中學(xué)英語(yǔ)教學(xué)法知到章節(jié)答案智慧樹2023年喀什大學(xué)

中學(xué)英語(yǔ)教學(xué)法知到章節(jié)測(cè)試答案智慧樹2023年最新喀什大學(xué)第一章測(cè)試

Inthepastcentury,languageteachingandlearningpracticehasbeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview，thefunctionalview，andtheinteractionalview（）

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Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.（）

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Teacher’sprofessionaldevelopmentinvolvesthreesub-stages:learning,practiceandreflection.（）

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Whatdoesthefunctionalviewoflanguageseelanguage?（）

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alinguisticsystemandameansfordoingthings

Whataretheelementsofthequalitiesofagoodteacher?（）

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ethicdevotion;personalstyles;professionalqualities

Professionalcompetenceisthestateorqualityofbeingadequatelyqualifiedfor（）.

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theprofession;strategies;andarmedwithaspecificrangeofskills

Peoplestartlearningaforeignlanguageatdifferentage.（）

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Thechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoresimilaritiesthanthecommonality.（）

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Peoplehavedifferentunderstandingsaboutlanguagelearning.（）

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Whentheconstructiveviewoflanguagewascombinedwiththestimulus-responseprinciplesofbehaviouristicpsychology,theaudiolingualapproachtolanguagelearningemerge.（）

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第二章測(cè)試

Hedgediscussesfivemaincomponentsofcommunicativecompetence.Namely,linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetenceandfluency.（）

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Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsomecontext.（）

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Clark,Scarino,andBrownellbelievethatataskhasfourmaincomponents:apurpose,acontext,aprocess,andaproduct.（）

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Inreallife,languageisusedtoperformcertaincommunicativefunctions.（）

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listeningdoesn’tsharessomefeatureswithreadingsincelisteningisinterpretativeorreceptiveskills.（）

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ItisimportanttonotethatCLTrequiresahigherlevelofcommunicativecompetenceonthepartofthestudentsnotteachers.（）

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Thecommunicativeactivitiesmustbedesignedtobedonebystudentswithinvolvementofteachers.（）

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TBLThasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.（）

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Whatarethespecificstepsindesigningtasks?

step1Thinkaboutstudents’needs,interests,andabilities;step2Brainstormpossibletasks;step3Evaluatethelist;step4Choosethelanguageitems;step5Preparingmaterials.（）

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WhatisPPPmodel?

Inthismodel,alanguageclassroomconsistsofthreestages:Presentationofnewlanguageiteminacontextcontrolledpractice(drilling,repetition,dialoguereading,etc)productionofthelanguageinameaningfulway(arole-play,adrama,aninterview,etc.)（）

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第三章測(cè)試

Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsabouttheyhopetoachieveandhowtheywouldliketoachieveit.（）

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Aimmeanstherealisticgoalsforthelesson.（）

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Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.（）

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Linkagemeansthestagesandthestepswithineachstageareplannedinsuchwaythattheyaresomewaylinkedwithoneanother.（）

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Ideally,lessonplanshouldbedoneattwolevels；macroplanningandmicroplanning.（）

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WhichofthefollowingstatementsisNOTTRUE?（）

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Thereisnoneedtoprepareteachingmaterialsaheadoftheclass.;Teachingstepsshouldbefixedandcannotbealtered.;Conclusionorsummaryisnotimportantforagoodlesson.

Aboutteachingaims，（）

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Itisaboutthematerialsthatareused;Itisaboutthegoalsofthelessonandaimsofeachactivity;Itisabouttheassignmentandhomework

Whichpartsaretobefinishedbeforealessoninalessonplan?（）

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Optionalactivitiesandassignments;Teachingaids;Endofalessonsummary

Whataren’tthefunctionofoptionalactivities?（）

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Usedforemergency;Preparedforgoodstudents;Preparedforbadstudents

Attheendofthelesson,theteacherneedtaketimetosummarizewhatistaughtinthelesson.（）

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第四章測(cè)試

Harmerdefinestheteacher’srolesascontroller,assessor,organiser,prompter,participantandresource-provider.（）

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Themostimportantanddifficultrolethattheteacherhastoplayistobeanorganiser.（）

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Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext,theteachershouldgiveappropriateprompts.（）

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Whenorganizingfeedback,itisverydiscouragingfortheteachertobecritical.（）

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Themostimportantanddifficultrolethattheteacherhastoplayistobeanprompter.（）

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Whenastudentdoesn’tseemtobereadyforananswer,theteachercanignorethis,andaskanotherstudenttodothis.（）

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AccordingtoFuDaochun(2001),teachers’rolesarestatic.（）

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錯(cuò)

Whatrolesdoesateachernotplayinthefollowingactivity?（）

Theteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.

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Organizer;Prompter;Assessor

Whenisappropriatefortheteachertogiveclassroominstructionstostudents?（）

參考答案:

Givedirectionstotasksoractivities,checkingcomprehension,givingfeedback;Providingexplanationstoaconceptorlanguagestructure,drawingattention;Settingrequirements,checkingcomprehension,assigninghomework

Asteachers,weneedtoknowwhenstudentsaremorelikelytobeengagedinlearning,Generally,theybecomeengagedwhen（）

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Theyareemotionally,physicallyandintellectuallyinvolvedbythetasks.;Theworkbuildsontheirpriorattainment.;Theyareclearaboutitspurpose.;Theyhaveopportunitiestoaskquestionsandtryoutideas.

第五章測(cè)試

Asfaraspronunciationisconcerned,studentsbenefitfrombothmechanicalpracticeandmeaningfulpractice.（）

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對(duì)

Whichofthefollowingisnottrueaboutpronunciationteaching?（）

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Learnerswhosenativelanguagehassimilarsoundsarelesslikelytohaveproblemswithpronunciation.;BeginningChineselearnersofEnglishneedacertaindegreeoffocusonpronunciation.;Whenteachingpronunciation,veryoftenweneedtofocusonindividualsounds,especiallythosesoundsthataredifficulttolearn.;LearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation.

Whatarethewaysofpracticingstress?（）

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Usethevoice;Usetheblackboard;Usegestures

Whatisnottherealisticgoalofteachingpronunciation?（）

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Fluency

Whichtypedoesthefollowingproductionpracticebelongto?（）

Shesellsseashellsontheseashore.

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Usingtonguetwisters

Whatdoesthefollowingpractise?（）

*LiHuaandIwenttotheschoolyesterday.

LiHuaand*Iwenttotheschoolyesterday.

LiHuaandIwenttothe*schoolyesterday.

LiHuaandIwenttotheschool*yesterday.

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Stress.

Poorpronunciationwouldnotcauseanyproblemforthelearningofotherskills.（）

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itisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationisthefocusforthelesson.（）

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Correctperceptionofsoundsisvitalforlisteningcomprehension.（）

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Productionpracticeofpronunciationisthesameasmechanicalimitation.（）

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錯(cuò)

第六章測(cè)試

Whichofthefollowingstatementistrue?（）

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Thereisapositiveroleofinstructionforgrammarlearning;Grammaticalcompetenceisessentialforcommunication;Grammarteachingcanenhancelearnerproficiency

Whichofthefollowingaregrammarpresentationmethod?（）

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Deductivemethod;Inductivemethod;Guideddiscoverymethod

Whataretwogrammarpracticeactivities?（）

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Mechanicalpractice;meaningfulpractice

Thefollowingtypesofactivities（）canbeusedforthemechanicalpracticeofgrammar.

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transformationdrill;substitutiondrill;repetitiondrill

Whichofthefollowingisthevisualaidsthatcanbeusedforpresentingnewgrammaritems（）.

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pictures;charts;gestures

Whichofthefollowingstepsarenottypicalforthedeductivegrammarteachingmethod?（）

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Explicitrulesaregivetostudents→Authenticlanguagedataisprovided→applythenewstructuretoproducesentences(theguideddiscoverymethod);Authenticlanguagedataisprovided→induceslearnerstorealizegrammarrules→applythenewstructuretoproducesentences(theinductivemethod);Alloftheabove

Substitutiondrillsthatinvolvechangesinformsaremoreeffectivethanthoseinwhichstudentssimplyreplacethetargetpartwithanotherword.（）

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Grammarpresentationisconcernedwithhowtomakethestudentsunderstandordiscovergrammarrules.（）

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Theguideddiscoverymethodissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselves.（）

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Meaningfulpracticeinvolvesactivitiesthatareaimedatformaccuracy.（）

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第七章測(cè)試

（）isnotthewaytoconsolidatevocabulary.

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Listenandtick

Whatdothefollowingexamplesindicate?（）

awakeasleep;cleandirty;hard-workinglazy;thinthick

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antonyms

Whataretwocategoriesofvocabulary?（）

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productivevocabulary;Receptivevocabulary

Whatdoesitmeantoknowaword?（）

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knowitsspellingandgrammaticalproperties;knowitspronunciationandstress;knowitsmeaningandknowwhenandhowtouseit

Whichofthefollowingstatementistrueaboutvocabulary?（）

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AnEnglish-Englishdictionaryisanimportantaidforstudents.;Avocabularyitemcanbemorethanoneword.;Wordsisbestlearnedincontext

Wordscanbetaughtandlearnedmosteffectivelyingroupofwordsthatarerelatedtoeachotherinmeaning.（）

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Whenstudentsstudyvocabularytogether,say,ingroups,throughvariousactivitiesandunderteacher’ssupervision,vocabularylearningbecomesmorefunandeffectivenessisincreased.（）

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Wordscannotbetaughtandlearnedindividually.（）

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Foradvancedlearners,bi-lingualdictionariesshouldbeencouragedthanmonolingualones.（）

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Collocationsrefertowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.（）

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第八章測(cè)試

Listeningactivitiesaremeantto（）.

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train

Thepre-listeningactivity（）canbedonedirectlybygivingaverybriefintroduction.

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settingthescene

（）canassesslisteningoutcomemostdirectlyandinviteimmediateresponsefromlistening.

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Listenandact

listeningcanbemoredifficultthanreadingbecause（）.

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Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial.;Thelistenercannotpausetoworkoutthemeaningoftheheardmaterialascanbedonewhenreading.;Differentspeakersproducethesamesoundindifferentways.;Spokenmaterialisoftenheardonlyonceandinmostcases,wecannotgobackandlistenagainaswecanwhenweread.

Thecharacteristicsofthelisteningprocessare（）.

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visualclues;context;Speaker’sadjustment;Listen’sresponse;spontaneity

WhatarethepurposesofPre-listeningactivities？（）

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facilitatingstudents’subsequentlisteningwithreasonableguesswork;activatingstudents’schema;gettingthemrelaxedandfocused

Inthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognition.（）

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Duringwhile-listeningstudentsareofferedwithopportunitiestointegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationinthelisteningtext.（）

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Settingthesceneistheactivitytakenduringthepost-listening.（）

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Multiple-choicequestions,answeringquestions,note-takingandgap-fillingarepost-listeningactivities.（）

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第九章測(cè)試

Ifthe（）foraspeakingactivityarenotclear,thestudentswillnotunderstandwhattheyaresupposedtodoandhowtodoit.

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instructions

Aftergivinginstructions,wheneverpossible,theteachersshould（）whattheywanttheirstudentstodo.

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model

Whenateacher（）inclasstheytrytodrawoutaresponsefromthestudents.

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elicits

Theemphasisinthecommunicativegamesisonthesuccessfulcommunicationratherthanthe（）oflanguage.

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correctness

Whenwritinginstructionsforaspeakingactivity,theEnglishteachershouldNOT（）.

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givelotsofinformationallatonce

Thegoalofthespeakingactivity（）isforstudentstotalktoandfindasmanydifferentpeopleastheycanwhomeetcertaincriterion.

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Findsomeonewho

Insuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.（）

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Inasuccessfulspeakingtask,thelanguageisatthehighlevel.（）

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Appropriatepicturesprovidecues,prompts,situationsandnon-verbalaidforcommunication.（）

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Communicativeactivitiesincludeinformationgapactivities,problem-solvingactivities,drilling,modelling,discussion,etc..（）

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錯(cuò)

第十章測(cè)試

Post-readingactivitiesaredone（）thestudentshavereadthetext.

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after

Whenonereadsquicklytoidentifythemainideaandtheauthor’spurposeforwriting,heorsheis（）.

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skimming

WhichofthefollowingisNOTanappropriatewhile-readingactivity?（）

參考答案:

Providingbackgroundknowledge

WhichofthefollowingisNOTanappropriatepost-readingactivity?（）

參考答案:

Skimming

Whichofthefollowingsarenotappropriatepost-readingactivities?（）

參考答案:

Jigsawreading;Makingpredictions

Whichofthefollowingsareappropriatepre-readingactivities?（）

參考答案:

Brainstorming;Makingpredictions;Pre-teachingselectedvocabulary

Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.（）

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Readingaloudisanindividualactivitywithitsmainpurposeforgettingorextractinginformationalthoughwereadforpleasureaswell.（）

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9、Themodelsforteachingreadingarebottom-upmodel,top-downmodelandinteractivemodel.（）

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Makinginferencesmeans“readingbetweenthelines”.（）

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第十一章測(cè)試

Thedifficultiesofwritinglargelylieinits（）,demandingthelanguageknowledgeofspelling,punctuation,grammar,sentencestructure,cohesivedevices,andlogicinthinking.（）

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nature

Inthefaceofawritingtask,studentsaresometimesmoredreadedwith（）towrite.

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What

Althoughitisimportanttoarousethestudents’interest,theultimatepurposeofpre-writingisnottoincreasewriting（）.

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motivation;materials;proficiency

Inthebrainstormingsession,whichofthefollowingstatementsisappropriate?（）

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Whatmattersisstudentscanbeinvolvedinfreeandactivethinking.;Itdoesn’tmatterwhethertheideastheyproducedwillbeusefulornot.;Studentsareencouragedtoputdownallpossibleideasthatcometotheirminds.

Toteachwritingeffectively,thefirstthingateacherneedstodoistomotivatetowrite.（）

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learners

Theproduct-orientedmethodofteachingwritingpaysgreatattentiontothelogicofthefinalproductbutignorestheprocess.（）

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Draftingidthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.（）

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Anoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay.（）

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Inthebrainstormingsession,studentscanlistalltheideaswildlyonapieceofpaperorontheblackboard.（）

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Writingtasksshouldbemotivatingandcommunicative.（）

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第十二章測(cè)試

Integratingtheskillsmeansthatyouareworkingatthelevelofrealisticcommunication,notjustatthelevelofvocabularyandsentencepatterns.（）

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Integratingthefourskillsemphasesthefocusonrealisticlanguageandcanthereforeleadtothestudents’all-rounddevelopmentofcommunicativecompetenceinEnglish.（）

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Themainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

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Therearetwowaysofintegratingskills:simpleintegrationandcomplexintegration.（）

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Itisnecessaryforteacherstomaintainanappropriatebalancebetweenintegrationandseparation.（）

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Themainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

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Orallanguagetendstobemorestructuredthanwrittentext,buttherearesomediscoursefeaturesthatwecanteachourstudents.（）

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Teachershavenottobeskilfulinselectingordesigningintegratedactivitiesfortheirstudents.（）

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Integrationofthefourskillsisconcernedwithrealisticcommunication.（）

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對(duì)

第十三章測(cè)試

Theactivityformoraldevelopment-Sharing:Arrangestudentsingroups.Askthemtoidentifymoralvaluesthattheyconsidertobeparticularlyimportant.（）

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Theactivityformoraldevelopment-Roleplays:Arrangethestudentsingroupsandaskthemtocreateandactoutsituationsthatinvolveamoraldilemma.（）

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Self-discoverymodel:studentsreceiveguidanceandrolemodels,butareallowedtoformtheirownviewsandmoralvalues（）

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Didacticmodel:studentsareexplicitlyandregularlytaughtmoralbehaviou,asdeterminedbytheteacher.（）

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對(duì)

whichoneisnottheactivitiesfocusedonmoraldevelopment?（）

參考答案:

Gap-filling

Whatarethetwoaspectstotheroleofmoraleducator?（）

參考答案:

Rolemodelandcurriculumdeveloper

Studentsshouldtrytheirbestwithouttheteacher’sguidancetobringoutthefullpotentialashumanbeings,sotheycanlivemeaningful,fulfillingandresponsiblelives.（）

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Basiceducationshouldn’taimforbetterdevelopmentofstudentsinknowledge,skillsandabilitiesbutinvalues,attitudes,andemotions.（）

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InEducativemodel,studentsarelargelyincontrolofthechoiceofissuesandinformingtheirviewsandmoralvalues.（）

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Asmoraleducator,teachercanberolemodelandclassroomcontroller.（）

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錯(cuò)

第十四章測(cè)試

Summativeassessmentismainlybasedontesting.Formativeassessmentisbasedoninformationcollectedintheclassroomduringtheteachingprocessforthepurposeofimprovingteachingandlearning（）

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Assessmentinvolvesthecollectingofinformationorevidenceofalearner'slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.（）

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Evaluation,accordingtoCameron(2001:222),canbeconcernedwith'awholerangeofissuesinandbeyondlanguageeducation:lessons,courses,programs,andskillscanallbeevaluated.'（）

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Norm-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoresaregivenasthenorm.（）

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Individual-referencedassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.（）

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對(duì)

（）involvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.

參考答案:

Assessment

（）assessmentfocusesontheprocessoflearning,thatis,onassessinghowwellstudentsunderstandconcepts,performtasksandmakeprogressduringtheprocessoflearning.

參考答案:

Formative

Assessmenthassomeprinciplestofollow.Oneofthemistoassess（）.

參考答案:

bothprocessesandproducts

Evaluationcanbeconcernedwithawholerangeofissuesinandbeyondlanguageeducation,including（）andskills.Itinvolvesmakinganoveralljudgmentaboutone'sworkorawholeschool'swork.

參考答案:

programs;lessons;courses

Besidesquestionsandanswers,trueorfalsequestions,multiple-choicequestions,gap-filling,matchingquestionsanddictation,wecanalsousesuchtestformatsas（）.

參考答案:

interview;essaywriting;transformation;translation

第十五章測(cè)試

Auditorylearnerslearnmoreeffectivelythroughtheearhearing.（）

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對(duì)

Reflectivelearnerslearnmoreeffectivelywhengiventimetoconsideroptions.（）

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EllisandSinclairproposetwostagesforlearnertrainingwhichinvolvespreparationforlanguagelearningandskillstraining.（）

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Learnertrainingisbasedontheassumptionsthatdifferentlearnerslearnindifferentwaysandgoodlanguagelearnersuseavarietyoflearningstrategiesandareabletochoosetheappropriatestrategiesfordifferenttasks.（）

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Visuallearnerslearnmoreeffectivelythroughtheears.（）

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錯(cuò)

Tactilelearnerslearnmoreeffectivelythroughtouch.（）

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