第九章单元测试
- In order to improve students’ writing, teachers should carefully grade all writing assignments and give corresponding suggestions. （ ）
- In writing teaching, teachers should pay more attention to （ ）.
- In order to improve their writing, students should be provided with （ ）.
- In order to make secondary school students truly involved in the writing, teachers should try to make a connection to （ ）.
- In pre-writing stage, writers are supposed to （ ）.
- Pre-writing is a great way to overcome writer’s anxiety and get ideas flowing. （ ）
- Peer review doesn’t include （ ）.
- In genre approach-based writing class, teachers are supposed to lead the students to analyze （ ）.
- Different kinds of writing, or genres are used to carry out different purposes. （ ）
- To help students complete certain writing assignments, teachers can ask questions in terms of （ ）.
- During deconstruction in genre approach-based writing class, teachers lead students to learn （ ）.
- It is during the deconstruction in genre approach-based writing class that language teaching involving lexical and grammatical aspect is most likely to occur. （ ）
- During joint construction, the teacher guides students to create a new text the same genre as the model text. （ ）
- The aim of joint construction is for the teacher and students to jointly construct a target text. （ ）
- After the previous two stages in genre approach-based writing class, teachers should directly lead students to the last stage of independent construction. （ ）
- In order to help students build the awareness of genre and accomplish the writing tasks in genre approach-based writing class, teachers often use （ ）.
- The process approach treats all writing as （ ）.
- In process writing, the teacher’s role is someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself. （ ）
- The process approach-based writing class can be divided into three stages including （ ）.
- During the second stage of the process approach-based writing class, the focus is on the （ ）.
- When the writing task is to the end in the process approach-based writing class, students should focus more on form and on producing a really finished piece of work. （ ）
- In ESL / EFL writing instruction, two kinds of brainstorm are often chosen to help students generate ideas in writing including （ ）.
- During group brainstorming in the process approach-based writing class, students of a group are supposed to （ ）.
- Drawing up an outline allows students to think before they write. （ ）
- In the drafting phase, students make editing and proofreading carefully from sentence to sentence and from paragraph to paragraph. （ ）
- In order to improve peer editing, a checklist can be developed by the teacher to specify （ ）.
- The Learning activity-based approach has significant advantages in realizing the cultivating of students’ key competences compared with other methods. （ ）
- The stages of the learning activity-based approach in terms of writing include （ ）.
- The first stage of the learning activity-based approach in terms of writing focuses on connecting the targeted writing theme with （ ）.
- The first stage of learning and understanding activities of the learning activity-based approach in terms of writing can be sorted into （ ）.
- The second stage of applying and practicing activities of the learning activity-based approach in terms of writing can be sorted into （ ）.
- Possible candidate activities in the second stage of applying and practicing activities of the learning activity-based approach in terms of writing can be （ ）.
- The last stage of transferring and creating activities of the learning activity-based approach in terms of writing can be sorted into （ ）.
- Possible candidate activities in the last stage of transferring and creating activities of the learning activity-based approach in terms of writing can be （ ）.
A:错 B:对
答案:错
A:grammar B:creative thinking C:writing skills D:mechanics
答案:creative thinking###writing skills
A:experience of the subject matter B:old knowledge C:new knowledge D:knowledge of the subject matter
答案:experience of the subject matter###knowledge of the subject matter
A:relatives’ everyday lives B:students’ everyday lives C:parents’ everyday lives D:teachers’ everyday lives
答案:students’ everyday lives
A:brainstorms strategies for analyzing the writing material B:answer questions about the writing material C:ask questions about the writing material D:devises strategies for analyzing the writing material
答案:brainstorms strategies for analyzing the writing material###ask questions about the writing material###devises strategies for analyzing the writing material
A:错 B:对
答案:对
A:having a small group of students draft a hypothesis. B:having the entire class discuss anonymous excerpts from teachers’ writing C:having a small group of students review the literature on a topic D:having the entire class discuss anonymous excerpts from students’ writing
答案:having the entire class discuss anonymous excerpts from teachers’ writing
A:language features of the genre B:language features of the paragraph C:structure of the paragraph D:structure of the genre
答案:language features of the genre###structure of the genre
A:错 B:对
答案:对
A:assumed writer’s identity B:writing purpose C:targeted audience D:genre features
答案:assumed writer’s identity###writing purpose###targeted audience###genre features
A:authentic model texts related to the writing task B:authentic model texts related to the reading task C:invented model texts related to the reading task D:invented model texts related to the writing task
答案:authentic model texts related to the writing task
A:对 B:错
答案:对
A:对 B:错
答案:对
A:错 B:对
答案:对
A:对 B:错
答案:错
A:the genre creation strategy B:the genre checklist strategy C:the genre inventory strategy D:the genre replication strategy
答案:the genre checklist strategy
A:a creative act B:a speaking act C:a reading act D:a replicative act
答案:a creative act
A:错 B:对
答案:错
A:evaluating, structuring and editing B:focusing ideas C:pre-writing D:post-writing
答案:evaluating, structuring and editing###focusing ideas###pre-writing
A:meaning B:structure C:grammar D:lexica
答案:meaning
A:错 B:对
答案:对
A:personal brainstorming B:self-brainstorming C:group brainstorming D:collaborative brainstorming
答案:personal brainstorming###group brainstorming
A:evaluate each other’s ideas B:criticize each other’s ideas C:put forward ideas carefully D:put forward ideas quickly
答案:put forward ideas quickly
A:对 B:错
答案:对
A:对 B:错
答案:错
A:punctuation B:language features C:language structures D:spelling
答案:punctuation###language features###language structures###spelling
A:错 B:对
答案:对
A:learning and understanding B:paraphrasing and reconstructing C:applying and practicing D:transferring and creating
答案:learning and understanding###applying and practicing###transferring and creating
A:desk-mate’s own experience and knowledge B:teacher’s own experience and knowledge C:students’ own experience and knowledge D:classmates’ own experience and knowledge
答案:students’ own experience and knowledge
A:summarizing and integrating B:brainstorming and outlining C:perceiving and understanding D:acquiring and sorting
答案:summarizing and integrating###perceiving and understanding###acquiring and sorting
A:acquiring and summarizing B:describing and interpreting C:analyzing and judging D:internalizing and utilizing
答案:describing and interpreting###analyzing and judging###internalizing and utilizing
A:copying writing B:imitative writing C:transcribing writing D:abbreviated writing
答案:imitative writing###abbreviated writing
A:imaging and creating B:debating and sorting C:critiquing and evaluating D:reasoning and arguing
答案:imaging and creating###critiquing and evaluating###reasoning and arguing
A:rewriting B:abbreviated writing C:multiple writing D:sequel writing
答案:rewriting###sequel writing
