中學(xué)教師資格證
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英語教師如何提高學(xué)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.

Which?of?the?following?writing?activities?reflect?process-orientation?

A

Asking?the?students?to?write?an?essay?parallel?to?the?text?they?have?learned.

B

Asking?the?students?to?peer-edit?their?first?draft.

C

Asking?the?students?to?complete?a?passage?with?transitions.

D

Asking?students?to?lay?a?great?focus?on the?grammar?structure?and?word?spelling.

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

A

?The?listening?activity?must?have?a?real, communicative?purpose.

B

The?listening?activity?must?cater?to?students’?real?life.

C

Pre-listening?tasks?must?help?students?identify?the?purpose of?the?listening?activity.

D

The?classroom?climate?surrounding?the?listening?activity?can?be?anxious.