English teaching began in China in the 19th century when  came to China.

English teaching in China didn’t enter into the formal educational system until the （ ）century. 

English teaching in China didn’t into the formal educational system until the（ ）century.

After the founding of the People's Republic of China, people came to realize the importance of a foreign language in the education of professionals and in the development of  and technology.

Questions for Brief Answers:   This section has six questions. You are to answer them briefly. 

Of different foreign language methods or approaches, traditional or modern, you are required to name any five of them.

After the founding of the People's Republic of China, people came to realize the importance of a foreign language in the education of professionals and in the development of  and technology.

From the mid-1970s the key concept in educational linguistics and language pedagogy is that of （ ）.

In the 1970s, Krashen's distinction between language acquisition and language learning and his （） aroused widespread interest.

The emphasis on WHAT and HOW continued during the transformational generative period, when thecode-learning approach was much discussed. 

Since the end of World War II, teachers have found themselves under considerable pressure to abandon the long-standing  model, though it had been in general use in second language teaching since the late 18th century.

A major feature of  code-learning is the emphasis on explanations of grammatical functioning.

Filling Blanks: You are to fill each blank with ONE appropriate word.

The emphasis on WHAT and HOW continued during the transformational-generative period, when the  code-learning approach was much discussed.

In the 1970s, Krashen's distinction between language acquisition and language learning and his （ ） aroused widespread interest.

In the 1970s, Krashen’s distinction between language acquisition and language learning and his （ ） aroused widespread interest.

In the recent development of FLT, there has been an emphasis on（ ）.

Since the end of World War II, teachers have found themselves under considerable pressure to abandon the long-standing  model, though it had been in general use in second language teaching since the late 18th century.

The Silent Way is an approach to language teaching developed in the United States, principally by（ ）.

The Silent Way takes（ ） to the organization of language to be taught.

In a Silent Way classroom, learners are expected to develop independence, autonomy and（ ）.

Lessons in the Silent Way follow a sequence based on （ ）complexity, and new words and language structures are broken down into elements, with one element presented at a time.