Онлайн тесты на тему "Профессиональный английский язык 2 Test 3 "

Профессиональный английский язык 2, Module 3. Academic Writing, Test 3, готовые ответы на тест. Результат набранных баллов прилагаю в демо.

Описание работы

• Профессиональный английский язык 2
• Module 3. Academic Writing
• Test 3
Drag the correct term to make a good word collocation.
The analysis of previous research
the main purpose skills the overview


The analysis of [previous research]
Arrange in the correct sequence to have a good abstract.
The findings expand our knowledge of cognitive characteristics of students with different domain strengths.
A total of 297 junior high school students were tested with a set of scientific and artistic creativity tests. Out of this sample, 110 students who ranked in the top 27 % or bottom 27 % on scientific and artistic creativity were selected to form four groups.
This study aims to compare performance of cognitive control functions by junior high school students with different profiles of artistic creativity.
Results showed that scientifically creative students had better cognitive inhibitory and response inhibitory ability than artistically creative students.

• The findings expand our knowledge of cognitive characteristics of students with different domain strengths.
• A total of 297 junior high school students were tested with a set of scientific and artistic creativity tests. Out of this sample, 110 students who ranked in the top 27 % or bottom 27 % on scientific and artistic creativity were selected to form four groups.
• Results showed that scientifically creative students had better cognitive inhibitory and response inhibitory ability than artistically creative students.
• This study aims to compare performance of cognitive control functions by junior high school students with different profiles of artistic creativity.

Read the part of the scientific article and fill in the gaps with the linking words and conjunction from the list.
In a face-to-face class, the physical presence of the instructor allows for immediate communication to clarify any ambiguous information. , instructors can monitor students’ learning progress detect problems in real time. Instructors can also use body language, voice emphasis, or even charisma to engage students. , they can organize learning activities, group work, through multiple rounds of communication and clarifications.

Read the part of the scientific article and fill in the gaps with the linking words and conjunction from the list.
In a face-to-face class, the physical presence of the instructor allows for immediate communication to clarify any ambiguous information. [Additionally], instructors can monitor students’ learning progress [and] detect problems in real time. Instructors can also use body language, voice emphasis, or even charisma to engage students. [Moreover], they can organize learning activities, [such as] group work, through multiple rounds of communication and clarifications.

Choose the phrase related to the Methods.
The influence of games on the cognitive, emotional and social domains of players increases motivation and engagement of learners.
We proposed hypotheses for main and interaction effects and specified multilevel models.
There are different approaches to implementing game-based pedagogy.
This study examines what kind of competencies teachers need in using game-based pedagogy.

Match the parts of an abstract to the appropriate ideas.
Conclusion • The findings provide novel understanding of situational interplay between the value of success and mastery experience in adolescents’ experienced emotions and psychophysiological states.
Introduction • The purpose of the paper is to study how the dynamics of games can be incorporated into learning actions.
Discussion • Gamification seems to have potential to increase student motivation.
Methods • We examined whether learning experiences and task properties are related to early adolescents’ emotional responses and psychophysiological states.
Results • We present the design and evaluation of a gamified learning experience.
• The findings provide novel understanding of situational interplay between the value of success and mastery experience in adolescents’ experienced emotions and psychophysiological states.
• We examined whether learning experiences and task properties are related to early adolescents’ emotional responses and psychophysiological states.
• We present the design and evaluation of a gamified learning experience.
• The purpose of the paper is to study how the dynamics of games can be incorporated into learning actions.
• Gamification seems to have potential to increase student motivation.


Read the phrases from scientific articles and fill in the gaps with the words from the boxes.
In part, this is due to the challenge of running original, quantitative experiments in the embodied and performing arts.
Study of creativity focuses on creative thinking processes, problem-solving, and innovation.
This article argues for embodied creativity as an important place of study that can move student's creativity.
The pedagogical foundations of the games were further investigated by contacting the authors of the games.

In part, this is [due to] the challenge of running original, quantitative experiments in the embodied and performing arts.
Study of creativity [focuses on] creative thinking processes, problem-solving, and innovation.
This article [argues] for embodied creativity as an important place of study that can move student's creativity
The pedagogical foundations of the games [were further investigated] by contacting the authors of the games.

Fill in the gaps with the right conjunction from the list.
should be used to connect similar ideas.
should be used to connects a reason to a result.
should be used to connects equal but different ideas.
should be used to connects two negative ideas.
should be used to connects two equal choices.
should be used to connects a result to a reason.

Fill in the gaps with the right conjunction from the list.
[And] should be used to connect similar ideas.
[For] should be used to connects a reason to a result.
[But] should be used to connects equal but different ideas.
[Nor] should be used to connects two negative ideas.
[Or] should be used to connects two equal choices.
[So] should be used to connects a result to a reason.

Текст вопроса
Read the phrases from scientific articles and fill in the gaps with the verbs from the boxes
Descriptive and inferential statistical methods were applied for data analysis, using SPSS.
This result suggested that the factor structure of the scale was somewhat different across the two samples.
The research data revealed that the teachers and the students understand critical thinking as it is defined by Facione.
This illustrates that the teacher's understanding of critical thinking is central when interacting with students, and this influences the entire teaching process, creates a learning environment for students, and influences their motivation and achievements

Descriptive and inferential statistical methods [were applied] for data analysis, using SPSS.
This result [suggested] that the factor structure of the scale was somewhat different across the two samples.
The research data [revealed] that the teachers and the students understand critical thinking as it is defined by Facione.
This [illustrates] that the teacher's understanding of critical thinking is central when interacting with students, and this influences the entire teaching process, creates a learning environment for students, and influences their motivation and achievements.

Match the abstract parts on the left with the phrases on the right.
Discussion / Conclusion • The findings expand our knowledge of cognitive characteristics of students with different domain strengths.
Findings • Results showed that scientifically creative students had better cognitive inhibitory and response inhibitory ability than artistically creative students.
Methods • A total of 297 junior high school students were tested with a set of scientific and artistic creativity tests.
Out of this sample, 110 students who ranked in the top 27 % or bottom 27 % on scientific and artistic creativity were selected to form four groups.
Introduction / Aim • This study aims to compare performance of cognitive control functions by junior high school students with different profiles of artistic creativity.
• Results showed that scientifically creative students had better cognitive inhibitory and response inhibitory ability than artistically creative students.
• The findings expand our knowledge of cognitive characteristics of students with different domain strengths.
• This study aims to compare performance of cognitive control functions by junior high school students with different profiles of artistic creativity.
• A total of 297 junior high school students were tested with a set of scientific and artistic creativity tests.
Out of this sample, 110 students who ranked in the top 27 % or bottom 27 % on scientific and artistic creativity were selected to form four groups.

Which terms are being defined?

A short piece of writing on a particular subject, especially one done by students as part of the work for a course.
purpose
analysis
paper
advantages