第一篇：英語教學(xué)論選擇題及答案

第四章

1.根據(jù)卡南爾和斯溫納（Canale and Swain）的論述，交際能力包括語法能力、社會語言能力、篇章能力和____。A.語匯能力

B.詞匯能力

C.語言能力

D.策略能力 Key: D(pp.75)2.英國語言哲學(xué)家奧斯汀認(rèn)為，人在說話的時(shí)候同時(shí)施行著以言述事、以言成事和_________三種行為。A.以言做事

B.價(jià)值判斷

C.表情達(dá)意 D.發(fā)出指令 Key: A(pp.77)

3.韓禮德認(rèn)為，語言的微觀功能包括工具功能、個(gè)人功能、啟發(fā)功能、想象功能、信息功能和_______及______。A.策略功能、思維功能 B.相互關(guān)系功能、規(guī)章功能

C.篇章功能、人際功能 D.思維功能、篇章功能 Key: B(pp.74)

4.一些學(xué)者從社會交際功能的角度出發(fā)，探討________和________的理論。

A.語言學(xué)習(xí)和交際能力 B.語言使用和交際能力

C.語言使用者和語言使用 D.語言使用者和語言能力 Key: C(pp.75)

5.海姆斯的交際能力包括：懂的形式上的可能、能判斷語言形式的可行性、_________和__________。A.能在交際中得體地使用； B.擁有社會語言能力；

知道某些話語能否實(shí)際說出來

擁有語篇能力 C.擁有策略能力； D.擁有策略能力；

擁有篇章能力；

擁有社會語言能力； Key: A(pp.75)

6.英國語言哲學(xué)家奧斯汀的理論中，可以驗(yàn)證，可以是真實(shí)或錯誤的陳述的句子類型是________。A.行為句 B.敘述句

C.受約句 D.指令句 Key: B(pp.77)

7.意念大綱的誕生和___________理論有密切關(guān)系.A.海姆斯的交際能力理論 B.奧斯汀的言語行為理論 C.韓禮德的功能學(xué)派 D.卡南爾和斯溫納的理論 Key: B(pp.78)

8.外語學(xué)習(xí)理論可以分為兩種，一種是探究外語學(xué)習(xí)普遍性和規(guī)律性的研究，另一種是__________。

A.從語言本身結(jié)構(gòu)的研究； B.從社會屬性方面的研究； C.跟其他學(xué)科關(guān)系的研究；

D.不同類型學(xué)習(xí)者學(xué)習(xí)特殊性和規(guī)律性的研究； Key: D(pp.78)

9.華生提出的行為主義心理學(xué)公式是________。

A.刺激——反應(yīng) B.輸入——反應(yīng) C.刺激——理解——反應(yīng) D.輸入——理解——反應(yīng) Key: A(pp.79)

10.按照行為主義的觀點(diǎn)，所有學(xué)習(xí)，不論是言語還是非言語學(xué)習(xí)，都要經(jīng)過一個(gè)________過程。A.接觸刺激 B.做出反應(yīng) C.習(xí)慣形成 D.反復(fù)模仿 Key: C(pp.80)

11.克拉申解釋二語習(xí)得學(xué)習(xí)理論的理論被稱為________。

A.監(jiān)察模式 B.生成模式 C.普遍語法 D.語言輸出假設(shè) Key: A(pp.81)

12.喬姆斯基認(rèn)為，________使得人具有與生俱來的語言習(xí)得能力。

A.語言結(jié)構(gòu) B.大量輸入 C.普遍語法 D.監(jiān)察模式 Key: C(pp.80)

13.喬姆斯基認(rèn)為，母語習(xí)得過程是________。

A.普遍語法——語言輸入——特定語言語法； B.語言輸入——普遍語法——特定語言語法； C.特定語言語法——語言輸入——普遍語法； D.特定語言語法——普遍語法——語言輸入； Key: B(pp.81)

14.克拉申的監(jiān)察模式由習(xí)得和學(xué)得假設(shè)、自然順序假設(shè)、監(jiān)察假設(shè)、________和________構(gòu)成。

A.輸入假設(shè)、輸出假設(shè) B.輸入假設(shè)、普遍語法假設(shè) C.輸入假設(shè)、中介語假設(shè) D.輸入假設(shè)、情感過濾假設(shè) Key: D(pp.81)15.克拉申認(rèn)為，外語學(xué)習(xí)有________和________兩種形式。

A.習(xí)得、理解 B.習(xí)得、輸出 C.輸入、學(xué)得 D.習(xí)得、學(xué)得 Key: D(pp.81)

16.根據(jù)習(xí)得和學(xué)得假設(shè)，________是一種自然的方式，它不被覺察，通過對語言的理解和運(yùn)用，自然獲得語言使用能力。A.學(xué)得 B.語言輸入 C.習(xí)得 D.語言輸出 Key: C(pp.81)

17.根據(jù)習(xí)得和學(xué)得理論，________是有意識的過程。

A.語言習(xí)得 B.語言學(xué)得 C.語言輸入 D.語言輸出 Key: B(pp.81)

18.克拉申認(rèn)為，語言學(xué)得是學(xué)習(xí)________的過程。

A.語言規(guī)則 B.語法 C.語言意義 D.語言形式 Key: A(pp.81)

19.根據(jù)習(xí)得和學(xué)得假設(shè)，最后能達(dá)到弄懂語言知識，并把語言規(guī)則進(jìn)行表述的二語習(xí)得途徑是________。A.習(xí)得 B.輸入 C.學(xué)得 D.刺激 Key: C(pp.81)

20.克拉申提出________來說明習(xí)得語言規(guī)則是有一定次序的。

A.自然順序假設(shè) B.習(xí)得和學(xué)得假設(shè) C.語言輸入假設(shè) D.監(jiān)察假設(shè) Key: A(pp.82)

21.克拉申經(jīng)常引用的詞素習(xí)得順序中，________先于________。

A.規(guī)則動詞過去時(shí)變化、不規(guī)則動詞過去時(shí)變化； B.不規(guī)則動詞過去時(shí)變化、規(guī)則動詞過去時(shí)變化； Key: B(pp.82)

22.克拉申的語言輸入假設(shè)提到，要使人們可以習(xí)得語言，輸入發(fā)人語言必須符合以下要求：足夠的量、________和________。A.可理解的、i+1水平的 B.超出理解范圍、i-1水平的 C.超出理解范圍、i+1水平的 D.可理解的、i-1水平的 Key: A(pp.82)

23.克拉申認(rèn)為，________練習(xí)對習(xí)得來說是沒有幫助的。A.聽 B.說 C.讀 D.記 Key: B(pp.82)

24.克拉申的監(jiān)察假設(shè)認(rèn)為，________起監(jiān)察作用。

A.有意識的學(xué)得 B.無意識的習(xí)得 C.可理解的語言輸入 D.大量的語言輸入 Key: A(pp.83)

25.克拉申的監(jiān)察假設(shè)認(rèn)為，監(jiān)察作用只有具備一下三個(gè)條件才能發(fā)揮：充裕的時(shí)間、________、________。A.大量的輸入、懂得規(guī)則 B.i+1水平的語言輸入、可理解的語

言輸入

C.無意識的習(xí)得、學(xué)得 D.集中注意力、懂得規(guī)則 Key: D(pp.83)

26.克拉申提出的，用來說明心理或感情因素對外語學(xué)習(xí)的影響的假設(shè)是________。

A.習(xí)得和學(xué)得假設(shè) B.情感過濾假設(shè) C.語言輸入假設(shè) D.監(jiān)察假設(shè) Key: B(pp.83)

27.克拉申在其情感過濾假設(shè)中認(rèn)為，影響外語學(xué)習(xí)的心理或情感因素包括一個(gè)人的動機(jī)________和_________。A.興趣、憂慮程度 B.興趣、能力 C.能力、憂慮程度 D.信心、憂慮程度 Key: D(pp.83)

28.對克拉申的監(jiān)察模式，斯溫納提出了不同的看法，就是________。

A.語言輸出假設(shè) B.語言輸入假設(shè) C.言語行為理論 D.普遍語法 Key: A(pp.85)

30.斯溫納的“浸泡式”教學(xué)實(shí)驗(yàn)說明________。

A.語言輸入對外語學(xué)習(xí)具有重要作用；

B.語言輸入過程中，輸入的語言材料應(yīng)該是可理解的； C.外語學(xué)習(xí)中，僅有語言輸入是不夠的，語言輸出對二語習(xí)得意義重大； D.人具有與生俱來的語言習(xí)得機(jī)制； Key: C(pp.85)

31.斯溫納認(rèn)為，語言輸出有三個(gè)功能：一是促進(jìn)語言學(xué)習(xí)者對語言形式的注意；二是________，三是提供學(xué)習(xí)者有意識反思的功能。A.使語言學(xué)習(xí)者懂得語言形式上的可能； B.使語言學(xué)習(xí)者能在交際中得體的使用語言； C.使得語言學(xué)習(xí)者獲得語法能力、社會語言能力、篇章能力和策略能力； D.學(xué)習(xí)者檢驗(yàn)自己提出的假設(shè)的功能； Key: D(pp.85)

32.從某種意義上講，語言輸出活動為語言學(xué)習(xí)者實(shí)踐自己的假設(shè)、________提供機(jī)會。

A.習(xí)得第二外語 B.檢驗(yàn)自己的假設(shè) C.掌握語言規(guī)則 D.有意識地反思 Key: B(pp.86)

33.根據(jù)斯溫納的理論，從認(rèn)知的角度看，________對二語或外語的習(xí)得都是極其重要的。A.語言輸出 B.語言輸入 C.低程度的憂慮 D.強(qiáng)的學(xué)習(xí)動機(jī) Key: A(pp.86)

34.根據(jù)斯溫納語言輸出理論的啟示，在教學(xué)活動中，以下哪種活動的設(shè)計(jì)對學(xué)生的英語學(xué)習(xí)有幫助。A.聽英文歌 B.讀課文 C.看英文視頻 D.小組英文討論 Key: D(pp.86)

35.科德和理查茲認(rèn)為，外語學(xué)習(xí)是________的過程。

A.對自己的假設(shè)進(jìn)行實(shí)踐和檢驗(yàn) B.接受刺激做出反應(yīng)最后形成習(xí)慣 C.將目標(biāo)語的規(guī)則內(nèi)化 D.激活自身語言習(xí)得機(jī)制 Key: C(pp.87)

36.科德認(rèn)為，學(xué)習(xí)者有表達(dá)意圖，但是未掌握表達(dá)這種意圖的方式，由此所犯的錯誤稱為________。A.系統(tǒng)前的語言錯誤 B.系統(tǒng)的語言錯誤

C.系統(tǒng)后的語言錯誤 D.中介語使用錯誤 Key: A(pp.87)

37.利特爾伍德的技能學(xué)習(xí)模式認(rèn)為，語言做事技能和其他技能一樣，既有________的一面，也有________的一面。A.能力、實(shí)踐 B.假設(shè)、實(shí)踐 C.輸入、產(chǎn)出 D.認(rèn)知、行為 Key: D(pp.88)

38.利特爾伍德的技能學(xué)習(xí)模式認(rèn)為，語言做事技能的認(rèn)知方面是指________。

A.使語言學(xué)習(xí)者懂得語言形式上的可能； B.使語言學(xué)習(xí)者能在交際中得體的使用語言； C.使得語言學(xué)習(xí)者獲得語法能力、社會語言能力、篇章能力和策略能力； D.得體行為計(jì)劃的內(nèi)在化； Key: D(pp.88)

39.就語言使用而言，利特爾伍德的“得體行為計(jì)劃內(nèi)在化”中，“計(jì)劃”是指________。A.語言系統(tǒng) B.學(xué)習(xí)計(jì)劃 C.語言輸出 D.學(xué)習(xí)假設(shè) Key: A(pp.88)

40.利特爾伍德認(rèn)為，語言的使用具有層次性，最高層次是________。

A.交際目的 B.篇章能力 C.語法能力 D.策略能力 Key: A(pp.88)

第五章

1.人們發(fā)現(xiàn)難以建立一種普適的教學(xué)法之后，開始關(guān)注________。

A.語言本身 B.學(xué)法 C.教與學(xué)的關(guān)系 D.語言用法 Key: B(pp.103)

2.英語課程標(biāo)準(zhǔn)中所提的學(xué)習(xí)策略包括：認(rèn)知策略、調(diào)控策略、________、________。

A.情感策略、交際策略 B.交際策略、聯(lián)想策略 C.交際策略、資源策略 D.遷移策略、資源策略 Key: C(pp.112)

3.奧斯科特將學(xué)習(xí)策略分為________和_______。

A.元認(rèn)知策略、社會策略 B.記憶策略、認(rèn)知策略 C.情感策略、補(bǔ)償策略 D.直接策略、間接策略 Key: D(pp.107)

4.課標(biāo)中所提及的調(diào)控策略實(shí)際上便是奧瑪利和錢莫特以及奧斯科特所指的________。A.元認(rèn)知策略 B.補(bǔ)償策略 C.間接策略 D.歸類策略 Key: A(pp.112)

5.從某種意義上講，語言輸出活動為語言學(xué)習(xí)者實(shí)踐自己的假設(shè)、________提供機(jī)會。A.習(xí)得第二外語 B.檢驗(yàn)自己的假設(shè) C.掌握語言規(guī)則 D.有意識地反思 Key: B(pp.86)

6.美國20世紀(jì)60年代的小學(xué)外語運(yùn)動實(shí)驗(yàn)說明，小學(xué)外語學(xué)習(xí)________，年紀(jì)大一點(diǎn)的學(xué)生_________。A.略有優(yōu)勢、效率較低 B.略有優(yōu)勢、效率較高 C.沒有優(yōu)勢、效率更高 D.有絕對優(yōu)勢、效率不高 Key: B(pp.114)

7.動機(jī)越強(qiáng)，學(xué)習(xí)效果________。

A.越好 B.越差 C.無明顯相關(guān)關(guān)系 D.未論證 Key: A(pp.116)

8.語言學(xué)能指的是________。

A.人們天生的語言學(xué)習(xí)能力 B.語言學(xué)習(xí)的效率 C.人們學(xué)習(xí)語言的興趣 D.語言學(xué)習(xí)的欲望 Key: A(pp.121)

9.卡羅爾和薩龐語言學(xué)能測試包括語音編碼能力、語法敏感性、________和______。

A.歸納學(xué)習(xí)能力、記憶能力 B.策略使用能力、交際能力 C.語法能力、篇章能力 D.語言使用能力、語言學(xué)習(xí)能力 Key: A(pp.117)

10.從某種意義上講，語言輸出活動為語言學(xué)習(xí)者實(shí)踐自己的假設(shè)、________提供機(jī)會。

A.習(xí)得第二外語 B.檢驗(yàn)自己的假設(shè) C.掌握語言規(guī)則 D.有意識地反思 Key: B(pp.86)

11.技能學(xué)習(xí)模式認(rèn)為，語言做事技能的認(rèn)知方面是指________。

A.使語言學(xué)習(xí)者懂得語言形式上的可能； B.使語言學(xué)習(xí)者能在交際中得體的使用語言； C.使得語言學(xué)習(xí)者獲得語法能力、社會語言能力、篇章能力和策略能力； D.得體行為計(jì)劃的內(nèi)在化； Key: D(pp.108)

12.多恩耶把學(xué)習(xí)動機(jī)策略界定為________。

A.促進(jìn)個(gè)人為學(xué)習(xí)目的而努力的行為 B.內(nèi)在和外在動機(jī) C.提高學(xué)習(xí)者興趣的策略 D.降低學(xué)習(xí)者憂慮的策略 Key: A(pp.117)13.蘭伯特和加德納將學(xué)習(xí)動機(jī)分為 ________。

A.工具型動機(jī)和結(jié)合型動機(jī) B.內(nèi)在動機(jī)和外在動機(jī) C.工具型動機(jī)和同化型動機(jī) D.結(jié)合型動機(jī)和同化型動機(jī) Key: A(pp.116)

14.臨界期假設(shè)是指________。

A.語言習(xí)得在某一時(shí)間過后變得更難 B.語言學(xué)習(xí)在某一時(shí)間后更易 C.語言學(xué)習(xí)在一定時(shí)期內(nèi)會自然和不D.語言學(xué)有其時(shí)間性

費(fèi)力發(fā)生

Key: C(pp.114)

15.調(diào)控策略是指________。

A.對學(xué)習(xí)進(jìn)行計(jì)劃、實(shí)施、反思、評價(jià)和調(diào)整策略； B.為完成具體任務(wù)而采取的方法和步驟； C.爭取更多的交際機(jī)會； D.合理有效利用多種資源； Key: A(pp.112-113)

16.認(rèn)知策略是指________。

A.對學(xué)習(xí)進(jìn)行計(jì)劃、實(shí)施、反思、評價(jià)和調(diào)整策略； B.為完成具體任務(wù)而采取的方法和步驟； C.爭取更多的交際機(jī)會； D.合理有效利用多種資源； Key: B(pp.112-113)

17.資源策略是指________。

A.對學(xué)習(xí)進(jìn)行計(jì)劃、實(shí)施、反思、評價(jià)和調(diào)整策略； B.為完成具體任務(wù)而采取的方法和步驟； C.爭取更多的交際機(jī)會； D.合理有效利用多種資源； Key: D(pp.112-113)

18.交際策略是指________。

A.對學(xué)習(xí)進(jìn)行計(jì)劃、實(shí)施、反思、評價(jià)和調(diào)整策略； B.為完成具體任務(wù)而采取的方法和步驟； C.爭取更多的交際機(jī)會； D.合理有效利用多種資源； Key: C(pp.112-113)

19.德西認(rèn)為，內(nèi)在動機(jī)的目的是________。

A.從語言學(xué)習(xí)本身獲得某種內(nèi)在滿足；

B.對學(xué)習(xí)進(jìn)行計(jì)劃、實(shí)施、反思、評價(jià)和調(diào)整策略； C.從外部獲得回報(bào)；

D.合理有效利用多種資源； Key: A(pp.117)

20.德西認(rèn)為，外在動機(jī)的目的是________。

A.從語言學(xué)習(xí)本身獲得某種內(nèi)在滿足；

B.對學(xué)習(xí)進(jìn)行計(jì)劃、實(shí)施、反思、評價(jià)和調(diào)整策略； C.從外部獲得回報(bào)；

D.合理有效利用多種資源； Key: A(pp.117)

第二篇：《英語教學(xué)論》練習(xí)題庫及答案

華中師范大學(xué)網(wǎng)絡(luò)教育學(xué)院 《英語教學(xué)論》練習(xí)題庫及答案

本科

Ⅰ.True or false.Directions: Judge whether the following statements are true or false.Write a T in the brackets after a true statements and an F before a false statements.1.Language is a logical system.2.Language is capable of producing new forms and meanings.3.Minimal pairs are pairs of words that differ only in one sound.4.The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5.In general, a rising intonation is seen as being more impolite that a falling one.6.Conscious knowledge of rules does not help acquisition according to Krashen.7.The goal of foreign language teaching is to produce over-users of monitor.8.Krashen believes that adults are better language learners, while children are better language acquirers.9.For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10.The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11.One function of a language can only be expressed by one structure.12.A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.13.Usually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14.The stages of a lesson overlap.15.At each stage of the lesson, activities focus on all four skills.16.Lesson plans are useful only before the lesson.17.If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18.There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.19.In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20.It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21.A real good lesson plan should be long and complicated with detailed lesson notes.22.Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23.All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24.Writing a comment after each lesson is a useful habit for a teacher to get into.25.It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26.Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27.The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28.The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.29.In a grammar-translation method classroom, reading and writing are the major focus;little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.30.The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31.Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32.Learning is more effective when the learners are actively involved in the learning process.33.With regard to syllabus design, the Communicative Approach emphasizes topics.34.Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35.The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.36.The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37.In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38.A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39.The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40.The vowel is produced without(or with little)restriction during its production and is always voiced.41.Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42.Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.43.A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44.The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45.Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46.Pitch is produced by frequency of vibration of the vocal cords.The higher the frequency, the higher the pitch.47.Usually low key is used for emphasis and contrast;mid key indicates an expected, neutral attitude;and low key provides low information.48.Of the four possible tune movements, high fall is used for statements and wh-questions;high rise is used for questions asking for repetition of something;low rise is for yes/no questions, etc.and fall rise is for corrections and polite contradictions.49.The most powerful signal of stress is a change of pitch on the vowel.50.Syllables are short when they are stressed.51.Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets.Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.52.Metaphor is a way of talking about one thing in terms of another.It is a device for creating and extending meaning.53.The relationship between the spoken and written word is identical in English.54.Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55.Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56.An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57.An exercise with heterogeneity can also have a positive effect on learner attitude and motivation.It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58.In the “l(fā)anguage awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59.In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60.The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61.If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62.An important part of the skill of listening is being able to predict what the speaker is going to say next 63.In an English class we are usually concerned with casual listening.64.It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65.Students almost always enjoy listening to stories.66.If the teacher were talking too much in class the students would not be learning.67.Listening activities can only be conducted with the whole class.68.When the students listen to recorded materials there is very little opportunity for immediate interaction.69.Silent reading involves looking at the text and saying the words silently to yourself.70.There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.71.To understand a word, you have to read all the letters in it;to understand a sentence you have to read all the words in it.72.The teacher can help the students to read a text by reading it aloud while they follow in their books.73.Normally when we read our eyes flick backwards and forwards over the text 74.In order to understand a text well, it is absolutely necessary to understand every word in the first place.75.Authentic materials can only be used in the classroom for beginners.76.Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.77.Through reading the students not only learn new language, but also develop their reading skills.78.When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79.Planned conversations usually degenerate into silence or involve only a small number of students.80.If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.答案：1.F 2.T

3.T

4.T

5.F 6.T 7.F

8.T

9.T 10.F 11.F 12.F 13.F 14.T 15.F 16.F 17.T 18.T 19.T 20.F 21.F 22.T 23.T 24.T 25.F 26.T 27.T 28.T 29.T 30.T 31.T 32.T 33.F 34.F 35.T 36.F 37.F 38.T 39.T 40.T 41.T 42.T 43.F 44.T 45.F 46.T 47.F 48.T 49.T 50.F 51.T 52.T 53.F 54.T 55.F 56.F 57.T 58.F 59.T 60.T 61.F 62.T 63.F 64.T 65.T 66.F 67.F 68.T 69.F 70.F 71.F 72.F 73.T 74.F 75.F 76.T 77.T78.T

79.T

80.T

Directions: Fill in the blanks with appropriate word(s).1.Language teaching involves three main disciplines.They are linguistics, psychology and ____.2.Linguistics is the study of language as a system of human ____.3.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4._____ is the study of second and foreign language teaching and learning.5.Sociology is the study of language in relation to ____, such as social class, educational level and so on.6.At a macro level, society and community influence classroom teaching ____.7.The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8.The goals for secondary education are ____ from those for higher education.9.Syllabus determines teaching aims, objectives, contents and ____.10.Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11.The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.12.The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13.The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14.According to the functionalists, language has three functions: ____, expressive, and social.15.____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16.According to Skinner, language behavior can only be studied through observation of the ____ factors.17.According to the behaviorists, all learning takes place through ____.18.Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19.The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20.Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21.If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______.22.The cardinal rule means _________________.23.“Knowing English” must mean knowing how to __________ in English.24.The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25.The attitudinal and emotional factors can be expressed in an item of vocabulary.These are often referred to as ____.26.____ refers to varieties of language defined by their topic and context of use.27.Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc.are ____.28.There is a lack of consistency between ____ and pronunciation in English.29.Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30.The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms.Each form is the ____ of the grammarian’s analysis.31.Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32.When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33.The complex form-function relationship is not a simplified, a one-to-one ____.34.________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35.________ is often described as the music of speech—the way the voice goes up and down as we speak.36.Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37.At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38.When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.39.A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.40.The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.答案：1.pedagogy

2.communication

3.language

4.Applied linguistics 5.social factors 6.indirectly

7.economic

8.different

9.methods

10.principles 11.functional 12 structural

13.SVO

14.descriptive 15.Syntax

16.external

17.habit formation

18.behavior

19.interplay

20.universal grammar

21.topic

22.one thing at a time 23.communicate

24.use

25.connotation or affective meaning 26.Register

27.hyponyms

28.spelling

29.structure

30.product

31.language use

32.skill

33.correspondence, or: relationship

34.Sound

35.Intonation 36.structure

37.the grammar-translation method 38.approach 39.method

40.overgeneralization

Ⅲ.Term and its definition.Directions: give briefly explanation of each term.1.approach：When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2.technique：When we talk about a technique, we mean a procedure used in the classroom.Techniques are the tricks in classroom teaching.3.method: A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4.methodology：Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5.sociolinguistics: Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6.SR-model: SR-model refers to a connection which is established between a stimulus or stimulus situation(s)and the organism’s response(R)to this stimulus.7.phoneme: A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature 8.casual listening: When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.Ⅳ.Short answers.Directions: answer the following questions briefly.1.How do you understand the difference between approach, method, and technique? When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure.A method will consist of a number of techniques, probably arranged in a specific order.The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes.If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.What are the three views of language that support popular foreign language teaching? They are the structural view;the functional view and the interactional view.3.What are the elements with which a method is concerned? There are six elements: 1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials;and 6.the techniques and procedures to use.4.What are the points of concern of methodology? The points of concern of methodology include: a.the study of the nature of language skills(eg.reading, writing, speaking, listening)and procedures for teaching them b.the study of the preparation of lessons plans, materials, and textbooks for teaching language skills c.the evaluation and comparison of language teaching methods(eg.the Audiolingual Method)d.such practices, procedures, principles, and beliefs themselves.(Richards, et al, 1985: 177)

5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacher have in order to do his/her job well? He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy.He should also know that a lot of variables influence classroom teaching.Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching.If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6、In what sense can an understanding of the context of education contribute to language teaching and learning? Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method.Other things influence English language teaching(ELT)greatly.Refer to the nine variables discussed in the text.7.Why do we say assessment has great backwash effects on foreign language teaching and learning?

Both positive and negative backwash effects.Assessment can provide teachers with feedback for lesson planning and remedial work.Students can also get information about their learning and progress, therefore have a sense of achievement.Through assessment they get to know their problems and areas for further study and improvement.However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?

Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Does Krashen’s theory of second language acquisition begin with theories, or with data?

Krashen’s theory of second language acquisition begins with theories or assumptions, not with data.He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.What is the role of formal learning according to the monitor hypothesis? The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system.Acquisition initiates the speaker’s utterances and is responsible for fluency.Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.According to Krashen, there is only one way for human to acquire language.What is it? By understanding meaningful messages or comprehensible input;the formula is i + 1.12.What is the function of the affective filter? According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it.The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence;if the filter is “up”, the input is blocked and does not reach the LAD.Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”

13.What are some of the main stages of a lesson? Here are some of the main stages of a lesson: a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way.Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely.Like practice, production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or the students listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or as a preparation for a new presentation.<0225>

14.What is the focus of a Grammar-Translation classroom? The focus of a Grammar-Translation Method is grammar.The process of learning grammar is considered an important means of training mental abilities.The teaching materials are arranged according to the grammatical system.15.What language skills are emphasized by the Grammar-translation Method? Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study.This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.What are the main techniques used in a Grammar-Translation classroom? A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1)Reading, 2)Translation, 3)Deductive teaching of grammar, 4)Analysis and comparison, 5)Memorization, 6)Reading comprehension questions, and 7)Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.What specific aspects does communicative competence include? Communicative competence includes: a)knowledge of the grammar and vocabulary of the language, b)knowledge of rules of speaking(eg.knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations), c)knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations, d)knowing how to use language appropriately.18.What language skills are emphasized by the Direct Method? Conversational skills are emphasized, though the teaching of all four skills is considered important.Reading and writing exercises should be based upon what the students have practiced orally first.Pronunciation is paid attention to from the beginning.19.How should language rules be learned according to the Direct Method? Language rules are learned inductively through listening and speaking activities.The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned.Students work out the rule governing those examples.In other words, students have to induce grammatical rules from examples in the text.A language could best be learned by being used actively in the classroom.20.Why is first language forbidden in a Direct Method classroom? The direct methodologists view foreign language learning as similar to first language acquisition.The learner should try to establish a direct association between language form s and meanings in the target language.Mother tongue is considered as an interfering factor, rather than a reference.In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language.The best method is not to make the learn the rules, but to provide direct practice in speaking and listening through imitation and repetition.The best method to teaching meaning is to make the students listen, look, and say, i.e.using sensory experience.21.How can we describe the main proficiency goal of the teaching and learning of pronunciation? The main proficiency goal can be described in general terms as phonological competence, that is a)The ability to recognize and discriminate significant sound features.b)The ability to produce intelligible and acceptable sounds, both segmentally and prosodically.c)The ability to interpret written language phonologically, as in reading aloud, and to recreated spoken language graphically, as in writing from dictation and note-taking.22.What kind of words tend to be stressed, and what kind of words tend to be unstressed?

Stressed words tend to be nouns, adjectives and adverbs, ie.content words.Structure(or form)words, articles, prepositions, etc.tend to receive weak stress or unstressed.Why should we teach pronunciation and intonation in context? It is the context that determines or gives meaning to the sounds, stress, words, and sentences.Human sounds have social and communicative functions.The same words said with different rhythm and intonation will produce different meanings depending on the speaker’s attitude and intention.Practicing the pronunciation of individual sounds in isolation is sometimes necessary, but not sufficient in developing students’ phonological competence.24.What are the two functions of intonation? It indicates grammatical meaning in much the same way as punctuation does in the written language.It can also indicate the speaker’s attitude.In some cases, both grammatical meaning and attitude are conveyed by the intonation pattern alone.25.What are the techniques which you can use to teach intonation in a meaningful way? To teach intonation in a meaningful way, we could choose from the following ways: 1)Using realia to set up a situation that would illustrate the difference in attitude.2)Using mood cards.3)Creating roles.26.What kind of knowledge do you need to have if you say you know a word? Knowing a word involves knowing its meaning, its form and its use.If we say that we know a word, we must be able to a)recognize it in written and spoken form;b)recall it at once;c)relate it to appropriate object or concept;d)use it in appropriate grammatical form;e)use it in correct collocation;f)use it at appropriate level of formality;g)pronounce it in a recognizable way;h)spell it correctly;i)be aware of its connotation.What are the three main forms of word building in English? Affixation, compounding and conversion.28.How do you decide whether a word should enter the students’ active or passive vocabulary? We have to consider whether the word: a)is essential for comprehension of context;b)is commonly used;c)is used in a wide variety of situations;d)has more than one meaning(if so, which;if any, to teach)

If our answer to all these four questions is yes, then we have to make it enter the students’ active vocabulary.29.What are the six principles to remember when presenting new vocabulary in class? Before presenting vocabulary in class, it is helpful to remember the following: a)Teach and practice the words in spoken form first.b)Teach words in context.c)Teach lexical items rather than individual words.d)Present words in a memorable way.e)Check understanding.f)Revise often.30.What tricks can a teacher teach his students to use to memorize vocabulary? a)grouping words in one way or another;b)using dictionaries;c)establishing personal category sheets;d)using visuals;e)using alphabetical index;f)labeling.31.What is the relationship between the grammatical forms of a language and their communicative functions? While one form can be used to perform a number of functions, one function can be realized by using a number of different forms.32.What are the three different views on grammar teaching? The first view is that teaching grammar entails the formal explanation of grammar rules.While learners who receive a great deal of grammatical explanation will end up knowing quite a lot about the language, they will not necessarily be able to put the language to communicative effect.The second view is that teaching grammar is basically a matter of providing learners with practice in mastering common grammatical patterns through a process of analogy rather than explanation.The learners may become fluent in the structures they have been taught, but may not be able to use them appropriately in genuine communication outside the classroom.The third view is that teaching grammar is a matter of giving students the opportunity to use English in a variety of realistic situations.The disadvantage is that learners will not be able to provide explanations of the grammatical rules of the target language.Ⅴ.Short essay.Directions: Choose ONE topic from the following list and write a short essay of about 150 words.1.What is the role of environment in language learning according to the behaviorists? And the mentalists? In the behaviorist view, children imitate the language of their environment to a considerable degree, and imitation is a strong contribution factor in the language learning process.A consequence of this is that the frequency with which words and structures occur in the language of the environment, will influence the language development of the child.In addition, reinforcement is needed to arrive at a higher level of language proficiency.Parental approval is an important type of reinforcement in the language learning process: when a child produces a grammatically correct utterance which is understood by its environment, approval from the parents may serve as reinforcement for such an utterance.In this way, the environment encourages the child to produce grammatical utterances, while not encouraging ungrammatical utterances.The linguist Norm Chomsky claims that children are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop.For example, every child will learn to walk as long as adequate nourishment and reasonable freedom of movement are provided.The child does not have to be taught;most children learn to walk at about the same time;and walking is essentially the same in all normal human beings.For Chomsky, language acquisition is very similar to the development of walking.The environment makes a basic contribution---in this case, the availability of people who speak to the child.The child, or rather, the child’s biological endowment, will do the rest.This is known as the innatist position.Chomsky developed his theory in reaction to the behaviorist theory of learning based on imitation and habit formation.2.What is the main idea of the acquisition-learning hypothesis? Krashen maintained that adult L2 learners have at their disposal two distinct and independent ways of developing competence in a second language: acquisition and learning.Acquisition is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, and learning is a conscious process that results in knowledge about language.Acquisition comes about through meaningful interaction in a natural communication setting.Speakers are not concerned with form, but with meaning;nor is there explicit concern with error detection and correction.This contrasts with the language learning situation in which error detection and correction are central, as is typical the case in classroom settings, where formal rules and feedback provide the basis for language instruction.Nontheless, for Krashen, it is not the setting per se, but conscious attention to rules that distinguishes language acquisition from language learning.In the natural setting, an adult can obtain formal instruction by asking informants about grammar and by receiving feedback from friends.Similarly, language can be acquired in the classroom when the focus in on communication---eg.through dialogues, role-playing, and other forms of meaningful interaction.3.In what sense does foreign language teaching methodology help you in your professional development?

A foreign language teacher has to not only make his students understand the language, namely the pronunciation, vocabulary, grammar, etc., he must also develop their communicative competence so that they can use the language they have learned correctly, appropriately and expressively in real situations.In order to do well this complicated job, the teacher needs to know, apart from a comprehensive knowledge of the language and the ability to use it, as many teaching methods and techniques as possible, and understand the underlying theories and principles, therefore he not only knows what to teach and how to do it, but also why he should do it in a certain way and how to solve problems when they arise.In this way he will have full confidence in doing his job well.Foreign language teachers understand that knowing a language does not necessarily mean that you can teach the language well.Teaching is an art as well as a science.If you do not know the theories, principles, methods or techniques of teaching, you might be able to teach a foreign language based on your experience, but you cannot hope to achieve good results, nor can you give your or your colleagues’ teaching a rational evaluation or a critical appraisal.There are surely limitations in teaching by drawing only on experience, though experience is important.The theory you learnt from the methodology course can guide, support and conceptualize practice.New insights you get by sharing ideas of other people will bring you great benefit.As the old saying goes: “Travel broadens the mind”.In the same way learning Foreign Language Teaching Methodology will surely broaden the mind of teachers.4.What are the advantages and disadvantages of grammar-translation method?

The main advantages of this method are: first, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences.Second, systematic study of grammatical rules plays an important role in fostering students' ability of reading comprehension and producing grammatically correct sentences.Understanding and manipulating the morphology and syntax will develop students' ability of analyzing and solving problems.Third, the focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.Fourth, it makes few demands on teachers although it often creates frustration for students.It is relatively easy to apply.Disadvantages in this method are: First, overemphasis on translation can never emancipate the learners from dependence on the first language.Second, knowing a large number of grammatical rules cannot ensure that students can use them appropriately in real communicative situation.Third, it puts too much emphasis on reading and writing and neglects listening and speaking.Fourth, the texts are mostly taken from literary works.The language learned often doesn't meet the practical needs of the learners.Fifth, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.

第三篇：選擇題-答案

第一章 客戶關(guān)系管理導(dǎo)論

一、單選題

1、屬于快速反映供應(yīng)鏈階段的特點(diǎn)是（D）

A 向客戶推銷

B 低經(jīng)濟(jì)批量

C 縮短工序

D 客戶定制生產(chǎn)

2、客戶關(guān)系管理的目的是（B）

A 企業(yè)利潤最大化

B 企業(yè)與客戶的雙贏

C 企業(yè)成本最小化

D 客戶價(jià)值最大化

3、（C）是切實(shí)保證客戶關(guān)系管理的有效性的關(guān)鍵所在。

A 客戶忠誠的有效管理

B 客戶價(jià)值的有效管理

C 客戶互動的有效管理

D 企業(yè)利潤的有效管理

4、客戶關(guān)系管理的本質(zhì)是（A）

A 企業(yè)與客戶之間是競合型博弈的關(guān)系

B 企業(yè)與客戶之間是合作的關(guān)系 C企業(yè)與客戶之間是競爭的關(guān)系

D 企業(yè)與客戶之間是服務(wù)與被服務(wù)的關(guān)系

5、客戶關(guān)系管理的特點(diǎn)（D）

A 主要是企業(yè)資源的投入

B 主要是對企業(yè)資源的管理

C 客戶資源的投入與管理

D 企業(yè)與客戶的雙向資源的投入與管理

6、“前臺”客戶關(guān)系管理是指（B）

A 合作型客戶關(guān)系管理

B 運(yùn)營型客戶關(guān)系管理

C 分析型客戶關(guān)系管理

D 協(xié)作型客戶關(guān)系管理

7、在客戶角色演進(jìn)的過程中，只與單個(gè)客戶建立起長期而密切的聯(lián)系的是在（C）A 20世紀(jì)70年代和80年代早期

B 20世紀(jì)80年代和90年代早期

C 20世紀(jì)90年代

D 21世紀(jì)

8、（C）是客戶關(guān)系管理備受關(guān)注的催化劑。

A 超強(qiáng)的競爭環(huán)境

B 因特網(wǎng)等通信基礎(chǔ)設(shè)施與技術(shù)的發(fā)展

C 管理理論重心的轉(zhuǎn)移

D 對客戶利潤的重視

9、（B）是客戶關(guān)系管理產(chǎn)生和發(fā)展的推動力量。

A 超強(qiáng)的競爭環(huán)境

B 因特網(wǎng)等通信基礎(chǔ)設(shè)施與技術(shù)的發(fā)展

C 管理理論重心的轉(zhuǎn)移

D 對客戶利潤的重視

二、多選題

1、企業(yè)供應(yīng)鏈管理經(jīng)歷的主要階段有（ABCD）。

A 準(zhǔn)時(shí)制生產(chǎn)階段

B 精益生產(chǎn)與精益供應(yīng)階段

C 生產(chǎn)需求階段

D 快速反映供應(yīng)鏈階段

E 物流管理階段

2、下列屬于精益生產(chǎn)與精益供應(yīng)的特點(diǎn)的有（A B C）A 減少浪費(fèi)與庫存

B 減少流程的工作量 C 員工一專多能

D 減少供應(yīng)商的提前訂貨期

E客戶定制生產(chǎn)

3、快速反映供應(yīng)鏈的特點(diǎn)有（BCD）。

A

多品種小批量

B

客戶定制生產(chǎn)

C

控制供應(yīng)流程

D

完全采用電子商務(wù)

E

減少流程的工作量

4、客戶關(guān)系管理的類型可以分為（ABC）。

A 合作型客戶關(guān)系管理

B 運(yùn)營型客戶關(guān)系管理

C 分析型客戶關(guān)系管理

D 分工型客戶關(guān)系管理

E 服務(wù)型客戶關(guān)系管理

5、在客戶角色演進(jìn)的過程中，把客戶視作被動的購買者，認(rèn)為其擁有預(yù)定的消費(fèi)角色的是哪些時(shí)期？（BCD）。

A

20世紀(jì)60年代

B

20世紀(jì)70年代和80年代早期

C

20世紀(jì)80年代和90年代早期

D

20世紀(jì)90年代 E

21世紀(jì)

6、客戶關(guān)系管理產(chǎn)生的動因（ABCD）。

A 超強(qiáng)的競爭環(huán)境

B 因特網(wǎng)等通信基礎(chǔ)設(shè)施與技術(shù)的發(fā)展

C 管理理論重心的轉(zhuǎn)移

D 對客戶利潤的重視

E 市場需求的轉(zhuǎn)變

7、（BCD）是客戶關(guān)系管理的關(guān)鍵要素。A 戰(zhàn)略

B 理念

C 實(shí)施

D 軟件

E 客戶

第二章 客戶關(guān)系管理理論基礎(chǔ)

一、單選題

1、目標(biāo)營銷是（B）的主要營銷手段。

A 20世紀(jì)60年代

B 20世紀(jì)80年代

C 20世紀(jì)90年代

D 21世紀(jì)

2、在與客戶關(guān)系相關(guān)的理論中，主要以規(guī)定交易各方的法律權(quán)利的契約法為基礎(chǔ)的理論是（A）

A

關(guān)系契約理論

B 交易成本理論

C 公平理論

D 資源依賴?yán)碚?/p>

3、（D）客戶群十分重視間接的互動和溝通接觸的機(jī)會。A 初識期

B 穩(wěn)固期

C 矜持期

D 思異期

4、客戶重視商品品牌的豐富性、人員服務(wù)、企業(yè)對商品或服務(wù)或價(jià)格的價(jià)值觀認(rèn)知的一致性等，這屬于客戶生命周期中的（D）。A 初識期

B 平穩(wěn)期

C 矜持期

D 穩(wěn)固期

5、（D）客戶是忠誠度高，盈利性較差的。A 優(yōu)質(zhì)類客戶關(guān)系

B 低質(zhì)類客戶關(guān)系

C 時(shí)尚類客戶關(guān)系

D 問題類客戶關(guān)系

6、（C）客戶是忠誠度低，盈利性高的。

A 優(yōu)質(zhì)類客戶關(guān)系

B 低質(zhì)類客戶關(guān)系

C 時(shí)尚類客戶關(guān)系

D 問題類客戶關(guān)系

7、在斯威尼對服務(wù)企業(yè)的客戶關(guān)系收益研究中，源于互惠感、伙伴關(guān)系、歸屬感而產(chǎn)生的收益是（C）

A 經(jīng)濟(jì)收益

B 戰(zhàn)略收益

C 共生收益

D 心理收益

8、在斯威尼對服務(wù)企業(yè)的客戶關(guān)系收益研究中，源于個(gè)人的信任感、自信心而產(chǎn)生的收益是（D）

A 經(jīng)濟(jì)收益

B 戰(zhàn)略收益

C 共生收益

D 心理收益

9、“貨物售出，概不負(fù)責(zé)”是（C）的典型說辭。

A

社會營銷

B

市場營銷

C

交易營銷

D

關(guān)系營銷

二、多選題

1、數(shù)據(jù)庫營銷系統(tǒng)的子系統(tǒng)有（ACD）

A 客戶信息服務(wù)

B 客戶關(guān)系營銷

C 直接響應(yīng)營銷

D 計(jì)算機(jī)輔助銷售

E 銷售自動化系統(tǒng)

2、大規(guī)模營銷的特點(diǎn)（ABCD）

A 大規(guī)模生產(chǎn)

B 單向溝通為主

C 大眾化媒體促銷

D 品牌認(rèn)知和市場分額是衡量成功的重要指標(biāo)

E 與目標(biāo)客戶直接雙向溝通

3、關(guān)系生命周期主要有哪些階段（ABCDE）A 認(rèn)知

B 探測

C 擴(kuò)展

D 投入

E 終止

4、從客戶忠誠的角度來分，企業(yè)的客戶關(guān)系可以分為（ABCD）A 優(yōu)質(zhì)類客戶關(guān)系

B 低質(zhì)類客戶關(guān)系

C 時(shí)尚類客戶關(guān)系

D 問題類客戶關(guān)系

E 忠誠類客戶關(guān)系

5、（ABCD）因素驅(qū)動客戶關(guān)系管理。

A 市場因素

B 客戶因素

C 企業(yè)因素

D 技術(shù)因素

E 經(jīng)濟(jì)因素

6、在驅(qū)動客戶關(guān)系管理的市場因素中，具體包括哪些因素（ABCD）A 競爭環(huán)境

B 產(chǎn)品與服務(wù)的標(biāo)準(zhǔn)化

C 轉(zhuǎn)移成本的降低

D 價(jià)格競爭

E 關(guān)系營銷的發(fā)展

7、關(guān)系營銷中的4C是指（ABCE）

A 成本

B 便利性

C 溝通

D 價(jià)格

E 客戶需求

8、在斯威尼對服務(wù)企業(yè)的研究中，客戶關(guān)系收益可以包括（ABCDE）A 經(jīng)濟(jì)收益

B 作業(yè)收益

C 共生收益

D 心理收益

E 定制化收益

9、在實(shí)踐中，企業(yè)可以把客戶轉(zhuǎn)移成本分為（ABD）A 財(cái)務(wù)轉(zhuǎn)移成本

B 程序轉(zhuǎn)移成本

C 心理轉(zhuǎn)移成本

D 關(guān)系轉(zhuǎn)移成本

E 服務(wù)轉(zhuǎn)移成本

第三章

CRM遠(yuǎn)景與目標(biāo)

一、單項(xiàng)選擇題

1、（B）是企業(yè)進(jìn)行所有活動的根本的原因。

A 企業(yè)遠(yuǎn)景

B 企業(yè)使命

C 企業(yè)的核心價(jià)值

D 企業(yè)文化

2、在企業(yè)流失的客戶中，企業(yè)努力挽留但因需求無法得到滿足而流失的客戶屬于（A）A 非蓄意摒棄的客戶

B 蓄意摒棄的客戶

C 低價(jià)尋求型客戶

D 條件喪失型流失客戶

3、在企業(yè)流失的客戶中，因不具有潛在價(jià)值而被企業(yè)放棄的客戶屬于（C）A 非蓄意摒棄的客戶

B 低價(jià)尋求型客戶

C 蓄意摒棄的客戶

D 條件喪失型流失客戶

4、在企業(yè)流失的客戶中，因競爭對手的價(jià)格降低而轉(zhuǎn)向競爭對手的客戶屬于（B）A 被競爭對手吸引走的客戶

B 低價(jià)尋求型客戶

C 蓄意摒棄的客戶

D 條件喪失型流失客戶

5、在企業(yè)流失的客戶中，因客戶年齡、生命周期或地理位置的變化而流失的客戶屬于（D）A 被競爭對手吸引走的客戶

B 低價(jià)尋求型客戶

C 蓄意摒棄的客戶

D 條件喪失型流失客戶

6、(B)資產(chǎn)是客戶對某個(gè)品牌的產(chǎn)品和服務(wù)效用的客觀評價(jià)，并主要由產(chǎn)品服務(wù)質(zhì)量、價(jià)格等因素驅(qū)動。

A

收益

B 價(jià)值

C 關(guān)系

D 品牌

7、(B)資產(chǎn)是由客戶偏愛某一品牌的產(chǎn)品和服務(wù)的傾向而產(chǎn)生的。A

收益

B 關(guān)系

C 價(jià)值

D 品牌

8、(B)資產(chǎn)是客戶對品牌的主觀評價(jià)，在客戶獲取中扮演重要的角色。A

收益

B 品牌

C 關(guān)系

D 價(jià)值

9、在客戶終身價(jià)值中，源于交叉銷售等渠道而產(chǎn)生的現(xiàn)金流是（D）A 交易價(jià)值

B 推薦價(jià)值

C 知識價(jià)值

D 成長價(jià)值

10、在客戶終身價(jià)值中，企業(yè)從客戶那里獲得的核心價(jià)值是（B）A 推薦價(jià)值

B 交易價(jià)值

C 知識價(jià)值

D 成長價(jià)值

二、多項(xiàng)選擇題

1、在構(gòu)建客戶關(guān)系管理遠(yuǎn)景的時(shí)候，一般必須遵循的階段有（ABCD）A評價(jià)當(dāng)前的經(jīng)營環(huán)境

B 創(chuàng)建假想對手的遠(yuǎn)景

C 嘗試變革并建立企業(yè)案例

D 確定重點(diǎn)與計(jì)劃并進(jìn)行變革

E 分析客戶需求

2、建立客戶關(guān)系管理遠(yuǎn)景需具備的關(guān)鍵因素是（AC）A 最終的理想狀態(tài)

B 企業(yè)當(dāng)前的處境分析

C 實(shí)現(xiàn)途徑

D 客戶價(jià)值的實(shí)現(xiàn)

E 企業(yè)發(fā)展戰(zhàn)略

3、格雷芬和勞恩斯坦認(rèn)為，企業(yè)忠誠的客戶應(yīng)具有的特征是（ABE）

A

經(jīng)常向其他人推薦

B

愿意購買供應(yīng)商的多種產(chǎn)品和服務(wù)

C

無規(guī)律的購買行為

D

對競爭對手的拉攏和誘惑不具有免疫力

E

能忍受供應(yīng)商偶爾的失誤，并不會發(fā)生流失

4、客戶資產(chǎn)的關(guān)鍵驅(qū)動因素有：（ABC）

A 品牌資產(chǎn)

B 價(jià)值資產(chǎn)

C 關(guān)系資產(chǎn)

D 收益資產(chǎn)

E 無形資產(chǎn)

5、影響客戶終身價(jià)值的因素有（BCD）A 產(chǎn)品生命周期

B

客戶盈利性

C 客戶生命周期

D

貼現(xiàn)率

E 客戶資產(chǎn)

7、客戶終身價(jià)值包括（ABCD）

A 交易價(jià)值

B 成長價(jià)值

C 推薦價(jià)值

D 知識價(jià)值

E 經(jīng)濟(jì)價(jià)值

8、客戶對企業(yè)的資源投入包括（ABCDE）

A 購買行為

B 產(chǎn)品和服務(wù)的咨詢

C 提高購買量和購買頻率

D 交叉購買 E 客戶互動提供的信息

第四章

客戶關(guān)系戰(zhàn)略與過程模型

一、單項(xiàng)選擇題

1、在企業(yè)實(shí)施的CRM戰(zhàn)略中，客戶需要根據(jù)企業(yè)的活動來調(diào)整自身行為的戰(zhàn)略屬于（D）。

A 拉鏈?zhǔn)綉?zhàn)略

B 互動式戰(zhàn)略

C

維可牢戰(zhàn)略

D 扣鉤式戰(zhàn)略

2、在企業(yè)實(shí)施的CRM戰(zhàn)略中，由企業(yè)精心設(shè)計(jì)與客戶之間的接觸過程以適應(yīng)不同客戶的需求的戰(zhàn)略屬于（B）。A 互動式戰(zhàn)略

B 維可牢戰(zhàn)略

C 拉鏈?zhǔn)綉?zhàn)略

D 扣鉤式戰(zhàn)略

3、作為一種全新的服務(wù)理念，（B）是大服務(wù)理念的核心。

A 技術(shù)和管理創(chuàng)新能力

B 產(chǎn)品質(zhì)量

C 產(chǎn)品生命周期

D 客戶滿意

4、作為一種全新的服務(wù)理念，（D）是大服務(wù)理念的基礎(chǔ)。

A 產(chǎn)品質(zhì)量

B 客戶滿意

C 產(chǎn)品生命周期

D

技術(shù)和管理創(chuàng)新能力

5、作為一種全新的服務(wù)理念，（A）是大服務(wù)理念的宗旨。

A 客戶滿意

B 技術(shù)和管理創(chuàng)新能力

C 產(chǎn)品質(zhì)量

D 產(chǎn)品生命周期

6、現(xiàn)今大多數(shù)的超級市場提供的產(chǎn)品和服務(wù)幾乎是標(biāo)準(zhǔn)化的，客戶只能根據(jù)其提供的標(biāo)準(zhǔn)來選擇滿足自身需求，這種方式屬于CRM戰(zhàn)略中的哪一種（C）？ A 拉鏈?zhǔn)綉?zhàn)略

B 互動式戰(zhàn)略

C

扣鉤式戰(zhàn)略

D 維可牢戰(zhàn)略

7、在企業(yè)實(shí)施的CRM戰(zhàn)略中，客戶與企業(yè)之間要相互調(diào)節(jié)適應(yīng)，實(shí)現(xiàn)雙方業(yè)務(wù)關(guān)系的契合和業(yè)務(wù)過程的匹配的戰(zhàn)略屬于（A）。

A 拉鏈?zhǔn)綉?zhàn)略

B 維可牢戰(zhàn)略

C 互動式戰(zhàn)略

D 扣鉤式戰(zhàn)略

8、企業(yè)的服務(wù)利潤鏈理念屬于CRM戰(zhàn)略環(huán)境分析中的（C）

A 營銷環(huán)境分析

B 銷售環(huán)境分析

C 服務(wù)環(huán)境分析

D 內(nèi)部環(huán)境分析

9、企業(yè)通過不同的媒體做宣傳屬于客戶信息中的（D）

A 客戶的信息

B 客戶提供的信息

C 企業(yè)內(nèi)部信息

D 企業(yè)提供給客戶的信息

10、客戶對企業(yè)的抱怨、建議、索賠等屬于客戶信息中（B）

A 企業(yè)提供給客戶的信息

B 客戶提供的信息

C 企業(yè)內(nèi)部信息

D 客戶的信息

二、多項(xiàng)選擇題

1、CRM戰(zhàn)略的關(guān)鍵影響要素與支撐有（ABD）。

A 業(yè)務(wù)流程

B 組織

C 理念

D 硬件設(shè)施

E 人員

2、在進(jìn)行CRM戰(zhàn)略選擇時(shí)，企業(yè)需要考慮的因素有（ABCDE）。A 企業(yè)所在的行業(yè)分析

B 企業(yè)內(nèi)部資源與能力的分析

C 市場營銷渠道的分析

D 企業(yè)客戶的分析

E 市場環(huán)境分析

3、企業(yè)的CRM戰(zhàn)略可以分為（ABC）。

A 拉鏈?zhǔn)綉?zhàn)略

B 扣鉤式戰(zhàn)略

C

維可牢戰(zhàn)略

D 互動式戰(zhàn)略

E 利基戰(zhàn)略

4、大服務(wù)理念是一種全新的服務(wù)理念，其涵蓋的內(nèi)容有（ABCD）。

A 產(chǎn)品生命周期

B 產(chǎn)品質(zhì)量

C 技術(shù)和管理創(chuàng)新能力

D 客戶滿意 E 客戶忠誠

5、根據(jù)客戶與企業(yè)的互動內(nèi)容和類型，客戶信息可以分為（ABC）。A

提供給客戶的信息

B 客戶提供的信息

C

客戶信息

D 企業(yè)信息

E 市場信息

6、客戶關(guān)系管理戰(zhàn)略的形成、導(dǎo)入和應(yīng)用是一個(gè)不斷自我革新的循環(huán)過程，包括(ABCD)。A

知識發(fā)現(xiàn)

B 客戶互動

C

CRM戰(zhàn)略計(jì)劃

D 分析和改進(jìn)

E 客戶管理

第五章

CRM戰(zhàn)略的實(shí)施與變革

一、單項(xiàng)選擇題

1、CRM戰(zhàn)略實(shí)施的程序?yàn)椋–）

A 客戶分析、客戶信息獲取、企業(yè)文化變革、戰(zhàn)略活動實(shí)施、流程重組 B 客戶分析、客戶信息獲取、流程重組、戰(zhàn)略活動實(shí)施、企業(yè)文化變革 C 客戶信息獲取、客戶分析、企業(yè)文化變革、戰(zhàn)略活動實(shí)施、流程重組 D 客戶信息獲取、客戶分析、戰(zhàn)略活動實(shí)施、企業(yè)文化變革、流程重組

2、（B）是CRM戰(zhàn)略成功實(shí)施的前提條件。

A 企業(yè)組織結(jié)構(gòu)

B 企業(yè)文化

C 業(yè)務(wù)流程

D 企業(yè)營銷人員

3、（C）注重于企業(yè)內(nèi)部各業(yè)務(wù)環(huán)節(jié)的集成管理和優(yōu)化，其最主要的作用是對企業(yè)整體資源的優(yōu)化、統(tǒng)籌、共享和利用，提高企業(yè)內(nèi)部流程的自動化程度。A

SCM

B

CRM

C

ERP

D BPR

4、（A）強(qiáng)調(diào)對供應(yīng)鏈所涉及組織的集成和對物流、信息流與資金流的協(xié)同，從而使供應(yīng)鏈的上有和下游企業(yè)能夠以適當(dāng)?shù)姆绞焦蚕硇畔①Y源，最大限度減少整條供應(yīng)鏈的成本。A

SCM

B

CRM

C BPR

D ERP

5、（D）強(qiáng)調(diào)以業(yè)務(wù)流程為對象，在企業(yè)戰(zhàn)略目標(biāo)的指引下，以客戶需求為導(dǎo)向，構(gòu)建新的業(yè)務(wù)流程，以期在成本、質(zhì)量、服務(wù)和速度等方面獲得巨大的績效改善。A

ERP

B

CRM

C SCM

D BPR

6、基于客戶關(guān)系管理的業(yè)務(wù)流程再造的步驟為（A）

A 確定業(yè)務(wù)發(fā)展方向、分析原有流程、分析市場標(biāo)桿、設(shè)計(jì)并實(shí)施新流程、反饋與改進(jìn) B 確定業(yè)務(wù)發(fā)展方向、分析市場標(biāo)桿、分析原有流程、設(shè)計(jì)并實(shí)施新流程、反饋與改進(jìn) C 分析原有流程、確定業(yè)務(wù)發(fā)展方向、分析市場標(biāo)桿、設(shè)計(jì)并實(shí)施新流程、反饋與改進(jìn) D 確定業(yè)務(wù)發(fā)展方向、分析原有流程、設(shè)計(jì)并實(shí)施新流程、分析市場標(biāo)桿、反饋與改進(jìn)

7、企業(yè)對于那些價(jià)值貢獻(xiàn)大并且需求差異明顯的客戶，應(yīng)該采用的營銷策略是（A）。A 關(guān)系營銷策略

B 大眾營銷策略

C 利基市場策略

D 目標(biāo)營銷策略

8、企業(yè)對于那些價(jià)值貢獻(xiàn)小但需求差異明顯的客戶，應(yīng)該采用的營銷策略是（C）。A 大眾營銷策略

B 關(guān)系營銷策略

C 利基市場策略

D 目標(biāo)市場策略

9、企業(yè)對于那些價(jià)值貢獻(xiàn)小并且需求差異也小的客戶，應(yīng)該采用的營銷策略是（D）。A 目標(biāo)市場策略

B 關(guān)系營銷策略

C 利基市場策略

D 大眾營銷策略

10、實(shí)施CRM戰(zhàn)略需要在不同層面上同步進(jìn)行，公司遠(yuǎn)景屬于哪一層面的CRM戰(zhàn)略？（A）

A 公司戰(zhàn)略層

B 企業(yè)文化層面

C 基礎(chǔ)流程層

D 實(shí)際使能層

二、多項(xiàng)選擇題

1、CRM戰(zhàn)略的實(shí)施不僅與方案供應(yīng)商的實(shí)施經(jīng)驗(yàn)和技術(shù)水平有關(guān)，而且與企業(yè)自身的主體因素也關(guān)系密切，因此企業(yè)中CRM戰(zhàn)略實(shí)施的主體因素有（ABCE）A 高層的支持

B 各層次成員的參與

C 專家的參與與融合 D 客戶參與

E 高效的指導(dǎo)委員會

2、在CRM戰(zhàn)略的實(shí)施過程中，對員工進(jìn)行培訓(xùn)的目的有（ABCD）

A 強(qiáng)化客戶關(guān)系管理文化

B 使企業(yè)內(nèi)部團(tuán)隊(duì)掌握交流技巧，增強(qiáng)團(tuán)隊(duì)的合力 C 為企業(yè)儲備人員

D 提高員工特別是客戶服務(wù)人員的專業(yè)技能

E 員工自我發(fā)展的需要

3、在CRM戰(zhàn)略實(shí)施的過程中，進(jìn)行業(yè)務(wù)流程再造應(yīng)注重的流程有（ABDE）A 采購

B 銷售

C 庫存

D 客戶服務(wù)

E 營銷

4、根據(jù)客戶對企業(yè)價(jià)值的大小對客戶進(jìn)行分類，可以把客戶分為（ABCDE）A 鉆石級客戶

B 黃金級客戶

C 白銀級客戶

D 鋼鐵級客戶

E 烏鉛級客戶

5、在CRM戰(zhàn)略的實(shí)施層次中，客戶戰(zhàn)略層包括下列哪些方面？（CE）A 價(jià)值觀的建立

B 流程設(shè)計(jì)

C 公司遠(yuǎn)景和戰(zhàn)略

D 企業(yè)信息系統(tǒng)

E CRM遠(yuǎn)景和戰(zhàn)略

6、在CRM戰(zhàn)略的實(shí)施層次中，實(shí)際使能層包括下列哪些方面？（BCD）A 企業(yè)文化建設(shè)

B 流程設(shè)計(jì)

C 基礎(chǔ)信息系統(tǒng)

D 組織結(jié)構(gòu)設(shè)計(jì)

E CRM遠(yuǎn)景和戰(zhàn)略

第六章

客戶忠誠管理

一、單選題

1、（C）是企業(yè)在提供客戶產(chǎn)品或服務(wù)并獲取利潤的同時(shí)，通過聯(lián)合銷售、提供市場準(zhǔn)入和轉(zhuǎn)賣等方式與其他組織合作所獲取的直接或間接收益。

A

經(jīng)濟(jì)收益

B 溢價(jià)收入

C

客戶的附加價(jià)值

D 客戶信息價(jià)值

2、建立在客戶以前對某個(gè)品牌的認(rèn)知或最近購買所獲信息的基礎(chǔ)上的忠誠是（A）。A 認(rèn)知忠誠

B 意向忠誠

C 情感忠誠

D 行為忠誠

3、客戶在累積性滿意的消費(fèi)體驗(yàn)的基礎(chǔ)上形成的、對特定品牌的偏愛和情感的忠誠是（A）A

情感忠誠

B 意向忠誠

C 認(rèn)知忠誠

D 行為忠誠

4、客戶在對特定品牌產(chǎn)生持續(xù)的好印象后而形成的購買愿望，這種忠誠成為（D）A

情感忠誠

B 行為忠誠

C 認(rèn)知忠誠

D 意向忠誠

5、根據(jù)客戶的重復(fù)購買程度和購買時(shí)的態(tài)度取向標(biāo)準(zhǔn)來劃分，擁有較低的態(tài)度取向同時(shí)伴隨著較高的重復(fù)購買行為的客戶是（D）

A 忠誠的客戶

B 潛在忠誠的客戶

C 不忠誠的客戶

D 虛假忠誠的客戶

6、根據(jù)客戶的重復(fù)購買程度和購買時(shí)的態(tài)度取向標(biāo)準(zhǔn)來劃分，擁有較高的態(tài)度取向同時(shí)伴隨著較低的重復(fù)購買行為的客戶是（B）

A 不忠誠的客戶

B 潛在忠誠的客戶

C 忠誠的客戶

D 虛假忠誠的客戶

7、根據(jù)客戶的重復(fù)購買程度和購買時(shí)的態(tài)度取向標(biāo)準(zhǔn)來劃分，擁有較高的態(tài)度取向同時(shí)伴隨著較高的重復(fù)購買行為的客戶是（C）

A 虛假忠誠的客戶

B 潛在忠誠的客戶

C 忠誠的客戶

D 不忠誠的客戶

8、根據(jù)客戶的重復(fù)購買程度和購買時(shí)的態(tài)度取向標(biāo)準(zhǔn)來劃分，擁有較低的態(tài)度取向同時(shí)伴隨著較低的重復(fù)購買行為的客戶是（D）

A 潛在忠誠的客戶

B 虛假忠誠的客戶

C 忠誠的客戶

D 不忠誠的客戶

9、通過企業(yè)的忠誠客戶向潛在的客戶進(jìn)行口頭推薦，并為企業(yè)帶來新的收益，這種經(jīng)濟(jì)收益來自于（C）。

A 客戶信息價(jià)值

B 溢價(jià)收入

C

口碑效應(yīng)

E 客戶的附加價(jià)值

10、（A）階段是培養(yǎng)客戶忠誠的基礎(chǔ)階段。

A 認(rèn)知

B 認(rèn)可

C

偏好

E 忠誠形成

11、銀行設(shè)立VIP接待室屬于企業(yè)維持客戶忠誠中哪一項(xiàng)措施？（B）

A 有形的回饋

B 優(yōu)先禮遇

C

共同的價(jià)值觀

E 提高轉(zhuǎn)移成本

二、多選題

1、在測量評價(jià)客戶忠誠時(shí)，可以從（ACDE）維度進(jìn)行分析。A 情感忠誠

B 表現(xiàn)忠誠

C

認(rèn)知忠誠

D 行為忠誠

E 意向忠誠

2、客戶忠誠的關(guān)鍵影響因素有（ABDE）

A 客戶感知價(jià)值

B 客戶滿意

C 行業(yè)競爭度

D 轉(zhuǎn)移成本

E 感知質(zhì)量

3、培養(yǎng)客戶忠誠給企業(yè)帶來的經(jīng)濟(jì)效益表現(xiàn)在（ABCDE）

A 基本利潤

B 購買量增加帶來的利潤

C 運(yùn)營成本節(jié)約

D 溢價(jià)收入

E 口碑效應(yīng)

4、影響客戶滿意的關(guān)鍵因素有（ABCE）

A 產(chǎn)品及服務(wù)質(zhì)量

B 消費(fèi)者的情緒

C 對公平的感知

D 消費(fèi)觀念

E 消費(fèi)者預(yù)期

5、在實(shí)踐中，企業(yè)常用的測量客戶行為忠誠的指標(biāo)有（ACE）A 購買份額

B 購買的意向

C 訪問的份額

D 購買的積極性

E 購買的經(jīng)常性、頻率和金額

6、企業(yè)可以采用下列哪些措施來建立和維持客戶忠誠？（ABDE）A 提高轉(zhuǎn)移成本

B 有形的回饋

C 搜集客戶信息

D 建立共同的價(jià)值觀

E 優(yōu)先禮遇

7、普拉蘇拉曼和貝里于1988年開發(fā)出服務(wù)質(zhì)量評價(jià)模型，其提出服務(wù)質(zhì)量主要包括下列哪些特性？（ABC）

A 服務(wù)的可靠性

B 服務(wù)的安全性

C 服務(wù)的有形性

D 服務(wù)的效率性

E 服務(wù)的經(jīng)濟(jì)性

第七章 客戶互動管理

一、單選題

1、在客戶關(guān)系和客戶互動的橫向進(jìn)化過程中，以個(gè)人互動為主要互動形式的時(shí)期是（B）A

大眾營銷階段

B 直接銷售階段

C

目標(biāo)銷售階段

D 關(guān)系營銷階段

2、不同水平的數(shù)據(jù)完整性對企業(yè)與客戶關(guān)系有不同的影響，企業(yè)當(dāng)前擁有的客戶觀念與企業(yè)應(yīng)該具備的客戶觀念之間的差距是（C）

A 觀念差距

B 推斷差距

C 數(shù)據(jù)差距

D 勸告差距

3、不同水平的數(shù)據(jù)完整性對企業(yè)與客戶關(guān)系有不同的影響，企業(yè)水平的數(shù)據(jù)完整性與行業(yè)水平的數(shù)據(jù)完整性之間的差距是（B）

A 行業(yè)差距

B 推斷差距

C 數(shù)據(jù)差距

D 勸告差距

4、不同水平的數(shù)據(jù)完整性對企業(yè)與客戶關(guān)系有不同的影響，行業(yè)水平的數(shù)據(jù)完整性與客戶水平的數(shù)據(jù)完整性之間的差距是（D）

A 客戶差距

B 推斷差距

C 數(shù)據(jù)差距

D 勸告差距

5、在客戶關(guān)系和客戶互動的橫向進(jìn)化過程中，以機(jī)器為主，同時(shí)配以媒體支持并進(jìn)行定制化互動的時(shí)期是（A）

A 關(guān)系營銷階段

B 直接銷售階段

C

目標(biāo)銷售階段

D 大眾營銷階段

二、多選題

1、在客戶關(guān)系和客戶互動的橫向進(jìn)化過程中，以個(gè)人互動為主，同時(shí)配以媒體支持的時(shí)期是（AD）

A 目標(biāo)銷售階段

B 直接銷售階段

C

關(guān)系營銷階段

D 大眾營銷階段 E 客戶關(guān)系管理

2、客戶互動發(fā)展的驅(qū)動因素包括（ABCE）

A 客戶角色的轉(zhuǎn)變

B 社會學(xué)與傳播學(xué)理論知識的發(fā)展

C 營銷觀念的轉(zhuǎn)變

D 市場競爭程度加大 E 技術(shù)的發(fā)展

3、企業(yè)采用多渠道的客戶互動給客戶關(guān)系改善和企業(yè)效率提升帶來了收益，主要表現(xiàn)在（ABC）

A 增加客戶與企業(yè)互動的渠道選擇自由度

B 改善客戶體驗(yàn)，增加客戶購買動機(jī) C 提高與業(yè)務(wù)伙伴交易的頻率，削減成本

D 增加企業(yè)的投資收益率 E 有利于識別特定的客戶，并找到相關(guān)的客戶信息

4、企業(yè)進(jìn)行客戶互動管理就必須獲得完整的客戶數(shù)據(jù)，企業(yè)客戶數(shù)據(jù)的完整性可以分為（ABD）

A 行業(yè)水平的數(shù)據(jù)完整性

B 企業(yè)水平的數(shù)據(jù)完整性

C 技術(shù)水平的數(shù)據(jù)完整性

D 客戶水平的數(shù)據(jù)完整性 E 知識水平的數(shù)據(jù)完整性

5、企業(yè)進(jìn)行服務(wù)補(bǔ)救的原則（ABCDE）

A 預(yù)防性原則

B 及時(shí)性原則

C 主動性原則

D 精神補(bǔ)救原

E 客戶知情原則

第八章 客戶關(guān)系管理系統(tǒng)一、單項(xiàng)選擇題

1、銷售自動化管理屬于哪種CRM類型的表現(xiàn)形式（A）A

運(yùn)營型

B 操作型

C 協(xié)作性

D 分析型

2、在線服務(wù)管理屬于哪種CRM類型的表現(xiàn)形式（C）A

協(xié)作性

B 技術(shù)型

C 運(yùn)營型

D 分析型

3、呼叫中心屬于哪種CRM類型的表現(xiàn)形式（B）A 技術(shù)型

B 協(xié)作性

C 運(yùn)營型

D 分析型

4、客戶智能屬于哪種CRM類型的表現(xiàn)形式（D）A 操作型

B 運(yùn)營型

C 協(xié)作性

D 分析型

二、多項(xiàng)選擇題

1、下列哪些屬于運(yùn)營型CRM的表現(xiàn)形式（BCE）A 電子郵件管理

B 網(wǎng)上服務(wù)管理

C 在線銷售管理

D 銷售智能

E 在線營銷管理

2、下列哪些屬于分析型CRM的表現(xiàn)形式（AD）A 客戶智能

B 網(wǎng)上服務(wù)管理

C 在線銷售管理

D 銷售智能

E 呼叫中心

3、下列哪些屬于協(xié)作型CRM的表現(xiàn)形式（CE）A 客戶智能

B 網(wǎng)上服務(wù)管理

C 電子郵件管理

D 銷售智能

E 呼叫中心

4、企業(yè)實(shí)施CRM系統(tǒng)，其實(shí)現(xiàn)方式可以主要有哪幾種形式（ABCDE）A 內(nèi)部半自動化

B 利用網(wǎng)絡(luò)

C 戰(zhàn)略結(jié)盟

D CRM軟件供應(yīng)商

E 與大企業(yè)合作

5、企業(yè)CRM實(shí)施失敗的原因可能有（ACE）

A 企業(yè)缺乏客戶戰(zhàn)略

B 對企業(yè)業(yè)務(wù)流程做相應(yīng)的調(diào)整

C 客戶數(shù)據(jù)質(zhì)量不高

D 對企業(yè)員工進(jìn)行培訓(xùn)

E 沒有建立CRM實(shí)施效果的測量機(jī)制

第九章 客戶信息的整合與運(yùn)用

一、單項(xiàng)選擇題

1、在數(shù)據(jù)挖掘技術(shù)的發(fā)展歷程中，數(shù)據(jù)訪問階段的特點(diǎn)是（C）A 提供預(yù)測性數(shù)據(jù)信息

B 提供靜態(tài)的數(shù)據(jù)信息

C 提供歷史性的動態(tài)數(shù)據(jù)信息

D 提供回溯性的動態(tài)數(shù)據(jù)信息

2、下列哪一項(xiàng)是數(shù)據(jù)挖掘階段的特點(diǎn)（A）

A 提供預(yù)測性數(shù)據(jù)信息

B 提供靜態(tài)的數(shù)據(jù)信息

C 提供回溯性的動態(tài)數(shù)據(jù)信息

D 提供歷史性的動態(tài)數(shù)據(jù)信息

3、下列哪一項(xiàng)是數(shù)據(jù)倉庫階段的特點(diǎn)（B）

A 提供預(yù)測性數(shù)據(jù)信息

B 提供回溯性的動態(tài)數(shù)據(jù)信息

C 提供靜態(tài)的數(shù)據(jù)信息

D 提供歷史性的動態(tài)數(shù)據(jù)信息

4、在數(shù)據(jù)挖掘技術(shù)的發(fā)展歷程中，數(shù)據(jù)搜集階段的特點(diǎn)是（B）A 提供回溯性的動態(tài)數(shù)據(jù)信息

B 提供靜態(tài)的數(shù)據(jù)信息

C 提供歷史性的動態(tài)數(shù)據(jù)信息

D 提供預(yù)測性數(shù)據(jù)信息

第十章 網(wǎng)上客戶關(guān)系管理

一、單項(xiàng)選擇題

1、根據(jù)麥肯錫咨詢公司對在線客戶群體的分析，那些上網(wǎng)只為獲得最好交易的客戶稱為（C）。

A

簡單者

B

沖浪者

C

交易者

D

娛樂者

2、根據(jù)麥肯錫咨詢公司對在線客戶群體的分析，那些上網(wǎng)希望盡可能快速、方便的購物的客戶稱為（B）。

A

沖浪者

B

簡單者

C

交易者

D

娛樂者

二、多項(xiàng)選擇題

1、因特網(wǎng)技術(shù)的發(fā)展改變著客戶、企業(yè)與上下游供應(yīng)商之間的關(guān)系，它給企業(yè)帶來的好處有（ACD）

A 能把力量集中于最有價(jià)值的客戶

B 減少了客戶與員工之間的接觸 C 一直的客戶體驗(yàn)

D 在更大的范圍實(shí)現(xiàn)CRM系統(tǒng)集成 E 利潤空間變小

2、網(wǎng)上客戶關(guān)系管理的優(yōu)點(diǎn)（ABCD）

A 降低管理成本

B 增強(qiáng)與其他應(yīng)用軟件的“對接” C 接觸更多的客戶

D 節(jié)約員工培訓(xùn)成本 E 程序缺陷少，系統(tǒng)不穩(wěn)定

3、呼叫中心外包是客戶關(guān)系管理應(yīng)用ASP模式的一種表現(xiàn)形式，企業(yè)運(yùn)用其的好處有（BCE）A 不利于控制

B 享受更加專業(yè)的服務(wù)

C 企業(yè)可以集中管理自己的核心業(yè)務(wù)

D 企業(yè)內(nèi)外呼叫中心不易集成 E 節(jié)約成本

4、下列哪些屬于雇員門戶提供的主要功能（CE）A 自動應(yīng)答

B 在線產(chǎn)品配置

C 銷售

D 協(xié)作服務(wù)

E 第三方應(yīng)用

5、下列哪些屬于客戶門戶提供的主要功能（AC）

A 在線服務(wù)

B 渠道管理

C 電子郵件營銷

D 協(xié)作服務(wù)

E 銷售

6、因特網(wǎng)的發(fā)展對企業(yè)經(jīng)營模式的影響主要體現(xiàn)在哪些方面（ABCDE）A 信息提供更及時(shí)

B 經(jīng)營過程更透明

C 公平的全球定價(jià)

D 分銷渠道選擇更多

E 控制信息能力增強(qiáng)

第四篇：小學(xué)英語教學(xué)論123

小學(xué)英語教學(xué)論文：小學(xué)英語“情趣教學(xué)”

教育心理學(xué)告訴我們：小學(xué)生的年齡特點(diǎn)是好奇心強(qiáng)、模仿性強(qiáng)、生性好動，有意注意持續(xù)時(shí)間相對較短.語言學(xué)習(xí)本身是較為單調(diào)枯燥的，而一味以教師講、學(xué)生聽這種教學(xué)形式，勢必使學(xué)生學(xué)習(xí)興趣蕩然無存。只要學(xué)生感興趣的東西，他們就有求知欲，沒有興趣就不會有求知欲，學(xué)習(xí)熱情大減，從而直接影響學(xué)習(xí)效果.因此，小學(xué)英語進(jìn)行“情趣教學(xué)”，可以讓學(xué)生在形式多變的教學(xué)中，始終處于興奮、活躍的狀態(tài)，這樣，對教學(xué)是不無裨益的。那么，該如何開展“情趣教學(xué)”呢？

一、營造英語氛圍

學(xué)習(xí)一種語言一定要有語言環(huán)境才能學(xué)得好。比如，我們南方人學(xué)普通話，若能到北方生活一段時(shí)間，受到地道的普通話的熏陶，勝過讀書、學(xué)習(xí)幾年。我們的母語不是英語，學(xué)習(xí)英語是在漢語的氛圍下進(jìn)行的。沒 有英語環(huán)境，教師就要刻意創(chuàng)造英語環(huán)境。如我對五年級新生，一開始上課就用英語向他們問好，作自我介紹 ：Hello，boys and girls.I'm your English teacher.My name is Huang Xue Yong.You may call me Mr.Hua ng.Welcome to study English.A good beginning is half the battle.I wish you work hard at English and good luck.課堂用語也是用英語說的。例如：It's time to start now.Open your books at page 2.Let 's listen to the tape now.Please read after me.當(dāng)有些學(xué)生在竊竊私語時(shí)，我會說：Be quiet！根據(jù)學(xué)生 讀書、回答的完善程度，我會分別說Good/Verygood/Wonderful/Excellent等等來激勵他們的學(xué)習(xí)動機(jī)，提高學(xué)習(xí)興趣。教師說這些話時(shí)，不必?fù)?dān)心學(xué)生聽不懂而影響教學(xué)進(jìn)程，可用明顯的體態(tài)語言，必要時(shí)用中文翻譯，使學(xué)生明白。其次，要淡化課堂意識，根據(jù)教材內(nèi)容設(shè)計(jì)生活語境，如借學(xué)習(xí)用品、互相打招呼、問路、上學(xué)、回家、道別等內(nèi)容，讓教師和學(xué)生扮演里面的角色，使學(xué)生仿佛真的在英美國家里身臨其境地學(xué)習(xí)英語，參 與性很強(qiáng)，使嚴(yán)肅的課堂變成了生動活潑的英語交際場所。這樣，給學(xué)生增添了無窮的情趣，讓他們在愉快的 氛圍中，在英語的環(huán)境中學(xué)習(xí)英語、掌握英語。

二、利用多媒體實(shí)行情景教學(xué)

現(xiàn)代教學(xué)，不能停步在過去的“黑板＋粉筆”的教學(xué)模式，而應(yīng)適應(yīng)小學(xué)生的心理特征，采用多媒體教學(xué) 手段?！毒拍炅x務(wù)教育全日制初中英語教學(xué)大綱》指出：“利用實(shí)物、掛圖、錄音機(jī)、幻燈機(jī)、電視機(jī)、錄像 片、電影和計(jì)算機(jī)進(jìn)行英語教學(xué)，形象直觀，生動活潑，有助于學(xué)生直接理解所學(xué)的英語?！彼宰鳛楝F(xiàn)代教 育者，就要經(jīng)常利用圖片、實(shí)物、收錄機(jī)、幻燈機(jī)、錄像機(jī)等輔助工具，利用情景和設(shè)置情景進(jìn)行教學(xué)。這樣，就使學(xué)生直接地、具體地獲得英語知識。例如，我在教“學(xué)習(xí)用品”一類單詞時(shí)，我拿出一支鋼筆說：This is a pen.又指著鉛筆說：That is a pencil.然后讓學(xué)生學(xué)習(xí)“pen”和“pencil”這兩個(gè)單詞，學(xué)生就很直 觀地學(xué)會了它們。在講到“職業(yè)”類內(nèi)容時(shí)，我先出示醫(yī)生、護(hù)士、教師、農(nóng)夫身份的掛圖，接著邊指著彩圖，邊用英語向?qū)W生介紹doctor，nurse，teacher，farmer等單詞。他們耳朵聽著單詞讀音，眼里看著圖畫，很快就 能掌握這些單詞。有時(shí)也可以帶一些水果、茶杯、雜志封面、玩具等東西，進(jìn)行實(shí)物教學(xué)。有時(shí)可讓學(xué)生作出 一些表情、動作，或讓他們到黑板上畫出簡筆畫或編一些短劇進(jìn)行即興表演，創(chuàng)設(shè)一些情景。除了用圖片、實(shí)物教學(xué)外，還要充分利用現(xiàn)有的電教設(shè)備服務(wù)于教學(xué)。

教讀課文時(shí)，可用錄音機(jī)播放課文，讓學(xué)生仔細(xì)聽音，認(rèn)真模仿，學(xué)習(xí)標(biāo)準(zhǔn)的語音語調(diào)，還可利用錄音機(jī)的錄音功能，自制符合課文內(nèi)容的錄音，供學(xué)生學(xué)習(xí)。如在 教Animals時(shí)，可先錄下牛、狗、貓等動物的聲音，在課堂上放錄音，學(xué)生們有聲有色地模仿這些不同動物的叫 聲；而當(dāng)錄音機(jī)放出這些動物相應(yīng)的單詞讀音時(shí)，他們又興致勃勃地大聲跟讀“cow”，“dog”，“cat”，課堂上響起 了“哞哞”、“汪汪”、“咪咪”等動物叫聲和英語朗讀聲，伴隨而來的是一片歡笑聲，整個(gè)教室洋溢著愉快 的氣氛。還可用幻燈片將所教的物體或單詞顯現(xiàn)出來，刺激他們的感官，增強(qiáng)印象。有條件的話，甚至可用錄 像機(jī)拍下與課文內(nèi)容相符的景象，進(jìn)行錄像教學(xué)。例如，在教學(xué)有關(guān)介紹汽車的內(nèi)容時(shí)，教師可預(yù)先在馬路上、停車場拍下款式不同、風(fēng)格各異的汽車，動態(tài)的、靜態(tài)的汽車，行進(jìn)中的引擎聲、喇叭聲都錄下來。這無疑 會引起學(xué)生極濃的興趣，充分調(diào)動他們的各種感官參與教學(xué)活動。聲音和形象相結(jié)合，語言和情景相交融，使 學(xué)生仿佛進(jìn)入了語言活動的真實(shí)情景，收到了很強(qiáng)的臨場效果。

通過耳濡目染，極大地增強(qiáng)了學(xué)生的識記能力，增強(qiáng)了學(xué)習(xí)效果，把枯燥的語言學(xué)習(xí)變成了輕松的錄像欣賞。如此樂事，學(xué)生又何樂*不為呢？激他們的感官，增強(qiáng)印象。有條件的話，甚至可用錄 像機(jī)拍下與課文內(nèi)容相符的景象，進(jìn)行錄像教學(xué)。例如，在教學(xué)有關(guān)介紹汽車的內(nèi)容時(shí)，教師可預(yù)先在馬路上、停車場拍下款式不同、風(fēng)格各異的汽車，動態(tài)的、靜態(tài)的汽車，行進(jìn)中的引擎聲、喇叭聲都錄下來。這無疑 會引起學(xué)生極濃的興趣，充分調(diào)動他們的各種感官參與教學(xué)活動。聲音和形象相結(jié)合，語言和情景相交融，使 學(xué)生仿佛進(jìn)入了語言活動的真實(shí)情景，收到了很強(qiáng)的臨場效果。通過耳濡目染，極大地增強(qiáng)了學(xué)生的識記能力，增強(qiáng)了學(xué)習(xí)效果，把枯燥的語言學(xué)習(xí)變成了輕松的錄像欣賞。如此樂事，學(xué)生又何樂而不為呢？

第五篇：大學(xué)語文選擇題答案

一、單項(xiàng)選擇題

1.《戰(zhàn)國策》的編定者是（B.劉向）2．馮諼這一人物的形象特征是C.深謀遠(yuǎn)慮

3．“孟嘗君顧謂馮諼：‘先生所為文市義者，乃今日見之’”中，“顧”字的意思是A.回頭

4．成語“狡兔三窟”出自D.《馮諼客孟嘗君》5．“子路、曾皙、冉有、公西華侍坐”選自B.《論語.先進(jìn)》6．孔子問志，回答說“非曰能之，愿學(xué)焉”的弟子是D.公西華7．孔子點(diǎn)評弟子時(shí)所說的“赤也為之小，孰能為之大？”的意思是D.如果公西華只能做做小事情的話，那么還有誰能做大事呢 8．做過地位卑微的漆園吏的是(D.莊子9．“自夫子之死也，吾無以為質(zhì)矣”一句中，“夫子”指的是B.惠子10．“箕踞鼓盆而歌”的人物是 C.莊子 11．“聽而斫之”中，“聽”的意思是A.聽任12．被魯迅評價(jià)為“記言則玄遠(yuǎn)冷峻，記行則高簡瑰奇”的書是D.《世說新語》13．“乘興而行，興盡而返”的人物是A.王子猷 14．“哀孝尼嘗學(xué)此散”，“嘗”的意思是A.曾經(jīng)

15．嵇康“臨刑撫琴”的故事被列入《世說新語》的門類中的D.“雅量”16．《鈷鉧潭西小丘記》中，“鈷鉧”的意思是 B.熨斗 17．“清泠之狀與目謀，瀅瀅之聲與耳謀，悠然而虛者與神謀，淵然而靜者與心謀”這句話的作者是 D,柳宗元18．“釃酒臨江，橫槊賦詩”描述的對象是C.曹操 19．以下采用傳統(tǒng)賦體主客問答方式的文章是C.《前赤壁賦》20．《前赤壁賦》的結(jié)尾語句是B.不知東方之既白 1．“文有卓識，氣沉而法嚴(yán)，不以模擬損才，不以議論傷格”，這句話評價(jià)是C．徐文長 2．以“奇”字作為貫穿全文的線索的文章是 C．《徐文長傳》3．“會得白鹿，屬文長作表”，“會”的意思是 A．適逢4．“無之而不奇，斯無之而不奇也”一句出自B．《徐文長傳》5．“吾輩縱舟，酣睡于十里荷花之中，香氣拍人，清夢甚愜”一句出自C．《西湖七月半》6．“少為紈绔子弟，極愛繁華，好精舍，好美婢??兼以茶淫桔虐，書蠢詩魔”，這段話自況的是C．張岱 7．“名妓閑僧，淺斟低唱，弱管輕絲，竹肉相發(fā)”中，“肉”指的是A．歌聲 8．《西湖七月半》中，作者說“止可看看七月半之人”，并將七月半之人分為C．五類

9．《西湖七月半》中，“如沸如撼，如魘如囈，如聾如啞”是用來形容D．人聲鼓吹10．《春末閑談》中，魯迅所引“刑天舞干戚，猛志固常在”詩句的作者是 B．陶淵明 11．《春末閑談》一文中收入A．雜文集《墳》

12．《春末閑談》開篇說細(xì)腰峰在小青蟲的運(yùn)動神經(jīng)上一螫，所類比的是C．“特殊知識階級”為統(tǒng)治階級服務(wù)，麻痹反抗的神經(jīng) 13．錢鐘書對“蝙蝠的故事”賦予新意時(shí)運(yùn)用的思維方式是C．求異思維14．以下作品為四十年代著名的諷刺小說的時(shí)B．《圍城》15．錢鐘書賦古寓言以新解，諷刺了政壇人物貪圖權(quán)力且善找托辭的是C．天文家的故事16．“假如人生是一部大書，那末，下面的散文只能算是寫在人生邊是的??就是寫過的上也還留下好多空白”，這句話的作者是 B．錢鐘書17．張愛玲在《談音樂》一文中，認(rèn)為樂器中的“悲旦”是A．凡啞林18．張愛玲的短篇小說集為B．《傳奇》

19．張愛玲認(rèn)為“可喜的，使這世界顯得更真實(shí)”的東西是A．顏色

20．《談音樂》一文中，“許多人在里面叮叮咚咚彈琴，紛紛的琴字有搖落，寥落的感覺，仿佛是黎明，下著雨，天永遠(yuǎn)亮不起來了，空空的雨點(diǎn)打在洋鐵棚上”，這一句運(yùn)用的寫作手法是 C．通感 1．師從沈從文的作家是A．汪曾祺

2．“曾經(jīng)滄海難為水，他鄉(xiāng)咸鴨蛋，我實(shí)在瞧不上”，這句話的作者是A．錢鐘書 3．自稱寫文章的理想是“寫得平淡一點(diǎn)、自然一點(diǎn)、家常一點(diǎn)”的作家 C．汪曾祺 4．在汪曾祺的記憶中，與咸菜湯聯(lián)結(jié)的記憶是A．雪天 5．“對生活做種種設(shè)置是人特有的品性”的觀點(diǎn)出自A．《一只特立獨(dú)行的豬》6．《一只特立獨(dú)行的豬》中，王小波提到插隊(duì)生活唯一的消遣是C．看樣板戲 7．《一只特立獨(dú)行的豬》一文貫穿全文的線索是C．獨(dú)特的豬和人在生活方式上的對比 8．《一只特立獨(dú)行的豬》中，作者在寫那只特立獨(dú)行的豬時(shí)所運(yùn)用的描寫方法A．行為描寫 9．《哲學(xué)家皇帝》的作者 B．陳之藩 10．《哲學(xué)家皇帝》中說“從生硬的現(xiàn)實(shí)上挫斷足脛再站起來，從高傲的眉毛下滴下汗珠來賺取自己的衣食”，這一訓(xùn)練帝王的辦法源于A．希臘哲人 11．“‘哲學(xué)家’皇帝，不僅要受苦，還要有一種訓(xùn)練”，“一種訓(xùn)練”指的是D．人文訓(xùn)練12．“青年們一切都以自己為出發(fā)，承受人生所應(yīng)有的負(fù)擔(dān)，享受人生所應(yīng)有的快樂”，這句話出自B．《哲學(xué)家皇帝》13．“每個(gè)靈魂都要把一些秘密帶進(jìn)墳?zāi)?，永遠(yuǎn)藏在里面”，這句話的作者是A．紀(jì)德 14．《我的母親》中，作者更欣賞母親的B．一切自然的流露 15．《我的母親》中，作者舉母親最終沒能聽到自己丈夫的評價(jià)一例，是為了說明B．布爾喬亞教育在抑制豐富的感情的流露方面所起的糟糕的作用16．《我的母親》中，當(dāng)作者驚訝而痛心地發(fā)現(xiàn)母親身上的習(xí)慣勢力時(shí)，說“我將要與之進(jìn)行斗爭”的對象是D．自己也可能存在的庸俗功利性的情意和偽飾行為17．“美愿意出賣它的花，德性出賣它的最后的殘片??以求賞一賞它的顫動的存在和它造成的圖畫”，這句話出自D．《我的夢中城市》18．《我的夢中城市》中，作者為說明城市中的有些人只能以見識“城市的色彩、聲音和光耀”來補(bǔ)償一切的不幸時(shí)，所舉的例子是A．縫衣婦的生活 19．《我的夢中城市》中，“那個(gè)介于成功的高樹之間的徒然生長的亂莽和叢簇”中的“亂莽和叢簇”指的是A．城市里的底層 20．德萊塞把強(qiáng)者和弱者、聰明人和愚蠢人都愿意付出任何代價(jià)以求居留于紐約這一行為比喻為C．啜一口毒酒

二、多項(xiàng)選擇題

1．符合《戰(zhàn)國策》一書特點(diǎn)的有（ACD）A.展現(xiàn)了戰(zhàn)國時(shí)期策士的精神面貌 C.突出表現(xiàn)了縱橫家的思想D.反映了中國先秦社會分崩離析的狀況2．以下經(jīng)孔子整理修訂的古代典籍有（BCE）B.《詩經(jīng)》E.《春秋》

3.下列關(guān)于孔子的說法，真確的有（ABD）A.名丘，字仲尼B.春秋時(shí)期人D.儒家的創(chuàng)始人 4．下列歷史人物屬于道家學(xué)派的有（BC）B.老子C.莊子

5．莊子以“匠石運(yùn)斤成風(fēng)”的寓言所要表明的是（CDE）C.高山流水需要知音的賞識才有價(jià)值

D.失去惠子，莊子就失去能對話的對象E.莊子內(nèi)心深處對惠子死亡的大悲

6．《世說新語》中“雪夜訪戴”的故事提及的人物有（ABD）A.王子猷 B.左思 D.戴安道

7．下列關(guān)于《世說新語》的說法，真確的有（ABD）A.編撰著為劉義慶B.反映了當(dāng)代士大夫的風(fēng)神

D.語言清雋約美 8．下列關(guān)于中國散文史上的名篇“永州八記”的說法，正確的有（AD）A.作者為柳宗元D.是山水游記

9．下列關(guān)于蘇軾的介紹，正確的有(ABD)A.字子瞻B.北宋人D.四川眉山人 10．《前赤壁賦》一文的特點(diǎn)有（ACD）A.運(yùn)用了對比的手法 C.采用了主客問答的方式D.以清風(fēng)、水光、明月起興

1．《徐文長傳》中，袁宏道認(rèn)為在文章上徐文長與之相比的人物是（BD）B．韓愈D．曾鞏 2．下列關(guān)于袁宏道的說法，正確的有（ACE）A．明代作家

C．“公安派”的首領(lǐng)和供表

E．主張為文“獨(dú)抒性靈，不拘格套”

3．符合《西湖七月半》的內(nèi)容的有（ABCDE）A．將游西湖之人分為五類

B．以常人之游湖追求熱鬧對照“我輩”游湖的怡情C．對故國往事的追憶 D．欣常文人雅士E．表達(dá)蒼涼、傷感、落寞的悵惘心緒

4．下列作品中，屬于張岱的有（AC）A．《西湖夢尋》C．《陶庵夢憶》 5．《春末閑談》中，魯迅諷刺的對象有（ABCE）A．遺老的圣經(jīng)賢傳法 B．學(xué)者的進(jìn)研究室主義

C．文學(xué)家和茶攤老板的莫談國事律E．教育家的勿視勿聽勿言勿動論

6．下列作品中，屬于魯迅的雜文集的是（ABD）A．《熱風(fēng)》B．《墳》D．《華蓋集》7．在下列錢鐘書的作品中，屬于小說的有（AD）A．《圍城》D．《人·獸·鬼》

8．《讀〈伊索寓言〉》中，錢鐘書把我們讀《伊索寓言》的心態(tài)類比為（ABC）A．今人看古人的心態(tài)B．成人看小孩子的心態(tài)C．人看禽獸的心態(tài)

9．《談音樂》中，張愛玲談到中國通俗音樂有（ABD）A．大鼓書B．彈詞D．申曲

10．充滿了真實(shí)、細(xì)膩的世俗情調(diào)的文章有（AD）A．《故鄉(xiāng)的食物》D．《談音樂》

1．汪曾祺認(rèn)為與家鄉(xiāng)的貧窮和長期的**有關(guān)系的食物是（CD）。C．炒米 D．焦屑 2．下列關(guān)于汪曾祺的說法，正確的有（BCE）。B．曾入西南聯(lián)大讀書C．創(chuàng)作受京派小說家的影響E．其散文敘述接近于“敘談體”

3．王小波的作品有（ACD）。A．《時(shí)代三部曲》 C．《我的精神家園》 D．《一只特立獨(dú)行的豬》 4．作者在描述那只特立獨(dú)行的豬時(shí)，予以對照的人物有（ABD）。A．知青 B．老鄉(xiāng)D．領(lǐng)導(dǎo) 5．下列關(guān)于《哲學(xué)家皇帝》一文對美國青年的描述，正確的有（ABCD）。A．中學(xué)生送牛奶、送報(bào)等工作已成為教育中的一部分B．獨(dú)立、勇敢、自尊C．送報(bào)而不看報(bào)D．偶像是勤苦自立的創(chuàng)業(yè)者

6．《哲學(xué)家皇帝》中的景物描寫所起到的作用有（ABCD）。A．如詩如畫的美景給了作者寧靜思考的空間B．綠色大地與金色陽光象征了工作的活力C．黃昏中的思考與陽光下的勞作互為襯托D．黑暗中星星亮起暗示了作者的思想已走向澄明

7．《我的母親》中，作者關(guān)于母親在沙龍和自家花園這兩個(gè)地方的描述是（ACD）。A．在沙龍時(shí)母親從容而自信C．在自家花園時(shí)母親心事重重而拘謹(jǐn)D．母親在兩處有不同的表現(xiàn)，具有一種強(qiáng)烈的對照性

8．下列關(guān)于紀(jì)德的說法，正確的有（ACD）。A．法國作家 C．著有《人間食糧》D．曾獲諾貝爾文學(xué)獎 9．《我的夢中城市》一文提到，大城市尤其是紐約，顯示了“十分鮮明而同時(shí)又無限廣泛的對照”，包括（ABDE）。A．遲鈍和乖巧 B．強(qiáng)壯和薄 D．富有和貧窮 E．聰明和愚昧10．下列作品，屬于美國作家德萊塞的是（ACD）。A．《我的夢中城市》 C．《美國的悲劇》 D．《嘉莉妹妹》