Which of the following does not make a good English teacher? Following strictly the lesson plan. Considering students’ needs and levels. Using very simple and clear instructions. Keeping on teaching reflection.

In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of______. listening for specific information listening for gist listening for structure listening for vocabulary

A teacher lists twenty “simple present tense“ sentences and asks students to discuss and find out the grammatical structures. What’s the teacher’s grammar teaching method? Induction. Conduction. Construction. Deduction.

Generally speaking, the syntactic relations include three basic types. Which of the following is NOT a type of syntactic relations? Positional relations. Relations of substitutability. Relations of co-occurrence. Syntagmatic relation.

There are some health problems that, when______in time, can become bigger ones later on. not treated not being treated not to be treated not have been treated

Which of the following shows the proper pronunciation of the word “should“ in the sentence “ What should we do“ ? [∫u:d] [∫ud] [∫[*]d] [∫Id]

请谈谈在写作教学的PWP模式中，写前环节要考虑哪三个要素(10分)，并列举三种写作教学活动中的写作练习类型(10分)。

下面是某教师的课堂教学片段。 Step 1 Revision (互相问候后，教师将装有彩色小图片的信封分发给各小组) T：Open the envelopes please．You have something nice in them．What are they? S：A green ear,a red ball，a blue plane，a yellow cat… T：What do you like? S：I like… Step 2 Lead-in T：Let’s sing the song Who Is Wearing Yellow Today．(音乐结束后，教师并没有停下来，而是改编歌词继续唱) T：Who is wearing blue today?Blue today?Blue today?Who is wearing blue today? Step 3 Presentation T：Who is wearing blue today? S：You are wearing blue today? T：Yes．I’m wearing blue today．I’m wearing a blue sweater now． (学生跟读sweater，sweater，blue sweater) T：I like the blue sweater．If you like it．please say it out loudly． T：Do you like the pink sweater?(PPT展示粉红色毛衣图片) S：Yes，I like the pink sweater． (借助学生的穿着，引出jacket等新词，展开活动) T：It is too hot．I will take off my sweater．Please take off your jacket． (伴随动作，依次教授词组take off,put on，hang up and put away) 请根据材料回答下列两个问题。 (1)教师在复习、导入以及呈现环节创设了不同的情境，请分别对其创设方法及作用进行分析。(15分) (2)评析教师在语言学习活动中的角色。(15分)

Which of the following statements is NOT a way of consolidating vocabulary? Defining. Matching. Gap-filling. Labeling.

______are often used in pronunciation practice because they are fun and motivating. Also the relaxing atmosphere helps students overcome inhibition. Students should be given time to practice on their own for a few minutes before they are asked to perform in front of the whole class. Tongue twisters Meaningful contexts Filling in the blanks Listening and repeating

Which of the following is NOT a suitable pre-task activity? Introducing the topic. Dividing students into several groups and assigning task to them. Working in groups to recite the text. Offering important words and phrases related to the topic.

From the perspective of traditional approach of syntax, noun has the categories of number, gender and______. aspect case tense voice

Since his works earned him quite a reputation in Liverpool, he has stayed there most of his life,______the visit to his hometown by chance. apart from instead of thanks to as for

How many liaisons of sound are there in the sentence “Tell us all about it“ ? One. Two. Three. Four.

Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence“. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit? First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict. Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control. After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles. Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn’t, careful thought helps both sides figure out a mutual solution. There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves“. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.

Soon after starting his job as superintendent of the Memphis, Tenn., public schools, Kriner Cash ordered an assessment of his new district’s 104,000 students. The findings were depressing: nearly a third had been held back at least one academic year. The high school graduation rate had fallen to 67%. One in five dropped out. But what most concerned him was that the number of students considered “highly mobile“ , meaning they had moved at least once during the school year, had ballooned to 34, 000, partly because of the home-foreclosure crisis. At least 1, 500 students were homeless—probably more. “I had a whole array of students who were angry, depressed, not getting the rest they needed,“ Cash says. It led him to consider an unusual proposition: What if the best way to help kids in impoverished urban neighborhoods is to get them out? Cash is now calling for Memphis to create a residential school for 300 to 400 kids whose parents are in financial distress, with a live-in faculty rivaling those of elite New England prep schools. If Cash’s dream becomes a reality, it will probably look a lot like SEED, a charter school in Southeast Washington, which stands for Schools for Educational Evolution and Development. Its 320 students—seventh-to 12th-graders—should live on campus five days a week. They are expected to adhere to a strict dress code and keep their room tidy. There are computers in the dorm’s common areas, and each student in grades 10 and above is given a desktop computer. At 11:30 every night, it’s lights out. In his plan for Memphis, Cash wants even more time. Perhaps the most provocative aspect of his proposal is to focus on students in grades 3 through 5 for homelessness is growing sharply among kids at that critical age, when much of their educational foundation is set, Cash says. His aim: to prevent illiteracy and clear other learning roadblocks early, so the problem “won’t migrate into middle and high school“. Students will remain on campus year-round. The school would cost up to $50, 000 a day to operate—three times the cost of a traditional day school with more than twice as many students. “It sounds very exciting, but the devil is in the details,“ says Ellen Bassuk, president of the National Center on Family Homelessness in Newton, Mass.

When the teacher asks questions, which should be excepted? Questions that require students to compare, evaluate, or infer should be encouraged. Questions should be balanced among different types. Questions should be focused on those who can answer them. Questions should be closely related to the suggested class lesson plan.

______assessment is based on a fixed standard that is usually the ultimate goal which the students are expected to achieve at the end of the course. Criterion-referenced Norm-referenced Summative Diagnostic

What is the teacher doing in terms of error correction? T: Make a sentence with “have “! S: He have a car. T: He HAVE a car? S: He HAS a car. T: Very good. He HAS a car. Direct correction. Indirect correction. Self-correction. Peer correction.

Which of the following practices aims at skill training and pronunciation knowledge? Odd one out. Tongue twister. Context practice. Reciting.