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A 1. According to modern scholars and language teachers, the ultimate goal offoreign language teaching is to enable the learners to __________________.A. obtain some knowledge about languageB. use the foreign language in work or lifeC. to perform well in language testsD. enjoy some literature works in the target languageC 2. What is the teacher doing in terms of error correction in the followinginteraction?“S: I go to the theatre last night.”“T: You GO to the theatre last night?”A. Correcting the student’s mistake.B. Encouraging peer correction.C. Hinting that there is a mistake.D. Asking the student whether he really went to the theatre.A 3.Making inferences in while-readingmeans .A. making use of syntactic, logical and cultural clues to discover themeaning of unknown elements such as the writer's opinions or a new wordB. the way of reading in which the reader usually moves his eyes over thetext very quickly just in order to get the gist of it or decide whether it isworth reading more deeply or notC. locating specific information the reader want from the textD. careful reading of the whole textD 4. Which of the following is NOT one of the reasons why listening is moredifficult than reading?A. The listener has little/no control over the speed the input of the spokenmaterial.B. The spoken material is often heard only once (unlike the reading material).C. The listener cannot pause to work out the meaning.D. The grammar in the listening material is more complicated than that inreadingA 5. What do the three Ps stand for in the PPP Model?A. Presentation, Practice, ProductionB. Presentation, Production, PreparationC. Preparation, Practice, ProductionD. Preparation, Presentation, ProductionA 6. Which of the following belongs to human factors which have influenceson lesson plans?A. teachers' personalitiesB. testingC. class sizeD. syllabusB 7. Principles of the communicative approach holdthat .A. exercises in which language is used for knowledge of grammar promotelearningB. activities which involve real communication promote learningC. language that is repeated in class supports the learning processD. reading aloud texts in the morning is one of the best ways fordeveloping reading strategiesC 8. What is the goal of teaching pronunciation ? Our realistic goals ofteaching pronunciation should be: consistency, intelligibility,and .A. accuracyB. stressC. communicative efficiencyD. intonationD 9. We learn new words much better from a context, which isto .A. put all the words in a vocabulary book with their meanings in the mothertongueB. dictate the words a number of times a weekC. recite the text repeatedlyD. relate words to a memorable context, such as a storyA 10. In ______stage, students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills.A. practiceB. presentationC. productionD. preparationC 11. Which of the following does NOT belong to the aims of the pre-readingstage?A. arousing the students’ interest in the topic or type of textB. motivating students to read the text by providing a purpose for readingC. reflecting on what has been read in the textD. preparing the students for the content of the textB 12. In which of the following activities does the teacher assume the role ofa controller?A. To elicit ideas from the students.B. To conduct a drilling exercise.C. To be a participant in group work.D. To give feedback and organize peer correction.A 13.At ______ stage, learners have the opportunity to integrate the newlanguage items with the old through activities that give free andextensive expression aimed at developing fluency skills.A. productionB. presentationC. practiceD. preparationA 14.Which of the following are NOT the contents of a lesson plan?A. Every word to be uttered in the class.B. Procedure and evaluation.C. Procedure and anticipated problems.D.The objectives of the lesson and classroom aids required.B 15. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solvingD.repeatB 16. When a reader tries to guess the meaning of a new word based on thecontextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.D.General-soecificA 17. When a researcher reads an academic paper to see if it is relevant tohis field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.D.DeductionB 18. Which of the following activities can be adopted at the pre-readingstage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the textD. retell thr materialsB 19. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategiesD. focus on formC 20. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focusedD. use-orientedA 21.To ___, it is advocated that we adopt a communicative approach towriting.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students busyD 22.Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.A 23.There are many situations in which we use more than one languageskill, so it is valuable to integrate the four skills, to ___.A. enhance the students' communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.A 24. As far as school assessment is concerned, we have teacher’sassessment, continuous assessment, ___, and portfolios.A. students' self-assessmentB. relatives' assessmentC. informal assessmentD. formal assessmentC 25.Which of the following statements is not true?A.Children are not good at analyzing language rules.B.The sooner the children begin to learn English, the better they willlearn it.C.Children know what they want.D.Children shouldn't be given too many restrictions.B 26.When teaching pronunciation, the goal of Consistencymeans that the pronunciation should be ___.A.accurateB.smooth and naturalC.native-likeD.understandableB 27.According to Jane Willis, the components of theframework of Task-based Learning (TBL) include ____.A.exercises, exercise-tasks and tasksB. new language items, time and learning cultureC.a purpose, a context, a process and a product/outcomeD.pre-task, task cycle and language focusD 28.It is believed that the inductive method is moreeffective than the deductive method because students ___ while engaged inlanguage use.A.are told by the teacher the grammar rulesB.learn the grammar rules without any difficultyC.never learn the grammar rulesD.discover the grammar rules themselvesC 29. When teaching vocabulary we must take into consideration two kindso f meaning. For example, in the English culture the word “dog” with its___ meaning referring to the animal itself has a ___ meaning oftenrelated to friendship and loyalty, but in a different culture the wordmay have different relations.A.denotative; denotativeB.connotative ;connotativeC.denotative ;connotativeD.connotative ;denotativeD 30.Explanation of phonetic rules should ___ at the beginning stage ofteaching pronunciation.A.always be adoptedB.take placeC.be emphasizedD.be avoidedCase analysiscase1In a listening lesson, the teacher first plays the recording for students to listen.Then he stops the recording here and there trying to explain some difficult words and phrases in Chinese.●Problem：●The teacher should get students prepared before they listen. This teacher'soperation seems to focus too much on the understanding of individual words and expressions.●What's more, stopping the recording to explain in Chinese will affect theunderstanding of the whole listening material.●Solution：●Change the focus of the listening lesson to the acquisition of listening skillsand strategies and the comprehension of the listening material. There should be a clear purpose for listening, whether for details or for main idea. The teacher should assign listening tasks first, then play the recording. The explanation of words and phrases can be dealt with before listening, if the teacher thinks they will affect the listening.case2●The following activity is designed by a teacher for the production stage of aspeaking lesson：●Students work in pairs to talk about the pictures of a student's family membersusing the following questions：●1) Whose father/mother is he/she?●2) Whose brother/ sister is the boy/girl?●3) How old is he/she?mechanical or meaningful?● 1. filling in the blanks● 2. doing substitution drills● 3.Changing the sentence structure● 4.Translating sentences● 5.Repeating after the teacherMeaningful practice● 1. identifying pictures with descriptions● 2.following directions● ing rhymes and songs● 4.Retelling stories● 5.role-playing● 6.listening and speaking●Problem：●The activity is too controlled. Students have no scope for imagination, thusmay not get motivated. At the production stage, students should be able to apply what they've learnt to new situations instead of doing mechanical structural drills like presented in this situation.●Solution：●This activity can be used at the practice stage. For the production stage, theteacher can ask students to work in pairs to ask about each other's father, mother, etc, and then report to class the information they get from their talk.The teacher can also conduct interviews, asking one or two students to interview others about their family.说前活动热身操练输入背景信息激活表达动机熟悉话题和语境语言准备明确对话任务说中活动模拟情景对话角色扮演简短演讲简短报告复述故事讲故事说后活动汇报结果归纳要点写出要点转述信息case3In a grammar class, the teacher teaches the use of “some” and “any” in the following way:● A. Explains the rules of their usage.● B. Provides some examples to illustrate the usage of the two words.● C. Ask the students to do pattern dills.● D. Ask the students to apply the rules to given situations.●Problem: The teacher teaches grammar in a deductive way. This approach isusually mechanical and dull. The students learn the rules passively with little involvement in the process of working them out. Since rules are sometimes too restrictive, there are lots of exceptions that may confuse the students. This method is usually more concerned with form than use.●Solution: Bring in the inductive grammar teaching approach. By combiningthe two ways of teaching grammar together, the teacher can achieve a much better result than using either way exclusively. The teacher could first give the students a context and ask them to work out the rules. After collecting the students’suggestions, the teacher could then tell them the existing rules and explain exceptions to the rules.case4●When teaching a new reading passage, the teacher writes all the new words onthe blackboard and asks the students to look them up in dictionaries. Then the teacher explains the meaning of these new words in simple English, usually by providing some examples of their usage. Sometimes, the teacher may provide the Chinese versions for these words. After dealing with the vocabulary, the teacher will then shift their focus to the reading passage.●Problem: The students taught in this way are mainly receiving passiveknowledge from the teacher. They merely learn to understand these vocabularies, rather than how to use them. The new words are not taught froma context, and there is no practice of using them in an authentic or a nearauthentic situation. This students will not learn these new words in an efficient way.●Solution: The teacher could use various means to help the students tounderstand the vocabulary. For some, they can use illustrations, for some, they can use definitions, and for others, they can guess from the context. The teacher could also use different ways to help the students to use the new words.Exercises like information gap, crosswords, quiz, or recording new words all can help the students to learn vocabulary in a more efficient way.case5●When preparing a lesson, some teachers just rely on the teacher's book. Beforeteaching a lesson, they will just look up the new words in the dictionary and copy paraphrases from the teacher's book onto the student's book. In class, they will just follow the instructions provided by the teacher's book.Problem: Though the teacher's book may provide very good references andguidance for the teacher, it is not enough. The textbooks we are using usuallyare not written just for our students. For different students, they havedifferent needs. We need to adapt the textbook to meet the need of ourstudents. Other factors like our syllabus and system of testing may also affectour planning for a lesson. If we failed to consider all the factors that mayaffect our teaching, we will not achieve a good result in our teaching.●Solution: A lesson plan is very important in the success of teaching. First, weneed to define the objectives of the lesson plan. That is what we hope to achieve. Then, we need to decide the classroom aids required, such as blackboard, white board, overhead projector, audio-visual facilities, etc. Next, we need to plan the procedure of the lesson, like what will be done, when, by whom, etc. We also need to have a contingency plan in case something unexpected may disrupt the plan. Last, we need to have a checklist to assess our implementation of the plan to see if everything is as planned and what need to be improved.case6●This is a traditional classroom. All students stand up to greet the teacher andthe teacher greets back. Then the teacher starts to talk and the students start to take notes. From time to time, the teacher will ask some questions to the whole class, and those students who know the answers will respond. At other time, the teacher will point at an individual student and asks a question. The teacher also asks the students to do some readings or exercises quietly in class. As the students finish their job, the teacher collects their work and tells them that they will get feedback over the next week.Teacher’s Roles in the Class1. Controller2. Assessor3. Organizer4. Prompter5. Participant6. Resource-provider7. Atmosphere creator●Problem: The teacher plays a simple role as an instructor and controls everyactivity of the students. There is very little students' involvement in the teaching process, and no pair work or group work at all.●Solution: A teacher should play the role of a helper rather than a controller.The teacher should communicate with the students in a polite way and show great care and encouragement towards the students. The teacher may also use audio-visual aids to make the lesson lively and interesting.Short Questions● 1.what are the overall objectives for primary English education?to develop the students' interests, self-confidence and positive attitude towards learning English; to cultivate the students' language sense and promote students' comprehensive development in language use, to develop the students' preliminary ability to use English in daily exchange and to lay a good basis for further study.● 2.what qualities should a good primary English teacher possess?1) competent in English2) good at using different teaching methods3) versatile , having the ability to sing , act....4) be able to organize games and activities● 3.How to create information gap activities?● 4. what are the ways commonly adopted by teachers to present newvocabulary?1) using real objects2)using pictures or illustrations3)providing demonstrations or giving examples4)involving learners in actions● 5. what basic components should a lesson plan have?●Background information(teaching materials, students)●Teaching objectives(knowledge, skills and strategy )●Language contents and skills●Stages and procedures●Teaching aids●assignments●After -lesson reflection● 6.How to ask questions in English class?●Qustions should be closely linked to the learning objectives in the lessson.●Questions should be staged so that the level of challenge increases as thelesson procedes.●There should be a balance between closed and open , lower-order andhigher-order questions.●Wait time is important to allow students to think●Pupils should be provided opportunities to ask their own questions and seektheir own answers.● A secure and relaxed atmosphere of trust is needed and pupil's opinions andideas are valued●7.what are the principles of teaching English reading?●The texts and tasks should be accessible to the students.●Tasks should be clearly given in advance.●Tasks should be designed to encourage reading for the main meaning ratherthan test the students’ understanding of trivial details.●Tasks should help develop students’ reading skills and strategies rather thantest their reading comprehension.●Teachers should help the students to read on their own, so that they eventuallybecome independent readers.●8. How do we design a successful speaking activity?9.What skills do effective readers employ? Specifying a purpose for readingPredicting the contents of the textSkimming the text for the main ideaScanning the text for specific information Distinguishing main ideas from supporting details Summarizing informationMaking inferencesPaying attention to text structureGuessing the meaning of a new word from context lesson plan(30)1.教学内容(1')2.教学目标(明确)(2')3.教学重难点(准确)(4')4.教学过程(步骤衔接连贯)(15')5.教学时间(分配合理)(3')6.教学辅助手段(运用恰当)(2')7.板书(设计合理)(2')8.作业(1')。