智慧树知到英语教学论-智慧树-知到-题库零氪题库

日期:2021-12-03 01:40:13

绪论

1、英语学科教学论,是介绍英语知识的一门课。

2、英语学科教学论,是一门介绍如何教英语的课。

3、关于教英语,需要了解相关的语言和语言学习的理论。

4、关于教英语,还需要了解相关的教学方法、了解课堂管理的内容、学习教学设计的理念等。

5、听说读写看的教学,是关于语言技能的教学。

第一章测试

1、Which is not the view of language? ( )
    A、Structural View
    B、Functional View
    C、Interactional View
    D、Constructive View

2、Which is not the view of language Learning? ( )
    A、Behaviorist Theory
    B、Schema Theory
    C、Socio-constructive Theory
    D、Cognitive Theory

3、Which is from social-constructivist theory?
    A、stimulus
    B、reinforcement
    C、automatic response
    D、ZPD

4、For new language learning, the aspects that students need to do with are ( )
    A、Understand the meaning
    B、Understand the form
    C、Practice the language
    D、Go abroad for studying

5、Which belong to process-oriented theory? ( )
    A、Behaviorist Theory
    B、Schema Theory
    C、Socio-constructivist Theory
    D、Cognitive Theory

6、Which belong to condition-oriented theory? ( )
    A、Constructivist Theory
    B、Behaviorist Theory
    C、Socio-constructivist Theory
    D、Cognitive Theory

7、The structural view of language is that language is a system of structurally related elements for the transmission of meaning. ( )

8、The functional view only sees language as a means for doing things. ( )

9、For behaviorist theory, mistakes should be immediately corrected, and the correction should be immediately praised. ( )

10、Learning should be achieved via the dynamic interaction between the teacher and the learner and between learners. ( )

第二章测试

1、Communicative purpose means ( ).
    A、to design “information gap” activity.
    B、to design controlled activities.
    C、to practice language forms rather than the meaning.
    D、to do lots of exercises.

2、What should teachers do to help learners in linguistic competence cultivation. ( )
    A、achieve accuracy in the language production
    B、Take longer turns, use discourse markers and open and close conversations
    C、use stress, rhythm, and intonation to express meaning
    D、learn the relationship between grammatical form forms and functions

3、Discourse competence concerned with ( ).
    A、appropriate use of the language in social context
    B、knowledge of the language itself, its form and meaning
    C、one’s ability to create coherent written text or conversation
    D、one’s ability to “link units of speech together with facility and without strain or inappropriate slowness or undue hesitations”

4、Which aspects belong to communicative activity? ( )
    A、Communicative Desire
    B、Content, Not Form
    C、Variety of Language
    D、No Teacher Intervention

5、What are the four teaching procedures of audiolingual method? ( )
    A、Recognition
    B、Imitation and Repetition
    C、Pattern drills
    D、Follow-up activities

6、Which aspects do not belong to communicative activity? ( )
    A、Communicative Purpose
    B、Specific Language Form only
    C、Free choice of Language
    D、Teacher’s Intervention

7、What should teachers do to help learners in linguistic competence cultivation? ( )
    A、achieve accuracy in the grammatical forms
    B、pronounce the forms accurately
    C、use stress, rhythm, and intonation to express meaning
    D、build a range of vocabulary

8、The communicative activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. ( )

9、The Audiolingual Method is a method of foreign language teaching which emphasizes the teaching of reading and writing before listening and speaking. ( )

10、Mother tongue is encouraged in the classroom by audiolingual method. ( )

第三章测试

1、Teacher Talk Time means teacher should talk more in class and do not leave silence gap in class. ( )

2、Remembering and understanding belong to the higher order thinking ability. ( )

3、Which one does not belong to the Bloom’s Taxonomy (2001)? ( )
    A、Remembering
    B、Applying
    C、Analyzing
    D、Summarizing

4、For cognitive level of evaluating, the teacher may ask students the question like ( ).
    A、Which is more interesting?
    B、What is the relationship between A and B?
    C、How would you use this?
    D、What is the main idea of this paragraph?

5、For cognitive level of analyzing, the teacher may ask students the question like ( ).
    A、What is an alternative method for this?
    B、Is there a better solution to this?
    C、Can you compare A and B?
    D、Which is more interesting, A or B?

6、Which belong to teacher’s role? ( )
    A、controller
    B、assessor
    C、organizer
    D、prompter

7、Teachers as facilitators means ( ).
    A、to create a positive learning environment
    B、to use various strategies to motivate learners
    C、to guide them in planning and assessing their own learning
    D、to develop their learning strategies

8、What are the two things that the teacher does as an assessor? ( )
    A、controlling the pace
    B、correcting mistakes
    C、organizing feedback
    D、making research on student’s performance

9、Even the clearest instructions can be hard to grasp so, after you've given them, it's worth checking that they have been understood. ( )

10、Allow learners in class the time and the quiet they need, because they need time to think, to prepare what they are going to say and how they are going to say it. ( )

第四章测试

1、For WHERETO teaching design principle, W refers to ( ).
    A、equip students, help them experience the key ideas and explore the issues
    B、allow students to evaluate their work and its implication’s
    C、help the students know where the unit is going and what is expected
    D、be tailored (personalized) to the different needs, interests, and abilities of learners

2、For WHERETO teaching design principle, R refers to ( ).
    A、equip students, help them experience the key ideas and explore the issues
    B、allow students to evaluate their work and its implication’s
    C、help the students know where the unit is going and what is expected
    D、provide opportunities to rethink and revise their understandings and work

3、Which belongs to teaching design principle? ( )
    A、SMART
    B、WHERETO
    C、ABCD
    D、ESA

4、What does WHERETO teaching design principle refer? ( )
    A、equip students, help them experience the key ideas and explore the issues
    B、hook all students and hold their interest
    C、allow students to evaluate their work and its implication’s
    D、help the students know where the unit is going and what is expected

5、What are the frequently applied teaching models? ( )
    A、WHERETO Model
    B、ADDIE Model
    C、ASSURE Model
    D、Backward Design Model

6、What are the four elements of articulating learning objectives? ( )
    A、Audience
    B、Behavior
    C、Condition
    D、Degree

7、Develop student’s reading skills. This learning objective is appropriately presented. ( )

8、SMART is the method for articulating learning objectives. ( )

9、Activation of prior knowledge means activating cognitive structures that relate to the topics and tasks to be studied and completed. ( )

10、The purpose of teaching design is to implement teaching effectively. ( )

第五章测试

1、What is used to express meanings in many subtle ways such as surprise, complaint, sarcasm, delighted, threats, etc.? ( )
    A、Pronunciation
    B、Phonology
    C、Intonation
    D、morphology

2、What is the best age to start learning to read through phonics? ( )
    A、1-2
    B、2-3
    C、3-8
    D、4-6

3、After learning the individual letters’ sounds, it is natural to learn the sounds of ? ( )
    A、blending letters
    B、vowel letters
    C、consonant letters
    D、all of the above

4、Which generally should be pronounced as weak form while reading aloud? ( )
    A、Noun
    B、Verb
    C、Auxiliary word
    D、Preposition

5、Phonics is a method for teaching and of the English language by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns that represent them. ( )
    A、listening
    B、reading
    C、speaking
    D、writing

6、Sound /k/ can be spelled as ? ( )
    A、c
    B、k
    C、ck
    D、ch

7、Research has shown that children who have not developed reading skills by second grade, will experience an overall delay in learning throughout their school life. ( )

8、Understanding phonics will also help children know which letters to use when they are writing words. ( )

9、A lot of people start the journey of teaching kids phonics through the traditional ways, like teaching them to read, and this is the best way to follow. ( )

10、Written language can be compared to a code, so knowing the sounds of individual letters and how those letters sound when they’re combined will help children code words as they read. ( )

第六章测试

1、What does the first aspect of vocabulary learning involve according to Hedge (2000)? ( )
    A、Denotative meaning.
    B、Connotative meaning.
    C、Denotative and connotative meaning.
    D、The sense relations among words.

2、Which is not the appropriate way of consolidating vocabulary? ( )
    A、Guessing.
    B、Spot the difference.
    C、Play a game.
    D、Categories.

3、Which is not a collocation? ( )
    A、See a movie.
    B、Movie.
    C、Watch a play.
    D、Look at a picture.

4、According to Hedge (2000), what does the second aspect of vocabulary learning involve? ( )
    A、Collocations.
    B、Spelling and Pronunciation
    C、Synonyms, antonyms and hyponyms.
    D、Receptive and productive vocabulary.

5、What does knowing a word involve? ( )
    A、Its pronunciation and stress.
    B、Its spelling and grammatical properties.
    C、Its meaning.
    D、How and when to use it to express the intended meaning.

6、Which belong to vocabulary learning strategies? ( )
    A、Review regularly.
    B、Guessing from context.
    C、Presenting vocabulary.
    D、Use a dictionary.

7、Denotative meaning refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. ( )

8、Antonyms refer to the sameness or close similarity of meaning or we can say that words are close in meaning. ( )

9、Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. ( )

10、Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. ( )

第七章测试

1、Deductive reasoning is essentially a approach which moves from the more general to the more specific. ( )
    A、top-down
    B、down-top
    C、traditional
    D、game

2、is an approach that removes you, the teacher, from the main role of “explainer” and extends to the students the opportunity to question and discover the target grammar. ( )
    A、Inductive method
    B、Deductive method
    C、The guided discovery method
    D、Mechanical practice

3、usually comes after mechanical practice. ( )
    A、Inductive method
    B、Deductive method
    C、The guided discovery method
    D、Meaningful practice

4、Although a little less effective than inductive teaching, benefits to the deductive approach are: ( )
    A、Time in the classroom is spent only on the language principle.
    B、Most material can be easily taught this way.
    C、It encourages faster learning of material and understand the meaning
    D、Students can have lots of interaction with others in a meaningful context.

5、Although inductive teaching takes longer than deductive, many educators agree it is a very efficient method in the long run. Benefits include: ( )
    A、Students can get more interaction and participation among each other.
    B、Students rely on their critical thinking to figure out the language.
    C、Students can gain deeper understanding of the language.
    D、No material can be easily taught this way.

6、Using prompts has proved to be an effective way of grammar practice. The prompts can be: ( )
    A、pictures
    B、mines
    C、tables
    D、key words

7、The deductive and inductive teaching methods can be illustrated in this picture. ( )

8、That the students are asked to produce language based on pictures and key phrases provided by the teacher is using chained phrases for storytelling. ( )

9、In mechanical practice the focus is on the production, comprehension or exchange of meaning through the students “keep an eye on” the way newly learned structures are used in the process. ( )

10、Grammar practice is usually divided into two categories, mechanical practice and meaningful practice. ( )

第八章测试

1、Which is not involved in bottom-up processing while listening? ( )
    A、Recognizing sounds of words.
    B、Recognizing phrases.
    C、Recognizing structures.
    D、Referring meaning from background knowledge.

2、Which is not the stage of listening teaching? ( )
    A、Pre-listening.
    B、While-listening.
    C、Predicting.
    D、Post-listening.

3、Which is not the main listening difficulty of learners? ( )
    A、Quickly forget what is heard.
    B、Able to form a mental representation from words heard.
    C、Neglect the next part when thinking about meaning.
    D、Do not recognize words they know.

4、What are two models that are frequently used to describe different processes of listening? ( )
    A、Bottom-down model.
    B、Bottom-up model.
    C、Top-down model.
    D、Top-up model.

5、Which belong to principles for teaching listening? ( )
    A、Focus on process.
    B、Combine listening with other skills.
    C、Focus on the comprehension of meaning.
    D、Grade difficulty level appropriately.

6、What are three main categories that affect the difficulty level of listening tasks according to Anderson and lynch (1988)? ( )
    A、Type of language used.
    B、Bottom-up and top-down approaches.
    C、Task or purpose in listening.
    D、Context in which the listening occurs.

7、Bottom-up and top-down these two processes are mutually dependent. ( )

8、It is important to develop listening skills together with other skills because ordinarily listening is not an isolated skill. ( )

9、Multiple-choice tests play a decisive role in helping students develop good listening habits and strategies. ( )

10、In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. ( )

第九章测试

1、Which is not the principle for teaching speaking? ( )
    A、Contextualizing practice.
    B、Problem-solving activities.
    C、Personalizing practice.
    D、Maximizing meaning interactions.

2、Which practice is not structure-based with a focus on forms? ( )
    A、Grammar learning.
    B、Vocabulary learning.
    C、Providing sufficient opportunities for students to develop fluency.
    D、Syntax learning.

3、Which of the following activities is often used to develop students’ speaking accuracy? ( )
    A、Identifying and correcting oral mistakes.
    B、Acting out the dialogue in the text.
    C、Having discussions in groups.
    D、Describing people in pair.

4、Like all the other skills, what strategies does speaking involve?( )
    A、Initiating a conversation.
    B、Turn taking.
    C、Asking for clarification.
    D、Ending a conversation.

5、Which belong to common features of spoken language according to Bygate (1987)? ( )
    A、Using less complex syntax.
    B、Taking short cuts, e.g. incomplete sentences.
    C、Using fixed conventional phrases or chunks.
    D、Using devices such as fillers, hesitation device to give time to think before speaking.

6、Which belong to typical speaking tasks? ( )
    A、Information-gap activities.
    B、Dialogues and role-plays.
    C、Problem-solving activities.
    D、Doing translation exercises.

7、Maintaining a balance between accuracy-based and fluency-based practices is essential in teaching speaking.( )

8、Speaking is the skill that the students will be judged upon most in simulated situations. ( )

9、Problem-solving activities tend to be productive because there is a clear objective to be reached or problem to be solved and require a higher level of language proficiency. ( )

10、Designing speaking activities that maximize students’ opportunity to speak is one of the central tasks for language teachers. ( )

第十章测试

1、Which is not the teaching step of viewing teaching? ( )
    A、What can you see?
    B、What do you feel?
    C、What can you touch?
    D、What message does the image transmit?

2、Which is not the three-dimension paradigm by Serafini (2014)? ( )
    A、Structural
    B、Intellectual
    C、Perceptual
    D、Ideological

3、What is the definition of Visual literacy? ( )
    A、This involves exploring how ideas and emotions are expressed and the use of lighting to create an emotional or physiological point.
    B、Visual literacy is based on the idea that can be "read" and that meaning can be through a process of reading.
    C、It means student's ability to “use, interpret, analyze, and think critically about visual images and the significance of what they are seeing”.
    D、With technology, images and visual presentations are flourishing more than ever.

4、Which are the teaching steps of viewing teaching? ( )
    A、What can you see?
    B、What do you feel?
    C、What can you touch?
    D、What is the image trying to tell us?

5、What are the pedagogical questions that the teacher can use in class to develop learners’ visual literacy? ( )
    A、What does this image say to us?
    B、How could you change/improve this image?
    C、Where has this image come from?
    D、What more can we find out?

6、What can be used as visual literacy clues to facilitate identifying the visual products? ( )
    A、Shape
    B、Gesture
    C、Lighting
    D、Color

7、We need to consider the active viewer as well and engage the students' creative or curative responses to the image. ( )

8、One of the most effective ways to encourage information to make that important jump from the limited short-term memory to the more powerful long-term memory is to pair text with images. ( )

9、As these students travel on their road to fluency in English, images can provide an effective bridge in that learning process. ( )

10、Information presented visually is processed extremely quickly by the brain. ( )

第十一章测试

1、When expectations are set up, what kind of process of reading is ready to begin? ( )
    A、Active
    B、Negative
    C、Passive
    D、Forced

2、What does bottom-up model mean? ( )
    A、The teacher should teach the background knowledge first, so that students equipped with such knowledge will be able to guess meaning from the printed page.
    B、Not only linguistic knowledge but also background knowledge is involved in reading.
    C、The teacher teaches reading by introducing vocabulary and new words first and then going over the text sentence by sentence.
    D、None of the above.

3、Which is not the reading skill that the learners should be developed in reading class? ( )
    A、Guessing the word’s meaning
    B、Cooperating with others
    C、Making prediction based on vocabulary or title
    D、Making inference

4、What are the principles for reading teaching? ( )
    A、Students need to be engaged with what they are reading.
    B、Students should be encouraged to respond to the content of a reading text, not just to the language.
    C、Prediction is a major factor in reading.
    D、Good teachers exploit reading texts to the full.

5、What are the models for reading teaching? ( )
    A、Bottom-up Model
    B、Top-down Model
    C、Discovery Model
    D、Interactive Model

6、Find out the reading skills that the learners should be cultivated in reading class. ( )
    A、Guessing the word’s meaning
    B、Skimming
    C、Scanning
    D、Making inference

7、As with everything else in lessons, students who are not engaged with the reading text will not actively interested in what they are doing. ( )

8、In the Top-down Model, the teacher teaches reading by introducing vocabulary and new words first and then going over the text sentence by sentence. ( )

9、According to the Interactive Model of reading, when one is reading, the brain receives visual information, and at the same time, interprets or reconstructs the meaning that the writer had in mind when he wrote the text. ( )

10、Reading comprehension involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding. ( )

第十二章测试

1、Which will not help teachers motivate students to write? ( )
    A、Make the topic of writing as close as possible to students' life.
    B、Leave students less room for creativity and imagination.
    C、Encourage collaborative group writing as well as individual writing.
    D、Provide constructive and positive feedback.

2、What product-oriented method of teaching writing mean? ( )
    A、What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.
    B、It pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.
    C、Writing activities should serve to encourage a process of brainstorming, drafting, writing, feedback, revising and editing, which proceeds in a cyclical fashion resembling the writing process of a real writer.
    D、The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what they and the teacher do before they start writing and after they finish writing.

3、What does process approach to writing mean? ( )
    A、Teaching writing pays great attention to the accuracy of the final product but ignores the process.
    B、What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.
    C、Encourage feedback both from themselves.
    D、Do not give students time to discover what they want to say as they write.

4、Which principles can help teachers motivate students to write? ( )
    A、Make the topic of writing as close as possible to students' life.
    B、Leave students enough room for creativity and imagination.
    C、Encourage collaborative group writing as well as individual writing.
    D、Provide opportunities for students to share their writings.

5、Which principles will motivate students to write? ( )
    A、Give students a sense of achievement from time to time.
    B、Make the topic of writing as close as possible to students' life.
    C、Prepare students well before writing.
    D、Leave students less room for creativity and imagination.

6、What are the features for process-oriented writing teaching? ( )
    A、Focus on the process of writing that leads to the final written product.
    B、Help them build repertoires of strategies for prewriting, drafting, and rewriting.
    C、Place central importance on the process of revision.
    D、Give students feedback throughout the composing process (not just on the final product) to consider as they attempt to bring their expression closer and closer to intention.

7、If the topic is too far away from students' life, they will have difficulty finding content to write, as a result, they will be demotivated. ( )

8、Prewriting activities, like brainstorming or a class discussion on the topic will help students broaden their views and encourage a generation of ideas. ( )

9、Enabling students to experience a sense of achievement from time to time is quite crucial in motivating students to continue practicing writing. ( )

10、Simply giving students a topic and asking them to write on their own will not make them frustrated because many of them know where to start and how to develop ideas. ( )

第十三章测试

1、Which is not the developmental stage for in-service teachers? ( )
    A、Survival stage
    B、Exhausted stage
    C、Renewal stage
    D、Maturity stage

2、Which stage do teachers begin to ask questions of themselves and their teaching that focus on insights, perspectives, and beliefs of teaching and children? ( )
    A、Influential stage
    B、Consolidation stage
    C、Renewal stage
    D、Maturity stage

3、Who are often interested in professional development opportunities that are available through local, state, or national organizations? ( )
    A、Teachers in Influential stage
    B、Teachers in Consolidation stage
    C、Teachers in Renewal stage
    D、Teachers in Maturity stage

4、Which are the developmental stages for in-service teachers? ( )
    A、Survival stage
    B、Consolidation stage
    C、Renewal stage
    D、Maturity stage

5、In the maturity stage, what questions do teachers may ask? ( )
    A、What are my philosophical perspectives?
    B、How will schools change society?
    C、What is my role to assist in change?
    D、Can I make my work until the end of the week?

6、What are the features that teachers have in their survival stage? ( )
    A、questioning their personal and professional competence
    B、doubting their desire to teach
    C、focusing on their own needs
    D、having little understanding their learners’ need

7、In order to offer assistance to teachers in the Survival stage, it is important to provide off-site guidance for specific teaching skills and suggestions to meet group and individual needs of students. ( )

8、In the survival stage, teachers are focused on themselves and their own needs and also have much understanding of their students and their needs. ( )

9、A change from a suburban to an urban setting may also result in an experienced teacher moving to a lower stage of development, and as such, they may need assistance with strategies that will help them become successful in this new context. ( )

10、to participate in conferences and seminars and to accept leadership positions in their school, community, or professional organization. ( )

第十四章测试

1、Many young students have grown up with 21st-century digital technology; it is just part of their normal world. They are called as ( ).
    A、Digital world
    B、Digital immigrants
    C、Digital emigrants
    D、Digital natives

2、As a 21st century teacher, which opinion is not right? ( )
    A、Technology is at the heart of education now.
    B、It is not the real teaching and I will not use technology into my class.
    C、What we should ask is how we can integrate the technology into the class and improve our teaching and learning.
    D、We should take time to be comfortable with those technological tools.

3、Please choose the technology that can be integrated into the language class. ( )
    A、Virtual environment
    B、Wiki
    C、Interactive whiteboard
    D、Podcast

4、What are the benefits that the technology integrated into the language class? ( )
    A、Providing various types of activities
    B、Lessening the burden of the teachers in preparing the class
    C、Intriguing and motivating students
    D、Experiencing real-world situation

5、Which can be used to teach listening and speaking? ( )
    A、Instant language lab
    B、Podcasts
    C、Video conferencing
    D、None of the above

6、New technology provides a wide range of ways for us to help learners improve their skills. ( )

7、As we become more familiar and more comfortable with our technology tools, we need to start finding ways to elegantly integrate them into our normal teaching. ( )

8、The 21-st century teacher needs to take the time to be comfortable with those technological tools that are useful for their students. ( )

9、Making a show with pictures on which words and explanations are listed by some software cannot assist your vocabulary teaching. ( )

10、Which online technologies cannot be used for improving writing teaching?
    A、Wiki
    B、Online noticeboards and walls
    C、Forums
    D、Computer games