英语教学法答案

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中学英语教学法全部作业答案

第一次作业[论述题]4. What is a successful speaking activity?答案：1) Students talk a lot in English.2) Students’ participation is even. The class is not dominated by a fewtalkative participants.3) Students’ motivation is high. Students are interested in the topic, eager tospeak and share their own information with others.4) Language use is of an acceptable level. Students speak with appropriateaccuracy and fluency, new language is comprehended and incorporated intheir production.3. How to develop your self-evaluation?答案：Self-evaluation is not something that can be taught. It can be graduallydeveloped by teachers themselves as they become more aware of theirown teaching and of all the different factors that affect learning. In orderto evaluate themselves, teachers must learn to observe themselves.Obviously, teachers cannot normally observe themselves directly, butthere are ways in which they can observe themselves indirectly:― By careful planning before the lesson, followed by careful reflection after the lesson on what actually took place.― By observing other teachers’ lessons and comparing them with what happens in your own classes.―By inviting other teachers to observe your classes, and discussing thelesson with them afterwards.2. How could you write something onto the blackboard but still keep the attention of the class?答案：A. To talk as you write, saying the words and making any necessarycomments― Talk to the students as you are writing and turn round frequently to face them.― Ask the stu dents what to write as often as possible and get examples from them.― Ask them what they think this word or picture is going to be.― Get them to read things as you write them.B. To stand in a way that does not hide the board1. What does ‘knowin g a word' mean?答案：Knowing a word means that you know word meaning, word use, wordformation and word grammar.判断题3. All new words in a lesson are equally important.答案：错误4. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.答案：正确7. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.答案：正确1. The students' native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.答案：正确2. Culture is received greater attention in the Communicative Approach.答案：正确5. The skill practised in the pre-reading stage is inference.答案：错误6. One way to teach reading is following the framework: pre-reading stage, while-reading stage and post-reading stage. Each stage has different goals and deals with different reading strategies.答案：正确8. Reading is an active process, during which the reader tries to understand the meaning of a given text.答案：正确9. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.答案：错误10. The skill practised in the pre-reading stage is prediction.答案：正确11. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.答案：错误12. The typical example of functional communication activities is role play.答案：错误13. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.答案：正确14. Spoken language is generally produced in informal, simple or common vocabulary.答案：正确15. Types of mistakes are slips, errors and attempts.答案：正确第二次作业：论述题8. What are the basic principles of positive error correction?答案：1) As far as possible, encourage the students, focussing on what they have gotright, not on what they have got wrong.2) Praise the students for correct answers, and even for partly correct answers;in this way, they will feel they are making progress.3) Avoid humiliating students or making them feel that making a mistake is‘bad’.4) Correct errors quickly; if too much time is spent over correcting errors, itgives them too much importance and holds up the lesson.7. How to organize pairwork?答案：1) Introduce the exercise and show what questions and answers students can give.2) Ask a few questions round the class, to show the kind of conversationstudents might have.3) Divide the class into pairs.4) Students work in pairs. Move quickly round the class, checking thateveryone is talking (but do not try to correct mistakes, as this will interruptthe activity).5) When most pairs have finished, stop the activity. Ask a few students whattheir partner said.6. Why are stage 1 and stage 2 interrelated by a double arrow line? Why are practice and reflection connected by a circle? (See Fihure 1.1 on Page 9 of the textbook)答案：Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing.This can be done while they are teaching, but very often teachers take time off to have further training in English. This is especially important for teachers who do not have enough exposure to English.Practice and reflection are connected by a circle because they are neither independent nor separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a day to day basis.5. How to present a structure?答案：1) Situation and example to show meaning2) Model the structure3) Model the example on the board4) Other examples判断题：16. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.答案：错误17. In Grammar-translation method, the target language should be used not onlyduring communicative activities, but also in explaining the activities to the students or in assigning homework.答案：错误19. In the Communicative Appro ach, a teacher is described as an "instructor” and students as "listeners” in class.答案：错误20. Students' errors are a sign of failure, so we must correct every mistake they make.答案：错误18. You glance quickly through a text in order to find a specific piece of information, this skill is called scanning.答案：正确21. Knowing a word means that you know the pronunciation and meaning of it.答案：错误22. Students' errors are a very useful way of showing what they have and have答案：正确23. Testing implies evaluation based on a collection of information about what答案：错误24. Classroom climate is strongly affected by the teachers' attitude and behaviour.答案：正确25. In the Communicative Approach, a teacher is described as an "instructor”答案：错误27. It's unnecessary for teachers to know how to evaluate, select and adapt textbooks.答案：错误28. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.答案：错误29. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.答案：正确30. There is an important difference between assessment and testing.答案：正确第三次作业：论述题12. What are four main components of a task?答案： A task has four main components:1) a purpose: making sure the students have a reason for undertaking the task2) a context: this can be real simulated or imaginary, and involvessociolinguistic issues such as the location,the participants and their relationship, the time, and other important factors.3) a process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring,conceptualising and communicating4) a product: there will be some form of outcome, either visible (a writtenplan, a play, a letter, etc.) or invisible(enjoying a story, learning about another country, etc.)11. What are the basic procedures of designing free writing tasks?答案：1) Getting ideas on the topic2) Selecting and expanding one idea3) Making an outline4) Writing and improving a draft5) Writing the final version10. Why do we use English songs in class?答案：1) Songs can increase motivation to learn language as students.2) Songs give students intensive practice in selected patterns, but without boredom.3) Songs give students pronunciation practice ― in stress and rhythm aswell as in individual sounds.4) Songs can provide students with an insight into English culture.5) Songs can always be enjoyable and memorable.6) Singing songs is a group activity, an act of cooperation, which helps to bring the group together and helps Ss learn a language more effectively.9. What are the principles for teaching listening?答案：1) Focus on process 2) Combine listening and speaking3) Focus on comprehending meaning 4) Grade difficulty level appropriately判断题：31. According to the Grammar Translation Methods, the spoken form of language is the most important aspect of language.答案：错误2.Classroom climate is strongly affected by the teachers' attitude and also by their behavior.答案：正确33. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.答案：正确34. One way to teach reading is following the framework: presentation, practice andproduction. Each stage has a different goal and deals with different reading strategies.答案：错误35. V ocabulary can be divided into productive and receptive.答案：错误36. The typical example of functional communication activities is information gap activities.答案：正确37. Communicative competence refers to knowledge of the grammar and vocabulary of the language.答案：错误38. The target language should be used not only during communicative答案：正确39. Words which we want students to understand, but which they will not need答案：正确40. Culture is received greater attention in the Communicative Approach.答案：正确41. Spoken language is generally produced in informal, simple or common vocabulary.答案：正确42. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.答案：错误43. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.答案：错误44. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.答案：正确45. Interactional view sees language as a linguistic system but also as a means for doing things.答案：错误第四次作业：论述题15. 什么是"学习策略”？答案：学习策略指学生为了有效地学习和发展而采取的各种行动和步骤。

英语教学法教程第二版课后答案unit2

英语教学法教程第二版课后答案unit21、_______ win the competition, he practiced a lot. [单选题] *A. BecauseB. In order to(正确答案)C. Thanks toD. In addition to2、Can you give her some ______ ? [单选题] *A. advice(正确答案)B. suggestionC. advicesD. suggest3、If you do the same thing for a long time, you'll be tired of it. [单选题] *A. 试图B. 努力C. 厌倦(正确答案)D. 熟练4、I usually read English _______ six o’clock _______ six thirty in the morning. [单选题] *A. from;?atB. from; to(正确答案)C. at; atD. at; to5、Nowadays more and more people travel by _______, because its safe, cheap and fast. [单选题] *A. footB. bikeC. high-speed train(正确答案)D. boat6、Tom is ____ honest man, so we all like to work with him. [单选题] *A. aB. an(正确答案)C. /D. any7、( ) My mother told me _____ in bed. [单选题] *A. not readB. not readingC. don’t readD. not to read(正确答案)8、Now he is _______ his homework. [单选题] *A. busyB. busy with(正确答案)C. busy with doingD. busy does9、--Miss Li, could you please help me _______ math problem？--OK. Let me try. [单选题] *A. look upB. work out(正确答案)C. set upD. put up10、—What do you think of Animal World? —______. I watch it every day.（）[单选题] *A. I don’t mind it.B. I like it.(正确答案)C. I can’t stand it.D. I don’t like it.11、In winter, animals have a hard time_____anything to eat. [单选题] *A.to findB.finding(正确答案)C.foundD.to finding12、I’d like to go with you, ______ I’m too busy. [单选题] *A. orB. andC. soD. but(正确答案)13、_________ we don't stop climate change, many animals and plants in the world will be gone. [单选题] *A.AlthoughB.WhileC.If(正确答案)D.Until14、The students _____ outdoors when the visitors arrived. [单选题] *A. were playing(正确答案)B. have playedC. would playD. could play15、14．He is cutting the apple ________ a knife. [单选题] *A．inB．toC．with(正确答案)D．by16、The little boy saved his money ______ he could buy his mother a gift on Mother’s Day.（）[单选题] *A. butB. such thatC. in order toD. so that(正确答案)17、( ) ____ eye exercises ___ good __ your eyes. [单选题] *A. Doing, is, for(正确答案)B. Doing, are, forC. Do, is, forD. Do, are, at18、Was（）that I saw last night at the concert? [单选题] *A. it you(正确答案)B. not youC. youD. that yourself19、--How is your friend coming?--I’m not sure. He _______ drive here. [单选题] *A. may(正确答案)B. canC. mustD. will20、My brother often does ______ homework first after school.（）[单选题] *A. heB. his(正确答案)C. sheD. her21、52．I'm happy to ________ a birthday card from an old friend. [单选题] * A．buyB．makeC．loseD．receive(正确答案)22、What’s the point of going to school when I can’t do anything there? [单选题] *A. 时间B. 意义(正确答案)C. 方向D. 目标23、77．You can watch TV when you finish________ your homework. [单选题] * A．to doB．doC．to doingD．doing(正确答案)24、You wouldn't have seen her if it _____ not been for him . [单选题] *A. hasB. had(正确答案)C. haveD．is having25、—______ —（）[单选题] *A. How long did you stay there?B. How much did you pay for the dress?C. How many flowers did you buy?(正确答案)D. How often did you visit your grandparents?26、It was difficult to guess what her_____to the news would be. [单选题] *A.impressionmentC.reaction(正确答案)D.opinion27、The storybook is very ______. I’m very ______ in reading it. （）[单选题] *A. interesting; interested(正确答案)B. interested; interestingC. interested; interestedD. interesting; interesting28、Last year Polly _______ an English club and has improved her English a lot. [单选题] *A. leftB. sawC. joined(正确答案)D. heard29、A brown bear escaped from the zoo, which was a（）to everyone in the town. [单选题] *A. HarmB. violenceC. hurtD. threat(正确答案)30、( ) They have_____ useful dictionary. They want to lend it___ us. [单选题] *A. an; forB. a; fromC. an; toD. a; to(正确答案)。

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.。

英语教学法试题含答案.doc

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 technique s 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.Instructo匚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.anization.Section II: Problem Solving (30 points)First, identify the problem.首先，确定问题所在。

英语教学法

1．A question that views on language learning involve is “____?”A.What are the psycholinguistic and cognitive processes of language learningB.Why do human beings have languageC.How a language is different from anotherD.How do people use language when they have a desire to communicate 答案:A2．In meaningful practice the focus is on the production, comprehension or exchange of ___.A.structuresB.sentencesC.formD.meaning答案:D3．One of the reasons why the deductive method is criticized is that ___ in the method.nguage is taught in a contextB.much attention is paid to meaningC.the practice is often mechanicalD.not enough explanation is provided答案:C 4．Twocharacteristicsof spokenlanguage arespontaneity and___.A.preparationB.time-constraintC.accuracyD.fluency答案:B5．One of theproblems invocabularylearning is thatstudents ___.e context fortheir vocabularylearningB.try hard tounderstand thewordsC.treatvocabulary itemsindiscriminatelye a variety ofvocabularybuildingstrategies答案:C6．PPP and TBL aretwo approaches tolanguage teaching.PPP stands forPresentation,Practiceand Productionand TBL standsfor___.A.Task BookLanguageB.Text BookLearningC.Teacher-BasedLearningD.Task-BasedLearning答案:D7．When we ask thestudents to dopredicting tasksin listening, weshould letstudentsread/hear thelisteningcomprehensionquestions ___.A.before theylistenB.while they arelisteningC.after theirlisteningD.none of theabove答案:A8．According to WangQiang,information-gapactivities,problem-solving,___, “Dialoguesandrole-plays”, and “Findsomeone who …” are sometypes of speaking tasks.A.reading aloud inchorusB.repeating what theteacher has saidC.reciting a dialogueD.“Change the story”答案:D9．According to the ___there are a finite numberof grammatical rules inthe system and withknowledge of these rulesan infinite number ofsentences can beproduced.A.Behaviourist theoryB.Cognitive theoryC.structural viewD.functional view答案:B10．Role-playing through cuedialogues, role-playingthrough situation andgoals, and role-playing through debatesor discussion areexamples of ___.A.mechanical practiceB.drilling languageC.pre-communicativeactivitiesD.social interactionactivities答案:D11．According to Wang Qiang, pre-listeningactivities include predicting, setting the scene,___, and listening for specific information.A.learning new wordsB.learning new grammarC.listening for the gistD.concluding答案:C12．Explanation of phonetic rules should ___ at the beginning stage of teaching pronunciation.A.always be adoptedB.take placeC.be emphasizedD.be avoided答案:D13．Suppose a teacher is teaching his students to read an interesting story about how a doctormakes a joke of a young man. The teacher wants the students to tell part of the story withsome key words from the story like “a doctor –village – annoyed; people – stop –street – advice; never paid –never –money –made up his mind–put and end”.Inwhich stage ofteaching do youthink the teachershould do this?A.At thepre-reading stage.B.At thewhile-readingstage.C.At thepost-readingstage.D.At any of thethree stages.答案:C14．To help ourstudents passexams is one ofthe purposes ofour Englishteaching. Anotherpurpose, which isvery important,is to prepare ourstudents to ___.e English inreal lifeB.obtainknowledge aboutlanguageC.make upsentencesD.get a good jobin the future答案:A15．Pre-readingactivitiesinclude ___,setting the scene,skimming, andscanning.A.predictingrmationtransferactivitiesC.readingcomprehensionquestionsD.reproducing thetext答案:A16．One of predictingtasks inlistening is tolet students readthe listeningcomprehensionquestions ___.A.before theylistenB.while they arelisteningC.after they havefinishedlisteningD.none of theabove答案:A17．It is believedthat the way alanguage teacherlearned alanguage will tosome extentinfluence the way he orshe ____.A.learns a languageB.teaches a languageC.learns his mothertongueD.obtains linguisticknowledge答案:B18．When teachingpronunciation, we should___.A.never use visual aidse explanation ratherthan demoe dictionaries toshow the soundsD.bring variety to theclassroom, for example,show British & Americanpronunciati答案:D19．One of the reasons ofproviding the studentswith a variety ofspeaking activities isthatthe variety ofactivities helps ___.A.keep motivation highB.de-motivate studentsC.memorise the speechD.learn the dialogues byheart答案:A20．According to Wang Qiang,when designing speakingtasks, we must following the principles of“Maximum ___, even participation, high motivation, and right language level”.A.chorusB.repetitionC.foreign talkD.accuracy答案:C21．From the sentence ‘When she came into the room, the large crowd grew silent’ the studentsmay know that here‘she’ must be a woman of power, e.g. a boss or a teacher. In thisexample, the students are making ___ when reading.A.an inferenceB.a referenceC.perceptionD.production答案:A22．In teaching reading, if the teacher teaches the background knowledge first so that thestudents can be equipped with such knowledge and will be able to guess meaning from the printed page, webelieve that thisteacher isfollowing ___ inhis teaching.A.the bottom-upmodelB.the top-downmodelC.the interactivemodelD.all of the above答案:B23．Receptive skillsof languageinclude ___.A.listening andreadingB.listening andspeakingC.reading andwritingD.speaking andwriting答案:A24．When we areteachingpronunciation,___ andintonation shouldbe taught from theverybeginning.A.knowledge aboutsoundsB.phonetic rulesC.phonetictranscriptsD.stress答案:D25．CommunicativeCompetenceconsists ofknowledge andability for___.A.rules of rulesof pronunciation,vocabulary andgrammarB.rules ofgrammar/form andrules of languageuseC.pronunciation,words, andgrammarD.speaking andwriting答案:B26．If we believe thatwhen we arereading, ourbrain receivesvisualinformation andat thesame timeinterprets orreconstruct themeaning, and thatthe readingprocess does notonlyinvolve theprinted page butalso there ader’sknowledge of thelanguage in general, ofthe world and of the texttypes, we would followthe ___ in our teaching.A.Bottom-Up ModelB.Top-Down ModelC.Interactive ModelD.all of the above答案:C27．In teaching grammar,substitution and ___ areexamples of mechanicalpractice.ing chain phrasesfor story tellinging informationsheets as promptsC.chain of eventsD.transformation drills答案:D28．According to Wang Qiang,activities such as“Listen and tick”,“___”, “Listen andact”, “Listen and draw”,“Listen and guess”,“Listen and fill” canbe performed in thewhile-listening stage ofteaching listening.A.Listen and repeatB.Listen and reciteC.Listen and sequenceD.None of the above答案:C29．Suppose a teacher is teaching his students to read a passage about two earthquakes in SanFrancisco, one in 1906 and the other in 1989. The teacher gives the students the followingtable, and asks them to fill the blanks with information they have got from the text.TimeDateLocationNumber of people killed DamageEarthquake in 1906 Earthquake in 1989 This is an exampleof using ___ inteacher reading.A.transitiondevicemunicationactivitiesrmation-gap activitiesD.gist-gettingdevice答案:A30．According to JaneWillis, thecomponents of theframework ofTask-BasedLearning (TBL)include ____.A.exercises,exercise-tasksand tasksB.presenting newlanguage items,time and learningcultureC.a purpose, acontext, aprocess and aproduct/outcomeD.Pre-Task, TaskCycle andLanguage Focus答案:D31．Reasons forproviding thestudents with avariety ofspeakingactivitiesinclude ___.（必须选三项）A.It helpssimplifystudents’learning style.B.It will enablestudents to copewith differentsituations inreality.C.It suitsstudents ofdifferentlearning styles.D.The variety ofactivities helpskeep students'motivation high.答案:B,C,D32．What are thedisadvantages oftraditionalpedagogy?（必须选三项）A.It focuses onform rather thanon functions.B.The learnersare not able touse the languagein an integratedway.C.The learnersare not able towrite.D.It tends toisolate languagefrom its context.答案:A,B,D33．According to Wang Qiang,principles for teachingreading include ___.（必须选三项）A.Design tasks toencourage reading forthe main meaning.B.Design tasks todevelop students’reading skills andstrategies.C.Design tasks to helpthe students to read ontheir own.D.Help the students tomemorize every new wordand explain everysentence.答案:A,B,C34．Ways of consolidatingnew words suggested inWang Qiang’s book (2006)include ___.（必须选三项）ing word categoriesing word net-workC.Copying the wordsD.“Word bingo”答案:A,B,D35．What an effective readerdoes include ___.（必须选三项）A.Bearing in mind a clearpurpose in readingB.Guessing the meaningof new words from thecontextC.Concentrating on the insignificant partsing background information to help understand the text答案:A,B,D36．Strategic skills needed in reading include ___.（必须选三项）A.Skimming, i.e. reading for the gist or main ideaB.Scanning, i.e. reading to look for specific informationC.Predicting, i.e. guessing what is coming nextD.Reciting: i.e. memorizing every word答案:A,B,C37．Forms of transition device adopted in teaching reading include ___.（必须选三项）A.Reading aloud the vocabulary itemspleting a tableC.Making a listD.Taking notes答案:B,C,D38．What characteristics does Communicative Language Teaching (CLT) have? （必须选三项）A.CLT advocates grammar analysis through reading.B.CLT focuses on meaning rather than onform.C.CLT suggeststhat learningshould berelevant to theneeds of thestudents.D.CLT stressesauthentic andcreative use ofthe language.答案:B,C,D39．Rod Ellis’ sixcriteria forcommunicativeactivitiesinclude ___.（必须选三项）municativepurposergevocabulary sizemunicativedesireD.Content, notform答案:A,C,D40．Ways ofpresenting newwords suggestedby Wang Qianginclude ___.（必须选三项）ing visualaids such aspictures, photos,video clips, etc.to show meaninging lexicalsetsC.Translating andexemplifying,especially withtechnical orabstract wordsD.Asking thestudents toconsultdictionaries forthe meaning inclass答案:A,B,C41．The final goal ofCommunicativeLanguage Teachingis to developstudents’ ____（开头字母：co）competence.(必须输入完整的单词，单词后面不要输入空格。

英语教学法考试题及答案

英语教学法考试题及答案2003年7月Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor?A. personality of the teacherB. class sizeC. course requirement2. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent4．Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.7. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues8. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules9. Which of the following activity is most demanding?A. list what you can buy at a supermarketB. list what you can buy at a supermarket in five minutesC. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing13. tell you what you should use in order to produce accurate utterances.A. The descriptive grammarB. The prescriptive grammarC. The traditional grammar14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed inand if they are and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultSection Ⅱ：Problem Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "EnviroXXXental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teachercollects the writings.Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity.Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section Ⅲ：Mini-lesson Plan 40 pointsDirections：Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior Ⅰ, Student Book. Pl ease design a teaching plan with the text.Write about a well-known person from Chinese history.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Section Ⅰ：Basic Theories and Principles 30 points1．A 2．C 3．B 4．B 5．C6．C 7．A 8．B 9．C 10．B11．C 12．A 13．B 14．A 15．BSection Ⅱ：Problem Solving 30 points共30分，每题6分(找出咨询题得3分，依照交际法原则提出合理的解决方案得3分，咨询题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。

英语教学法简答题及答案

简答题1.What are the qualities of a good language teacher?a.non-intellectual qualitiesPsychological qualities are essential factors. strong will-power（顽强的意志品质）good motivation（明确的动机）good motivation（明确的动机）perseverance （持之以恒的精神）out-going characteristics（外向的性格）b. Intellectual qualitiesLanguage learning abilitySelf-study abilityFour language skills abilityApplication of CAIc. Application of CAI( computer-assisted instruction)d. Teaching practice qualitiese. self-assessment qualities2.What are the difference between linguistic competence andcommunicative competence? What is communicative competence? 1)2)It covers a variety of development in syllabus design and in themethodology of foreign language teaching and includes both knowledge about how to use the language appropriately in communicative situation.3. What is deductive method of teaching grammar? What is inductive method of teaching grammar?1)Deductive method: it refers on reasoning, analysing and comparison.First ,the teacher write an example on board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural word.2)Inductive method: in the inductive method ,the teacher provideslearners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples.3.What are the principles for good lesson planning?1)Variety:Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning isalways interesting, motivating and never monotonous for the students. 2)Flexibility:Planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3)Linkage:The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.4)Learnability:The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’coping ability will diminish their motivation.4.What are the difference between macro planning and micro planning?Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.5.What are the components of a lesson plan?1)Teaching aims:The first thing to do in lesson planning is to decide theaims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.2)Language contents and skills:language contents: structures (grammar),vocabulary,functions,topics and so on. Language skills: communicative skills involved in listening, speaking reading and writing3)Teaching stages and procedures:Teaching stages are the major stepsthat language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.The most popular language teaching stages are the three P’s model, which include presentation, practice and production.6.What are the aspects of pronunciation?Pronunciation is an umbrella term covering mang aspects besides sound and phonetic symbols, such as stress, intonation, and rhythm.7.What are the principles for teaching listening?①Focus on process②Combine listening with other skills③Focus on the comprehension of meaning④Grade difficulty level appropriately8.What are the purposes for pre-listening, while-listening andpost-listening activities?1)Pre-listening:To spark interest and motivate students to attend to thespoken message,To activate or build students' prior topical and linguistic knowledge,To set purposes for listening.2)While-Listening: To foster students' comprehension of the speaker'slanguage and ideas, To focus students' attention on such things as the speaker's organizational patterns, To encourage students' critical reactions and personal responses to the speaker's ideas and use of language.3)Post-listening: To examine relationships between prior knowledgeand experience, and new ideas and information gained from the speaker or discussion ,To invite and encourage student reflection and response,To clarify and extend comprehension beyond the literal level to the interpretive and critical levels.9.Can you name some types of speaking activities?①Controlled activities: it mainly focuses on form and accuracy.②Semi-controlled activities: it focuses on more on meaning and communication.③Communicative activities: it allows for real information exchange.10.W hat is the bottom-up model of teaching reading?11.W hat is the top-down model of teaching reading?12.W hat are the purposes of pre-reading activities?To interest and motivate studentsTo activate students’prior knowledge13.W hat is the process approach to writing?14.W hat is the interrelationship between listening and speaking? What isthe interrelationship between reading and writing?15.W hy should we integrate the four skills? What is skills integration?a.Skills integration generally refers to linking two or more of thetraditional four skills of language learning: reading, writing, listening, and speaking.There are many situations in which we use more than one language skill .b.An integrating approach for the development of communicative skillsin the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together.16.W hat are the conditions for language learning according to JaneWillis’Framework for Task-Based Leaning? What are the essential conditions and what is the desirable condition?a.Essential and desirableb.Essential: 1.Exposure to a rich but comprehensible input of realspoken and written language in use e of the language to do things3 Motivation to listen to and read the language and to speak and write itC . Desirable: instruction in language (i.e. chances to focus on form)17.W hat are the means to integrate the four skills in teaching?①Simple integration②Complex integration18.W hat are the methods of assessment?Positive assessment;neglect assessment;teacher’s assessment;continuous assessment;Ss’self-assessment;portfolios (个人成长档案)19.W hat are the criteria for assessment?1.Criterion-referenced assessment2.Norm-referenced assessment3.Individual-referenced assessment20.W hat are the features of good textbooks?21.W hat are the methods of adapting textbooks? What are the 8 optionsin adapting textbooks?。

广西高校教师资格证考试《英语教学法》练习题及答案

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

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

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

2. 请列举并简要说明英语教学法中的一种教学策略。

答案：其中一种教学策略是学生中心教学。

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

3. 简述如何提高英语教学中的课堂控制能力。

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

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

小学英语教法试题及答案

小学英语教法试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应该注重培养学生的哪项能力？A. 阅读能力B. 写作能力C. 听说能力D. 语法分析能力答案：C2. 以下哪种教学方法适合小学生学习英语？A. 直接教学法B. 任务型教学法C. 语法翻译法D. 情景教学法答案：B3. 小学英语课堂上，教师应该使用哪种语言进行教学？A. 全英文B. 全中文C. 中英混合D. 根据学生水平决定答案：A4. 以下哪种活动不适合作为小学英语课堂的热身活动？A. 唱歌B. 听故事C. 做数学题D. 角色扮演答案：C5. 在小学英语教学中，教师应该如何处理学生的发音错误？A. 立即纠正B. 课后纠正C. 忽略不计D. 鼓励学生自我纠正答案：D二、填空题（每题2分，共20分）1. 小学英语教学应该注重培养学生的__________能力。

答案：语言交际2. 教师在课堂上应该使用__________来吸引学生的注意力。

答案：多媒体工具3. 小学英语教学中，__________是提高学生学习兴趣的有效方法。

答案：游戏化教学4. 教师应该鼓励学生在课堂上__________，以提高他们的听说能力。

答案：积极参与5. 小学英语课堂应该创造一个__________的学习环境。

答案：轻松愉快三、简答题（每题10分，共30分）1. 请简述小学英语教学中如何有效地使用故事教学法。

答案：在小学英语教学中，教师可以通过讲述或朗读英文故事来吸引学生的注意力，激发他们的学习兴趣。

故事内容应与学生的实际生活相关，语言要简单易懂。

教师可以在故事结束后提出问题，引导学生进行讨论，以此来提高他们的语言理解和表达能力。

2. 描述一下在小学英语课堂上如何进行有效的小组合作学习。

答案：在小学英语课堂上，教师可以组织学生进行小组合作学习，通过分配不同的角色和任务，让学生在小组内进行互动和讨论。

教师应确保每个学生都有参与的机会，并在小组活动结束后进行总结和反馈，以确保学生能够从合作学习中获得知识和技能。

英语教学法教程第二版课后答案unit3task3

英语教学法教程第二版课后答案unit3task31、20．Sometimes it often rains ________ in my hometown in summer. [单选题] *A．heavyB．hardlyC．heavily(正确答案)D．strongly2、Every morning John takes a（）to his office. [单选题] *A. 20-minutes' walkB. 20 minute ' walkC. 20-minutes walkD. 20-minute walk(正确答案)3、You have coughed for several days, Bill. Stop smoking, _______ you’ll get better soon. [单选题] *A. butB. afterC. orD. and(正确答案)4、In order to find the missing child, villagers _______ all they can over the past five hours. [单选题] *A. didB. doC. had doneD. have been doing(正确答案)5、He has two sisters but I have not _____. [单选题] *A. noneB. someC. onesD. any(正确答案)6、65．There is a big sale on in the shop! Every-thing is ________ price. [单选题] *A．bigB．fullC．zeroD．half(正确答案)7、A small village cuts across the river. [单选题] *A. 切B. 穿过(正确答案)C. 划船D. 踢8、30．I want to find ______ and make much money. [单选题] *A．worksB．jobC．a job(正确答案)D．a work9、My friend and classmate Selina（)running in her spare time. [单选题] *A.likeB. likes (正确答案)C. is likedD. is liking10、He prefers to use the word “strange”to describe the way（）she walks. [单选题] *A. in which(正确答案)B. by whichC. in thatD. by that11、—_____ will the bus arrive? —In four minutes. [单选题] *A. How longB. How oftenC. How soon(正确答案)D. How far12、Mary _______ Math. [单选题] *A. is good at(正确答案)B. do well inC. is good forD. is good with13、Many people believe that _________one has, _______ one is, but actually it is not true. [单选题] *A. the more money ; the happier(正确答案)B. the more money ; the more happyC. the less money ; the happierD. the less money ; the more happy14、My brother will come to see me tomorrow. I’ll meet?_______ at the airport. [单选题] *A. herB. youC. him(正确答案)D. them15、--Do you know _______ girl with long curly hair?--Yes. She is Mary. She plays _______ piano very well. [单选题] *A. a; /B. the; /C. the; the(正确答案)D. a; the16、I have only two tickets for TF Boys’concert. ______ you ______ he can go with me.（）[单选题] *A. Either; or(正确答案)B. Either; norC. Both; andD. Not only; but also17、Don’t talk _______. Your grandmother is sleeping now. [单选题] *A. happilyB. nearlyC. loudly(正确答案)D. hardly18、2．I think Game of Thrones is ________ TV series of the year. [单选题] * A．excitingB．more excitingC．most excitingD．the most exciting (正确答案)19、His picture is on show in London this month. [单选题] *A. 给...看B. 展出(正确答案)C. 出示D. 上演20、Li Jing often helps me ______ my geography.（）[单选题] *A. atB. inC. ofD. with(正确答案)21、Tomorrow is Ann’s birthday. Her mother is going to make a _______ meal for her. [单选题] *A. commonB. quickC. special(正确答案)D. simple22、2．The villagers want to have a bridge. Can this dream ________? [单选题] *A．come outB．get awayC．come true(正确答案)D．get out23、( ) What other books have you read___ this English novel? [单选题] *A. besides(正确答案)B. exceptC.inD. about24、Jack would rather spend time complaining than_____the problem by himself. [单选题] *A.solve(正确答案)B.solvedC.solvesD.to solve25、Online shopping _______ very popular now. [单选题] *A. is(正确答案)B. areC. wasD. were26、Tony is a quiet student, _______ he is active in class. [单选题] *A. soB. andC. but(正确答案)D. or27、Mary _______ a phone call with her mother now. [单选题] *A. will makeB. madeC. is making(正确答案)D. makes28、It took a long time to _______ Tom to go shopping with me. [单选题] *A. speakB. tellC. persuade(正确答案)D. talk29、Galileo was ____ Italian physicist and astronomer who invented _____ telescope. [单选题] *A. a, aB. the, theC. an, aD. an, the(正确答案)30、Julia’s on holiday in Shanghai _______. [单选题] *A. in a momentB. after a momentC. at the moment(正确答案)D. at any moment。

《英语教学法》作业参考答案

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

实用英语教学法教程参考答案[7页]

Chapter 1 Language Views and Language Learning TheoriesExercise 2Views on language Nature of language Target of language learning Teaching focusThe structural view A structural andlinguistic system offorms or elementsTo master those elementsincluding phonologicalunits, grammatical units,grammatical operations, andlexical itemsLinguistic patternsThe functional view An instrument tofulfill communicativefunctions in socialinteractionTo know how to use thelanguage to perform functionsCommunicativefunctions of languageand learners’communicativecompetenceThe interactional view A tool to createand maintain socialrelationsTo grasp the patterns andrules of acts, negotiation, andinteraction in communicationThe interactionaldimension oflanguageExercise 3Theories of language learning Key notionsBehaviorist theory of language learning Language is a set of habits that can be acquired through a process of conditioning;Emphasis should be put on language input, reinforcement, and habit formation.Cognitive theory of language learning Language is an internalized system of rules rather than a form of behavior;To acquire a language is mainly about learning the system of grammatical rules.Constructivist theory of language learning Learners construct meaning based on what they alreadyknow and their experiences.Sociocultural theory of language learning Individuals use physical or symbolic tools to mediate language acquisition;A key notion in sociocultural theory is “Zone of Proximal Development”.Chapter 2 Approaches and Methods in Language TeachingExercise 1Advantages DisadvantagesGrammar-translation method 1. It may help students learngrammar by doing translationexercises.2. It can be helpful for students toget a good grade in exams.1. The process of teaching andlearning can be boring.2. Little attention is paid to learninga language for communication.Exercise 2Advantages DisadvantagesThe direct method 1. It might help students learn grammarmore efficiently.2. Students’ listening and speakingskills tend to be enhanced by thismethod.1. The dominant use of thetarget language might causemisunderstandings in the classroom.2. Native speakers are given moreopportunities than non-native speakers.Exercise 4●Grammar is not significant at all in CLT.Disagree. Grammar is still important but not the focus of CLT.● Speaking is the only focus of CLT.Disagree. There are other means of communication apart from speaking.● Accuracy counts more than fluency in CLT.Disagree. CLT tends to pay more attention to fluency.● Contexts are given special priority in CLT.Agree.● “Learning by using” is clearly reflected in CLT.Agree.● C ompared with the grammar-translation method, CLT requires language teachers to be more proficientin the target language.Agree.Exercise 5Method Objectives Activities Learners’ role Teachers’ roleThe grammar-translation method To master the formof structures andacquire the skills toread and write.Translation drillsPassive receiversof languagestructuresCentral role inthe classThe direct method To gain the skills tocommunicate in thetarget languageDialogues, andother activitiesto facilitatethe mastery ofpronunciation,everydayvocabulary andspeakingParticipants inthe oral activitiesaiming atcommunicationskillsModels of thetarget languageusersThe audio-lingual method To gain control ofstructures of sound,form, and order; Tomaster symbols ofthe languageDialogues anddrills, repetitionand memorization,pattern practiceOrganisms thatcan be directedby skilled trainingtechniques toproduce correctresponsesCentral andactive role inthis teacher-dominatedmethodTotal physical response To communicateuninhibitedly andintelligibly withnative speakers.Imperative drillsto elicit physicalaction.Listeners andperformersActive and directrole; the directorsof a stage playwith students asactorsCLT To grasp functionalskills as wellas linguisticknowledgeEngage learners incommunication;involve processessuch as informationsharing, negotiationof meaning, andinteractionLearners asnegotiators andcommunicatorsFacilitators of thecommunicationprocess; needsanalysts,counselors,process managersTBLT To becomeindependentlearners;To use the targetlanguage to dotasks and solveproblemsTask-basedactivities aiming forstudents’ mastery ofthe target languageLearners aslanguage usersFacilitators ofstudents’ taskcompletionChapter 6 Classroom ManagementExercise 1Interaction Pattern Form Teacher’s roleT (teacher)- Ss (students)individual work / whole class controller / assessor Teacher talk individual work controller / organizerSs-Ss pair work / group work facilitator / assessorT-Ss-Ss group work / whole class organizer / participantSs-material individual work facilitator / resource provider Chapter 7 Understanding English LearnersExercise 1Introverts often:• have quiet energy• listen more than talk• think quietly• think, then act• feel comfortable being alone• prefer to work “behind-the-scenes”• have good powers of concentration• prefer to focus on one thing at a time• are self-contained and reservedExercise 2Integrative motivation: B/DInstrumental motivation: A/C/E/F/G/H/I/JExercise 6Chapter 9 Teaching PronunciationExercise 11-b 2-c 3-a 4-g 5-f 6-e 7-dExercise 21. giraffe2. meditation3. industriali zation4. a ccountable5. graffi ti6. g lorious7. interesting8. revolution9. resistance Chapter 10 Teaching VocabularyExercise 2grace: graceful, ungraceful, disgrace, disgraceful, gracefully, ungracefully, disgracefully, kind: kindness, unkind, unkindness, kindless, kindlessly, kindly, unkindly, patient: impatient, patiently, impatientlylike: unlike, dislike, likely, unlikelysuccess: successful, unsuccessful, successfully, unsuccessfullydirect: directness, indirectness, indirect, direction, indirection, directly, indirectly luck: lucky, unlucky, luckily, unluckilyprofit: profitableappoint: disappoint, disappointmenthonest: dishonestfriend: friendly, friendshipexcite: excitementExercise 5Example 1 tests spellingExample 2 tests grammar (part of speech) and word formation (suffix)Example 3 tests word formation (prefix)Example 4 tests denotative meaningExample 5 tests meaningExample 6 tests meaningExample 7 tests association (synonym)Example 8 tests association (antonym)Example 9 tests association (hyponym)。

英语教学法第二版课前问题答案总汇

Unit 1 Language and Learning2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1)Behaviorist theory2)Cognitive theory3)Constructivist theory4)Socio-constructivist theory4. What makes a good language teacherprofessional competence1)Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared2)Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative3)Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherWallace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1 Language use in real life vs. traditional pedagogyLanguage used in real lifeTo perform certain communicative functionsBoth receptive skills and productive skillsContext-relatedLanguage taught in the classroomTo focus on forms (structures or patternsTo focus on one or two language skills and ignore the otherTo isolate language from its context2. The goal of CLTThe goal of CLT is to develop students' communicative competence,2 What is communicative competenceboth the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations3.Five components of communicative competence1)Linguistic competence,2)Pragmatic competence,3)Discourse competence,4)Strategic competence5)Fluency3.Implications for teaching and learning:（同上）4.Principles in communicative language teaching1)Communication principle:Activities that involve real communication promotelearning.2)Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:Language that is meaningful to the learning supports the learning process.-_-||4.Main features of communicative activitiesA classification of communicative activities1)Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationFollowing directionsReconstructing story-sequences…2)Social interaction activitiesRole-playing through cued dialoguesRole-playing through debate or discussionLarge-scale simulation activities….Six criteria for evaluating communicative activities1)Communicative purpose2)Communicative desire3)Content, not form4)Variety of language5)No teacher intervention6)No materials controlTBLT:a further development of communicative language teaching. it share the same beliefs, as language should be learned as close as possible to how it is used in real life. however, it stressed the importance to combine form-focused teaching with communication-focused teachingA task is believed to have four components:1)a purpose,2)a context,3)a process, 4)a product.6.Differences between PPP and TBLT1.The way students use and experience language2.TBL can provide a context for grammar teaching and form-focused activities7.Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners?7.Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1)A phase of restoration (1978-1985)2)A phase of rapid development (1986-1992)3)A phase of reform (1993-2000)4)A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability4)Pay close attention to the learning process, and advocate experiential learning and participation5) Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th graders-_-zLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning1.what is a Lesson plana Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it1.Why is lesson planning important?1)Makes teachers aware of the aims and language contents of the lesson,2)Helps teachers distinguish the various stages of a lesson and see the relationship between them3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers’ awar eness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism2.Principles for good lesson planning1)Aim,2)Variety,3)F lexibility, 4)Learnability ,5)Linkage3.Macro planning vs. micro planningMacro planning; is planning over timemicro planning: is planning for a specific lesson3Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectivesponents of a lesson plan1)Background information2)Teaching aims3)Language contents and skills4)Stages and procedures5)Teaching aids6)end of lesson summary7)optional activities and Assignments8)after-lesson reflection5.Sample lesson plansUnit 5 Classroom Management1.What roles does the teacher playBefore the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer ,4 Prompter , 5 Participant, 6 Resource-providerAfter the class---Evaluatornew roles: facilitators, guides, researchers2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of the students. To use the mother-tongue only when it is necessary.3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4 Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior4. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take thin gs personally3).Do not use threats5How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：1)Direct teacher correction2)Indirect teacher correction3)Self correction4)Peer correction5)Whole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的1)Consistency 连贯性: To be smooth natural2)Intelligibility可理解性:To be understandable to the listeners3)Communicative efficiency: To help convey the speakers’ meaning3. Three aspects of pronunciation to teach?Stress, intonation, rhythm5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:Use gestures, use the voice, use the blackboard7. Practicing intonation:Use hand or arm movement to indicate change of intonatonrising/falling arrows;draw linesUnit 7. Teaching Grammar1.The role of grammar in language learningGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (grammatical competence is essential for communication). However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.ways of presenting/ teaching grammar1the deductive method2the inductive method3the guided discovery method3. grammar practice activitiesMechanical practicemeaningful practiceTwo types of practice can be combined.Using prompts (pictures, mimesor gestures, information sheet, key phrases or key words, chaind phrases, created situations) has proved to be an effective way of grammar practice.Unit 8 Teaching Vocabulary1. What does knowing a word involve?its pronunciation and stress;its spelling and grammatical properties;its meaning;how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare for possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spot the differences:3) Describe and draw4) Play a game:6) Use word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Use word net-work13)use the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students’ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English 2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show3.The characteristics of listening in real life1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment4 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:4. model of teaching listening:bottom-up model up- bottom model5.the teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.2.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.3.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood’s (1981) framework for defining s peaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities5,How to organise speaking activities.Using group work in speaking tasksUnit 11 Teaching Reading1. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questio…4.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one’s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop sight vocabulary is to read extensively (‘Familiarity breeds automaticity’)5. Some principles for teaching reading(:1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.6.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model7.Three stages of reading:Pre-reading activities; *Predicting* Setting the scene* Skimming* ScanningWhile-reading activities;1)Focusing on the results of readingMultiple-choice questions;T/F questions;open questions,paraphrasing, translation2)Focusing on the process of understandingInformation transfer activities, ( with a transition device)comprehension questionsUnderstanding referencesMaking inference s …Post-reading ActivitiesTraditional: questions; paraphrasing; translationSuggestion:*Discussion*Role -play* Gap-filling* Retelling* WritingReading comprehension questions1).Questions for literal comprehension.2).Questions involving reorganization or reinterpretation.3).Question for inferences.4).Questions for evaluation or appreciation..5）question for personal responseUnit12 Teaching Writing1.What do we write?Writing is a real-life reality. We write letters, journals, notes, instructions, posters, essays, reports, menus, etc.2.Why do we write?We write for various reasons1)to convey messages,2)to keep a record of what is in our mind,3)to communicate with their teacher4)to raise awareness of how language works,5) to become more familiar with the linguistic and social conventions of writing in English, etc.3.How do we write?Writing can be both collaborative and solitarywe all have our own ways of writing.4.A communicative approach to writingSs are motivated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent)Writing for an intended audience: creative writing intended to be read by other people 5.Problems in writing tasks1)They are mainly accuracy-based.2)They are designed to practice a certain target structures.3)There is insufficient preparation before the writing stage.4)There is no sense of audience.5)There is no sense of authenticity.6)Ss are given ideas to express rather than being invited to invent their own.7)There is no opportunity for creative writing, for expressing unusual for original ideas.8)Many of them are test-oriented.6.How to make a writing task more creative and communicative?Questions that the writer considers:Why should I write about the sports I like? (for communication)For what purpose?Who is going to read my writing? (a sense of audience)7.A process approach to writingFeatures of process writing1)Focus on the process of writing that leads to the final written product;2)Help ss understand their own composing process;3)Help ss build repertoires of strategies for prewriting, drafting, and rewriting;4)Give ss time to write and rewrite;5)Place central importance on the process of revision;6)Let ss discover what they want to say as they write;7)Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8)Encourage feedback both from the instructor and peers;9)Include individual conferences between T and S during the process of composition Procedures of process writing1)Creating a motivation to write;2)Brainstorming;3)Mapping;4)Free writing;5)Outlining;6)Drafting;7)Editing;8)Revising;9)Proofreading;10)Conferencing.8.Motivating students to write1)Make the topic of writing as close as possible to ss’ life.2)Leave ss enough room for creativity and imagination.3)Prepare ss well before writing.4)Encourage collaborative group writing as well as individual writing.5)Provide opportunities for ss to share their writings.6)Provide constructive and positive feedback.7)Treat ss’ errors strategically.8)Give ss a sense a achievement from time to time.9.Designing writing tasksWriting tasks should be motivating and communicative.Self-study sample tasks on pagesing the Internet to promote process writing。

英语教学法教程第二版unit4课后答案

英语教学法教程第二版unit4课后答案1、My brother often does ______ homework first after school.（）[单选题] *A. heB. his(正确答案)C. sheD. her2、—______is my notebook？—Look! It’s in your schoolbag.（）[单选题] *A. WhatB. WhichC. Where(正确答案)D. How3、It was _____the policeman came_____the parents knew what had happened to their son. [单选题] *A.before…asB. until…whenC. not until…that(正确答案)D.until…that4、Nick got out of bed and _______ a shower. [单选题] *A. practicedB. took(正确答案)C. didD. made5、John suggest _____ anything about it until they found out more facts. [单选题] *A not to sayB. not sayC to say notD not saying(正确答案)6、He prefers to use the word “strange”to describe the way（）she walks. [单选题] *A. in which(正确答案)B. by whichC. in thatD. by that7、_______ a busy afternoon! [单选题] *A. HowB. What(正确答案)C. WhichD. Wish8、17．Joe is a good student and he is busy ______ his studies every day. [单选题] * A．inB．with(正确答案)C．byD．for9、I am so excited to receive a _______ from my husband on my birthday. [单选题] *A. present(正确答案)B. percentC. parentD. peace10、She and her family bicycle to work, _________ helps them keep fit. [单选题] *A. which(正确答案)B. whoC.itD. that11、---Where’s that report?---I brought it to you ____you were in Mr. Black’s office yesterday. [单选题] *A. ifB. when(正确答案)C. becauseD. before12、-----How can I apply for an online course?------Just fill out this form and we _____ what we can do for you. [单选题] *A. seeB. are seeingC. have seenD. will see(正确答案)13、--What are the young people doing there？--They are discussing how to _______?the pollution in the river. [单选题] *A. come up withB. talk withC. deal with(正确答案)D. get on with14、79．–Great party, Yes? ---Oh, Jimmy. It’s you!（C）, we last met more than 30 years ago. [单选题] *A. What’s moreB. That’s to sayC. Believe it or not (正确答案)D. In other words15、The market economy is quickly changing people’s idea on_____is accepted. [单选题] *A.what(正确答案)B.whichC.howD.that16、73．（）about the man wearing sunglasses during night that he was determined to follow him．[单选题] *A. So curious the detective wasB.So curious was the detective(正确答案)C.How curious was the detectiveD.How curious the detective was17、I live a very quiet and peaceful life. [单选题] *A. 宁静的(正确答案)B. 舒适的C. 和平的D. 浪漫的18、The bookshop is far away. You’d better _______. [单选题] *A. by the busB. by busC. take busD. take?the bus(正确答案)19、How lovely a day,（）? [单选题] *A. doesn't itB. isn't it(正确答案)C.shouldn't itD.hasn't it20、You have been sitting on my hat and now it is badly out of（）. [单选题] *A. dateB. shape(正确答案)C. orderD. balance21、—Why do you call him Mr. Know?—______ he knows almost everything that we want to know.（）[单选题] *A. SoB. OrC. ButD. Because(正确答案)22、26．—Mary, is this your pen?—No, it isn't. ________ is black. [单选题] *A．MyB．IC．MeD．Mine(正确答案)23、John is quite _______. He likes to attend activities in?his spare time. [单选题] *A. active(正确答案)B. quietC. lazyD. honest24、Finally he had to break his promise. [单选题] *A. 计划B. 花瓶C. 习惯D. 诺言(正确答案)25、The storybook is very ______. I’m very ______ in reading it. （）[单选题] *A. interesting; interested(正确答案)B. interested; interestingC. interested; interestedD. interesting; interesting26、Hearing that he had passed _____ health examination, he immediately made _____ call to his parents. [单选题] *A. a; /B. the; /C. the; a(正确答案)D. a; the27、Now people can _______ with their friends far away by e-mail, cellphone or letter. [单选题]A. keep onB. keep in touch(正确答案)C. keep upD. keep off28、We had a party last month, and it was a lot of fun, so let's have _____ one this month. [单选题] *A.otherB.the otherC.moreD.another(正确答案)29、It' s a pity that we have to stay at home when we are having（）weather. [单选题] *A. so fineB. so fine aC. such fine(正确答案)D. such a fine30、Our teacher suggested that each of us _____ a study plan for the tong summer vacation. [单选题] *A. make(正确答案)B. madeC. will makeD. would make。

《英语教学法》题库及答案

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

小学英语教学法教程第二版课后答案Unit 4 Task 4

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答案：听、说12. 在小学英语课堂上，教师应该使用________来吸引学生的注意力。

答案：丰富多彩的教学媒体13. 小学英语教学中，教师应该鼓励学生进行________和________。

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英语教学法教程第八单元课后答案1.What does it mean to know a word?Knowing a word means knowing:(1)its pronunciation and stress;(2)its spelling and grammatical properties;(3)its meaning;(4)how and when to use it to express the intended meaning.Learning a word involves learning more than just the word itself.Lexical items can be phrases,clause or sentences.2.Vocabulary learningAccording to Hedge,vocabulary learning involves at least two aspects of meaning:(1)The first aspect involves the understanding of its denotative and connotative meaning.①Denotative meaningDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects,such as a name or a sign,etc.in the physical world.②Connotative meaningA connotative meaning of a word refers to‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretationof the word’.These words that may express a positive or negative attitude or subtle feelings towards something.(2)The second aspect involves understanding sense relations among words.Lexical items of this kind include word collocations,synonyms,antonyms,and hyponyms.①CollocationsCollocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words.It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.②synonyms,antonyms,hyponymsSynonyms refer to items that mean the same,or nearly the same.Antonyms refer to items that mean the opposite of a word.Hyponyms refer to words which can be grouped together under the same superordinate concept3.Receptive and productive vocabulary①Receptive/passive vocabulary: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.②Productive/active vocabulary:Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.二、Ways of presenting vocabulary1．Ways to present and explain vocabulary①Using pictures,photos,video clips,mime or gestures;②Provide a verbal context to demonstrate meaning;③Use synonyms or antonyms to explain meanings;④Use lexical sets,e.g.cook:fry,boil,bake,and grill;⑤Translate and exemplify,if words with abstract meaning.⑥Use word formation rules and common affixes;⑦Teach vocabulary in chunks;⑧Use the context in real life where the word might be used;⑨Provide different contexts for introducing new words;⑩Prepare for possible misunderstanding or confusion.2．Things a teacher does after presentationTry to provide opportunities for students to use multiple senses such as visual,auditory,action,etc.,to get familiar with the newly learned words.Engage the students in variety of activities,such speaking,listening,reading,writing or acting,using multiple senses.To create meaningful and personalized tasks for the students to use the words in their own ways.Remember,a word can’t be learned by only being presented to the students,often it has to be encountered at least seven times in different contexts before it can be learned by the students.三、Ways of consolidating vocabularySome vocabulary consolidation activities suggested:belling.2.Spot the difference.3.Describe and draw.4.Play a game.e word series.6.Word bingo.7.Word association.8.Find synonyms and antonyms.e word categories.ing word net-work.ing the Internet resources for more ideas.。

英语教学法教程第二版unit5课后答案

英语教学法教程第二版unit5课后答案1、The Spring Festival is on the way.Many shops have _______ huge posters with the word sales. [单选题] *A. put up(正确答案)B. put onC. put outD. put off2、I don't know the man _____ you are talking about. [单选题] *A. who'sB. whose(正确答案)C. whomD. which3、（)late for the meeting again, Jack! 一Sorry, I won t. [单选题] *A.Don’tB. Be notC.Don't be(正确答案)D.Not be4、In winter, animals have a hard time_____anything to eat. [单选题] *A.to findB.finding(正确答案)C.foundD.to finding5、He went to America last Friday. Alice came to the airport to _______ him _______. [单选题] *A. take; offB. see; off(正确答案)C. send; upD. put; away6、Nowadays more and more people travel by _______, because its safe, cheap and fast. [单选题] *A. footB. bikeC. high-speed train(正确答案)D. boat7、I don’t think he will take the case seriously,_____? [单选题] *A.don’t IB.won’t heC.does heD.will he(正确答案)8、She works in a hospital. She is a(n) _______. [单选题] *A. managerB. engineerC. doctor(正确答案)D. patient9、If by any chance someone comes to see me, ask him to leave a _____. [单选题] *A. message(正确答案)B. letterC. sentenceD. notice10、Nick has always been good _______ finding cheap flights. [单选题] *A. at(正确答案)B. forC. withD. to11、There are many beautiful _______ in the wardrobe. [单选题] *A. bookB. dresses(正确答案)C. cell phoneD. grocery12、—Can you play tennis?—______. But I can play basketball.（）[单选题] *A. Yes, I canB. Yes, I doC. No. I can’t(正确答案)D. No, I don’t13、You should take the medicine after you read the _______. [单选题] *A. linesB. wordsC. instructions(正确答案)D. suggestions14、What he said sounds _______. [单选题] *A. pleasantlyB. nicelyC. friendly(正确答案)D. wonderfully15、—Where are you going, Tom? —To Bill's workshop. The engine of my car needs _____. [单选题] *A. repairing(正确答案)B. repairedC. repairD. to repair16、The car is _______. It needs washing. [单选题] *A. cleanB. dirty(正确答案)C. oldD. new17、This is _________ my father has taught me—to always face difficulties and hope for the best. [单选题] *A. howB. whichC. that(正确答案)D. what18、What surprised me ______ was that he succeeded. [单选题] *A. most(正确答案)B. mostlyC. almostD. at most19、John and Jack had looked for the key, but _____ of them found it. [单选题] *A. noneB. neither(正确答案)C. bothD. either20、57．Next week will be Lisa's birthday. I will send her a birthday present ________ post. [单选题] *A．withB．forC．by(正确答案)D．in21、The house is well decorated _____ the disarrangement of a few photos. [单选题] *A. exceptB. besidesC. except for(正确答案)D. in addition to22、He usually ________ at 6:30 a.m. [单选题] *A. gets toB. gets up(正确答案)C. gets overD. gets in23、Will you see to（）that the flowers are well protected during the rainy season? [单选题] *A. it(正确答案)B. meC. oneD. yourself24、--Do you know _______ girl with long curly hair?--Yes. She is Mary. She plays _______ piano very well. [单选题] *A. a; /B. the; /C. the; the(正确答案)D. a; the25、20．Sometimes it often rains ________ in my hometown in summer. [单选题] *A．heavyB．hardlyC．heavily(正确答案)D．strongly26、It seems slow for children to become _____ ,while adults often feel time flies. [单选题] *A. growns-upsB. growns-upC. grown upsD. grown-ups(正确答案)27、Don’t ______. He is OK. [单选题] *A. worriedB. worry(正确答案)C. worried aboutD. worry about28、I’ve _______ a job interview today. [单选题] *A. haveB. had(正确答案)C. hasD. have gone to29、I’d?like _______ the English club. [单选题] *A. to join inB. joinC. to join(正确答案)D. join in30、Can you tell me how the accident _______? [单选题] *A. came about(正确答案)B. came backC. came downD. came from。

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英语教学法答案【篇一：英语教学法模拟试题1及答案】txt>achievement test for teaching english in the primary school3i. 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?left with the nouns on the right.h cavy daynice babyclose buildinglight raintall friendcutesmokera. 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 childrens characteristics?a. cross-word puzzle.b. formal grammar instruction.c. reciting texts.d. role-play.9. whats 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. correctingthe students 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 todays 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. (4points)1) visual learners a. handwork2) kinesthetic learners b. picture talking3) auditory learnersc. 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 intelligencea. doing hands-on activities2) match and logical b. sketchingthinking3) spatial intelligencec. verbalizing4) bodily/kinestheticd. 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 completiond. 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 chinesehas none.c. stress can change the meaning of a word in english, andtone 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 apiece of paper from the board.b. ask the pupils to listen and write down the number of pictures you stick on the blackboard.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?【篇二：英语教学法试题及答案】>i. multiple choices: (20%)directions: in this section, you are given 20 questions, beneath each of which are four choices marked a, b,c and d. you are to make the best choice either to complete the incomplete statement or to answer the question. one point is given to each correct choice.1. according to the records available, human beings have been involved in the study of language for ___________ years.a. 1,000b. 1,500c. 2,000d. 2,5002. by the mid-_________ the upheaval（剧变/动荡） in linguistics and psycholinguistics created by chomsky’s transformational-generative grammar had begun to affect language pedagogy（教学法）.a. 1940sb. 1950sc. 1960sd. 1970s3. the natural approach（自然教学法）believes that the teaching of _________（口语教学） should be delayed until comprehension skills are established.a. listeningb. speakingc. readingd. writing4. the generative-transformational school of linguistics emerged through the influence of __________ .a. noam chomskyb. j. piagetc. d. ausubel d. j.b. bruner5. in foreign language teaching, the target language was interpreted（理解）as a system of rules to be observed in texts and sentences, and to be related to the first language__________ and meaning.a. wordsb. rulesc. sentencesd. context6. in the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.a. introductionb. interpretationc. comprehensiond. combination7. in the direct method, teachers encourage learners to_______ rules of grammar through active use of the target language in the classroom.a. applyb. analyzec. induced. paraphrase8. _________can be introduced as a means of consolidation and evaluation in the direct method.a. readingb. listeningc. speakingd. writing9. the psychological theory underlying the grammar-translation method was _________ psychology.a. developmentalb. childc. facultyd. adult10. in the opinion of palmer and some other linguists of his time, _________ played one of the most important roles in foreign language learning.a. grammarb. phoneticsc. vocabularyd. rhetoric11. _________ is not one of the systematic principles the oral approach involves?a. selectionb. translationc. gradationd. presentation12. in which book did skinner apply the theory of conditioning to the way humans acquire language?a. lado english seriesb. toward a theory of instructionc. language teaching analysisd. verbal behavior13. according to the behaviorist, a _________ is formed whena correct response to a stimulus is consistently rewarded.a. meaningb. wordc. habitd. reaction14. materials in the audiolingual method（听说教学法）are primarily _________.a. instruction-orientedb. student-orientedc. teacher-oriented （教师为中心）d. habit-oriented15. _________ is not discussed in the book foreign language teaching methodology?a. the nature of foreign language teaching methodologyb. the history of foreign language teachingc. theories of foreign language teaching methodologyd. the history of the english language16. piaget saw cognitive development as essentially a process of __________ within which genetics and experience interact.a. maturationb. accommodationc. comprehensiond. assimilation17. georgi lozanov asserts（声称）that the reason for our inefficiency is that we __________.a. lay too much emphasis on oral performanceb. ignore the needs of learnersc. set up psychological barriers to learningd. give students little room and time to learn18. krashen believes that acquisition of a language refers to the __________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.a. consciousb. unconsciousc. overconsciousd. subconscious19.another linguistic theory of communication favored in communication language teaching is _________ functional account of language use.a. chomsky’sb. hymes’sc. candlin’sd. halliday’s20. with regard to syllabus design（教学大纲）, the communicative approach（交际法）lays special emphasis on _________ .a. authentic materialsb. learners’ needsc. meaningful drillsd. teachers’ rolesii. filling blanks: (20%)directions: in this section, there are 20 statements with 20 blanks. you are to fill each blank with one appropriate word. one point is given to each blank.21. ___latin__ was a language of communication that people widely studied in the western world before the 16th century. 22. in malinowski’s opinio n, an utterance has no___meaning__ at all if it is out of the context of situation.23. behaviorism believes that basic learning processes could be described in terms of stimuli and__response__.24. some linguists thought that all languages originated from one language and were ruled by a common _grammar__ .25. the combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the__audiolingual__ method.26. the formula __ i + 1 __, advocated by krashen, means input that contains structures slightly above the learner’s present level.27. in the direct method, the target language is used__exclusively__in the language classroom as a means of instruction and communication.28. in a suggestopaedic（提示学习法） course, direct and indirect positive__suggestions__ are made to enhance students’ self-confidence and to convince them that success is attainable （可达到的）.29. chomsky divides the grammar of a natural language into __core__ grammar and peripheral(次要的) grammar.30. the direct method advocates the importance of oral language and believes that language should be learned through direct _association_ of form and meaning.31. the direct method believes in the _natural_ process of language learning and in the inductive teaching of grammar.32. the oral approach believes in a theory of learning that is based on a type of behaviorist _habit-formation__theory.33. the cognitive approach(认知法) lays emphasis on innate organizing principles（天生的/固有的组织原则） in human perception（知觉/感知）and__learning__.34. in a typical audiolingual lesson the following procedures can be observed: recognition, imitation and repetition,__pattern__ drills（模式训练/句型操练）, and follow-up activities（后续活动）.35. at the level of classroom teaching, the communicative approach holds that activities should provide opportunities for learners to __use__ the language.36. the cognitive approach holds that learning a language is a process of acquiring __mental___control of the phonological, grammatical and lexical patterns（词汇模式） of a second language, largely through study and analysis of these patterns as a body of knowledge.37. krashen sees the learner’s emotional state or attitudes as an adjustable ___filter__（过滤器）_ that freely passes or blocks input necessary to acquisition.38. gattegno anticipates（预见） that using the silent way（默教法）would require most teachers to change their perception of their __role__.39. community language learning （交际式语言学习）advises teachers to consider their students as “whole persons”;therefore, the method is sometimes cited as an example of a “__humanistic__ approach”（人文主义教学方法）.40. british linguists of structuralism（构造主义） believed that __elements__ in a language were rule-governed.v. questions for long answers: (20%)directions: the two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge youve learned. ten points are given to each question.49. what advantages can be found in the direct method? (1) it makes the learning of english interesting and lively by establishing direct bond between a word and its meaning.【篇三：华师英语教学法教程参考答案】ose a teacher is teaching his students to read an interesting story about how a doctor makes a joke of ayoung man. the teacher wants the students to tell part of the story with some key words from the story like “a doctor –village – annoyed; people – stop – street – advice; never paid –never – money – made up his mind –put and end”. in which stage of teaching do you think the teacher should do this?a.at the pre-reading stage.b.at the while-reading stage.c.at the post-reading stage.d.at any of the three stages.您的答案：c题目分数：2.0此题得分：2.02．第2题one of the problems in vocabulary learning is that students___.e context for their vocabulary learningb.try hard to understand the wordsc.treat vocabulary items indiscriminatelye a variety of vocabulary building strategies 您的答案：c题目分数：2.0此题得分：2.03．第3题according to clark, scarino and brownell, the main components of a task include ____.a.exercises, exercise-tasks and tasksb.potential ineffectiveness for presenting new language items, time and learningc.a purpose, a context, a process and a product/outcomed.pre-task, task cycle and language focus 您的答案：d题目分数：2.04．第4题according to wang qiang, information-gap activities, problem-solving, ___, “dialogues and ro le-plays”, and“find someone who …” are some types of speaking tasks.a.reading aloud in chorusb.repeating what the teacher has saidc.reciting a dialogued.“change the story”您的答案：d题目分数：2.0此题得分：2.05．第5题natural language, spoken or written, uses referential word such as pronouns to refers to people or things alreadymentioned previously in the context. therefore, theactivity ?understanding references? can be performed in the ___ stage when teaching reading.a.pre-readingb.while-readingc.post-readingnguage-focus您的答案：b题目分数：2.0此题得分：2.06．第6题role-playing through cue dialogues, role-playing through situation and goals, and role-playing through debates or discussion are examples of ___.a.mechanical practiceb.drilling languagec.pre-communicative activitiesd.social interaction activities您的答案：d此题得分：2.07．第7题the post-listening stage is where the teacher can determine how well the students have understood ___.a.what they are going to listen tob.what they listened toc.what they are listeningd.what the teacher asked them to do您的答案：b题目分数：2.0此题得分：2.08．第8题in teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.a.the bottom-up modelb.the top-down modelc.the interactive modeld.all of the above您的答案：b题目分数：2.0此题得分：2.09．第9题in the traditional classroom, there is often too much focus on linguistic knowledge, with little or no attention paid to ___.a.knowledge of vocabularyb.knowledge of grammar rulesc.practising language skillsd.practising phonetics您的答案：c此题得分：2.010．第10题according to wang qiang, “listen and tick”, “listen and sequence”, “listen and act”, “listen and draw”, and “listen and fill” are activities in the ___ stage of teaching listening.a.pre-listeningb.while-listeningc.post-listeningd.all of the above您的答案：b题目分数：2.0此题得分：2.011．第11题in teaching grammar, substitution and ___ are examples of mechanical practice.ing chain phrases for story tellinging information sheets as promptsc.chain of eventsd.transformation drills您的答案：d题目分数：2.0此题得分：2.012．第12题some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts? techniques, just like an apprentice. others hold the view that teaching is an applied science, based on scientific knowledge and experiment ation. wallace (1991) uses a “reflective model” to demonstrate the development of a teacher, the process of which includes three stages moving from stage one, language training, to the goal of ___.a.professional competencenguage proficiencyd.an expert teacher您的答案：d题目分数：2.0此题得分：0.013．第13题communicative competence consists of knowledge and ability for___.a.rules of rules of pronunciation, vocabulary and grammarb.rules of grammar/form and rules of language usec.pronunciation, words, and grammard.speaking and writing您的答案：b题目分数：2.0此题得分：2.014．第14题when an effective reader is doing silent reading, he or she may use skills such as deducing the meaning of unfamiliar lexical items, understanding references, ___, etc.a.translating every sentence into the mother tongueb.doing grammar analysisc.reciting: i.e. memorizing every wording background information to help understand the text 您的答案：d题目分数：2.0此题得分：2.015．第15题the concept of present, past and future time, theexpressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationshipsbetween people and objects are examples of language ___.a.functionsb.notionsc.structuresd.behavior。