which of the following is not the reason why we teach pronunciation?
when teaching pronunciation, teachers can design______ activities to help students identify and distinguish different sounds.
which of the following pair is minimal pair?
to help students speak english with rhythm, teachers may design a (an) ________ activity.
pronunciation activities like interviews or role-plays may be better designed for ____________.
which of the following is right about teaching pronunciation?
which of the following is not the aim of teaching pronunciation?
which of the following about phonological items is right?
when designing pronunciation activities, teachers should ______first.
if a student pronounces a word wrongly, the teacher should______.
which of the following are pronunciation items?
which of the following are typical mechanical activities?
communicative activities would be better when practicing___________.
when teaching pronunciation, teachers should__________.
when teaching pronunciation, teachers should not ________.
we can also design information gap activities to develop students’ ability of hearing while improving pronunciation.
at a preliminary stage, to help students better pronounce sounds, we can create either a tongue twister or a chant.
when teaching pronunciation, practice should be stressed. so, teachers should design various and appropriate activities for practice.
good pronunciation means that you have to speak like native speakers.
it is important for teachers to show the pronunciation samples correctly and clearly in an emphatic and interesting way.
in pronunciation teaching, meaningful practice is in need as well as mechanical activities for production practice.
when designing the pronunciation activities, we should emphasize the phonological aspect of english language, because pronunciation is an isolated one.
pronunciation teaching usually involves these basic steps: presentation, practice and consolidation, evaluation.
communicative activities, such as blank-filling, are better choices for language learners to practice sentence stress and intonation.
a good teacher needs to make evaluations on students’ pronunciation with active response in a proper manner.
good pronunciation is clear and _______ to all ordinary people while bad pronunciation is difficult for most people.
when designing pronunciation activities, we should know why we design them and what _______ we hope to achieve through them.
in english and in many other natural languages, sound and meaning are _______ in communication.
in order to practice english consonant clusters, we can invent activities by _______ other linguistic aspects like vocabulary or sentence structure.
when designing the “blank-filling” activity, we should make the _______ clear so that students know what to do and how to do it.
when creating pronunciation activities, we should consider such factors as students’ _______, needs, and difficulties in pronunciation.
chants and tongue twisters are more suitable for practicing _______ sounds like vowels or consonants.
_______ activities are more suitable for beginners.
we can design minimal pair activities to help our students hear and _______ different sounds.
when presenting the phonological items, the teacher can lead in or _______ with his/her own voice how certain sounds are made.
which of the following is not the reason why we teach pronunciation?
when teaching pronunciation, teachers can design______ activities to help students identify and distinguish different sounds.
which of the following is minimal pair?
to help students speak english with rhythm, teachers may design a (an) ________ activity.
pronunciation activities like interviews or role-plays may be better designed for ____________.
which of the following is right about teaching pronunciation?
which of the following is not the aim of teaching pronunciation?
which of the following about phonological items is right?
when designing pronunciation activities, teachers should ______first.
if a student pronounces a word wrongly, teacher should______.
we can also design information gap activities to develop students’ ability of hearing while improving pronunciation.
at a preliminary stage, to help students better pronounce sounds, we can create either a tongue twister or a chant.
when teaching pronunciation, practice should be stressed. so, teachers should design various and appropriate activities for practice.
it is important for teachers to show the pronunciation samples correctly and clearly in an emphatic and interesting way.
pronunciation teaching usually involves these basic steps: presentation, practice and consolidation, evaluation.
a good teacher needs to make evaluations on students’ pronunciation with active response in a proper manner.
good pronunciation means that you have to speak like native speakers.
communicative activities, such as blank-filling, are better choices for language learners to practice sentence stress and intonation.
when designing the pronunciation activities, we should emphasize on the phonological aspect of english language, because pronunciation is an isolated one.
in pronunciation teaching, meaningful practice is in need as well as mechanical activities for production practice.
this course is not designed for _____.
how long does this course last?
in order to help you learn, there will be a quiz in each module.
deca is designed as a theory-oriented course.
when you are learning this course, you are not allowed to share your ideas with other learners.