中學(xué)英語教學(xué)法在線作業(yè)中學(xué)英語教學(xué)法在線作業(yè)單選題第1題（2.0）分 isusedbynativespeakerstoexpressmeaningsinmanysubtlewayssuchassurprise,complaint,sarcasm,friendliness,threats,etc.rStress'IntonationrRhythmrSpeed第2題（2.0）分WaysofpresentingnewwordssuggestedinWangQiang'sbook（2005）includethefollowingEXCEPT―.AA、Teachallthenewwordsinatextinanisolatedwaybeforereadingthetext.rB、prepareforpossiblemisunderstandingorconfusionthatstudentsmayhave.cC、usesynonymsorantonymstoexplainmeanings.D、Providedifferentcontextsforintroducingnewwords.C、learner'sknowledgeofEnglishgrammarD、D、learner'svocabularysize第4題第4題J(2.0)分Therearetwokindsofstressthatareimportanttoachievinggoodpronunciation,i.e.A、mechanicalA、mechanicalstressandmeaningfulstressB、B、perception理解stressandproductionstressC、word-levelstressandphrase-leveloC、word-levelstressandD、syllable-levelstressandword-levelorphrase-levelstress第5題（2.0）分Asfaraslearningpronunciationisconcerned,therealisticgoalsforthestudentsareconsistency連貫，intelligibility,and .A、VA、B、accuracyC、correctnessB、accuracyC、correctnessD、fastness第6題（2.0）分Whenteachingpronunciation,weshouldA、drillanindividualsoundformorethanafewminutesatimeB>Vcreateapleasant,relaxed,anddynamicclassroomC>askthestudentstoimitate模仿foralongtimeD、beauthoritativeinourteaching第7題（2.0）分Whenpractisingsounds,theactivities“l(fā)istenandrepeatn,“makeupsentences”,“usingmeaningfulcontextw,“usingpictureswand“usingtonguetwisters“belongtothecategoryof .CA、perceptionpractice「B、JproductionpracticeCC、perceptionandproductionpracticesCD、perceptionorproductionpractice第8題（2.0）分WaysofconsolidatingnewwordssuggestedinWangQiang,sbook（2000）includethefollowingEXCEP—.「AJ、copyingthewordsfusingwordnet-workCusingcategoriesC .usingtheInternetresourcesformoreideas第9題（2.0）分Vocabularybuildingstrategiesoutsideclassroomsincludereviewingregularly,organizingvocabularyeffectively,andusinglearnedvocabulary.C ,neglectingthemeaningrememberingthetranslationrecitingthespelling第10題（2.0）分WaysofconsolidatingnewwordssuggestedinWangQiang'sbook(2000)includethefollowingEXCEPA、labeling標(biāo)記objectsinapictureB、spotting圓點(diǎn)，污點(diǎn)thedifferencesintwopicturesC、playingagameof“Whatdidyouseejustnow?”D、'readingthewordsinchorus合唱隊(duì)，歌舞團(tuán),第11題（2.0）第10題（2.0）分WaysofconsolidatingnewwordssuggestedinWangQiang'sbook(2000)includethefollowingEXCEPA、labeling標(biāo)記objectsinapictureB、spotting圓點(diǎn)，污點(diǎn)thedifferencesintwopicturesC、playingagameof“Whatdidyouseejustnow?”D、'readingthewordsinchorus合唱隊(duì)，歌舞團(tuán),第11題（2.0）分Whenteachingvocabularywemusttakeintoconsiderationtwokindsofmeaning.forexample,intheenglishculturetheword“dog”withits meaningreferringtotheanimalitselfhasa meaningoftenrelatedtofriendshipandloyalty,butinadifferentculturethewordmayhavedifferentrelations.A、denotative…denotativeB、connotative…connotativeC、denotative…connotativeD、connotative涵義…denotative延伸D、第12題（2.0）分Whenweareteachingpronunciation,stressandintonationshouldB、beC、beD、betaughttaughtattaughtinfromtheverybeginningtheendofthelearningstagethemiddleofthelearningstageneverbetaught第13題(2.0)分Whenteachingnewwordsthataredifficultforthestudentstounderstand,forexample,sometechnicalwordsorwordswithabstractmeanings,theteachercanA、teachtheminchunks短而厚的木頭B、usesynonymsorantonymsc'、translateandexemplify直接翻譯或簡化D、useaverbal口頭語context第14B、beC、beD、betaughttaughtattaughtinfromtheverybeginningtheendofthelearningstagethemiddleofthelearningstageneverbetaught第13題(2.0)分Whenteachingnewwordsthataredifficultforthestudentstounderstand,forexample,sometechnicalwordsorwordswithabstractmeanings,theteachercanA、teachtheminchunks短而厚的木頭B、usesynonymsorantonymsc'、translateandexemplify直接翻譯或簡化D、useaverbal口頭語context第14題(2.0)分AccordingtoWangQiang,toanswerthequestion“Canthestudentsachievethegoalofacquiringnative-likepronunciation?”wemusttakeintoconsiderationthreethings: ,A、ethicdevotion,professionalqualities,andpersonalstyleB、'learnerage,amountofexposure,anddifferencesofindividualabilityC、teacherfactors,learnerfactors,andschoolfactorsD、letters,phonetictranscripts,andsounds第15題(2.0)分AccordingtoUr(1996),withregardstothethreewaysofteachinggrammar,inductiveanddiscovery歸納發(fā)現(xiàn)法methodshouldbeusedforthosestructuresthataredifficultforthelearnersarecomplicatedforthelearners、canbeeasilyperceivedbythelearnersD、cannotbeperceivedbythelearners第16題（2.0）分Asfaraspronunciationisconcerned,therearetwotypesofpractice,namelyA、studentpracticeandteacherpracticeandproductionpracticeB、perception感知洞察practiceandproductionpracticeC、wordpracticeandsentencepracticeD、stresspracticeandrhythmpracticeC、wordpracticeandsentencepracticeD、stresspracticeandrhythmpractice第17題（2.0）分Whenpractisingintonationwithstudentsintheclassroom,A、wecanexplaintheintonationtothestudentsA、wecanexplaintheB、wenevermakethestudentsknowwhichpartisarise,andwhichpartisafallunder/abovethewords、wecanusehandorarmmovement,usearrows,、wecanusehandorarmmovement,usearrows,ordrawlinesD、wejustlettheintonationtakeplacewithoutourattention第18題（2.0）分Whentryingtoachieveconsistencyinpronunciation,studentsdonothavetoandshouldnotsacrifice犧牲，供祭.A、consistency連貫性

B、'intelligibility可理解性accuracyfluency第19題(2.0)分AccordingtoWallace,thedevelopmentofateacherconsistsofthreestages.ateacherbeginshislanguagetraininginStage1,andacquireshisatStage3.linguisticcompetence、professionalcompetenceC、ownexperienceD、receivedknowledge第20題（2.0）分Richards(1994,1998)believesthatitistheteacher'sinvolvementandhisorherabilityto teachingandmakeactivitiesengagingthatoftenpromotessuccessfullearning.A、generalizeB、personalizeC、simplify簡化D、B、personalizeC、simplify簡化D、complicate第21題（2.0）分WhichofthefollowingarenotoneoftheprinciplesofcommunicativelanguageteachingproposedbyRichardsandRodgers(1986)?A、Communicationprinciple

TaskprincipleMeaningfulnessprincipleD、CorrectnessprincipleD、Correctnessprinciple第22題（2.0）分第22題（2.0）分Oneineffectivewayoflearningvocabulary,whichoftenoccurswhenstudentsstudyvocabularyindividuallyis_learning.A、Jrote死記硬背B、meaningfulC、A、Jrote死記硬背B、meaningfulC、consciousD、unconscious第23題（2.0）分Theguideddiscoverymethodisdifferentfromtheinductivemethodbecausetheprocessofthediscovery andtherulesarethenelicited弓［誘andtaughtexplicitly明確的.A、iscarefullyguidedandassistedbytheteacherA、iscarefullyguidedandassistedbytheteacherismadebythestudentsthemselvestakesplaceautomaticallynevertakesplace第24題（2.0）分Theactivityof“describinganddrawing”forvocabularyconsolidationisoftendoneTheactivityofA、outsidetheclassroomA、outsidetheclassroomB、withoutdoinganythingC、individuallyDJ、inpairs第25題（2.0）分Whenweareteachingpronunciation, andintonationshouldbetaughtfromtheverybeginning.A、knowledgeaboutsoundsB、phoneticrulesC、phonetictranscriptsA、knowledgeaboutsoundsB、phoneticrulesC、phonetictranscripts、stress第26、stress第26題（2.0）分AccordingtoUr(1996),forensuringunderstanding,plentyofcontextualizedexamplesofthetargetstructurearenecessary,acontextualizedexamplesofthetargetstructurearenecessary,andcanaidcomprehension.ndcanaidcomprehension.visualmaterialscomplexterminologyC、teacher'sgrammaranalysisD、students'grammaranalysis第27題（2.0）分AccordingtoNation(2001)receptiveknowledgeofvocabularyinvolvesthefollowingAccordingtoNation(2001)receptiveEXCEPTJbeingabletoconstructitusingtherightwordpartsintheirappropriateformsknowingthattherearesomerelatedwordsbeingabletorecognizethatthewordhasbeenusedcorrectlyinthesentenceinwhichitoccursinthesentenceinwhichitoccurs(4)beingabletorecognizethetypicalcollocations搭酉己(4)A、B、C、D、(4)第28D、(4)第28題(2.0)分Atbeginnerlevel,mostnewwordslearnedbystudentsusuallyhaveimmediatepracticaluseandquicklybecomeone's vocabulary.A、productiveoractiveB、receptiveoractiveC、,productiveorpassiveD、receptiveorA、productiveoractiveB、receptiveoractiveC、,productiveorpassiveD、receptiveorpassive第29題（2.0）分Inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofInA、structuresB、sentencesC、formD、JA、structuresB、sentencesC、formD、Jmeaning第30題（2.0）分Whenteachingpronunciation,weshouldA、Vbuild-upstudents'confidenceB、destroystudents'confidenceC、makestudentsfeelanxiousD、Whenteachingpronunciation,weshouldA、Vbuild-upstudents'confidenceB、destroystudents'confidenceC、makestudentsfeelanxiousD、makestudentsdistracted第31題(2.0)分Whenteachinggrammar,“Youareastrangerinthistown…”and"Apolicemanwasaskingsomequestions...”aretwoexamplesofusingA、mimes啞劇B、gestures手勢C、chainofeventsD、createdsituationsA、mimes啞劇B、gestures手勢C、chainofeventsD、createdsituations第32題(2.0)分Pronunciationcoversmorethanjustphoneticsymbolsandrules.italsoincludes ,andallthesearenotisolatedfromeachother.A、letters,phonetictranscripts,andsoundsB、sounds,letters,andwordsC、sounds,words,andgrammarD、Vstress,intonation,andrhythm第andallthesearenotisolatedfromeachother.A、letters,phonetictranscripts,andsoundsB、sounds,letters,andwordsC、sounds,words,andgrammarD、Vstress,intonation,andrhythm第33題(2.0)分Communicativelanguageteachingapproachesormethodologies,thatCommunicativelanguageteachingapproachesormethodologies,that(clt)hasexpandedtheareascoveredbythepreviousis,cltcoverslanguagecontent(toincorporatefunctions), (cognitivestyleandinformationprocessing),andproduct(languageskills).learningprocessteachingmethodsC、conditionsD、messages第34題（2.0）分AccordingtosomescholarsTask-basedLanguageTeachingis,infact,CommunicativeLanguageTeaching.fact,A、exactlythesameasA、exactlythesameasB、VB、VafurtherdevelopmentofC、oppositetoD、nothingtodowith第35C、oppositetoD、nothingtodowith第35題(2.0)分AccordingtoWangQiang, arethebasisforsyllabusdesign教學(xué)綱要，teachingmethods,teachingprocedures,andeventeachingtechniques.valuesoflifeB、stylesoflifeC、VviewsonlanguageB、stylesoflifeC、VviewsonlanguageD、viewsonculture,第36題（2.0）分Whenteachingvocabularyitisbelievedthatteaching isamoreeffectivewaythan

justteachingonesinglewordatatime,asnation(2001:318)notesthat“allfluentandappropriatelanguageuserequires knowledge.”A、wordcollocations…collocational搭酉己>meaning…meaningfulC、denotativemeaning…denotativeD、connotativemeaning…connotative第37題（2.0）分Whenteachingvocabulary,theteachercan topromotehighmotivation.A、applyrote死記硬背learningB、separatethewordsfromthecontextC、neglectthestudents'learningprocessDJrelatenewlylearnedlanguagetostudentsDJrelatenewlylearnedlanguagetostudentsreallife第38題第38題（2.0）分Viewsonlanguageandbothinfluencetheoriesonhowlanguageshouldbetaught.AJviewsAJviewsonlanguagelearningviewsonculturelearningvaluesoflifestylesoflife第39題（2.0）分Wordsthatoneisabletorecognizeandcomprehendinreadingandlisteningbutunabletouseautomaticallyinwritingorspeakingarereferredtoas

A、receptiveoractiveB、productiveorpassiveC、receptiveorpassiveC、receptiveorpassiveD、productiveoractiveJ第40題(2.0)分WhichofthefollowingisNOTamongEllis'(1990)sixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare?CommunicativepurposeCommunicativedesire(realneed)CJCJNomaterialcontrolD、Teacherintervention第41題（2.0）分Inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofA、languageBJBJinformationC、structuresD、sentences第42題(2.0)分Onelanguageformmayexpressanumberofcommunicativefunctionsandone canalsobeexpressedbyavarietyof .

A、language…dialectsB、dialect…languagesC、languageform…communicativefunctionsD、communicativefunction…languageforms第D、communicativefunction…languageforms第43題(2.0)分Actuallypronunciationisanumbrellatermcoveringmanyaspectsbesidessoundsandphoneticsymbols,suchas .phoneticsymbols,suchas .A、consistency,intelligibility清晰，andcommunicativeefficiencyB、accuracy,fluencyandcomplexityCJ、stress,intonation,andrhythmD、spelling,pronunciationandlexicalmeaning第44題（2.0）分Hedgediscussesfivemaincomponentsofcommunicativecompetence.thesecomponentsinludelinguisticcompetence,pragmatic實(shí)用competence,discourse演講，談話competence,strategiccompetence,and .A、accuracyBJBJfluencyC、correctnessD、grammaticality第45題(2.0)分Thethreeaspectsofpronunc