Which of the following is a communicative task?

【名词&注释】

必典考网发布"Which of the following is a communicative task?"考试试题下载及答案，更多教师资格证-高中英语的考试试题下载及答案考试题库请访问必典考网高中教师资格频道。

[单选题]Which of the following is a communicative task?

A. Reading aloud the dialogue on page 24.
B. Writing a party invitation to your friends.
C. Translating the first paragraph into Chinese.
D. Making sentences with the expressions given,

查看答案&解析 查看所有试题

学习资料：

[单选题]下列学习理论中，学生观强调引导儿童从原有的知识经验中"生长"出新的知识经验的是( )。

A. 完形一顿悟说
B. 认知一结构学习理论
C. 建构主义学习理论
D. 信息加工学习理论

[多选题]劳动技术教育就是组织学生参加生产劳动。( )

A. 错

[单选题]对教育的等级化、特权化和专制化予以否定的现代教育特征是( )。

A. 教育的民主化
B. 教育的多元化
C. 教育的终身化
D. 教育的全民化

[单选题]"吾十有五而志于学，三十而立，四十而不惑，五十而知天命，六十耳顺，七十而随心所欲，不逾矩。"这段话体现出的教育思想是( )。

A. 素质教育
B. 终身教育
C. 全人教育
D. 全纳教育

[单选题]短时记忆的容量有限，一般只能存储七个左右的信息项目，如要保持信息，就得采取( )。

A. 复述
B. 计划
C. 监视
D. 组织

[单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned a great deal;some, very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites with in the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each students rank in class upon graduation. 　　From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as cap-able learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. they became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers or the school's. 　　Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The "data-based decision makers"in this process are students themselves Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect,drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities. 　　Passage 1

What is the author 's attitude towards the old mission of assessment?

A. Supportive
B. Indifferent
C. Negative
D. Neutral

[单选题]情绪的信号功能是通过表情来实现的。( )A.正确B.错误

A. A

[单选题]在小学教育教学实践中，教师运用多种方法进行反思。下列属于教师反思方法的( )。

A. 教学日志
B. 案例教学
C. 集体备课
D. 课题研究

[单选题]从个体的素质构成出发，思想品德教育主要包括( )。

A. 政治教育、心理教育、道德教育、思想教育
B. 政治教育、思想教育、道德教育、法纪教育
C. 政治教育、思想教育、心理教育
D. 政治教育、伦理教育、道德教育

本文链接：https://www.51bdks.net/show/d0m1m.html