中學(xué)英語(yǔ)教學(xué)設(shè)計(jì)知到智慧樹(shù)章節(jié)測(cè)試課后答案2024年秋山西師范大學(xué)

中學(xué)英語(yǔ)教學(xué)設(shè)計(jì)知到智慧樹(shù)章節(jié)測(cè)試課后答案2024年秋山西師范大學(xué)第六章單元測(cè)試

Listeningissimplyhearingorperceivingauralstimuli.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)Intheprocessoflistening,listenertriestorelatethecontentsto（）.

A:newknowledgeB:selectiveknowledgeC:existingknowledgeD:oldknowledge

答案:existingknowledgeTheprocessoflisteningcomprehensionincludes（）.

A:transformingB:perceptualprocessingC:utilizationD:parsing

答案:perceptualprocessing；utilization；parsingThethirdprocessoflisteningcomprehensionreferstothetranslationoftheflowofwordsinto（）.

A:phraseB:meaningC:sentenceD:image

答案:meaningTheprocessoflisteningcomprehensionhasbeeninfluencedbythelistener’sexistingknowledgeincluding（）.

A:sententialknowledgeB:schematicknowledgeC:linguisticknowledgeD:contextualknowledge

答案:schematicknowledge；linguisticknowledge；contextualknowledgeSkillsoflisteningandreadingareconsidereddifficulttobeacquiredformostESLstudents.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)Themisrecognitionofthewordscanbecausedbythestrongorweakformofthefunctionwords.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Somecohesivemarkersmightunidentifiableinspeech.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Oneoftheobjectiveoflisteningteachingistohelpthestudentstoperformsuccessfullyin（）

A:listeningB:practiceC:exerciseD:speaking

答案:practiceListeninglessonsshouldhelpthestudentsimprovetheirlisteningskillsratherthantesttheir

listeningcomprehensionfrequently.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Themorestudentslisten,thebettertheyimproveinlistening.（）

A:對(duì)B:錯(cuò)

答案:對(duì)TeachersaresupposedtoencouragestudentstolistentoasmuchEnglishastheycanwith（）.

A:theInternetB:thetextbookC:appsD:videogames

答案:theInternet；thetextbook；appsTeachersshouldhelpstudentspreparetolistenbymakingthemto（）.

A:DiscussthetopicB:readthequestionsC:lookatpicturesD:predictthecontents

答案:predictthecontentsInlisteningteaching,teachersaresupposedtoencouragestudentstoaskfor（）.

A:bickeringB:clarificationC:repetitionD:arguing

答案:clarification；repetitionAfterthefirstlisteningtoatext,teacherscanonlyplayextractsforsubsequentlistenings.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)Languageanditsmeaningarebothimportantpartsforstudentstorespondtoinlisteningtasks.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Listeningmaterialscanbeusedfor（）.

A:languageuseB:learningpronunciationC:acquiringinformationD:replacingreadingmaterials

答案:languageuse；learningpronunciation；acquiringinformationDifferenttasksshouldalwaysbedesignedintodifferentlisteningstageswithoutconsidering

listeningpurposes.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)Goodteachersaresupposedtoexploitlisteningtextstothefull.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Listeningmaterialsaresupposedtobeusedsolelyforlisteningactivities.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)TheFive-stepmodelincludes（）.

A:assigningtasksB:checkingtasksC:Lead-inD:assigningfollow-uptasks

答案:assigningtasks；checkingtasks；Lead-in；assigningfollow-uptasksThefirststepintheFive-stepmodelrefersto（）.

A:predictionB:newwordslearningC:topicfamiliarizationD:interestarousing

答案:prediction；topicfamiliarization；interestarousingThreestagesofthePWPmethodinlisteningteachingreferto（）.

A:post-listeningB:when-listeningC:while-listeningD:pre-listening

答案:post-listening；while-listening；pre-listeningStudentswillunderstandeverywordintheWhile-listeningstage.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)Teachersshouldteststudents’understandingaspossibleastheycanintheWhile-listeningstage.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)ThePost-listeningstageismeantto（）.

A:connectlisteningcontentswithstudents’ideasandexperiencesB:connectlisteningscriptwithpossiblereadingcontentsC:clarifypurposesofthelisteningscriptD:clarifypuzzlesofthelisteningscript

答案:connectlisteningcontentswithstudents’ideasandexperiencesThestagesofDictoglossinclude（）.

A:reconstructionB:preparationC:analysisandcorrectionD:paraphrase

答案:reconstruction；preparation；analysisandcorrectionThepossiblepost-listeningactivitiesstudentscandoinclude（）.

A:role-playasimilarinteractionB:writeabriefreportC:writeasimilartextD:debateonthetopic

答案:role-playasimilarinteraction；writeabriefreport；writeasimilartext；debateonthetopicThestagesofthelearningactivity-basedapproachintermsoflisteninginclude（）.

A:applyingandpracticingB:transferringandcreatingC:learningandunderstandingD:paraphrasingandreconstructing

答案:applyingandpracticing；transferringandcreating；learningandunderstandingThefirststageofthelearningactivity-basedapproachintermsoflisteningissupposedtoleadstudentstoperceiveandnoticethecontextofupcominglisteningmaterial.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

第八章單元測(cè)試

Whichdoesnotbelongtocognitivereadingstrategies?（）

A:PredictingthecontentofanupcomingpassageorsectionofthetextB:UnderstandingthemainideatohelpyoucomprehendtheentirereadingC:SettinggoalsforyourselftohelpyouimproveareasthatareimportanttoyouD:Concentratingongrammartohelpyouunderstandunfamiliarconstructions

答案:SettinggoalsforyourselftohelpyouimproveareasthatareimportanttoyouWhichdoesnotbelongtocompensatingreadingstrategies?（）

A:ReviewingkeyideasanddetailstohelpyourememberB:ClassifyingwordsintomeaningfulgroupstohelpyourememberthemmoreclearlyC:UnderstandingthemainideatohelpyoucomprehendtheentirereadingD:Usingphysicalactiontohelpyourememberinformationyouhaveread

答案:UnderstandingthemainideatohelpyoucomprehendtheentirereadingReadingcompetenceincludes（）.

A:GrammaticalcompetenceB:SociolinguisticcompetenceC:StrategiccompetenceD:Discoursecompetence

答案:Grammaticalcompetence；Sociolinguisticcompetence；Strategiccompetence；DiscoursecompetenceReadingisalsoadynamicandcognitiveprocessinvolvingreaders’continuous（）.

A:imaginationB:confirmationsC:assumptionsD:inferences

答案:imagination；confirmations；assumptions；inferencesTherearefourlevelsofreadingcomprehension:（）.

A:appreciativeB:literalC:evaluativeD:interpretive

答案:appreciative；literal；evaluative；interpretiveAccordingtoAnthony,Pearson,andRaphael,Readingistheprocessofconstructingmeaningthroughthedynamicinteractionamongthereader’sexistingknowledge,theinformationsuggestedbythewrittenlanguage,andthecontextofthereadingsituation.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Readingcomprehensionisapsychologicalprocessduringwhichreaders,withthepurposeofgettinginformation,employtheirlanguageknowledgeandlifeexperiencetounderstandthecontentsandmakeinferencesandthusgraspthedeepimplicationsofthewrittenmaterial,aswellasthewriter’sviewpointsandpurpose.（）

A:對(duì)B:錯(cuò)

答案:對(duì)AccordingtoAnderson,readersemploythefollowingreadingstrategiesautomaticallyduringreading,namelycognitivereadingstrategies,metacognitivereadingstrategiesandcompensatingreadingstrategies.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Inordertoimprovestudents’readingcompetence,readinginstructionissupposedtosetthefollowinggoalsandobjectives,including（）.

A:ToobtaininformationforcertainpurposesaboutsometopicsB:Tohelpstudentspracticethefullrepertoireofreadingskillsandencouragethemtobeconsciousofwhatthey’redoingwhiletheycompletereadingassignmentsC:Todevelopstudents’awarenessofthereadingprocessD:Toencouragestudentstoevaluatetheirreadingcomprehensionandself-reporttheiruseofreadingskills

答案:Toobtaininformationforcertainpurposesaboutsometopics；Tohelpstudentspracticethefullrepertoireofreadingskillsandencouragethemtobeconsciousofwhatthey’redoingwhiletheycompletereadingassignments；Todevelopstudents’awarenessofthereadingprocess；Toencouragestudentstoevaluatetheirreadingcomprehensionandself-reporttheiruseofreadingskillsPrinciplesforreadinginstructioninclude（）.

A:transformingreadingstrategiesintoreadingskillsB:activatingstudents’previousknowledgeC:usingasetofreadingstrategiesfordifferentreadingtasksD:readingwithapurpose

答案:transformingreadingstrategiesintoreadingskills；activatingstudents’previousknowledge；usingasetofreadingstrategiesfordifferentreadingtasks；readingwithapurposeTeacherscanemploythefollowingactivitiestoactivatestudents’backgroundknowledgeandcommonknowledge,including（）.

A:askingprobingquestionsB:discussingonthetopicC:makingpredictionsD:settingobjectives

答案:askingprobingquestions；discussingonthetopic；makingpredictions；settingobjectivesReadingstrategiesareusednaturallyduringreading,andindicatehowreadersmakesenseofwhattheyread,andwhattheydowhentheydonotunderstandsomethinginatext.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Questioningtheauthorisaneffectivetechniquethatcanbedoneduringthereadingprocess.Itcanengagestudentsinmeaningfulinteractionswithtextandassiststudentsintheprocessofconstructingmeaningfromtext.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Animportantdistinctioncanbemadebetweenstrategiesandskills.Strategiesarespecificproceduresandinvolvetheexplicitexplanationandformalinstructionofwhatthestrategyisandhowtheyuseitwiththisspecificpassage.Askillisanactivitythatstudentscompleteforthepurposeoflearningaboutfeaturesoftextlikemainideaorcauseandeffect.Itmaybedisconnectedfromtext.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Inthebottomupreadingmodel,readersdecodewords,phrasesandsentencestogainanunderstandingofthewholeparagraphandtext.Therefore,thebottom-upteachingapproachputsmorefocusontheteachingofvocabulary,includingtheexplanationofnewwordsbeforereadingandanalysisofwordusagesduringreading.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Theemphasesoftheinteractiveteachingapproachnotonlyincludebackgroundinformationandpredictionfromthecontext,butalsothestudent'sabilitytodecodewordsandphrases.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Whichdoesnotbelongtopre-readingactivities?（）

A:usingaKWLchartB:providingbackgroundknowledgeC:activatingexistingknowledgeD:retelling

答案:retelling_______arecommonly-usedpre-readingactivities.（）

A:providingbackgroundknowledgeB:pre-teachingselectedvocabularyC:brainstormingD:activatingexistingknowledge

答案:providingbackgroundknowledge；pre-teachingselectedvocabulary；brainstorming；activatingexistingknowledgeGoodpre-readingactivitiesshouldbeabletogetstudents’attention,activatetheirrelevantpriorknowledge,establishapurposeforreading,andmotivatestudentstoread.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Inpre-readingstage,teachersshoulddesignvariousactivitiestoactivatestudents’existingknowledge;givestudentsnecessarybackgroundknowledge;clearupculturalbarriers;makestudentsawareofthetypeoftexttheywillbereading,andmakesuretheyhaveaclearpurposeforreading.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Althoughitisimportanttoarousethestudents'interest,teachersshouldalwaysbearinmindthattheultimatepurposeofpre-readingistoincreasereadingcomprehension.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Whichdoesnotbelongtowhile-readingactivities?（）

A:MakinginferencesB:understandingreferencesC:brainstormingD:skimming

答案:brainstorming_______aremostimportantprinciplesfordesigningwhile-readingactivities.（）

A:pre-teachingselectedvocabularyB:givingstudentstimetoreadC:encouragingstudentstorespondtothecontentD:Helpingstudentsengagewithwhattheyarereading

答案:givingstudentstimetoread；encouragingstudentstorespondtothecontent；HelpingstudentsengagewithwhattheyarereadingTeachersdesigndifferentlevelsofquestionsforstudentstohaveathoroughunderstandingofthereadingmaterials,including_______.（）

A:questionsinvolvingreorganizationorreinterpretationB:questionsforpersonalresponsesC:questionsforinferencesD:questionsforevaluationorappreciationE:questionsforliteralcomprehension

答案:questionsinvolvingreorganizationorreinterpretation；questionsforpersonalresponses；questionsforinferences；questionsforevaluationorappreciation；questionsforliteralcomprehensionThemaintasksofthewhile-readingstagearetounderstandthetextsandpracticereadingskills.Soitfocusesontheprocessofunderstanding.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Makinginferencesmeans“readingbetweenthelines”,whichrequiresthereadertousebackgroundknowledgeinordertoinfertheimpliedmeaningoftheauthor.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Skimming,orreadingquicklyforthemainidea,isanessentialreadingskill,whichwillpreparethestudentstoreadfasterandunderstandbetter.TellthestudentstolookatONLYthetitle,pictures,firstlinesofeachparagraph,andthelastparagraph,andtrytoidentifythemainideaandtheauthor'spurposeforwriting.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Whichdoesnotbelongtopost-readingactivities?（）

A:retellingB:roleplayC:rewritingD:brainstorming

答案:brainstormingWhendesigningpost-readingactivities,teachersaresupposedtoconsiderthethreelevelsofactivities:（）.

A:readinginthetextB:readingbeyondthetextC:readingbetweenthelinesD:readingthewholetext

答案:readinginthetext；readingbeyondthetext；readingbetweenthelinesReadinginthetextaimstoreinforcefactualcomprehension.Theteachercandesignthefollowingactivities:___________.（）

A:MatchingpicturestotextB:Interpretingcharts,graphsortablesC:LocatingmainideasorsupportingdetailsD:Askingwh-questionsandyes-noquestions

答案:Matchingpicturestotext；Interpretingcharts,graphsortables；Locatingmainideasorsupportingdetails；Askingwh-questionsandyes-noquestionsReadingbetweenthelinesaimstoactivatestudents’involvementandtoelicitimplicitinformation.Theteachercandesignthefollowingactivities:（）.

A:Askinginferencequestions,suchas,“Whatcanweunderstandfrom…?”B:LookingatthetextfromanotherpointofviewC:DrawingconclusionstoshowhowthestorywillcontinueorwhatwillhappenattheendD:Interpretingcharts,graphsortables

答案:Askinginferencequestions,suchas,“Whatcanweunderstandfrom…?”；Lookingatthetextfromanotherpointofview；DrawingconclusionstoshowhowthestorywillcontinueorwhatwillhappenattheendReadingbeyondthetextaimstointegratespecificinformationtoothercontextorevaluatewhattheyhaveread.Theteachercandesignthefollowingactivities:（）.

A:Role-playingorsimulatingasectionofthetextB:SummarizingmainpointsorideasC:Applyingideas,charactersoreventsfromthetexttoadifferentsettingD:Evaluatingwhattheyhavereadbydistinguishingfactsfromopinions,oridentifyingtheauthor’sdifferentpointsofviewpresentedinthetext

答案:Role-playingorsimulatingasectionofthetext；Summarizingmainpointsorideas；Applyingideas,charactersoreventsfromthetexttoadifferentsetting；Evaluatingwhattheyhavereadbydistinguishingfactsfromopinions,oridentifyingtheauthor’sdifferentpointsofviewpresentedinthetextThepost-readingactivitiesprovidestudentswiththeopportunitiestopractice,consolidateorreflectonwhathasbeengainedfromthetext,andalsorelatethetexttostudents’ownknowledge,oftenpresentedinconjunctionwithotherlanguageskills.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Role-playisaveryvaluablelanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.Byroleplay,studentswillhavethechancetointeractinsmallgroupsandpracticenewlylearnedlanguagewithpartners.（）

A:錯(cuò)B:對(duì)

答案:對(duì)

第五章單元測(cè)試

ThedefinitionofgrammarinOxfordDictionaryistherulesinalanguageforchangingtheformofwordsandjoiningthemintosentences.（）

A:錯(cuò)B:對(duì)

答案:對(duì)TheCLT-guidedgrammarinstructionisteacher-centeredandemphasizescommunicationinreal-lifesituations,inwhichstudentslearngrammarforcommunicationbutnotforlearninggrammarknowledge.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)Incommunicativegrammarinstruction,thepointisforthestudentstolearngrammarrules,buttodothingsingrammaticallycorrectlanguage.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)Thegrammar-discoverytechniquerequiresthestudentstobeactivethinkersinordertodiscoverforthemselveshowthegrammarworksbynoticing/observing,makinghypothesesanddrawingconclusionsaboutthelanguageforms,whichwillalsoleadtotheraisingofawarenessaboutthegrammarandameaningfulandactiveunderstandingoftherules.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Gameshavetheadvantageofallowingthestudentstopracticeandinternalizevocabulary,grammarandstructuresextensively.（）

A:錯(cuò)B:對(duì)

答案:對(duì)CLT-guidederrorcorrectionholdtheideathatcorrectinggrammarerrorsshouldbedoneinatactfulwaysothatastudent'sconfidenceanddesiretolearngrammarremainsintactandsothatheknowswhenhe'smakingamistake.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Understandingbasicprinciplesofword,sentenceandstructuresbestowsthelearnerswiththeflexibilitytoplanhowtheycommunicateamessage,fromasimpletexttoapresentation.（）

A:textB:messageC:paragraphD:passage

答案:paragraphInthefieldofESL/EFLinstructiongrammarreferstothestudyofhowwordsandtheircomponentpartscombinetoformsentences,whichgovernshowwordsareputtogethertoformawrittenandlanguage.（）

A:spokenB:dramaticC:poeticD:novel

答案:spoken

第七章單元測(cè)試

Whichofthefollowingisnottheprobleminspeakingperformance?（）

A:LackofCohesion&CoherenceB:LackoflargevocabularyC:LackofpolitenessD:Lackofknowledgeofsoundsarticulation,

答案:LackoflargevocabularyWhichofthefollowingcanbedescribedas“whatonedoes,notwhatoneknows”?（）

A:OralperformanceB:DiscoursecompetenceC:LinguisticcompetenceD:Sociolinguisticcompetence

答案:SociolinguisticcompetenceWhatisstudents’biggestchallengeinoralperformanceaccordingtoNunan(2001)?（）

A:DonotknowhowtosayB:LessopportunitiesC:ReluctanceD:Translatingfirstduringspeaking

答案:DonotknowhowtosayWhichisnotincludedinLinguisticcompetence?（）

A:AdequatevocabularyB:GrammarrulesC:Cohesion&CoherenceD:Knowledgeofsoundsarticulation,

答案:Cohesion&CoherenceWhichofthefollowingareincludedinCommunicativeCompetence?（）

A:LinguisticcompetenceB:StrategiccompetenceC:SociolinguisticcompetenceD:Discoursecompetence

答案:Linguisticcompetence；Strategiccompetence；Sociolinguisticcompetence；DiscoursecompetenceWhichofthefollowingisincludedinSociolinguisticcompetence?（）

A:RegisterB:StyleshiftingC:PolitenessD:Appropriatewordchoice

答案:Register；Styleshifting；Politeness；AppropriatewordchoiceWhichofthefollowingisnotthereasonssummarizedbyNunan(2001)aboutwhylearnersareunmotivatedintheclassroom?（）

A:Teachers'intoleranceofsilenceB:Lackofsuccess/progressovertimeC:FearofmistakesandderisionD:Lackofknowledgeaboutthegoalsoftheinstructionalprogram

答案:Teachers'intoleranceofsilence；FearofmistakesandderisionWhichofthefollowingactivitieswouldhelppreparestudentsforreal-lifespeechinEnglish?（）

A:LearningapieceoftextordialoguebyheartB:DoingadrillC:GivingapreparedtalkD:Readingaloud

答案:Learningapieceoftextordialoguebyheart；Doingadrill；Givingapreparedtalk；ReadingaloudSpeakingisabasic“skill”,justlikeswimming,drivingacar,orplayingtabletennis,whichwillbepracticedandimitatedmostinreal-lifesituations.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Students’knowingofwhattheyareexpectedtolearnandwhyishelpfultoreducereluctanceofspeaking.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Whatarethecharacteristicsofasuccessfulspeakingactivity?（）

A:Motivationishigh.B:Learnerstalkalot.C:LanguageisofanacceptablelevelD:Participationiseven.

答案:Motivationishigh.；Learnerstalkalot.；Languageisofanacceptablelevel；Participationiseven.WhichofthefollowingareincludedinframeworkbyLittlewood(1981)?（）

A:SocialinteractionactivitiesB:StructuralactivitiesC:FunctionalcommunicativeactivitiesD:Quasi-communicativeactivities

答案:Socialinteractionactivities；Structuralactivities；Functionalcommunicativeactivities；Quasi-communicativeactivitiesWhichtypeofactivitydoestakeaccountofbothFormaswellasMeaning?（）

A:Quasi-communicativeactivitiesB:FunctionalcommunicativeactivitiesC:StructuralactivitiesD:Socialinteractionactivities

答案:SocialinteractionactivitiesWhichofthefollowingactivitiescanbeusedaspre-communicativeactivities?（）

A:DiscussionB:MechanicaldrillsC:DebateD:Guidedreport

答案:Mechanicaldrills；GuidedreportWhichofthefollowingactivitiescanbeusedasSocialinteractionactivities?（）

A:GappeddialogueB:DebateC:MakingupadialogueinagivensituationD:Repetition

答案:DebatePre-communicativeactivitiesisolatespecificelementsofknowledgeorskillwhichcomposecommunicativeability,toprovideafluentcommandoflinguisticsystem.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Bymovingfrompre-communicativetocommunicativeactivities,learners'attentionshiftsstagebystagefromFormtoMeaning.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Complexity,accuracy,andfluencyareequallyimportantinspeakingteaching.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Reallifematerialsprepareyoubetterforreallifecommunication.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Repetitioncanbecreativebecauseyoucanchangetheoriginalformsandevencontents.（）

A:對(duì)B:錯(cuò)

答案:對(duì)

第二章單元測(cè)試

《課程標(biāo)準(zhǔn)》指出：遷移創(chuàng)新類(lèi)活動(dòng)主要包括推理與論證、批判與評(píng)價(jià)、想象與創(chuàng)造等超越語(yǔ)篇的學(xué)習(xí)活動(dòng)，即教師引導(dǎo)學(xué)生針對(duì)語(yǔ)篇背后的價(jià)值取向或作者態(tài)度進(jìn)行推理與論證，賞析語(yǔ)篇的文體特征與修辭手法，探討其與主題意義的關(guān)聯(lián)，批判、評(píng)價(jià)作者的觀點(diǎn)等，加深對(duì)主題意義的理解，進(jìn)而使學(xué)生在新的語(yǔ)境中，基于新的知識(shí)結(jié)構(gòu)，通過(guò)自主、合作、探究的學(xué)習(xí)方式，綜合運(yùn)用語(yǔ)言技能，進(jìn)行多元思維，創(chuàng)造性地解決陌生情境中的問(wèn)題，理性表達(dá)觀點(diǎn)、情感和態(tài)度，體現(xiàn)正確的價(jià)值觀，實(shí)現(xiàn)深度學(xué)習(xí)，促進(jìn)能力向素養(yǎng)的轉(zhuǎn)化。（）

A:對(duì)B:錯(cuò)

答案:對(duì)實(shí)施普通高中英語(yǔ)課程應(yīng)以德育為魂、能力為重、基礎(chǔ)為先、創(chuàng)新為上，注重在發(fā)展學(xué)生英語(yǔ)語(yǔ)言運(yùn)用能力的過(guò)程中，幫助他們學(xué)習(xí)、理解和鑒賞中外優(yōu)秀文化，培育中國(guó)情懷，堅(jiān)定文化自信，拓展國(guó)際視野，增進(jìn)國(guó)際理解，逐步提升跨文化溝通能力、思辨能力、學(xué)習(xí)能力和創(chuàng)新能力，形成正確的世界觀、人生觀和價(jià)值觀。（）

A:對(duì)B:錯(cuò)

答案:對(duì)《課程標(biāo)準(zhǔn)》明確指出，教師在教學(xué)過(guò)程中應(yīng)以既定的教學(xué)目標(biāo)為依據(jù)，精心設(shè)計(jì)評(píng)價(jià)內(nèi)容和評(píng)價(jià)標(biāo)準(zhǔn)。教師應(yīng)組織并引導(dǎo)學(xué)生參與多樣化的評(píng)價(jià)活動(dòng)，這些活動(dòng)應(yīng)以評(píng)價(jià)目標(biāo)為指導(dǎo)，以確保能夠全面監(jiān)控學(xué)生的學(xué)習(xí)進(jìn)展，有效評(píng)估教學(xué)與學(xué)習(xí)成果。這種評(píng)價(jià)機(jī)制旨在促進(jìn)學(xué)生的學(xué)習(xí)，同時(shí)提升教學(xué)實(shí)踐的質(zhì)量，實(shí)現(xiàn)評(píng)價(jià)與教學(xué)的有機(jī)融合。（）

A:錯(cuò)B:對(duì)

答案:對(duì)英語(yǔ)課程思政要求廣大教師在課程教學(xué)過(guò)程中始終堅(jiān)持把立德樹(shù)人作為英語(yǔ)教學(xué)的中心環(huán)節(jié)，不僅要重視英語(yǔ)知識(shí)的傳授與專(zhuān)業(yè)技能的培養(yǎng)，又要把思想引導(dǎo)和價(jià)值觀塑造融入英語(yǔ)教學(xué)的各環(huán)節(jié)，貫穿英語(yǔ)教學(xué)的全過(guò)程，幫助學(xué)生樹(shù)立正確的世界觀、人生觀、價(jià)值觀，從而培養(yǎng)出有理想、有本領(lǐng)、有擔(dān)當(dāng)?shù)木哂屑覈?guó)情懷和國(guó)際視野的時(shí)代新人。（）

A:錯(cuò)B:對(duì)

答案:對(duì)課程思政呈現(xiàn)五種新樣態(tài)。每一堂課都能讓學(xué)生享受精神盛宴，成為精神體驗(yàn)的課；每一堂課都能讓學(xué)生感悟人生真諦，成為生命成長(zhǎng)的課；每一堂課都能觸動(dòng)到學(xué)生心靈深處，成為心靈滋養(yǎng)的課；每一堂課都能讓學(xué)生遇見(jiàn)美好生命，成為品格浸潤(rùn)的課；每一堂課都能激發(fā)學(xué)生的生命潛能，成為智慧啟迪的課。（）

A:對(duì)B:錯(cuò)

答案:對(duì)

第四章單元測(cè)試

Task-basedvocabularyinstructioncanaffordinterestandauthenticity,improvelanguagebymuchnegotiationofmeanings,andcreateaclimateofintimacyanddeepcooperativenesstolearners’emotionalandcognitivegrowth.（）

A:對(duì)B:錯(cuò)

答案:對(duì)ThemainadvantageinmimingandTPRisthatyoucangetstudentsmentallyengagedinthelesson.（）

A:對(duì)B:錯(cuò)

答案:錯(cuò)Thekeywordtechniqueintroducesnewwordsfromatextafterreadingit.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)Contextskillsarethestrategiesthatareaderusesforincidentalvocabularylearning.（）

A:對(duì)B:錯(cuò)

答案:對(duì)“IsaBentleyacheapcar?No,It’sanexpensivecar.”isanexampleofsynonymsubstitution.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)Studentscanuseknowledgeofwordpartswhichcoverrootwords,prefixesand.tohelpdeterminethemeaning.（）

A:affixesB:civicsC:epicsD:suffixes

答案:suffixesMostoften,knowingawordmeansthatwecanrecognizetheformofthewordandattacha/antoit.（）

A:meaningB:exampleC:spellingD:pronunciation

答案:meaningOneoftheprinciplesofvocabularyinstructionistoprovidedirectinstruction,exposuresand.opportunitiestopracticenewwords.（）multiple

A:multipleB:bibleC:coralD:single

答案:multipleVocabularyinstructionalpracticescanfocusoncontextualandaspects.（）conceptual

A:factualB:conceptualC:tactualD:actual

答案:conceptualInWebster'sNewWorldCollegeDictionary,thedefinitionofvocabularycanbe:alistofwordsand,often,phrases,（）,inflectionalforms,etc.,usuallyarrangedinalphabeticalorderanddefinedorotherwiseidentified,asinadictionaryorglossary.abbreviations,alphabetical

A:alphabeticalB:denotationsC:abbreviationsD:esthetical

答案:abbreviations

第九章單元測(cè)試

Inordertoimprovestudents’writing,teachersshouldcarefullygradeallwritingassignmentsandgivecorrespondingsuggestions.（）

A:錯(cuò)B:對(duì)

答案:錯(cuò)Inwritingteaching,teachersshouldpaymoreattentionto（）.

A:grammarB:creativethinkingC:writingskillsD:mechanics

答案:creativethinking；writingskillsInordertoimprovetheirwriting,studentsshouldbeprovidedwith（）.

A:experienceofthesubjectmatterB:oldknowledgeC:newknowledgeD:knowledgeofthesubjectmatter

答案:experienceofthesubjectmatter；knowledgeofthesubjectmatterInordertomakesecondaryschoolstudentstrulyinvolvedinthewriting,teachersshouldtrytomakeaconnectionto（）.

A:relatives’everydaylivesB:students’everydaylivesC:parents’everydaylivesD:teachers’everydaylives

答案:students’everydaylivesInpre-writingstage,writersaresupposedto（）.

A:brainstormsstrategiesforanalyzingthewritingmaterialB:answerquestionsaboutthewritingmaterialC:askquestionsaboutthewritingmaterialD:devisesstrategiesforanalyzingthewritingmaterial

答案:brainstormsstrategiesforanalyzingthewritingmaterial；askquestionsaboutthewritingmaterial；devisesstrategiesforanalyzingthewritingmaterialPre-writingisagreatwaytoovercomewriter’sanxietyandgetideasflowing.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Peerreviewdoesn’tinclude（）.

A:havingasmallgroupofstudentsdraftahypothesis.B:havingtheentireclassdiscussanonymousexcerptsfromteachers’writingC:havingasmallgroupofstudentsreviewtheliteratureonatopicD:havingtheentireclassdiscussanonymousexcerptsfromstudents’writing

答案:havingtheentireclassdiscussanonymousexcerptsfromteachers’writingIngenreapproach-basedwritingclass,teachersaresupposedtoleadthestudentstoanalyze（）.

A:languagefeaturesofthegenreB:languagefeaturesoftheparagraphC:structureoftheparagraphD:structureofthegenre

答案:languagefeaturesofthegenre；structureofthegenreDifferentkindsofwriting,orgenresareusedtocarryoutdifferentpurposes.（）

A:錯(cuò)B:對(duì)

答案:對(duì)Tohelpstudentscompletecertainwritingassignments,teacherscanaskquestionsintermsof（）.

A:assumedwriter’sidentityB:writingpurposeC:targetedaudienceD:genrefeatures

答案:assumedwriter’sidentity；writingpurpose；targetedaudience；genrefeaturesDuringdeconstructioningenreapproach-basedwritingclass,teachersleadstudentstolearn（）.

A:authenticmodeltextsrelatedtothewritingtaskB:authenticmodeltextsrelatedtothereadingtaskC:inventedmodeltextsrelatedtothereadingtaskD:inventedmodeltextsrelatedtothewritingtask

答案:authenticmodeltextsrelatedtothewritingtaskItisduringthedeconstructioningenreapproach-basedwritingclassthatlanguageteachinginvolvinglexicalandgrammaticalaspectismostlikelytooccur.（）

A:對(duì)B:錯(cuò)

答案:對(duì)Duringjointconstruction,theteacherguidesstudentstocreatea