快速查题-中学教师资格证试题

综合素质（中学）

教育知识与能力（中学）

初中数学学科

初中英语学科

第一章基础教学理论

第二章语言知识与技能

第三章教学设计

第四章教学实施

第五章教学评价

第六章语言学

第七章阅读理解

第八章英语基础知识

初中化学学科

初中音乐学科

初中美术学科

初中体育与健康

高中语文学科

高中数学学科

高中英语学科

高中化学学科

高中音乐学科

高中体育与健康

高中美术学科

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共找出57题

英语教师如何提高学生的口语交际能力？（15分）

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

The text scripted and recorded in the study.

The text with implicated concepts beyond the comprehension of students.

The text with local accents in pronunciation.

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?

Consolidation.

Presentation.

Deduction.

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?

Word class.

Reading and speaking class.

Grammar class.

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.

pre-listening

while-listening

post-listening

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.

Association.

Generalization.

Collocation.

Contextualization.

What purpose does post-listening activities NOT serve?

Helping students relate the text with their personal experience.

Offering students the opportunities of extending other language skill.

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

Enabling students to have a discussion about the topic.

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

Rearranging the materials.

Brainstorming the topic.

Writing a summary of the text.

Locating the specific information.

Which of the following writing activities reflect process-orientation?

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

Asking the students to peer-edit their first draft.

Asking the students to complete a passage with transitions.

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?

The listening activity must have a real, communicative purpose.

The listening activity must cater to students’ real life.

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

The classroom climate surrounding the listening activity can be anxious.