超星英语课程与教学论答案(学习通2023完整答案)

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Unit One Language and language learning

Unit 1单元检测

1、超星According to the functional view,英语 each language has a finite number of structural items. To Learn a language means to learn these structural items so as to be able to understand and produce language.

2、The课程 functional view not only regards language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.

3、According to the interactional view of language,教学 in order to know how to do what you want to do involves knowing whether it is appropriate to do, and where, when and how it is appropriate to do it, you have to study the patterns and rules of language on the vocabulary level to learn how language is used in different speech contexts.

4、Process-oriented theories are concerned with how the mind organizes new information.

5、论答Condition-oriented theories believes that the nature of the human and physical context in which language learning takes place.

6、案学According to the behaviourist theory,习通 language is learned by constant repetition and the reinforcement of the teacher.

7、The完整 constructivist theory sees learning a process in which the learner constructs meaning based on his or her own experiences and what he/she already knows.

8、Whether someone can become a good foreign language teacher only depend on his 答案/her command of the languages.

9、The超星 most important and most difficult part of the making of a good language teacher is the development of professional competence.

10、Teachers benefits from practice even if they do not keep on reflecting on what they have been doing.

Unit Two Communicative Language Teaching

Unit 2 单元测验

1、英语B: Think about the situations where we are likely to hear the question: “Why don’t you close the door?课程” Choose one right answer from the given ones. Situation 1: One of the speaker’s friends always leaves the door open when he comes into the room. The speaker wants to know the reason so he says this to his friend.
A、a real question
B、教学a command
C、论答a complaint
D、案学a suggestion

2、Situation 2: A student just came into the classroom and left the door open. The teachers says this to the student.（答题情境同第13题）
A、a real question
B、a command
C、a complaint
D、a suggestion

3、Situation 3: The husband always leaves the bathroom door open after he uses it. The wife is saying this to her husband.（答题情境同第13题）
A、a real question
B、a command
C、a complaint
D、a suggestion

4、Situation 4: The wife went out of the house and left the door open. The husband says this to the student.（答题情境同第13题）
A、a real question
B、a command
C、a complaint
D、a suggestion

5、A: Study the following sample activities. Put a Yes in the box if you think the activities meet the criterion. Put a No if you do not think so. Activity One: Work in pairs. Student A: Use the questionnaire below to interview your partner. Take notes on the lines. Student B: Close your book. Listen to your partner’s questions and answer them according to your own situation. Questionnaire (1)How long have you been learning English?__________________ (2)When did you begin?___________________________________ (3)Where did you begin learning English? _____________________ (4)Have you taken any English examinations?__________________ (5)Do you speak English outside the class?____________________ (6)Are you satisfied with your English?________________________ (7)What are the biggest problems in your English?______________ (8)Do you use a dictionary? If yes, what kind?__________________ (9)Do you enjoy learning English?____________________________ (10If so, why? If not, why not?_______________________________ Does Activity One has a communicative purpose?

6、Do student A and B have communicative desires in Activity One?（答题情境同第1题）

7、Does Activity One focus on content, not from?（答题情境同第1题）

8、Do Student A and B use various forms of language to communicate with each other?（答题情境同第1题）

9、Is there no teacher intervention in Activity One?（答题情境同第1题）

10、Is there no material control in Activity One?（答题情境同第1题）

11、Activity Two: Writing Practice A head-teacher is speaking to a teacher in her school. “Next week we’re going to clean the school as follows: Classroom Building 1 on Monday. Building 2 on Tuesday. The computer room and sound lab on Wednesday. The science labs on the Thursday. The library and the Teachers’ Rooms on Friday. Please write a notice for the students and put it up. Thank you.” Work with your partner and write a large notice. Start like this: Classroom Building 1 will be… Does Activity Two has a communicative purpose?

12、Do the students have communicative desires in Activity Two?（答题情境同第7题）

13、Does Activity Two focus on content, not from?（答题情境同第7题）

14、Do the students use various forms of language to communicate with each other?（答题情境同第7题）

15、Is there no teacher intervention in Activity Two?（答题情境同第7题）

16、Is there no material control in Activity Two?（答题情境同第7题）

Unit Three Task-based Language Teaching

Unit 3单元检测

1、From the perspective of CLT, language should be taught based on how it is used in in real life so that learners will develop communicative competence ----the ability to use language appropriately in classrooms.

2、In practice, to develop students’ communicative competence means to develop their linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency through effective classroom activities in listening, speaking, reading and writing.

3、A balance needs to be achieved between the development of knowledge and skills And in accuracy-based and fluency-based activities.

4、Task-based Language Teaching is a developed approach in line with direct methods.

5、TBLT contributes to whole-person development not just linguistic development, focuses on a set of discrete language knowledge rather than on the students’ learning.

Unit Five Lesson Planning

Unit 5单元检测

1、Lesson planning can be done at ______ levels.
A、macro and micro
B、any
C、some
D、any

2、_____ involves obtaining knowledge about the situations, the institution and other features of the teaching context.
A、micro planning
B、macro planning
C、lesson planning
D、classroom management

3、______ involves deciding what and how to teach a lesson in the classroom.
A、micro planning
B、macro planning
C、lesson planning
D、classroom management

4、Different teachers have different teaching styles and may use different teaching procedures, so ________.
A、every lesson is always unique
B、every lesson is always same
C、every lesson is unique sometimes
D、every lesson is same sometimes

5、The first thing in planning lessons is that the teacher needs to ________.
A、write in his or her lesson plan is the teaching aims of the lesson.
B、detail is who the students are.
C、Blackboard designing
D、Teaching methods

6、Only when a teacher knows_________ can he or she plan his or her lesson from the point of view of the students.
A、what knowledge covered in a lesson
B、what his or her student s are able to achieve by the end of the lesson
C、what methods will be used
D、what teaching aids will be used

7、Aims in lesson planning means the realistic goals for the lesson They are not the thing _____ intend to do, but the things that ____ are able to do by the end of the lesson.
A、students, teachers
B、teachers, students
C、students, students
D、teachers, teachers

8、Variety means planning a number of different types of activities for students so that ______ is always interesting, motivating and never monotonous for the students.
A、learning
B、teaching
C、listening
D、reading

9、Flexibility means preparing some extra and alternative tasks and activities so that teachers always have the options to __________.
A、cope with unexpected situations rather being the slaves of written plans or one methodology.
B、go on the written plans rather coping with unexpected situations or problems.
C、go on the written plans.
D、go on the methodology planned to use before class.

10、Learnability means the contents and tasks planned for the lesson should be within_________.
A、the teaching ability of the teacher
B、the learning capability of the students.
C、the learning capability of the teacher
D、the teaching capability of the students

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↘.

单元测验

1、According to Wang Qiang(2006), the realistic goal of teaching pronunciation should be consistency, intelligibility and__________.
A、communicative efficiency
B、productive efficiency
C、personal efficiency
D、interactional efficiency

2、__________means that the pronunciation should be smooth and natural.
A、Communicative efficiency
B、Consistency
C、Intelligibility
D、Intonation

3、_________means the pronunciation should understandable to the listener .
A、Communicative efficiency
B、Consistency
C、Intelligibility
D、Intonation

4、Pronunciation is an umbrella term covering many aspects besides sounds and phonetic symbols, such as stress, __________, and rhythm.
A、Communicative efficiency
B、Consistency
C、Intelligibility
D、Intonation

5、The sentence “I want two tickets to London.” means__________ if the stress is put on “two”.
A、not one ticket
B、not single tickets
C、not Manchester or other city
D、one ticket

6、The sentence “I want two tickets to London. ”means___________ if the stress is put on “return”.
A、not one ticket
B、not single tickets
C、not Manchester or other city
D、one ticket

7、The sentence “I want two tickets to London. ” means___________ if the stress is put on “London”.
A、not one ticket
B、not single tickets
C、not Manchester or other city
D、one ticket

8、In the dialogue between the speaker and the listener of “Would you please turn down the radio a little bit?” and “Sorry”. “Sorry” means _______if it was given with a neutral tone.
A、a normal apology.
B、“No, I don’t want to.” or a rejection
C、“What did you say?” or a question
D、“Pardon?” or being confused

9、In the dialogue between the speaker and the listener of “Would you please turn down the radio a little bit?” and “Sorry”. “Sorry”means _______ if it was given with a falling tone.
A、a normal apology
B、“No, I don’t want to.” or a rejection
C、“What did you say?” or a question
D、“Pardon?” or being confused

10、In the dialogue between the speaker and the listener of “Would you please turn down the radio a little bit?” and “Sorry”. “Sorry”means _______ if it was given with a rising tone.
A、a normal apology
B、“No, I don’t want to.” or a rejection
C、“What did you say?” or a question
D、“Pardon?” or being confused

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 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 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

学习通英语课程是一门在线学习英语的课程，它能够让学生在任何时间、任何地点都能够学习英语。这个课程的教学方法非常先进，采用了多种教学手段，让学生更好地掌握英语。

课程特点

学习通英语课程具有以下特点：

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• 全程在线学习，无时间和地点限制
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• 采用多媒体教学，包括图像、音频、视频等，让学生感受真实的英语环境
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• 教学内容涵盖英语听说读写四个方面，适合不同程度的学生
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• 每个学习单元都有测验和练习，以检测学生的掌握程度
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• 教师在线答疑，及时解决学生的疑惑

教学理论

学习通英语课程的教学理论是基于现代教育学和认知心理学的，它采用了多种教学方法，包括：

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• 多媒体教学：通过图像、音频、视频等多种形式，让学生感受真实的英语环境，提高学生的语感和语音准确性。
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• 互动教学：通过学生与教师的互动，让学生更好地理解和掌握英语知识。教师及时解答学生的问题，让学生更好地掌握知识。
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• 个性化教学：根据学生的自身特点和学习节奏，为学生量身定制学习计划，让学生在轻松愉快的学习氛围中提高英语水平。

学习效果

学习通英语课程的学习效果非常显著，学生具有以下优势：

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• 学习时间和地点自由，不受任何限制，方便快捷。
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• 学习方式丰富多样，适合不同学生的需求。
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• 学习成果显著，学生的英语听说读写四个方面的能力得到了显著提高。
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• 学习效率高，学生可以根据自身特点和学习进度，自由调整学习计划，提高学习效率。

总结

学习通英语课程是一门非常优秀的在线英语学习课程，它采用了多种教学手段，让学生在任何时间、任何地点都能够学习英语。学生可以根据自身特点和学习进度，自由调整学习计划，提高学习效率。学生的英语听说读写四个方面的能力得到了显著提高，这对学生的英语学习和职业发展都具有非常重要的意义。