对应课程:点击查看
起止时间:2020-02-17到2020-06-30
更新状态:已完结
Week 1 Designing pronunciation activities Quiz 1
1、 Which of the following is NOT the reason why we teach pronunciation?
A:Good pronunciation is always important for students to achieve effective communication.
B:To improve intelligibility in communication is one major reason for teaching pronunciation.
C:Pronunciation is the most important part in any language learning process.
D:Teaching pronunciation can also help students in other aspects of English learning.
答案: Pronunciation is the most important part in any language learning process.
2、 When teaching pronunciation, teachers can design______ activities to help students identify and distinguish different sounds.
A:communicative
B:mechanical
C:information gap
D:minimal pair
答案: minimal pair
3、 Which of the following pair is minimal pair?
A:said and see
B:cup and cap
C:frog and fog
D:plea and pay
答案: cup and cap
4、 To help students speak English with rhythm, teachers may design a (an) __ activity.
A:imitation
B:communicative
C:blank-filling
D:repetition
答案: communicative
5、 Pronunciation activities like interviews or role-plays may be better designed for ______.
A:beginners
B:more advanced learners
C:practicing individual sounds like vowels and consonants
D:practicing consonant clusters
答案: more advanced learners
6、 Which of the following is RIGHT about teaching pronunciation?
A:Teachers can teach pronunciation by following the same models and procedures.
B:Teaching phonological knowledge is more important than guiding students to practice.
C:Teachers can design various classroom activities to make their teaching more interesting.
D:The focus of teaching pronunciation should be individual sounds rather than meanings.
答案: Teachers can design various classroom activities to make their teaching more interesting.
7、 Which of the following is NOT the aim of teaching pronunciation?
A:To improve students’ ability of recognizing and discriminating sounds.
B:To develop students’ ability of speaking English like a native speaker.
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.
答案: To develop students’ ability of speaking English like a native speaker.
8、 Which of the following about phonological items is RIGHT?
A:Generally speaking, sounds are equal to letters.
B:English consonants can be classified according to the manner of articulation.
C:Fluency is the most essential measurement of pronunciation.
D:All the phonological items are not isolated from each other, but are of equal importance.
答案: All the phonological items are not isolated from each other, but are of equal importance.
9、 When designing pronunciation activities, teachers should ______first.
A:provide students with sufficient learning materials.
B:consider the order of presentation and create a learning context.
C:think about the purpose of the activities and meet students’ needs.
D:focus on phonological knowledge.
答案: think about the purpose of the activities and meet students’ needs.
10、 If a student pronounces a word wrongly, the teacher should______.
A:ignore it so as to keep the fluency of communication
B:be more careful and adopt proper methods to correct student’s error
C:point out the error directly and correct it quickly
D:criticize the student because of the mistake
答案: be more careful and adopt proper methods to correct student’s error
11、 Which of the following are pronunciation items?
A:Sound linking
B:Sense group
C:Pauses
D:Voice
答案: Sound linking;
Sense group;
Pauses
12、 Which of the following are typical mechanical activities?
A:Blank-filling
B:Imitation
C:Repetition
D:Role-plays
答案: Blank-filling;
Imitation;
Repetition
13、 Communicative activities would be better when practicing_____.
A:Sentence stress
B:Intonation
C:Consonant clusters
D:Individual vowel
答案: Sentence stress;
Intonation
14、 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
答案: design sufficient and various activities to help students practice;
give students clear directions before an activity starts
15、 When teaching pronunciation, teachers should NOT __.
A:value the sound and accent more than meaning
B:set the goal that is much higher than students’ present level
C:design appropriate learning activities to help students practice
D:often evaluate students’ pronunciation and give effective feedback
答案: value the sound and accent more than meaning;
set the goal that is much higher than students’ present level
16、 We can also design information gap activities to develop students’ ability of hearing while improving pronunciation.
A:正确
B:错误
答案: 正确
17、 At a preliminary stage, to help students better pronounce sounds, we can create either a tongue twister or a chant.
A:正确
B:错误
答案: 正确
18、 When teaching pronunciation, practice should be stressed. So, teachers should design various and appropriate activities for practice.
A:正确
B:错误
答案: 正确
19、 Good pronunciation means that you have to speak like native speakers.
A:正确
B:错误
答案: 错误
20、 It is important for teachers to show the pronunciation samples correctly and clearly in an emphatic and interesting way.
A:正确
B:错误
答案: 正确
21、 In pronunciation teaching, meaningful practice is in need as well as mechanical activities for production practice.
A:正确
B:错误
答案: 正确
22、 When designing the pronunciation activities, we should emphasize the phonological aspect of English language, because pronunciation is an isolated one.
A:正确
B:错误
答案: 错误
23、 Pronunciation teaching usually involves these basic steps: presentation, practice and consolidation, evaluation.
A:正确
B:错误
答案: 正确
24、 Communicative activities, such as blank-filling, are better choices for language learners to practice sentence stress and intonation.
A:正确
B:错误
答案: 错误
25、 A good teacher needs to make evaluations on students’ pronunciation with active response in a proper manner.
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