超星英语课程与教学论_2答案(学习通2023课后作业答案)
54 min read超星英语课程与教学论_2答案(学习通2023课后作业答案)
Unit 1.1 Views on language随堂测验
1、超星People learn languages in__________ ways.
2、英语Learning can be affected by the way __________.（单词与单词之间空一格）
3、课程课后The教学 structural view of language sees language as__________ made up of various subsystems: p __________, m__________ , and s__________ .（三个子答案间用英文逗号相隔，如“，论答”）
4、案学The习通 functional view not only sees language as _____________ but also __________.（两个子答案间用英文逗号相隔，如“，作业”）
5、答案The超星 interactional view considers language to be a__________ ,whose main use is to build up and maintain social __________ between people.（两个子答案间用英文逗号相隔，如“，英语”）
Unit 1.2 Views on language learning随堂测验
1、课程课后Process-oriented theories emphasizes the nature of the human and physical context in which language learning takes place.
2、教学Condition-oriented theories are concerned with how the mind organize new information such as habit formation,论答 induction, making inference, hypothesis testing and generalization.
3、Behaviourist theory believes that language is 案学a form of behaviour and it can be learned the same way as an animal is trained to respond to stimuli.
4、Different from constructivist theory, socio-constructivist theory emphasizes interaction and engagement wit and scaffolding.
5、According to Skinner, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.
Unit Two Communicative Language Teaching
Unit 2.1 Communicative Language Teaching (1)随堂测验
1、Communicative competence includes the knowledge about the language and the knowledge about how to _______ the language appropriately in communicative situations .
A、use
B、learn
C、listen
D、read
2、In real life, language is used to perform certain communicative functions, while in a traditional language classroom, the teaching focus is often on .
A、functions rather than forms
B、forms rather than functions
C、meaning rather than forms
D、functions rather than meaning
3、Traditional pedagogy tends to focus on one or two skills and ignore the others while in real language use_________ skills are used.
A、one
B、integrated
C、no
D、two
4、In real life language is always used in a certain _______, but traditional pedagogy tends to isolate language from its context.
A、context
B、integrated
C、no
D、two
5、According to Hedge, communicative competence consists of linguistic competence,__________ , discourse competence, strategic competence and fluency.
A、pragmatic competence
B、speech competence
C、reading competence
D、writing competence
Unit 2.2 2.3 Communicative Language Teaching (2)随堂测验
1、The three principles of communicative language teaching suggested by Richards and Rodgers(1986) are communication principle, task principle, and formal principle.
2、Given communication principle, activities designed for language teaching and learning should be involved real communication and support the learning process.
3、In CLT, listening is viewed not only as the counterpart speaking, but as an independent skill with its own objectives
4、In CLT, reading is to and learning of grammar and vocabulary is to extract meaning or information, facilitate such a process.
5、In CLT, the writing skill has been expanded to focus on its grammar goals. Students should have the chance to write to express their own feeling or describe their own experiences.
Unit 2.4 2.5 Communicative Language Teaching (3)随堂测验
1、Given evaluating how communicative classroom activities are, the activity must involve the students in just practicing language for its own sake.
2、Communicative desire refers that the classroom activity must create a desire to communicate in the students.
3、In CLT, when the students are doing the activity, they must be concentrating on how they say it rather than what they are saying.
4、As far as no teacher intervention in CLT, the assessment should be based on whether the students have achieved their communicative purpose, not whether the language they used was correct.
5、In CLT, the activity must involve the students in using one specific language form they’ve learned before from the perspective of variety of language.
Unit Three Task-based Language Teaching
Unit 3.1-3.2 Task-based Language Teaching (1)随堂测验
1、According to Long(1985), task refers to anything people do in everyday life, at work, and in between.
2、Willis(1996) regards tasks as activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.
3、A task doesn’t require the group, or pair, to achieve an objective that is usually expressed by an observable result.
4、A task has the two main components of a purpose and a context.
5、A purpose means the students have a reason. for undertaking the task.
6、A task means there will be some form of outcome, either visible(a written plan, a letter, etc.) or invisible (enjoying a story or learning about another country).
7、When students are focusing on the complete act of communication in activities, these kinds of activities are called exercises.
8、If the students are required to focus their attention on individual language items such as vocabulary, grammar or individual skills, we call these activities tasks .
9、An exercise-task could be an activity consisting of contextualized practice of language items(often a particular grammar point).
10、A process of a task means getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.
Unit 3.3-3.5 Task-based Language Teaching (2)随堂测验
1、In a TBL framework, the context is already established by the teacher and the students together so that the students can produce the accurate and fluent language effectively.
2、The task supplies a genuine need to use language to communicate, and the other components, such as planning and report, follow on naturally from the task.
3、In a PPP cycle, it is the teacher pre-selects the language to be taught while during the TBL analysis stage, learners are free to choose any aspects of language they need.
4、Listening and reading, both part of the TBL framework provide more varied examples made up to illustrate a certain item as in a PPP cycle.
5、In a PPP cycle, the exposure will include a wider range of words, collocations, lexical phrases and patterns than pre-selected language forms in TBL.
6、To design a good task for students, we should take into consideration educational value, appropriateness to the students’ needs, interest and abilities, availability of suitable resources as well as time available.
7、It is suggested by Breen(1987) that when designing tasks teachers need to address only two sets of questions: the objective and the context of the task.
8、The process of consciousness raising used in the TBL language focus activities encourages students to repeat, manipulate and apply.
9、A PPP cycle leads to fluency from accuracy while a TBL cycle leads to accuracy from fluency.
10、In TBL, four skills are naturally integrated, which is different from PPP that only provides a framework for grammar and form-focused practice and needs to be supplemented by listening and reading lessons to give students more exposure to language.
Unit Five Lesson Planning
Unit 5.1-5.4 Lesson Planning (1)随堂测验
1、While planning a lesson, teachers need to only think about the three elements of the aims to be achieved, materials to be covered and activities to be organized in order to achieve the aims of the lesson.
2、Proper lesson planning is essential only for novice teachers not for experienced teachers because the latter are already very familiar with what they are teaching and how they teach.
3、It is believed that all experienced teachers need to plan their lessons simply because no teaching and learning situation is really static.
4、Good lesson planning gives novice teachers confidence in class and they know what they are going to do next in class rather than themselves.
5、When planning the next lesson ,teachers needn’t to change the original plan and simply have a lesson on the original plan.
6、One lesson may have a number of aims which are usually the things teacher intend his or her students to do during the lesson.
7、Teachers are suggested to plan a number of different types of activities and introduce students to a wide selection of materials so that students will always be interested, motivated and never monotonous.
8、Teachers should always have a class on the prepared plans or a methodology as the class always goes according to the plan.
9、The contents and tasks planned for the lesson should be within the learning ability of the students.
10、The stages and the steps within each stage are suggested to be planned in such a way that the teacher would organize students to do a series of language-focused activities to get them prepared linguistically before conducting a communicative task.
Unit5.5-5.6 Lesson Planning (2)随堂测验
1、For effective lessons, lesson planning should be done at two levels: macro planning and micro planning.
2、The micro planning is planning for a whole program or a whole-year course over a longer period of time which is often done by a group of teachers who are to teach the same course.
3、The macro planning is planning for a specific unit which is usually lasts from one to two weeks or forty to fifty minutes respectively.
4、The two levels of macro planning and micro planning are best viewed as a planning continuum with different levels of planning in between.
5、The macro planning should be based on the micro planning, and the latter is apt to be modified as lessons go on.
Unit 5.7 Lesson Planning (3)随堂测验
1、It is more important for a teacher to know what he or she is going to teach or do in a lesson than to know his or her students are able to achieve by the end of the lesson.
2、It’s a good understanding of teachers regarding teaching aims as the contents to covered, such as grammar, vocabulary or language skills.
3、The overall objectives described in the new English curriculum indicate a change in the understanding of the nature of English education from purely linguistic to an emphasis on language skills, knowledge, affects, strategies and culture awareness in order to lay a good foundation for continuing development according to Wang Qiang (2003).
4、Among the language contents, new vocabulary and structures often receive more attention from both the teacher and the students. So all new words and structures in a lesson are equally important and they should be presented and practiced carefully and sufficiently.
5、For teaching a new structure-based lesson, the PWP model may be easily applicable to follow as it is clear and easy to conduct by the teachers and to evaluate as there are often clear goals to be obtained.
6、It is desirable to adopt the PPP model in a reading lesson in which ,the focus is on the developing reading skill.
7、The end of lesson summary is a very important stage for the teacher to take learning further and deeper by helping students to refer back to the learning objectives.
8、The optional activities should be prepared by the teacher as backups in case the lesson goes too fast and there are a few minutes left.
9、After lesson reflection is the only part to be finished after a lesson which can contributes greatly to teachers’ professional development.
10、It’s known that there are uniform lesson plans so that a good lesson plan has to be long or extremely detailed because it is necessary and practical for teachers to remember and follow every detail in the lesson plan while teaching.
Unit Six Classroom Management
Unit 6.1-6.2 Classroom Management (1)随堂测验
1、Teachers often do as controllers, organizers, prompters, participants and resource-providers in a language classroom. Decide what role the teacher is playing in the following activity. Put the letter a-d in the blankets. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.
A、controller
B、assessor
C、organizer
D、prompter
2、T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Uhm, and…? S: I also collect coins. T: Oh, really, how many…have you already…collected?
A、controller
B、assessor
C、organizer
D、prompter
3、The teacher write one of five numbers(1-5) on a number of cards(the same number as the students). Each student draws one card. Those who have drawn number 1 will from group, and those who have drawn number 2 will from group 2. Thus students are put into five groups in a random way.
A、controller
B、assessor
C、organizer
D、prompter
4、When a student has made a sentence with borrow, “ I borrowed a paper to write a letter”, the teacher says, “well, we don’t say a paper, we say a piece of paper.”
A、controller
B、assessor
C、organizer
D、prompter
5、The teacher asks students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to revise.
A、controller
B、assessor
C、organizer
D、prompter
6、While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.
A、prompter
B、resource-provider
C、assessor
D、organizer
7、The teacher asks a student a question “Have you ever bought clothes with problems?” If the students doesn’t seem to be ready, the teacher says “for example, a shirt without…” and points to the buttons on his own shirt or jacket.
A、prompter
B、resource-provider
C、assessor
D、organizer
8、When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.
A、prompter
B、resource-provider
C、assessor
D、organizer
9、When students are doing a group-work task, the teacher joins one or two groups for a short period of time.
A、controller
B、prompter
C、organizer
D、participant
10、The teacher asks students to produce conversations(either orally or in writing) by using particular patterns or expressions they have just learned.
A、resource-provider
B、controller
C、prompter
D、organizer
Unit 6.3-6.4 Classroom Management (2)随堂测验
1、The following are the common student groupings in classroom. Decide what way that the teacher group students in each situation. Put the right letter a-d in the brackets. It refers to the time when students work on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students.
A、Individual study
B、Group work
C、Pair work
D、Whole class work
2、It is the time when students are expected to work on their own at their own speed. It is very important form of learning for the students with the opportunities to process information and consolidate learning in a quiet manner in their own pace.
A、Individual study
B、Group work
C、Pair work
D、Whole class work
3、It refers to the time when students work in small groups. Each group may have 3, 4, or 5 students, depending on the activity.
A、Individual study
B、Group work
C、Pair work
D、Whole class work
4、It refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. During the period, the teacher asks questions and students answer either together or one by one as indicated by the teacher.
A、Individual study
B、Group work
C、Pair work
D、Whole class work
Unit 6.5-6.6 Classroom Management (3)随堂测验
1、Close questions refer to those with only one single correct answer.
2、Open questions usually have invite many different answers.
3、Genuine questions refer to those that the answers are already known to the teacher and they are used for checking of students know the answer.
4、Display questions are questions which are used to find out new information and since they often reflect real contexts, they are more communicative ( Ur,1996).
5、Higher-order questions refer to those that simply require recalling of information or memorization of facts while lower-order questions require more reasoning, analysis, and evaluation.
Unit Seven Teaching pronunciation
Unit 7.1-7.3 Teaching pronunciation (1)随堂测验
1、Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.
2、The teaching pronunciation should be focus on the students’ ability to identify and produce English sounds themselves.
3、Students should be led to focus on reading and writing phonetic transcripts of words, especially for young students, because phonetic transcripts are abstract.
4、Stress and intonation are important and should be taught from the very beginning because different stresses and intonations indicate different meanings.
5、The factors that determine if the students can acquire native-like English pronunciation are not related to the age of learners and the amount of exposure to English.
6、Different students have different phonetic ability and some students are more sensitive to and better at imitating sounds than other students due to biological and physiological differences.
7、When talking about pronunciation, it is composed of only two aspects of sounds and phonetic symbols.
8、It has been demonstrated through experiments that often when a native speaker mishears something, it is because the foreigner has put the stress on the wrong place, not because he or she has mispronounced the sound of the word.
9、It is necessarily enough that the pronunciation should be consistent and intelligible in real communication.
10、When trying to achieve consistency in pronunciation, students should have to sacrifice intelligibility which is useless and may causes unpleasant feelings for both the speaker and the listener.
Unit 7.4 Teaching pronunciation (2)随堂测验
1、Perception practice of sounds is aimed at developing the students’ ability to identify and distinguish between different sounds.
2、Production practice of sounds is aimed at developing students’ ability to practice sounds and it is focused on mechanical imitation
3、For good pronunciation, two kinds of stress should be paid attention to. The first is word-level stress which is to stress the proper syllable in multi-syllabic words. The second kind of stress is phrase-level/sentence-level stress and each of them has one syllable that receives greater or more prominent stress than the others.
4、Pronounciation can greatly affect the intention of the speaker’s message. It is used by native speakers to express meaning in many subtle ways
5、We can use hand or arm movement to indicate change of intonation as if conducting music. When is necessary to mark intonation, we often use rising or falling arrows, such as↗ and↘.
Unit Eight Teaching Grammar
Unit 8.1 the role of grammar随堂测验
1、Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
2、The ultimate goal of language teaching is to develop students’ linguistic competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.
3、Grammar is sometimes defined as ‘the way words are put together to make correct sentences’ or rules for forming words and combining them into sentences’.
4、English grammar is the core of English language. Without grammar English language cannot be well constructed.
5、Diane Larsen-Freeman divided grammar in two dimensions: form and meaning.
Unit 8.2 grammar presentation随堂测验
1、It is essential for the teacher to know how to present the form and meaning of a structure in a way that is clear, simple, accurate and helpful.
2、The deductive method relies on Discussing, Analyzing and Comparing.
3、In the inductive method, the teacher induces the learners to realize grammar rules with some form of explicit explanation.
4、Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.
5、Explicit knowledge refers to our unconscious knowledge about the language. We can talk about it, analyze it and apply it in conscious ways.
Unit 8.3 Grammar practice随堂测验
1、Grammar practice is usually divided into two categories: mechanical practice, effective practice.
2、Comprehension drills and transformation drills are the most frequently used in mechanical practice
3、In meaningful practice, the focus is on production, comprehension or exchange of structures through the students “keep an eye on” the way newly learned structures are used in the process.
4、Using prompts for practice has also proved to be an effective way of grammar practice.
5、Mechanical practice involves activities that are aimed at form accuracy.
Unit Nine Teaching Vocabulary
Unit 9.1 What does knowing a word involve随堂测验
1、1.What does knowing a word involve? Knowing a word means knowing its pronunciation and stress; Knowing a word means knowing its spelling and grammatical properties; Knowing a word means knowing its ts?origin?and?history;
2、Vocabulary learning “involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”
3、Connotative meaning: the primary, literal or explicit meaning of a word, which 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.
4、Collocations help achieve fluency and appropriateness in language learning.
5、Language is made up of three main elements: grammar, phonology and vocabulary.
Unit 9.2-9.3 Ways to present and consolidate vocabulary随堂测验
1、Hyponyms refer to a group of words that go together to form meaning
2、For effective teaching of vocabulary, it is always useful for a teacher to have a list of techniques so that learners can choose a technique according to the type of vocabulary and different age level of the learners.
3、Providing a visual or physical demonstration whenever possible, using pictures, photos, video clips, mimes or gestures to show meaning is one of the ways to present vocabulary.
4、Labeling is one way to consolidate vocabulary, in which students are given a picture. They are to write the names of the objects indicated in the picture.
5、Use word roots and common affixes to build new lexical knowledge on what is already known.
Unit 9.4 Vocabulary learning strategies随堂测验
1、To improve the quality of revision, learners should do spaced revision and review the newly learned words regularly.
2、In order to let students create their personal dictionary, perhaps regular class time should be devoted to help students specifically work on their vocabulary notebooks particularly at the beginning stage.
3、In managing a strategy use, students should first be guided constantly to self-evaluate the effectiveness of their strategy used for vocabulary learning.
4、There are generally five strategies involved in vocabulary learning: Reviewing regularly, Guess meaning from context, Organizing vocabulary effectively, Use a dictionary and Treating vocabulary items indiscriminately.
5、Generally speaking, the topic, the word formation, the possible meaning connect between the given word and other words and the linguistic pattern where the word appears may contribute to the discovery of meaning.
Unit Ten Teaching Listening
Unit 10.1-10.3The difficulties of listening and the characteristics of listening process随堂测验
1、Characteristics of the listening process include: Spontaneity, Context, Visual Clue, Listener’s response, and Body?Language.
2、One major reason for students’ poor listening skill is that listening is often neglected in teaching due to lack of teaching materials, lack of equipment and lack of real-life situations where language learners need to understand spoken English.
3、The context of listening is usually known to both the listener and the speaker in real life . In other words, we know the relationship between the listener and the speaker.
4、While listening, the speakers’ facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.
5、In the top-down model, listening comprehension is believed to start with sound and meaning recognition. In other words, “we use information in the speech itself to try to comprehend the meaning”.
Unit 10.4 Principles for teaching listening随堂测验
1、Principles for teaching listening are Focus on process, combine form-focused teaching with communication ,Focus on comprehension of meaning and Grade difficulty level appropriately.
2、There are two major purposes in listening. The first is for social reasons, the second is to obtain and exchange information.
3、While designing listening tasks, it is very important to grade the difficulty level of the tasks.
4、In selecting and using listening activities, Ur penny takes a step further by summarizing the following principles: authentic language, being interesting, contextualization, meaningfulness and sound accounting
5、In selecting and using listening activities, the teacher try to ensure that the activity must use authentic language without significantly slower or simpler speech than would normally be used in everyday life.
Unit 10.5 Models of teaching listening随堂测验
1、As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.
2、In the bottom-up model, listening comprehension is believed to start with sound and meaning recognition. In other words, “we use information in the speech itself to try to comprehend the meaning”.
3、Bottom-up processing refers to the use of background knowledge in understanding the meaning of a message.
4、The?post reading stage?is?the?most?difficult?for?the?teacher?to?control?,?because?this?is?where students need to pay attention and process the information actively.
5、There is a method called Listen?And?Act, which concentrates on learning language by listening and responding to commands or directions.
Unit Eleven Teaching Speaking
Unit 11.1-11.4 Teaching speaking (1)随堂测验
1、Spoken English is not well planned, but ______.
A、spontaneous
B、natural
C、sudden
D、practical
2、Sentences in spoken English are often incomplete, ungrammatical, and full of ______, false starts, and redundancies.
A、hesitation
B、hesitations
C、unwillingness
D、stop
3、If it is not recorded, spoken language can’t be listened to again. It is expected to be understood ______.
A、right
B、immediately
C、differently
D、difficultly
4、The difficulties for English learners to speak include: _____, who are talking to,check if the listener understands.
A、time pressure
B、timing
C、distance
D、orientation
5、The features of natural speech include: _____, rephrases, hesitations, incomplete sentences, fillers, pauses.
A、stop
B、distance
C、time pressur
D、repetitions
Unit 11.5-11.6 Teaching speaking (2)随堂测验
1、1. One can only improve speaking by speaking more. ( )
2、2. Common characteristics in successful speaking tasks include: minimum foreign talk, even participation, high motivation, right language level. ( )
3、3. The purpose of giving students a variety of speaking is to make them be able to cope with different situations in reality. ( )
4、4.Controlled activities mainly focus on meaning and communication. ( )
5、5. Communicative activities allow for real information exchange. ( )
Unit Twelve Teaching Reading
Unit 12.1-12.4 Teaching reading(1)随堂测验
1、Writing is a real-life reality. Day to day, we write to get things done and to form and maintain______.
A、free
B、social relationships
C、communication
D、expression
2、We write for various reasons, such as to convey ______ or just to keep a record of what is in our life.
A、message
B、emotion
C、messages
D、affection
3、The communicative approach to writing is to motivate students by engaging them in some act of______.
A、reading
B、delivery
C、expression
D、communication
4、The purpose of writing in FLT is to______ language that is recently studied.
A、consolidate
B、study
C、learn
D、forget
5、While writing, some never put down a word before ______ the sentence many times in their mind.
A、consolidate
B、put
C、keep
D、bring
Unit 12.5-12.6 Teaching reading(2)随堂测验
1、The product-oriented method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.
2、In order to motivate students to write, we should leave students enough room for creativity and imagination
3、The process-oriented method of teaching writing is that the teacher provides the help to guide the students through the process that they undergo when they are writing.
4、In order to motivate students to write, we should encourage collaborative group writing.
5、Making the topic of writing as close as possible to students’ life is important for motivating students to write.
Unit 12.7-12.8 Teaching reading(3)随堂测验
1、1. The purpose of pre-reading is to facilitate while-reading activities. ( )
2、2.The reader’s predictions, whether right or wrong, will get his mind closer to the theme of the text to be read. ( )
3、3.The key point in scanning is that the reader has something in his mind and he should ignore the irrelevant parts when reading. ( )
4、4. The purpose of transition device is be able to simplify sophisticated output. ( )
5、5.Information presented in plain text form does not facilitate information retention. ( )
Unit Thirteen Teaching Writing
Unit 13.4-13.6 Teaching Writing(2)随堂测验
1、1. The product-oriented method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal. ( )
2、2. In order to motivate students to write, we should leave students enough room for creativity and imagination.( )
3、3. The process-oriented method of teaching writing is that the teacher provides the help to guide the students through the process that they undergo when they are writing.( )
4、4. In order to motivate students to write, we should encourage collaborative group writing. ( )
5、5. Making the topic of writing as close as possible to students’ life is important for motivating students to write.( )
Unit Fourteen Integrated Skills
Unit 14.1 14.2 Integrated Skills (1)随堂测验
1、Among the four language skills, listening and reading skills are receptive skills.
2、Among the four language skills, productive skills are speaking and listening.
3、There are often two ways to integrating the four skills, namely simple integration and complex integration.
4、In terms of simple integration, a listening text is always used as model for the students’ speaking and a reading text is always used as a model for the students’ writing.
5、If students are able to read a story, this skill will help them write their own story.
Unit 14.3 14.4 Integrated Skills (2)随堂测验
1、Integrating the four skills means that teachers work at the level of vocabulary and sentence patterns.
2、Teachers should put every detail into every lesson.
3、The textbook can never be adjusted as it is standardized.
4、As integrating the four skills can be demanding for the teacher, the teaching method should not be recommended in practical teaching.
5、Integrating the four skills into language can be motivating, because students are using the language for a real purpose.
Unit Fifteen Assessment in Language Teaching
Unit 15.1 15.2 Assessment in Language Teaching (1)随堂测验
1、Assessment involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.
2、Summative assessment is done mostly done at the beginning of a learning period.
3、Formative assessment is based on information collected in the classroom during the teaching process.
4、Testing often takes the pencil and paper form and it is usually done at the end of a learning period.
5、Evaluation is often for administrators who would want to know whether the money they spent or the policy change has had good results.
Unit 15.3 15.4 15.5 Assessment in Language Teaching (2)随堂测验
1、Criteria-referenced language assessment is based on a fixed standard or a set of criterion.
2、Individual-referenced assessment is designed to measure how the performance of a particular student of group of students compares with the performance of another student or group of students whose scores are given as the norm.
3、A test whose items are designed in different formats tends to have less validity and reliability than that is designed in a single format.
4、Test items cannot be designed in various formats.
5、In reality, it is quite difficult to follow the assessment principles.
Unit Sixteen Research Methods of Language Teaching and Learning
Unit 16.1 16.2 Research methods (1)随堂测验
1、Research can be a very simple activity designed to provide answers to very simple questions relating to day-to-day activities.
2、The difference between research and non-research activity is, in the way we find answers to our research questions.
3、Research is not a systematic process of inquiry.
4、Be rigorous means that the research procedures you follow to find answers to questions are relevant, appropriate and justified.
5、Be empirical means that any conclusions you draw are based on evidence you gather from information collected from real-life experiences or observations.
Unit 16.3 Research methods (2)随堂测验
1、Explanatory research attempts to explore an area where little is known or to investigate the possibilities of undertaking a particular research study.
2、Descriptive study attempts to discover or establish the existence of a relationship between two or more aspects of a situation.
3、Experimental research is the most conclusive of scientific methods.
4、Correctional research is done to determine relationships among two or more variables, and to explore their implications for cause and effect.
5、The classification of the types of a study is mutually exclusive.
Unit 16.4 Research methods (3)随堂测验
1、The problem statement should be accompanied by a description of the background of the problem and a rationale or justification for studying it
2、Research problems are usually stated as questions and often as hypotheses.
3、Each of the measuring intruments that will be used to collect data from the subjects should be described in detail and a rationale should be given for their use.
4、Other studies related to the research problem should be located and their results briefly summarized.
5、Not all the key terms in the problem statement and hypothesis should be defined as clearly as possible.
学习通英语课程与教学论_2
在学习通英语课程的学习中，我们需要注意到一些重要的教学论点。
1. 多样化的课程设计
多样化的课程设计可以增加学生的学习兴趣，提高学习效果。课程设计要有趣味性和实用性，要适应学生的年龄和学习需求。
2. 充分发挥网络教学的优势
网络教学具有时间和空间的自由度，能够提高学生的参与度和学习效果。在网络教学中，教师需要充分利用在线交流的功能，与学生进行互动，及时解答学生的问题。
3. 学生主体性的培养
学习通英语课程的学习中，教师应该培养学生的主体性，让学生在学习中充分发挥自己的主观能动性和创造力。教师要利用网络教学的优势，让学生参与到协作学习中，共同完成学习任务。
4. 着重培养学生的语言实际应用能力
学习英语最重要的是语言实际应用能力的培养。在学习通英语课程中，教师应该注重培养学生的听、说、读、写能力，让学生可以流利地使用英语进行交流。
5. 注重学生的情感教育
学习通英语课程中，教师应该注重学生的情感教育，帮助学生建立正确的学习态度和价值观，培养学生积极进取的精神。教师要以身作则，引导学生树立正确的人生观。
6. 不断反思和完善教学
在学习通英语课程的教学中，教师需要不断反思和完善教学，总结经验，不断改进。教师需要与学生保持良好的沟通，了解学生的学习情况，及时调整教学策略。
以上是学习通英语课程与教学论的相关内容。通过学习和实践，我们可以不断提高教学质量，提高学生的学习效果。
