中學(xué)英語(yǔ)教學(xué)法智慧樹(shù)知到課后章節(jié)答案2023年下喀什大學(xué)

中學(xué)英語(yǔ)教學(xué)法智慧樹(shù)知到課后章節(jié)答案2023年下喀什大學(xué)喀什大學(xué)

第一章測(cè)試

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

A:錯(cuò)B:對(duì)

答案:對(duì)

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

A:錯(cuò)B:對(duì)

答案:對(duì)

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

A:對(duì)B:錯(cuò)

答案:對(duì)

Whatdoesthefunctionalviewoflanguageseelanguage?（）

A:alinguisticsystemmadeupofvarioussubsystemsB:alinguisticsystemandameansfordoingthingsC:asystemofcategoriesbasedonthecommunicativeneedsofthelearnerD:acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople

答案:alinguisticsystemandameansfordoingthings

Whataretheelementsofthequalitiesofagoodteacher?（）

A:individualfreedomB:ethicdevotionC:personalstylesD:professionalqualities

答案:ethicdevotion;personalstyles;professionalqualities

Professionalcompetenceisthestateorqualityofbeingadequatelyqualifiedfor（）.

A:theprofessionB:strategiesC:StudentsD:andarmedwithaspecificrangeofskills

答案:theprofession;strategies;andarmedwithaspecificrangeofskills

Peoplestartlearningaforeignlanguageatdifferentage.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Thechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoresimilaritiesthanthecommonality.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

Peoplehavedifferentunderstandingsaboutlanguagelearning.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Whentheconstructiveviewoflanguagewascombinedwiththestimulus-responseprinciplesofbehaviouristicpsychology,theaudiolingualapproachtolanguagelearningemerge.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

第二章測(cè)試

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

A:對(duì)B:錯(cuò)

答案:對(duì)

Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsomecontext.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

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

A:對(duì)B:錯(cuò)

答案:對(duì)

Inreallife,languageisusedtoperformcertaincommunicativefunctions.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

listeningdoesn’tsharessomefeatureswithreadingsincelisteningisinterpretativeorreceptiveskills.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

ItisimportanttonotethatCLTrequiresahigherlevelofcommunicativecompetenceonthepartofthestudentsnotteachers.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Thecommunicativeactivitiesmustbedesignedtobedonebystudentswithinvolvementofteachers.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

TBLThasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Whatarethespecificstepsindesigningtasks?

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

A:對(duì)B:錯(cuò)

答案:對(duì)

WhatisPPPmodel?

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

A:錯(cuò)B:對(duì)

答案:對(duì)

第三章測(cè)試

Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsabouttheyhopetoachieveandhowtheywouldliketoachieveit.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Aimmeanstherealisticgoalsforthelesson.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Linkagemeansthestagesandthestepswithineachstageareplannedinsuchwaythattheyaresomewaylinkedwithoneanother.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Ideally,lessonplanshouldbedoneattwolevels；macroplanningandmicroplanning.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

WhichofthefollowingstatementsisNOTTRUE?（）

A:Teachingstepsshouldbefixedandcannotbealtered.B:Thereisnoneedtoprepareteachingmaterialsaheadoftheclass.C:Conclusionorsummaryisnotimportantforagoodlesson.D:Lessonplanningis‘partofcoursedevelopment’.

答案:Teachingstepsshouldbefixedandcannotbealtered.;Thereisnoneedtoprepareteachingmaterialsaheadoftheclass.;Conclusionorsummaryisnotimportantforagoodlesson.

Aboutteachingaims，（）

A:ItisaboutthegoalsofthelessonandaimsofeachactivityB:ItisaboutthematerialsthatareusedC:ItisabouttheassignmentandhomeworkD:Itisaboutthetopics

答案:Itisaboutthegoalsofthelessonandaimsofeachactivity;Itisaboutthematerialsthatareused;Itisabouttheassignmentandhomework

Whichpartsaretobefinishedbeforealessoninalessonplan?（）

A:AfterlessonreflectionB:OptionalactivitiesandassignmentsC:TeachingaidsD:Endofalessonsummary

答案:Optionalactivitiesandassignments;Teachingaids;Endofalessonsummary

Whataren’tthefunctionofoptionalactivities?（）

A:Backupsincasethelessongoestoofastandthereareafewminutesleft.B:PreparedforgoodstudentsC:UsedforemergencyD:Preparedforbadstudents

答案:Preparedforgoodstudents;Usedforemergency;Preparedforbadstudents

Attheendofthelesson,theteacherneedtaketimetosummarizewhatistaughtinthelesson.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

第四章測(cè)試

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

A:對(duì)B:錯(cuò)

答案:對(duì)

Themostimportantanddifficultrolethattheteacherhastoplayistobeanorganiser.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext,theteachershouldgiveappropriateprompts.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Whenorganizingfeedback,itisverydiscouragingfortheteachertobecritical.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Themostimportantanddifficultrolethattheteacherhastoplayistobeanprompter.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

Whenastudentdoesn’tseemtobereadyforananswer,theteachercanignorethis,andaskanotherstudenttodothis.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

AccordingtoFuDaochun(2001),teachers’rolesarestatic.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Whatrolesdoesateachernotplayinthefollowingactivity?（）

Theteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.

A:ControllerB:PrompterC:AssessorD:Organizer

答案:Prompter;Assessor;Organizer

Whenisappropriatefortheteachertogiveclassroominstructionstostudents?（）

A:Givedirectionstotasksoractivities,checkingcomprehension,givingfeedbackB:Providingexplanationstoaconceptorlanguagestructure,drawingattentionC:ConcludingtheclassD:Settingrequirements,checkingcomprehension,assigninghomework

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

Asteachers,weneedtoknowwhenstudentsaremorelikelytobeengagedinlearning,Generally,theybecomeengagedwhen（）

A:Theworkbuildsontheirpriorattainment.B:Theyareemotionally,physicallyandintellectuallyinvolvedbythetasks.C:Theyhaveopportunitiestoaskquestionsandtryoutideas.D:Theyareclearaboutitspurpose.

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

第五章測(cè)試

Asfaraspronunciationisconcerned,studentsbenefitfrombothmechanicalpracticeandmeaningfulpractice.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Whichofthefollowingisnottrueaboutpronunciationteaching?（）

A:Whenteachingpronunciation,veryoftenweneedtofocusonindividualsounds,especiallythosesoundsthataredifficulttolearn.B:BeginningChineselearnersofEnglishneedacertaindegreeoffocusonpronunciation.C:Learnerswhosenativelanguagehassimilarsoundsarelesslikelytohaveproblemswithpronunciation.D:LearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation.

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

Whatarethewaysofpracticingstress?（）

A:UsethetextbookB:UsegesturesC:UsetheblackboardD:Usethevoice

答案:Usegestures;Usetheblackboard;Usethevoice

Whatisnottherealisticgoalofteachingpronunciation?（）

A:ConsistencyB:IntelligibilityC:CommunicativeefficiencyD:Fluency

答案:Fluency

Whichtypedoesthefollowingproductionpracticebelongto?（）

Shesellsseashellsontheseashore.

A:UsingtonguetwistersB:UsingmeaningfulcontextC:MakeupsentencesD:Usingpictures

答案:Usingtonguetwisters

Whatdoesthefollowingpractise?（）

*LiHuaandIwenttotheschoolyesterday.

LiHuaand*Iwenttotheschoolyesterday.

LiHuaandIwenttothe*schoolyesterday.

LiHuaandIwenttotheschool*yesterday.

A:Stress.B:Articulation.C:Liaison.D:Intonation.

答案:Stress.

Poorpronunciationwouldnotcauseanyproblemforthelearningofotherskills.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

itisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationisthefocusforthelesson.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Correctperceptionofsoundsisvitalforlisteningcomprehension.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Productionpracticeofpronunciationisthesameasmechanicalimitation.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

第六章測(cè)試

Whichofthefollowingstatementistrue?（）

A:Grammarlearningiscompletelyuselessforchildren.B:ThereisapositiveroleofinstructionforgrammarlearningC:GrammarteachingcanenhancelearnerproficiencyD:Grammaticalcompetenceisessentialforcommunication

答案:Thereisapositiveroleofinstructionforgrammarlearning;Grammarteachingcanenhancelearnerproficiency;Grammaticalcompetenceisessentialforcommunication

Whichofthefollowingaregrammarpresentationmethod?（）

A:DeductivemethodB:InductivemethodC:CommunicativeteachingmethodD:Guideddiscoverymethod

答案:Deductivemethod;Inductivemethod;Guideddiscoverymethod

Whataretwogrammarpracticeactivities?（）

A:meaningfulpracticeB:successorientedpracticeC:VolumepracticeD:Mechanicalpractice

答案:meaningfulpractice;Mechanicalpractice

Thefollowingtypesofactivities（）canbeusedforthemechanicalpracticeofgrammar.

A:substitutiondrillB:transformationdrillC:repetitiondrillD:games

答案:substitutiondrill;transformationdrill;repetitiondrill

Whichofthefollowingisthevisualaidsthatcanbeusedforpresentingnewgrammaritems（）.

A:gamesB:gesturesC:picturesD:charts

答案:gestures;pictures;charts

Whichofthefollowingstepsarenottypicalforthedeductivegrammarteachingmethod?（）

A:Explicitrulesaregivetostudents→Authenticlanguagedataisprovided→applythenewstructuretoproducesentences(theguideddiscoverymethod)B:Giveexamples→explainrules→studentsdopracticeactivitiesC:Authenticlanguagedataisprovided→induceslearnerstorealizegrammarrules→applythenewstructuretoproducesentences(theinductivemethod)D:Alloftheabove

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

Substitutiondrillsthatinvolvechangesinformsaremoreeffectivethanthoseinwhichstudentssimplyreplacethetargetpartwithanotherword.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Grammarpresentationisconcernedwithhowtomakethestudentsunderstandordiscovergrammarrules.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Theguideddiscoverymethodissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselves.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Meaningfulpracticeinvolvesactivitiesthatareaimedatformaccuracy.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

第七章測(cè)試

（）isnotthewaytoconsolidatevocabulary.

A:spotthedifferenceB:labellingC:wordbingoD:Listenandtick

答案:Listenandtick

Whatdothefollowingexamplesindicate?（）

awakeasleep;cleandirty;hard-workinglazy;thinthick

A:antonymsB:hyponymsC:collocationsD:synonyms

答案:antonyms

Whataretwocategoriesofvocabulary?（）

A:productivevocabularyB:innatevocabularyC:ReceptivevocabularyD:learnedvocabulary

答案:productivevocabulary;Receptivevocabulary

Whatdoesitmeantoknowaword?（）

A:knowitsspellingandgrammaticalpropertiesB:knowitspronunciationandstressC:knowitsmeaningandknowwhenandhowtouseitD:knowitsmeaninginallcontexts

答案:knowitsspellingandgrammaticalproperties;knowitspronunciationandstress;knowitsmeaningandknowwhenandhowtouseit

Whichofthefollowingstatementistrueaboutvocabulary?（）

A:Avocabularyitemcanbemorethanoneword.B:WordsisbestlearnedincontextC:AnEnglish-Englishdictionaryisanimportantaidforstudents.D:Thebestwaytoteachvocabularyistotranslate.

答案:Avocabularyitemcanbemorethanoneword.;Wordsisbestlearnedincontext;AnEnglish-Englishdictionaryisanimportantaidforstudents.

Wordscanbetaughtandlearnedmosteffectivelyingroupofwordsthatarerelatedtoeachotherinmeaning.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

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

A:錯(cuò)B:對(duì)

答案:對(duì)

Wordscannotbetaughtandlearnedindividually.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Foradvancedlearners,bi-lingualdictionariesshouldbeencouragedthanmonolingualones.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Collocationsrefertowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

第八章測(cè)試

Listeningactivitiesaremeantto（）.

A:testB:trainC:motivateD:inform

答案:train

Thepre-listeningactivity（）canbedonedirectlybygivingaverybriefintroduction.

A:settingthesceneB:skimmingandscanningC:predictingD:brainstorming

答案:settingthescene

（）canassesslisteningoutcomemostdirectlyandinviteimmediateresponsefromlistening.

A:MultiplechoiceB:ListenandguessC:ListenandactD:Listenanddraw

答案:Listenandact

listeningcanbemoredifficultthanreadingbecause（）.

A:Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial.B:Thelistenercannotpausetoworkoutthemeaningoftheheardmaterialascanbedonewhenreading.C:Spokenmaterialisoftenheardonlyonceandinmostcases,wecannotgobackandlistenagainaswecanwhenweread.D:Differentspeakersproducethesamesoundindifferentways.

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

Thecharacteristicsofthelisteningprocessare（）.

A:visualcluesB:contextC:Speaker’sadjustmentD:Listen’sresponseE:spontaneity

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

WhatarethepurposesofPre-listeningactivities？（）

A:predictingwildlyB:activatingstudents’schemaC:gettingthemrelaxedandfocusedD:facilitatingstudents’subsequentlisteningwithreasonableguesswork

答案:activatingstudents’schema;gettingthemrelaxedandfocused;facilitatingstudents’subsequentlisteningwithreasonableguesswork

Inthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognition.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Duringwhile-listeningstudentsareofferedwithopportunitiestointegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationinthelisteningtext.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Settingthesceneistheactivitytakenduringthepost-listening.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

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

A:對(duì)B:錯(cuò)

答案:對(duì)

第九章測(cè)試

Ifthe（）foraspeakingactivityarenotclear,thestudentswillnotunderstandwhattheyaresupposedtodoandhowtodoit.

A:purposesB:instructionsC:studentsD:principles

答案:instructions

Aftergivinginstructions,wheneverpossible,theteachersshould（）whattheywanttheirstudentstodo.

A:repeatB:askC:explainD:model

答案:model

Whenateacher（）inclasstheytrytodrawoutaresponsefromthestudents.

A:lecturesB:talksC:explainsD:elicits

答案:elicits

Theemphasisinthecommunicativegamesisonthesuccessfulcommunicationratherthanthe（）oflanguage.

A:developmentB:usefulnessC:correctnessD:expression

答案:correctness

Whenwritinginstructionsforaspeakingactivity,theEnglishteachershouldNOT（）.

A:useshortsentencesB:writeonesentenceforeachmainpointC:usewordsthatarefamiliartoourstudentsD:givelotsofinformationallatonce

答案:givelotsofinformationallatonce

Thegoalofthespeakingactivity（）isforstudentstotalktoandfindasmanydifferentpeopleastheycanwhomeetcertaincriterion.

A:TwotruthsplusonelieB:What’sthedifference?C:ComicstripsdescriptionD:Findsomeonewho

答案:Findsomeonewho

Insuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Inasuccessfulspeakingtask,thelanguageisatthehighlevel.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Appropriatepicturesprovidecues,prompts,situationsandnon-verbalaidforcommunication.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

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

A:對(duì)B:錯(cuò)

答案:錯(cuò)

第十章測(cè)試

Post-readingactivitiesaredone（）thestudentshavereadthetext.

A:whileB:becauseC:beforeD:after

答案:after

Whenonereadsquicklytoidentifythemainideaandtheauthor’spurposeforwriting,heorsheis（）.

A:understandingB:scanningC:skimmingD:learning

答案:skimming

WhichofthefollowingisNOTanappropriatewhile-readingactivity?（）

A:JigsawreadingB:ProvidingbackgroundknowledgeC:SequencingD:Makinginferences

答案:Providingbackgroundknowledge

WhichofthefollowingisNOTanappropriatepost-readingactivity?（）

A:One-sentencesummaryB:InterviewtheauthorC:SkimmingD:Role-play

答案:Skimming

Whichofthefollowingsarenotappropriatepost-readingactivities?（）

A:JigsawreadingB:One-sentencesummaryC:MakingpredictionsD:Makinginferences

答案:Jigsawreading;Makingpredictions

Whichofthefollowingsareappropriatepre-readingactivities?（）

A:BrainstormingB:Pre-teachingselectedvocabularyC:MakinginferencesD:Makingpredictions

答案:Brainstorming;Pre-teachingselectedvocabulary;Makingpredictions

Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Readingaloudisanindividualactivitywithitsmainpurposeforgettingorextractinginformationalthoughwereadforpleasureaswell.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

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

A:對(duì)B:錯(cuò)

答案:對(duì)

Makinginferencesmeans“readingbetweenthelines”.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

第十一章測(cè)試

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

A:formB:natureC:meaningD:vocabulary

答案:nature

Inthefaceofawritingtask,studentsaresometimesmoredreadedwith（）towrite.

A:WhatB:whenC:whyD:how

答案:What

Althoughitisimportanttoarousethestudents’interest,theultimatepurposeofpre-writingisnottoincreasewriting（）.

A:materialsB:comprehensionC:proficiencyD:motivation

答案:materials;proficiency;motivation

Inthebrainstormingsession,whichofthefollowingstatementsisappropriate?（）

A:Whatmattersisstudentscanbeinvolvedinfreeandactivethinking.B:Studentsareencouragedtoputdownallpossibleideasthatcometotheirminds.C:Itdoesn’tmatterwhethertheideastheyproducedwillbeusefulornot.D:Studentsareaskedtothinkhardindividuallysoastocomeupwithin-depthideas.

答案:Whatmattersisstudentscanbeinvolvedinfreeandactivethinking.;Studentsareencouragedtoputdownallpossibleideasthatcometotheirminds.;Itdoesn’tmatterwhethertheideastheyproducedwillbeusefulornot.

Toteachwritingeffectively,thefirstthingateacherneedstodoistomotivatetowrite.（）

A:schoolsB:learnersC:teachersD:parents

答案:learners

Theproduct-orientedmethodofteachingwritingpaysgreatattentiontothelogicofthefinalproductbutignorestheprocess.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

Draftingidthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Anoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Inthebrainstormingsession,studentscanlistalltheideaswildlyonapieceofpaperorontheblackboard.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

Writingtasksshouldbemotivatingandcommunicative.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

第十二章測(cè)試

Integratingtheskillsmeansthatyouareworkingatthelevelofrealisticcommunication,notjustatthelevelofvocabularyandsentencepatterns.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Integratingthefourskillsemphasesthefocusonrealisticlanguageandcanthereforeleadtothestudents’all-rounddevelopmentofcommunicativecompetenceinEnglish.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Themainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Therearetwowaysofintegratingskills:simpleintegrationandcomplexintegration.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Itisnecessaryforteacherstomaintainanappropriatebalancebetweenintegrationandseparation.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Themainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Orallanguagetendstobemorestructuredthanwrittentext,buttherearesomediscoursefeaturesthatwecanteachourstudents.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Teachershavenottobeskilfulinselectingordesigningintegratedactivitiesfortheirstudents.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

Integrationofthefourskillsisconcernedwithrealisticcommunication.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

第十三章測(cè)試

Theactivityformoraldevelopment-Sharing:Arrangestudentsingroups.Askthemtoidentifymoralvaluesthattheyconsidertobeparticularlyimportant.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Theactivityformoraldevelopment-Roleplays:Arrangethestudentsingroupsandaskthemtocreateandactoutsituationsthatinvolveamoraldilemma.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Self-discoverymodel:studentsreceiveguidanceandrolemodels,butareallowedtoformtheirownviewsandmoralvalues（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Didacticmodel:studentsareexplicitlyandregularlytaughtmoralbehaviou,asdeterminedbytheteacher.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

whichoneisnottheactivitiesfocusedonmoraldevelopment?（）

A:Gap-fillingB:SpontaneousreflectionC:ComparisonD:Sharing

答案:Gap-filling

Whatarethetwoaspectstotheroleofmoraleducator?（）

A:ParticipantandguideB:OrganizerandcontrollerC:RolemodelandcurriculumdeveloperD:Assessorandprompter

答案:Rolemodelandcurriculumdeveloper

Studentsshouldtrytheirbestwithouttheteacher’sguidancetobringoutthefullpotentialashumanbeings,sotheycanlivemeaningful,fulfillingandresponsiblelives.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)

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

A:對(duì)B:錯(cuò)

答案:錯(cuò)

InEducativemodel,studentsarelargelyincontrolofthechoiceofissuesandinformingtheirviewsandmoralvalues.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Asmoraleducator,teachercanberolemodelandclassroomcontroller.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)

第十四章測(cè)試

Summativeassessmentismainlybasedontesting.Formativeassessmentisbasedoninformationcollectedintheclassroomduringtheteachingprocessforthepurposeofimprovingteachingandlearning（）

A:對(duì)B:錯(cuò)

答案:對(duì)

Assessmentinvolvesthecollectingofinformationorevidenceofalearner'slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

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

A:錯(cuò)B:對(duì)

答案:對(duì)

Norm-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoresaregivenasthenorm.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

Individual-referencedassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

（）involvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.

A:AssessmentB:TestingC:EvaluationD:Scores

答案:Assessment

（）assessmentfocusesontheprocessoflearning,thatis,onassessinghowwellstudentsunderstandconcepts,performtasksandmakeprogressduringtheprocessoflearning.

A:HomeworkB:FormativeC:SummativeD:Testing

答案:Formative

Assessmenthassomeprinciplestofollow.Oneofthemistoassess（）.

A:processesB:bothstudentsandparentsC:bothprocessesandproductsD:products

答案:bothprocessesandproducts

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

A:cookingB:lessonsC:coursesD:programs

答案:lessons;courses;programs

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

A:essaywritingB:translationC:transformationD:interview

答案:essaywriting;translation;