中學(xué)英語(yǔ)教學(xué)法喀什大學(xué)智慧樹知到答案2024年第一章測(cè)試

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

A:錯(cuò)B:對(duì)

答案:BProcess-orientedtheoriesareconcernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.（）

A:對(duì)B:錯(cuò)

答案:ATeacher’sprofessionaldevelopmentinvolvesthreesub-stages:learning,practiceandreflection.（）

A:對(duì)B:錯(cuò)

答案:AWhatdoesthefunctionalviewoflanguageseelanguage?（）

A:alinguisticsystemandameansfordoingthingsB:acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC:alinguisticsystemmadeupofvarioussubsystemsD:asystemofcategoriesbasedonthecommunicativeneedsofthelearner

答案:AWhataretheelementsofthequalitiesofagoodteacher?（）

A:personalstylesB:ethicdevotionC:professionalqualitiesD:individualfreedom

答案:ABCProfessionalcompetenceisthestateorqualityofbeingadequatelyqualifiedfor（）.

A:theprofessionB:StudentsC:strategiesD:andarmedwithaspecificrangeofskills

答案:ACDPeoplestartlearningaforeignlanguageatdifferentage.（）

A:對(duì)B:錯(cuò)

答案:AThechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoresimilaritiesthanthecommonality.（）

A:錯(cuò)B:對(duì)

答案:APeoplehavedifferentunderstandingsaboutlanguagelearning.（）

A:錯(cuò)B:對(duì)

答案:BWhentheconstructiveviewoflanguagewascombinedwiththestimulus-responseprinciplesofbehaviouristicpsychology,theaudiolingualapproachtolanguagelearningemerge.（）

A:錯(cuò)B:對(duì)

答案:A

第二章測(cè)試

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

A:錯(cuò)B:對(duì)

答案:BPragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsomecontext.（）

A:錯(cuò)B:對(duì)

答案:BClark,Scarino,andBrownellbelievethatataskhasfourmaincomponents:apurpose,acontext,aprocess,andaproduct.（）

A:對(duì)B:錯(cuò)

答案:AInreallife,languageisusedtoperformcertaincommunicativefunctions.（）

A:對(duì)B:錯(cuò)

答案:Alisteningdoesn’tsharessomefeatureswithreadingsincelisteningisinterpretativeorreceptiveskills.（）

A:對(duì)B:錯(cuò)

答案:BItisimportanttonotethatCLTrequiresahigherlevelofcommunicativecompetenceonthepartofthestudentsnotteachers.（）

A:對(duì)B:錯(cuò)

答案:BThecommunicativeactivitiesmustbedesignedtobedonebystudentswithinvolvementofteachers.（）

A:對(duì)B:錯(cuò)

答案:BTBLThasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.（）

A:錯(cuò)B:對(duì)

答案:BWhatarethespecificstepsindesigningtasks?

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

A:錯(cuò)B:對(duì)

答案:BWhatisPPPmodel?

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

A:對(duì)B:錯(cuò)

答案:A

第三章測(cè)試

Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsabouttheyhopetoachieveandhowtheywouldliketoachieveit.（）

A:錯(cuò)B:對(duì)

答案:BAimmeanstherealisticgoalsforthelesson.（）

A:對(duì)B:錯(cuò)

答案:ALearnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.（）

A:對(duì)B:錯(cuò)

答案:ALinkagemeansthestagesandthestepswithineachstageareplannedinsuchwaythattheyaresomewaylinkedwithoneanother.（）

A:錯(cuò)B:對(duì)

答案:BIdeally,lessonplanshouldbedoneattwolevels；macroplanningandmicroplanning.（）

A:錯(cuò)B:對(duì)

答案:BWhichofthefollowingstatementsisNOTTRUE?（）

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

答案:ACDAboutteachingaims，（）

A:ItisaboutthematerialsthatareusedB:ItisabouttheassignmentandhomeworkC:ItisaboutthetopicsD:Itisaboutthegoalsofthelessonandaimsofeachactivity

答案:ABDWhichpartsaretobefinishedbeforealessoninalessonplan?（）

A:TeachingaidsB:EndofalessonsummaryC:AfterlessonreflectionD:Optionalactivitiesandassignments

答案:ABDWhataren’tthefunctionofoptionalactivities?（）

A:PreparedforbadstudentsB:UsedforemergencyC:Backupsincasethelessongoestoofastandthereareafewminutesleft.D:Preparedforgoodstudents

答案:ABDAttheendofthelesson,theteacherneedtaketimetosummarizewhatistaughtinthelesson.（）

A:對(duì)B:錯(cuò)

答案:A

第四章測(cè)試

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

A:錯(cuò)B:對(duì)

答案:BThemostimportantanddifficultrolethattheteacherhastoplayistobeanorganiser.（）

A:錯(cuò)B:對(duì)

答案:BWhenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext,theteachershouldgiveappropriateprompts.（）

A:錯(cuò)B:對(duì)

答案:BWhenorganizingfeedback,itisverydiscouragingfortheteachertobecritical.（）

A:對(duì)B:錯(cuò)

答案:AThemostimportantanddifficultrolethattheteacherhastoplayistobeanprompter.（）

A:錯(cuò)B:對(duì)

答案:AWhenastudentdoesn’tseemtobereadyforananswer,theteachercanignorethis,andaskanotherstudenttodothis.（）

A:錯(cuò)B:對(duì)

答案:AAccordingtoFuDaochun(2001),teachers’rolesarestatic.（）

A:對(duì)B:錯(cuò)

答案:BWhatrolesdoesateachernotplayinthefollowingactivity?（）

Theteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.

A:ControllerB:OrganizerC:AssessorD:Prompter

答案:BCDWhenisappropriatefortheteachertogiveclassroominstructionstostudents?（）

A:Settingrequirements,checkingcomprehension,assigninghomeworkB:Givedirectionstotasksoractivities,checkingcomprehension,givingfeedbackC:Providingexplanationstoaconceptorlanguagestructure,drawingattentionD:Concludingtheclass

答案:ABCAsteachers,weneedtoknowwhenstudentsaremorelikelytobeengagedinlearning,Generally,theybecomeengagedwhen（）

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

答案:ABCD

第五章測(cè)試

Asfaraspronunciationisconcerned,studentsbenefitfrombothmechanicalpracticeandmeaningfulpractice.（）

A:對(duì)B:錯(cuò)

答案:AWhichofthefollowingisnottrueaboutpronunciationteaching?（）

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

答案:ABCDWhatarethewaysofpracticingstress?（）

A:UsetheblackboardB:UsethetextbookC:UsethevoiceD:Usegestures

答案:ACDWhatisnottherealisticgoalofteachingpronunciation?（）

A:IntelligibilityB:ConsistencyC:FluencyD:Communicativeefficiency

答案:CWhichtypedoesthefollowingproductionpracticebelongto?（）

Shesellsseashellsontheseashore.

A:UsingpicturesB:UsingmeaningfulcontextC:MakeupsentencesD:Usingtonguetwisters

答案:DWhatdoesthefollowingpractise?（）

*LiHuaandIwenttotheschoolyesterday.

LiHuaand*Iwenttotheschoolyesterday.

LiHuaandIwenttothe*schoolyesterday.

LiHuaandIwenttotheschool*yesterday.

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

答案:APoorpronunciationwouldnotcauseanyproblemforthelearningofotherskills.（）

A:錯(cuò)B:對(duì)

答案:Aitisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationisthefocusforthelesson.（）

A:對(duì)B:錯(cuò)

答案:ACorrectperceptionofsoundsisvitalforlisteningcomprehension.（）

A:對(duì)B:錯(cuò)

答案:AProductionpracticeofpronunciationisthesameasmechanicalimitation.（）

A:對(duì)B:錯(cuò)

答案:B

第六章測(cè)試

Whichofthefollowingstatementistrue?（）

A:GrammaticalcompetenceisessentialforcommunicationB:GrammarteachingcanenhancelearnerproficiencyC:Grammarlearningiscompletelyuselessforchildren.D:Thereisapositiveroleofinstructionforgrammarlearning

答案:ABDWhichofthefollowingaregrammarpresentationmethod?（）

A:GuideddiscoverymethodB:InductivemethodC:CommunicativeteachingmethodD:Deductivemethod

答案:ABDWhataretwogrammarpracticeactivities?（）

A:successorientedpracticeB:MechanicalpracticeC:VolumepracticeD:meaningfulpractice

答案:BDThefollowingtypesofactivities（）canbeusedforthemechanicalpracticeofgrammar.

A:repetitiondrillB:gamesC:transformationdrillD:substitutiondrill

答案:ACDWhichofthefollowingisthevisualaidsthatcanbeusedforpresentingnewgrammaritems（）.

A:gesturesB:chartsC:gamesD:pictures

答案:ABDWhichofthefollowingstepsarenottypicalforthedeductivegrammarteachingmethod?（）

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

答案:ACDSubstitutiondrillsthatinvolvechangesinformsaremoreeffectivethanthoseinwhichstudentssimplyreplacethetargetpartwithanotherword.（）

A:對(duì)B:錯(cuò)

答案:AGrammarpresentationisconcernedwithhowtomakethestudentsunderstandordiscovergrammarrules.（）

A:對(duì)B:錯(cuò)

答案:ATheguideddiscoverymethodissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselves.（）

A:錯(cuò)B:對(duì)

答案:BMeaningfulpracticeinvolvesactivitiesthatareaimedatformaccuracy.（）

A:對(duì)B:錯(cuò)

答案:B

第七章測(cè)試

（）isnotthewaytoconsolidatevocabulary.

A:wordbingoB:labellingC:spotthedifferenceD:Listenandtick

答案:DWhatdothefollowingexamplesindicate?（）

awakeasleep;cleandirty;hard-workinglazy;thinthick

A:collocationsB:synonymsC:hyponymsD:antonyms

答案:DWhataretwocategoriesofvocabulary?（）

A:ReceptivevocabularyB:innatevocabularyC:learnedvocabularyD:productivevocabulary

答案:ADWhatdoesitmeantoknowaword?（）

A:knowitsmeaningandknowwhenandhowtouseitB:knowitspronunciationandstressC:knowitsspellingandgrammaticalpropertiesD:knowitsmeaninginallcontexts

答案:ABCWhichofthefollowingstatementistrueaboutvocabulary?（）

A:Avocabularyitemcanbemorethanoneword.B:Thebestwaytoteachvocabularyistotranslate.C:WordsisbestlearnedincontextD:AnEnglish-Englishdictionaryisanimportantaidforstudents.

答案:ACDWordscanbetaughtandlearnedmosteffectivelyingroupofwordsthatarerelatedtoeachotherinmeaning.（）

A:對(duì)B:錯(cuò)

答案:AWhenstudentsstudyvocabularytogether,say,ingroups,throughvariousactivitiesandunderteacher’ssupervision,vocabularylearningbecomesmorefunandeffectivenessisincreased.（）

A:錯(cuò)B:對(duì)

答案:BWordscannotbetaughtandlearnedindividually.（）

A:對(duì)B:錯(cuò)

答案:BForadvancedlearners,bi-lingualdictionariesshouldbeencouragedthanmonolingualones.（）

A:錯(cuò)B:對(duì)

答案:ACollocationsrefertowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.（）

A:對(duì)B:錯(cuò)

答案:A

第八章測(cè)試

Listeningactivitiesaremeantto（）.

A:testB:trainC:informD:motivate

答案:BThepre-listeningactivity（）canbedonedirectlybygivingaverybriefintroduction.

A:predictingB:brainstormingC:settingthesceneD:skimmingandscanning

答案:C（）canassesslisteningoutcomemostdirectlyandinviteimmediateresponsefromlistening.

A:ListenandactB:MultiplechoiceC:ListenanddrawD:Listenandguess

答案:Alisteningcanbemoredifficultthanreadingbecause（）.

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

答案:ABCDThecharacteristicsofthelisteningprocessare（）.

A:spontaneityB:Speaker’sadjustmentC:Listen’sresponseD:visualcluesE:context

答案:ABCDEWhatarethepurposesofPre-listeningactivities？（）

A:gettingthemrelaxedandfocusedB:activatingstudents’schemaC:facilitatingstudents’subsequentlisteningwithreasonableguessworkD:predictingwildly

答案:ABCInthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognition.（）

A:錯(cuò)B:對(duì)

答案:BDuringwhile-listeningstudentsareofferedwithopportunitiestointegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationinthelisteningtext.（）

A:對(duì)B:錯(cuò)

答案:BSettingthesceneistheactivitytakenduringthepost-listening.（）

A:對(duì)B:錯(cuò)

答案:BMultiple-choicequestions,answeringquestions,note-takingandgap-fillingarepost-listeningactivities.（）

A:錯(cuò)B:對(duì)

答案:B

第九章測(cè)試

Ifthe（）foraspeakingactivityarenotclear,thestudentswillnotunderstandwhattheyaresupposedtodoandhowtodoit.

A:purposesB:studentsC:principlesD:instructions

答案:DAftergivinginstructions,wheneverpossible,theteachersshould（）whattheywanttheirstudentstodo.

A:explainB:repeatC:modelD:ask

答案:CWhenateacher（）inclasstheytrytodrawoutaresponsefromthestudents.

A:explainsB:elicitsC:talksD:lectures

答案:BTheemphasisinthecommunicativegamesisonthesuccessfulcommunicationratherthanthe（）oflanguage.

A:correctnessB:developmentC:usefulnessD:expression

答案:AWhenwritinginstructionsforaspeakingactivity,theEnglishteachershouldNOT（）.

A:useshortsentencesB:writeonesentenceforeachmainpointC:givelotsofinformationallatonceD:usewordsthatarefamiliartoourstudents

答案:CThegoalofthespeakingactivity（）isforstudentstotalktoandfindasmanydifferentpeopleastheycanwhomeetcertaincriterion.

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

答案:DInsuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.（）

A:錯(cuò)B:對(duì)

答案:BInasuccessfulspeakingtask,thelanguageisatthehighlevel.（）

A:錯(cuò)B:對(duì)

答案:AAppropriatepicturesprovidecues,prompts,situationsandnon-verbalaidforcommunication.（）

A:錯(cuò)B:對(duì)

答案:BCommunicativeactivitiesincludeinformationgapactivities,problem-solvingactivities,drilling,modelling,discussion,etc..（）

A:錯(cuò)B:對(duì)

答案:A

第十章測(cè)試

Post-readingactivitiesaredone（）thestudentshavereadthetext.

A:becauseB:whileC:afterD:before

答案:CWhenonereadsquicklytoidentifythemainideaandtheauthor’spurposeforwriting,heorsheis（）.

A:scanningB:understandingC:skimmingD:learning

答案:CWhichofthefollowingisNOTanappropriatewhile-readingactivity?（）

A:MakinginferencesB:SequencingC:JigsawreadingD:Providingbackgroundknowledge

答案:DWhichofthefollowingisNOTanappropriatepost-readingactivity?（）

A:SkimmingB:InterviewtheauthorC:One-sentencesummaryD:Role-play

答案:AWhichofthefollowingsarenotappropriatepost-readingactivities?（）

A:One-sentencesummaryB:MakinginferencesC:MakingpredictionsD:Jigsawreading

答案:CDWhichofthefollowingsareappropriatepre-readingactivities?（）

A:MakinginferencesB:Pre-teachingselectedvocabularyC:BrainstormingD:Makingpredictions

答案:BCDReadingwithapurposeismoreeffectivethanreadingwithoutapurpose.（）

A:錯(cuò)B:對(duì)

答案:BReadingaloudisanindividualactivitywithitsmainpurposeforgettingorextractinginformationalthoughwereadforpleasureaswell.（）

A:對(duì)B:錯(cuò)

答案:B9、Themodelsforteachingreadingarebottom-upmodel,top-downmodelandinteractivemodel.（）

A:錯(cuò)B:對(duì)

答案:BMakinginferencesmeans“readingbetweenthelines”.（）

A:對(duì)B:錯(cuò)

答案:A

第十一章測(cè)試

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

A:vocabularyB:natureC:meaningD:form

答案:BInthefaceofawritingtask,studentsaresometimesmoredreadedwith（）towrite.

A:whenB:howC:WhatD:why

答案:CAlthoughitisimportanttoarousethestudents’interest,theultimatepurposeofpre-writingisnottoincreasewriting（）.

A:materialsB:proficiencyC:motivationD:comprehension

答案:ABCInthebrainstormingsession,whichofthefollowingstatementsisappropriate?（）

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

答案:ABDToteachwritingeffectively,thefirstthingateacherneedstodoistomotivatetowrite.（）

A:parentsB:learnersC:teachersD:schools

答案:BTheproduct-orientedmethodofteachingwritingpaysgreatattentiontothelogicofthefinalproductbutignorestheprocess.（）

A:錯(cuò)B:對(duì)

答案:ADraftingidthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.（）

A:錯(cuò)B:對(duì)

答案:AAnoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay.（）

A:對(duì)B:錯(cuò)

答案:AInthebrainstormingsession,studentscanlistalltheideaswildlyonapieceofpaperorontheblackboard.（）

A:對(duì)B:錯(cuò)

答案:BWritingtasksshouldbemotivatingandcommunicative.（）

A:對(duì)B:錯(cuò)

答案:A

第十二章測(cè)試

Integratingtheskillsmeansthatyouareworkingatthelevelofrealisticcommunication,notjustatthelevelofvocabularyandsentencepatterns.（）

A:對(duì)B:錯(cuò)

答案:AIntegratingthefourskillsemphasesthefocusonrealisticlanguageandcanthereforeleadtothestudents’all-rounddevelopmentofcommunicativecompetenceinEnglish.（）

A:對(duì)B:錯(cuò)

答案:AThemainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

A:錯(cuò)B:對(duì)

答案:BTherearetwowaysofintegratingskills:simpleintegrationandcomplexintegration.（）

A:對(duì)B:錯(cuò)

答案:AItisnecessaryforteacherstomaintainanappropriatebalancebetweenintegrationandseparation.（）

A:對(duì)B:錯(cuò)

答案:AThemainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.（）

A:對(duì)B:錯(cuò)

答案:AOrallanguagetendstobemorestructuredthanwrittentext,buttherearesomediscoursefeaturesthatwecanteachourstudents.（）

A:對(duì)B:錯(cuò)

答案:BTeachershavenottobeskilfulinselectingordesigningintegratedactivitiesfortheirstudents.（）

A:對(duì)B:錯(cuò)

答案:BIntegrationofthefourskillsisconcernedwithrealisticcommunication.（）

A:對(duì)B:錯(cuò)

答案:A

第十三章測(cè)試

Theactivityformoraldevelopment-Sharing:Arrangestudentsingroups.Askthemtoidentifymoralvaluesthattheyconsidertobeparticularlyimportant.（）

A:對(duì)B:錯(cuò)

答案:ATheactivityformoraldevelopment-Roleplays:Arrangethestudentsingroupsandaskthemtocreateandactoutsituationsthatinvolveamoraldilemma.（）

A:對(duì)B:錯(cuò)

答案:ASelf-discoverymodel:studentsreceiveguidanceandrolemodels,butareallowedtoformtheirownviewsandmoralvalues（）

A:對(duì)B:錯(cuò)

答案:ADidacticmodel:studentsareexplicitlyandregularlytaughtmoralbehaviou,asdeterminedbytheteacher.（）

A:錯(cuò)B:對(duì)

答案:Bwhichoneisnottheactivitiesfocusedonmoraldevelopment?（）

A:SharingB:SpontaneousreflectionC:ComparisonD:Gap-filling

答案:DWhatarethetwoaspectstotheroleofmoraleducator?（）

A:AssessorandprompterB:OrganizerandcontrollerC:RolemodelandcurriculumdeveloperD:Participantandguide

答案:CStudentsshouldtrytheirbestwithouttheteacher’sguidancetobringoutthefullpotentialashumanbeings,sotheycanlivemeaningful,fulfillingandresponsiblelives.（）

A:錯(cuò)B:對(duì)

答案:ABasiceducationshouldn’taimforbetterdevelopmentofstudentsinknowledge,skillsandabilitiesbutinvalues,attitudes,andemotions.（）

A:錯(cuò)B:對(duì)

答案:AInEducativemodel,studentsarelargelyincontrolofthechoiceofissuesandinformingtheirviewsandmoralvalues.（）

A:錯(cuò)B:對(duì)

答案:BAsmoraleducator,teachercanberolemodelandclassroomcontroller.（）

A:對(duì)B:錯(cuò)

答案:B

第十四章測(cè)試

Summativeassessmentismainlybasedontesting.Formativeassessmentisbasedoninformationcollectedintheclassroomduringtheteachingprocessforthepurposeofimprovingteachingandlearning（）

A:對(duì)B:錯(cuò)

答案:AAssessmentinvolvesthecollectingofinformationorevidenceofalearner'slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.（）

A:錯(cuò)B:對(duì)

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

A:錯(cuò)B:對(duì)

答案:BNorm-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoresaregivenasthenorm.（）

A:對(duì)B:錯(cuò)

答案:AIndividual-referencedassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.（）

A:對(duì)B:錯(cuò)

答案:A（）involvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.

A:AssessmentB:ScoresC:EvaluationD:Testing

答案:A（）assessmentfocusesontheprocessoflearning,thatis,onassessinghowwellstudentsunderstandconcepts,performtasksandmakeprogressduringtheprocessoflearning.

A:FormativeB:SummativeC:TestingD:Homework

答案:AAssessmenthassomeprinciplestofollow.Oneofthemistoassess（）.

A:processesB:bothstudentsandparentsC:productsD:bothprocessesandproducts

答案:DEvaluationcanbeconcernedwithawholerangeofissuesinandbeyondlanguageeducation,including（）andskills.Itinvolvesmakinganoveralljudgmentaboutone'sworkorawholeschool'swork.

A:cookingB:coursesC:lessonsD:programs

答案:BCDBesidesquestionsandanswers,trueorfalsequestions,multiple-choicequestions,gap-filling,matchingquestionsanddictation,wecanalsousesuchtestformatsas（）.

A:interviewB:translationC:transformationD:essaywriting

答案:ABCD

第十五章測(cè)試

Auditorylearnerslearnmoreeffectivelythroughtheearhearing.（）

A:對(duì)B:錯(cuò)

答案:AReflectivelearnerslearnmoreeffectivelywhengiventimetoconsideroptions.（）

A:錯(cuò)B:對(duì)

答案:BEllisandSinclairproposetwostagesforlearnertrainingwhichinvolvespreparationforlanguagelearningandskillstraining.（）

A:對(duì)B:錯(cuò)

答案:ALearnertrainingisbasedontheassumptionsthatdifferentlearnerslearnindifferentwaysandgoodlanguagelearnersuseavarietyoflearningstrategiesandareabletochoosetheap