英语学科知识与教学能力（高级中学）英语教学法单选题专项(汇编)1.Whentheteacherattemptstoelicitmoreinformationfromthestudentsbysaying“And...?'”,“Good.Anythingelse?”,etc.,he/sheisplayingtheroleofa.A.prompterB.participantC.managerD.consultant2.Formoreadvancedlearners,groupworkmaybemoreappropriatethanpairworkfortasksthatare.A.linguisticallysimpleB.structurallycontrolledC.cognitivelychallengingD.thematicallynon-demanding3.Whenyoufocuson“utterancefunction”and“expectedresponse”byusingexampleslike“Hereyouare”,“Thanks”,youareprobablyteachinglanguageatthe.A.lexicallevelB.sentencelevelC.grammaticallevelD.discourselevel4.Whichofthefollowingtasksfailstoencourageactivelanguageuse?A.RecitingatextB.BargaininginashopC.WritinganapplicationletterD.Readingtogetamessage5.Ateachermayencouragestudentstowhentheycomeacrossnewwordsinfastreading.A.takenotesB.askforhelpC.guessmeaningfromcontextD.lookupthewordsinadictionary6.Whichofthefollowingstatementsabouttaskdesignisincorrect?A.Activitiesmusthaveclearandattainableobjectives.B.Activitiesshouldbeconfinedtotheclassroomcontext.C.Activitiesmustberelevanttostudents'lifeexperiences.D.Activitiesshouldhelpdevelopstudents'languageability.7.Ifsomeonesays“Iknowtheword”,heshouldnotonlyunderstanditsmeaningbutalsobeabletopronounce,spell,andit.A.explainB.recognizeC.memorizeD.use8.Teacherscouldencouragestudentstousetogatherandorganizetheirideasforwriting.A.elicitingB.mindmappingC.explainingD.brainstorming9.Whenstudentsareaskedtogotothelocalmuseum,libraries,etc.tofindoutinformationaboutendangeredanimalsandworkoutaplanforanexhibition,theyaredoinga(n)A.surveyB.experimentC.projectD.presentation10.Whichofthefollowingtasksfailstodevelopstudents'skillofrecognizingdiscoursepatterns?A.AnalyzingthestructureofdifficultsentencesB.Checkingthelogicoftheauthor'sargumentsC.GettingthescrambledsentencesintoaparagraphD.Markingoutcommonopenerstostoriesandjokes11.Whichofthefollowingassumptionsfailstodescribethenatureofvocabularyorvocabularylearning?A.Wordsarebestlearnedincontext.B.Alexicalitemcanbemorethanoneword.C.Allwordsinonelanguagehaveequivalentsinanother.D.Learningawordincludeslearningitsform,meaninganduse.Whenateachercreatesareal-lifesituationforhisstudentstodiscuss,heexpectsthemnottofocusontoomuch.A.formB.useC.meaningD.functionItissuggestedthatteachersshouldnotinterruptstudentsforerrorcorrectionwhentheactivityaimsat.A.accuracyB.fluencyC.complexityD.cohesionWhenaskingstudentstoquicklyruntheireyesoverawholetexttogetthegist,wearetrainingtheirskillof.A.scanningB.mappingC.predictingD.skimmingTeacherswhoadoptthemodelforreadingcomprehensionmaystartteachingatextbyintroducingnewvocabularyandstructures.A.parallelB.serialC.top-downD.bottom-upItissuggestedthatlower-levelEFLlearnerslearntoreadbyreadingmaterials.A.simpleandauthenticB.academicandauthenticC.originalandclassicalD.classicalandauthenticWhenaskingthestudentstoarrangethescrambledsentencesintoalogicalparagraph,theteacherisfocusingon.A.readingskillsB.criticalthinkC.proofreadingskillsD.textualcoherenceWhichofthefollowingisatypicalfeatureofformalwriting?A.Archaicwordsareusuallypreferred.B.Theprecisionoflanguageisapriority.C.Shortandincompletesentencesarepreferred.D.Anintimaterelationshipwiththeaudienceisestablished.Whichofthefollowingwritingactivitiesmaybeusedtodevelopstudents'skillofplanning?A.Editingtheirwritingingrou...
