15.What should the teacher try to avoid when selecting listening materials? A.The texts scripted and recorded in the studio. B.The texts with implicated concepts beyond the comprehension of students. C.The texts delivered through the accents other than RP or Standard American Pronunciation. 16.Which listening skill combines listening and writing? A.Inferring. B.Listening for specific information. C.Note-taking. 17.Which stage of the speaking lesson is least teacher-controlled? A.Presentation. B.Practice. C.Production. 18.When a teacher corrects the errors of his/her students,what measures shouldn't he/she use at first? A.To give the students who makes error the first opportunity to correct it. B.To get other students to correct it. C.To correct the student directly. 19.What role is a teacher less likely to play at the later stage of a speaking class? A.Demonstrator. B.Helper. C.Corrector. 20.Which of the following helps to train liaison in pronunciation? A.Not at all. B.She sells seashells by the seashore. √/ C.I want to do a good deed. SectionII 60 points 21.Directions:In this section,you are presented with a table and tape script of an piece of listening material.Read the script and design three listening activities:one pre-listening activity,one listening activity and one post-listening activity.The requirement of each activity is as follows: >Pre-listening:lead in the topic,interviewing an American lady >Listening:finish the details in the table about Sloane's life. >Post-listening:train the ability to express attitudes and comments You may follow the table given after the passage.Make sure the three activities are related to each other. 477B. Listening for specific information. 15. What should the teacher try to avoid when selecting listening materials? A. The texts scripted and recorded in the studio. B. The texts with implicated concepts beyond the comprehension of students. C. The texts delivered through the accents other than RP or Standard American Pronunciation. 16. Which listening skill combines listening and writing? A. Inferring. C. Note-taking. 17. Which stage of the speaking lesson is leas 门eaCher-controlled? A. Presentation. C. Production. B. Practice. 18. When a teacher corrects the errors of his/her students, what measures shouldn' t he/she use at first? A. To give the students who makes error the first opportunity to correct it. B. To get other students to correct it. C. To correct the student directly. 19. What role is a teacher less likely to play at the later stage of a speaking class? A. Demonstrator. C. Corrector. B. Helper. 20. Which of the following helps to train liaison in pronunciation? A. Not at all. > C. I wan t to do a good deed. 配tion \n B. She sells seashells by the seashore. 60 points 、气 21. Directions: In this section , you are presented with a table and tape script of an piece of listening material. Read the script and design three listening activities: one pre-listening activity , one listening activity and one post-listening activity. The requirement of each activity is as follows , >- Pre-listening: lead in the topic , interviewing an American lady »> Listening: finish the details in the table about Sloane'slife. »> Post-listening: train the ability to express attitudes and comments You may follow the table given after the passage. Make sure the three activities are related to each other. 477