 4: the wife went out of the house and left the door open. the husband says this to the student.（答题情境同第13题） a、a real question b、a command c、a complaint d、a suggestion
5、a: study the following sample activities. put a yes in the box if you think the activities meet the criterion. put a no if you do not think so. activity one: work in pairs. student a: use the questionnaire below to interview your partner. take notes on the lines. student b: close your book. listen to your partner’s questions and answer them according to your own situation. questionnaire (1)how long have you been learning english?__________________ (2)when did you begin?___________________________________ (3)where did you begin learning english? _____________________ (4)have you taken any english examinations?__________________ (5)do you speak english outside the class?____________________ (6)are you satisfied with your english?________________________ (7)what are the biggest problems in your english?______________ (8)do you use a dictionary? if yes, what kind?__________________ (9)do you enjoy learning english?____________________________ (10if so, why? if not, why not?_______________________________ does activity one has a communicative purpose?
6、do student a and b have communicative desires in activity one?（答题情境同第1题）
7、does activity one focus on content, not from?（答题情境同第1题）
8、do student a and b use various forms of language to communicate with each other?（答题情境同第1题）
9、is there no teacher intervention in activity one?（答题情境同第1题）
10、is there no material control in activity one?（答题情境同第1题）
11、activity two: writing practice a head-teacher is speaking to a teacher in her school. “next week we’re going to clean the school as follows: classroom building 1 on monday. building 2 on tuesday. the computer room and sound lab on wednesday. the science labs on the thursday. the library and the teachers’ rooms on friday. please write a notice for the students and put it up. thank you.” work with your partner and write a large notice. start like this: classroom building 1 will be… does activity two has a communicative purpose?
12、do the students have communicative desires in activity two?（答题情境同第7题）
13、does activity two focus on content, not from?（答题情境同第7题）
14、do the students use various forms of language to communicate with each other?（答题情境同第7题）
15、is there no teacher intervention in activity two?（答题情境同第7题）
16、is there no material control in activity two?（答题情境同第7题）
multiple choices
1、what is the ultimate goal of foreign language teaching? a、enable students to use the foreign language in work or life. b、enable students to achieve accuracy of english language structure. c、enable students to achieve fluency of english language structure. d、enable students to speak standard english.
2、what is the possible solution to bridge the gap between classroom language teaching and real-life language use? a、task-based teaching and learning b、communicative language teaching c、presentation, practice and production d、engage---study---activate
3、what is linguistic competence concerned with? a、appropriate use of the language in social context b、ability to create coherent written text or conversation and the ability to understand them c、strategies one employs when there is communication breakdown due to lack of resources d、knowledge of language itself, its form and meaning
4、what is pragmatic competence concerned with? a、appropriate use of the language in social context b、ability to create coherent written text or conversation and the ability to understand them c、strategies one employs when there is communication breakdown due to lack of resources d、knowledge of language itself, its form and meaning
5、what is discourse competence concerned with? a、appropriate use of the language in social context b、ability to create coherent written text or conversation and the ability to understand them c、strategies one employs when there is communication breakdown due to lack of resources d、knowledge of language itself, its form and meaning
6、what is strategic competence concerned with? a、appropriate use of the language in social context b、ability to create coherent written text or conversation and the ability to understand them c、strategies one employs when there is communication breakdown due to lack of resources d、knowledge of language itself, its form and meaning
7、what is fluency competence concerned with? a、appropriate use of the language in social context b、ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation c、strategies one employs when there is communication breakdown due to lack of resources d、knowledge of language itself, its form and meaning
8、what are the principles of communicative language teaching? a、communication principle, task principle and meaningful principle b、communication principle, accuracy principle and meaningful principle c、communication principle, fluency principle and meaningful principle d、communication principle, task principle and purpose principle
9、what are the listening and speaking activities in traditional pedagogy? a、listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard. b、answer the questions according to what is heard; produce responses based on given clues c、retell what is heard d、all of the above
10、what are the five components of communicative competence? a、linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluency b、linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy c、grammar competence, pragmatic competence, discourse competence, strategetic competence and fluency d、grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy
unit four the national english curriculum
unit 4单元检测
1、the first 15 years after the founding of the people’s republic of china in 1949 saw _________ as the predominant foreign language in both secondary schools and colleges. a、english b、russian c、france d、japanese
2、in early 1960s, thousands of secondary school and university teachers had to transfer their subject major to __________. a、english b、russian c、france d、japanese
3、during 1966-1976 the cultural revolution witnessed a much more decentralized situation of foreign language teaching. _________ replaced ________ as the required foreign language in secondary schools in 1970s and later formally restored into the national curriculum in 1978. a、english russian b、russian english c、france english d、japanese english
4、since 1978 the development of elt can be divided into four phases: restoration, __________, and innovation a、rapid development, stopping period b、rapid development, reform c、rapid, development d、stopping period, rapid development
5、__________, the english syllabus did not include the primary phase but only the junior phase and the senior phase. a、before 2001 b、after 2001 c、after 2011 d、after 2015
6、the design of the new national english curriculum unifies both primary and secondary school english into one continuum of development and divides english language teaching and learning into __________. a、nine competence-based levels b、six competence-based levels c、four competence-based levels d、five competence-based levels
7、the curriculum aims to develop __________of the students in china. a、the overall language ability b、the linguistic ability c、examination ability d、reading ability
8、overall performance objectives for each level are given in addition to descriptions of abilities regarding language knowledge，_________ for relevant levels. a、language skills, affect, learning strategies as well as cross-cultural awareness b、listening, speaking, reading and writing c、linguistics d、communicative ability
9、students’ overall development is the motivation and goal of the english curriculum. therefore, its objectives, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of________. a、knowledge-centered approach b、learner-centered approach c、reading-centered approach d、speaking-centered approach
10、the assessment for the nine-year compulsory education should be geared to stimulating students’ interests and cultivating their autonomy in learning. the system should include _______ during the learning process. a、formative and summative assessment with formative assessment playing a primary role. b、formative and summative assessment with summative assessment playing a primary role c、only formative assessment d、only summative assessment
unit five lesson planning
unit 5.1-5.4 lesson planning (1)随堂测验
1、while planning a lesson, teachers need to only think about the three elements of the aims to be achieved, materials to be covered and activities to be organized in order to achieve the aims of the lesson.
2、proper lesson planning is essential only for novice teachers not for experienced teachers because the latter are already very familiar with what they are teaching and how they teach.
3、it is believed that all experienced teachers need to plan their lessons simply because no teaching and learning situation is really static.
4、good lesson planning gives novice teachers confidence in class and they know what they are going to do next in class rather than themselves.
5、when planning the next lesson ,teachers needn’t to change the original plan and simply have a lesson on the original plan.
6、one lesson may have a number of aims which are usually the things teacher intend his or her students to do during the lesson.
7、teachers are suggested to plan a number of different types of activities and introduce students to a wide selection of materials so that students will always be interested, motivated and never monotonous.
8、teachers should always have a class on the prepared plans or a methodology as the class always goes according to the plan.
9、the contents and tasks planned for the lesson should be within the learning ability of the students.
10、the stages and the steps within each stage are suggested to be planned in such a way that the teacher would organize students to do a series of language-focused activities to get them prepared linguistically before conducting a communicative task.
unit5.5-5.6 lesson planning (2)随堂测验
1、for effective lessons, lesson planning should be done at two levels: macro planning and micro planning.
2、the micro planning is planning for a whole program or a whole-year course over a longer period of time which is often done by a group of teachers who are to teach the same course.
3、the macro planning is planning for a specific unit which is usually lasts from one to two weeks or forty to fifty minutes respectively.
4、the two levels of macro planning and micro planning are best viewed as a planning continuum with different levels of planning in between.
5、the macro planning should be based on the micro planning, and the latter is apt to be modified as lessons go on.
unit 5.7 lesson planning (3)随堂测验
1、it is more important for a teacher to know what he or she is going to teach or do in a lesson than to know his or her students are able to achieve by the end of the lesson.
2、it’s a good understanding of teachers regarding teaching aims as the contents to covered, such as grammar, vocabulary or language skills.
3、the overall objectives described in the new english curriculum indicate a change in the understanding of the nature of english education from purely linguistic to an emphasis on language skills, knowledge, affects, strategies and culture awareness in order to lay a good foundation for continuing development according to wang qiang (2003).
4、among the language contents, new vocabulary and structures often receive more attention from both the teacher and the students. so all new words and structures in a lesson are equally important and they should be presented and practiced carefully and sufficiently.
5、for teaching a new structure-based lesson, the pwp model may be easily applicable to follow as it is clear and easy to conduct by the teachers and to evaluate as there are often clear goals to be obtained.
6、it is desirable to adopt the ppp model in a reading lesson in which ,the focus is on the developing reading skill.
7、the end of lesson summary is a very important stage for the teacher to take learning further and deeper by helping students to refer back to the learning objectives.
8、the optional activities should be prepared by the teacher as backups in case the lesson goes too fast and there are a few minutes left.
9、after lesson reflection is the only part to be finished after a lesson which can contributes greatly to teachers’ professional development.
10、it’s known that there are uniform lesson plans so that a good lesson plan has to be long or extremely detailed because it is necessary and practical for teachers to remember and follow every detail in the lesson plan while teaching.
unit 5单元检测
1、lesson planning can be done at ______ levels. a、macro and micro b、any c、some d、any
2、_____ involves obtaining knowledge about the situations, the institution and other features of the teaching context. a、micro planning b、macro planning c、lesson planning d、classroom management
3、______ involves deciding what and how to teach a lesson in the classroom. a、micro planning b、macro planning c、lesson planning d、classroom management
4、different teachers have different teaching styles and may use different teaching procedures, so ________. a、every lesson is always unique b、every lesson is always same c、every lesson is unique sometimes d、every lesson is same sometimes
5、the first thing in planning lessons is that the teacher needs to ________. a、write in his or her lesson plan is the teaching aims of the lesson. b、detail is who the students are. c、blackboard designing d、teaching methods
6、only when a teacher knows_________ can he or she plan his or her lesson from the point of view of the students. a、what knowledge covered in a lesson b、what his or her student s are able to achieve by the end of the lesson c、what methods will be used d、what teaching aids will be used
7、aims in lesson planning means the realistic goals for the lesson they are not the thing _____ intend to do, but the things that ____ are able to do by the end of the lesson. a、students, teachers b、teachers, students c、students, students d、teachers, teachers
8、variety means planning a number of different types of activities for students so that ______ is always interesting, motivating and never monotonous for the students. a、learning b、teaching c、listening d、reading
9、flexibility means preparing some extra and alternative tasks and activities so that teachers always have the options to __________. a、cope with unexpected situations rather being the slaves of written plans or one methodology. b、go on the written plans rather coping with unexpected situations or problems. c、go on the written plans. d、go on the methodology planned to use before class.
10、learnability means the contents and tasks planned for the lesson should be within_________. a、the teaching ability of the teacher b、the learning capability of the students. c、the learning capability of the teacher d、the teaching capability of the students
multiple choices
1、what should be included in a lesson plan? a、aims to be achieved b、materials to be covered c、activities to be organized d、all of the above
2、what are the principles for good lesson planning? a、aim, variety, flexibility, learnability and linkage b、aim, preparation, flexibility and linkage c、aim, micro-planning, macro-planning and flexibility d、aim, micro-planning, macro-planning and variety
3、what are the guidelines for writing teaching aims in a lesson plan? a、clear, brief b、specific, students-oriented c、specific, teacher-oriented d、both a and b
4、what are very commonly used teaching stages? a、ppp b、pwp c、mechanical practice and meaningful practice d、both a and b
5、which part is to be finished after a lesson in a lesson plan? a、teaching aids b、end of a lesson summary c、optional activities and assignments d、after lesson reflection
unit six classroom management
unit 6.1-6.2 classroom management (1)随堂测验
1、teachers often do as controllers, organizers, prompters, participants and resource-providers in a language classroom. decide what role the teacher is playing in the following activity. put the letter a-d in the blankets. the teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. a、controller b、assessor c、organizer d、prompter
2、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? a、controller b、assessor c、organizer d、prompter
3、the teacher write one of five numbers(1-5) on a number of cards(the same number as the students). each student draws one card. those who have drawn number 1 will from group, and those who have drawn number 2 will from group 2. thus students are put into five groups in a random way. a、controller b、assessor c、organizer d、prompter
4、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.” a、controller b、assessor c、organizer d、prompter
5、the teacher asks students to take turns to make sentences with a newly learned structure. if someone makes an error, the teacher asks him or her to revise. a、controller b、assessor c、organizer d、prompter
6、while doing a writing task either individually or in groups, the students need to use a particular word they don’t know. so they ask the teacher. a、prompter b、resource-provider c、assessor d、organizer
7、the teacher asks a student a question “have you ever bought clothes with problems?” if the students 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. a、prompter b、resource-provider c、assessor d、organizer
8、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. a、prompter b、resource-provider c、assessor d、organizer
9、when students are doing a group-work task, the teacher joins one or two groups for a short period of time. a、controller b、prompter c、organizer d、participant
10、the teacher asks students to produce conversations(either orally or in writing) by using particular patterns or expressions they have just learned. a、resource-provider b、controller c、prompter d、organizer
unit 6.3-6.4 classroom management (2)随堂测验
1、the following are the common student groupings in classroom. decide what way that the teacher group students in each situation. put the right letter a-d in the brackets. it refers to the time when students work on an exercise or a task. it could be a dialogue reading, a game or an information-gap task between the two students. a、individual study b、group work c、pair work d、whole class work
2、it is the time when students are expected to work on their own at their own speed. it is very important form of learning for the students with the opportunities to process information and consolidate learning in a quiet manner in their own pace. a、individual study b、group work c、pair work d、whole class work
3、it refers to the time when students work in small groups. each group may have 3, 4, or 5 students, depending on the activity. a、individual study b、group work c、pair work d、whole class work
4、it refers to the time when all the students are under the control of the teacher. they are all doing the same activity at the same rhythm and pace. during the period, the teacher asks questions and students answer either together or one by one as indicated by the teacher. a、individual study b、group work c、pair work d、whole class work
unit 6.5-6.6 classroom management (3)随堂测验
1、close questions refer to those with only one single correct answer.
2、open questions usually have invite many different answers.
3、genuine questions refer to those that the answers are already known to the teacher and they are used for checking of students know the answer.
4、display questions are questions which are used to find out new information and since they often reflect real contexts, they are more communicative ( ur,1996).
5、higher-order questions refer to those that simply require recalling of information or memorization of facts while lower-order questions require more reasoning, analysis, and evaluation.
unit 6单元检测
1、before the class, the teacher is _________, who plans what to teach, how to teach, and result to achieve. a、a planner b、a assessor c、a prompter d、guider
2、after the class, the teacher is ________, who evaluates not only how successfully he has conducted the class but also how efficient the learning activities have been. a、planner b、a assessor c、a prompter d、guider
3、the teacher has a word in his mind and asks students to guess by asking only yes/no questions until they make the correct guess. which of the following is right to describe the role of the teacher in such context? a、participant b、a assessor c、a prompter d、guider
4、there are rules to follow for making instructions effective. the first is to use simple instruction and make them suit the comprehension level of the _________. a、teacher b、student c、classmate d、textbook
5、it refers to the time when students work in small groups. each group may have 3, 4, or 5 students, depending on the activity. a、individual study b、group work c、pair work d、whole class work
6、if the problems involves only student, the teacher’s action should be a quiet response so that it will avoid other students’ attention.
7、if troublesome students are sitting together, the teacher should separate them. besides, if students are moved to the front of the class they will behave better.
8、bloom proposed a taxonomy of question classification including knowledge, comprehension, application, analysis, synthesis and evaluation
9、an error refers to a performance error that is either a random guess or a “slip of tongue, and it is a failure performance to a know system.
10、a mistake has direct relation with the learners’ language competence due to lack of knowledge in the target language.
multiple choices
1、what are the possible roles of a teacher? a、controller, assessor b、organizer, prompter c、participant, resource-provider d、all of the above
2、what 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. a、controller b、assessor c、organizer d、prompter
3、what 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? a、controller b、assessor c、organizer d、prompter
4、what 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 card. those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2. thus the students are put into five groups in a random way. a、controller b、assessor c、organizer d、prompter
5、what 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.” a、controller b、assessor c、organizer d、prompter
6、what role does a teacher play in the following activity? while doing a writing task either individually or in groups, the students need to use a particular word they don’t know. so they ask the teacher. a、controller b、assessor c、participant d、resource-provider
7、what 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. a、controller b、assessor c、organizer d、prompter
8、what 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. a、controller b、assessor c、organizer d、prompter
9、what 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 time. a、controller b、assessor c、participant d、resource-provider
10、what 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 expressions they have just learned. a、controller b、assessor c、organizer d、prompter
11、what role does a teacher play in the following activity? the teacher has a word in his mind and asks students to guess by asking only yes/no questions until they make the correct guess. a、controller b、assessor c、participant d、resource-provider
12、when is appropriate for the teacher to give classroom instructions to students? a、give directions to tasks or activities, checking comprehension, giving feedback b、providing explanations to a concept or language structure, drawing attention c、setting requirements, checking comprehension, assigning homework d、all of the above
13、why do novice teacher often have problems giving clear instructions? a、their language proficiency is low b、they are fresh form the university c、their instructions are too short d、they are not able to target their instructions to the level of the learners
14、what are not good rules to follow for making instructions effective? a、use simple instructions and make them suit the comprehension level of the students b、use the mother tongue only when it is necessary c、use body language to assist understanding d、not model the task or activity before letting students move into groups or pairs
15、which of the following is the time when students work as a whole class? a、when all the students are under the control of the teacher b、when students work in pairs on an exercise or a task c、when students work in small groups d、when students are expected to work on their own at their own speed
16、which of the following is the advantage of whole class work? a、it is an ideal way to show materials and do presentations together. b、it allows students to work together rather than under teacher’s guidance. c、there is always a great chance of different opinions and contributions to the work. d、it is less stressful.
17、what is the teacher doing in terms of error correction? s: my watch was stealing. t: what happened to jack’s watch, jane? a、ignoring the student’s mistake. b、helping the student to correct his own mistake. c、encouraging peer correction. d、inviting a whole class correction.
18、what is the teacher doing in terms of error correction? s1: my brother is younger than my sister. how about yours? s2 :my brother is older as my sister. t: er … (questioning look) s2: er … (pause) oh yes, older than – my brother is older than my sister. t: good! a、helping self-correction b、encouraging peer correction c、conducting teacher correction d、employing indirect correction
19、which one is not the functions of teacher’s instruction? a、meaningful input b、even participation c、tools for organizing learning d、useful models
20、which one is not the correct measure for indisciplined acts and badly behaving students? a、act immediately. b、rearrange the seats. c、talk to students after class. d、punishing the whole class for the behaviour of a few.
unit seven teaching pronunciation
unit 7.1-7.3 teaching pronunciation (1)随堂测验
1、learners who have more exposure to english need less focus on pronunciation than those who only learn english in the class.
2、the teaching pronunciation should be focus on the students’ ability to identify and produce english sounds themselves.
3、students should be led to focus on reading and writing phonetic transcripts of words, especially for young students, because phonetic transcripts are abstract.
4、stress and intonation are important and should be taught from the very beginning because different stresses and intonations indicate different meanings.
5、the factors that determine if the students can acquire native-like english pronunciation are not related to the age of learners and the amount of exposure to english.
6、different students have different phonetic ability and some students are more sensitive to and better at imitating sounds than other students due to biological and physiological differences.
7、when talking about pronunciation, it is composed of only two aspects of sounds and phonetic symbols.
8、it has been demonstrated through experiments that often when a native speaker mishears something, it is because the foreigner has put the stress on the wrong place, not because he or she has mispronounced the sound of the word.
9、it is necessarily enough that the pronunciation should be consistent and intelligible in real communication.
10、when trying to achieve consistency in pronunciation, students should have to sacrifice intelligibility which is useless and may causes unpleasant feelings for both the speaker and the listener.
unit 7.4 teaching pronunciation (2)随堂测验
1、perception practice of sounds is aimed at developing the students’ ability to identify and distinguish between different sounds.
2、production practice of sounds is aimed at developing students’ ability to practice sounds and it is focused on mechanical imitation
3、for good pronunciation, two kinds of stress should be paid attention to. the first is word-level stress which is to stress the proper syllable in multi-syllabic words. the second kind of stress is phrase-level/sentence-level stress and each of them has one syllable that receives greater or more prominent stress than the others.
4、pronounciation can greatly affect the intention of the speaker’s message. it is used by native speakers to express meaning in many subtle ways
5、we can use hand or arm movement to indicate change of intonation as if conducting music. when is necessary to mark intonation, we often use rising or falling arrows, such as↗ and↘.
单元测验
1、according to wang qiang(2006), the realistic goal of teaching pronunciation should be consistency, intelligibility and__________. a、communicative efficiency b、productive efficiency c、personal efficiency d、interactional efficiency
2、__________means that the pronunciation should be smooth and natural. a、communicative efficiency b、consistency c、intelligibility d、intonation
3、_________means the pronunciation should understandable to the listener . a、communicative efficiency b、consistency c、intelligibility d、intonation
4、pronunciation is an umbrella term covering many aspects besides sounds and phonetic symbols, such as stress, __________, and rhythm. a、communicative efficiency b、consistency c、intelligibility d、intonation
5、the sentence “i want two tickets to london.” means__________ if the stress is put on “two”. a、not one ticket b、not single tickets c、not manchester or other city d、one ticket
6、the sentence “i want two tickets to london. ”means___________ if the stress is put on “return”. a、not one ticket b、not single tickets c、not manchester or other city d、one ticket
7、the sentence “i want two tickets to london. ” means___________ if the stress is put on “london”. a、not one ticket b、not single tickets c、not manchester or other city d、one ticket
8、in the dialogue between the speaker and the listener of “would you please turn down the radio a little bit?” and “sorry”. “sorry” means _______if it was given with a neutral tone. a、a normal apology. b、“no, i don’t want to.” or a rejection c、“what did you say?” or a question d、“pardon?” or being confused
9、in the dialogue between the speaker and the listener of “would you please turn down the radio a little bit?” and “sorry”. “sorry”means _______ if it was given with a falling tone. a、a normal apology b、“no, i don’t want to.” or a rejection c、“what did you say?” or a question d、“pardon?” or being confused
10、in the dialogue between the speaker and the listener of “would you please turn down the radio a little bit?” and “sorry”. “sorry”means _______ if it was given with a rising tone. a、a normal apology b、“no, i don’t want to.” or a rejection c、“what did you say?” or a question d、“pardon?” or being confused
multiple choices
1、which of the following is true about pronunciation teaching? a、learners whose native language has similar sounds are less likely to have problems with pronunciation. b、learners who have more exposure to english need less focus on pronunciation. c、beginning chinese learners of english need a certain degree of focus on pronunciation. d、all of the above
2、what is the realistic goal of teaching pronunciation? a、consistency b、intellegibility c、communicative efficiency d、all of the above
3、which of the following do not belong to minimal pair? a、will well b、till tell c、fill fell d、well well
4、which of the following belong to pronunciation perception practice? a、using minimal pairs, odd one out b、which order, completion c、same or different d、all of the above
5、which type does the following production practice belong to? the students repeat what the teacher says. this activity can practice individual sounds, individual words, groups of words, and sentences. a、listen and repeat b、fill in the blanks c、make up sentences d、using meaningful context
6、which type does the following production practice belong to? she sells sea shells on the seashore. a、make up sentences b、using meaningful context c、using pictures d、using tongue twisters
7、what are the ways of practicing stress? a、use gestures b、use the voice c、use the blackboard d、all of the above
8、what 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
9、what 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
10、what is reflected as important in the following example? a. would you please turn down the radio a little bit? b. sorry. ↘ （no, i do not want to.） or b. sorry? ↗ （what did you say?） a、stress b、intonation c、sounds d、pitch
unit nine teaching vocabulary
unit 9.1 what does knowing a word involve随堂测验
1、1.what does knowing a word involve? knowing a word means knowing its pronunciation and stress; knowing a word means knowing its spelling and grammatical properties; knowing a word means knowing its ts origin and history;
2、vocabulary learning “involves at least two aspects of meaning. the first aspect involves the understanding of its denotative and connotative meaning. the second aspect involves understanding the sense relations among words.”
3、connotative meaning: the primary, literal or explicit meaning of a word, which refers to ―those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world.
4、collocations help achieve fluency and appropriateness in language learning.
5、language is made up of three main elements: grammar, phonology and vocabulary.
unit 9.2-9.3 ways to present and consolidate vocabulary随堂测验
1、hyponyms refer to a group of words that go together to form meaning
2、for effective teaching of vocabulary, it is always useful for a teacher to have a list of techniques so that learners can choose a technique according to the type of vocabulary and different age level of the learners.
3、providing a visual or physical demonstration whenever possible, using pictures, photos, video clips, mimes or gestures to show meaning is one of the ways to present vocabulary.
4、labeling is one way to consolidate vocabulary, in which students are given a picture. they are to write the names of the objects indicated in the picture.
5、use word roots and common affixes to build new lexical knowledge on what is already known.
unit 9.4 vocabulary learning strategies随堂测验
1、to improve the quality of revision, learners should do spaced revision and review the newly learned words regularly.
2、in order to let students create their personal dictionary, perhaps regular class time should be devoted to help students specifically work on their vocabulary notebooks particularly at the beginning stage.
3、in managing a strategy use, students should first be guided constantly to self-evaluate the effectiveness of their strategy used for vocabulary learning.
4、there are generally five strategies involved in vocabulary learning: reviewing regularly, guess meaning from context, organizing vocabulary effectively, use a dictionary and treating vocabulary items indiscriminately.
5、generally speaking, the topic, the word formation, the possible meaning connect between the given word and other words and the linguistic pattern where the word appears may contribute to the discovery of meaning.
unit 9 单元检测
1、1. language is made up of three main elements: grammar, phonetics and vocabulary.
2、2. vocabulary is the carrier of phonetics and grammar and is also the construction material of linguistic building.
3、3. knowing a word involves knowing its pronunciation and stress; knowing its spelling and grammatical properties; knowing its meaning;
4、4. vocabulary learning involves at least two aspects of meaning. the first aspect involves the understanding of its denotative and connotative meaning. the second aspect involves understanding the sense relations among words.
5、5. connotative meaning is the primary, literal or explicit meaning of a word, which refers to “those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world.
6、6. in hedge’s words, connotative meaning is “the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the world” interpretation of the world”
7、7. collocations help achieve fluency and appropriateness in language learning.
8、8. using lexical sets or hyponyms to show relations of words and their meanings is one of the ways to present vocabulary items.
9、9. review the words regularly has proven to be one of the effective vocabulary learning strategies.
10、10. in the use of a dictionary, students should try to look up every word they do not know when reading.
multiple choice
1、what does it mean to know a word? a、know its pronunciation and stress b、know its spelling and grammatical properties c、know its meaning and know when and how to use it d、all of the above
2、what meaning is referred to if we say the meaning of “dog” is friendship and loyalty? a、denotative meaning b、connotative meaning c、literal meaning d、labeled meaning
3、what is referred to if we say “see a movie, watch a play, look at a picture”? a、denotative meaning b、connotative meaning c、collocations d、synonyms
4、what do the following examples indicate? big, huge;enormous, immense; male, masculine a、synonyms b、antonyms c、hyponyms d、collocations
5、what are two categories of vocabulary? a、receptive vocabulary and productive vocabulary b、innate vocabulary and learned vocabulary c、familiar vocabulary and unfamiliar vocabulary d、new vocabulary and old vocabulary
unit ten teaching listening
unit 10.1-10.3the difficulties of listening and the characteristics of listening process随堂测验
1、characteristics of the listening process include: spontaneity, context, visual clue, listener’s response, and body language.
2、one major reason for students’ poor listening skill is that listening is often neglected in teaching due to lack of teaching materials, lack of equipment and lack of real-life situations where language learners need to understand spoken english.
3、the context of listening is usually known to both the listener and the speaker in real life . in other words, we know the relationship between the listener and the speaker.
4、while listening, the speakers’ facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.
5、in the top-down model, listening comprehension is believed to start with sound and meaning recognition. in other words, “we use information in the speech itself to try to comprehend the meaning”.
unit 10.4 principles for teaching listening随堂测验
1、principles for teaching listening are focus on process, combine form-focused teaching with communication ,focus on comprehension of meaning and grade difficulty level appropriately.
2、there are two major purposes in listening. the first is for social reasons, the second is to obtain and exchange information.
3、while designing listening tasks, it is very important to grade the difficulty level of the tasks.
4、in selecting and using listening activities, ur penny takes a step further by summarizing the following principles: authentic language, being interesting, contextualization, meaningfulness and sound accounting
5、in selecting and using listening activities, the teacher try to ensure that the activity must use authentic language without significantly slower or simpler speech than would normally be used in everyday life.
unit 10.5 models of teaching listening随堂测验
1、as far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.
2、in the bottom-up model, listening comprehension is believed to start with sound and meaning recognition. in other words, “we use information in the speech itself to try to comprehend the meaning”.
3、bottom-up processing refers to the use of background knowledge in understanding the meaning of a message.
4、the post reading stage is the most difficult for the teacher to control , because this is where students need to pay attention and process the information actively.
5、there is a method called listen and act, which concentrates on learning language by listening and responding to commands or directions.
unit 10 单元检测
1、1. the skills of listening and reading are often thought of as passive skills, therefore people can do nothing to process information that they are receiving.
2、2. it is important to develop listening skills together with other skills, especially reading, because ordinarily , listening is not an isolated skill.
3、3. the most typical type of post-listening task is the multiple-choice comprehension question.
4、4. there are many opportunities to integrate listening with the practice of other language skills, especially at the while-listening stage.
5、5. listening for the gist is similar to the concept of skimming a passage in reading.
6、6. the while-listening stage is the most difficult for the teacher to control, because this is where students need to pay attention and process the information actively.
7、7. setting the scene for the stuents before listening ia a type of preilistening activity.
8、8. generally, dictogloss has three stages: preparation, dictation and reconstruction.
9、9. answering questions is a good example of how while-listening and post-listening is combined.
10、10. recent research has shown that by not giving students any task the first time they listen to a passage, it can take the anxiety out of listening.
unit eleven teaching speaking
unit 11.1-11.4 teaching speaking (1)随堂测验
1、spoken english is not well planned, but ______. a、spontaneous b、natural c、sudden d、practical
2、sentences in spoken english are often incomplete, ungrammatical, and full of ______, false starts, and redundancies. a、hesitation b、hesitations c、unwillingness d、stop
3、if it is not recorded, spoken language can’t be listened to again. it is expected to be understood ______. a、right b、immediately c、differently d、difficultly
4、the difficulties for english learners to speak include: _____, who are talking to,check if the listener understands. a、time pressure b、timing c、distance d、orientation
5、the features of natural speech include: _____, rephrases, hesitations, incomplete sentences, fillers, pauses. a、stop b、distance c、time pressur d、repetitions
unit 11.5-11.6 teaching speaking (2)随堂测验
1、1. one can only improve speaking by speaking more. ( )
2、2. common characteristics in successful speaking tasks include: minimum foreign talk, even participation, high motivation, right language level. ( )
3、3. the purpose of giving students a variety of speaking is to make them be able to cope with different situations in reality. ( )
4、4.controlled activities mainly focus on meaning and communication. ( )
5、5. communicative activities allow for real information exchange. ( )