TEFL认证专项突破试题答案1

1、姓名：_ 班级：_ 学号：_-密-封 -线- tefl认证专项突破试题答案1考试时间：120分钟 考试总分：100分题号一二三四五总分分数遵守考场纪律，维护知识尊严，杜绝违纪行为，确保考试结果公正。section i:1. b 2. c 3. b 4. c 5. a 6. b 7. b 8. a 9. b 10. a 11. b 12. c 13. a 14. c 15. csection ii:16. problem: the lesson fails to help the students to improve their reading skills, because it focus

2、es totally on the meanings and uses of individual words or sentence patterns.solution: the teacher is suggested to divide the class into three stages. in the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. thus arouses

3、 their interests in the text and, more importantly, gives them a purpose for reading-checking the predictions. suchactivities can also activate the students schemata about the topic that can facilitatetheir understanding of the text.or it is necessary, the teacher can provide the students with the b

4、ackground information or list of new words to help remove potential cultural or language barriers. in the while-reading stage, the teacher can design activities to develop the students skills of skimming, scanning, reading for detail or inferring. they can help the students to comprehend the text no

5、t only at the linguistic level but also at the contextual and rhetorical levels. the teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. problem: the lesson started

6、 with the third stage of the ppp model-the stage of production but skipped the two important stages before it-the stages of presentation and practice.solution: before the students are asked to talk freely about a topic, they should have relevant language input. therefore, on the stage of presentatio

7、n the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. the teacher is then expected to give the students the opportunities to

8、use the newly-presented language items in a controlled framework. this may be done by drills or prompted short dialogues. the focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. finally comes the stage of production whe

9、re the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18.

10、problem: the teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifesolution: anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can de

11、sign some pre-listening activities to get the students ready for the contents and language of the text. an alternative is to have the students do some inferring activities while they are listening. in this way they can not only have a purpose for listening, but also develop their ability of making i

12、nferences based on the contextual cues.19. problem: the teacher only performed the role of a manager but neglected some other significant roles such as those of a prompter, assessor, resource person, etc.solution: a qualified teacher has many roles to play in the classroom. the communicative languag

13、e teaching features a student-centered, task-based and process-oriented class. this does not diminish the teachers importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. when the students are doing an

14、 activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. in addition, the teacher acts as a controller to maintain discipline and mak

15、e sure each student is participating in theactivity the way he/she is required to do. the teacher may also need to give examples of how to do an activity. in this case, he/she serves as an instructor.20. problem: the class hag so many students that it is not easy to control.solution: a ready solutio

16、n is to replace the worksheets with a blackboard drawing or poster. the alternative rows of students are asked to turn around, so that half the class is facing the student behind them. in this way, only the front-facing rows can see the information on the blackboard or poster. alternatively, two dif

17、ferent posters can be put up, one on the front blackboard and the other on the back wall. then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. in either situation exists an information gap. the pairs can then exchange the information

18、until they have completed the assigned task.section ： mini-lesson plan (40 points)两题的评分标准相同，具体如下：name of activity 1分objective(s) of the activity 2分type of the activity 1分classroom organization of the activity 1teachers role 1分students role 1分teacher working time 1分student working time 1分teaching aid

19、(s) 1分predicated problem(s) 2分solution(s) 2分procedures 1) 2分 2) 2分 3) 2分下面教案仅作参考：1name of activity readingobjective(s) of the activityget to know something of the fish in the oceantype of the activitythe exploitation of the textclassroom organization of the activitypersonal work /individualteacher s

20、 roleorganizes and guidesstudents roleread with skills to find out the key information of the text.teacher working time2 minstudent working time4 minteaching aid(s)some pictures, or videos, or overhead projector.predicated problem(s)some students may read word by word and they neglect the reading sk

21、ills.solution(s)the teacher explains the skills clearly.procedures1) the teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) students read with skills3) get feedbackafter reading, the teacher invites some students to give some key inform

22、ation of the text.下面教案仅作参考：2name of activity put the events in the correct order.objective(s) of the activityhelp the students understand the content and structure of the text.type of the activitylisteningclassroom organization of the activitygroup work.teachers roleinstructor , managerstudents roleactive participant in class activityteacher working time1 minstudent working time4 m