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1、一、 “语言及语言教学背景知识”证书真题选编For questions 11-16, choose the correct word(s) to complete each definition of lexical terms. Mark the correct letter (A, B or C) on your answer sheet. 11. _ is a group of words which together mean something different from the meanings of the individual words. A. An idiom B. A
2、phrase C. A clause 12. Colloquial English contrasts with _ English. a) formal B. accurate C. spoken 13. Two or more words that often go together are called _. a) comparatives B. collocations C. conjunctions 14. Homophones are words that have the same _. a) spelling B. sound C. meaning 15. Synonyms a
3、re words with _ meanings. a) opposite B. similar C. several 16. An appropriate _ is the style of language that best fits a particular situation. a) rhythm B. context C. register For questions 60-66, match the statements with the teaching approaches that they describe listed A, B or C. Mark the corre
4、ct letter (A, B or C) on your answer sheet. Teaching approaches A. Presentation, Practice and Production (PPP) B. Task-based Learning (TBL) C. Grammar-Translation Statements 60. The teacher moves from providing models of language use to monitoring learners use of language. 61. First the learners com
5、plete a communicative task: they are encouraged to use any English they know and they do not have to use any particular language item. 62. The written form of the language is more important than the spoken form. 63. The language focus is at the start of the teaching sequence, with fluency activities
6、 coming later. 64. The language focus comes after a communicative activity, so that learners notice gaps in their language. 65. Learners acquire language by trying to use it in real communicative situations. 66. The learners first language plays a central role in the teaching.二、 “课程计划制定及教学资源利用”证书真题选
7、编For questions 1-7, match the learner activities with the appropriate teaching aims listed A-H. Mark the correct letter (A-H) on your answer sheet. There is one extra option which you do not need to use. Teaching aims A. to practise deducing the meaning of words form context B. to develop the skills
8、 of peer correction C. to give practice in oral fluency D. to give practice in extensive reading E. to give controlled practice of structures F. to recycle vocabulary G. to focus on pronunciation H. to give practice in using new vocabulary Learner activities 1. Learners complete a gap-fill grammar e
9、xercise in a workbook. 2. Learners have a group discussion on a topic of their choice. 3. Learners exchange workbooks and check their partners work. 4. Learners play a word game based on words studied last term. 5. Learners write a story using words the teacher has just presented. 6. Learners mark t
10、he stress on recently taught words. 7. Learners find words in a reading text and match them with definitions given by the teacher三、 “课堂教学组织与学习过程管理”证书真题选编For questions 1-7, match the examples of teachers classroom language with their functions listed A-H. Mark the correct letter (A-H) on your answer
11、sheet. There is one extra option which you do not need to use. Teachers classroom language Functions 1. Listen, I like playing football, repeat everyone, I like playing football. 2. Mariacollect the books, please. 3. Tell me three adjectives beginning with the letter C. 4. Just listen to how I say i
12、tpoTAtoes. 5. Okay, discuss it with your partner now, please. 6. Im really full, Ive just eaten a big lunch. Am I hungry now? 7. Lets have a look. Yes, thats great. Now try the next one. A. checking understanding B. emphasizing word stress C. drilling D. checking instructions E. monitoring F. elicit
13、ing G. organizing pairworkH. nominating For questions 71-75, look at the situations in which a teacher corrects students and at the correction strategies listed A, B or C. Two of the correction strategies are appropriate in each situation. One of the correction strategies is NOT appropriate. Mark th
14、e correction strategy (A, B or C) which is NOT appropriate on your answer sheet. 71. A student says the word August with poor pronunciation, in open class. The teacher A. says the word correctly, and asks the student to repeat it. B. writes the word in phonemic script on the whiteboard. C. asks the
15、student to say the word again, with no correction, and then moves on. 72. Students tell stories about themselves in groups of three. The teacher corrects students language A. quietly, as she is monitoring their group storytelling. B. after the group stage, by focusing on problems she noted down duri
16、ng the group stage. C. later when she asks the weaker students to tell their stories to the whole class。73. In a controlled practice exercise on the past continuous, a pre- intermediate student says I driving down the road when it happened. The teacher A. uses hand gestures to show that there is a missing word. B. mimes driving to show the student that she has understood. C. points to the model sentence on the wh
