英语测试课程chapter-2ppt课件
合集下载
新标准实用英语教程2-Unit-2-EnvironmentPPT优秀课件
Useful Expressions:
all things considered 从各方面考虑起来 take into consideration 考虑到，顾及 under consideration 在考虑中，在研究中
Collocations:
consider … (to be / as) … 认为……（是）…… He considered the girl (to be / as) beautiful.
without accident 顺利而安全地，安然无恙地
trip
NB:
trip还可以作动词vt. / vi. “绊倒，摔倒；犯错” I tripped over a stone on the ground and fell. He tripped on that difficult question.
responsive adj. 响应的，作出响应的
Collocations:
instruct sb. in sth. 在……指导某人
She instructed a class in English.
Key words and useful expressions
instruct sb. to do sth. 指示某人做某事
Useful Expression:
license plate (=license tag) （汽车等的）牌照
reserve
NB:
reserve的词性变化：
vt.
保留，预定
n.
储备，贮藏量
adj. 贮存的
Derivatives:
reservation n. 保留，（旅馆房间等）预定，预约 reserved adj. 保留的，矜持的
体验商务英语2-Unit2省公开课金奖全国赛课一等奖微课获奖PPT课件
3/41
Brainstorming
4/41
Warming -up Questions:
Do you do shopping online? What kind of goods do you usually buy online? Have you ever met any problems when you
A Credit card /cooling off Money back / method of
B Guarantee /stock
Interest-free /out of after sales
period /credit
1. The time when you can change your mind adnedtcaailnsc/eslearnviocreder
A stock B storage C warehouse
6 Products and services offered at a large
discount are generally a(n) ___.
Key: A/CA/B sale B bargain C offer
12/41
Combine words from boxes A and B. Make phrases that match definitions 1 to 7.
5. When the goods you require are not available
6. A promise to give your money back if you are not happy
7. The help you get from a company when you start to use their product
Brainstorming
4/41
Warming -up Questions:
Do you do shopping online? What kind of goods do you usually buy online? Have you ever met any problems when you
A Credit card /cooling off Money back / method of
B Guarantee /stock
Interest-free /out of after sales
period /credit
1. The time when you can change your mind adnedtcaailnsc/eslearnviocreder
A stock B storage C warehouse
6 Products and services offered at a large
discount are generally a(n) ___.
Key: A/CA/B sale B bargain C offer
12/41
Combine words from boxes A and B. Make phrases that match definitions 1 to 7.
5. When the goods you require are not available
6. A promise to give your money back if you are not happy
7. The help you get from a company when you start to use their product
大学英语ppt课件2Unit2视听说
group
❖Work in pairs and make up a mini dialogue with one of the above-mentioned expressions.
Speaking-Out
❖Work in groups of four and talk about classes you like or dislike. Try to give details such as the teaching methods, students’ activities, etc.. Use expressions of exaggeration.
非正式 模仿 无礼的
Further Listening & Speaking
❖Take down some notes on the informality in American college classes;
❖Exchange your notes with your partners’.
❖Compare American classes with Chinese classes.
Thank you!
2007 . 5
Further Listening & Speaking
Listen to a passage about American classes and do the following tasks.
❖Words you need to know
informality n. imitate v. disrespectful a.
Lead-In Questions
What are the compulsory/optional subjects for you this semester? Which one do you like best? If you don’t like one, will you skip the class?
❖Work in pairs and make up a mini dialogue with one of the above-mentioned expressions.
Speaking-Out
❖Work in groups of four and talk about classes you like or dislike. Try to give details such as the teaching methods, students’ activities, etc.. Use expressions of exaggeration.
非正式 模仿 无礼的
Further Listening & Speaking
❖Take down some notes on the informality in American college classes;
❖Exchange your notes with your partners’.
❖Compare American classes with Chinese classes.
Thank you!
2007 . 5
Further Listening & Speaking
Listen to a passage about American classes and do the following tasks.
❖Words you need to know
informality n. imitate v. disrespectful a.
Lead-In Questions
What are the compulsory/optional subjects for you this semester? Which one do you like best? If you don’t like one, will you skip the class?
剑桥二级上册Unit2 PPT
He doesn’t like red_o__r _yellow.
Unit 2
Is this book yours?
Words
bat /bæ t/
n. 蝙蝠； 球棒
fan /fæ n/
n. 风扇； 迷
bank /bæŋk /
n. 河岸； 银行
tank /tæŋk/
n. 坦克； 蓄水池
v. ask/ɑ:sk/ 询问 adj. blonde/blɒnd/ 白肤金发碧眼的(女人)
3. have/has gone to spl. Eg. He isn’t in. He has gone to Beijing. 4. but转折连词
and并列连词 or选择疑问句中表选择，否定句中表并列 so因果连词 Eg. He likes red, b__u_t he doesn’t like yellow.
2. Is this book yours? = Is this your book?
Eg. That is my new book. = That new book is _m_i_n_e_. Those toys are theirs. = Those are _t_h_e_ir_t_o_y_s_.
ph. have gone to 去了某地未回 /gɒn/
has gone home 回家了 have been to 去过某地已回
Pronoun
Chant
This is my bike. The bike is mine. That is your pet. The pet is yours. This is his watch. The watch is his. That is her star. The star is hers. That is our school. The school is ours. This is their room. The room is theirs.
Unit 2
Is this book yours?
Words
bat /bæ t/
n. 蝙蝠； 球棒
fan /fæ n/
n. 风扇； 迷
bank /bæŋk /
n. 河岸； 银行
tank /tæŋk/
n. 坦克； 蓄水池
v. ask/ɑ:sk/ 询问 adj. blonde/blɒnd/ 白肤金发碧眼的(女人)
3. have/has gone to spl. Eg. He isn’t in. He has gone to Beijing. 4. but转折连词
and并列连词 or选择疑问句中表选择，否定句中表并列 so因果连词 Eg. He likes red, b__u_t he doesn’t like yellow.
2. Is this book yours? = Is this your book?
Eg. That is my new book. = That new book is _m_i_n_e_. Those toys are theirs. = Those are _t_h_e_ir_t_o_y_s_.
ph. have gone to 去了某地未回 /gɒn/
has gone home 回家了 have been to 去过某地已回
Pronoun
Chant
This is my bike. The bike is mine. That is your pet. The pet is yours. This is his watch. The watch is his. That is her star. The star is hers. That is our school. The school is ours. This is their room. The room is theirs.
CHAPTER 2 ASPECTS OF FOREIGN LANGUAGE TEACHING
In the context of language teaching, the first two questions have to do with syllabus design, the third with language teaching methodology, and the fourth with assessment and evaluation. Syllabus design, then, is the selection, sequencing, and justification of the content of the curriculum（教学大纲的设 计,是选择、排序,和课程的内容的理由 ）.
Structural View （结构主义 语言理论） :
It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . Each language has a finite number of such structural items.
Interactional View :（交互语言理 论）
It consider language as a communicative tool , whose main use is to build up and maintain social relations between people.
These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notionalfunctional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it.
Chapter 2-1task-based teaching approach
—转引自张琳琳（2004）
the features of Task-based Language Teaching
1.TBLT offers the opportunity for ―natural‖ learning inside the classroom. 2.It emphasizes meaning over form but can also cater for learning form.
任务： 人们在学习、理解、 体会语言之后所开展 的活动。
1. Meaning is primary. （意义是首要的）。
2.There is a communicative problem to be solved. （有某 个交际问题需要解决。）
3.There is some sort of relationship to comparable realworld activities.（任务具有在现实生活中有发生的可能 性。）
personal experiences as important contributing elements to classroom learning.
把学习者个人的经历作为课堂学习的重要因素。
5. An attempt to link classroom language learning with language activation outside the classroom.
3.It is intrinsically motivating.
4.It is compatible with a learner-centered educational philosophy. 5.It can be used alongside a more traditional approach.
the features of Task-based Language Teaching
1.TBLT offers the opportunity for ―natural‖ learning inside the classroom. 2.It emphasizes meaning over form but can also cater for learning form.
任务： 人们在学习、理解、 体会语言之后所开展 的活动。
1. Meaning is primary. （意义是首要的）。
2.There is a communicative problem to be solved. （有某 个交际问题需要解决。）
3.There is some sort of relationship to comparable realworld activities.（任务具有在现实生活中有发生的可能 性。）
personal experiences as important contributing elements to classroom learning.
把学习者个人的经历作为课堂学习的重要因素。
5. An attempt to link classroom language learning with language activation outside the classroom.
3.It is intrinsically motivating.
4.It is compatible with a learner-centered educational philosophy. 5.It can be used alongside a more traditional approach.
新能源汽车专业英语最新版精品课件第2章第2节
module pack electrode electrolyte separator parameter
['mɒdju:l] [pæ k] [ɪ'lektrəʊd] [ɪ'lektrəlaɪt] ['sepəreɪtə(r)] [pə'ræmɪtə(r)]
回顾
ampere-hour (Ah) capacity calendar life cycle life deep-cycle battery depth of discharge (DoD) double-layer capacitor
负极
nickel-cadmium (Ni-Cd) battery 镍镉(Ni-Cd)电池
2.2 Construction and Principle 结构与原理
nickel-metal hydride (NiMH) battery oxidation-reduction reaction
participate in
Chapter 2 Power Batteries of EVs 电动汽车动力电池
本章学习内容 本章学习目标 本章难点重点
2.1 Basic Terminology and Types of Power Batteries 动力电池的基本术语和类型（2学时） 2.2 Construction and Principle 结构与原理 2.3 Battery Management and Cooling Systems 电池管 理与冷却系统（2学时） 2.4 Battery Charging Technology 电池充电技术 2.5 Service and Testing 维护与测试（2学时）
回顾
Battery Terminology
Unit2素能测评课件牛津译林版英语八年级下册
Ⅰ
Ⅱ
Ⅲ
Ⅳ
Ⅴ
Ⅵ
Ⅶ
Ⅷ
Ⅸ
第三部分 阅读（共两节，满分30分）
Ⅶ. 阅读理解（共10小题；每小题3分，满分30分） 第一节 阅读下列短文，从每小题所给的A、 B、 C、 D四个选项
中选出最佳选项。
A（2024·原创）
Singapore Design Week
Introductions
◆ Since 2014， Singapore Design Week has been held in this “garden
and that she had no money to buy any clothes. I was so moved and I thought I had to do 28 ， too. So when I bought food one day， I 29 to buy her some rice. I started 30 to the woman（named Gloria who was also a volunteer） in the shop about my friend Jane. The woman looked at me in surprise. “Does she eat noodles？” she asked. “Yes，” I replied. She immediately started 31 a bag with noodles， cookies， sweets and other things. “Give this to her for me.” I couldn’t believe 32 but cried
Ⅰ
Ⅱ
Ⅲ
Ⅳ
Ⅴ
Ⅵ
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
.
2
测试(test)又称测验
Anastasi (1982): “测试实质上是指对行为样本所做的 客观的标准化的测量。”这个定义是人们公认的最权威 的定义，它包含以下三个基本要素：
1、行为样本：是指对语言能力表现行为的有效的抽样。 2、客观的测量：是指测量的标准是否符合实际。 3、标准化的测量：是指在测试题目的编制、测试的实施、
物数量。也就是说，按照一定的规则给事物的属性指派数 字或符号的过程就是测量。 举例来讲，要测量一下桌子的高度，我们可以拿尺子来量 一下，看它有多高。尺子是人么根据一定的法则规定的量 具，利用它就可以把事物的属性，即桌子的高度用数字表 示出来。这种测量属于客观测量，因为它基本上不受观察 者的主观判断的影响。 测量包括以下三个要素： 1、事物及其属性：就是测量的对象或目标。 2、指派数字或符号：就是用数字或符号来代表某一事物或 事物的某一属性的量。 3、法则：是指测量所依据的规则和方法，是测量的关键。 法则不好或不可靠，得到的测量结果就会出现误差，失去 测量的意义。
第二章 考试功能及其类别
2.1 测量、测试与评估 2.2 考试功能
教学功能 科研功能（见P24） 2.3 考试类别 根据考试目的的分类 根据考试方式的分类 根据语言测量形式的分类 根据评分方式分类 根据考分解释分类
.
1
一、测试、测量及评价之间的关系
测量（measurement) Stevens （1951）：广义而言，测量就是根据法则赋予事
分班考试的内容具有灵活性，即可以基于语言理论之上， 也可以实际教学大纲中高一级的要求为起点。对于教师 来说，能否把握好难易程度关系到分班考试能否成为有 效的测量工具。
.
13
诊断考试(diagnostic tests)
诊断考试的应用目的与成绩测试恰恰相反，因为成就考 试所关注的是学习成功的程度，而诊断测试关注的是失 败的程度，即学习者在哪些方面犯了错误并借此找出补 救的办法。诊断考试有时也用来发现教学方面存在的问 题。诊断考试可以用来考查单个语言项目（时态），也 可以是综合性的，其目的是为了改进教学，调整教学计 划，进行个别指导。
特征：一、选拔性考试（selection test)，目的是从 众多考生中筛选出佼佼者。二、不与某一具体课程挂钩。
.
11
成就考试(achievement test)，也称成绩测试
成就考试考查学生对所学知识的掌握，它一般要参考某 一教学大纲，甚至考虑到教学方法。像隋堂考试、期中 考试、期末考试，以及各个学校的毕业考试都属于成就 考试，因为它们都是针对以前所学的内容设计的。
.
17
综合性考试(integrative test)
综合性测试是指一次同时考查语言的多方面的知识和技 能的测试。现在常用听写、完型填空、翻译、作文等都 属于综合性测试。看下面这个例子：
one day, the wife of a Chinese king sat watching a worm as is ate some mulberry leaves. Soon it stopped . Then as it slowly turned its head from side side, a very fine thread came out at its . It wrapped the thread around and around itself until it was shut a little cacoon. 这里说的是蚕的发现。所填的空格是动名词、名词和借 此。然而，要正确到填入所需的词，必须懂得上下文的 洗衣和句法关系。
记分以及对分数的解释等方面有一套严密的系统的程序。 只要这样测试才有统一的标准，对不同人的测量结果才 有可比性。 评价(evaluation) Weiss(1972):评价是指为做出某种决策而收集资料，并 对资料进行分析，做出解释的系统过程。 与测量、测试相比，评价的含义更广、综合性更强。
.
3
评价
.
15
间接考试 (indirect test)
“间接”即通过迂回的方法来评估语言能力。间接考试 的一个典型例子是改错联系。
特征：一、不强调考试形式上的真实性，考试形式物欲 与实际语用环境相一致；二、其所选择测试的技能可以 更具有代表性和概括性；三、可选用多项选择题性，可 以提高考试的信度。
.
16
分离式考试 (discrete point test)
分离式考试就是指考题把知识和能力分解为若干个小的 单位，逐个进行测量。例如我们可以把语言分解为语音、 语法、词汇等，然后再设计相应的测试题目。分离式测 试一般集中考查语言的某一方面，或考查学生单方面的 技能。其考试形式主要为多项选择题。
分离式考试的理论基础是：语言是由许多成分组成的， 掌握一种语言就是要掌握这些构成成分；测试一个人的 语言水平也就是考试他对这些成分的理解和使用。（有 的人反对分离式测试，理由是各种单项知识的综合不一 定等于对语言全面的掌握。）
成就考试最大的特点显示在它与教学大纲的关系上。成 就考试可以说是基于教学大纲内容的考试，这也是与水 平测试的区别所在。
.
12
分班考试(placement tests)
分班考试在教学活动中称采用这类考试来确定学生（新 手）种不同的语言水平，以便制定或根据实际情况调整 教学内容和机会。同时，教师可以根据考试成绩把学生 编入不同进度的班级。
成就测试时回顾以前，水平测试时展望未来，同时也注 意过去，而分班考试知识预见未来。诊断考试检查以往 以图补ct test)
这类考试中，学生被要求直接运杯是的技能或能力。 特征：一、直接考试侧重考试形式的真实性，即考试内
容与现实语境的紧密性。二、直接考试便于从总体上考 查产出性能，如口语、写作能力等；三、从命题人员的 角度出发，直接考试具有比较明确的测试目标，即命题 人员清楚要考什么。
常模参照考试 标准参照考试
.
10
水平考试(proficiency test)
水平考试是用来测量学生的语言能力，即看看考试是否 达到某一水平，从而决定其是否能胜任某一任务。这种 测试与过去的教学内容和学习方式没有直接关系。它不 考虑考生以前学过没有，也不考虑是如何学的。像美国 的托福考试，英国的剑桥英语水平证书测试，我国自行 设计的英语水平测试：高考英语考试、研究生入学英语 考试、英语等级考试等等。
测量 测试
测量、测试与评价之间的关系
.
4
教学功能
入学
课程
结业
.
入学 考试 课程 考试 结业
5
根据考试目的分类
水平考试 成就考试 分班考试 诊断考试
.
6
根据考试方式分类
直接考试 间接考试
.
7
根据语言测量形式分类
分离式考试 综合式考试
.
8
根据评分方式考试
客观考试 主观考试
.
9
根据考分解释分类