A. Controller B. Assessor C. participant D. Resource-provider
12. When is appropriate for the teacher to give classroom instructions to students? D
A. Give directions to tasks or activities, checking comprehension, giving feedback
B. Providing explanations to a concept or language structure, drawing attention
C. Setting requirements, checking comprehension, assigning homework D. All of the above
13. Why do novice teacher often have problems giving clear instructions? D
A. Their language proficiency is low B. They are fresh from the university C. Their instructions are too short
D. They are not able to target their instructions to the level of the learners 14. What are not good rules to follow for making instructions effective? D
A. Use simple instructions and make them suit the comprehension level of the students
B. Use the mother tongue only when it is necessary C. Use body language to assist understanding
D. Not model the task or activity before letting students move into groups or pairs
15. Which of the following is the time when students work as a whole class? A
A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 16. Which of the following is the time when students work in a pair? B
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A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 17. Which of the following is the time when students work in groups? C A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 18. Which of the following is the time when students study by themselves? D
A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 19. Which of the following is the advantage of whole class work? A A. It is an ideal way to show materials and do presentations together. B. It allows students to work together rather than under teacher’s guidance. C. There is always a great chance of different opinions and contributions to the work.
D. It is less stressful.
20. Which of the following is the advantage of pair work? B A. It is an ideal way to show materials and do presentations together. B. It allows students to work together rather than under teacher’s guidance. C. It reinforces a sense of belonging among a group of members. D. It is very stressful.
Part 2 answer the following questions
1. What six conditions have to be met in order to achieve efficient classroom management?
1) The teacher plays appropriate roles.
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2) The teacher provides clear instructions. 3) Students are grouped in a way suitable for the learning activities. 4) The teacher asks appropriate questions. 5) There is discipline as well as harmony in the classroom. 6) The students errors are treated properly. 2. Classroom instructions
Classroom instructions refers to the types of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept of language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc. There are rules to follow for making instructions effective: 1) to use simple instructions and make them suit the comprehension level of the students. 2) To use the mother tongue only when it is necessary. 3) Teachers to be careful not to do all the talking in class. 3. Bloom’s taxonomy classifies the question types into six. What are the six question types? What is the significance if each of them is used in a language classroom?
The six question types proposed by Bloom are: 1) Knowledge: recalling facts, terms, and basic concepts. 2) Comprehension: understanding of facts and ideas by organizing, comparing, translating, interpreting, and stating the main ideas. 3) Application: applying acquired knowledge, facts, techniques and rules in a different context 4) Analysis: identifying relationships, causes or motive, and finding evidence to support main ideas. 5) Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking. 6) Evaluation: present and defend opinions by making an informed judgement
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about information or ideas based on a set of criteria. 4. Classification of question types:(常出选择及判断题)
Closed questions refer to those with only one single correct answer. Open questions may invite many different answers. Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers,too. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. Lower-ordered questions refers to those that simplely require recalling of information or memorization of facts. Higher-ordered questions require more reasoning, analysis, and evaluation. 5. Differences between errors and mistakes.
A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from temporary breakdown. When a mistake is challenged or given enough attention, it could be self-corrected. An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 6. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective Factors that affect discipline： 1. teacher’s behavior
a . choice of methodology
b. teacher’s preparation for the learners
c. interpersonal relationship with the learners 2. motivation/ purpose/ desire/ surrounding
Unit 6
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Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1. Which of the following is true about pronunciation teaching? D A. Learners whose native language has similar sounds are less likely to have problems with pronunciation.
B. Learners who have more exposure to English need less focus on pronunciation.
C. Beginning Chinese learners of English need a certain degree of focus on pronunciation. D. All of the above
2. What is the realistic goal of teaching pronunciation? D A. Consistency B. Intellegibility C. Communicative efficiency D. All of the above
3. Which of the following do not belong to minimal pair? D A. Will well B. Till tell C. Fill fell D. Well well
4. Which of the following belong to pronunciation perception practice?D A.using minimal pairs, odd one out B. Which order, completion C. Same or different D. All of the above 5. Which type does the following production practice belong to? A The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.
A. Listen and repeat B. Fill in the blanks C. Make up sentences D. Using meaningful context
6. Which type does the following production practice belong to? D She sells sea shells on the seashore.
A. Make up sentences B. Using meaningful context C. Using pictures D. Using tongue twisters 7. What are the ways of practicing stress? D
A. Use gestures B. Use the voice C. Use the blackboard D. All of the above 8. What does the falling intonation on the statement “he is moved to Gla
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