Teachers in a/an_______classroom are encouraged to show approval for each and every correct performance by their students,and the drills are designed to produce success for the students.A.Grammar-TranslationB.SituationalC.Audio-lingualD.Communicative
Teachers in a/an_______classroom are encouraged to show approval for each and every correct performance by their students,and the drills are designed to produce success for the students.
A.Grammar-Translation
B.Situational
C.Audio-lingual
D.Communicative
B.Situational
C.Audio-lingual
D.Communicative
参考解析
解析：本题考查听说法
C选项，听说法教学的课堂上，教师不容忍学生发生语言错误，并且操练是主要的学习活动。综上，C选项正确。
A选项，语法翻译，故排除。
B选项，情景教学 ，故排除。
D选项，交际的，故排除。
故正确答案为 C 项。
C选项，听说法教学的课堂上，教师不容忍学生发生语言错误，并且操练是主要的学习活动。综上，C选项正确。
A选项，语法翻译，故排除。
B选项，情景教学 ，故排除。
D选项，交际的，故排除。
故正确答案为 C 项。
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单选题Which ofthe following strategies belongs to communication strategy?AWhen speaking English, the students can realize the mistakes and correct them.BThe students often talk about their own feelings about learning with classmates and teachers.CThe students communicate with others by using gestures and expressions.DThe students use reference books to get more information.
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单选题Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students. This way is known as _____.Atop-down modelBbottom-up modelCinteractive modelDintegrative model
单选题High schools teachers used to judge students _____ academic performance alone.Ain favor ofBin charge ofCin face ofDin terms of
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which of the following would happen due to the change in mission for the role of assessment?AMost students would achieve a certain level of academic success.BEducators would raise up the bottom of the rank-order distribution.CTeachers would help low achievers to beat high achievers successfully.DSchools would eliminate sorting and ranking from the schooling process.