正确答案:

题目：在语法教学中，语法练习的形式有哪几种(10分)?请对任意两种练习形式进行举例说明(10分)。

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学习资料的答案和解析：

[单选题] The process of perceiving others is rarely translated (to ourselves or others) into cold, objective terms."She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas, and characters.Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways.Berger suggests several methods for reducing uncertainties about others; who are known to you so you can compare the observed person′s behavior with the known others′ behavior, observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for, deliberately structuring the physical or social environment so as to observe the person′s responses to specific stimuli, asking people who have had or have frequent contact with the person about him or her, and using various strategies in face-to-face interaction to uncover information about another person-question, self-disclosures, and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise.You may have known someone for ten years and still know very little about him.If we accept the idea that we won′t ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions.It will also keep us from being too surprised or shocked by seemingly inconsistent behavior.Ironicajly, those things that keep us from knowing another person too well(e.g.secrets and deceptions) may be just as important to the development of a satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g.disclosures and truthful statement).

There are things that we find preventing us from knowing others.These things are_______.

deceptions

解析：1.根据第一段"More often，we try to get inside the other person to pinpoint his or her attitudes，emotions，motivations，abilities，ideas，and characters."可知，我们很少根据多高、染什么颜色的头发、穿什么衣服去认识一个人，而更多的是通过他的内在去判断。因此，答案为C。 2.结合第二段和第三段内容可知，有一些人总是为他人的所作所为感到吃惊，这是因为他们没有意识到我们永远不可能完全了解一个人。 3.由第三段可知，我们可能认识一个人十年了但还是对他所知甚少，"because people are constantly changing and the methods we use to obtain information are often imprecise"因为我们获取信息的方式通常是不准确的，A项是对impreclse的同义转述。 4.我们发现有一些东西阻碍我们认识别人，根据第三段"those things that keep us from knowing another person too well (e.g.secrets and deceptions)"可知，D为正确答案。 5.本文分别讲了how to perceive others，methods of perceiving others，factors preventing us from knowing others，因此答案为B。

[单选题]学习是可以用经验或练习来解释的、可观察的行为变化。( )A.正确B.错误

解析：题干中描述是错误的，学习是个体通过联系或反复经验来获得的持久的行为潜能或行为。潜能是观察不出来的，所以题干描述错误。【解析】学习是由练习或经验引起的行为或行为潜能的相对持久的变化，并非一定是可观察的行为变化。

[单选题]下位学习包括派生类属学习和( )。

相关类属学习

解析：下位学习又称类属学习，是一种把新的观念归属于认知结构中原有观念的某一部分，并使之相互联系的过程。下位学习包括派生类属学习和相关类属学习。

[单选题]某教师对学校管理提出改进意见，被校长打击报复。校长所侵犯的教师权利是( )。

民主管理权

解析：《中华人民共和国教师法》第七条第五款规定，教师拥有"对学校教育教学、管理工作和教育行政部门的工作提出意见和建议，通过教职工代表大会或者其他形式，参与学校的民主管理"的权利。题目中的校长打击报复提出改进意见的教师，侵犯了教师的民主管理权。故选择D。

[单选题]短时记忆保持的时间大约是2秒到5秒。( )A.正确B.错误

解析：短时记忆(short-termmemory)简称STM，也称工作记忆，是信息加工系统的核心。短时记忆的容量又称为记忆广度，指彼此无关事物短暂呈现后能记住的最大数量。人的短时记忆广度为7+2个组块。而短时记忆的保持时间在无复述的情况下只有5～20秒，最长也不超过1分钟。

[单选题]格式塔心理学家认为，学习所迁移的不是两个学习情境的共同成分，而是两个学习情境中的( )。

共同关系

解析：格式塔心理学家认为，迁移不是由于两个学习情境具有共同成分、原理和规则而形成，而是由于学习者突然发现两个学习经验之间存在的共同关系的结果。故选择C。

[单选题]批改学生作业时，张老师使用了"你最近进步很快，祝贺！""关于某某知识点的掌握还不够好，加油！"等批语，并对后续学习提出针对性建议。从评价功能与进行的时间来看，这种评价方式属于( )。

形成性评价

解析：形成性评价是在教学过程中为改进和完善教学活动而进行的对学生学习过程及结果的评价。

[单选题]班主任对学生李丽的评语是"这段时间你开始主动回答问题，学习态度也更加认真，考试时更加有信心，因此你的学习成绩提高很多，继续加油啊"这种评语方式是( )。

形成性评价

解析：形成性评价是在教学过程中为改进和完善教学活动而进行的对学生学习过程及结果的评价。故选择B。A选项，诊断性评价是在学期开始或一个单元教学开始时，为了了解学生的学习准备状况及影响学习的因素而进行的评价。C选项，总结性评价是在一个大的学习阶段、一个学期或一门课程结束时对学生学习结果的评价，也称为终结性评价。D选项，不存在全程性评价这一说法，故排除D选项。

[单选题] In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of ______.

listening for gist

解析：考查听力教学。在听前活动中，学生需要学会应对听力过程中模糊不清的内容，并且需要意识到当他们不能完全理解每一个单词的时候仍然可以学习。这属于培养学生听主旨的能力，A为听细节，B为听主旨，C为听结构，D为听词汇。故选B。