Whichofthefollowinghelpsassesslanguageperformances?
AAskingstudentstoreflectonwhatactivitiesattractthemmost.
BAskingstudentsabouttheirattitudestowardsacertaingame.
CAskingstudentstodrawpicturesaccordingtodescription.
DAskingthestudentstodoaquizattheendofthelesson.
纠错方式根据纠错手段来划分，有哪些分类？
What should the teacher try to avoid when selecting listening activities?
A The listening activity must have a real,communicative purpose.
BThe listening activity must cater to students’ real life.
CPre-listening tasks must help students identify the purposeof the listening activity.
DThe classroom climate surrounding the listening activity can be anxious.
根据题目要求完成下列任务。用中文作答。
以下是一位老师在进行词汇教学时的情景：
Step1复习(revision)
互致问候后，教师将装有彩色小图片的信封分发给各小组。
T：Opentheenvelopes,please.Youhavesomethingniceinthem.Whatarethey?
S：Agreenear,aredball,ablueplane,ayellowcat…
T：Whatdoyoulike?
S：Ilike…
Step2导入(1eadingin)
PPT播放歌曲，师生共同演唱。
T：Let’ssingthesong“WhoIsWearingYellowToday”.
音乐结束后，教师并没有停下来，而是改编歌词继续唱。
T：Whoiswearingbluetoday?Bluetoday?Bluetoday?Whoiswearingbluetoday?
Bluetoday?
Step3呈现(presentation)
T：Whoiswearingbluetoday?
S：Youarewearingbluetoday.
T：Yes,I’mwearingbluetoday.I’mwearingabluesweaternow.
学生跟读：sweater,sweater,bluesweater
T：Ilikethebluesweater.Ifyoulikeit,pleasesayitoutloud.
PPT展示粉红色毛衣图片
T：Doyoulikethepinksweater?
S：Yes,Ilikethepinksweater．
（借助学生穿着的服装，引出jacket等新词，展开活动）
T：Itistoohot.I’lltakeoffmysweater.Pleasetakeoffyourjacket．
（伴随动作，一次教授词组：takeof,puton,hangup和putaway）
28【简答题】
根据以上所给的教学案例，回答下面问题。
教师在复习、导入及呈现环节创设了不同情境，请分别对其创设方法及作用进行分析。（30分）
Which of the following activities are not communicative activities in teaching speaking?
A Information gap activities.
BAccuracy-focused games.
CDebates
DProblem-solving activities.
Whatarethemostimportantpartsofalessonplan?
ATextbooksandteachingaids.
BAnticipationofproblemsandflexibilityindealingwiththem.
CObjectivesofthelessonandprocedurestoachievethem.
DSummaryandhomework.