剑桥英语教学能力认证考试教程-TKT Course-Unit24

Unit24 Selection and use of supplementary

Materials and activities

?How do select and use supplementary materials and activities?

Supplementary materials are books and other materials we can use in addition to the coursebook. They include skills development materials, grammar, vocabulary and phonology practice materials, collections of communicative activities and teacher’s resource materials. Supplementary materials may also come from authentic sources (e.g. newspaper and magazine articles, video, etc.).

Some coursebook packages include supplementary materials and activities specially designed to fit the coursebook syllabus,and there are also many websites where you can download supplementary materials. We select supplementary materials and activities first by recognizing that we need something more than (or different from) the material in the coursebook, and than by knowing where to find the most appropriate kinds of material.

?Key concepts

Make a list of all the reasons you can think of for using supplementary materials and activities. What are the advantages and disadvantages of using the supplementary materials in the box below?

There are various reasons why we might want to use supplementary materials and activities. Some of the main reasons are as follows:

●to replace unsuitable material in the coursebook

●to fill gaps in the coursebook

●to provide suitable material for learners’ particular needs and interests

●to give learners extra language or skills practice

●to add variety to our teaching

Coursebooks are organized according to a syllabus, and they are often carefully graded(i.e. grammatical structures, vocabulary, skills, etc. are presented in a helpful sequence for learning), so that learners’ knowledge of the language builds up step by step through the book. Supplementary materials and activities can provide

variety in lessons and useful extra practice, but it is important to make sure that they fit into the learners’programme, are suitable for the class and match the aims for particular lessons. Here are some of the possible advantages and disadvantages of different kinds of supplementary materials:

?Key concepts and the language teaching classroom

Selection of supplementary materials and activities

●Get to know what supplementary materials are available in your school. Use a

questionnaire or interviews for needs analysis (see gage 110) at the beginning of the course to find out what you will want to add to the coursebook when you are planning your scheme of work.

●Supplementary language practice materials are not always accompanied by

teacher’s books, and the aims of activities may not be clear. When selecting material, therefore, you need to think about exactly how it will replace or improve on material in your coursebook.

●It may be useful to use authentic material (which is not designed for a

particular level), in order to give learners the experience of working with more challenging texts and tasks.

●The activities in materials designed to develop individual skills often include

the use of other skills, e.g. learners need to read a text before they carry out a listening task, or to do some writing as a follow-up activity after a speaking activity. When selecting materials and activities, think carefully about all the skills that are required.

●Many publishers produce materials for practicing separate language skills at

different levels. Teacher’s resource books, too, usually list tasks and activities according to level. Before deciding to use these materials, however, you should check how appropriate the level is for your learners. Think about the language they will need to understand or to produce.

Use of supplementary materials and activities

●Learners get used to the methodology in their coursebook. If you are using

supplementary materials with very different procedures, you may need to give special attention to instructions.

●You can adapt many supplementary materials for use with classes at different

levels. The texts used in these materials may not be graded, but you can grade the activities by making the learners’ tasks more or less challenging.

●Games and extra communicative activities can provide variety and make

learning fun. But you need to think about your reasons for using them, so that your lesson still has a clear purpose. Older learners may want to know why they are doing these activities.

See Units 22 for consulting reference resources and Unit 23 for the selection and use of coursebook materials.

FOLLOW-UP ACTIVITY (See page 174 for answers)

Here are ten sets of instructions for the kinds of activities you might find in a book of supplementary materials. For each one, decide:

---what level(s) it is suitable for (i.e. elementary, intermediate, advanced)

---what do you think the aims are

---what materials (if any) the teacher needs to prepare

---if it focuses on particular language

1.In pairs, compare your list of ideas for staying healthy. Then agree on the six

most useful ideas. Next, get together with another pair and decide on a group list of the six best ideas. Put these ideas in order according to their usefulness.

2.Describe the picture to your partner so that s/he can draw it. When you have

finished, compare your pictures and discuss the reasons for any differences. 3.Send one member of your group outside the classroom to read the next

sentence. He or she must remember the sentence without writing it down, than come back and dictate the sentence to the group.

https://www.sodocs.net/doc/2c204816.html,e your dictionary to find as much information as you can about your word.

Discuss with the other students in your group how the meanings of your words are connected and then explain the connections to the class.

5.Decide which stories are true and which are false. Then choose one to tell to

the rest of the class for them to make the same decision.

6.Read the definition to the class for them to guess the word.

7.Listen to the words on the recording and check whether you have underlined

the correct syllables.

8.Correct the text so that it matches the information in the picture.

9.Write the next part of the story on the computer. When you have finished,

move to the next computer and continue the story you see on the screen.

10.Go to the blackboard and rub out one word in the sentence, so that the words

that are left on the board still form a correct sentence.

REFLECTION

Think about these comments from teachers. Which do you agree with and why?

1.T here’s more than enough material in my coursebook. I don’t have time to use

supplementary materials.

2.My students get board with the same book in every lesson, so I use

supplementary materials as often as I can.

3.I’d like to use supplementary materials more often, but I find it difficult to fit

them into my syllabus.

DISCOVERY ACTIVITIES

1.Keep a record of the supplementary materials you use during one week’s

teaching. Make notes on the reasons for using the material, how it worked and what changes you would make if you use it again. Put you notes in your TKT portfolio.

2.Choose two or three supplementary activities you have used recently. Make

notes on the changes you would need to make to use the material at different levels.

3.For ideas on using-and making- supplementary materials, have a look at

Module 13,Units Four and Five of A Course in Language Teaching by Penny Ur. Cambridge University Press 1996, Sections 2-4 and 9-9 Learning Teaching by Jim Scrivener (2nd edition, Macmillan 2005) and Chapter 4 of Teaching Practice Handbook (second edition) by Roger Gower, Diane Phillips and Steve Walters, Macmillan 1995.

4.You can find more ideas for using supplementary materials at Dave’s ESL

Caféhttps://www.sodocs.net/doc/2c204816.html,/ideas/index.html and a very useful list of links to other websites where you can find supplementary materials at https://www.sodocs.net/doc/2c204816.html,/links.html

TKT practice task (See page 176 for answers)

For questions 1-7, choose which book listed A-H could help a teacher who made the following comments.

There is one extra option with you do not need to use.

Teacher’s comments

1.I’ve been teaching for a long time, but I really need some fresh ideas for

teaching grammar to low-level learners.

2.I’m not sure how to use websites for teaching English.

3.I’m looking for activities to help my teenage elementary learners develop

their fluency, but I haven’t got time to do a lot of extra preparation.

4.I’m interested in using poems and short stories in my language classes.

5.I want a book that explains pronunciation and give me some ideas about how

to teach it.

6.My learners need lots of extra tasks for reading practice, but I haven’t got

time to search for supplementary materials at the right level.

(完整word版)小学英语教学法试题库

小学英语教学法期末复习题库 一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，

英语教学法教程教案(王蔷)

英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；

剑桥通用五级英语证书考试(MSE)

剑桥通用五级英语证书考试（MSE） 一、基本情况 剑桥通用五级英语证书考试（Main Suite Examinations，缩略为MSE），是剑桥大学外语考试部为初级至高级五种不同水平的英语学习者设计的高质量的国际英语证书考试，是终生有效的英语能力证书。此证书考试的目的在于考查考生的英语实际运用能力。经实践研究证明，该项考试能有效促进考生英语语言综合能力的全面发展。 剑桥通用五级系列英语证书考试从初级到高级分为： 一级：KET (Key English Test) 二级：PET (Preliminary English Test) 三级：FCE（First Certificate in English） 四级：CAE（Certificate in Advanced English） 五级：CPE（Certificate of Proficiency in English） 目前中国教育部考试中心承接前三个级别的考试，即一级KET（包括青少版），二级PET（包括青少版）及三级FCE。这三级别的考试向下可承接剑桥少儿英语考试，向上可衔接

IELTS (雅思)考试及剑桥商务英语（BEC）等考试，为英语学习打下坚实的基础，也为出国学习提供了完整的英语学习系统。考试所选取的内容与日常生活息息相关，注重考察考生在实际工作中的应用能力。考试由剑桥大学外语考试部负责命题、阅卷并颁发证书。 二、考试内容 （一）KET(包括青少版)和PET（包括青少版）考试 KET和PET分别是剑桥通用五级英语证书考试的第一级和第二级。为了做好剑桥少儿英语学习的衔接工作，剑桥大学外语考试部专门针对11-14岁学生开发了KET青少版(KET for school) 及PET青少版（PET for school），并于2010年5月进行全球的首次考试。KET青少版和PET青少版是专门针对该年龄段学生的心智发展特点和语言学习规律，而研发的全新考试系统，考试内容都围绕着孩子们感兴趣的知识和话题展开，能更好地了解和反应孩子的英语实际应用能力，提升孩子学习英语的动力。同时，该考试能激发考生继续向更高级别的考试迈进。 （二）FCE考试 FCE考试是剑桥通用五级英语证书考试的第三级，是为具备高级水平的英语学习者设计的考试。其水平相当于欧洲委员

英语教学法模拟试题及答案

《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker

剑桥英语教学能力认证考试教程-TKT Course-Unit20

Unit 20 Planning an individual lesson of a sequence lessons How do we plan an individual lesson or a sequence of lessons? When we plan an individual lesson, we need to think about its aims, the ‘shape’ of the lesson and the kind of techniques that are most appropriate for a particular group of learners. For example, if we are introducing a new grammatical structure, we might choose a Presentation, Practice and Production (PPP) approach or a Task-based Learning (TBL)approach. Skills lessons, too have regular shapes that we can use to organize lesson plans; for example, for receptive skills, we usually plan tasks or activities for learners to do before, while and after reading or listening; for productive skills, there is usually an introductory stage to set the scene(i.e. to explain the context) and a feedback stage after the speaking or writing activity. We also need to think about the connections between the aims of the lesson and the procedures we will use to achieve those aims. The available materials, the length of the lesson and the information we have about our learners will all help us to identify possible procedures. But the most important things is to make sure that the materials, tasks and activities we select are the ones that will help a particular group of learners to achieve the aim we have identified. A sequence of lesson is a number of related lessons that develop language knowledge and/or language skills over a period of time. Sequences may develop a single topic or language area, or may involve topic or language area that are very closely connected. Here are three examples:

英语教学法教程试题库 辅修

英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.sodocs.net/doc/2c204816.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher

王蔷主编的《英语教学法教程》第二版-unit1

Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.

剑桥英语教学能力认证考试教程-TKT Course-Unit23

Unit23 Selection and use of coursebook materials ?How do select and use coursebook materials? Coursebook materials are all the materials in a coursebook package that we use in the classroom to present and practise language, and to develop learners’ language skills. A coursebook package usually includes a student’s book, a teacher’s book and audio and/or video recordings. The teacher’s book often includes the tapescript (i.e. words learners hear) of these recordings. Often there is also a workbook or activity book (a book with extra practice material), and there may also be a CO-ROM or extra material on a website. Teachers often base their selection of teaching materials (coursebook or supplementary) on a ‘needs analysis’, i.e. a study of learners’level, language needs and interests, using questionnaires, interviews or diagnostic tests.This information helps to build up a class profile (a description of all the learners in the class) and shows what they have in common and how they differ from each other. The teacher’s task is then to select the material that best matches this profile. ?Key concepts What questions should we ask when selecting teaching materials? We may not be able to choose our coursebook, but we can still make choices about what materials in it to use. Decisions about whether-and how-to use the coursebook or part of it will depend on the answers to a number of questions: ●Is the material visually attractive? Is it visually clear (e.g. using different colours, different fonts, headings, etc.)? Does the visual material help learners to understand context and meaning? ●Is it well organized? Can you can your learners follow the ‘logic’of the material and find your way around the page or the unit quickly and easily? ●Is it culturally appropriate? Will the context(s) be familiar to learners? ●Is it suitable for your learners’ age and their needs and interests? ●Will the topics be motivating to suit the age, gender, experience and personal interests of your learners? ●Is it at the right level? Does it provide a clear enough context and/or explanations for learners to understand new language? ●Does it give learners enough opportunities to use the language? If the answer to any of these questions is ‘NO’, then we have to choices: ●To replace the coursebook material with materials with the same focus/aim from another book or resource, such as a teachers’ website or supplementary materials ●To adapt the coursebook material. i.e. change it in some way to make is suitable for our learners.

英语教学法教程-王蔷主编

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：

剑桥少儿英语等级考试说明

剑桥少儿英语等级考试说明 剑桥少儿英语学习系统简介 剑桥少儿英语是资深的国际权威考核机构——英国剑桥大学考试委员会（University of Cambridge Local Examinations Syndicate，简称UCLES），为培养、提高英语为非母语国家少年儿童的英语能力而精心设计的，它为6—12岁少年儿童提供了一个全方位的教学评测方案，为他们走进英语世界迈出良好的第一步。 国家教育部考试中心于1996年开始在中国大陆引进并主办。参加剑桥少儿英语考试者均可获得由国家教育部考试中心与英国剑桥大学考试委员会联合签发的写实性证书。每个完成了考试的三个部分的考生都可以得到以剑桥盾牌表示的成绩证书。全国各中小学均认可此证书，孩子升学到重点中学的最佳特长证书。 剑桥少儿英语考试系统简介 剑桥少儿英语学习系统分为包括四个关键的级别:预备级（Pro-Starters）、一级（Starters）、二级（Movers）和三级（Flyers）。因为最高的级别Flyers的语言水平大约相当于剑桥主体考试的KET，因此它可以作为孩子长大以后通向KET或迈向PET的桥梁。 KET：剑桥通用英语五级系列英语证书考试的第一级，是终生有效的英语能力证书。PET：全国英语等级证书考试、国家公派出国留学人员英语水平考试。 一级：经过大约240学时的英语学习，掌握近400个词汇，能够简单描述家庭、学校、朋友、自己、体育运动和业余活动等主题，涉及年龄、外貌、颜色等概念。 二级：经过大约420学时的英语学习，掌握约600个词汇，具体描述的概念扩展到天气、健康、环境、动作、职责等。 三级：经过大约600学时的英语学习，掌握1000个词汇，能够运用学过的词汇讲述自己生活中的人和事，词汇量可达到教育部规定的初中毕业要求。 考试报名：我校为重庆市教委考试委员会、万州教委考办指定的三峡库区唯一考点，2014年3月剑桥等级考试报名现已正式开始，请有意愿给孩子报名参加本次考试的家长到我校前台咨询报名，考试人数限制为200名，截至时间为2013年12月31日。 寒假剑桥考级辅导班：分为一级、二级两个级别特色班，每班限制30人。 咨询电话： 洋教头语言学校 2013-11-29

英语教学法试题一及答案

《英语教学法》模拟试题1及答案 Achievement Test for "Teaching English in the Primary School"3 I. Choose the best answer (30 %) Directions: In this part, you are given fifteen queslions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question. (30 points, 2 points each) 1. Which of the following is true of second language learning? A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction? A. Individual learners. [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for? A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. 4. What does the following practise? * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. D. Intonation. 5. What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend Cute Smoker A. Grouping. B. Collocation. C. Imitation.