【分析解答题】
案例一
水果单词教学
课前，教师让每个学生准备一种水果，同时保密，教师也准备一些可品尝的水果。新授完水果类单词后：
T:Let's play a game "Touch, smell, taste and say"
close you eyes, first touch the fruit, say the names of fruit.
close you eyes, then smell the fruit, say the names of fruit
close you eyes, taste the fruit, say the name of fruit
一部分学生进行touch and say,一部分学生进行smell and say，一部分学生进行taste and say由于学生对水果充满兴趣．因此对这类游戏也很喜欢，教师在游戏前说明规则，并且进行了一定的示范，所以在游戏过程中秩序井然，达到了预期的操练效果。
案例二
水果类单词教学
教师新授和巩固操练完水果类单词pear，apple，orange，banana和表达喜好的句型Do you like…?Yes，I do／No，I don’t后，设计了一个调查任务：了解同学喜欢的水果：感觉课堂气氛非常活跃。学生投入十分积极，一问一答，说得都不错。可是仔细一听，其实有些学生并不能对他人问句的实际意义做出正确的判断，在回答问题时，有时还会出现针对同一水果对A回答“喜欢”，对B回答“不喜欢”的情况。对于这样的调查结果，教师很难检验其正确度和可信度，活动流于形式，不能真正对学生的学习情况起评价作用。
【问题】请根据以上两个教学案例的描述，先判断活动分别属于词汇教学中的音形匹配。音义匹配，音形义匹配或词汇综合运用活动的哪种操练活动，并分析这两个教学案例活动是否合理，如有不合理之处，给出改进建议。
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