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

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

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alinguisticsystemandameansfordoingthingsTheinteractionalviewoflanguagebelievesthatlanguageis________()

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acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleThestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems.（）

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對Theinfluentialresultofthebehaviourismistheaudio-lingualmethod.（）

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對Teachersshouldreflectontheirworkonlyaftertheyfinishacertainperiodofpractice.（）

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錯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Pragmaticcompetenceconcernedwithappropriateuseofthelanguageinsocialcontext.(）

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對Teachersneedtoaddressthesesetsofquestionswhendesigntask()

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

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Linguisticcompetenceandpragmaticcompetence;Discoursecompetence.;Strategiccompetence;FluencyWhichonesaretrueaboutsixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare?()

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

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

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

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對語篇類型指記敘文、議論文、說明文、應(yīng)用文等不同類型的文體,以及口頭、書面等多形式的語篇,如文字、圖示、歌曲、音頻、視頻等。（）

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對遵循英語學(xué)習(xí)活動觀所設(shè)計的教學(xué)活動適用于多種形式語篇和主題,有助于教師將學(xué)科素養(yǎng)的目標(biāo)落實在課堂教學(xué)中。（）

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對第四章測試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Infact,optionalactivitiesandassignmentsisaveryimportantstagefortheteachertotakelearningfurtheranddeeperbyhelpingstudentstoreferbacktothelearningobjectives.(）

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錯Alanguagelessonplanusuallyhasthefollowingcomponents：()

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

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Macroplanning;Microplanning第五章測試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Whenorganizingfeedback,itisverydiscouragingfortheteachertobecritical.Rather,webelieveteachersshouldfocusonstudents’successorprogresssothatasuccess-orientedlearningatmospherecanbecreated.(）

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對Ifthestudentscannotself-correct,itmeansthereisalackofcompetenceandtheteachercanhelpwiththecorrectionormayaskotherstudentstohelpcorrectit.（）

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對Openquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers,too.（）

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錯第六章測試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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錯第七章測試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Listeningisapassiveactivity.（）

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錯第八章測試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Producingspokenlanguageistime-constraint.Thestudentsmustbeabletoproduceunplannedutterancesinreallife.（）

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對Encouragestudentstospeakupisthemostimportanttaskforlanguageteachers.()

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對第九章測試_________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Makingtheinferencesrequiresthereadertousebackgroundknowledgeinordertoinfertheimpliedmeaningoftheauthor.()

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對第十章測試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Inthefree-writingstage,thedevelopmentofideasaremoreimportantthangettinggrammaticalstructures,punctuationorspellingcorrect.（）

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對Editingisnotsimplytofinderrorsbuttonegotiatemeaningandimprovingwriting.（）

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對第十一章測試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;