英语教学法最新习题
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 most difficult toacquire.2.??????? We are teaching our students English not only to help them pass exams, but also to prepare themto u? ?English in real life.3.??????? In the traditional classroom, very often, too much attention has been paid to linguistic k? , withlittle or no attention paid to practising language skills.4.??????? In the process approach to writing, the teacher provides guidance to the students through thewriting process, and gradually withdraws the guidance so that the students finally become i? ?writers.5.??????? 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 reading, speaking and w? ?skills together.6.??????? One of the general views on language is that language is a s__ of symbols.7.??????? In tr? ?pedagogy, listening and speaking were treated as skills different from what takes place inreality.8.??????? Introduction to phonetic rules should be avoided at the b? ?stage of teaching pronunciation.9.??????? In meaningful practice the focus is on the production, comprehension or exchange of m? .10.??? 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：B 组：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 canbe 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 model?????????????? B. the bottom-up model????????? C. the interactive model?????????????? D. all of the above22.In English teaching classrooms very often writing is see n as “writing as language learning”, and itis believed to be ___.???? A. writing for communication?????? B. writing for real needs????????? C. pseudo writing??????????????????????? D. authentic writing23.To ___, it is advocated that we adopt a communicative approach to writing.???? A. motivate students????????????????????????????????? B. demotivate students???? C. free students from too much work? D. 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 comprehensiblelanguage put, use of the language to do things, ___ to process and use the exposure, and instruction in language.???? A. chances???????????? B. context ??? C. motivation D. knowledge26.There are many situations in which we use more than one language skill, so it is valuable to integratethe four skills, to ___.A. enhance the students’ communicative competence???????B. combine pronunciation, vocabulary and grammar??C. 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 isthat we must teach English at the discourse level, that we must ___, and that we must adjust the timetable.A. combine pronunciation, vocabulary and grammar??B. use mechanical practice and meaningful practice???C. use body language and picturesD. adjust the textbook contents28.All people involved in education, i.e. ___, teachers, parents, and students have some reasons toconsider assessment necessary.???? A. friends??????? B. businessmen?? C. administrators????????????? D. politician29.As far as school assessment is concerned, we have teacher’s assessment, continuous assessment,___, and portfolios.???? A. students’ self-assessment? B. relative’s?? assessment ????? C. informal assessment??????????????? D. formal assessment30.Because no textbooks are written for any particular class, it is ___ for teachers to adapt materials. ???? A. unnecessary????????????? B. necessary???????? C. easy ??????? D. of no use31.Views on language and ____ both influence theories on how language should be taught.A. views on language learning ?????????B. views on culture learning?????? C. values of life ????????????????????????????????????? D. 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 language ????????????????B. learns his mother tongueC. teaches a language ?????????????D. 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 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 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。
英语教学法相关习题
英语教学法复习题:一、Multiple-choice questions1. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning2. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation3. By language skills, we mean communicative skills involved in listening, speaking,reading and ( ).A. drawingB. describingC. practicingD. writing4. When did Harmer suggest the following measures for undisciplined acts and badlybehaving students ( )A 1984B 1985C 1983D 19865. What should the teaching of pronunciation focus onA. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation6. Which is not our realistic goal of teaching pronunciation listed belowA. creativityB. consistencyC. intelligibility D communicative efficiency7. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new8. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) ,and linkage.A. typeB. learnabilityC. attitudeD. language9. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning10. Linkage means the stages and the ( ) within each stage are planned in such away that they are someway linked with one another.A. directionsB. stepsC. goalsD. types11. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning12. Which is not the kind of stress that is important to achieving good pronunciationlisted belowA. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress13. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction14. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice15. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills16. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking17. In ( ) drill, the students change a given structure in a way so that they are exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution18. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice19. The attitudes or motions of a language user in choosing a word and the influence).of these on the listener or reader’s interpretation of the word refer to(A. denotative meaningB. connotative meaningC. collocationsD. antonyms20. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering21. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listening .22. Which of the following activities do you think would help prepare students forreal-life speech in EnglishA. reading aloudB. giving a prepare talkC. doing a drill of the above23. Which of the following principles of teaching speaking teachers should beaware ofA. Contextualizing practiceB. Personalizing practiceup confidence of the above24. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal25. Helping our students to develop the ability of automatic word recognition is thebasis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking26. Which of the principles and models for teaching reading is falseA. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model27. A ( ) is a purposeful collection of materials assembled over a period of timeby a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment28. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above29. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All theabove30. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening31. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.32. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act33. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image34. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening35. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing36. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions37. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %38. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above39. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion40. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new41. The principles for good lesson planning are in terms of aim, variety, flexibility,( ) , and linkage.A. typeB. learnabilityC. attitudeD. language42. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning43. Linkage means the stages and the ( ) within each stage are planned in such away that they are someway linked with one another.A. directionsB. stepsC. goalsD. types54. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning45. Which is not our realistic goal of teaching pronunciation listed belowA. creativityB. consistencyC. intelligibility D communicative efficiency46. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking47. In ( ) drill, the students change a given structure in a way so that they areexposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution48. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice49. The attitudes or motions of a language user in choosing a word and the influencetion of the word refer to( ).of these on the listener or reader’s interpretaA. denotative meaningB. connotative meaningC. collocationsD. antonyms50. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above51. Which is not the kind of stress that is important to achieving good pronunciationlisted belowA. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress52. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction53. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice54. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills55. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers56. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning57. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation58. By language skills, we mean communicative skills involved in listening, speaking,reading and ( ).A. drawingB. describingC. practicingD. writing59. When did Harmer suggest the following measures for undisciplined acts andbadly behaving students ( )A 1984B 1985C 1983D 198660. What should the teaching of pronunciation focus onA. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation61. Which of the following principles of teaching speaking teachers should beaware ofA. Contextualizing practiceB. Personalizing practiceC. Building up confidenceD. all of the above62. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal63. Helping our students to develop the ability of automatic word recognition is thebasis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking64. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions65. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %66. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above67. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion68. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All theabove69. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening70. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.71. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act72. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image73. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening74. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing75. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering76. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listeningC. post-listening .77. Which of the following activities do you think would help prepare students forreal-life speech in EnglishA. reading aloudB. giving a prepare talkC. doing a drill of the above78. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers79 Which of the principles and models for teaching reading is falseA. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model80. A ( ) is a purposeful collection of materials assembled over a period of timeby a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment二、True or False1. There-stage model is advised in a reading lesion, that is, pre-reading, while-readingand post-reading.2. At the production stage, the students are encouraged to use what they have learned andpracticed to perform communicative tasks.3. Although the success of a speaking task depends on many factors, the followingcharacteristics are common in successful speaking tasks (Ur,1996): maximum native talk, even participation, high motivation.4. Whole class work can be used when presenting and explaining new language ornew information.5. The ideal systematic evaluation of a textbook would be a longitudinal one, whichincludes a pre-use evaluation, a whilst-use evaluation and a post-use evaluation.6. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think before speaking.7. Littlewood (1981:12) divides communicative speaking activities into two types:structural activities and social interaction activities.8. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.9. Criterion-referenced assessment is designed to measure how the performance of aparticular student or group of students compares with the performance of another student or group of students whose scored are given as the norm.10. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation, methodological preparation and practice in self-direction.11. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.12. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.13. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.44. Keeping a vocabulary notebook is seen as one way of helping students engagemore meaningfully with the new words that they are being exposed to in theirlanguage learning experiences.15. One’s overall competence in a foreign language involves performing effectivelyeach of the four skills (listening, speaking, reading and writing) separately.is an important 16. Making inference, which means “reading between the lines”,speaking skill.17. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”，“and listening without viewing”.18. The activities prediction, setting the scene, skimming and scanning are commonactivities in While-reading activities.19. Parents provide money and personnel for education. They need to know whetherthe programs they have planned are working well.20.International view considers language to be a communicative tool, whose main use isto build up and maintain social relations between people.21. If the student has got most of his language right but has made a trivial mistake,the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based s ystem and a large part of language acquisition is the learning of this system.principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.24. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.25. Since the teacher’s talk can be good models and useful input, it is best to keeptalk at a maximum level.the teachers’26. A portfolio is a purposeful collection of materials assembled over a period of timeby a learner to provide evidence of skills, abilities and attitudes related to their study.27. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.28. One’s overall competence in a foreign language involves performing effectivelyeach of the four skills (listening, speaking, reading and writing) separately.learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).view considers language to be a communicative tool, whose main use is to build up a nd maintain social relations between people.31. If the student has got most of his language right but has made a trivial mistake, the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.from the Russian verb educare.33. The word “education” comesprinciples may be used to guide every lesson planning .They are described below i n terms of aim ,variety, flexibility, learnability, and linkage.35. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think beforespeaking.36. There-stage model is advised in a reading lesion, that is, pre-reading,while-reading and post-reading.37. At the production stage, the students are encouraged to use what they haveLearned and practiced to perform communicative tasks.38. Although the success of a speaking task depends on many factors, thefollowing characteristics are common in successful speaking tasks (Ur,1996):maximum native talk, even participation, high motivation.39. Whole class work can be used when presenting and explaining new languageor new information.40. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, andsimple integration, which is a combination of activities involving different skills,kinked thematically.41. Making inference, which means “reading between the lines”,is an important speaking skill.and “writing for42. Some writing activities can be between “writing for learning” communication”．43. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understandinghuman beings.44. The register means the vocabulary that is commonly found in a specific discourse.45. Assessment involves the collecting of information or evidence of a learner’slearning progress and achievement over a period of time for the purposes ofimproving teaching and learning.46. Research in listening has shown that good listener is good predictors.47. According to Littlewood (1981:86), Pre-communicative activities includestructural activities and Quasi-communicative activities.48. Tactile learners learn more effectively through body experience whileKinesthetic learners learn more effectively through touch (hands-on).49. Making inference, which means “reading between the lines”, is an importantspeaking skill.50. Some writing activities can be between “writing for learning” and “writingcommunication”．51. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understandinghuman beings.52. A portfolio is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities and attitudes relatedto their study.53. Criterion-referenced assessment is designed to measure how theperformance of a particular student or group of students compares with theperformance of another student or group of students whose scored aregiven as the norm.54. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation,methodological preparation and practice in self-direction.55. Making inference, which means “reading between the lines”, is an importantspeaking skill.56. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate alot of learning. Useful techniques include “freeze frame”, “silent viewing”，“and listening without viewing”.57. The activities prediction, setting the scene, skimming and scanning arecommon activities in While-reading activities.58. The register means the vocabulary that is commonly found in a specificdiscourse.59. Assessment involves the collecting of information or evidence of a learner’slearning progress and achievement over a period of time for the purposes of improving teaching and learning.60. Since the teacher’s talk can be good models and useful input, it is best totalk at a maximum level.keep the teachers’三、Questionsare the criteria for evaluating how communicative classroom activities2. What are the most influential approaches in second/foreign languageteaching in recent years3. According to William J. Hutchins, what moral values should we promote in our teaching4. What are the five main components of communicative competence5. What are the Principals of Communicative Language Teaching6. As a language teacher, how should you design tasks7. How do you understand TBLT and its relationship with the CLTdevelopment of ELT since 1978 can be divided into four major are they。
英语教学法试题及答案
英语教学法试题及答案一、选择题1. What is the importance of using visuals in language teaching?a) They help create a more engaging and memorable learning experience.b) They replace the need for spoken language in the classroom.c) They can be used as a substitute for actual language practice.d) They hinder students' ability to understand concepts.答案: a) They help create a more engaging and memorable learning experience.2. Why is it important to create a learner-centered classroom environment?a) It allows the teacher to have more control over the students.b) It encourages passive learning among students.c) It promotes active participation and critical thinking.d) It reduces students' responsibility for their own learning.答案: c) It promotes active participation and critical thinking.3. Which of the following is an effective way to assess students' speaking skills?a) Multiple-choice tests.b) Memorization of vocabulary lists.c) Group discussions and presentations.d) Filling in the blanks in a sentence.答案: c) Group discussions and presentations.4. What is the significance of integrating listening, speaking, reading, and writing skills in language teaching?a) It increases the workload for both teachers and students.b) It allows students to focus on one skill at a time.c) It reflects real-life language use and promotes holistic learning.d) It hinders students' ability to develop individual skills.答案: c) It reflects real-life language use and promotes holistic learning.5. What is the role of error correction in language teaching?a) To embarrass and criticize students for their mistakes.b) To discourage students from experimenting with the language.c) To provide constructive feedback and foster learning.d) To promote rote memorization of grammar rules.答案: c) To provide constructive feedback and foster learning.二、简答题1. Explain the concept of scaffolding in language teaching.答案: Scaffolding refers to the support and guidance provided by the teacher to help students develop their language skills. It involves breaking down complex tasks into smaller, more manageable steps and gradually removing the support as students gain proficiency. Scaffolding can include providing clear instructions, modeling language use, using visual aids, offering personalized feedback, and encouraging independent thinking and problem-solving.2. Describe the role of technology in modern English language classrooms.答案: Technology plays a significant role in modern English language classrooms. It provides access to authentic materials, interactive learning resources, and digital platforms for communication and collaboration. Technology can enhance language learning through multimedia presentations, online language practice, virtual language exchanges, and self-paced learning modules. It also promotes digital literacy skills, critical thinking, and creativity among students.3. Discuss the advantages and disadvantages of teacher-centered instruction.答案: Teacher-centered instruction refers to a more traditional approach where the teacher has full control over the learning process. Advantages of this approach include the teacher's expert knowledge and guidance, efficient time management, and a structured learning environment. However, it may limit students' active participation and critical thinking, discourage autonomy and creativity, and result in passive learning. Teacher-centered instruction may also overlook individual student needs and preferences.4. How can assessment be used as a tool for both learning and motivation in language teaching?答案: Assessment can be used as a tool for learning and motivation by providing students with feedback on their progress and areas for improvement. It can help students identify their strengths and weaknesses, set learning goals, and track their own development. Effective assessments also promote a growth mindset, where students see mistakes as opportunities for growth rather than failures. Furthermore, assessment can motivate students by recognizing their achievements, fostering a sense of accomplishment, and creating a supportive and competitive learning environment.5. Explain the concept of communicative language teaching (CLT) and its main principles.答案: Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes communication as the primary goal of language learning. The main principles of CLT include using authentic language in meaningful contexts, promoting interactive and collaborative activities, focusing on fluency rather than grammatical accuracy, and integrating all four language skills. CLT encourages real-life language use, develops students' ability to negotiate meaning, and prepares them for effective communication in diverse situations.。
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.。
《英语教学法》 练习题 专升本
《英语教学法》练习题一专升本一. Fill in the blanks.1. Affective states of learnersFor learners’affective states, anxiety is often talked about. There are three kinds of anxiety: Trait anxiety Personality, ___ (1) predispositionState anxiety Experience at a ___ (2) moment in time as a response to a definite situationSituational anxiety Aroused by a specific type of __ _ (3) or event such as public speaking, examinations or class participationAnxiety can be both ___ (4) and ___ (5). Facilitating anxiety makes a learner to face problems, work out solution and overcome the problems. Debilitating anxiety may make a learner flee to avoid the source of anxiety. So the degree of anxiety should be balanced. Teachers need to think about this and take action in teaching.2. Total Physical ResponseTPR reveals ___ (6) or grammar-based views of language. According to Asher, the verb, especially the verb in the ___ (7), as the central linguistic motif around which language use and learning are organized.The language learning theory in TPR is ___ （8). Learning is effective and meaningful through stimulus-response action.The objective of a TPR course is to develop learners’ communicative ability through the use of___ (9) drills in the imperative form.TPR syllabus is a ___ (10) one with teaching items of grammar and vocabulary. However, the focus is not on the structure, but on___ (11) in a way that grammar points and vocabulary items are selected according to__ (12) in which they are used.The learning and teaching activities in TPR are imperative drills such as orders, commands or instructions, which are used to elicit __ (13) actions and activity on the learner.TPR learners are listeners and __ (14). They are required to respond and monitor and evaluate their own progress.The teacher in TPR is active, directing the classroom __ _ (15) and turn taking to make sure everything goes well.二. Explain the following terms。
《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 rulesB . 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 beA. reliable and clear B . possible and feasibleC . appropriate and authenticD . 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 language1 1 . 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.reflection1 3 . 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.1 4 . 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.1 5 . 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.2 6 . 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.Constructivism C . Cognitive view D. Not sure2 1. 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.2 2 . 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 forms2 3 . 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 input2 4 . 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( V ) in bracket, otherwise, mark a cross( x).2 5 . Student A uses a questionnaire to interview his partner, student B, and makes notes.()2 6. As two students are talking about their experience, the teacher asks other students to take down their information.()2 7. . Listening to tapes with headphones and then answering listening comprehension questions. ()2 8 . When reading in a foreign language, students are asked to mentally translate everything in orderto understand.()2 9. “Write a composition with a t itle of 'A Day on the Factory ' in classroom "()3 0 . Information-gap activities in spoken lesson.()3 1 . Use English-English dictionary to understand the meaning of vocabulary.()3 2 . The teacher writes a set of words on the blackb oard and asks the students to find the "odd man out".()3 3 . Ask students to read phonetic transcripts of words.()3 4 . Make students in groups to say out grammatical rules.()3 5 . Teachers help learners in any way that motivates them to work with the language.()3 6 . The target language system will be learned best through the process of struggling to repeatand practice rote learning.()3 7 . Pattern drills are practiced peripherally.()3 8 . Ask students to use authentic and natural language.()3 9. In any teaching class, teachers ingrate the four skills.()4 0. In teaching we should always prevent students from making errors.()4 1 . The linguistic competence is the desired goal in teaching.()4 2 . Communicative activities come after a long process of rigid drills and exercises.()4 3 . Teachers practice bottom-up mode activity and start from a linear process in reading])4 4. To use transition device so that visualization is realized in reading.()4 5 . Working in lockstep, the teacher expresses clearly and as much as possible.()4 6. To use substitution drills and prompts in grammar teaching.()4 7. An activity in classroom for students to practice language, which involves no definite or correct answers in the task.()4 8 . 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 and put a tick( V ) after them .4 9 . 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.()5 0. 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.()5 1 . The teaching activities must be designed to be done by the individual students rather than all of them, and the activities shouldalso involve the teacher correcting or evaluating how the student do these activities.()5 2. A teacher is a resource-provider.()5 3. It is not the teachers ' work to choose topics and tasks so as to activate students in teaching.()5 4 . Teachers need not have extra materials prepared to cope with slower/faster-working students.()5 5 . Different approaches stipulate different teacher roles, but there are some common roles that teachers play.()5 6 . Teachers can do nothing to increase and maintain the motivation of students by the types of tasks.()5 7 . Teaching listening should focus on the result of listening rather than the process of listening.()5 8 . The trick to working with drills is to work on individual sounds for more than few minutes a time.()5 9 . Ask students to make a list of optimal solutions to the problem addressed.()6 0 . We should require the students to acquire native-like pronunciation.()6 1 . Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom.()6 2 . The first step of lesson planning will already have been performed for you: choosing what to teach.6 3. 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.()6 4. A normal class should be in such a way in which students can raise questions and challenges to teachers.()6 5 . Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ()6 6. In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks.()6 7 . The introduction of authentic texts into the learning situation.()6 8 . Functional grammar holds that a language will play three functions, the idea of which can beused in teaching of language skills.()6 9 . Take care of trivial details in reading and listening so that students may have a full understanding of the text.()7 0. In writing, teachers help students recognize their own composing process.()7 1 . We design speaking tasks that do allow outspoken students to dominate discussion.()7 2 . We in teaching clarify fixed rules and standards, and are consistent in applying them.()Part IV Teaching of Language and Language SkillsDirections: In this part of the test, you are to decide whether you agree or disagree.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 wings or parachutes so that the wind can carry them easily. The second is by birds and animals.Someseeds, like the seeds of burdock stick to the fur of animals, and drop off as the animals move about. Birds carry others, such as berries. The third way is by the plant itself. The plant 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, or because they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)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 crowdof people laughing at him. Lesson Plan AIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA) B) C) Stage 1: A) B) C)Stage 2:A)B)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 3 .)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:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your commentor 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 theyare 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 inorder to be able to do things with it.nguage is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. Welearn 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 are the 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 frequently bridge the gap between the use of languagein 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 sayit appropriately in any given situation.nguage is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beingsput all the items together to understand language and produce language.nguage is seen as a linguistic system and a means for doing things. To complete these, learners need to know how to combine thegrammatical rules and the vocabulary to express notion.11.Learners have to study the patterns and rules of language above the sentence level to learn howlanguage 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 topics and ideas.()Advantages/disadvantages:13.The teacher carefully designs activities for the individual students to complete the tasks and evaluates 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 thelanguage 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 form group 2. Thus the students areput 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. Whena student has madea 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 form group 2. Thus the studentsare 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 moonwas 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 tall man 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 .B2 . D3 . B4 . B5 . A6 . A7 .C 8 . D 9 . D 10 「C 11 A 1 2 . D1 3 . A 1 4 . B 1 5 . D 1 6 . A 1 7 .A 18. C1 9 . D2 0 . A 2 1 . C 2 2 . D 23 .C 2 4. APart II Teaching Activities( 客观试题，每题1 分，共10分）2 5 . V 2 6 . V 2 7.X 2 8.X 2 9.X3 0 . V3 1 . X 3 2 . V 3 3.X 3 4.X 3 5 . V 3 6 . X3 7 . V 3 8 . V 3 9 . V4 0.X 4 1 . X 4 2 . X4 3 . X 4 4 . V 4 5.X 4 6.X 4 7.X 4 8 . VPart III T eaching Principles4 9 . V5 0 . V 5 1.X 5 2 . V 5 3.X 5 4 . V5 5 . V 56 . X 5 7.X 5 8.X 5 9 . V 6 0 . X61 . X 6 2 . V 6 3.X 6 4 . V 65.X 6 6 . V67 . V 6 8 . V 6 9.X 7 0 . V 7 1 . X 7 2 . VPart IV Teaching of Language and Language Skills7 3 . disagree 7 4 . ,d isagree 7 5 .agree a 6 . agree 77 .agree7 8 . agree 7 9 . ,disagree 8 0 . Disagree 8 1 . Agree 8 2 . agree8 3 . agree8 4 .Disagree 8 5 . Disagree 8 6. d isagree8 7 .Agree8 8 . Agree 8 9 . Agree 9 0 . Agree 9 1 . Agree 9 2 . Disagree9 3 . Agree 9 4 . Disagree 9 5 . Agree 9 6 . 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, fur8)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 show 2 . Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of "to do" as objectNEWLEXIS: 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 patientsStage 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 componentsLanguage 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 functions Consistency: 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,。
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。
《英语教学法》复习题
《英语教学法》复习题一、填空题1．The theory of learning is referred to as be haviorism, which has three major stages, “sti mulus, response, and reinforcement”2．The behaviorist theory of language learning is that language is learned by constant repeti tion and the reinforcement of the teacher3．The term cognitivism is often used loosely to describe methods in which students are aske d to think rather than simply repeat.4．There are a variety of elements that contri bute to the qualities of a good language teach er. These elements can be categorized into 3 g roups: ethic devotion, professional qualities and personal styles.5. Three different views on language are the s tructural view, the functional view and the in teractional view.6. Language theories can be divided into two g roups:1)process-oriented theory 2)the conditio n-oriented theory7.The ultimate aim of foreign language teaching is to enable the learners to use the languag e in real life.8.The goal of CLT is to develop students’ com municative competence.municative competence includes knowledge of what to say, when, how, where, and to whom.10.The goal of CLT is to use language for comm unicative purpose11.The adoption of CLT is to develop learners’ language skills, namely, listening, speaking, reading and writing.12.CLT has not replaced the previous approache s or methodologies. It has only expanded the a reas: language content, learning process and l anguage product.13.Littlewood’s classification of communicati ve activities: Functional communicative activi ties and Social interaction activities.14. Language learning and teaching should be as close as possible to language USE IN REAL LIFE.15.Lesson planning should be done at two level s: Macro planning and Micro planning16.The first thing to do in lesson planning is to decide the aims of a lesson.17.The most popular teaching stages are three P’s model, which include: presentation, pract ice and production.18.Lesson planning means making decision in ad vance about what techniques, activities and ma terials used in class.19.There are four major principles behind good lesson planning: variety, flexibility, learna bility, and linkage.20.The aim of a lesson includes language point s to present, communicative skills to practic e, activities to conduct, and materials and te aching aids to be used.21.In the skill-oriented lessons, that is, ina reading or listening lesson, a 3-stage model is frequently adopted: pre-reading/listening, while-- reading/listening and post- reading/l istening.22.5-step model is more familiar to the middle school teachers: revision, presentation, dril l, practice and consolidation.23.Classroom management is the way teachers or ganize what goes on in the classroom.24.An instructor passes on knowledge by variet y of means.An organizer organizes the class so that learning activities can be carried out.25.A linguist named Harmer defined the teacher s’ roles as: controller, assessor, prompter,participant and resource provider.26.Ur reminds us not to hurt the students’ fe elings by: 1) Deal with it quie tly; 2)Don’t t ake things personally; 3)Don’t use threats27.There are many different ways to teach a so und. It’s better to teach from Perception Pra ctice(认知) to Production Practice.28.One way to teach grammar is by 3P Model: Pr esentation,Practice and Production.29.The deductive method relies or reasoning, a nalyzing and comparing.30.In the inductive method, the teacher induce s the learners to realize grammar rules withou t any form of explicit explanation.31.Grammar practice is usually divided into tw o categories, Mechanical practice and Meaningf ul practice.32.By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation dril ls are most frequently used in mechanical prac tice.33.Generally speaking, there are three stages in listening activities for language learners: 1.pre-listening 2.while-listening 3.post-list ening34.We will listen in two different ways: 1.Int ensive listening (for details) 2.Extensive lis tening (for general ideas)35.Listening in real life has the following ch aracteristics: Spontaneity, Listener’s respon se, Speaker’s adjustment, Context and Visual clues.36.Characteristics of successful speaking task s can be: 1.Maximum foreign talk 2.Even partic ipation 3.High motivation 4.Right language lev el37.The process approach focus on what studentsdo before /while /after their writing.38.Not everything can be purely communicative. Some writing activities can be between “writ ing for learning” and “writing for communica tion.39.The process of writing should be from contr olled to guided writing and to free writing40. Teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques ar e integrate to help students in their reading comprehension and in increasing their language efficiency in general另附.Generally, lesson presenting mainly inclu des four aspects: Presenting teaching material s; Presenting teaching methods; Presenting lea rning strategies; Presenting teaching process二、简答题1．Why are people learning English?• They have to pass the examin ations.• They can help foreign visito rs.•It’s necessary if they want to enter university.• Learning a foreign language is an intellectual challenge.• They can use computers more easily.• They need to keep in touch w ith what is going on in their profession world wide.• English will be very importa nt to get a job in trade.• English will be useful for t hem to travel abroad.• They will be able to read an d listen to in English. This can improve their knowledge of the world.2．What is language?Language is a means of communication with othe r people.3．What is the aim or purpose of language teac hing?Communication4．How many language teaching methods or appro aches do you know?l the grammar-translation methodl the direct methodl the audio-lingual methodl the situational language teachingl the cognitive approachl the silent wayl the total physical response methodl the communicative approachl the natural approachl the functional-notional method, etc. 5．How can you become a good language teacher?• Language training: a sound c ommand of English•Learn from others’ experien ce• Learn received knowledge, su ch as language theories, methodology, educatio n, psychology, etc.•Learn from one’s own experi ence• Practice makes perfect• Keep on reflecting on work,etc6．What is the challenge the language teacher is confronted with?People learn a foreign language1. For different reasons2. In different ways3. Having different understanding abou t language learning4. Having different capabilities in la nguage learning5. Different language levelsThus the challenge that the language teacher i s confronted with is how teaching methodology can cater for learners who have more differenc es than commonalities.7．What is the question that all approaches of language teaching should answer?The question is “What is language?”Language is a means of communication with othe r people.8．What are the three different views of langu age that language teaching and learning practi ce have been influenced by?They are the structural view, the functional v iew and the interactional view.9． How does the structural vi ew see language?• The structural view sees lan guage as a linguistic system made up of variou s subsystems. To learn a language means to lea rn these structural items so as to be able to understand and produce language.10．How does the functional view see language?• The functional view sees lan guage as a linguistic system but also as a mea ns for doing things. Learners learn a languagein order to be able to do things with functio nal activities.11．How does the interactional view see langua ge• The interactional view consi ders language as a communicative tool, whose m ain use is to build up and maintain social rel ations between people. The learner has to stud y the patterns and rules of language above the sentence level to learn how language is used in different speech context.12． What are Process-oriented theories concerned with?How the mind processes new information13． What do Condition-oriented theories emphasize?The nature of the human and physical context i n which language learning takes place14．What is “pseudo practice”?It is a short period of time assigned for stud ent teachers to do teaching practice as part o f their education, usually under the supervisi on of their instructors.15． What does linguistic competence mea n?Competence simply means knowledge of the langu age system: grammatical knowledge in other wor ds.16． What does Communicative Competence mean?Not only the form of language, but also what t o say to whom and how to say it appropriately in any given situation. To be short, communica tive competence includes knowledge of what to say, when, how, where, and to whom.17． What is lesson planning?Lesson planning means making decisions in advance about what techniques, activities and mate rials will be used in the class.18． In how many ways do language teache rs benefit from proper lesson planning?l Make the teacher aware of the aims a nd language contents of the lessonl Help the teacher to distinguish the various stages of a lesson and to see the rela tionship between theml Think about how the students can be fully engaged in the lessonl Become aware of the teaching aids th at are neededl Think about the relative value of di fferent activitiesl Think about how much time should be spent on the activitiesl Judge lesson stages and phases withgreater accuracyl Help to continue improvementl Add an evaluation to the planl Provide a useful, time-saving refere nce when the teacher next plans the same lesso n19． What factors influence a lesson?l 1.Physical conditions:l Class size: affects types of activit iesl Length of a lesson: determine how mu ch can be taughtl Size of classroom: restricts some ty pes of activitiesl Teaching aids: sufficient or notl Time of day: influences the types of activities used (p.m. or a.m.)l 2.Human factors:l different personalities of teachers decide different styles of teachingl varied needs and attitudes of studen tsl the students’ language levell the students’ learning backgroundl 3.Change (of )l The syllabusl Textbooksl The teaching system: meets the needs of the institutions and examinations20． What are the principles for good le sson planning?1)variety2）flexibility3）learnability4）linkage21． What does macro planning involve?Macro planning involves the following:a) Knowing about the courseb) Knowing about the institutionsc) Knowing about learnersd) Knowing about syllabus22． What does a lesson plan include?At least, it may have the following component s:l Teaching aimsl Language contents and skillsl Teaching stages and procedures23． What does the teaching aim of a les son include?l what language components to presentl what communicative skills to practic el what activities to conductl what materials to be usedl what teaching aids to be used24． What do language contents mean and what do language skills mean?l The former means: structures, gramma r, functions, topics and so onl The latter means: 4 communicative sk ills25． What is the difference between teac hing stages and teaching procedures?l Teaching stages are the major steps that language teachers go through in the class room. Procedures are the detailed steps in each teaching stage.26． What does a teacher need to conside r when he/she has planned to present a new str ucture?l When to focus on the structure and w hen to study it in context;l Whether to present the structure ora lly or in written form;l When to give out information and whe n to elicit from students;l When and how to use visual aids to h elp with the presentation;l What to do if students fail to under stand.27． How can we manage a classroom effic iently?Only when three conditions are metl The teacher plays appropriate roles.l The students are grouped in a way su itable for the learning activities.l There is discipline and harmony in t he class.28． What factors may influence classroo m management?At least, the following factors are very impor tant for a classroom management:l People: the relationship between the teacher and the studentsl Language: what you expect them to do (understanding and encouraging students)l Environment: classroom, the position ing of the desks and the position of the teach erl Organization: good lesson plan, clea r learning objectives, variety in activities…l Tools: textbook, Ex-book, video-reco rder, a slide projector…29． What are the most common student gr ouping?l Lockstep/class/plenary, team work, g roup work, pair work, individual study30． How can we group the students?Some possible ways to group the students:l Group the students according to seat ing arrangement;l Students select their own group memb ers (risky);l Strong students and weak students ar e mixed together;l Strong students and weak students ar e grouped separately to do different tasks;l Group the students by drawing lots.31． What should be our realistic goals for teaching pronunciation?l Consistency: the pronunciation shoul d be smooth and natural.l Intelligibility: the pronunciation s hould be understandable to the listeners.l Communicative efficiency: the pronun ciation should help to convey the meaning that is intended by the speaker.32． What are the purposes of listening?1.Extract information from news, lectures, and instructions…2.Maintain social relations: Greetings, prais e, talk, gossip, chat…3.Be entertained: film, a joke, poem, and TV/r adio programs…33． How to speak oral English well?1.Listen to native speakers, talk about variou s topics .2.Learn useful idioms.3.Learn common words and phrases.4.Test your vocabulary skills in everyday Engl ish.5.Practice responding, in English, to real-life conversations.6.Listen to native speakers and give responses34． What are the factors that affect th e success of role-play ?1. the teacher’ enthusiasm2. careful instruction3. clear situation and roles4.making sure the students have the language t hey will need to carry out the role-play.35． Why do we read?1.survival, e.g. the label on a medicine bottl e.2.learning and information, e.g. newspapers, m agazines, books.3.entertainment or pleasure, e.g. novels, stor ies, poems as a leisure.36． What strategic skills do students n eed in order to make reading more efficien t?1.Skimming for main idea2.Scanning for specific information3.Inferring the meaning of unknown elements:lexical itemsattitude and opinionthe purpose of an articlerelevant information4.Recognizing rhetorical structure:chronological ordercomparison and contrastcause and effectreference指代5. Predicting: guessing what is coming next6. Distinguishing the main idea from supporting details37． Why do we write in English?l ExaminationWriting in English enables us to pass examinat ionsl CommunicationWriting in English is necessary in communicating with others.l EntertainmentWriting in English can be entertaining for us.38． What are the features of process wr iting(1) Focus on the process of writing that leads to the final written product.(2) Help students write to understand their ow n composing process.(3) Help them to build repertoires of strategi es for prewriting, drafting and rewriting.(4) Give students time to write and rewrite.(5) Please central importance on the process of revision.(6) Let students discover what they want to sa y as they write.(7) Give students feedback through out the com posing process (not just on the final product)to consider as they attempt to bring their ex pression closer and closer to intention.(8)Encourage feedback both from the instructor and peers.(9) Include individual conferences between tea cher and students during the process of compos ition.39． What can we benefit from communicat ive activities?• improve motivation (reason)•provide “who le-task practic e”• allow natural learning• create a context which suppo rts learning•三、判断正误1．A PERSON WHO HAS A GOOD COMMAND OF ENGLISH is not necessarily a good teacher because he/s he might have only one of the elements of prof essional competence.2．CLT has not replaced the previous approache s or methodologies.3．Communicative activities will help learners to develop their communicative competence.4． Proper lesson planning is essential for both novice and experienced teac hers.5． Unprepared teachers receiv e much less trust and cooperation from the stu dents.6． There are principles but n o standard way to plan lessons.7． Macro planning provides ge neral guidance for language teachers.8． Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed st eps in each teaching stage.9． Individual study is the st age during the class where the students are le ft to work on their own speed.10． Individualized learning is that the learners are given a measure of freedom to cho ose how and what they learn at any particular time.11． Punishment can never be our first c hoice to deal with bad-behaved students.12． Students need to be able to read an d write phonetic transcripts of words, in orde r to learn English.13． Poor pronunciation may cause proble ms for the learning of other skills.14． Stress and intonation are not impor tant for beginning learners15． Stress in pronunciation is sometime s as important as grammar16． Teachers should not encourage stude nts to improve their pronunciation as much as possible.17． The goal of English learning is pro bably to acquire near-native pronunciation.18． If the intonation is not appropriat e, it may convey the opposite meaning.19． Children do not learn grammar rules when they acquire their 1st language, so they don’t need them either when learning a foreig n language.20． Students need to be given detailed grammar rules if they want to learn a foreign language successfully.21． Teaching and learning grammar shoul d focus on practice rather than the study of g rammar itself.22．Knowing grammar isn’t enough for r eal communication.23． Grammar should be taught and prac ticed in context.24． The more language the learners ar e exposed to or produce, the more they are lik ely to learn.25． Practice should be able to elicit different sentences and generate different lev els of answers from different learners.26． Avoid different grammatical termi nology as much as possible.27． Do not be frustrated by the stude nts’ mistakes and errors, which are inevitabl e in language learning.28．It is students’ own business to recite the words and phrases.29． Language consist of word with equivalents from one language to another30． Vocabulary cannot be taught, it mus t be learned by the individuals.31． The best way to explain vocabulary is to translate.32． Words can be taught and learned mos t effectively in groups of words which are rel ated to each other in meaning.33． Words must be learned in language contexts34． Not all words are equally importa nt35． If writing tasks focus on the produ ct rather than on the process, they do not hel p students to develop real writing skills.36． It is helpful use a dictionary to find the meaning of all new word37． Reading has only one purpose. i.e.to get information.38． When reading in a foreign language, we mentally translate everything in order to u nderstand.39． The lack of cultural knowledge may affect the rate of reading comprehension40． Teachers should help the students t o read on their own四、案例分析（例）1．Two teachers presented the word “grumble”. Below are the descriptions of how they did i t. Which way is more effective. Try to give re asons for your decision.Teacher A: a) wrote “grumble” on the blackbo ardb) Said “complain about some one or something in an annoyed way”.c) Translated the word into t he student s’ native language.d) Gave more example sentence s for the students to translate into their nat ive language.Teacher B: said “some people grumble about ev erything. For example, they grumble about the weather. If it is sunny, they say it is too ho t. If it is cool, they say it is too cold. The y are never happy with the weather”. They alw ays grumble about the weather. Then the teache r set out to check the student’s understandin g by asking what does ‘grumble’ mean?”2．Read through the following writing activiti es and decide which activities are writing for consolidating language, and which are writing for communication. Try to give reasons for yo ur decision.Activity 1Join the pairs of sentences, using when/whe re. Example:Kentucky is the state. Lincoln was born there.Kentucky is the state where Lincoln was born.• This book is about the time. Lincoln was President then.• The school is still standin g. Lincoln learnt to read and write there.• There were many poor people in the town. Lincoln grew up there.• Lincoln had very little free time. He could study then.Activity 1 is obviously “writing for consolid ating language”.Activity 2Letter WritingDo you think any of the courses (math, physic s, English, history, etc.) you are talking now can be improved in some way. If yes, write a short letter to the teacher and present your s uggestions.Activity 2 can involve true communication五、教学活动设计（例）1．How do we evaluate whether language teachin g activities are communicative or not?Ellis has listed six criteria for evaluating：• communicative classroom acti vities:• communicative purpose: infor mation gap• communicative desire: a real need• content, not form: on what, not how• variety of language: not jus t one specific language form• no teacher intervention: for the purpose of communication, not for the acc uracy of language• no material control: S s’ ch oiceDesign an activity that may meet some of the c riteria. The activity may only include the dir ections, contents and procedures2. Suppose you are going to teach the structure “used to do” in a deductive method. How wo uld you do it? Design a mini lesson plan in wh ich only the teaching steps must be made clear.3. What techniques or combination of technique s you would use to present the following vocab ulary items. Design a mini lesson plan in whic h only the teaching steps must be made clear.two million a reward love fight4. Use transition devices to design a while-re ading activity for the following text.Rosa Morello is from Columbia in South Americ a. She is a student. She has come to London to study English. Rosa is eighteen years old and single. She has dark hair; dark brown eyes an d is 1.65 m tall. She likes pop music, dancin g, reading and good food. She is also interest ed in travel and languages. In London, Rosa lives in a small flat with her friend Linda Morr is. The flat is in north London.六、教案撰写（略）。
《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。
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。
中学英语教学法习题及答案
1．第6题As a Modernist poet, Pound is noted for his active involvement in the ______A.cubist school of modern paintingB.Imagist MovementC.stream-of-consciousness techniqueD.German Expressionism答案:B2．第7题________ was the first writer of local color to achieve wide popularity.A.Mark TwainB.Harriet StoweC.Bret HarteD.Henry James答案:C3．第8题In 1881, Henry James published his novel____, which is generally considered as his masterpiece.A.Daisy MillerB.watch ａnd wardC.The Wings of the DoveD.The Portrait of a Lady答案:D4．第9题_______, the ruthless, amoral protagonist of the The Sea Wolf, best realizes the ideal of the “Superman.”A.HurstwoodB.Wolf LarsenC.PrufrockD.Santiago答案:B5．第10题“Two roads diverged in a yellow woods” is the first line in a poem written by Robert Frostentitled __________.A.The Road Not TakenB.Mending WallC.Two Yellow RoadsD.After Apple Picking答案:A6．第11题The leader of the American Transcendentalism is _________.A.Henry David ThoreauB.Ralph Waldo EmersonC.Henry James答案:B7．第12题The novel Sister Carrie opens with a description of Carrie on a train trip to the city of _______ looking for a factory job.A.New YorkB.BeijingC.BostonD.Chicago答案:D8．第13题"Lost Generation" is a term first coined by ---.A.Ernest HemingwayB.FitzgeraldC. Gertrude Stein答案:C9．第14题“I become a transparent eye-ball. i am nothing. i see all. the currents of the universal being circulate through me; i am part ｏr particle of god.”the passage above is quoted ｆrom emerson’s essay __________.A.The American ScholarB.NatureC.Self-Reliance答案:B10．第15题Among the following philosophers, only one did not have an influence over the writings of Jack London. He is________.A.Karl MarxB.NietzscheC.SpencerD.Foucault答案:D11．第16题The most famous sea story written by Jack London is _______.A.Martin EdenB.The Iron HeelC.The Sea WolfD.The Call of the Wild答案:C12．第17题"Two roads diverged in a yellow woods" is a line in a poem written by ---.A.T. S. EliotB.Wallace StevensC.Robert Frost答案:C13．第18题Tales of the Grotesque ａnd Arabesque is a collection of stories written by ---.A.Washington IrvingB. Edgar Allen PoeC.Nathaniel Hawthorne答案:B14．第19题Among the following sentences, only one is uttered by Henry David Thoreau. It is __________.A.I went to the woods because I wished to live deliberatelyB. I went to the city because I wished to live deliberatelyC. I went to the woods because I wanted to escapeD. I went to the woods because I wished to shoot some birds答案:A15．第20题The central character’s name in James Fenimore Cooper’s novel series The Leatherstocking Tales is ______________.A.Isabelle ArcherB.Natty BumpoC.Ishmael答案:B16．第30题“we hold these truths to be elf-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, ａnd the pursuit of happiness.”this sentence is taken ｆrom ___.mon SenseB.The Declaration of IndependenceC.The AutobiographyD.The American Crisis答案:B17．第31题_______ does not belong to the school of naturalism in history.A.Stephen CraneB.Frank NorrisC.Jack LondonD.Walt Whitman答案:D18．第32题Emily Grierson, the protagonist in Faulkner’s story A Rose for Emily, can be regarded as a symbol for all the following qualities except______.A.old valuesB.rigid ideas of social statusC.bigotry ａnd eccentricityD.harmony ａnd integrity答案:D19．第33题“I heard the merry grasshopper then sing,/The black-clad cricket bear a second part” These lines written by ____________.A.Roger WilliamsB.John EliotC.Anne BradstreetD.Washington Irving答案:C20．第34题The sentence “whoso would be a man must be a nonconformist”is quoted ｆrom Emerson’s essay _________.A.NatureB.The Over-SoulC.Self-Reliance答案:C21．第35题“Civil Disobedience” is a famous essay written by ___________.A.Ralph Waldo EmersonB.Henry David ThoreauC.E. B. White答案:B22．第37题"The Apparition of these faces in the crowd" is a line in a famous short poem written by ---.A.Ezra PoundB. Carl SandburgC.Walt Whitman答案:A23．第38题Tales of a Traveller was written by the American author__________.A.James Fenimore CooperB.Washington IrvingC.Nathaniel Hawthorne答案:B24．第39题The first American writer to win an international fame is ___.A. Henry JamesB.James Fenimore CooperC.Washington Irving答案:C25．第40题The American writer whose one essay greatly influenced later civil right leader Martin Luther King is ___.A.Ralph Waldo EmersonB.Philip FreneauC.Henry David Thoreau答案:C26．第41题Among the following novels, only one was not written by Herman Melville. It is _____________.A.The Confidence-ManB.The PIlotC.Moby Dick答案:B27．第42题The Waste Land was dedicated to another poet who was __________.A.Ernest HemingwayB.Ezra PoundC.T. S. EliotD.William Carlos Williams答案:B28．第43题The Author of the short story "A Gift for Maggie" is ---.A. O. HenryB. Mark TwainC.Jack London答案:A29．第44题Among the following 3 poets the one who was once imprisoned for political reasons is ---.A.Carl SandburgB.Edwin Arlington RobinsonC.Ezra Pound答案:C30．第45题In Hawthorne’s novel The Scarlet Letter, the central character Hester Prynne had a secret affair with _____________.A.ChillingworthB.PearlC.DimmesdaleD.Hester Prynne答案:C31．第55题___ is not written by Ralph Waldo Emerson.A.Self-relianceB.NatureC.The American Scholar答案:D32．第56题William Sidney Porter was the real name of ________.A.Mark TwainB.O’ HenryC.Jack LondonD.William Dean Howells答案:B33．第57题. the jazz age, characterized by frivolity ａnd carelessness, refers to ________.A.1910sB.1920sC.1930sD.1960s答案:B34．第58题Twice-told Tales is a collection of stories written by ___.A.Nathaniel HowthorneB.Edgar Ellan PoeC.Washington Irving答案:A35．第59题Among the following stories written by Poe, only one belongs to the category of the detective story. It is ___.A.The Purloined LetterB. LigeiaC.The Tell-tale Heart答案:AIn terms of subject matter, “The Turn of the Screw” is a ___.A.ghost storyB.science fictionC.romantic tale答案:A37．第61题The Wasteland is a long modern poem written by ---.A. Ezra PoundB. Sylvia PlathC. T. S. Eliot答案:C38．第62题“all sappy as maples ａnd flat as the prairie”is a comment made by james russell lowell on the female characters in novels written by______.A.Washington IrvingB.James Fenimore CooperC.Philip FreneauD.George Washington答案:B39．第63题The poem “Thanatopsis” was written by __________.A.Emily DickinsonB.William Cullen BryantC.Henry Wadsworth Longfellow答案:B40．第64题The most popular novel to do with the abolition movement written by Harriet Beecher Stowe is ________.A.Martin EdenB.Uncle Tom’s CabinC.White FangD.The Call of the Wild答案:B41．第65题Sister Carrie is a noel written by ___.A.Theodore DreiserB.Stephen CranceC. Frank Norris答案:A42．第66题Billy Budd was a short novel written by the American novelist ---.A. Nathaniel HawthorneB.Herman MelvilleC.Walt Whitman答案:B43．第67题The central character Huckleberry Finn in The Adventures of Huckleberry Finn also appears in Twain’s novel ________.A.The Adventures of Tom SawyerB.A Connecticut Yankee in King Arthur’s CourtC.An American TragedyD.Life On Mississippi答案:A44．第69题___ wrote Rights of Man in 1792 to suggest the overthrow of the British monarchy.A.Thomas PaineB.Benjamin FranklinC.George WashingtonD.Jefferson答案:A45．第70题"The American Scholar" is an essay written by the famous philosopher ---.A.Thomas CarlyleB.William JamesC. Ralph Waldo Emerson答案:C46．第21题Jack London was usually considered as a romanticist for his portrayal of superman heroes.答案:错误47．第22题The foundation of American national literature was laid by the early American romanticists.答案:正确48．第23题The detective created by Poe was named Dubin.答案:正确49．第46题Henry James’s greatest influence was exerted not on his own age but on the one that followed.答案:正确50．第47题The 19th century female poet Emily Dickinson was a forerunner of the modern Imagist poetry. 答案:正确51．第48题life ａnd death is a major theme in emily dickinson’s poems.答案:正确52．第68题The Second World War led the American intellectuals to a bitter disillusionment, breeding what is called modernism.答案:错误53．第72题“The Purloined Letter” is a detective story.答案:正确54．第1题The first permanent English settlement in North was established at ____ , Virginia.答案:Jamestown55．第2题Sister Carrie traces the material rise of carrie meeber ａnd the tragic decline of _____.答案:G. W. Hurstwood标准答案：G. W. Hurstwood56．第3题“Fair flower that dost so comely grow” is the opening line in the poem ____________.案:The Wild Honey Suckle57．第4题The poem “The Love Song of J. Alfred Prufrock” was written by ___________.答案:T. S. Eliot58．第5题The novel written by Nathaniel Hawthorne that bears a direct allusion to the notorious Salem witchcraft trials is ________________.答案:The House of the Seven Gables59．第25题______ exemplified the secular ideals of the American Enlightenment.答案:Benjamin Franklin60．第26题___ described himself as “a royalist in politics, a classicist in literature, ａnd an anglo-catholic”in religion.”答案:T. S. Eliot61．第27题“The rhythmical creation of beauty” is definition of poetry made by Edgar Allen P oe in his essay ______________.答案:Poetic Principle62．第28题The narrator’s name in The Great Gatsby is ________.答案:Nick Carraway63．第29题The second line in Pound’s poem “In a Station of the Metro” is _____________.答案:Petals on a wet, black bough.64．第50题The short story “The Open Boat” was written by _________.答案:Stephen Crane65．第51题In his novels, Hawthorne had scientists ａnd doctors pictured unfavorably, among whom, ___, the antagonist in the scarlet letter, seemed to be a nasty villain.答案:Roger Chillingworth66．第52题“it took dominion everywhere./ the jar was gray ａnd bare”are lines quoted ｆrom wallace stevens’s poem __________.答案:Anecdote of A Jar67．第53题Thoreau’s essay which later strongly influenced the leader of India’s independence movementgandhi ａnd the leader of american civil rights movement Martin Luther King, Jr. was entitled ____________.答案:。
英语专业英语教学法试题及答案
英语专业英语教学法试题及答案D．___.4．Which of the following is NOT a characteristic of a good language teacher?A．Being a native speaker of the target language.B．___ about language and language learning.C．Being patient and understanding.D．___.5．What is the main goal of communicative language teaching?A．To ___ grammar rules.B．To ___.___.D．___.6．___' speaking skills?A．___.B．True/false test.C．___ interview.D．___.7．What is the purpose of using games in language learning?A．To make learning more fun and engaging.___.___ grammar rules.D．___.8．What is the role of the teacher in task-based language teaching?A．___.___.___ correct all errors made by students.D．___.9．What is the main ___?A．They are easier for students to understand.B．___.___.D．___.10．What is the purpose of pre-___ n?A．To introduce new words to students.B．To test students' existing ___.___ grammar rules.D．___.11．What is the role of culture in language teaching?A．It is not ___.B．It is ___ students about the culture of the target language.C．It is ___ grammar rules.D．It is ___.12．What is the main ___?A．It is ___.B．It is ___ grammar rules.C．It ___.D．It can replace the need for a ___.13．What is the purpose of using role play in language teaching?A．To ___ grammar rules.B．To ___.___.D．___.14．What is the main advantage of using songs in language teaching?A．They are easy for students to understand.B．___.___.D．___.15．What is the purpose of using pair work and group work in language teaching?A．___.B．To ___ grammar rules.___.___.答案：1.C2.D3.A4.A5.C6.C7.A8.B9.B 10.A11.B 12.C 13.C 14.B 15.A改写：I。
英语教学法基础练习题
二、填空题
• 1. 教学法应包括 和 两个方面。 • 2. 语言是个系统，它有着自身的结构。这种结 构是多层面的，有 、音节、 • 、词和 五个层面。 • 3. 写出三个把英语作为母语的国 家： 、 、
• 4. 英语教学法与教育学、 、 等学科 有密切的联系。 • 5. 是来源于德国的格式塔心理学派 ---- 一个很有影响的心理学派。 • 6. 格赖斯提出的“合作原则”有四个准则，即 的准则、 的准则、 的准则和 的准则。
英语教学法基础练习题
• 一、判断对错 • 1. 教学效果的好坏取决于教学方法的优劣和 教材的好坏。（） • 2. 英语教学法研究的对象不应单是教的方面， 只是探讨教的过程、教的特点、教的规律、 教的方法、教的内容，而应涉及学的过程、 学的特点、学的规律、学的方法等等各个方 面的内容。 （）
• 3. 英语教学法不但有自己的理论，还有着 与其他学科密切的联系和区别于其他学科的 特点。（） • 4. 语言是一套任意性的符号，这些符号是 声音符号，不可能是视觉符号。（） • 5. 英语在讲英语的国家里是作为母语，在 不同地区和国家里，英语的发音都是相同的。
• 6. 教育学中所论述的教学原则也能应用来设 计英语课堂活动。（） • 7. 英语教学与其他学科一样都应处理好教师 和学生之间的关系、教与学之间的关系。（） 8. 在心里语言学中，语言知觉的认知模式和 阅读过程模式的研究为英语聆听理解和阅读 理解课堂教学应采用什么样的教法提出了理 论的依据。（）
第三章
• 一、判断对错 • 1. 人们对语言和语言学习的不同看法直接导致 了不同的教学方法的形成和发现。（） • 2. 不同的教学目的会让教师采取不同的教学方 法。（） • 3. 在不同的教学方法中，教师和学生的作用都 是相同的。（） • 4. 不同的教学方法在能力培养方面都有其不同 的着重点。（）
小学英语教材教法习题及答案
小学英语教材教法习题及答案1、Language learning process is a _(socializing)_process. Therefore (interaction)_and _(experimenting)_with the language in communication are very important factors for language development.2、Imitation and repetition are the main ways for children acquire their mother tongue except these please give another two ways_(sing songs)_and (telling stories).3、TPR is the abbreviation（缩写）of _(Total Physical Response).4、Howard Gardener has proposed the theory of _(multiple intelligences)_.5、内省智能(intra-personal) 音乐智（musical intelligences）人际交往智能（interpersonal intelligences)_6、In some occasions ,meaning can be understood with _(limited)_language. S uch as when we praise the children: “you did a very good job!” you can only say “good” with your thum b raised.7、When we teach children English ,maybe the students will not understand your instructions. the best way we can use _(body)_language and _(gestures)_、facial expressions and so on.8、A good primary English teacher need to develop competence in at least three areas: the English language, the _(understanding)_of children and the _(techniques)_and _(methods)_for teaching children.9、 We can change seating _(arrangement)_once in a while that could add some _(freshness)_in the We classroom.10、As a qualified English teacher, first you should have good (pronunciation)_ and _(intonation)_.判断题11 ( T ) It is necessary to establish a classroom routine from the beginning.12 ( F )The target language should be used as much as possible even with beginners.13( F ) In language teaching classroom ,the primary concern is to let the students sit well and listen to teacher carefully. 14( F ) Good language learner is that he should look up every word that he doesn’t know. 15( T ) We should treat children as human being.16( F ) On the whole, men are better at language.17( F ) Children pay more attention to form while adults pay more attention to meaning.18 ( F )If we take humanistic education we could solve all the problems in teaching.19( F ) children have a clear purpose for learning.20( T ) children can acquire their mother tongue by watching TV and listening to stories.二简答题（3*10=30 分）1、如何理解教师会教和乐教？答：一、教师会教的含义，会教的教师通过“教”使自己得以全面发展，会教的教师通过“教”实现学生的全面发展，教师会教的实现加强学习科学管理争取支持积极合作全力投入二、教师乐教的含义以教为乐――把教育教学看成是快乐的事情。
王蔷英语教学法期末练习题
王蔷英语教学法期末练习题教学法是指教师在教育教学过程中所运用的各种方法、策略和技巧，以达到促进学生学习和发展的目标。
在英语教学中，教学法的选择和运用对学生的英语学习起着至关重要的作用。
本文将通过练习题的形式，考察王蔷英语教学法的相关内容。
练习题一：选择题1.在英语教学中，教师应该注重培养学生的哪方面能力？A) 听力能力B) 口语能力C) 阅读能力D) 写作能力2.在教学设计上，王蔷英语教学法强调的是什么原则？A) 学科性原则B) 系统性原则C) 问题性原则D) 个别性原则3.在英语课堂上，教师应该注重培养学生的自主学习能力，鼓励他们进行自主探究。
这体现了王蔷英语教学法中的哪个概念？A) 情景教学B) 任务型教学C) 情感教育D) 评价教学练习题二：填空题1.王蔷英语教学法注重培养学生的综合语言能力，包括________、________、________和________等方面的能力。
2.在王蔷英语教学法中，教师应该倡导学生通过________，________和________等方式积极参与课堂教学活动。
3.王蔷英语教学法强调了发展学生的________和________能力，鼓励他们在学习中充分发挥自身的主动性和创造性。
练习题三：简答题1.简要描述王蔷英语教学法的核心思想和主要特点。
2.结合王蔷英语教学法，谈谈你认为在英语课堂上如何有效引导学生进行口语练习。
3.举例说明王蔷英语教学法中的情景教学如何能够激发学生的学习兴趣。
练习题四：应用题请结合自己的实际教学经验，设计一堂符合王蔷英语教学法原则的英语课。
包括教学目标、教学内容、教学方法和教学评价等方面的内容。
练习题五：论述题王蔷英语教学法与传统的语法翻译法相比，有何优势？请结合实际案例进行论述。
本文通过练习题的形式，考察了王蔷英语教学法的相关内容，包括选择题、填空题、简答题、应用题和论述题。
通过解答这些题目，读者可以更深入地了解和掌握王蔷英语教学法的核心思想、教学原则和具体应用方法。
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。
英语教学法复习题
英语教学法复习题英语教学法复习题一、选择题1、Which of the following is NOT a part of the teaching process?A. Learning activitiesB. AssessmentC. PlanningD. Evaluation2、In the context of language teaching, which of the following is NOT a correct definition of “communicative language teaching”? A. A teaching approach that focuses on the use of language as a means of communication B. A teaching approach that emphasizes the teaching of grammar and vocabulary C. A teaching approach that emphasizes the teaching of language functions and discourse structures D. A teaching approach that emphasizes the teaching of language use in real-life situations3、Which of the following is NOT a component of effective language teaching? A. Variety of teaching methods B. Use ofauthentic language materials C. Learner-centered approach D. Large class size4、Which of the following statements is FALSE regarding the teaching of grammar? A. Grammar teaching should be integratedinto communicative language teaching. B. Grammar teaching should be de-emphasized in favor of more communicative activities. C. Grammar points can be taught explicitly and explicitly through practice and drilling. D. Grammar teaching can be interleaved with communicative language teaching. 5、Which of the following is NOT one of the key principles of successful language teaching? A. Learner-centered approach B. Teaching for understanding C. Teaching for communication D. Teaching for memorization二、简答题1、Define language teaching and explain its importance in today’s world.2、Discuss the various stages in the teaching process and explain their significance in effective language teaching.3、What are the main components of communicative language teaching? Explain their importance in today’s language classroom.4、Compare and contrast traditional language teaching with communicative language teaching and explain their advantagesand disadvantages.5、Discuss some of the key factors that contribute to successful language learning and explain their significance in today’s world.三、阅读理解题Read the following passage and answer the questions below: Language is a crucial means of expression, communication, and understanding in today’s globalized world. It is therefore essential to promote effective language teaching methods that can help individuals develop their language skills and判决书判决书融入社会 with ease. Language teaching has undergone significant changes over the years, moving away from traditional methods to more communicative and learner-centered approaches.Communicative language teaching (CLT) is becoming increasingly popular in today’s classrooms as it focuses on the use of language as a tool for communication rather than just an end to learning. CLT emphasizes the development of communicative competence, which includes not only grammatical knowledge but also fluency, pronunciation, and vocabulary expansion. Toachieve these goals, CLT employs a variety of activities, such as role-playing, simulations, and group discussions, that encourage learners to engage with the language and work towards real communicative objectives.Traditional language teaching, often referred to as “语法翻译法,” placed heavy emphasis on grammar translation and memorization. While this approach may have been effective in teaching language rules and sentence structure, it often failed to foster communicative competence. Learners who relied solely on traditional methods often struggled to communicate effectively in real-life situations due to a lack of practical language skills and fluency.CLT, on the other hand, recognizes the importance of context and culture in language learning. It encourages teachers to use authentic materials, such as newspapers, magazines, movies, and music, to provide learners with a broader understanding of the language and its associated cultural practices. CLT also emphasizes the use of Mother Tongue classes in the initial stages of language learning to help learners develop a solid foundation for future language learning.Effective language teaching requires a combination of bothcognitive and affective factors. Cognitive factors, such as learning strategies, attention, memory, and reasoning, are essential for acquiring new knowledge and skills. Affective factors, such as motivation, self-confidence, attitudes, and anxiety levels, influence a learner’s willingness to engage in the learning process. A well-designed language classroom should create an environment that fosters both cognitive and affective development while encouraging learners to actively participate in communicative activities.Language teaching is not just about grammar rules and vocabulary expansion; it is also about promotingcross-cultural understanding and respect. Today’s classrooms need to embrace more learner-centered and communicative approaches that can help individuals develop their language skills while fostering a greater appreciation for different cultures and ways of life. CLT provides an opportunity for learners to do just that—to become。
英语教学法练习题.doc
《英语教学法（高起专）》练习题一1.Fill in the blanks*一、L First of all, a teacher should be __________ (1) in the English language・ The importance of being a good language user involves four points. First, a language teacher is a ___________ (2) for students to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with __________ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, _________________ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to ___________ (5) class well, try new methods and adapt his or her teaching at any time.2.a. Writing is the result of employing ____________ (6)to manage the composing ___________ (7), which is one of gradually developing a _______________ (8). It involves a number of activities: __________________ (9), generating _ —(10) _________ (11), selecting appropriate language, making a draft, reading and reviewing it, then revising and—_ (12)b・ To organize and connect information, there are two criteria: _______ (13) and _________ (14). To be correct in —(15) and _________ (16) is of utmost importance. Of all these activities, _____________ (17) plays a central role in improving writing.c.writing is a process of _____________ (18) and _____________ (19).d.According to Hedge, there are different genres into different types of writing, ________ (20) ______ (21) _________(22) ___________ (23) _____________ (24) _____________ (25).e. __________ (26) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps—_(27). Thinking not only ___________ (28) ideas but also _________ (29 )and organizes ideas.二、1.For both native speakers and non-native speakers, fluency includes ___________ (1), _________ (2),_________ (3) and ___________ (4). Fluency is a general term for good speaking ___________ (5).2.For different level accuracy means different things which go from _________ (6) __________ (7)to ___________ (8) ____________ (9).3.In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not _ _ (10) accuracy at all.4.Humans acquire language by understanding messages or by receiving __________ (11) ____________ (12)in the ___________ (13) process.5.Engaging learners in __________ (14) interaction in the second or foreign language classroom is essential and involves the processes of both ___________ (15) and __________ (16) ___________ (17).6.In Krashen s theory, adults have two distinctive ways of developing competence in second or foreign language learning, that is, __________ (18) and ____________ (19).7.Anderson' s theory is that of the acquisition of cognitive skills, on simple interpretation, ranging from_________ (20) __________ (21) to _________ (22) __________ (23).8・ Teachers should provide _________ (24) __________ (25) to prepare the learners with their storage of language information and _________ (26) ___________ (27) for learners to communicate and to control their production. Teachers' role is not limited as an imparter; instead teachers should be __________ (28) with learners too.9.Between input and output, there is, usually, a period of ___________ (29) •10.Learning by doing encourages students to ________ (30) the language, which is a process of ________ (31) that leadsto high level of proficiency.11.There are two ways to improve students，oral production. One is to practice speaking based on ________ (32) and theother is based on __________ (33) and ___________ (34).12.There are two kinds of speaking activities. One is _____________ (35)__________ (36) exchange; the other is __ (37) ____________ (38) exchange.IL Explain the following terms o1 • Teacher as a language analyst2.Error analysis3・ Grammar: form and function4.Syllable, Open syllable and Closed syllable5.Writing genre6.Curriculum and syllabus7.Kinds of tests and testing二、1.Grammar Translation Method2.Intonation3.Systematic teaching and unplanned teaching4.Background informationanization and style6.Validity and reliabilityIIL Open questions*1.Choose some vocabulary items from the textbook you are teaching or going to teach and design three activities for presentation and three for practice・2.What are the characteristics of good grammar presentation?3.What are the four approaches to promoting reflection?4.What are the methods and techniques used in action research?5.What errors do Chinese learners often make in their speaking and writing? How can you as a teacher deal with learner errors?6.Design a 40-minutes grammar class using inductive approach7.What problems are there in teaching writing? How can teachers deal with the problems in teaching writing?《英语教学法（高起专）》练习题二I.Fill in the blanks.1.The concepts of pronunciation are ________ (1), _ _______ (2) and voiceless sounds, _ — (3) and consonant sounds, vowel letters and ________ (4) letters, _ ______ (5), _ _____ (6) of English, ________(7) , _ — (8) of speech .2.______ (9) sounds are the ones produced when the vocal cards vibrate; voiceless sounds are the ones produced when the vocal sounds do not _________ (10)・3.Open syllables: with one ________ (11) letter at the end of the ________ (12) syllable (not the end of the word), which is not followed or closed by any other letter (eg ・ 1 ater be tidy go ruler); with one _____(13) letter that is followed by a ______ (14)"e” at the end of the____ (15) syllable (eg. tie hoe toe true glue); with one ______ (16) letter followed bya single _____ (17) letter (other than “ r”)and then a _________ (18) “ e” at the end of the stressed syl lable4.English is a language of rhythms. Mastering the rhythm of English is very important in terms of good pronunciation and effective speaking・ English speech rhythm is characterized by _______ (19). A unit can be one or groups of words・ A tone unit carried one central ________ (20) syllable. Each unit should take about the same time to say even if the number of words in each unit is different.5.The relationship between spelling and sounds in English language is not simple and regular. So an alphabetic system with one symbol representing one ______ (21) is needed, which is presented as a list of phonetic alphabet. In the ____ (22) phonetic symbols of the English language, _ _______ (23) are vowel sound and 28 are ________ (24) sounds・ They are presents as the following chart, which is also called the _______ (25), _ ____ (26).6.A syllable is a part of word that contains _______ (27) ________ (28) sound. It may also contain one or more ________ (29) sounds・ Usually the _____ (30) of _______ (31) sounds in the word determines the numbers of _______ (32).7・ In every word of two or more________ (33), one syllable is ________ (34). This syllable is called a ________ (35) __ (36), which means that the __________ (37) sound in the syllable is said_____________(38) and ____________ (39) than other vowel sounds in the same word.8・ In front of the vowel letter there could be a ______ (40) letter but not other __________(41) letters・9・ Knowing ___ (42) syllables and _______ (43) syllables is helpful in spelling according to the _ — (44) or in _ _ (45) according to the spelling .In an _______ (46) syllable, the vowel letter is usually ______ (47) with the sound of the letter ______ (48); in a closed syllable, the _______ (49) letter is usually pronounced with a _________ (50) vowel sound. 二、1.a. As for grammar, the structure connects _________ (1) and _________ (2) in the language・b.The two general ways to classify grammar items are ________ (3) oriented and ________ (4) oriented・c.English language is a _______ (5) language・d・ The two ways of teaching grammar are to teach grammar separately or to __________(6) some time in class to do grammar teaching throughout the course.c. The instruction medium of grammar teaching can be either the ________ (7) language or the _____ (8) language・f.Deductive learning is ______ (9) and covers more grammar in a period of time.g.Grammar teaching can be either _______ (10) or _______ (11) or both・h.In Harmer' s opinion, a good presentation should be __________ (12), ______ (13), interesting, ______ (14) andproductive ・2.a. In general, vocabulary items can be classified into three aspects: ______________ (15) , __ ________ (16) and _— (17).b・ Connotative meaning: the _____ (18) meanings that a vocabulary item has beyond its _________ (19) meaning. In other words, connotation is associated _________ (20) or _________ (21) feelings that a vocabulary item evokes. It may or may not be indicated in a dictionary.c. There are two kinds of vocabulary learning: _________ (22) and __________ (23). ________ (24) learning is to studywords ________ (25). _________ (26) learning and teaching is of _______ (27) nature. It is not planned but drawn to attention in the process of learning and teaching・d・ Vocabulary learning and teaching is a process to build up vocabulary ability. They are ______ (28), ________ (29), ________ (30) and _________ (31).e. Contextual meaning: the ________ (32) and ________ (33) meaning of a vocabulary item that is used in a certain —_ (34). Some words are _________ (35); some are _________ (36). Although they both have the same ___________(37) but they are used in different context.3.Grammar Translation Methoda. To learn a foreign language is aimed at being able to read its _______ (38), benefit from the_______(39) discipline and _________ (40) development.b・ _______ (41) and __________ (42) are the major focus in teaching; _________ (43) and_______ (44) are dealt with only a little or not at all.c.Vocabulary learning is conducted through ________ (45) lists, __________ (46) study and memorization.d.The ________ (47) is of utmost importance as the basis of teaching and learning of the language・ Sentence 1 earningis _________ (48) of grammatical elements and __________ (49) into and out of the target language・e. ______ (50) is strongly emphasized. Errors are avoided at any costs.f.Grammar learning is __________ (51). The first step is presentation and study of rules; the second step is translationpnictice. Grammar points are organized systematically throughout the units of the textbooks.g・ Classroom ______ (52) is conducted in the native tongue, which is used to present and explain the target languageand compare the similarities and differences between the native language and the target language・IL Explain the following terms o、1 • Individual differences2.The Audiolingual Method3・ Spelling-pronunciation rule4.Listening comprehension5.Reading skills—-、1 • Teacher as an enabler2. Learning styles and strategies3・ Total physical response4.Zone of proximal development5.Activity workshop6.Formative assessmentIIL Open questions.1.What function does interaction play in speaking development?2.How much time do you think should be devoted to lockstep, pair work, group work and individual study for six classes that cover one unit.3.Recall your experience in being tested and discusses the advantages and disadvantages of each test.4.What makes a good language teacher?5.Recall how your English teachers taught you at middle school. Discuss what approaches and methods they were using then.6.Make a lesson plan for one class using the material you are teaching or going to teach and bearing in mind the need for variety and cohesiveness・。
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III. Definition
Match each of the following terms in Column A with one of the appropriate definitions in Column B. Write the corresponding letter in the following grid.
Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows. Cognitive theory：Learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.
Task An activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.
PPP model A language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.) Syllabus A specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology. Lesson planning
Making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.
Classroom Management: The way teachers organize what goes on in the classroom. Mistake: A performance error that is either a random guess or a “slip of tongue/pen”, it
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is a failure performance to a known system. A mistake has nothing to do with the language competence.
Critical Period Hypothesis
If humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.
Receptive /passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Productive/active vocabulary refers to those that one is not only able to recognize but also able to use in speech and writing.
Rreading is the construction of meaning from a printed or w ritten message.’ In other words, reading comprehension Involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding. Reading is a silent and individual activity since the writer’s intention was for the text to be read rather than heard.
Sight vocabulary: words that one is able to immediately recognise with both sounds and meanings without special effort from the brain.
Bottom-up model
Reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice.
In reading, information is transmitted along a linear process:
letters---words---phrases---clauses---sentences---paragraphs---whole discourse
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