Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the “look-say“ or “whole-word“ method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively. The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, “learning how to learn“ activities recommended by advocates of “open“ classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these “Run-Spot-Run“ readers. However, in 1955, Rudolf Flesch touched off what has been called “the great debate“ in beginning reading. In his best-seller Why Johnny Can’t Read, Flesch indicted the nation’s public schools for miseducating students by using the look-say method. He said—and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed—that another approach to beginning reading, founded on phonics, is far superior. Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.

What item is mainly assessed in the following question? How well did you work in your group tasks? Language performance. Improvement in strategies. Progress. Classroom participation.

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.

Which of the following activities is not communicative activity in teaching speaking? Information gap activities. Accuracy-focused games. Debates and interviews. Problem-solving activities.

A Chinese student makes a sentence as follows “He is a rich man who like traveling“. The error in that sentence is the result of______. negative transfer positive transfer overgeneralization pragmatic failure

The hummingbird’s feathers sparkled and glittered in the sunlight,______. its back is shiny green and its throat bright red its back shiny green and its throat is bright red its back is shiny green and its throat is bright red its back shiny green and its throat bright red

A similar wrong idea is that fish and ice cream when______at the same time form a poisonous combination. eating being eaten eaten to be eaten

在语法教学中，语法练习的形式有哪几种(10分)?请对任意两种练习形式进行举例说明(10分)。

When a student said “Yesterday I goed to see a friend of mine“, which of the following ways for correcting errors is NOT encouraged? Oh, yes. I see you went to see a friend of yours. You goed to see your friend? No, not goed. You should say went. Say it again, please.

When a teacher wants to test students’ listening skills, grammar, vocabulary and pronunciation, which of the following test format is the most suitable one? True or false questions. Completion. Dictation. Translation.

In grammar practice, substitution and______drills are most frequently used in mechanical practice. meaning matching correction transformation

Which of the following statements about the Situational Approach is NOT true? Adopt an inductive approach to grammar teaching. Encourage explanations of the meaning of new items in foreign language. Focus on language accuracy. Practice structures and patterns through repetition and substitution activities.

Which of the following is not a design feature of human language? Arbitrariness. Displacement. Duality. Diachronicity.

It was an exciting moment for these football fans this year,______for the first time in years their team won the World Cup. that while which when

_____the rain stop, the sunflower would be saved. Can Must Should Will

—Are you going to the basketball game? —No. The tickets are______expensive for us. highly far too less so much

Which of the letter “a“ in the following words has a different pronunciation from others? base sake lame dam

The sounds /praIz/ should match the word______. prize praise price piece

下面是某初中教师的课堂教学片段。 (T asked Ss to make sentences according to the information on the Blackboard.) T: Now, let’s look at the blackboard and make sentences. I say “I don’t have a basketball“ and you say “Our teacher doesn’t have a basketball“. I say “I have a volleyball“ and you say “Our teacher has a volleyball“. Li Xing, make the third sentence ... (T wrote sentences on the Blackboard.) Li Xing: Tom have a tennis racket. T: Is it correct? No, we should say it like this “Tom has a tennis racket“. We don’t put “have“ after “He, She, Tom, Lucy“. We should say “He has ..., She has ..., Tom has ..., Lucy has ...“. (T wrote the wrong sentence on the Blackboard and corrected it.) T: Next one, Li Lei, please. Li Lei: Jim has a ping-pong ball. T: Yes. (T wrote it on the Blackboard.) Next one, Zhang Hong, please. Zhang Hong: Li Lei don’t have a soccer ball. T: No, no, no. Wrong again. What is the correct answer? Ss: Li Lei doesn’t have a soccer ball. T: Yes. (T wrote the correct answer on the Blackboard.) 根据上面的信息，从下面三个方面作答： (1)请分析学生课堂回答错误的主要原因。(8分) (2)该教师采用了什么方式来纠正学生的错误?(8分) (3)针对学生在该课堂中回答错误的情况，教师应如何进行反馈和引导?(14分)

Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the “look-say“ or “whole-word“ method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively. The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, “learning how to learn“ activities recommended by advocates of “open“ classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these “Run-Spot-Run“ readers. However, in 1955, Rudolf Flesch touched off what has been called “the great debate“ in beginning reading. In his best-seller Why Johnny Can’t Read, Flesch indicted the nation’s public schools for miseducating students by using the look-say method. He said—and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed—that another approach to beginning reading, founded on phonics, is far superior. Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.

To assess how well a student is performing relative to his or her own previous performance, a teacher should use______assessment. criterion-referenced individual-referenced norm-referenced peer

According to the author, which of the following statements is true?

The phrase “touch off“ (Para. 3) most probably means______.

One major difference between the “look-say“ method of learning reading and the phonics method is______.

The author indicts the look-say reading approach because______.

The author feels that counting on educators to teach reading correctly is______.