中学英语教学设计知到智慧树章节测试课后答案2024年秋山西师范大学

中学英语教学设计知到智慧树章节测试课后答案2024年秋山西师范大学第六章单元测试

Listeningissimplyhearingorperceivingauralstimuli.（）

A:对B:错

答案:错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:对B:错

答案:错Themisrecognitionofthewordscanbecausedbythestrongorweakformofthefunctionwords.（）

A:对B:错

答案:对Somecohesivemarkersmightunidentifiableinspeech.（）

A:错B:对

答案:对Oneoftheobjectiveoflisteningteachingistohelpthestudentstoperformsuccessfullyin（）

A:listeningB:practiceC:exerciseD:speaking

答案:practiceListeninglessonsshouldhelpthestudentsimprovetheirlisteningskillsratherthantesttheir

listeningcomprehensionfrequently.（）

A:错B:对

答案:对Themorestudentslisten,thebettertheyimproveinlistening.（）

A:对B:错

答案:对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:错B:对

答案:错Languageanditsmeaningarebothimportantpartsforstudentstorespondtoinlisteningtasks.（）

A:错B:对

答案:对Listeningmaterialscanbeusedfor（）.

A:languageuseB:learningpronunciationC:acquiringinformationD:replacingreadingmaterials

答案:languageuse；learningpronunciation；acquiringinformationDifferenttasksshouldalwaysbedesignedintodifferentlisteningstageswithoutconsidering

listeningpurposes.（）

A:对B:错

答案:错Goodteachersaresupposedtoexploitlisteningtextstothefull.（）

A:错B:对

答案:对Listeningmaterialsaresupposedtobeusedsolelyforlisteningactivities.（）

A:对B:错

答案:错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:对B:错

答案:错Teachersshouldteststudents’understandingaspossibleastheycanintheWhile-listeningstage.（）

A:对B:错

答案:错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:对B:错

答案:对

第八章单元测试

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:对B:错

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

A:对B:错

答案:对AccordingtoAnderson,readersemploythefollowingreadingstrategiesautomaticallyduringreading,namelycognitivereadingstrategies,metacognitivereadingstrategiesandcompensatingreadingstrategies.（）

A:错B:对

答案:对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:错B:对

答案:对Questioningtheauthorisaneffectivetechniquethatcanbedoneduringthereadingprocess.Itcanengagestudentsinmeaningfulinteractionswithtextandassiststudentsintheprocessofconstructingmeaningfromtext.（）

A:对B:错

答案:对Animportantdistinctioncanbemadebetweenstrategiesandskills.Strategiesarespecificproceduresandinvolvetheexplicitexplanationandformalinstructionofwhatthestrategyisandhowtheyuseitwiththisspecificpassage.Askillisanactivitythatstudentscompleteforthepurposeoflearningaboutfeaturesoftextlikemainideaorcauseandeffect.Itmaybedisconnectedfromtext.（）

A:对B:错

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

A:对B:错

答案:对Theemphasesoftheinteractiveteachingapproachnotonlyincludebackgroundinformationandpredictionfromthecontext,butalsothestudent'sabilitytodecodewordsandphrases.（）

A:对B:错

答案:对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:错B:对

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

A:错B:对

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

A:错B:对

答案:对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:对B:错

答案:对Makinginferencesmeans“readingbetweenthelines”,whichrequiresthereadertousebackgroundknowledgeinordertoinfertheimpliedmeaningoftheauthor.（）

A:错B:对

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

A:错B:对

答案:对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:对B:错

答案:对Role-playisaveryvaluablelanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.Byroleplay,studentswillhavethechancetointeractinsmallgroupsandpracticenewlylearnedlanguagewithpartners.（）

A:错B:对

答案:对

第五章单元测试

ThedefinitionofgrammarinOxfordDictionaryistherulesinalanguageforchangingtheformofwordsandjoiningthemintosentences.（）

A:错B:对

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

A:对B:错

答案:错Incommunicativegrammarinstruction,thepointisforthestudentstolearngrammarrules,buttodothingsingrammaticallycorrectlanguage.（）

A:对B:错

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

A:对B:错

答案:对Gameshavetheadvantageofallowingthestudentstopracticeandinternalizevocabulary,grammarandstructuresextensively.（）

A:错B:对

答案:对CLT-guidederrorcorrectionholdtheideathatcorrectinggrammarerrorsshouldbedoneinatactfulwaysothatastudent'sconfidenceanddesiretolearngrammarremainsintactandsothatheknowswhenhe'smakingamistake.（）

A:错B:对

答案:对Understandingbasicprinciplesofword,sentenceandstructuresbestowsthelearnerswiththeflexibilitytoplanhowtheycommunicateamessage,fromasimpletexttoapresentation.（）

A:textB:messageC:paragraphD:passage

答案:paragraphInthefieldofESL/EFLinstructiongrammarreferstothestudyofhowwordsandtheircomponentpartscombinetoformsentences,whichgovernshowwordsareputtogethertoformawrittenandlanguage.（）

A:spokenB:dramaticC:poeticD:novel

答案:spoken

第七章单元测试

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:对B:错

答案:对Students’knowingofwhattheyareexpectedtolearnandwhyishelpfultoreducereluctanceofspeaking.（）

A:错B:对

答案:对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:对B:错

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

A:错B:对

答案:对Complexity,accuracy,andfluencyareequallyimportantinspeakingteaching.（）

A:错B:对

答案:对Reallifematerialsprepareyoubetterforreallifecommunication.（）

A:错B:对

答案:对Repetitioncanbecreativebecauseyoucanchangetheoriginalformsandevencontents.（）

A:对B:错

答案:对

第二章单元测试

《课程标准》指出：迁移创新类活动主要包括推理与论证、批判与评价、想象与创造等超越语篇的学习活动，即教师引导学生针对语篇背后的价值取向或作者态度进行推理与论证，赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联，批判、评价作者的观点等，加深对主题意义的理解，进而使学生在新的语境中，基于新的知识结构，通过自主、合作、探究的学习方式，综合运用语言技能，进行多元思维，创造性地解决陌生情境中的问题，理性表达观点、情感和态度，体现正确的价值观，实现深度学习，促进能力向素养的转化。（）

A:对B:错

答案:对实施普通高中英语课程应以德育为魂、能力为重、基础为先、创新为上，注重在发展学生英语语言运用能力的过程中，帮助他们学习、理解和鉴赏中外优秀文化，培育中国情怀，坚定文化自信，拓展国际视野，增进国际理解，逐步提升跨文化沟通能力、思辨能力、学习能力和创新能力，形成正确的世界观、人生观和价值观。（）

A:对B:错

答案:对《课程标准》明确指出，教师在教学过程中应以既定的教学目标为依据，精心设计评价内容和评价标准。教师应组织并引导学生参与多样化的评价活动，这些活动应以评价目标为指导，以确保能够全面监控学生的学习进展，有效评估教学与学习成果。这种评价机制旨在促进学生的学习，同时提升教学实践的质量，实现评价与教学的有机融合。（）

A:错B:对

答案:对英语课程思政要求广大教师在课程教学过程中始终坚持把立德树人作为英语教学的中心环节，不仅要重视英语知识的传授与专业技能的培养，又要把思想引导和价值观塑造融入英语教学的各环节，贯穿英语教学的全过程，帮助学生树立正确的世界观、人生观、价值观，从而培养出有理想、有本领、有担当的具有家国情怀和国际视野的时代新人。（）

A:错B:对

答案:对课程思政呈现五种新样态。每一堂课都能让学生享受精神盛宴，成为精神体验的课；每一堂课都能让学生感悟人生真谛，成为生命成长的课；每一堂课都能触动到学生心灵深处，成为心灵滋养的课；每一堂课都能让学生遇见美好生命，成为品格浸润的课；每一堂课都能激发学生的生命潜能，成为智慧启迪的课。（）

A:对B:错

答案:对

第四章单元测试

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

A:对B:错

答案:对ThemainadvantageinmimingandTPRisthatyoucangetstudentsmentallyengagedinthelesson.（）

A:对B:错

答案:错Thekeywordtechniqueintroducesnewwordsfromatextafterreadingit.（）

A:错B:对

答案:错Contextskillsarethestrategiesthatareaderusesforincidentalvocabularylearning.（）

A:对B:错

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

A:错B:对

答案:错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

第九章单元测试

Inordertoimprovestudents’writing,teachersshouldcarefullygradeallwritingassignmentsandgivecorrespondingsuggestions.（）

A:错B:对

答案:错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:错B:对

答案:对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:错B:对

答案:对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:对B:错

答案:对Duringjointconstruction,theteacherguidesstudentstocreatea