中學英語教學法知到章節(jié)答案智慧樹2023年喀什大學

中學英語教學法知到章節(jié)測試答案智慧樹2023年最新喀什大學第一章測試Inthepastcentury,languageteachingandlearningpracticehasbeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview，thefunctionalview，andtheinteractionalview（）

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

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

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對Whatdoesthefunctionalviewoflanguageseelanguage?（）

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alinguisticsystemandameansfordoingthingsWhataretheelementsofthequalitiesofagoodteacher?（）

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ethicdevotion;personalstyles;professionalqualitiesProfessionalcompetenceisthestateorqualityofbeingadequatelyqualifiedfor（）.

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theprofession;strategies;andarmedwithaspecificrangeofskillsPeoplestartlearningaforeignlanguageatdifferentage.（）

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對Thechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoresimilaritiesthanthecommonality.（）

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錯Peoplehavedifferentunderstandingsaboutlanguagelearning.（）

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對Whentheconstructiveviewoflanguagewascombinedwiththestimulus-responseprinciplesofbehaviouristicpsychology,theaudiolingualapproachtolanguagelearningemerge.（）

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錯第二章測試Hedgediscussesfivemaincomponentsofcommunicativecompetence.Namely,linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetenceandfluency.（）

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對Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsomecontext.（）

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

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對Inreallife,languageisusedtoperformcertaincommunicativefunctions.（）

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對listeningdoesn’tsharessomefeatureswithreadingsincelisteningisinterpretativeorreceptiveskills.（）

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錯ItisimportanttonotethatCLTrequiresahigherlevelofcommunicativecompetenceonthepartofthestudentsnotteachers.（）

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錯Thecommunicativeactivitiesmustbedesignedtobedonebystudentswithinvolvementofteachers.（）

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錯TBLThasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.（）

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

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對WhatisPPPmodel?Inthismodel,alanguageclassroomconsistsofthreestages:Presentationofnewlanguageiteminacontext—controlledpractice(drilling,repetition,dialoguereading,etc)—productionofthelanguageinameaningfulway(arole-play,adrama,aninterview,etc.)（）

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對第三章測試Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsabouttheyhopetoachieveandhowtheywouldliketoachieveit.（）

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對Aimmeanstherealisticgoalsforthelesson.（）

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對Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.（）

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對Linkagemeansthestagesandthestepswithineachstageareplannedinsuchwaythattheyaresomewaylinkedwithoneanother.（）

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對Ideally,lessonplanshouldbedoneattwolevels；macroplanningandmicroplanning.（）

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對WhichofthefollowingstatementsisNOTTRUE?（）

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Thereisnoneedtoprepareteachingmaterialsaheadoftheclass.;Teachingstepsshouldbefixedandcannotbealtered.;Conclusionorsummaryisnotimportantforagoodlesson.Aboutteachingaims，（）

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Itisaboutthematerialsthatareused;Itisaboutthegoalsofthelessonandaimsofeachactivity;ItisabouttheassignmentandhomeworkWhichpartsaretobefinishedbeforealessoninalessonplan?（）

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Optionalactivitiesandassignments;Teachingaids;EndofalessonsummaryWhataren’tthefunctionofoptionalactivities?（）

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Usedforemergency;Preparedforgoodstudents;PreparedforbadstudentsAttheendofthelesson,theteacherneedtaketimetosummarizewhatistaughtinthelesson.（）

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對第四章測試Harmerdefinestheteacher’srolesascontroller,assessor,organiser,prompter,participantandresource-provider.（）

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對Themostimportantanddifficultrolethattheteacherhastoplayistobeanorganiser.（）

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對Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext,theteachershouldgiveappropriateprompts.（）

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對Whenorganizingfeedback,itisverydiscouragingfortheteachertobecritical.（）

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對Themostimportantanddifficultrolethattheteacherhastoplayistobeanprompter.（）

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錯Whenastudentdoesn’tseemtobereadyforananswer,theteachercanignorethis,andaskanotherstudenttodothis.（）

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錯AccordingtoFuDaochun(2001),teachers’rolesarestatic.（）

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錯Whatrolesdoesateachernotplayinthefollowingactivity?（）Theteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.

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Organizer;Prompter;AssessorWhenisappropriatefortheteachertogiveclassroominstructionstostudents?（）

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Givedirectionstotasksoractivities,checkingcomprehension,givingfeedback;Providingexplanationstoaconceptorlanguagestructure,drawingattention;Settingrequirements,checkingcomprehension,assigninghomeworkAsteachers,weneedtoknowwhenstudentsaremorelikelytobeengagedinlearning,Generally,theybecomeengagedwhen（）

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Theyareemotionally,physicallyandintellectuallyinvolvedbythetasks.;Theworkbuildsontheirpriorattainment.;Theyareclearaboutitspurpose.;Theyhaveopportunitiestoaskquestionsandtryoutideas.第五章測試Asfaraspronunciationisconcerned,studentsbenefitfrombothmechanicalpracticeandmeaningfulpractice.（）

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對Whichofthefollowingisnottrueaboutpronunciationteaching?（）

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Learnerswhosenativelanguagehassimilarsoundsarelesslikelytohaveproblemswithpronunciation.;BeginningChineselearnersofEnglishneedacertaindegreeoffocusonpronunciation.;Whenteachingpronunciation,veryoftenweneedtofocusonindividualsounds,especiallythosesoundsthataredifficulttolearn.;LearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation.Whatarethewaysofpracticingstress?（）

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Usethevoice;Usetheblackboard;UsegesturesWhatisnottherealisticgoalofteachingpronunciation?（）

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FluencyWhichtypedoesthefollowingproductionpracticebelongto?（）Shesellsseashellsontheseashore.

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UsingtonguetwistersWhatdoesthefollowingpractise?（）*LiHuaandIwenttotheschoolyesterday.LiHuaand*Iwenttotheschoolyesterday.LiHuaandIwenttothe*schoolyesterday.LiHuaandIwenttotheschool*yesterday.

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Stress.Poorpronunciationwouldnotcauseanyproblemforthelearningofotherskills.（）

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錯itisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationisthefocusforthelesson.（）

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對Correctperceptionofsoundsisvitalforlisteningcomprehension.（）

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對Productionpracticeofpronunciationisthesameasmechanicalimitation.（）

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錯第六章測試Whichofthefollowingstatementistrue?（）

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Thereisapositiveroleofinstructionforgrammarlearning;Grammaticalcompetenceisessentialforcommunication;GrammarteachingcanenhancelearnerproficiencyWhichofthefollowingaregrammarpresentationmethod?（）

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Deductivemethod;Inductivemethod;GuideddiscoverymethodWhataretwogrammarpracticeactivities?（）

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Mechanicalpractice;meaningfulpracticeThefollowingtypesofactivities（）canbeusedforthemechanicalpracticeofgrammar.

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transformationdrill;substitutiondrill;repetitiondrillWhichofthefollowingisthevisualaidsthatcanbeusedforpresentingnewgrammaritems（）.

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pictures;charts;gesturesWhichofthefollowingstepsarenottypicalforthedeductivegrammarteachingmethod?（）

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Explicitrulesaregivetostudents→Authenticlanguagedataisprovided→applythenewstructuretoproducesentences(theguideddiscoverymethod);Authenticlanguagedataisprovided→induceslearnerstorealizegrammarrules→applythenewstructuretoproducesentences(theinductivemethod);AlloftheaboveSubstitutiondrillsthatinvolvechangesinformsaremoreeffectivethanthoseinwhichstudentssimplyreplacethetargetpartwithanotherword.（）

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對Grammarpresentationisconcernedwithhowtomakethestudentsunderstandordiscovergrammarrules.（）

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對Theguideddiscoverymethodissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselves.（）

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對Meaningfulpracticeinvolvesactivitiesthatareaimedatformaccuracy.（）

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錯第七章測試（）isnotthewaytoconsolidatevocabulary.

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ListenandtickWhatdothefollowingexamplesindicate?（）awakeasleep;cleandirty;hard-workinglazy;thinthick

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antonymsWhataretwocategoriesofvocabulary?（）

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productivevocabulary;ReceptivevocabularyWhatdoesitmeantoknowaword?（）

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knowitsspellingandgrammaticalproperties;knowitspronunciationandstress;knowitsmeaningandknowwhenandhowtouseitWhichofthefollowingstatementistrueaboutvocabulary?（）

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AnEnglish-Englishdictionaryisanimportantaidforstudents.;Avocabularyitemcanbemorethanoneword.;WordsisbestlearnedincontextWordscanbetaughtandlearnedmosteffectivelyingroupofwordsthatarerelatedtoeachotherinmeaning.（）

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

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對Wordscannotbetaughtandlearnedindividually.（）

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錯Foradvancedlearners,bi-lingualdictionariesshouldbeencouragedthanmonolingualones.（）

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錯Collocationsrefertowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.（）

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對第八章測試Listeningactivitiesaremeantto（）.

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trainThepre-listeningactivity（）canbedonedirectlybygivingaverybriefintroduction.

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settingthescene（）canassesslisteningoutcomemostdirectlyandinviteimmediateresponsefromlistening.

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Listenandactlisteningcanbemoredifficultthanreadingbecause（）.

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Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial.;Thelistenercannotpausetoworkoutthemeaningoftheheardmaterialascanbedonewhenreading.;Differentspeakersproducethesamesoundindifferentways.;Spokenmaterialisoftenheardonlyonceandinmostcases,wecannotgobackandlistenagainaswecanwhenweread.Thecharacteristicsofthelisteningprocessare（）.

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visualclues;context;Speaker’sadjustment;Listen’sresponse;spontaneityWhatarethepurposesofPre-listeningactivities？（）

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facilitatingstudents’subsequentlisteningwithreasonableguesswork;activatingstudents’schema;gettingthemrelaxedandfocusedInthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognition.（）

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對Duringwhile-listeningstudentsareofferedwithopportunitiestointegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationinthelisteningtext.（）

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錯Settingthesceneistheactivitytakenduringthepost-listening.（）

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

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對第九章測試Ifthe（）foraspeakingactivityarenotclear,thestudentswillnotunderstandwhattheyaresupposedtodoandhowtodoit.

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instructionsAftergivinginstructions,wheneverpossible,theteachersshould（）whattheywanttheirstudentstodo.

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modelWhenateacher（）inclasstheytrytodrawoutaresponsefromthestudents.

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elicitsTheemphasisinthecommunicativegamesisonthesuccessfulcommunicationratherthanthe（）oflanguage.

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correctnessWhenwritinginstructionsforaspeakingactivity,theEnglishteachershouldNOT（）.

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givelotsofinformationallatonceThegoalofthespeakingactivity（）isforstudentstotalktoandfindasmanydifferentpeopleastheycanwhomeetcertaincriterion.

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FindsomeonewhoInsuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.（）

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對Inasuccessfulspeakingtask,thelanguageisatthehighlevel.（）

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錯Appropriatepicturesprovidecues,prompts,situationsandnon-verbalaidforcommunication.（）

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

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錯第十章測試Post-readingactivitiesaredone（）thestudentshavereadthetext.

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afterWhenonereadsquicklytoidentifythemainideaandtheauthor’spurposeforwriting,heorsheis（）.

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skimmingWhichofthefollowingisNOTanappropriatewhile-readingactivity?（）

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ProvidingbackgroundknowledgeWhichofthefollowingisNOTanappropriatepost-readingactivity?（）

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SkimmingWhichofthefollowingsarenotappropriatepost-readingactivities?（）

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Jigsawreading;MakingpredictionsWhichofthefollowingsareappropriatepre-readingactivities?（）

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Brainstorming;Makingpredictions;Pre-teachingselectedvocabularyReadingwithapurposeismoreeffectivethanreadingwithoutapurpose.（）

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對Readingaloudisanindividualactivitywithitsmainpurposeforgettingorextractinginformationalthoughwereadforpleasureaswell.（）

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

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對Makinginferencesmeans“readingbetweenthelines”.（）

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對第十一章測試Thedifficultiesofwritinglargelylieinits（）,demandingthelanguageknowledgeofspelling,punctuation,grammar,sentencestructure,cohesivedevices,andlogicinthinking.（）

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natureInthefaceofawritingtask,studentsaresometimesmoredreadedwith（）towrite.

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WhatAlthoughitisimportanttoarousethestudents’interest,theultimatepurposeofpre-writingisnottoincreasewriting（）.

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motivation;materials;proficiencyInthebrainstormingsession,whichofthefollowingstatementsisappropriate?（）

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Whatmattersisstudentscanbeinvolvedinfreeandactivethinking.;Itdoesn’tmatterwhethertheideastheyproducedwillbeusefulornot.;Studentsareencouragedtoputdownallpossibleideasthatcometotheirminds.Toteachwritingeffectively,thefirstthingateacherneedstodoistomotivatetowrite.（）

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learnersTheproduct-orientedmethodofteachingwritingpaysgreatattentiontothelogicofthefinalproductbutignorestheprocess.（）

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錯Draftingidthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.（）

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錯Anoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay.（）

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對Inthebrainstormingsession,studentscanlistalltheideaswildlyonapieceofpaperorontheblackboard.（）

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錯Writingtasksshouldbemotivatingandcommunicative.（）

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對第十二章測試Integratingtheskillsmeansthatyouareworkingatthelevelofrealisticcommunication,notjustatthelevelofvocabularyandsentencepatterns.（）

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對Integratingthefourskillsemphasesthefocusonrealisticlanguageandcanthereforeleadtothestudents’all-rounddevelopmentofcommunicativecompetenceinEnglish.（）

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對Themainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

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對Therearetwowaysofintegratingskills:simpleintegrationandcomplexintegration.（）

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對Itisnecessaryforteacherstomaintainanappropriatebalancebetweenintegrationandseparation.（）

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對Themainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

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對Orallanguagetendstobemorestructuredthanwrittentext,buttherearesomediscoursefeaturesthatwecanteachourstudents.（）

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錯Teachershavenottobeskilfulinselectingordesigningintegratedactivitiesfortheirstudents.（）

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錯Integrationofthefourskillsisconcernedwithrealisticcommunication.（）

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對第十三章測試Theactivityformoraldevelopment-Sharing:Arrangestudentsingroups.Askthemtoidentifymoralvaluesthattheyconsidertobeparticularlyimportant.（）

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對Theactivityformoraldevelopment-Roleplays:Arrangethestudentsingroupsandaskthemtocreateandactoutsituationsthatinvolveamoraldilemma.（）

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對Self-discoverymodel:studentsreceiveguidanceandrolemodels,butareallowedtoformtheirownviewsandmoralvalues（）

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對Didacticmodel:studentsareexplicitlyandregularlytaughtmoralbehaviou,asdeterminedbytheteacher.（）

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對whichoneisnottheactivitiesfocusedonmoraldevelopment?（）

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Gap-fillingWhatarethetwoaspectstotheroleofmoraleducator?（）

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RolemodelandcurriculumdeveloperStudentsshouldtrytheirbestwithouttheteacher’sguidancetobringoutthefullpotentialashumanbeings,sotheycanlivemeaningful,fulfillingandresponsiblelives.（）

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

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錯InEducativemodel,studentsarelargelyincontrolofthechoiceofissuesandinformingtheirviewsandmoralvalues.（）

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對Asmoraleducator,teachercanberolemodelandclassroomcontroller.（）

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錯第十四章測試Summativeassessmentismainlybasedontesting.Formativeassessmentisbasedoninformationcollectedintheclassroomduringtheteachingprocessforthepurposeofimprovingteachingandlearning（）

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對Assessmentinvolvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.（）

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對Evaluation,accordingtoCameron(2001:222),canbeconcernedwith‘a(chǎn)wholerangeofissuesinandbeyondlanguageeducation:lessons,courses,programs,andskillscanallbeevaluated.’（）

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對Norm-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoresaregivenasthenorm.（）

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對Individual-referencedassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.（）

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對（）involvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.

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Assessment（）assessmentfocusesontheprocessoflearning,thatis,onassessinghowwellstudentsunderstandconcepts,performtasksandmakeprogressduringtheprocessoflearning.

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FormativeAssessmenthassomeprinciplestofollow.Oneofthemistoassess（）.

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bothprocessesandproductsEvaluationcanbeconcernedwithawholerangeofissuesinandbeyondlanguageeducation,including（）andskills.Itinvolvesmakinganoveralljudgmentaboutone’sworkorawholeschool’swork.

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programs;lessons;coursesBesidesquestionsandanswers,trueorfalsequestions,multiple-choicequestions,gap-filling,matchingquestionsanddictation,wecanalsousesuchtestformatsas（）.

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interview;essaywriting;transformation;translation第十五章測試Auditorylearnerslearnmoreeffectivelythroughtheearhearing.（）

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對Reflectivelearnerslearnmoreeffectivelywhengiventimetoconsideroptions.（）

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對EllisandSinclairproposetwostagesforlearnertrainingwhichinvolvespreparationforlanguagelearningandskillstraining.（）

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對Learnertrainingisbasedontheassumptionsthatdifferentlearnerslearnindifferentwaysandgoodlanguagelearnersuseavarietyoflearningstrategiesandareabletochoosetheappropriatestrategiesfordifferenttasks.（）

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對Visuallearnerslearnmoreeffectivelythroughtheears.（）

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錯Tactilelearnerslearnmoreeffectivelythroughtouch.（）

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