尔雅中学英语课堂教学活动设计答案(学习通2023课后作业答案)
18 min read尔雅中学英语课堂教学活动设计答案(学习通2023课后作业答案)
Welcome!随堂测验
1、尔雅This 中学course is NOT designed for _____.
A、middle school students
B、英语业答pre-service English teachers
C、课堂high school English teachers
D、教学middle school English teachers
2、活动后作How long does this 设计course last?
A、4 weeks
B、答案8 weeks
C、学习12 weeks
D、通课16 weeks
3、尔雅In order to help you learn,中学 there will be a quiz in each module.
4、DECA is 英语业答designed as a theory-oriented course.
5、When you are learning this 课堂course, you are not allowed to share your ideas with other learners.
Week 1 Designing pronunciation activities
Quiz 1
1、Which of the following is 教学NOT the reason why we teach pronunciation?
A、Pronunciation is the most important part in any language learning process.
B、Good pronunciation is always important for students to achieve effective communication.
C、To improve intelligibility in communication is one major reason for teaching pronunciation.
D、Teaching pronunciation can also help students in other aspects of English learning.
2、When teaching pronunciation, teachers can design______ activities to help students identify and distinguish different sounds.
A、minimal pair
B、communicative
C、mechanical
D、information gap
3、Which of the following is minimal pair?
A、cup and cap
B、said and see
C、frog and fog
D、plea and pay
4、To help students speak English with rhythm, teachers may design a (an) ________ activity.
A、communicative
B、imitation
C、blank-filling
D、repetition
5、Pronunciation activities like interviews or role-plays may be better designed for ____________.
A、more advanced learners
B、beginners
C、practicing individual sounds like vowels and consonants
D、practicing consonant clusters
6、Which of the following is RIGHT about teaching pronunciation?
A、Teachers can design various classroom activities to make their teaching more interesting.
B、Teachers can teach pronunciation by following the same models and procedures.
C、Teaching phonological knowledge is more important than guiding students to practice.
D、The focus of teaching pronunciation should be individual sounds rather than meanings.
7、Which of the following is NOT the aim of teaching pronunciation?
A、To develop students’ ability of speaking English like a native speaker.
B、To improve students’ ability of recognizing and discriminating sounds.
C、To improve students’ ability of producing intelligible and acceptable sounds.
D、To improve students’ ability of interpreting written language phonologically and recreating spoken language vividly.
8、Which of the following about phonological items is RIGHT?
A、All the phonological items are not isolated from each other, but are of the equal importance.
B、Generally speaking, sounds are equal to letters.
C、English consonants can be classified according to the manner of articulation.
D、Fluency is the most essential measurement of pronunciation.
9、When designing pronunciation activities, teachers should ______first.
A、think about the purpose of the activities and meet students’ needs.
B、provide students with sufficient learning materials.
C、consider the order of presentation and create a learning context.
D、focus on phonological knowledge.
10、If a student pronounces a word wrongly, teacher should______.
A、be more careful to adopt the proper methods to correct student’s error
B、ignore it so as to keep the fluency of communication
C、point out the error directly and correct it quickly
D、criticize the student because of the mistake
11、We can also design information gap activities to develop students’ ability of hearing while improving pronunciation.
12、At a preliminary stage, to help students better pronounce sounds, we can create either a tongue twister or a chant.
13、When teaching pronunciation, practice should be stressed. So, teachers should design various and appropriate activities for practice.
14、It is important for teachers to show the pronunciation samples correctly and clearly in an emphatic and interesting way.
15、Pronunciation teaching usually involves these basic steps: presentation, practice and consolidation, evaluation.
16、A good teacher needs to make evaluations on students’ pronunciation with active response in a proper manner.
17、Good pronunciation means that you have to speak like native speakers.
18、Communicative activities, such as blank-filling, are better choices for language learners to practice sentence stress and intonation.
19、When designing the pronunciation activities, we should emphasize on the phonological aspect of English language, because pronunciation is an isolated one.
20、In pronunciation teaching, meaningful practice is in need as well as mechanical activities for production practice.
Assignment 1: Describe, Analyze & Adapt
1、DECA Assignment 1: Describe, Analyze & Adapt Directions: Choose an English classroom teaching activity. It can be one that is or is not mentioned in the course. Then describe, analyze and adapt it. The following questions are intended to guide you through the process. Step 1 Describe Describe the activity briefly. Use the following questions to help you. 1. What is the name of the activity? 2. Where did you find it? 3. For whom is the activity most suited? 4. What’s the purpose of the activity? 5. What are the steps of the activity? Step 2 Analyze Analyze the activity carefully. Use the following questions to help you. Try to provide reasons for each answer. 1. Is the purpose of the activity clear? 2. Are the instructions of the activity clear? 3. Is the activity suited for the specified learner group? 4. Is the expected outcome likely to be achieved? 5. What are some possible difficulties when implementing the activity? Step 3 Adapt Share two ways that you might adapt this activity to fit one of the following: · a different group of students · other learning objectives, or · a different classroom environment (technology, seating arrangement, class size, etc.). For each way to adapt the activity, answer these two questions: 1. How do you plan to adapt the chosen activity? 2. Why do you plan to adapt it in this way? A tip Please proofread your assignment before you submit it. Make sure to correct any spelling and grammar mistakes you might have made. Also make sure all the ideas are clearly developed. Remember: In this course you are NOT ONLY learning how to design English classroom activities BUT ALSO improving your own English. IMPORTANT: After you submit your assignment, you will receive assignments by other learners to grade. A grading rubric has been created to help you. Your submission will be graded by other learners too. What a wonderful learning opportunity! Grab it! Embrace it! Enjoy it!
Week 2 Designing vocabulary activities
Quiz 2
1、Activities for __________ should take the most important part in vocabulary teaching.
A、practicing
B、presentation
C、consolidation
D、testing
2、Teachers can use the activities such as __________ to help learners practice the spelling of new words.
A、air spelling
B、crossword puzzle
C、word search puzzle
D、spelling race
3、The meaningful contexts can be created by providing __________ in vocabulary teaching.
A、pictures
B、charts
C、audio clips
D、video clips
4、Activities that can be used for practicing vocabulary knowledge are like __________.
A、word riddle
B、acting
C、storytelling
D、paraphrasing
5、Teachers can present the meaning of new lexical items with __________.
A、pictures
B、contexts
C、translation
D、test
6、The activities used for presenting and practicing the meaning and usage of vocabulary items should be more creative than that of pronunciation and spelling.
7、The activities at each stage of vocabulary teaching can’t be the same.
8、Activities should be designed according to the focuses and objectives of vocabulary teaching of each stage.
9、The de-contextualized, dictionary-copy like activities should be employed in vocabulary teaching.
10、The traditional multiple choice and blank filling activities are good enough for vocabulary practice.
11、Vocabulary teaching means teaching the pronunciation, spelling, usage and _______ of new words.
12、Vocabulary teaching is mainly composed of three stages, i.e. presentation, _______ and evaluation.
13、The accurate understanding of the meaning and usage of a new word can be effectively achieved in specific _______.
14、Teaching new vocabulary knowledge in contexts is helpful for learners to form _______ in their mind.
15、When presenting pronunciation, we can articulate the words in a loud and _______ manner.
Week 3 Designing grammar activities
Quiz 3
1、The visual aids that can be used for presenting new grammar items are __________.
A、pictures
B、charts
C、gestures
D、games
2、The following types of activities should be used for the practice of using grammar items: _________.
A、controlled practice
B、communicative practice
C、rule reciting
D、note-taking
3、The following types of activities except __________ can be used for the mechanical practice of grammar.
A、using pictures as prompts
B、games
C、repetition drill
D、substitution drill
4、Meaningful grammar practice activities are like __________.
A、asking real-life questions
B、using information charts as prompts
C、chain drill
D、transformation drill
5、Communicative grammar activities are like __________.
A、task-based discussion
B、grammar games
C、controlled response drill
D、using pictures as prompts
6、Good knowledge of grammar rules does not necessarily guarantee a good mastery of the language.
7、In deductive activities, we present a few examples first, then guide learners to discover the grammar rules through analysis of those examples.
8、It is unnecessary to design communicative activities in grammar teaching as they are too time-consuming.
9、Mechanical practice usually comes after meaningful practice.
10、Games should always be included in grammar lessons.
11、Grammar teaching does not only mean presenting grammar rules to students, but also helping them put the rules into _______.
12、The focuses of meaningful grammar practice activities should be on the comprehension, production or _______ of meaning.
13、In meaningful practice activities, students are allowed to make _______ choices when taking on the practice.
14、When asking real-life situation questions, students can be required to answer the questions with their own information in their real-life, but the given _______ should be used.
15、From mechanical practice, to meaningful practice, and to communicative practice, they are in a _______ order.
Week 4 Designing discourse activities
Quiz 4
1、Which of the following is NOT a spoken discourse marker?
A、At the end of the day...
B、Here’s the thing/The thing is…
C、I’m glad you brought that up because…
D、From another perspective…
2、Linguistic _____ refers to the parts of something written or spoken that come immediately before or after a word or passage and clarify its meaning.
A、term
B、marker
C、discourse
D、context
3、Which of the following IS a spoken discourse marker?
A、In addition to…
B、In the case of…
C、In the final analysis….
D、I’m glad you brought that up because…
4、In spoken discourse, “The thing is …” is used ____
A、to bring the conversation back to a former point
B、to add onto a point just raised
C、to conclude an argument
D、to raise an important issue
5、In written discourse, “On the other hand …” is used ____.
A、to raise a new point or example
B、to introduce an example
C、to conclude
D、to move to an opposing viewpoint
6、Discourse can refer to ____.
A、any form of language in use
B、naturally occurring language
C、authentic language as it occurs in context
D、only spoken form of language
7、In which of the following situations is the teacher engaged in typical teacher talk?
A、When she/he asks questions to which she/he already knows the answers.
B、When she/he evaluates students’ responses.
C、When she/he corrects students’ mistakes.
D、When she/he shares information about themselves.
8、Our purpose of teaching English is for our students to be able to ____.
A、use English for communication
B、express themselves in English
C、understand others in English
D、speak English like native speakers
9、When we design discourse activities for our students, we can _____.
A、raise their awareness of appropriate and inappropriate language use
B、provide opportunities for them to practice newly learned strategies
C、teach them useful strategies to communicate effectively
D、ask them to first memorize some useful words and expressions
10、Which of the following are spoken discourse markers?
A、At the end of the day...
B、Here’s the thing.
C、I’m glad you brought that up because…
D、From another perspective…
11、A piece of discourse can be hundreds of thousands of words in length.
12、When the teacher asks questions to which they already know the answers, their use of English is an example of typical teacher talk.
13、Examples of typical teacher talk include evaluating students’ responses correcting students’ mistakes.
14、It is important for classroom discourse to be natural and communicative.
15、Well-designed discourse activities should help students develop their ability to use English.
16、Classroom discourse is communicative when the teacher and the students exchange information about themselves.
17、When the teacher corrects students’ mistakes in class, he or she is using English for real communication.
18、Linguistic context is more important than nonlinguistic context.
19、Well-designed discourse activities should help students memorize as many discourse markers as they can.
20、A piece of discourse should not consist of only one or two words.
21、Discourse is authentic language as it occurs in _______ .
22、It is in the classroom that many Chinse students get their main _______ to English.
23、Well-designed discourse activities should use _______ materials and create conditions where real-world discourse is most likely to be encouraged.
24、Nonlinguistic context refers to almost everything but _______.
25、The speaker’s purpose may not be well understood without taking into consideration the specific _______ in which communication takes place.
26、Our purpose of designing discourse activities is to help our students develop their ability to _______ English.
27、The ability to use English includes both the ability to _______ others and the ability to express oneself.
28、_______ _______ are also called “linking words” and “linking phrases”, or “sentence connectors”.
29、The first sentence of a paragraph is an introductory sentence, also called _______ sentence.
30、The last sentence of a paragraph is a _______ sentence.
Assignment 2 Design & Create
1、DECA Assignment 2: Design & Create Directions: Design an English classroom teaching activity and create a mini lesson plan. Then, if possible, implement it. You are required to submit a detailed lesson plan for the activity you are to design. The implementation part is only optional. You are more than welcome to share your experience of implementing the activity in our forum. *This assignment is to be graded by the Teaching Team and a grading rubric is provided to guide you towards the best work possible. When you design an activity, think about the following questions: 1. For whom do I design this activity? 2. What’s the purpose of the activity? 3. What is the name of the activity? 4. What are the steps of the activity? 5. What materials are needed? When you create your mini lesson plan for the activity, include: 1. Name of the activity 2. Clear learning objectives 3. Targeted learners 4. Concise instructions 5. Necessary materials A tip Please proofread your assignment before you submit. Make sure to correct any spelling and grammar mistakes you might have made. Also make sure all the ideas are clearly developed. Remember: In this course you are learning NOT ONLY how to design an English classroom activity BUT ALSO how to improve your own speaking and written English. Guidelines When we grade the activity designed by you, we are going to use the following questions. Hope you find them helpful. 1. Is the activity name good enough? 2. Is the purpose of the activity clear? 3. Is the activity suited for the specified learner group? 4. Are the instructions/steps of the activity concise? 5. Is the expected outcome likely to be achieved? 6. Is the language clear?
Week 5 Designing listening activities
Quiz 5
1、Listening activities are meant to _______.
A、train
B、test
C、inform
D、motivate
2、The pre-listening activity _____ can be done directly by giving a very brief introduction.
A、setting the scene
B、predicting
C、brainstorming
D、skimming and scanning
3、____ can assess listening outcome most directly and invite immediate response from listening.
A、Listen and act
B、Listen and draw
C、Multiple choice
D、Listen and guess
4、If the _____ for a listening activity are not clear, the students will not understand what they are supposed to do and how to do it.
A、instructions
B、audio materials
C、printed pages
D、goals
5、Post-listening activities are preferably with ___________ purpose.
A、genuine communicative
B、educational
C、cultural awareness cultivating
D、interest inspiring
6、Pre-listening activities are often used to fulfill the following purposes: ________.
A、activating students’ schema
B、facilitating students’ subsequent listening with reasonable guesswork
C、getting them relaxed and focused
D、predicting wildly
7、Pre-listening activities that can be used for students to organize their ideas are __________.
A、brainstorming
B、predicting
C、setting the scene
D、mapping
8、Ways to engage students in successful listening experience: ______.
A、clear instruction
B、minimal writing
C、prompt feedback
D、interesting listening material
9、Clear instruction in while-listening stage can ______.
A、help students get more concentrated on the key points
B、help students know the goal or the task to fulfill
C、be realized by asking students “Are you clear?” “Are you ready?”
D、only be done orally rather than in a written form
10、Post-listening activities are often used to __________.
A、consolidate what they hear and learn
B、learn something new by taking while-listening experience as acquired knowledge
C、help students cultivate an interest in listening
D、instill in students the awareness of holistic learning
11、Pre-listening activities can be time-consuming but they are well worth the trouble and effort.
12、The activities at pre-listening stage should mainly focus on the vocabulary, which is the biggest obstacle of students.
13、We only take on one single pre-listening activity at one time.
14、While-listening activities which involve writing are not good activities.
15、The learning value of listening exercises can be maximized if teacher checks the answer immediately after students’ listening practice.
16、The post-listening activities should be conducted as a group rather than individually.
17、Brainstorming may help activate students’ prior knowledge and enable students to form _______ about what they are going to listen to.
18、Ideally, directions for listening activities should be brief and explicit, and __________ questions like “What information are you supposed to take down?” can be used.
19、Too much _______ is often a test of spelling, grammar, memory and logic thinking, which will fail to motivate the students to focus on listening.
20、Students want to know the correct answer right after they have done a task, are frustrated if it is _______.
21、The _______ activities should be closely related to what students have listened.
Week 6 Designing speaking activities
Quiz 6
1、We can say that an activity is _____ if the students feel confident that they can do it.
A、doable
B、interesting
C、relevant
D、fun
2、The goal of the speaking activity _____ is for students to talk to and find as many different people as they can who meet certain criterion.
A、Find someone who
B、What’s the difference?
C、Two truths plus one lie
D、Comic strips description
3、_____ is a typical information gap activity, since one student has information that his or her partner does not have.
A、What’s the difference?
B、Debate
C、Discussion
D、Two truths plus one lie
4、If the _____ for a speaking activity are not clear, the students will not understand what they are supposed to do and how to do it.
A、instructions
B、principles
C、purposes
D、students
5、When a teacher _____ in class they try to draw out a response from the students.
A、elicits
B、talks
C、explains
D、lectures
6、After giving instructions, whenever possible, the teachers should _____ what they want their students to do.
A、model
B、ask
C、repeat
D、explain
7、The English teacher should _____ when they give instructions for a speaking activity.
A、write one sentence for each main point
B、use complicated sentence structures
C、use words that are unfamiliar to our students
D、give all the instructions at a time for multi-step activities
8、When writing instructions for a speaking activity, the English teacher should NOT _____.
A、give lots of information all at once
B、write one sentence for each main point
C、use short sentences
D、use words that are familiar to our students
9、People learn to speak a language through _____, not just through listening to others.
A、speaking
B、writing
C、thinking
D、reading
10、The emphasis in the communicative games is on the successful communication rather than the _____ of language.
A、correctness
B、development
C、usefulness
D、expression
11、Which of the following are typical speaking activities?
A、debates
B、interviews
C、communicative games
D、making sentences
12、When the students can use English to _____, they are better motivated to speak English.
A、talk about their own life
B、express their own opinions
C、share their own feelings
D、pass written exams
13、Which of the following are examples of good practice of instruction-giving?
A、Use short sentences.
B、Use words that are familiar to our students.
C、Give one part of the instructions at a time for multi-step activities.
D、Give lots of information all at once.
14、Which of the following are good instruction checking questions?
A、How many sentences do you need to write?
B、Who is going to speak first?
C、Why do we do this activity?
D、What are you going to do now?
15、The English teacher can model the instructions for a speaking activity _____ .
A、on their own
B、with a student
C、with student pairs
D、with the whole class
16、One reason why sometimes speaking activities are not very effective is that the teacher’s instructions for classroom activities are vague.
17、When the students are engaged in speaking activities, they should be allowed to make mistakes in their use of English.
18、The English teacher should correct every spoken mistake made by the students.
19、One good way to give students feedback on their speaking is to note the mistake and give focused practice later.
20、When the teacher elicits, the students are more likely to respond actively.
21、It’s important for the English teacher to be tolerant of and sensitive to students’ mistakes.
22、Student Talking Time should be maximized because students need time to speak English in order to improve their speaking skills.
23、It’s always advisable to increase STT and reduce TTT in a speaking lesson.
24、We can stress key words to give emphasis when we give instructions for a speaking activity.
25、We should use vague instructions to challenge our students when we design speaking activities.
26、When we design speaking activities we should try to use _______ that are closely related to students’ life.
27、If the students are not willing to _______, the speaking activities we design for them are not likely to be successful.
28、We’d better not _______ the students when they are speaking.
29、Successful completion of the game will involve the carrying out of a task rather than the correct production of a language _______.
30、Information gap activities give the students a real _______ to speak.
31、The English teacher should point out a mistake when the focus is on _______.
32、When the focus is on _______, the teacher should try not to interrupt the students to correct a mistake they made.
33、It’s helpful for the teacher to _______ after giving an instruction, allowing students time to absorb the message.
34、If the teacher’s _______ are wordy or vague, the students will get confused and class time will be wasted.
35、In class, the teacher should not let the students begin until he or she has finished giving and _______ instructions, no matter how eager the students might be to get started on an activity.
Week 7 Designing reading activities
Quiz 7
1、Which of the following is a good pre-reading activity?
A、Brainstorming
B、Jigsaw reading
C、Making inferences
D、Information transfer
2、Which of the following is NOT an appropriate pre-reading activity?
A、Making inferences
B、Pre-teaching selected vocabulary
C、Making predictions
D、Brainstorming
3、Which of the following is a good while-reading activity?
A、Information transfer
B、Brainstorming
C、Interview the author
D、Quiz your classmates
4、Which of the following is NOT an appropriate while-reading activity?
A、Providing background knowledge
B、Making inferences
C、Jigsaw reading
D、Sequencing
5、Which of the following is an appropriate post-reading activity?
A、One-sentence summary
B、Jigsaw reading
C、Making inferences
D、Making predictions
6、Which of the following is NOT an appropriate post-reading activity?
A、Skimming
B、Role-play
C、Interview the author
D、One-sentence summary
7、When one reads quickly to identify the main idea and the author’s purpose for writing, he or she is _____.
A、skimming
B、learning
C、scanning
D、understanding
8、Post-reading activities are done _____ the students have read the text.
A、after
B、because
C、before
D、while
9、In _____ activities, students read a story and put the events or happenings in the correct order.
A、sequencing
B、fast reading
C、post-reading
D、inferencing
10、Being good at making _____ relies a lot on critical thinking skills which can be a difficult thing to teach.
A、inferences
B、compositions
C、predictions
D、sentences
11、Which of the following are good pre-reading activities?
A、Brainstorming
B、Making predictions
C、Providing background knowledge
D、Creative writing
12、Which of the following are functions of pre-reading activities?
A、Activating students’ existing knowledge.
B、Giving students’ necessary background knowledge.
C、Making sure the students have a clear purpose for reading.
D、Checking students’ comprehension of the main idea.
13、Which of the following are principles to follow when designing reading activities?
A、Helping students engage with what they are reading.
B、Encouraging the students to respond to the content.
C、Giving students time to read.
D、Teaching all the background knowledge and new words.
14、Post-reading activities aim at helping students _____.
A、develop critical thinking
B、encourage personal expressions
C、connect what they have read with their own world
D、become interested in the text
15、Which of the following are while-reading activities introduced in this module?
A、Story strips
B、What am I?
C、Running race
D、Using a KWL chart
16、When we teach reading, we should teach our students all the new words before we tell them to read the text.
17、If you use short videos to provide background knowledge, it does not matter if the video is related to the reading text or not.
18、We’d better not prepare any discussion questions about the pre-reading video so as to save time for students to read the text.
19、What the reader brings to the reading will affect how they understand what they read.
20、Good pre-reading activities should be able to activate students’ relevant prior knowledge.
21、Well-designed pre-reading activities should help the students better understand the text they are going to read.
22、When we design pre-reading activities we can choose short videos to provide background knowledge.
23、If you plan to play videos for the students in class, you should watch the video yourself first before class.
24、When we design reading activities for our students, we should consider when the students will actually be reading and how much time they will have for reading.
25、Well-designed reading activities should give students time to actually read the text.
26、If we want to help our students to really understand a text, it’s important to _______ them before, during, and after reading.
27、The three stages of teaching reading comprehension are pre-reading, while-reading, and _______.
28、Good pre-reading activities should establish a _______ for reading.
29、_______, or reading quickly for the main idea, is an essential reading skill.
30、Good pre-reading activities should motivate the students to _______.
31、Just like knowing the topic of a _______ beforehand helps us be better listeners, knowing the main idea of a text is extremely beneficial before students begin to read more closely.
32、When readers make inferences, they use _______ to “read between the lines” and draw conclusions from information that is implied.
33、Information transfer should encourage deep processing of _______ so that the students can’t just copy chunks of information without understanding them.
34、Mind mapping helps students to _______ their thoughts about the text they have read.
35、The most important principle to follow when designing post-reading activities is making post-reading activities _______ .
Week 8 Designing writing activities
Quiz 8
1、The difficulties of writing largely lie in its ______, demanding the language knowledge of spelling, punctuation, grammar, sentence structure, cohesive devices, and logic in thinking.
A、nature
B、form
C、meaning
D、vocabulary
2、In the face of a writing task, students are sometimes more dreaded with ______ to write.
A、what
B、why
C、how
D、when
3、Although it is important to arouse the students’ interest, the ultimate purpose of pre-writing is to increase writing __________.
A、comprehension
B、proficiency
C、motivation
D、materials
4、In the brainstorming session, which of the following statements is NOT appropriate?
A、Students are asked to think hard individually so as to come up with in-depth ideas.
B、It doesn’t matter whether the ideas they produced will be useful or not.
C、What matters is students can be involved in free and active thinking.
D、Students are encouraged to put down all possible ideas that come to their minds.
5、____________ is a good activity for fluency writing.
A、Chain story
B、Sequencing
C、Scaffolding
D、Modeling
6、Post-writing activities are often used to __________.
A、give students the chance to reread and rewrite with a new perspective
B、relieve teachers’ writing-checking pressure
C、instill in students the awareness of self-assessment and peer-assessment
D、help students form the habit of rewriting and proofreading
7、Pre-writing activities often used to serve the function of ________.
A、arousing their interest
B、activating their prior knowledge
C、getting them relaxed
D、guiding them to focus on the task
8、Pre-writing activities that can be used for students to organize their ideas are __________.
A、mapping
B、modeling
C、free discussion
D、brain-storming
9、While-writing activities that can be used for students to develop fluency are ______.
A、chain writing
B、sequencing
C、scaffolding
D、checklists
10、While-writing activities that can be used for students to build the awareness of genre are ______.
A、scaffolding
B、checklists
C、sequencing
D、chain writing
11、Writing activities should be designed according to the focuses and objectives of writing teaching of each stage.
12、Modeling is often adopted in genre approach-based writing instruction.
13、The activities at pre-writing stage are mainly about generating ideas of writing.
14、Sequencing as a while-writing activity is not intellectually challenging enough, therefore we should be careful to use it in class.
15、The writing activities used for different student groups should always be different.
16、Only when students have a clear purpose or a _______ to write, will they feel motivated or eager to write.
17、Different from brainstorming which encourages generation of ideas, mapping helps students _______ their ideas.
18、Mapping will, on the one hand, help students _______ their ideas and help them stay sharply in their mind.
19、Students can be encouraged and trained to do corrections with _______ and marks, which is an implicit way of error-correction.
20、Peer-correction and self-correction are therefore good _______ for teacher-correction in writing.
21、Individual writing might not be as fun as _______ writing where students can find support and inspiration from each other.
22、Writing with fixed format like letters and notes can be developed through writing with _______.
Final exam
DECA FINAL EXAM
1、When teaching pronunciation, teachers can design______ activities to help students identify and distinguish different sounds.
A、minimal pair
B、communicative
C、mechanical
D、information gap
2、Which of the following is a spoken discourse marker?
A、I’m glad you brought that up because...
B、In addition to…
C、In the case of…
D、In the final analysis….
3、When a teacher _____ in class they try to draw out a response from the students.
A、elicits
B、talks
C、explains
D、lectures
4、Activities for __________ should take the most important part in vocabulary teaching.
A、practicing
B、presentation
C、consolidation
D、testing
5、After giving instructions, whenever possible, the teachers should _____ what they want their students to do.
A、model
B、ask
C、repeat
D、explain
6、Which of the following is an appropriate post-reading activity?
A、One-sentence summary
B、Jigsaw reading
C、Making inferences
D、Making predictions
7、The emphasis in the communicative games is on the successful communication rather than the _____ of language.
A、correctness
B、development
C、usefulness
D、expression
8、Which of the following is NOT the reason why we teach pronunciation?
A、Pronunciation is the most important part in any language learning process.
B、Good pronunciation is always important for students to achieve effective communication.
C、To improve intelligibility in communication is one major reason for teaching pronunciation.
D、Teaching pronunciation can also help students in other aspects of English learning.
9、The goal of the speaking activity _____ is for students to talk to and find as many different people as they can who meet certain criterion.
A、Find someone who
B、What’s the difference?
C、Two truths plus one lie
D、Comic strips description
10、When teaching pronunciation, teachers should__________.
A、design sufficient and various activities to help students practice
B、give students clear directions before an activity starts
C、ignore every mistake students made so as to ensure their fluency
D、spend as much time as possible to teach pronunciation in class
11、Discourse can refer to ____.
A、any form of language in use
B、naturally occurring language
C、authentic language as it occurs in context
D、only spoken form of language
12、Which of the following are good pre-reading activities?
A、Brainstorming
B、Making predictions
C、Providing background knowledge
D、Creative writing
13、Good pronunciation means that you have to speak like native speakers.
14、The traditional multiple choice and blank filling activities are good enough for vocabulary practice.
15、Examples of typical teacher talk include evaluating students’ responses and correcting students’ mistakes.
16、Linguistic context is more important than nonlinguistic context.
17、The activities at the pre-writing stage are only about generating ideas of writing.
18、We should use vague instructions to challenge our students when we design speaking activities.
19、It’s important for the English teacher to be tolerant of and sensitive to students’ mistakes.
20、The activities at pre-listening stage should mainly focus on the vocabulary, which is the biggest obstacle of students.
21、Good knowledge of grammar rules does not necessarily guarantee a good mastery of the language.
22、In deductive activities, we present a few examples first, then guide learners to discover the grammar rules through analysis of those examples.
23、It is unnecessary to design communicative activities in grammar teaching as they are too time-consuming.
24、The de-contextualized, dictionary-copy like activities should be encouraged in vocabulary teaching.
25、It is important for teachers to show the pronunciation samples correctly and clearly in an emphatic and interesting way.
学习通中学英语课堂教学活动设计
一、教学目标
- 了解并掌握英语的基本语法、词汇和语言技能。
- 培养学生听、说、读、写、译等方面的英语综合能力。
- 激发学生学习英语的兴趣和热情，提高学习主动性。
二、教学内容
本课程主要涵盖以下内容：
- 英语语法
- 英语单词和短语
- 英语听力和口语训练
- 英语阅读理解
- 英语写作和翻译
三、教学方法
本课程采用以下教学方法：
- 讲解法
- 互动式探究法
- 小组合作学习法
- 任务型教学法
四、教学过程
第一课时：英语语法
教学目标：了解英语语法的基本知识。
- 引入
- 通过课堂互动的方式调动学生学习英语的热情，让学生了解英语语法学习的重要性。
- 讲解
- 通过PPT和教学视频等多媒体手段讲解英语基本语法知识，包括主谓宾、时态、语态等。
- 练习
- 通过小组合作和个人练习的方式巩固所学英语语法知识，提高语法分析和应用能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语语法的基本知识和应用方法。
第二课时：英语单词和短语
教学目标：掌握英语单词和短语的基本用法。
- 引入
- 通过课堂互动的方式调动学生学习英语单词和短语的兴趣，让学生了解英语单词和短语学习的重要性。
- 讲解
- 通过PPT和教学视频等多媒体手段讲解英语单词和短语的基本用法，包括词义、词性、搭配等。
- 练习
- 通过个人练习和小组合作的方式巩固所学英语单词和短语，提高词汇量和语感。
- 总结
- 通过课堂总结和讨论，让学生掌握英语单词和短语的基本用法和应用方法。
第三课时：英语听力和口语训练
教学目标：提高英语听力和口语表达能力。
- 引入
- 通过课堂听力活动和口语练习调动学生学习英语的热情，让学生了解英语听力和口语训练的重要性。
- 讲解
- 通过听力材料和教学视频等多媒体手段讲解英语听力和口语训练的基本方法和技巧。
- 练习
- 通过个人练习和小组合作的方式，让学生进行英语听力和口语训练，提高听力和口语表达能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语听力和口语训练的基本方法和技巧，提高英语综合能力。
第四课时：英语阅读理解
教学目标：提高英语阅读理解和分析能力。
- 引入
- 通过课堂阅读活动调动学生学习英语的兴趣，让学生了解英语阅读理解的重要性。
- 讲解
- 通过阅读材料和教学视频等多媒体手段讲解英语阅读理解的基本方法和技巧。
- 练习
- 通过个人练习和小组合作的方式，让学生进行英语阅读理解练习，提高阅读理解和分析能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语阅读理解的基本方法和技巧，提高英语综合能力。
第五课时：英语写作和翻译
教学目标：提高英语写作和翻译能力。
- 引入
- 通过课堂写作和翻译活动调动学生学习英语的兴趣，让学生了解英语写作和翻译的重要性。
- 讲解
- 通过写作材料和翻译范例等多媒体手段讲解英语写作和翻译的基本方法和技巧。
- 练习
- 通过个人练习和小组合作的方式，让学生进行英语写作和翻译练习，提高写作和翻译能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语写作和翻译的基本方法和技巧，提高英语综合能力。
五、教学评价
本课程采用以下教学评价方法：
- 考试和作业评价
- 课堂表现评价
- 自我评价和互评
通过以上评价方法，全面评估学生学习成果，并针对学生的不足点及时进行教学改进，提高教学效果。
六、教学反思
在本课程的教学过程中，我们采用了多种教学方法和手段，针对不同学生的学习特点，制定了相应的教学策略，取得了一定的教学效果。但是，也存在一些问题需要反思和改进，比如课堂互动不够充分、教学手段不够多样化等。在今后的教学中，我们将进一步改进教学方法和手段，注重培养学生的学习能力和学习兴趣，提高教学效果和教学质量。
学习通中学英语课堂教学活动设计
一、教学目标
- 了解并掌握英语的基本语法、词汇和语言技能。
- 培养学生听、说、读、写、译等方面的英语综合能力。
- 激发学生学习英语的兴趣和热情，提高学习主动性。
二、教学内容
本课程主要涵盖以下内容：
- 英语语法
- 英语单词和短语
- 英语听力和口语训练
- 英语阅读理解
- 英语写作和翻译
三、教学方法
本课程采用以下教学方法：
- 讲解法
- 互动式探究法
- 小组合作学习法
- 任务型教学法
四、教学过程
第一课时：英语语法
教学目标：了解英语语法的基本知识。
- 引入
- 通过课堂互动的方式调动学生学习英语的热情，让学生了解英语语法学习的重要性。
- 讲解
- 通过PPT和教学视频等多媒体手段讲解英语基本语法知识，包括主谓宾、时态、语态等。
- 练习
- 通过小组合作和个人练习的方式巩固所学英语语法知识，提高语法分析和应用能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语语法的基本知识和应用方法。
第二课时：英语单词和短语
教学目标：掌握英语单词和短语的基本用法。
- 引入
- 通过课堂互动的方式调动学生学习英语单词和短语的兴趣，让学生了解英语单词和短语学习的重要性。
- 讲解
- 通过PPT和教学视频等多媒体手段讲解英语单词和短语的基本用法，包括词义、词性、搭配等。
- 练习
- 通过个人练习和小组合作的方式巩固所学英语单词和短语，提高词汇量和语感。
- 总结
- 通过课堂总结和讨论，让学生掌握英语单词和短语的基本用法和应用方法。
第三课时：英语听力和口语训练
教学目标：提高英语听力和口语表达能力。
- 引入
- 通过课堂听力活动和口语练习调动学生学习英语的热情，让学生了解英语听力和口语训练的重要性。
- 讲解
- 通过听力材料和教学视频等多媒体手段讲解英语听力和口语训练的基本方法和技巧。
- 练习
- 通过个人练习和小组合作的方式，让学生进行英语听力和口语训练，提高听力和口语表达能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语听力和口语训练的基本方法和技巧，提高英语综合能力。
第四课时：英语阅读理解
教学目标：提高英语阅读理解和分析能力。
- 引入
- 通过课堂阅读活动调动学生学习英语的兴趣，让学生了解英语阅读理解的重要性。
- 讲解
- 通过阅读材料和教学视频等多媒体手段讲解英语阅读理解的基本方法和技巧。
- 练习
- 通过个人练习和小组合作的方式，让学生进行英语阅读理解练习，提高阅读理解和分析能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语阅读理解的基本方法和技巧，提高英语综合能力。
第五课时：英语写作和翻译
教学目标：提高英语写作和翻译能力。
- 引入
- 通过课堂写作和翻译活动调动学生学习英语的兴趣，让学生了解英语写作和翻译的重要性。
- 讲解
- 通过写作材料和翻译范例等多媒体手段讲解英语写作和翻译的基本方法和技巧。
- 练习
- 通过个人练习和小组合作的方式，让学生进行英语写作和翻译练习，提高写作和翻译能力。
- 总结
- 通过课堂总结和讨论，让学生掌握英语写作和翻译的基本方法和技巧，提高英语综合能力。
五、教学评价
本课程采用以下教学评价方法：
- 考试和作业评价
- 课堂表现评价
- 自我评价和互评
通过以上评价方法，全面评估学生学习成果，并针对学生的不足点及时进行教学改进，提高教学效果。
六、教学反思
在本课程的教学过程中，我们采用了多种教学方法和手段，针对不同学生的学习特点，制定了相应的教学策略，取得了一定的教学效果。但是，也存在一些问题需要反思和改进，比如课堂互动不够充分、教学手段不够多样化等。在今后的教学中，我们将进一步改进教学方法和手段，注重培养学生的学习能力和学习兴趣，提高教学效果和教学质量。
