1. Which of the following statements abo..-阿摩線上測驗

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1. Which of the following statements about student mistakes is NOT true?
(A) Slips are mistakes which students can correct themselves.
(B) Errors are mistakes which students can’t correct themselves.
(C) Attempts are mistakes that students make when they try to say something but do not yet know how to say it.
(D) Mistakes corrected on the spot can motivate learners to use the language for communication.

教甄◆英文科- 104 年 - 104 新北市立國民中學教師聯合甄選：英文科#22078

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buydondon 小一下 (2015/06/23)

A mistake is a slip up: you know the correct thing to say, but by accident said the wrong thing. Often mistakes result in fun statements and students can get a kick out of them. Mistakes are not critical to correct. If you identify that it was a simple mistake, let it go. If it is repeated too often, it has become an error. Errors are when the student does not know the correct form, term, or usage. Errors need to be corrected for students to develop their skills and to avoid developing bad habits.On the Spot (Selective)

On the spot can be dangerous to your students’ confidence. Do so with caut...

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buydondon 小一下 (2015/06/23)

Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons.

According to N. S. Prabhu, there are three main categories of task; information-gap, reasoning-gap, and opinion-gap.^[7]

Information-gap activity, which involves a transfer of given information from one person to another – or from one form to another, or from one place to another – generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of...

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Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons.

According to N. S. Prabhu, there are three main categories of task; information-gap, reasoning-gap, and opinion-gap.^[7]

Information-gap activity, which involves a transfer of given information from one person to another – or from one form to another, or from one place to another – generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular representation with information available in a given piece of text. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer.

Reasoning gap Reasoning-gap activity, which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. One example is working out a teacher’s timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for a given purpose and within given constraints. The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that initially comprehended. There is a piece of reasoning which connects the two.

Opinion gap Opinion-gap activity, which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is story completion; another is taking part in the discussion of a social issue. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.^[7]

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1. Which of the following statements abo..-阿摩線上測驗

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