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单选题
When practicing Task-based Language Teaching, the class bears the following features EXCEPT_________.
A
language is text-based and discourse-based
B
lexical units are central in language use and language learning
C
conversation is the central focus of language and keystone of language acquisition
D
activities provide both the input and output processing necessary of language acquisition
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参考解析
解析：
更多 “单选题When practicing Task-based Language Teaching, the class bears the following features EXCEPT_________.A language is text-based and discourse-basedB lexical units are central in language use and language learningC conversation is the central focus of language and keystone of language acquisitionD activities provide both the input and output processing necessary of language acquisition” 相关考题
考题
Foreign Language Teaching ology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.()
此题为判断题(对，错)。
考题
The syllabus and the textbooks are prepared according to the social aim for teaching a language.()
考题
task－based language teaching is a further development of ________________.
A. Cognitive Language TeachingB. Functional Language TeachingC. Communicative Language TeachingD. Behaviorist Language Teaching
考题
When checking students' understanding of a certain language point in class, which of the following utterances is a teacher expected to make?
A．"Is it okay?"
B．"Is it clear to you?"
C．"Are you clear?"
D．"Is it all right to everyone?"
考题
When you focus on "utterance function" and "expected response" by using examples like"Here you are ", "Thanks", you are probably teaching language at the__________.
A.lexical level
B.sentence level
C.grammatical level
D.discourse level
考题
Classroom language can also be called in-class language, which is the specially used language system by both teachers and students in classroom teaching. Which of the following is not consisted in it?
A．Spoken language.
B．Body language.
C．Spelling language.
D．Written language.
考题
Classroom language can also be called in-class language, which is the specially used language system by both teachers and students in classroom teaching. Which of the following is not consisted in it?A.spoken language
B.body language
C.spelling language
D.written language
考题
When the teacher is presenting a new language, giving explanations, checking answers,which of the following should be adopted?A.whole class work
B.pair work
C.group work
D.individual work
考题
Which of the following statements about take-based language teaching is NOT true?
A．Students should be given tasks to perform or problems to solve in the classroom.
B．Student are task-driven.
C．Task-based language teaching is student-centered.
D．Task-based language teaching is teacher-centered.
考题
When a teacher intends to present or explain a new language point, which of the following group methods is mostly recommended?A.pair work
B.whole-class work
C.individual
D.group work
考题
Which part is NOT included in task-based teaching of vocabulary?A.Presenting.
B.Tasks.
C.Showing work.
D.Mechanical practice.
考题
Which of the following activities is NOT typical of the Task-Based Language Teaching method?A.Problem-solving activities.
B.Opinion exchange activities.
C.Information-gap activities.
D.Pattern practice activities.
考题
A language lesson plan usually has the following components except _____.A.teaching steps
B.teaching aims
C.language contents and skills
D.teaching institution
考题
A language lesson plan usually has the following components except _____.A. teaching steps
B.teaching aims
C.language contents and skills
D.teaching institution
考题
When the teacher is presenting a new language, giving explanations, checking answers,which of the following should be adopted?A.whole class work
B.pair work
C.group work
D.individual work
考题
According to Clark, Scarino and Brownell’s view, please select the components of task in Task-Based Language Teaching.①purpose ②context ③process ④function of language ⑤productA.①②③⑤
B.②③④⑤
C.①②④⑤
D.①②③④
考题
根据下面资料，回答
Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
第（17）题选A.work out
B.run into
C.talk about
D.take on
考题
根据下面资料，回答
Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
第（34）题选A.suggestion
B.feedback
C.promotion
D.inspiration
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aims:
(1) Students will master two difficult words,such as universal, unfamiliar.
(2) Students will learn knowledge about body language.
Ability aim: Students are able to understand the meaning of body language in their daily life and can improve the ability in scanning and skimming.
Emotional aim: Students can show their feelings with body language in reality.
Teaching Key Points:
Students can know the meaning of various body languages.
Teaching Difficult Points:
Students are able to express their feelings with body language in reality..
Teaching Methods:
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Play a clip from a popular American TV series Lie to me (many body languages are shown in it), invite two students to talk about their feelings.
Step 2: Pre-reading
1.Let’s say. Lead students to talk about body languages that we usually see in our daily life.
Step 3: While-reading
1.Fast reading. Read the passage for the first time and ask students to summarize the main idea.
2.Careful reading. Read the passage for the second time with questions.
(1) How many body languages are mentioned in the passage when we meet others?
(2) what is the difference in different countries? Talk it in details.
Step 4: Post-reading
Divide all students into several groups and give them five minutes to discuss other body languages that we usually use. After that, invite three students to share.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students surf the internet and collect more information about body language..
Blackboard design:
考题
单选题When you focus on utterance function and expected response by using examples likeHere you are , Thanks, you are probably teaching language at the__________.A
lexical levelB
sentence levelC
grammatical levelD
discourse level
考题
单选题Which of the following statements about task-based language teaching is NOT true?A
Students should be given tasks to perform or problems to solve in the classroom.B
Students are task-driven.C
Task-based language teaching is student-centered.D
Task-based language teaching follows the PPP model.
考题
单选题Which of the following activities is NOT typical of the Task-based Language Teaching Method?A
Problem-solving activities.B
Opinion exchange activities.C
Information-gap activities.D
Pattern practice activities.
考题
单选题When practicing Task-based Language Teaching, the class bears the following features EXCEPT_______.A
language is text-based and discourse-basedB
lexical units are central in language use and language learningC
conversation is the central focus of language and keystone of language acquisitionD
activities provide both the input and output processing necessary of language acquisition
考题
单选题When designing activities in writing class, the teacher should take the following aspects into consideration EXCEPT ____.A
students' language competenceB
writing strategiesC
students' pronunciation of the topicD
writing purpose
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