中學(xué)英語(yǔ)課程與教學(xué)論知到章節(jié)答案智慧樹(shù)2023年湖北師范大學(xué)

中學(xué)英語(yǔ)課程與教學(xué)論知到章節(jié)測(cè)試答案智慧樹(shù)2023年最新湖北師范大學(xué)第一章測(cè)試Whatdoesthefunctionalviewoflanguageseelanguage?()

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alinguisticsystemandameansfordoingthingsTheinteractionalviewoflanguagebelievesthatlanguageis________()

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acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleThestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems.（）

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對(duì)Theinfluentialresultofthebehaviourismistheaudio-lingualmethod.（）

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對(duì)Teachersshouldreflectontheirworkonlyaftertheyfinishacertainperiodofpractice.（）

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錯(cuò)Whatqualitiesareconsideredgoodqualitiesofagoodteacher?()

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Patient;Wellprepared,dynamic;Kind,humorous,wellinformed;Hardworking,disciplinedInthepastcentury,languageteachingandlearningpracticehasbeeninfluencedbydifferentviewsoflanguage,theyare()

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Thestructuralviewoflanguage;Theinteractionalviewoflanguage;ThefunctionalviewoflanguageThesecondstageofthedevelopmentofteachers’professionalcompetenceinvolves()

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practice;learning;reflection第二章測(cè)試Whatistheultimategoalofforeignlanguageteaching?()

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Enablestudentstousetheforeignlanguageinworkorlife.Whatisthepossiblesolutiontobridgethegapbetweenclassroomlanguageandreal-lifelanguage?()

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CommunicativelanguageteachingWhatislinguisticcompetenceconcernedwith?()

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Knowledgeoflanguageitself,itsformandmeaningCLTisthefurtherdevelopmentofTBLT.（）

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錯(cuò)Pragmaticcompetenceconcernedwithappropriateuseofthelanguageinsocialcontext.(）

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對(duì)Teachersneedtoaddressthesesetsofquestionswhendesigntask()

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Whatisthecontentofthetask?;Inwhatsituationisthetasktobecarriedout?;Howisthetaskbecarriedout?;Whatisobjectiveofatask?Whatarethemainfeaturesofcommunicativecompetence?()

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Linguisticcompetenceandpragmaticcompetence;Discoursecompetence.;Strategiccompetence;FluencyWhichonesaretrueaboutsixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare?()

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Theactivityshouldinvolvesthestudentsinperformingarealcommunicativepurposeratherthanjustpracticinglanguageforitsownsake.;Theactivitymustbedesignedtobedonebystudentsworkingbythemselvesratherthanwiththeteacher.第三章測(cè)試在英語(yǔ)學(xué)科核心素養(yǎng)的四個(gè)要素中,語(yǔ)言能力構(gòu)成英語(yǔ)學(xué)科核心素養(yǎng)的基礎(chǔ)要素;文化意識(shí)體現(xiàn)英語(yǔ)學(xué)科核心素養(yǎng)的價(jià)值取向;思維品質(zhì)體現(xiàn)英語(yǔ)學(xué)科核心素養(yǎng)發(fā)展的心智特征,學(xué)習(xí)能力構(gòu)成英語(yǔ)學(xué)科核心素養(yǎng)發(fā)展的重要條件和保障。（）

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對(duì)“2017版新課標(biāo)”提出了六要素整合的英語(yǔ)學(xué)習(xí)活動(dòng)觀,明確了英語(yǔ)學(xué)習(xí)活動(dòng)是英語(yǔ)課堂教學(xué)的基本組織形式,是落實(shí)課程目標(biāo)的主要途徑。（）

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對(duì)“2017版新課標(biāo)”提出了由主題語(yǔ)境、語(yǔ)篇類型、語(yǔ)言知識(shí)、文化知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略等六要素構(gòu)成的英語(yǔ)課程內(nèi)容。（）

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對(duì)語(yǔ)篇類型指記敘文、議論文、說(shuō)明文、應(yīng)用文等不同類型的文體,以及口頭、書(shū)面等多形式的語(yǔ)篇,如文字、圖示、歌曲、音頻、視頻等。（）

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對(duì)遵循英語(yǔ)學(xué)習(xí)活動(dòng)觀所設(shè)計(jì)的教學(xué)活動(dòng)適用于多種形式語(yǔ)篇和主題,有助于教師將學(xué)科素養(yǎng)的目標(biāo)落實(shí)在課堂教學(xué)中。（）

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對(duì)第四章測(cè)試Whataretheprinciplesforgoodlessonplanning?()

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Aim,variety,flexibility,learnabilityandlinkageWhatisthefunctionofoptionalactivities?()

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Backupsincasethelessongoestoofastandthereareafewminutesleft.Whichpartistobefinishedafteralessoninalessonplan?()

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AfterlessonreflectionAlessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.(）

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對(duì)Infact,optionalactivitiesandassignmentsisaveryimportantstagefortheteachertotakelearningfurtheranddeeperbyhelpingstudentstoreferbacktothelearningobjectives.(）

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錯(cuò)Alanguagelessonplanusuallyhasthefollowingcomponents：()

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Teachingobjectives;Stagesandprocedures,teachingaidsandendoflessonsummary.;BackgroundInformation;Optionalactivitiesandassignment,afterlessonreflectionIdeally,lessonplanshouldbedoneattheselevels()

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Macroplanning;Microplanning第五章測(cè)試Whatroledoestheteacherplayinthefollowingactivity?Theteachergivesstudents2minutestoskimthetext,andwhentimeisup,heasksstudentstostopandanswersomequestions.()

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ControllerWhatroledoestheteacherplayinthefollowingsituation?Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularword,theydon’tknowsotheyasktheteacher.()

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Resourcesprovider

Whatroledoestheteacherplayinthefollowingsituation?Whenstudentsaredoingagroupworktask,theteacherjoinsoneortwogroupsforashortperiodoftime.()

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ParticipantBeforetheclass,theteacherisaplanner,whoplanswhattoteach,howtoteachandwhatresulttoachieve.(）

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對(duì)Whenorganizingfeedback,itisverydiscouragingfortheteachertobecritical.Rather,webelieveteachersshouldfocusonstudents’successorprogresssothatasuccess-orientedlearningatmospherecanbecreated.(）

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對(duì)Ifthestudentscannotself-correct,itmeansthereisalackofcompetenceandtheteachercanhelpwiththecorrectionormayaskotherstudentstohelpcorrectit.（）

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對(duì)Openquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers,too.（）

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錯(cuò)第六章測(cè)試Whichofthefollowingisnotgrammarpresentationmethod?()

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CommunicativeteachingmethodWhataretwogrammarpracticeactivities?()

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MechanicalpracticeandmeaningfulpracticeWhichofthefollowingistrueaboutmechanicalpracticeingrammarpractice?()

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Mechanicalpracticeinvolvedactivitiesthatareaimedatformaccuracy.;Bydoingmechanicalpractice,thestudentspayrepeatedattentiontoakeyelementinastructure.;Substitutionandtransformationdrillsaremostfrequentlyusedinmechanicalpractice.Inrecentyears,whendiscussingsomenewapproachestoteachinggrammar,Penningtonpurposesasynthesisapproachtogrammaticalpedagogy.Sheemphasizedthatgrammarteachingshouldbe___________,whichcanserveasusefulguidelinesforteachinggrammar.()

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Collocational;Contextual;Constructive;ContrastiveInthedeductivemethod,thestudentsareinducedtodiscoverrulesbythemselvesbuttheprocessofdiscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.(）

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錯(cuò)第七章測(cè)試Asfarasclassroompracticeproducingareconcerned,theteachingoflisteninggenerallyfollowsthreestages:()

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Pre-listening,whilelistening,postlisteningWhichofthefollowingisnotthestageofdictogloss?()

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Homework.Whatarethereasonsforwhylisteningismoredifficultthanreading?()

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Speechismorelikelytobedistortedbythemedia,whichtransmitsoundsorbackgroundnoisethatcanmakeitdifficulttohearclearly.;Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;Thelistenercannotpausetoworkoutthemeaningoftheheardmaterialascanbedonewhenreading.Mostofthetimewecanseethepersonweare,listentothismeanswecanseetheofficialexpressions,gesturesandotherbodylanguageaswellasthesurroundingenvironment.Thesevisualclueshelpsusunderstandandpredictwhatwehear.(）

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對(duì)Listeningisapassiveactivity.（）

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錯(cuò)第八章測(cè)試Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglish?()

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interviewingsomeone,orbeinginterviewedPeopleusedifferentlanguageindifferentcontext.Itisimportantforstudentstohaveachancetoexperiencethelanguageinmeaningfulcontext.Thiskindofpracticeiscalled______________.()

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Contextualizingpractice.Whichofthefollowingiscommoncharacteristicinsuccessfulspeakingtasks?()

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Maximumforeigntalk;Evenparticipation;Rightlanguagelevel.;HighmotivationThefactthatspeechisspontaneousmeansthatitisfulloffalsestartsrepetitions,incompletesentencesandshortphrases.(）

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對(duì)Producingspokenlanguageistime-constraint.Thestudentsmustbeabletoproduceunplannedutterancesinreallife.（）

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對(duì)Encouragestudentstospeakupisthemostimportanttaskforlanguageteachers.()

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對(duì)第九章測(cè)試_________refertotasksthatstudentsdobeforetheyreadthetextindetail.()

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Pre-readingactivitiesWhichisnotthetypeofwhile-readingactivities?()

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PredictingWhichisnottrueaboutbottomupmodel?（）

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Thebackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructures.Whatarethepurposesofpre-readingactivities?()

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topreparestudentslinguisticallyforthetasksinreading;;tocreateexpectationsandarouseinterest.;tofamiliarizestudentswiththetopic;;todrawonstudents’existingknowledge:Whichofthefollowingarethecharacteristicsofeffectivereaders?()

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HaveandusebackgroundInformationtohelpunderstandthetext.;Readaphrasebyphrase,ratherthanwordbyword.;Concentrateontheimportantbits,skimtherest,andskiptotheinsignificantparts.;Haveaclearpurposeinreading.Whichofthefollowingarethetypesofpost-readingactivities?()

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Retelling;Roleplay;Gap-filling;WritingWheninformationintextformistransferredtoanotherform,itcanbemoreeffectivelyprocessedandretained.(）

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對(duì)Makingtheinferencesrequiresthereadertousebackgroundknowledgeinordertoinfertheimpliedmeaningoftheauthor.()

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對(duì)第十章測(cè)試Whichofthefollowingstatementaboutwritingisright?()

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Wewriteforvariousreasonsandwewriteinvariousways.Whichisnottrueaboutaprocessapproachtowriting?()

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Itdoesn’tplaycentralimportanceontheprocessofrevision.Editingisthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideaorthelogicaldevelopmentoftheirarguments.Editingmaytaketheformsof_______________.()

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Peer-editing;Self-editingTeachersshouldmakethetopicofwritingascloseaspossibletostudentslife.(）

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對(duì)Inthefree-writingstage,thedevelopmentofideasaremoreimportantthangettinggrammaticalstructures,punctuationorspellingcorrect.（）

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對(duì)Editingisnotsimplytofinderrorsbuttonegotiatemeaningandimprovingwriting.（）

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對(duì)第十一章測(cè)試Whatdoestherisingintonationonthequestion“wheredoyoulive?”indicate?()

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Iknowyouhavetoldmebefore.Whichofthefollowingwordsarethehyponyms?()

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Fruit,apple,bananaWhichofthefollowingstatementistrueregardingreceptivevocabulary?()

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Receptivevocabularycanberecognizedandcomprehendinlistening.Whatdoesknowingawordinvolve?()

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Knowingawordmeansknowingispronunciationandstress.;Knowingawordmeansknowingitsmeaning.;Knowingawordknowinghowandwhentouseittoexpresstheintendedmeaning.;Knowingawordknowingisspellingandgrammaticalproperty.Whataretherealisticgoalsofteachingpronunciation?()

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Intelligibility;Communicativeefficiency;ConsistencyWhatarevocabularylearningstrategies?()

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Organizingvocabularyeffectively.;Reviewregularly;Useadictionary.;GuessthemeaningfromitscontestWhichofthefollowingbelongtopronunciationperceptionpractice?()

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usingminimalpairs,oddoneout;