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Ⅰ. True or false.
Directions: Judge whether the following statements are true or false. Write a T in the brackets after a true statements and an F before a false statements.
1. Language is a logical system.
2. Language is capable of producing new forms and meanings.
3. Minimal pairs are pairs of words that differ only in one sound.
4. The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.
5. In general, a rising intonation is seen as being more impolite that a falling one.
6. Conscious knowledge of rules does not help acquisition according to Krashen.
7. The goal of foreign language teaching is to produce over-users of monitor.
8. Krashen believes that adults are better language learners, while children are better language acquirers.
9. For Krashen, the affective filter is the principal source of inpidual difference in second language acquisition.
10. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.
11. One function of a language can only be expressed by one structure.
12. A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.
13. Usually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.
14. The stages of a lesson overlap.
15. At each stage of the lesson, activities focus on all four skills.
16. Lesson plans are useful only before the lesson.
17. If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.
18. There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.
19. In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.
20. It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.
21. A real good lesson plan should be long and complicated with detailed lesson notes.
22. Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.
23. All good lesson plans give a clear picture of what the teacher intends to do in the lesson.
24. Writing a comment after each lesson is a useful habit for a teacher to get into.
25. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.
26. Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.
27. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.
28. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.
29. In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.
30. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.
31. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.
32. Learning is more effective when the learners are actively involved in the learning process.
33. With regard to syllabus design, the Communicative Approach emphasizes topics.
34. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.
35. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.
36. The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.
37. In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.
38. A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.
39. The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the inpidual and on personal learning strategies.
40. The vowel is produced without (or with little) restriction during its production and is always voiced.
41. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.
42. Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.
43. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.
44. The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.
45. Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.
46. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.
47. Usually low key is used for emphasis and contrast; mid key indicates an expected, neutral attitude; and low key provides low information.
48. Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is used for questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.
49. The most powerful signal of stress is a change of pitch on the vowel.
50. Syllables are short when they are stressed.
51. Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.
52. Metaphor is a way of talking about one thing in terms of another. It is a device for creating and extending meaning.
53. The relationship between the spoken and written word is identical in English.
54. Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.
55. Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.
56. An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.
57. An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.
58. In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.
59. In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.
60. The aim of the practice stage is to cause the learners to absorb the structure thoroughly.
61. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.
62. An important part of the skill of listening is being able to predict what the speaker is going to say next
63. In an English class we are usually concerned with casual listening.
64. It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.
65. Students almost always enjoy listening to stories.
66. If the teacher were talking too much in class the students would not be learning.
67. Listening activities can only be conducted with the whole class.
68. When the students listen to recorded materials there is very little opportunity for immediate interaction.
69. Silent reading involves looking at the text and saying the words silently to yourself.
70. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.
71. To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.
72. The teacher can help the students to read a text by reading it aloud while they follow in their books.
73. Normally when we read our eyes flick backwards and forwards over the text
74. In order to understand a text well, it is absolutely necessary to understand every word in the first place.
75. Authentic materials can only be used in the classroom for beginners.
76. Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.
77. Through reading the students not only learn new language, but also develop their reading skills.
78. When the readers read to get the general picture, only the main points are what they are interested in, not the detail.
79. Planned conversations usually degenerate into silence or involve only a small number of students.
80. If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.
答案：1. F 2. T 3. T 4. T 5. F 6. T 7. F 8. T 9. T 10. F 11. F 12. F 13. F 14. T 15. F 16. F 17. T 18. T 19. T 20. F 21. F 22. T 23. T 24. T 25. F 26. T 27. T 28. T 29. T 30. T 31. T 32. T 33. F 34. F 35. T 36. F 37. F 38. T 39. T 40. T 41. T 42. T 43. F 44. T 45. F 46. T 47. F 48. T 49. T 50. F 51. T 52. T 53. F 54. T 55. F 56. F 57. T 58. F 59. T 60. T 61. F 62. T 63. F 64. T 65. T 66. F 67. F 68. T 69. F 70. F 71. F 72. F 73. T 74. F 75. F 76. T 77. T78.T 79. T 80. T