中學教師資格證
篩選結果 共找出263題

除了這兩種方法之外，你還能舉例出其他的語音教學方法嗎？（15分）

材料全屏

以下片段選自某課堂實錄。

Betty: Darling, what are you going to do at the weekend? What are your plans?

Jimmy: On Saturday morning, I’m going to check my e-mail and then I’m going to do my homework. In the afternoon, I’m going to have a piano lesson.

Betty: I’m going to buy some clothes on Saturday afternoon.

Jimmy: On Saturday evening, I’m going to a party at a friend’s home. We’re going to listen to some music. Would you like to come?

Betty: Yes, that’s a good idea.

Jimmy: What are you going to do on Sunday?

Betty: I’m going to stay in bed in the morning. Then I’m going to revise for my test. What about you?

Jimmy: I’m going to get up early and then I’m going to play table tennis with some friends. In the afternoon, I’m going to meet Kelly and Peter in the park and we’re going to have a picnic. And you are going to come, too?

Betty: Am I? Great!

28

【簡答題】

請分析該教學片段并回答下列問題：

分析教學片段中體現的聽力目標。（15分）

英語教師如何提高學生的口語交際能力？（15分）

?What should the teacher try to avoid when selecting listening materials?

A

The text scripted and recorded in the study.

B

The text with implicated concepts beyond the comprehension of students.

C

The text with local accents in pronunciation.

D

The text with some difficult words for students.

A teacher showed students an example and explained the usage of past perfect tense, and ask students to list ten “past perfect tense” sentences by imitating that example. What’s teacher's grammar teaching method?

A

Consolidation.

B

Presentation.

C

Deduction.

D

Induction.

During class, the teacher draws a flow chart on the blackboard to show the structure and its inner connection of a passage. What class do you think is it most possible be?

A

Word class.

B

Reading and speaking class.

C

Grammar class.

D

Phonetics class.

Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This description belongs to _______ stage.

A

pre-listening

B

while-listening

C

post-listening

D

none of them

What vocabulary learning strategy does the following activity help to train?

The teacher created a situation and asked students to think of words and expressions that can be used in that situation.

A

Association.

B

Generalization.

C

Collocation.

D

Contextualization.

What?purpose?does?post-listening?activities?NOT?serve?

A

Helping?students?relate?the?text?with?their?personal?experience.

B

Offering?students?the?opportunities?of?extending?other?language?skill.

C

Practicing?students’?ability?of?matching?the?pre-listening?predictions?with?contents?of?the?text.

D

Enabling?students?to?have?a?discussion?about?the?topic.

Which?of?the?following?activities?can?be?adopted?at?the?pre-reading?stage?

A

Rearranging?the?materials.

B

Brainstorming?the?topic.

C

Writing?a?summary?of?the?text.

D

?Locating?the?specific?information.