《英语教学法》模拟题(附答案)

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英语教学法试题(附答案)

Section I. Basic Theories and Principles (30 points)Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet.1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?A. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B. Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C. Lexical devices that use the repetition of key words or synonymous words to link sentences together.2. What will a good writer usually do in the pre-writing stage of the writing process?A. Make decisions on the purpose, the audience, the contents, and the outline of the writing.B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?A. Controlled writing.B. Guided writing.C. Free writing.4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?A. Descriptive grammar.B. Prescriptive grammar.C. Traditional grammar.5. When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A. Deductive grammar teaching.B. Inductive grammar teaching.C. Traditional grammar teaching.6. In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?A. Presentation Stage.B. Practice Stage.C. Production Stage.7. How can we help students to memorize a new word more effectively?A. Put the new word in a context, relate it to known words, and use illustrations.B. Pre-teach the new word of a text, pronounce it correctly, and group it.C. Put the new word in a list of unconnected words with illustrations.8. Which of the following techniques can best present the word “pollution”?A. Show or draw a picture.B. Give a definition or an example.C. Demonstrate the meaning by acting or miming.9. Whether two words go together with each other or not is an issue of what?A. Connotation.B. Register.C. Collocation.10. Among the following factors that may affect a lesson plan, which one includes classroom size?A. Human factors.B. Physical conditions.C. Syllabus and testing.11. What are the most important parts of a lesson plan?A. Textbooks and classroom aids.B. Anticipation of problems and flexibility in dealing with them.C. Objectives of the lesson and procedure to achieve them.12. Why do we need to design tasks to supplement the textbook?A. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs of their target students.C. Textbooks only cover a limited amount of language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A. Textbook, exercise book, teacher’s book, and blackboard.B. Interaction between teacher and students.C. Arrangement of desks and chairs.14. What role does a teacher take to create an environment in which learning can take place?A. Instructor.B. Manager.C. Assessor.15. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A. People.B. Environment.C. Organization.Section II: Problem Solving (30 points)First, identify the problem.首先,确定问题所在。

(完整版)英语教学法简答题及答案

简答题1.What are the qualities of a good language teacher?a. non-intellectual qualitiesPsychological qualities are essential factors. strong will-power（顽强的意志品质）good motivation（明确的动机）good motivation（明确的动机）perseverance （持之以恒的精神）out-going characteristics（外向的性格）b. Intellectual qualitiesLanguage learning abilitySelf-study abilityFour language skills abilityApplication of CAIc. Application of CAI( computer-assisted instruction)d. Teaching practice qualitiese. self-assessment qualities2.What are the difference between linguistic competence andcommunicative competence? What is communicative competence?1)2)It covers a variety of development in syllabus design and in themethodology of foreign language teaching and includes bothknowledge about how to use the language appropriately incommunicative situation.3. What is deductive method of teaching grammar? What is inductive method of teaching grammar?1)Deductive method: it refers on reasoning, analysing and comparison.First ,the teacher write an example on board or draws attention to anexample in the textbook. Then the teacher explains the underlyingrules regarding the forms and positions of certain structural word.2)Inductive method: in the inductive method ,the teacher provideslearners with authentic language data and induces the learners torealise grammar rules without any form of explicit explanation. It isbelieved that the rules will become evident if the students are givenenough appropriate examples.3.What are the principles for good lesson planning?1)Variety:Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning isalways interesting, motivating and never monotonous for the students. 2)Flexibility:Planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3)Linkage:The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.4)Learnability:The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’coping ability will diminish their motivation.4.What are the difference between macro planning and micro planning?Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.5.What are the components of a lesson plan?1)Teaching aims:The first thing to do in lesson planning is to decide theaims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.2)Language contents and skills:language contents: structures (grammar),vocabulary,functions,topics and so on. Language skills: communicative skills involved in listening, speaking reading and writing3)Teaching stages and procedures:Teaching stages are the major stepsthat language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.The most popular language teaching stages are the three P’s model, which include presentation, practice and production.6.What are the aspects of pronunciation?Pronunciation is an umbrella term covering mang aspects besides sound and phonetic symbols, such as stress, intonation, and rhythm.7.What are the principles for teaching listening?1　Focus on process2　Combine listening with other skills3　Focus on the comprehension of meaning4　Grade difficulty level appropriately8.What are the purposes for pre-listening, while-listening and post-listening activities?1)Pre-listening:To spark interest and motivate students to attend to thespoken message,To activate or build students' prior topical and linguistic knowledge,To set purposes for listening.2)While-Listening: To foster students' comprehension of the speaker'slanguage and ideas, To focus students' attention on such things as the speaker's organizational patterns, To encourage students' critical reactions and personal responses to the speaker's ideas and use of language.3)Post-listening: To examine relationships between prior knowledgeand experience, and new ideas and information gained from the speaker or discussion ,To invite and encourage student reflection and response,To clarify and extend comprehension beyond the literal level to the interpretive and critical levels.9.Can you name some types of speaking activities?1　Controlled activities: it mainly focuses on form and accuracy.2　Semi-controlled activities: it focuses on more on meaning and communication.3　Communicative activities: it allows for real information exchange.10.What is the bottom-up model of teaching reading?11.What is the top-down model of teaching reading?12.What are the purposes of pre-reading activities?To interest and motivate studentsTo activate students’ prior knowledge13.What is the process approach to writing?14.What is the interrelationship between listening and speaking? What isthe interrelationship between reading and writing?15.Why should we integrate the four skills? What is skills integration?a.Skills integration generally refers to linking two or more of thetraditional four skills of language learning: reading, writing, listening, and speaking.There are many situations in which we use more than one language skill .b.An integrating approach for the development of communicative skillsin the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together.16.What are the conditions for language learning according to JaneWillis’ Framework for Task-Based Leaning? What are the essential conditions and what is the desirable condition?a.Essential and desirableb.Essential: 1.Exposure to a rich but comprehensible input of realspoken and written language in use e of the language to do things 3 Motivation to listen to and read the language and to speak and write itC . Desirable: instruction in language (i.e. chances to focus on form)17.What are the means to integrate the four skills in teaching?1　Simple integration2　Complex integration18.What are the methods of assessment?Positive assessment;neglect assessment;teacher’s assessment;continuous assessment;Ss’self-assessment;portfolios (个人成长档案)19.What are the criteria for assessment?1.Criterion-referenced assessment2.Norm-referenced assessment3.Individual-referenced assessment20.What are the features of good textbooks?21.What are the methods of adapting textbooks? What are the 8 optionsin adapting textbooks?。

英语教学法试题 (附答案)

英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。

王蔷《英语教学法》模拟题(附答案)

《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题 1 分，共10分）1. Among the four skills, foreign language learners often complain that l is the most2. difficult to acquire.3. We are teaching our students English not only to help them pass exams, but also to4. prepare them to u English in real life.5. In the traditional classroom, very often, too much attention has been paid to linguistic6. k , with little or no attention paid to practising language skills.7. In the process approach to writing, the teacher provides guidance to the students through8. the writing process, and gradually withdraws the guidance so that the students finally9. become i writers.10. If a teacher first asks the students to read a poster, then to have a discussion about the11. poster, and then to make a poster of their own, we can say that this teacher is integrating12. reading, speaking and w skills together.13. One of the general views on language is that language is a s__ of symbols.14. In tr pedagogy, listening and speaking were treated as skills different from what takesplace in reality.15. Introduction to phonetic rules should be avoided at the b stage of teachingpronunciation.16. In meaningful practice the focus is on the production, comprehension or exchange of17. m .18. People have d understanding of how a vocabulary item can be learned and consolidate.二、配对题（共10小题，每小题 2 分，共20分）A 组：19. Realistic goals of teaching A. Using pictures, and using tongue20.pronunciation twisters21. Pronunciation production B. Using synonyms and antonyms, usingpractice word categories, and using word net-work22. Teaching grammar C. Using mime or guestures, and usingkey phrases or key words23. Using prompts for practice D. Deductive teaching and inductiveteaching24. Consolidating vocabulary E. Being smooth and natural, beingunderstandable to the listeners, andhelping to convey the intended meaningB 组：25. A radio news program A. Discovering identical pairs,discovering “secrets ”, anddiscovering differences26. Ethic devotion, professional B. Criterion-referenced,qualities and personal style of a norm-referenced, andteacher individual-referenced27. Functional communicative C. Formal, rehearsed, andactivities non-interactive between the speakerand the listener28. Social interaction activities D. Role-playing through cues andinformation, and large-scalesimulation activities29. Assessment criteria E. Kind, creative, and dynamic三、单项选择题（共15 小题，共50分）30. In teaching reading, if the teacher teaches the background knowledge first so that the31. students can be equipped with such knowledge and will be able to guess meaning from the32. printed page, we believe that this teacher is following ___ in his teaching.33. A. the top-down model B. the bottom-up modelC. the interactive modelD. all of the above34. In English teaching classrooms very often writing is seen as “writing as language35. learning ”, a t n i d s ibelieved to be ___.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing36. To ___, it is advocated that we adopt a communicative approach to writing.37. A. motivate students B. demotivate students38. C. free students from too much work D. keep students buzy39. Which of the following is NOT among the features of process writing?40. A. Help students to understand their own composing process.41. B. Let students discover what they want to say as they write.42. C. Encourage feedback both from both teacher and peers.43. D. Emphasize the form rather than the content.44. According to Willis the conditions for language learning are exposure to a rich but45. comprehensible language put, use of the language to do things, ___ to process and use the46. exposure, and instruction in language.A. chancesB. contextC. motivationD. knowledge47. There are many situations in which we use more than one language skill, so it is valuable48. to integrate the four skills, to ___.A. enhance the students ’communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.49. Integration of the four skills is concerned with realistic communication, the implication of50. which is that we must teach English at the discourse level, that we must ___, and that we51. must adjust the timetable.A. combine pronunciation, vocabulary and grammarB. use mechanical practice and meaningful practiceC. use body language and picturesD. adjust the textbook contents52. All people involved in education, i.e. ___, teachers, parents, and students have some53. reasons to consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician54. As far as school assessmentis concerned, we have teacher ’asssessment,continuous55. assessment, ___, and portfolios.A. students e’lf-asssessmentB.relative ’as s sessment C. informal assessmentD. formal assessment56. Because no textbooks are written for any particular class, it is ___ for teachers to adapt57. materials.A. unnecessaryB. necessaryC. easyD. of no use58. Views on language and ____ both influence theories on how language should be taught.59. A. views on language learning B. views on culture learningC. values of lifeD. styles of life60.According to Wang Qiang, the way a language teacher learned a language will influence61.the way he ____ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge62.One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation63.One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and the productiveskillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class64.According to Wang Qiang, to answer the question “Can the students achieve the goal ofacquiring native-like pronunciation?”we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability四、教案设计（20 分）Suppose you are going to teach the following lessonto Grade One students of ajunior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:WORD格式New words & phrases:cost, cheap, need, oh, paint brush, pay;comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:? Can I help/What would you like?? I ’d like ⋯/Can I have ⋯?? How much is it/are they?? They are cheap/It is cheap.? They cost ⋯/it costs ⋯? So, that comes to ⋯要求：必须用英语写作。

英语教学法试题及答案

英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。

《英语教学法教程》857试题库（附答案）

《英语教学法教程》857试题库（附答案）英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their _____A____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teachingand assessment procedures in the classroom? BA. teaching attitudeB. definitions of languageC. structural view of l anguageD. functional view3. What does the structural view of language see language? CA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language? DA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language? BA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist th1D. Communicative teachingUnit 2rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning5. What is discourse competence concerned with? BA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning6. What is strategic competence concerned with? CA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning7. What is fluency competence concerned with? BA. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning8. What are the principles of communicative language teaching? AA. Communication principle, task principle and meaningful principleB. Communication principle, accuracy principle and meaningful principleC. Communication principle, fluency principle and meaningful principleD. Communication principle, task principle and purpose principle 4C. Retell what is heard2. What are the principles for good lesson planning? A6A. Aim, variety, flexibility, learnability and linkageB. Aim, preparation flexibility and linkageB. Specific, students-orientedD. Both A and BA. Structures, vocabulary, functions and topicsB. Pictures, vocabulary, communication and topicsC. PPT, structures, aims and summaryB. Pre-reading, while-reading and post-readingC. Mechanical practice and meaningful practiceD. Both A and B4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.1. What are the possible roles of a teacher? DA. Controller, assessorB. Organizer, prompter A. Controller B. AssessorC. OrganizerD. Prompter5. What role does a teacher play in the following activity? BWhen a student has made a sentence with borrow, “b I orrowed a paper to writ e a letter t”he,teacher says, “We l w, e don’t say a paper, we say a piece of pa per. ”A. ControllerB. AssessorC. OrganizerD. Prompter6. What role does a teacher play in the following activity? DWhile doing a writing task either individually or in groups, the students need touse a particular word they don’k t now. So they ask the teacher.A. ControllerB. AssessorC. participantD. Resource-provider7. What role does a teacher play in the following activity? DThe teacher asks a student a question “Haveyou ever bought clothes with pro blems?”If the student doesn’t seem to be ready, the teacher says “f o e r xampl e, a shirt without... an”d points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8. What role does a teacher play in the following activity? BWhen the students have in groups decided where to go for a spring outing,the teacher asks each group to tell the others why they have made such a cho ice.A. ControllerB. AssessorC. OrganizerD. Prompter9. What role does a teacher play in the following activity? CWhen students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10. What role does a teacher play in the following activity? AThe teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A. ControllerB. AssessorC. OrganizerD. Prompter11. What role does a teacher play in the following activity? CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.102. Classroom instructionsThere are rules to follow for making instructionsabout information or ideas based on a set of criteria.5. Differences between errors and mistakes.a . choice of methodologyPart 1 Read the following statements or questions and choose the best answe r for each statement or question.1. Which of the following is true about pronunciation teaching? DA. Learners whose native language has similar sounds are less likely to have problems with pronunciation.B. Learners who have more exposure to English need less focus on pronunci ation.C. Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D. All of the above2. What is the realistic goal of teaching pronunciation? DA. ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3. Which of the following do not belong to minimal pair?A. Will wellB. Till tellC. Fill fellD. Well well4. Which of the following belong to pronunciation perception practice?DD/doc/2f9c8ba276232f60ddccda38376baf1ffd4fe3b9.html ing minimal pairs, odd one out C. Same or differentB. Which order, completion D. All of the above5. Which type does the following production practice belong to? AThe students repeat what the teacher says. This activity can practice individua l sounds, individual words, groups of words, and sentences.A. Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using m eaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.DA. Make up sentences C. Using picturesB. Using meaningful context D. Using tongue twisters7. What are the ways of practicing stress? DA. Use gesturesB. Use the voiceC. Use the blackboardD. All of the above8. What does the falling intonation on the statement “heis moved to Gla15A. I am telling you something you do not knowB. I have not finished yet A . I am telling you something you do not know B. I have not finished yetD. Communicative teaching methodD. Mechanical practice and success oriented practice5. What are two broad categories of knowledge? AA. Implicit knowledge and explicit knowledgeB. Obvious knowledge and unobvious knowledgeC. Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgePart II,4. Synthesis approach ['s ?nθ?s?s] 综合⽅法B. know its spelling and grammatical propertiesC. know its meaning and know when and how to use it18B. connotative meaning 内涵意义D. inspired meaning ed meaningB. connotative meaning D. synonyms。

小学英语教学法试题 (含答案)

小学英语教学法试题一、填空1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。

2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。

3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。

5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。

情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。

6、教学是教师的教和学生的学的统一活动。

就英语教学而言，教学的实质就是一种特殊的认识过程。

英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。

7、学生认识的客体是英语，教师认识的客体是教学规律。

教学双方都为对方提供信息，英语就是为了促进交流。

8、教学的最终任务是培养学习者的交际能力。

9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。

10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。

11、语言教学的内容包括语言知识和语言技能两个方面12、体态语是指说话时的表情、手势、动作等。

13、在教学中写有两方面的含义：一是书写，二是写作。

14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。

15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。

16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果.17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。

18、英语课堂教学的实质是交际。

广西高校教师资格证考试《英语教学法》练习题及答案

广西高校教师资格证考试《英语教学法》练习题及答案一、选择题1. 下列哪个是英语教学法的基本原则？A. 知识主导B. 教师主导C. 学生主导D. 竞争主导答案：C2. 针对不同学生的研究特点，英语教师可以采用的教学策略是：A. 同一教学方法B. 不同教学方法C. 教师中心教学D. 学生中心教学答案：B3. 英语教学法中的课堂控制指的是：A. 教师严格控制学生B. 学生完全自由控制C. 教师和学生相互控制D. 提供一种积极、稳定、和谐的教学环境，教师有序地组织学生的研究活动答案：D二、问答题1. 请简要说明英语教学法的概念和作用。

答案：英语教学法是指教师在英语教学中所运用的一系列教学原则、方法、手段和策略的总和。

它对于指导英语教学具有重要的作用，可以帮助教师更好地组织教学内容和教学过程，提高学生的研究效果和英语应用能力。

2. 请列举并简要说明英语教学法中的一种教学策略。

答案：其中一种教学策略是学生中心教学。

这种教学策略强调以学生为中心，关注学生的研究兴趣、需求和能力，通过激发学生的研究动机和积极性，培养他们自主探究、合作研究和解决问题的能力。

3. 简述如何提高英语教学中的课堂控制能力。

答案：提高英语教学中的课堂控制能力可以从以下几个方面入手：建立积极的教室氛围，包括热情友好的教师形象和和谐的师生关系；合理规划教学内容和教学步骤，确保教学有序进行；灵活运用教学方法和工具，提高学生参与度和研究效果；及时引导和管理学生的行为，保持课堂纪律和秩序。

以上为《英语教学法》的一部分练题及答案，希望对您的复有所帮助！---参考资料：根据广西高校教师资格证考试《英语教学法》相关知识整理而成。

《英语教学法》练习题参考答案专升本.

《英语教学法》练习题一参考答案专升本一. Fill in the blanks1. (1)permanent (2)particular (3)situation (4)facilitating (5)debilitating2. (6)structuralist 7)imperative 8)behaviorism (9)action-based (10)sentence-based(11)meaning (12)situations (13)physical (14)performers (15)interaction二. Explain the following terms1. The Silent Way is a teaching method devised by Caleb Gattegno. The key sense of the Silent Way is that the teacher should be silent as much as possible in the classroom and learners should be encouraged to think about language features and produce as much language as possible.2. Generally speaking, there are four types of listening situations: real-life listening, classroom listening, practice listening and test listening.3. According to Cummingsworth (1995: 7), textbooks serve as:a resource for presentation material (spoken and written)a source of activities for learner practice and communicative interactiona reference source for learners on grammar, vocabulary, pronunciation, etc.a source of stimulation and ideas for classroom language activitiesa syllabus (where they reflect learning objectives which have already been determined)a resource for self-directed learning or self-access worka support for less experience teachers who have yet to gain in confidence4. Backwash is a term that refers to the effect of testing on teaching and learning, which can be either harmful or beneficial.5. Language Awareness is defined as 'a person's sensitivity to and conscious awareness of the nature of language and its role in human life' (James and Garrett 1991:4).6. Summative assessment is intended to measure learners’ achievement.Summative assessment:- is not necessarily prepared and carried by the class teacher- does not necessarily relate immediately to what has been taught- the judgment about a learner’s performance is likely to feed into record-keeping and be used for administrative purposes, e.g. checking standards and targets- is frequently externally imposed, e.g. by an institution or a ministry of education.三. Fill in the blanks1. (1)experience (2)cognition (3)mastery (4)structural(5)oral (6)autonomous (7)generalizations (8)refrain2. (9)interference (10)intralingual (11)developmental (12)transfer (13)generalization(14)rules (15)hypothesis (16)progressive (17)process (18)proficiency四. Open questions1. Surely students will make mistakes in their speaking practice. How teachers deal with students’ mistakes and errors is very important for individual learners. If we correct too much, we might kill students’ enthusiasm or willingness to go on speaking. If we do not correct at all, some of the mistakes can be fossilized. We teachers need to know the nature of what kinds of mistakes students make so they we can deal with their mistakes or errors scientifically. For discussion on learners’ errors and mistakes, they have been discussed in Unit 3. Deep understanding of erroranalysis can help better operation and management in teaching speaking.2. As non-native speaker, we often come across difficulties in the process of reading. We do not feel comfortable if we do not understand every word, every phrase or every sentence. We do not feel like understanding the text. Also we often tend to make a text reading become grammar and vocabulary learning. Because of these two factors, we do not tolerate ambiguities in reading. But we need to and we have to. If we try to understand every word, time, ability and availability of help are limited. The result can be working on one text like a snail so that we end up reading a little. If we tolerate ambiguities and continue to read, we can develop reading skills in the process, and as we go further, our improvement will self solve some problems we had in previous processes.3. 写出教材名称及合理的选择理由即可五. Open questions1. Type DescriptionStructural The contents of the syllabus are organized around grammatical and phonological structures, which are usually sequenced from easy to difficult or frequent to less frequent. Some syllabuses are grammatical; some are lexical and some are both grammatical and lexical. Functional Functions (such as identifying, reporting, correcting, describing, etc.) are the organizing principle, sequenced by some sense of chronology or usefulness of each function. The contents can be: talking about yourself, starting a conversation and making an appointment, etc. Notional Conceptual categories called notions are the basis of organization, sequenced by some sense of chronology or usefulness of each notion. For example, properties and shapes, location, measurement, etc.Situational Situational syllabuses take real-life context of language uses called situations (such as at the bank, at the supermarket, at a restaurant, etc.) as the organizing principle—sequenced by the likelihood that students will encounter them. For example, introductions, getting acquainted, at the housing office, etc.Topical A topical syllabus is like a situational one, except that the headings are broadly topic based. In topical syllabuses, topics or themes (such as health, food, clothing, etc.) form the organizing principle—sequenced by the likelihood that students will encounter them. The topics can be: trends in living, issues in society and family etc.Skills Skills serve as the basis for organization sequenced by some sense of chronology or usefulness of each skill. The skills can be listening for gist, listening for main ideas, listening for inferences, scanning a reading passage for specific information, etc.Task Task syllabuses specify activity-based categories such as drawing maps, following directions, following instructions, etc. Tasks serve as the basis for organization, sequenced by some sense of chronology or usefulness of notionsQuality In recent years, the concepts about quality education are added to syllabuses. Such qualities refer to academic, social and personality abilities, for example, discovery learning, autonomous learning and learning strategies; working with others, solving problems, building up positive and healthy personality. Quality contents are only part of the syllabus.2. Because of the great achievement of science and technology in the 18th and 19th centuries, technical rationality became dominant, characterized by the prevailing concept that human progress could be achieved through science and technology (Schön 1983 and Hettne 1990). This form of thinking was termed as the mechanistic paradigm in the West (Pike and Selby 1988) andthe authoritative paradigm in China. The development and decline of the two paradigms represent the rise of reflection.3. 写出针对提问的三个例子即可。

93《英语教学法》课程网上考试题库

《英语教学法》课程网上考试题库第一章Introduction I & II一、选择题（每题2分）1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.A. PedagogyB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguisticsAnswer: A2. _____ is the study of second and foreign language teaching and learning.A. PragmaticsB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguistics Answer: B3. Sociology is the study of language in relation to ____, such as social class, educational level and so on.A. ageB. genderC. professionD.social factorsAnswer: D4.Foreign language teaching is sometimes discussed in terms of three related aspects: approach, ____, and technique.A. methodB. aimC. methodologyD. hypothesisAnswer: A5. At the level of approach there are at least three different theoretical views of language explicitly or implicitly underlying currently popular language teaching methods: ____, functional view and interactional view.A.the linking of structuralismB. behaviorismC. structural viewD. audiolingualismAnswer: C6. ____ focus on the patterns of moves, acts and exchanges in communication.A.structural theoriesB. functional theoriesC. interactional theoriesD. behaviourismAnswer: C7.____ is the principle and techniques of teaching with no necessary reference to linguistics.A. methodB. aimC. methodologyD. hypothesisAnswer: C二、判断题（每题1.5分）1. The goal of foreign language teaching is to produce over-users of monitor.Answer: F2. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.Answer: F3. The word approach we mean that an idea or theory is being appliedAnswer: T4.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn language.Answer: T第二章Theories of Language and Language Learning I & II & III一、选择题（每题2分）1. Language is a set of arbitrary symbols which are primarily ____, but may also be visual.A. vocalB. oralC. audibleD. comprehensibleAnswer: A2. Psycholinguistics includes the study of _______ perception, the role of memory, concepts and other processes in language use, and how social and psychological factors affect the use of language.A. listeningB. understandingC. speechD. writingAnswer: C3. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.A. SVB. SVPC. SVOD. SVOCAnswer: C4. According to the functionalists, language has three functions: ____, expressive, and social.A. descriptiveB. phaticC. informativeD. interrogativeAnswer: A5. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.A.syntaxB. pragmaticsC. phoneticsD. phonologyAnswer: A6. ____ refers to varieties of language defined by their topic and context of use.A. stressB. toneC. registerD. intonationAnswer: C7. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.A. hypernymB. synonymC. homonymD. hyponymsAnswer: D8. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.A. abilityB. methodC. knowledgeD. skillAnswer: D9. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.A. meaningB. signC. soundsD. formAnswer: C10. ________ is often described as the music of speech—the way the voice goes up and down as we speak.A.intonationB. toneC. stressD. registerAnswer: A11. ________ is the pronunciation of a word or syllable with more force than the surrounding words or syllables.A. intonationB. toneC. stressD. registerAnswer: C12. The vowel is produced without (or little) restriction during its ________ and is always voiced.A. pronunciationB. speakingC. productionD. articulationAnswer: C13. Allophones are varied realizations of the same ________ .A. phoneB. morphemeC. phonemeD. tagmemeAnswer: C14. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.A. conditionB. developmentC. growthD.behaviorAnswer: D15. The mentalists suggest that the learner processes new data in his/her mind and comes up with a succession of ________ that produce new patterns in the target language.A. rulesB. principlesC. methodsD. waysAnswer: A16. Behavioristic ideas about language learning are based mainly on a theory of learning, in which the focus is mainly on the role of the __________, both verbal and non-verbal.A. contextB. environmentC. conditionD. factorAnswer: B17. Behaviorism sees learning in terms of habit formation. The habits are formed by __________ and reinforced by repetition.A. habit formationB. imitationC. memorizationD. pattern practiceAnswer: B18. According to the behaviorists, all learning takes place through ____.A. habit formationB. memorizationC. imitationD. pattern practiceAnswer: A19. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.A. patternB. signC. pronunciationD. useAnswer: D20. Language learning and teaching must be viewed in a __________, setting, or background.A. textbookB. societyC. classD.contextAnswer: D21. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.A. language acquisition deviceB. innate knowledgeC. universal grammarD. basic grammarAnswer: C22.Which of the following is true of second language learning?A.Natural language exposurermal learning contextC.Structured inputD.Little error correctionAnswer: C23.Every language has a relatively small set of sounds that can distinguish meaning, or phonemes. English has ____, in most dialects.A. 44B. 42C. 40D.28Answer: A二、判断题（每题1.5分）1. Language is capable of producing new forms and meanings.Answer: T2. Minimal pairs are pairs of words that differ only in one sound.Answer: T3. One function of a language can only be expressed by one structure.Answer: F4. The vowel is produced without (or with little) restriction during its production and is always voiced.Answer: T5. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.Answer: T6. 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.Answer: T7. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.Answer: F8. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.Answer: T9. The most powerful signal of stress is a change of pitch on the vowel.Answer: T10. Syllables are short when they are stressed.Answer: F11. Lexical competence implies more than just knowing what a word means.Answer: T第三章Lesson Planning I & II一、选择题（每题2分）1. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.A. environmentalB. economicC. politicalD. socialAnswer: B2. Syllabus determines teaching aims, objectives, contents and ____.A. approachesB. principlesC. methodsD. qualityAnswer: C3.A lesson may focus on language, ____, or function.A. topicB. skillC. structureD. methodAnswer: B4.Any lesson we teach naturally divide into different stages of activity and the main stages are: presentation, practice, production, reading, listening and ____.A.speakingB. writingC. comprehensionD. revisionAnswer: D5.The ____ of writing a lesson plan is one to give proper consideration to what the teacher is going to do in that lesson.A.aimB. processC. principleD. methodAnswer: B6.As for the general aim of a lesson, it may focus on the following ones except:A.A particular topicB.A particular structureC.A skillD.The main stages of the lessonAnswer: D二、判断题（每题1.5分）1. Lesson plans are useful only before the lesson.Answer: F2. 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.Answer: T3. A real good lesson plan should be long and complicated with detailed lesson notes.Answer: F第四章The Grammar - Translation Method一、选择题（每题2分）1. At one time _____was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.A. communicative approachB. the audiolingual methodC. the direct methodD. the grammar-translation methodAnswer: D2. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and ____ its literature.A. writeB. translateC. speakD. listenAnswer: B3.____ is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.A. The Grammar-Translation MethodB. The Audiolingual MethodC. The Communicative ApproachD. The Direct MethodAnswer: A4.The fundamental purpose of learning Latin was to study the classical ____ , which was worshipped in the Renaissance.A. languageB. cultureC. customD. heritageAnswer: B5.Different questions are designed for students to answer to check the understanding of the reading passage. One type of questions are questions of ____ to which answers are directly and explicitly available in the text.A. inferenceB. personal responseC. literal comprehensionD. detailed informationAnswer: C6. Under the guidance of Grammar-Translation Method, the teacher uses the ____ language of the students as the main medium of instruction in the classroom.A.nativeB. secondC. foreignD. accentAnswer: A二、判断题（每题1.5分）1. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.Answer: F2. 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.Answer: T3. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.Answer: T4. 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 whichcould be trained separately.Answer: T第五章The Audiolingual Method一、选择题（每题2分）1. The Audiolingual Method uses ________ as the main form of language presentation and drills as the main training techniques.A. dialoguesB. passagesC. sentencesD. phrasesAnswer: A2. _______develops the separation of the language skills into a pedagogical device.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D3.Structural linguistics views language as a system of structurally related elements for the expression of meaning. These elements are phonemes, morphemes, words, _______, and sentence types.A. structuresB. phrasesC. clausesD. sentencesAnswer: A4.The structural linguists believed that the primary medium of language is _______.A.visualB. auditoryC. writtenD. oralAnswer: D5.The use of drills and pattern practice is a distinctive feature of _______.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D6._______ is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D二、判断题（每题1.5分）1. Dialogues and drills form the basis of audiolingual classroom practice.Answer: T2.The Audiolingual Method uses passages as the main form of language presentation. Answer: F3.When a teacher uses the Audiolingual Method in the class, mother tongue is discouraged. Answer: T第六章The Communicative Approach一、选择题（每题2分）1. 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.A. functionalB. structuralC. interactionalD. communicativeAnswer: A2. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.A. functionalB. structuralC. interactionalD. communicativeAnswer: B3. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is ________________ .A. functionalB. structuralC. communicative competenceD. interactionalAnswer: C4. “Knowing English” must mean knowing how to __________ in English.A. speakB. learnC. writeD. communicateAnswer: D5. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ________.A. formB. functionC. structureD. usageAnswer: C6. Closely related to Communicative Language Teaching is ________, the study of the use of language in communication.A. pragmaticsB. linguisticsC. phoneticsD. phonologyAnswer: A7. Which of the following is a communication game?A.BingoB.Word chainC.Rearranging and describingD.Cross-word puzzleAnswer: C二、判断题（每题1.5分）1. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.Answer: T2. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.Answer: F3. Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T4.Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T5.According to Canale and Swain (1980), communicative competence entails three dimensions. Answer: F第七章The Direct Method一、选择题（每题2分）1. The neogrammarians, represented by Hermann Paul, formed the main ________ base of the Direct Method.A.linguisticB. psychologicalC. language teachingD. phonologicalAnswer: A2. Direct association of language with objects and persons of the immediate environment is emphasized in ________ .A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: C3. The syllabus used in the Direct Method is arranged semantically according to _______.A. teaching aimB. teaching methodsC. teaching materialD. situations or topicsAnswer: D4.The teaching of all four basic language skills is not neglected, but _______ exercises should be based upon what the students practice orally first.A. reading and writingB. reading and speakingC. speaking and listeningD. speaking and writingAnswer: A5. In order to reinforce and test what the students have learned, _______is frequently used in the Direct Method.A.dictationB. testC. quizD. examinationAnswer: A6.The rapid development of _______, psychology and education greatly stimulated the establishment of the Direct Method.A.pragmaticsB. applied linguisticsC. linguisticsD. phonologyAnswer: C二、判断题（每题1.5分）1. The Direct Method was developed as a reaction against the Grammar-Translation Method and out of the need for better language learning.Answer: T2.This method aims at developing the students' ability to write in the target language.Answer: F3. Correct pronunciation and grammar are emphasized by the Direct Methodologists.Answer: T第八章Four New Approaches一、选择题（每题2分）1. 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.A. methodB. approachC. techniqueD. methodologyAnswer: B2. 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.A. approachB. techniqueC. waysD. methodAnswer: D3. A ________ is based on systematic principles and procedures, i.e., it is an application of views on how a language is best taught and learned.A. methodB. approachC. techniqueD. methodologyAnswer: A二、判断题（每题1.5分）1. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.Answer: T2.The Silent Way is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.Answer: T3. Community Language Learning advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.Answer: T第九章The Teaching and Learning of Pronunciation一、选择题（每题2分）1. There is a lack of consistency between ____ and pronunciation in English.A. spellingB. writingC. listeningD. meaningAnswer: A2. Pronunciation teaching should include the static forms such as individual sounds and word stresses, as well the _______ forms such as intonation, sentence stress and rhythm.A. systemicB. implicitC. explicitD.dynamicAnswer: D3.When we produce _______ , there is no obstruction or narrowing in the air passage, no audible friction, especially in the mouth, or air stream.A. consonantsB. vowelsC. pure vowelsD. diphthongsAnswer: B4.A _______ is the smallest distinctive sound unit or minimum unit of distinctive sound feature.A.morphemeB. allophoneC. phonemeD. tagmemeAnswer: C5.The importance of pronunciation lies in mastering the _______distinctions and the different meanings that are signaled by the phonetic features.A.grammaticalB. syntacticC. functionalD. LexicalAnswer: A6. _______ advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.A. The Silent WayB. The Total Physical Response MethodC. The Direct MethodD. The Community Language LearningAnswer: D二、判断题（每题1.5分）1. The teacher will have to concentrate on the important phonemic contrasts and select allophonic variations to ensure intelligibility, not to achieve a total set of native-speaker-like variations. Answer: T2. In any language, speech sounds are classified into two kinds: vowels and consonants. Answer: T3.The teaching of pronunciation needs to be related to the learners' ability to develop reading competence.Answer: F4.The structure of the sound system involves not only the vowels and consonants --- the segmental features, but also stress and intonation --- the supra-segmental features.Answer: T第十章The Teaching and Learning of Vocabulary一、选择题（每题2分）1. The two basic guidelines on the choice of vocabulary are: _______, students’ need and level.A. difficultyB. meaningC. frequencyD. usageAnswer: C2. The structural view holds that language is a ______ of structurally related elements for the coding of meaning.A. unitB. partC. systemD. cohortAnswer: C3. There are three main forms of word building or word formation which are characteristic of English: ______, compounding and conversion.A.affixationB. prefixionC. suffixionD. derivationAnswer: A4. ______refers to words which the students understand, can pronounce correctly and use constructively in speaking and writing.A. active vocabularyB. passive vocabularyC. new vocabularyD. old vocabularyAnswer: A5.______ is a device for creating and extending meaning, and it is is an imaginative way of describing something by referring to something else which is the same in a particular way.A. personificationB. ironyC. euphemismD. metaphorAnswer: D6. _______refers to a single word form that has several different meanings which are not closely related.A. superordinateA.synonymB.polysemyC.homonymyAnswer: D二、判断题（每题1.5分）1. 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.Answer: T2.Knowing a word involves knowing its meaning, its form and its structure.Answer: F3. It is a relationship between the content of a message, its sender and receiver, its situation and purpose, and how it is communicated.Answer: T4.To understand a word fully, a student must know not only what it refers to, but also where the boundaries are that separate it from words of related meaning.Answer: T第十一章The Teaching and Learning of Grammar一、选择题（每题2分）1.______ is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.A. lexiconB. syntaxC. grammarD. cohesionAnswer: C2.______ is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. A.deductive learning B. inductive learningC. inference learningD. summarized learningAnswer: A3.______ engages learners in language use, formulating their own meanings in contexts over which they have considerable control, and in so doing, drawing on grammar as an on going resource.A. skill teachingB. product teachingC. process teachingD. theory teachingAnswer: C4.Repetition (choral or individual) is the most often used technique for ______.A.lead-inB. elicitationC. explanationD. accurate reproductionAnswer: D5. The aim of the ______ is to get the learners to perceive the structure --- its form and meaning --- in both speech and writing and to take it into short-term memory.A.isolationB. explanationC. presentationD. practiceAnswer: C二、判断题（每题1.5分）1. It usually takes into account the meanings and functions sentences have in the overall system of the language.Answer: T2.A product perspective on grammar is dynamic.Answer: F3. Accuracy work is only used to give the practice in grammar and vocabulary.Answer: F4. Techniques for lead-in could be brainstorming, questions, discussions, and so on.Answer: T第十二章Teaching Listening一、选择题（每题2分）1. When we listen for a particular purpose, to find information we need to know, the kind of listening we are involved in is called _______ listening.A. centralB. focusedC. bottom-upD. top-downAnswer: B2.Sometimes we listen with no particular purpose in mind, and often without much concentration. This kind of listening is called _______.A. casual listeningB. focused listeningC. extensive listeningD. intensive listeningAnswer: A3.We cannot develop speaking skills unless we also develop _______ skills.A.listeningB. readingC. writingD. understandingAnswer: A4. What should a teacher try to avoid when selecting listening materials?A.The texts scripted and recorded in the studioB.The texts with implicated concepts beyond the comprehension of studentsC. The texts delivered through the accents other than RP or Standard American PronunciationD. The texts including structures and vocabulary beyond the ability level of the students Answer: B二、判断题（每题1.5分）1. An important part of the skill of listening is being able to predict what the speaker is going to say next.Answer: T2. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.Answer: F3. Listening activities can only be conducted with the whole class.Answer: F4. When the students listen to recorded materials there is very little opportunity for immediate interaction.Answer: T第十三章Teaching Reading一、选择题（每题2分）1. _______ is the activity we normally engage in when we read books, newspapers, road signs, etc. It involves looking at the sentences and understanding the message they convey.A. reading aloudB. reading for meaningC. silent readingD. reading for informationAnswer: B2. A teacher can use a range of techniques before reading a text which will make it easier for students to understand the text and to help them focus attention on it as they read, and they are: presenting new vocabulary, introducing the text and_______.A. giving guiding questionsB. going through the textC. checking detailed comprehensionD. focusing on important new vocabularyAnswer: A3.When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A.skimmingB. scanningC. inferringD. inductionAnswer: A4.Which of the following activities can be adopted at the pre-reading stage?A.rearranging the materialsB. brainstorming the topicC. writing a summary of the textD. giving a quizAnswer: B5. Which of the following activities can be used to get the main idea of a passage?A.reading to decide on the titleB.reading to sequence the eventsC.reading to fill in the chartsD.reading to summary the passageAnswer: A二、判断题（每题1.5分）1. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.Answer: F2. 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.Answer: F3. In order to understand a text well, it is absolutely necessary to understand every word in the first place.Answer: F4. Through reading the students not only learn new language, but also develop their reading skills. Answer: T第十四章Teaching Speaking一、选择题（每题2分）1. In real communication we have a ________ for using the language and we use a variety of language form to achieve our communicative purposes.A. purposeB. methodC. wayD. principleAnswer: A2. Natural conversation outside the classroom is ________ .A. intentionalB. spontaneousC. dynamicD. staticAnswer: B3. Fluency activities usually form what is called the ________ stage of the lesson.A. preparationB. endingC. revision D productionAnswer: D。

《英语教学法》模拟试题二

《英语教学法》模拟试题二Achievement Test for “ Teaching English in the Primary School”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the questions.(30 points, 2 points each)( ) 1. Which type of approach can best describe the following learning pattern?Discussion about how to solve certain problemsA.autonomous learningB.interactive learningC.contextualized learningD.task-based learning( ) 2. What assessment are used ?After practicing “past tense”, you can apply it in realsituation That’s , good!A. language performanceB. improvement in strategiesC.progressD.classroom participation( ) 3. In teaching vocabulary, what stage is most suitable for the following activityThe teacher asks students to do information gap.A. presentationB. productionC. practiceD. B & C( ) 4. What learning strategy do the following activity help to train in vocabulary teaching?The teacher creates a situation for students to use the newwords in.A. imageryB. associationC. contextualizationD. translation( ) 5. Which role does the teacher play in the following activities?When the students are doing a group-work task, the teacher joinsone or two groups for a short period of time.A.source of helpB.controllerC.participantD.assessor( ) 6. The activity “skimming to find the main idea”is used at ____ stage.A. pre-readingB. while-readingC. post-readingD. both B & C( ) 7. What strategy do the following activity help to train reading?Locating the specific informationA. skimmingB. scanningC. word-guessingD. inferring( )8. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to bring out their things from theirschoolbags and compare whose are longer, newer, better?A. presentationB. practiceC. applicationD. production( ) 9. What approach do the following activity reflect?Writing is a once-for-all action. The first draft is the last andwriting is often assigned as homework.A.Product-oriented approachB.Content-oriented approachmunication-oriented approachD.Process-oriented approach( ) 10. What items are assessed in the following questions?How well did you work in your group tasks?A. language performanceB.improvement in strategiesC.progressD.classroom participation( ) 11. What is the teacher doing?S: I go to the cinema yesterday.T: You went to the cinema yesterday.A. helping the students to correct her mistakes .B.giving hints that there are some mistakes in her speech.C.encouraging others to correct the mistakes.D.just leaving the mistakes alone.( ) 12. Which reading skill is the teacher using in reading?The teacher asks the students to try to guess information orideas that go beyond the literal meaning of the text.A.inferring or reading between the linesB.recognizing organization of the textC.predictingD.scanning( ) 13. How is the following activity organized?The teacher asks all the students to do completion exercises.A. pair workB.whole-class workC.individualD.group work( ) 14. What instruction does the teacher give in class? Choose from the options what the teacher wants to do.Quiet now, please.A.get the class to stop talking.B.help the student to correct the mistakes.C.change roles in pair work.D. tell the pupils to get into pairs for pair work.( ) 15. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to talk about what the boy isdoing according to the picture..A. practiceB. productionC. warm upD. presentationII: Write “T” for True and “F” for False. (14%)Which of the followings are true of First Language acquisition. Write “T” for True and “F” for False.( ) 1. rich language environment( ) 2. conscious learning of language structures( ) 3. long time of listening before speaking( ) 4. little error correction( ) 5. more focus on form( ) 6. learning for communication( ) 7. more instrumentally motivatedIII: Match (16%)1Match Children’s characteristics with the suggestions for teachers.(4%)Children’s characteristics( )1. Children like to feel secure with achievable learning.( ) 2. Children like to do things with their hand, bodies and minds. ( ) 3. Children are easily distracted. They are less able to regulate and organized themselves.( ) 4. Children are imaginative, creative. They like new things and like participating in activities.Suggestions for teachers:A.Teachers should design tasks which children can be involved in withtheir hands and bodies and minds.B. Teachers should not make tasks too difficult for children to finish.This will help children to have a secure sense to take part inactivity.C. Give children the opportunity to be imaginative and creative, e.g. askchildren to make their own drawings of a monster.D. Teachers need to make different patterns of organization such asgroup work, pair work to let children join the activity. The time for the activity should not be too long.2Matching the Description of a person with. Multiple Intelligence(4%)the description of a person( ) 1. The person would prefer going to a party rather than spending the evening home alone.( ) 2. The person can calculate numbers easily in his mind.( ) 3. The person often uses music and chants in his lesson plans. ( ) 4. The person is good at doing a hands-on work.Multiple IntelligenceA. Bodily/Kinesthetic IntelligenceB. Musical intelligenceC. Logical/Mathematical IntelligenceD. Interpersonal Intelligence3Match the activities preferred by person with the person’s learning styles.the activities preferred by person( ) 1. The person often thinks more before he does things. He needs the time to make decisions.( ) 2. The person likes acting things out best.( ) 3. The person likes to draw, write words down and make littlethings with his hands.( ) 4. The person likes to see cartoon pictures, photos, picture books and nice posters.the person’s learning styles.A. Visual learnerB.Kinesthetic learnerC Reflective learnerD . Tactile learner4Match grammar activity with the features of grammatical practice. (4%) grammar activity( ) 1. multiple choice question( ) 2. interviewing future plans( )3. using the presented structure to answering questions( ) 4. describing one’s childhood using past tensethe features of grammatical practiceA.mechanical practicemunicative activityC.quasi-communicative activityD.interactive activityIV: 名词解释（用中文回答）20% 1．目标需求2．互动教学模式3．教学行为研究4．定标5．学习需求6．横向联想7．演绎式语法教学8．结果定向的写作教学模式9．显性和隐性语法教学10．评估V: Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problemsand solutions). Make sure you give the assumed time for each step.TEXTA.Look, there he is.B.Who?A. Robert, the guy I’ve been telling you about.B. Oh. The guy you’re going out with?A. I wish. The guy I want to go out with.B. Oh, he he’s really handsome. Um, lets go talk to him.A. Oh, OK. I’ll introduce you. I think you’ll really likehim…Hi, Robert.C. Oh, hi.A. Have you met my friend, Jean?B. I’m afraid not.A. Hey, Jean, this is Robert. Robert, this is Jean.C.Nice to meet you, Jean.B. Nice to meet you . Robert.Please design a 10-minute communicative speaking activityaccording to the material given.In this speaking activity, you can ask the students to learn how to make introduction.1. Objectives (2%)。

英语教学法模拟试题及答案

《英语教学法》模拟试题1及答案Achievement Test for "Teaching English in the Primary School"3I. Choose the best answer (30 %)Directions: In this part, you are given fifteen queslions which are followed by 4 choicesmarked A, B, C and D. Read the choices carefully and choose the one which can best answerthe question. (30 points, 2 points each)1. Which of the following is true of second language learning?A. Natural language exposure.B. Informal learning context.C. Structured input.D. Little error correction.2. What type of learners can benefit most from real object instruction?A. Individual learners.[5. Tactile learners.C. Auditory learners.D. Visual learners.3. What type of intelligence is cooperative learning best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.4. What does the following practise?* Peer and I v. vent to the cinema yesterday.Peter and * I went to the cinema yesterday.Peer and I zoent to the * cinema yesterday.Peer and I zoent to the cinema * yesterday.A. Stress.B. Articulation.C. Liaison.D. Intonation.5. What learning strategy can the following help to train?Match the adjectives on the left with the nouns on the right.H cavy DayNice BabyClose BuildingLight RainTall FriendCute SmokerA. Grouping.B. Collocation.C. Imitation.D. Imagery.6. Which of the following is a communication game?A. Bingo.B. Word chain.C. Rearranging and describing.D. Cross-word puzzle.7. Which of the following can help train speaking?A. Listen and follow instructions.B. Simon says.C. Pairs finding.D. Match captions with pictures.8. Which of the following activities is most appealing to children"s characteristics?A. Cross-word puzzle.B. Formal grammar instruction.C. Reciting texts.D. Role-play.9. What"s the teacher doing by saying" Who wants to have a try?"?A. Controlling discipline.B. Giving prompt.C, Eva[uating students" work.D. Directing students~ attention to the lesson.10. Which of the following activities is the most suitable for group work?A. Guessing game.B. Story telling.C. Information-gap.D. Drama performance.1 i. Which of the following belongs to learning outcomes?A. Role-plays,B, Sequencing pictures.C. Surveys.D. Worksheets.12. Which of the following best describes first language acquisition?A. Care-taker talk.B. Minimal pair practice.C. Selected input.D. Timely error correction.13. Which of the following seating arrangements is most suitable for a whole class discussion?14. What is the teacher doing in terms of error correction?"S: I go to the theatre last night."T: You GO to the theatre last night?A. Correcting"the student"s mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the Student whether he really went to the theatre.15. Which of the following questions can be used in the questionnaire for assessingparticipation?A. Did you get all the questions right in today"s class?B. Did you finish the task on time?C. Can you use the strategies we have learned today?D. What did you do in your group work today?II. Matching (20%)1. Match the learning styles on the left with the type of activities on the right. (4 points)1) Visual learners A. Handwork2) Kinesthetic learners B. Picture talking3) Auditory learners C. Play acting4) Tactile learners D. Song and music listening2. Match the types of intelligence on the left with the form of learning on the right. (4 points)1) Linguistic intelligence A. Doing hands-on activities2) Match and logical B. Sketchingthinking3) Spatial intelligence C. Verbalizing4) Bodily/Kinesthetic D. Conceptualizinginteligence3. Match the activities on the left with the language focus on the right. (4 points)1) Grouping words together A. Reading2) Minimal pair practice B. Vocabulary learning strategy3) Labeling pictures C. Pronunciation4) Sequencing the events D. Writingaccording to the story4. What is the teacher doing? (4 points)1) Now, you can begin. A. Checking understanding2) All right, I think it is time. B. Ending the activity3) Can you two show us how to work? C. Demonstrating the operation4) We are going to do two D. Giving the startthings today. Tom, canyou tell us what they are?5. Match the activities with the relevant classroom arrangement. (4, points)1) Speaking chains A. Whole class work2) Role play of a dialogue B. Individual work3) Guessing the object C. Pair work4) Sentence completion D. Group workⅢ. Multiple choice questions (10 %)Directions: In this part, you are given five questions which are followed by 4 choicesmarked A, B, C and D. Read the choices carefully and choose the suitable answer(s) to thequestion. You may have more than one answer to each question. (10 points, 2 points each)1. Which of the following roles do the primary school teachers play?A. A prompter.B. A participant.C. An assessor.D. A controller.2. Which of the following features are true of children in learning a language?A. Children can not concentrate for very long.B. Children learn EngliSh because they think it interesting.C. Children are not good at planning and monitoring.D. Children are good at understanding concrete things.3. Which of the following belong to formative assessment?A. Learner portfolio.B. Test results.C. Classroom observation.D. Student diaries.4. Which statement of Chinese and English phonetic systems are right?A. English has as many as 24 vowels, while Chinese has none.B. English has a lot of combined consonants, while Chinese has none.C. Stress can change the meaning of a word in English, and tone can also change themeaning in Chinese.D. English words often have more than one syllable, while Chinese characters usuallyhave only one syllable.5. If the class is noisy, which of the following should you choose to settle the class?A. Ask the whole class to copy a list of food words onto a piece of paper from the board.B. Ask the pupils to listen and write down the number of pictures you stick on theblackboard.C. Ask the children to take out their cards and do paired practice.D. Ask children to prepare the dialogue to get ready to act.IV: Short Answer Questions (20 %)Directions: In this part there are four questions about English Teaching Methodology.Write down your answers in brief. You will be assessed in the points you present and the way you present them. (20 points, 5 points each)1. Why is it necessary to use L1 in foreign language instruction? Give at least two reasons.2. What are the relationship and differences between testing and assessment?3. What does the following support, formative assessment or summative assessment?4. What might be the reason if your students misbehave in class? Mention at least 3 reasons.Directions:In this part, you are to design a l0--minute speaking activity according to the material given. The activity should involve tile function of ordering and the relevant structures. Make sure you include all the items of an activity according to the table given (objective,organization type, procedure, assumed time, predicted problems and solutions）. Make sure you give the assumed time for each step.参考答案Ⅰ．Choose the best answer本题为单选题，共15个小题，30分，每题2分。

《(小学)英语教学法》模拟试题(2)

《（小学）英语教学法》模拟试题Achievement Test for 'Teaching English in the Primary Schoo”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B,C and D. Read the choices carefully and choose the one which can best an swer the questio ns. (30 points, 2 points each)1.What learning strategy does the following activity to train? Put the words in the releva nt colu mns.C. Associati onD. Imagery2.Which of the following can train listening?A.Sequencing the pictures.B.Writing captions for pictures.C.TPRD.Matching titles with different paragraphs.3.Which of the following activities invoIves writing?beling pictures.B.Matching pictures with labels.C.Dramatization.D.Role play.4.How do children learn their first language?A.By imitations.B.By being corrected by parents.C.By learning Ianguage rules.D.By acting and performing.5.What'the teacher doing by say ing Now you are going to do this in pairs”A.Checking understanding.B.Givi ng prompt.C.Setting tasks.D.Getting feedback.6.Which of the following activities can be best done with pair work?rmation gap.B.Guessing games.C.Watching videos.D.Role-play.7.Which of the following helps assess Ianguage performances?A.Asking students to reflect on what activities attract them most.B.Asking students about their attitudes towards a certain game.C.Asking students to draw pictures according to description.D.Ask ing the stude nts to do a quiz at the end of the less on.8.Which of the following is suitable for speaking?A.TPR actio ns.B.Recognizing picturesrmation gapD.Matching pictures with descriptions.9.In which of the following activities does the teacher play the role of prompter?A.Give suggestions during an activity.B.Read out the new words to the students.C.Take part in the pupils 'conversation.D.Encourage students to go on with their talk.10.Which of the following belongs to projects?A.Guess ing what some one is eati ng.B.Creating a poster.C.Listening and identifyingrmation gap.11.What kind of classroom arrangement is most suitable for the following activities? The teacher asks thepupils to discuss what they are going to do at the weeke nd.A.Pair work.B.Group workC.Whole-class workD.In dividual work12.What is the teaching doing in the following part of instruction?T: All right. I thi nk it is the time.A: In troduc ing the activity.B.Givi ng a start.C.Check ing un dersta nding.D.Con clud ing an activity.13.What is the teacher doing in terms of error correction?S: I seed a very good film on TV yesterday.T: You SAW a very good film yesterday?A.Helping correct the mistake.B.Giving a hint that the student has used the wrong tense.C.Asking the student to correct the mistake himself.D.Asking the student whether he really saw the film.14.What does childrensshort attention span imply for classroom instruction?A.We should not make any activity too long.B.We should not waste time explaining complicated Ianguage rules.C.We should provide good models for children to imitate.D.We should select those topics releva nt to studentexperie nee. 15. Which type of approach can best describe the followi ng lear ning patter n? Lang uage is lear ned in a con text created with sketches, games or multi-media tech niq uesA. autonomous learningB. in teractive lear ningC. contextualized learningD. task-based learningII: Write T” for True and F” for False. (14%)Which of the follow ings are First la nguage acquisiti on.Write T ” for True and F” for False.()1. systematic study ()2. free lear ning en vir onment ()3. try and error ()4. formal in structi on ()5. mecha ni cal practice ()6. care-taker talk ()7. sile nt liste ning ( )8. mini mal pair practiceIII: Matching (16%)1. Match the learning styles on the left which the type of activities on the right. (4%)1) Group lear ners2) Reflective learners3) In dividual lear ners4) Tactile learners 2. Match the type of in tellige nee on the left with the suitable activities on the right. (4%)1) Interpersonal intelligence2) Musical in tellige nce3) Naturalistic in tellige nce4) Spatial in tellige nce 3. Match the items of phon etics on the left with the realizati ons on the right. (4 %) 1) Articulatio nVV 2) Inton ati on3) Liais on4) Loss of explosi onB. She sells seashells by the seashore.C. I want to do a good deed.D. Do you speak / En glish? 4. Match the type of vocabulary lear ning strategies on the left with the activities that help to train them on the right.(4 %)1) Collocati onA. Ask the students to find the words from the dialogue and guess their meanin gs.2) Con text B. Ask the stude nts to liste n to a record and read after it.A. Discussi onB. Maki ng judgme ntsC. Copy ingD. Doing han dcraftsA. Active imag in ati onB. Rhythmic patter nsC. Sensing othes "motivesD. Photograph ingA. Not at all3)Group ing C. Ask the stude nts to put the words in the right category.4)Imitati on D. Ask the stude nts to match the prepositi ons with the nouns.IV:名词解释(用中文回答)20% (共10题，这里只选了3题) 1 •行为主义理论2.互动教学模式3.反思性教学V: Activity designing (20%)Directi ons: In this part, you are to desig n 1 10-mi nute com muni cative speak ing activity according to the material given. The activity should be based on the material, practicing possessive pronouns. Make sure you include all the items of an activity according to the table give n (objective, orga ni zati on type, procedure, assumed time, predicted problems and soluti on s). Make sure you give the assumed time for each step.(试卷上是四幅卡通画，无法打上去)《（小学）英语教学法》模拟试题答案及评分标准I: Choose the best answer 30%本题为单选题，共15个小题，30分，每题2分1.A2.C3. A4. A5. CII: Write “T ”for True and “F ”for False. (14%)1. F2. T3. T4. F5. F6. T7.TIII: Matching (16%)本题为匹配题，共 4 个小题， 16 分，每题 4 分，匹配对一项得 1 分 1． 1)— 2)---B 3) ---C 4) ---D2. 1)—C 2)---B 3)---D4) ---A 3.1)---B 2)---D 3)---A 4)---C 4. 1)---D 2)---A 3---C 4)---BIV: 名词解释(用中文回答) 20%4．行为主义理论行为主义理论以“刺激 — 反应”为基础，以语言学家 Bloomfield 和心理学家斯金纳 (B.F.Ski nner)为代表。

《英语教学法》模拟试题1及答案

[5. Tactile learners.
C. Auditory learners.
D. Visual learners.
3. What type of intelligence is cooperative learning best suited for?
A. Interpersonal intelligence.
2) Match and logical B. Sketching
thinking
3) Spatial intelligence C. Verbalizing
4) Bodily/Kinesthetic D. Conceptualizing
H cavy Day
Nice Baby
Close Building
Light Rain
inteligence
3. Match the activities on the left with the language focus on the right. (4 points)
1) Grouping words together A. Reading
6. Which of the following is a communication game?
A. Bin
C. Rearranging and describing.
D. Cross-word puzzle.
7. Which of the following can help train speaking?
B. Intrapersonal intelligence.
C. Logical intelligence.
D. Linguistic intelligence.

《英语教学法》作业参考答案

《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree ８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examples to rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to studentsso as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situation Bottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …。

《英语教学法》题库及答案

《英语教学法》题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching”.１． To learn a language means to learn these structural items so as to be able to understand and produce language.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.２． Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.３． According to cognitive theory, .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give stimulus４． By audio-lingua method, students should always .Ａ． be allowed to create their own sentences based on their understanding of certain rules Ｂ． be trained to form good habits in learningＣ． relate their rules learned to their uses in real lifeＤ． be able to communicate with others in practice５． Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.Ａ． This is the interactional view of language.Ｂ． This is the functional view of language.Ｃ． This view of language has no basis of theory.Ｄ． The view may be out of date in language teaching.６． What is the main idea of Communicative Approach?Ａ． To teach language in a global and meaningful way.Ｂ． To teach language in a communicative method.Ｃ． To teach language in training of habits.Ｄ． To teach language by asking students to repeat and memorize forms.７． What is a good language teacher?Ａ． A person who has a good command of English.Ｂ． A person who is armed with a specific range of skills and strategies.Ｃ． A person who has ethic devotion, desirable personal styles and professional qualities.Ｄ． A person who has professional competence.８． To attain the professional competence, a teacher should have training, learning, practice and .Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection９．According to Hymes, in a successful language communication, one’s utterance should be Ａ． reliable and clear Ｂ． possible and feasibleＣ． appropriate and authentic Ｄ． possible, feasible, appropriate and really used１０． Learning a language means being able to do things with it in some sense..Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language１１． Behaviorist view of language holds .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give answers１２． A teacher should have training, learning, practice and to attain the professional competence,.Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection１３． Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.Ａ． This is the view of communicative approach about competenceＢ． This involves the function/notion methodＣ． This is the view of behaviorism in language teaching.Ｄ． Not sure.１４． We train students to learn a language just as we train animals to do things.Ａ． This can be classified into functional grammar.Ｂ． The typical behaviorist view of language learning.Ｃ． The view is taken by those who hold grammar-translation method.Ｄ． None in history had the view of language learning.１５． According to Chomsky, language is not a form of behavior; it is an intricate rule based system.Ａ． It is still a behaviorist view.Ｂ． It is functional view of language.Ｃ． It is audio lingua method.Ｄ． It is the mentalist view.１６． Mistakes should immediately corrected and correct utterances should be immediately praised.Ａ． Audio-lingual methodＢ． Communicative approachＣ． Mentalist viewＤ． Silent way１７． Language is a system of structurally related elements for the coding of meaning.Ａ． Structural view.Ｂ． Mentalist view.Ｃ． Meaningful way of learningＤ． Natural approach１８． We all set up our own perspective of the world, through individual experiences and schema.Ａ． Mentalist oneＢ． Not based on any theoryＣ． Typical constructivist view of learningＤ． Functional one１９． Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.Ａ． Audio-lingual oneＢ． Constructivist viewＣ． Behaviorist oneＤ． Cognitive view of language２０． Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.Ａ． Behaviorist view of learningＢ． ConstructivismＣ． Cognitive viewＤ． Not sure２１．Listening activities always test the students’ memory rather than other abilities.Ａ．The test is the typical one practiced by communicative approach.Ｂ．This kind of view is actually the way of functional method.Ｃ．Any traditional teaching way will do in this way.Ｄ．Memory training is of course the cognitive approach.２２． The communicative activities in classroom should be the one with__________.Ａ．teacher interventionＢ．materials under controlＣ．simple language and no variantsＤ．content on focus not forms２３． Process-oriented theories are concerned with__________.Ａ．how materials are organized togetherＢ．how hypothesis is testedＣ．how the mind processes new informationＤ．how learners receive input２４．Condition-oriented theories emphasize __________.Ａ．the human and physical context in learningＢ．the nature of habit formationＣ．the making of inferenceＤ．the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick(∨ ) in bracket, otherwise, mark a cross(×).２５． Student A uses a questionnaire to interview his partner, student B, and makes notes. ( ) ２６． As two students are talking about their experience, the teacher asks other students to take down their information. ( )２７．. Listening to tapes with headphones and then answering listening comprehension questions. ( ) ２８． When reading in a foreign language, students are asked to mentally translate everything in order to understand. ( )２９．“Write a composition with a title of ‘A Day on the Factory’ in classroom” ( )３０． Information-gap activities in spoken lesson. ( )３１． Use English-English dictionary to understand the meaning of vocabulary. ( )３２． The teacher writes a set of words on the blackb oard and asks the students to find the “odd man out”. ( )３３． Ask students to read phonetic transcripts of words. ( )３４． Make students in groups to say out grammatical rules. ( )３５． Teachers help learners in any way that motivates them to work with the language. ( )３６． The target language system will be learned best through the process of struggling to repeat and practice rote learning. ( )３７． Pattern drills are practiced peripherally. ( )３８． Ask students to use authentic and natural language. ( )３９． In any teaching class, teachers ingrate the four skills. ( )４０． In teaching we should always prevent students from making errors. ( )４１． The linguistic competence is the desired goal in teaching. ( )４２． Communicative activities come after a long process of rigid drills and exercises. ( )４３． Teachers practice bottom-up mode activity and start from a linear process in reading.( ) ４４． To use transition device so that visualization is realized in reading. ( )４５． Working in lockstep, the teacher expresses clearly and as much as possible. ( )４６．To use substitution drills and prompts in grammar teaching. ( )４７． An activity in classroom for students to practice language, which involves no definiteor correct answers in the task. ( )４８． Ask students to bridge their information gap in speaking.( )Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation. Please choose the ones you think them correct and in accordance with what we have learnt andput a tick( ∨ ) after them．４９． The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them. ( )５０． A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other’s ideas. ( )５１． The teaching activities must be designed to be done by the individual students rather than all of them, and the activities should also involve the teacher correcting or evaluating how the student do these activities. ( )５２． A teacher is a resource-provider. ( )５３．It is not the teachers’ work to choose topics and tasks so as to activate students in teaching. ( )５４． Teachers need not have extra materials prepared to cope with slower/faster-working students. ( )５５． Different approaches stipulate different teacher roles, but there are some common roles that teachers play. ( )５６． Teachers can do nothing to increase and maintain the motivation of students by the typesof tasks. ( )５７． Teaching listening should focus on the result of listening rather than the process of listening. ( )５８． The trick to working with drills is to work on individual sounds for more than few minutes a time. ( )５９． Ask students to make a list of optimal solutions to the problem addressed. ( )６０． We should require the students to acquire native-like pronunciation. ( )６１． Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom. ( )６２． The first step of lesson planning will already have been performed for you: choosing what to teach.６３． A teacher can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time. ( )６４． A normal class should be in such a way in which students can raise questions and challenges to teachers. ( )６５． Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ( )６６． In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks. ( )６７． The introduction of authentic texts into the learning situation. ( )６８． Functional grammar holds that a language will play three functions, the idea of which can be used in teaching of language skills.( )６９． Take care of trivial details in reading and listening so that students may have a full understanding of the text. ( )７０． In writing, teachers help students recognize their own composing process.( )７１． We design speaking tasks that do allow outspoken students to dominate discussion. ( )７２． We in teaching clarify fixed rules and standards, and are consistent in applying them.( ) Part IV Teaching of Language and Language Skills第 6 页共21 页Part V Teaching PlanningDirections: In this part of the test, you are to give a ‘Teaching Plan’ according to the material (a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wingsor parachutes so that the wind can carry them easily. The second is by birds and animals.Some seeds, like the seeds of burdock stick to the fur of animals, and drop off as the animalsmove about. Birds carry others, such as berries. The third way is by the plant itself. Theplant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds.The last is by water. The seeds float on the water either because they are very light, orbecause they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2．)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I’m so glad to see you. I’ve got a severe pa in in my left side”. The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month”. Then, he went away, leaving the man standing in the street with his tongue hanging out…and a large crowd of people laughing at him.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text３．)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I’ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It’s black and made of leather---one of those flat sided ones. Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we’ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I’ll see w hat I can do.Monty: Thanks a lot. Bye.……………………………………………Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesC)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your comment or evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2. Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or they are behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1. Day to day language use involves activities such as offering, suggesting, advising and apologizing.Learners learn a language in order to be able to do things with it.2. Language is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. We learn these items so as to be able to understand and produce language.3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4. In the whole process of language learning, stimulus-response can form very good habits which arethe basis for good language training.5. When we learn language, we should always think and ask questions about not only how but also why.6. Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7. We should learn language in the way that is used in the real world and therefore we frequentlybridge the gap between the use of language in real life and the teaching or learning pedagogy in classroom.8. When learning language, we should know not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation.9. Language is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beings put all the items together to understand language and produce language.10. Language is seen as a linguistic system and a means for doing things. To complete these, learnersneed to know how to combine the grammatical rules and the vocabulary to express notion.11. Learners have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1. ( discovering differences )2. ( pooling information to solve a problem )3. ( simulation activity )4. ( identifying pictures )5. ( work in pairs )6. ( role playing )Part III Teaching PrinciplesDirections: In this part of the test,Wallace’s ‘reflective model’ is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, oth ers’ knowledge, others’ experience, response and stimuli, language training, stage, goal, etc.11. The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them. ( )Advantages/disadvantages:12. To inspire students’ productive thoughts in group discussion by means of brainstorming topicsand ideas. ( )Advantages/disadvantages:13. The teacher carefully designs activities for the individual students to complete the tasks andevaluates the whole process. ( )Advantages/disadvantages:14. To vary teaching techniques and train students learning strategy in class. ( )Advantages/disadvantages:15. Extra materials are prepared to cope with slower/faster-working students. ( )Advantages/disadvantages:Part IV Teacher’s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in the language classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant( ) 1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.( ) 2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without…”and points to the button on his won shirt of jacket.( ) 3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.( ) 5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant( ) 6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.( ) 7. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper”.( ) 8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and…?D: I also collect coins.( ) 10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.Part V Teaching Planning ( 20%)Directions: In th is part of the test, you are to give a ‘Teaching Plan’ according to the material(a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moon was behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark,silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tallman stood in front of me. His hair was while and he was dressed in black from head to foot. Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be anno yed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺III。

《中学英语教学法》模拟试题

《中学英语教学法》模拟试题《中学英语教学法》模拟试题（第⼀套）⼀、填空题（答案必须写在“答卷”上。

每空1分，共10分。

）1.One of the general views on language is that l___ is a set of symbols.2.In traditional pedagogy, listening and speaking were treated as skills differentfrom what takes place in r__.3.Introduction to phonetic rules should be a__ at the beginning stage of teachingpronunciation.4.In meaningful p___ the focus is on the production, comprehension or exchange ofmeaning.5.People have different understanding of h__ a vocabulary item can be learned andconsolidate.6.Among the four skills of language, l___ and reading are both receptive skills.7.To help our students pass exams is one of the purposes our English teaching, butanother purpose, which is very important, is to prepare our students to u__ English in real life.8.In the traditional classroom, very often, too much attention has been paid tolinguistic knowledge, with little or no attention paid to practising language s__. 9.In the process approach to writing, the teacher provides guidance to the studentsthrough the writing process, and gradually withdraws the guidance so that the s__ finally become independent writers. 10.If a teacher first asks the students to read a poster, then to have a discussion aboutthe poster, and then to make a poster of their own, we can say that this teacher is integrating r__, speaking and writing skills together.⼆、配对题（答案必须写在“答卷”上。

2023年自考专业(英语)《外语教学法》考试全真模拟易错、难点精编⑴(答案参考)试卷号：7

2023年自考专业(英语)《外语教学法》考试全真模拟易错、难点精编⑴（答案参考）（图片大小可自由调整）一.全考点综合测验(共50题)1.【单选题】Before the 16th century, Latin was taught and learned for____________.A.reading literature in LatinB.spoken and written communicationC.mastering grammarD.learning fine arts正确答案：B2.【单选题】The ultimate goal of learning a foreign language in a Grammar-Translation classroom is to enable the students to ______ its literature.A. translate and writeB.readC.read and writeD.read and translate正确答案：D3.【单选题】In our department, every student _________ after-school activities.A. go in forB.goes in forC.take partD.takes part正确答案：B4.【单选题】Overemphasis on translation will usually make the learner________the first language in the learning of the second language.A. independent ofB.dependent ofC.independent fromD.dependent on正确答案：D5.【单选题】The newspaper will have to close down if it cannot increase its ________ considerably.A.distributionB.contributionC.prescriptionD.circulation正确答案：D本题解析：circulation ：(书报杂志的)销售量，发行额，销路。

电大英语教学法模拟题

电大英语教学法模拟题Information for the examinees：This examination consists of THREE sections。

They are：Section Ⅰ：Basic Theories and Principles (30 points，20 minutes）Section Ⅱ：Problem Solving (30 points, 50 minutes）Section Ⅲ: Mini—lesson Plan (40 points, 50 minutes）The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours。

You must write all your answers on the Answer Sheet。

注意事项一、将你的准考证号、学生证号、姓名及分校（工作站）名称填写在答题纸的规定栏内.考试结束后,把试卷和答题纸放在桌上。

试卷和答题纸均不得带出考场。

二、仔细阅读题目的说明，并按题目要求答题。

答案一定要写在答题纸的指定位置上,写在试卷上的答案无效.三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效.Section Ⅰ: Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part。

Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan，which of the following is human factor?A。

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王蔷《英语教学法》模拟题(附答案)《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题1分，共10分）1. difficult to acquire.2. We are teaching our students English not only to help them pass exams, but also to3. In the traditional classroom, very often, too much attention has been paid to linguistic , with little or no attention paid to practising language skills.4. In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally5. If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating skills together.6. 7. pedagogy, listening and speaking were treated as skills different from what takes place in reality.8. Introduction to phonetic rules should be avoided at the of teaching pronunciation.9. In meaningful practice the focus is on the production, comprehension or exchange of .10.二、配对题（共10小题，每小题2分，共20分）AB三、单项选择题（共15小题，共50分）21. In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A. the top-down modelB. the bottom-up modelC. the interactive modelD. all of the above22. In English teaching classrooms very often writing is seen as “writing as language learning”,and it is believed to be ___.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing23. To ___, it is advocated that we adopt a communicative approach to writing.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students buzy24. Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.25. According to Willis the conditions for language learning are exposure to a rich but comprehensible language put, use of the language to do things, ___ to process and use the exposure, and instruction in language.A. chancesB. contextC. motivationD. knowledge26. There are many situations in which we use more than one language skill, so it is valuable to integrate the four skills, to ___.A. enhance the students’communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.27. Integration of the four skills is concerned with realistic communication, the implication of which is that we must teach English at the discourse level, that we must ___, and that we must adjust the timetable.A. combine pronunciation, vocabulary and grammarB. use mechanical practice and meaningful practiceC. use body language and picturesD. adjust the textbook contents28. All people involved in education, i.e. ___, teachers, parents, and students have some reasons to consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician29. As far as school assessment is concerned, we have teacher’s assessment, continuous assessment, ___, and portfolios.A. students’self-assessmentB. relative’s assessmentC. informal assessmentD. formal assessment30. Because no textbooks are written for any particular class, it is ___ for teachers to adapt materials.A. unnecessaryB. necessaryC. easyD. of no use31. Views on language and ____ both influence theories on how language should be taught.A. views on language learningB. views on culture learningC. values of lifeD. styles of life32. According to Wang Qiang, the way a language teacher learned a language will influence the way he ____ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge33. One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation34. One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and the productive skillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class35. According to Wang Qiang, to answer the question “Can the students achieve the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability四、教案设计（20分）Suppose you are going to teach the following lesson to Grade One students of a junior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:New words & phrases:cost, cheap, need, oh, paint brush, pay; comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:• Can I help/What would you like? • I’d like …/Can I have …? • How much is it/are they?• They are cheap/It is cheap. • They cost…/it costs …• So, that comes to…要求：必须用英语写作。