英語教學(xué)法真題庫詳解

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Unit

1Part

I

Read

the

following

statements

or

questions

and

choose

the

best

answer

for

each

statement

or

question.

1.

Much

of

human

behavior

is

influenced

by

their_____A____

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?

BA.

teaching

attitude

B.

definitions

of

language

C.

structural

view

of

language

D.

functional

view

3.

What

does

the

structural

view

of

language

see

language?

CA.

a

system

of

categories

based

on

the

communicative

needs

of

the

learner

B.

a

communicative

tool

to

build

up

and

maintain

social

relations

between

peopleC.

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?

DA.

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?

BA.

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?

B

A.

Grammar

translation

B.

Audio-lingual

C.

Task-based

teaching

and

learning

D.

Communicative

teaching

7.

What

are

the

characteristics

of

audio-lingual

method?

DA.

Language

is

learned

by

constant

repetition

and

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?

AA.

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?

DA.

Learning

from

other’s

experiences

B.

Learning

the

received

knowledge

C.

Learning

from

one’s

own

experiences

as

a

teacherD.

All

of

the

above

10.

What

qualities

are

considered

good

qualities

of

a

good

teacher?

D

A.

Kind,

humorous,

well

informed

B.

Hard

working,

disciplined

C.

Well

prepared,

dynamic

and

patient

D.

All

of

the

above

Part

2

Answer

the

following

questions.

A

good

teacher

should

possess

many

good

qualities.

List

three

qualities

you

think

are

the

most

important

and

explain

reasons.

Dynamic,well-informedandwell-prepared,Ithinkthesethreequalitiesarethemostimportantasateacher.Firstly,thedynamic,well-informedandwell-preparedteachersarealwaysconfidentwhocanmaketheclassactiveandinteresting.Secondly,theyalwayskeeptheteachingaimsinmindandtrytoachievethegoalaccordingtotheteachingplan.Thirdly,Theycandistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.Fourthly,theycanparticipatepotentialproblemsandsolvethemproperly.Fifthly,theyhaveasystematicknowledgeofteachingandtheclasswillbeingooddiscipline.Unit

21.

What

is

the

ultimate

goal

of

foreign

language

teaching?

AA.

Enable

SS

to

use

the

foreign

language

in

work

or

life.

B.

Enable

SS

to

achieve

accuracy

of

English

language

structure.

C.

Enable

SS

to

achieve

fluency

of

English

language

structure.

D.

Enable

SS

to

speak

standard

English.

2.

What

is

the

possible

solution

to

bridge

the

gap

between

classroom

language

teaching

and

real-life

language

use?

BA.

Task-based

teaching

and

learning

B.

Communicative

language

teaching

C.

Presentation,

practice

and

production

D.

Engagestudyactivate

3.

What

is

linguistic

competence

concerned

with?

DA.

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?

AA.

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?

BA.

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?

C

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?

BA.

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?

AA.

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?

DA.

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?

AA.

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

Part

2

answer

the

following

questions

What

are

the

differences

between

language

used

in

real

life

and

language

learned

in

the

classroom

under

the

traditional

pedagogy?

Inreallife,languageisusedtoperformcertaincommunicativefunctions,e.g.togivedirections,toexchangeinformation,ortomakeacomplaint,etc;intraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.Forvariousreasons,traditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Inreallanguageuseweuseallskills.Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.Fourcomponentsofatask.Apurpose:makingsurethestudentshaveareasonforundertakingthetask.Acontent:thiscanbereal,authenticorimaginary,andinvolvesociolinguisticissues,suchasthelocation,theparticipatesandtheirrelationship,thetimeandotherimportantfactors.Aprocess:gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualizingandcommunicating.Aproduct:therewillbesomeformofoutcome,eithervisible(e.g.awrittenplan,aplay,aletter,etc)orinvisible(e.g.enjoyingastory,leaningaboutanothercountry,etc).Unit3DesigningprinciplefortheNationalEnglishCurriculumfornine-yearcompulsoryeducation.Aimforeducatingallstudents,andemphasizequality-orientededucation.Promotelearnerscentredness,andrespectindividualdifferences.Developcompetence-basedobjectives,andallowflexibilityandadaptability.Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.Unit

4Part

1

Read

the

following

statements

or

questions

and

choose

the

best

answer

for

each

statement

or

question.

1.

What

should

be

included

in

a

lesson

plan?

D

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

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?

D

A.

Clear,

brief

B.

Specific,

students-oriented

C.

Specific,

teacher-oriented

D.

Both

A

and

B

4.

What

are

language

contents?AA.

Structures,

vocabulary,

functions

and

topics

B.

Pictures,

vocabulary,

communication

and

topics

C.

PPT,

structures,

aims

and

summary

D.

Structures,

aims,

functions

and

topics

5.

What

are

very

commonly

used

teaching

procedures

and

stages?

DA.

Presentation,

practice

and

production

B.

Pre-reading,

while-reading

and

post-reading

C.

Mechanical

practice

and

meaningful

practice

D.

Both

A

and

B

6.

What

is

the

function

of

optional

activities?

AA.

Backups

in

case

the

lesson

goes

too

fast

and

there

are

a

few

minutes

left.

B.

Prepared

for

good

students

C.

Prepared

for

bad

students

D.

Used

for

emergency

7.

Which

part

is

to

be

finished

after

a

lesson

in

a

lesson

plan?

D

A.

Teaching

aids

B.

End

of

a

lesson

summary

C.

Optional

activities

and

assignments

D.

After

lesson

reflection

Part

2

answer

the

following

questions

1.

What

benefits

can

language

teachers

get

from

planning

a

lesson?

Firstly,aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.Secondly,ithelpsteachersdistinguishthevariousstageofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.Thirdly,properlessonplanninggivesteacherstheopportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.Fourthly,goodplanninggivesteachers,especiallynoviceteachers,confidenceinclass.Fifthly,whenplanningthelesson,theteacheralsobecomeawareoftheteachingaidsthatneededforthelessonLastbutnotleast,planningisagoodpracticeandit’sasignofprofessionalism.2.

Explain

five

principles

for

good

lesson

planning

in

detail.

Aimmeanstherealisticgoalsforthelesson.Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.Flexibilitymeanspreparingsomeextraandalternativetasksandactivitiesasthelessondoesnotalwaysgoaccordingtotheplansothatteachersalwayshavetheoptionstocopewiththeunexpectedsituationsotherthanbeingtheslavesofthewrittenplansoronemethodology.Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.3.

What

does

macro

planning

involve?

Macroplanninginvolvesthefollowing:1)Knowingabouttheprofession.2)Knowingaboutthesituation.3)Knowingaboutthelearners.4)Knowingaboutthecurriculum/syllabus.5)Knowingaboutthetextbooks.6)Knowingabouttheobjectives.4.

What

are

components

of

a

lesson

plan?

Backgroundinformation,teachingaims,stagesandprocedures,teachingaids,endoflessonsummary,optionalactivitiesandassignments,afterlessonreflection.unit

5

Part

1

Read

the

following

statements

or

questions

and

choose

the

best

answer

for

each

statement

or

question.

1.

What

are

the

possible

roles

of

a

teacher?

DA.

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?

AThe

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?

DT:

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?

CThe

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

group1,

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?

BWhen

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?

DWhile

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?

DThe

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?

BWhen

the

students

have

in

groups

decided

where

to

go

for

a

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?

CWhen

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?

AThe

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?

CThe

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?

DA.

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?

DA.

Their

language

proficiency

is

low

B.

They

are

fresh

from

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?

DA.

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?

AA.

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

time

when

students

work

in

a

pair?

B

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

17.

Which

of

the

following

is

the

time

when

students

work

in

groups?

C

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

18.

Which

of

the

following

is

the

time

when

students

study

by

themselves?

DA.

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

19.

Which

of

the

following

is

the

advantage

of

whole

class

work?

AA.

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.

20.

Which

of

the

following

is

the

advantage

of

pair

work?B

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.

It

reinforces

a

sense

of

belonging

among

a

group

of

members.

D.

It

is

very

stressful.

Part

2

answer

the

following

questions

What

six

conditions

have

to

be

met

in

order

to

achieve

efficient

classroom

management?Theteacherplaysappropriateroles.Theteacherprovidesclearinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Theteacherasksappropriatequestions.Thereisdisciplineaswellasharmonyintheclassroom.Thestudentserrorsaretreatedproperly.ClassroominstructionsClassroominstructionsreferstothetypesoflanguageteachersusetoorganizeorguidelearning.Theyincludegivingdirectionstotasksoractivities,providingexplanationstoaconceptoflanguagestructure,settingrequirements,checkingcomprehension,drawingattention,motivatinglearners,givingfeedback,andassigninghomework,etc.Therearerulestofollowformakinginstructionseffective:tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.Tousethemothertongueonlywhenitisnecessary.Teacherstobecarefulnottodoallthetalkinginclass.3.

Bloom’s

taxonomy

classifies

the

question

types

into

six.

What

are

the

six

question

types?

What

is

the

significance

if

each

of

them

is

used

in

a

language

classroom?

ThesixquestiontypesproposedbyBloomare:1)Knowledge:recallingfacts,terms,andbasicconcepts.2)Comprehension:understandingoffactsandideasbyorganizing,comparing,translating,interpreting,andstatingthemainideas.3)Application:applyingacquiredknowledge,facts,techniquesandrulesinadifferentcontext4)Analysis:identifyingrelationships,causesormotive,andfindingevidencetosupportmainideas.5)Synthesis:combiningelementsinadifferentwayandproposingalternativesolutions,creativethinking.6)Evaluation:presentanddefendopinionsbymakinganinformedjudgementaboutinformationorideasbasedonasetofcriteria.4.Classificationofquestiontypes:(常出選擇及判斷題)Closedquestionsrefertothosewithonlyonesinglecorrectanswer.Openquestionsmayinvitemanydifferentanswers.Displayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers,too.Genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.Lower-orderedquestionsreferstothosethatsimplelyrequirerecallingofinformationormemorizationoffacts.Higher-orderedquestionsrequiremorereasoning,analysis,andevaluation.5.Differencesbetweenerrorsandmistakes.Amistakereferstoaperformanceerrorthatiseitherarandomguessora‘slipoftongue’,itisafailureperformancetoaknownsystem.Amistakehasnothingtodowiththelanguagecompetence,butaresultfromtemporarybreakdown.Whenamistakeischallengedorgivenenoughattention,itcouldbeself-corrected.Anerrorhasdirectrelationwiththelearners’languagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Languageerrorscannotbeself-correctednomatterhowmuchattentionisgiven.6.DisciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffectiveFactorsthataffectdiscipline：1.teacher’sbehaviora.choiceofmethodologyb.teacher’erpersonalrelationshipwiththelearners2.motivation/purpose/desire/surroundingUnit

6Part

1

Read

the

following

statements

or

questions

and

choose

the

best

answer

for

each

statement

or

question.

1.

Which

of

the

following

is

true

about

pronunciation

teaching?

DA.

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?

DA.

Consistency

B.

Intellegibility

C.

Communicative

efficiency

D.

All

of

the

above

3.

Which

of

the

following

do

not

belong

to

minimal

pair?

DA.

Will

well

B.

Till

tell

C.

Fill

fell

D.

Well

well

4.

Which

of

the

following

belong

to

pronunciation

perception

practice?DA.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?

AThe

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?

DShe

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?

DA.

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?

AA.

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?

CA

.

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?

BA.

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

Part

Part2.

Answer

the

following

questions

1.

Why

cannot

most

learners

of

English

as

a

foreign

language

acquire

native

like

English

pronunciation?

ACriticalPeriodHypothesisstatesthatifhumansdonotlearnaforeignlanguagebeforeacertainage(perhapsaroundpuberty),thenduetochangessuchasmaturationofthebrain,itbecomesimpossibletolearntheforeignlanguagelikeanativespeaker.Unit

7Part

1

Read

the

following

statements

or

questions

and

choose

the

best

answer

for

each

statement

or

question.

1.

Which

of

the

following

statement

is

not

true?

DA.

Grammatical

competence

is

essential

for

communication

B.

There

is

a

positive

role

of

instruction

for

grammar

learning

C.

Grammar

teaching

can

enhance

learner

proficiency

D.

Grammar

learning

is

completely

useless

for

children.

2.

Which

of

the

following

is

not

grammar

presentation

method?

DA.

Deductive

method

B.

Inductive

method

C.

Guided

discovery

method

D.

Communicative

teaching

method

3.

Which

of

the

following

steps

are

typical

for

the

deductive

grammar

teaching

method?

AA.

Give

examples→explain

rules→students

do

practice

activities

B.

Authentic

language

data

is

provided→induces

learners

to

realize

grammar

rules→apply

the

new

structure

to

produce

sentences

(theinductivemethod)C.

Explicit

rules

are

give

to

students→Authentic

language

data

is

provided→apply

the

new

structure

to

produce

sentences

(theguideddiscoverymethod)D.

All

of

the

above

4.

What

are

two

grammar

practice

activities?

A

A.

Mechanical

practice

and

meaningful

practice

B.

Volume

practice

and

communicative

practice

C.

Interest

practice

and

meaningful

practice

D.

Mechanical

practice

and

success

oriented

practice

5.

What

are

two

broad

categories

of

knowledge?

AA.

Implicit

knowledge

and

explicit

knowledge

B.

Obvious

knowledge

and

unobvious

knowledge

C.

Inductive

knowledge

and

deductive

knowledge

D.

Refereed

knowledge

and

inferred

knowledge

PartII,1.Theguideddiscoverymethod:Studentsareinducedtodiscoverrulesbythemselvesbuttheprocessofdiscoveryiscarefullyguidedandassistedbytheteacher.Andtherulesarethenelicitedandtaughtexplicitly.2.Implicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.Explicitknow