英语教学法复习题
英语教学法试题及答案
英语教学法试题及答案一、选择题1. What is the importance of using visuals in language teaching?a) They help create a more engaging and memorable learning experience.b) They replace the need for spoken language in the classroom.c) They can be used as a substitute for actual language practice.d) They hinder students' ability to understand concepts.答案: a) They help create a more engaging and memorable learning experience.2. Why is it important to create a learner-centered classroom environment?a) It allows the teacher to have more control over the students.b) It encourages passive learning among students.c) It promotes active participation and critical thinking.d) It reduces students' responsibility for their own learning.答案: c) It promotes active participation and critical thinking.3. Which of the following is an effective way to assess students' speaking skills?a) Multiple-choice tests.b) Memorization of vocabulary lists.c) Group discussions and presentations.d) Filling in the blanks in a sentence.答案: c) Group discussions and presentations.4. What is the significance of integrating listening, speaking, reading, and writing skills in language teaching?a) It increases the workload for both teachers and students.b) It allows students to focus on one skill at a time.c) It reflects real-life language use and promotes holistic learning.d) It hinders students' ability to develop individual skills.答案: c) It reflects real-life language use and promotes holistic learning.5. What is the role of error correction in language teaching?a) To embarrass and criticize students for their mistakes.b) To discourage students from experimenting with the language.c) To provide constructive feedback and foster learning.d) To promote rote memorization of grammar rules.答案: c) To provide constructive feedback and foster learning.二、简答题1. Explain the concept of scaffolding in language teaching.答案: Scaffolding refers to the support and guidance provided by the teacher to help students develop their language skills. It involves breaking down complex tasks into smaller, more manageable steps and gradually removing the support as students gain proficiency. Scaffolding can include providing clear instructions, modeling language use, using visual aids, offering personalized feedback, and encouraging independent thinking and problem-solving.2. Describe the role of technology in modern English language classrooms.答案: Technology plays a significant role in modern English language classrooms. It provides access to authentic materials, interactive learning resources, and digital platforms for communication and collaboration. Technology can enhance language learning through multimedia presentations, online language practice, virtual language exchanges, and self-paced learning modules. It also promotes digital literacy skills, critical thinking, and creativity among students.3. Discuss the advantages and disadvantages of teacher-centered instruction.答案: Teacher-centered instruction refers to a more traditional approach where the teacher has full control over the learning process. Advantages of this approach include the teacher's expert knowledge and guidance, efficient time management, and a structured learning environment. However, it may limit students' active participation and critical thinking, discourage autonomy and creativity, and result in passive learning. Teacher-centered instruction may also overlook individual student needs and preferences.4. How can assessment be used as a tool for both learning and motivation in language teaching?答案: Assessment can be used as a tool for learning and motivation by providing students with feedback on their progress and areas for improvement. It can help students identify their strengths and weaknesses, set learning goals, and track their own development. Effective assessments also promote a growth mindset, where students see mistakes as opportunities for growth rather than failures. Furthermore, assessment can motivate students by recognizing their achievements, fostering a sense of accomplishment, and creating a supportive and competitive learning environment.5. Explain the concept of communicative language teaching (CLT) and its main principles.答案: Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes communication as the primary goal of language learning. The main principles of CLT include using authentic language in meaningful contexts, promoting interactive and collaborative activities, focusing on fluency rather than grammatical accuracy, and integrating all four language skills. CLT encourages real-life language use, develops students' ability to negotiate meaning, and prepares them for effective communication in diverse situations.。
英语教学法试题 (附答案)
英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
(完整word版)英语教学法复习题
山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1）Discourse competence2）Mistake3）Critical period hypothesis4）Implicit knowledge5）Sight vocabulary6）Pragmatic competence7）task8）active vocabulary9）Exercises10）Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn’t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one’s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system’.3. Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat’s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky’s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person’s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。
英语教学法教程试卷(共4篇)
英语教学法教程试卷（共4篇）第1篇：英语教学法教程试题库英语教学法教程试题库Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question.1.Much of human behavior is influenced by their__________ A.experiencesB.wisdomC.knowledgeD.parents 2.What is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom? A.teaching attitudeB.definitions of languageC.structural view of languageD.functional view 3.What does the structural view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 4.What does the functional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 5.What does the interactional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 6.Which of the following teaching method is based on the behaviorist theory? BA.Grammar translationB.Audio-lingualC.Task-based teaching and learningmunicative teaching 7.What are the characteristics of audio-lingual method? nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, profeional qualities and personal styles B.Ethic devotion, profeional qualities and individual freedom C.Individual freedom, profeional qualities and personal styles D.Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher D.All of the above 10.What qualities are considered good qualities of a good teacher? D A.Kind, humorous, well informed B.Hard working, disciplined C.Well prepared, dynamic and patient D.All of the above Part 2 Answer the following questions.1.A good teacher should poe many good qualities.List three qualities you think are the most important and explain reasons. Unit 2 1.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the poible solution to bridge the gap between claroom language teaching and real-life language use? A.Task-based teaching andlearning municative language teaching C.Presentation, practice and production D.Engage---study---activate 3.What is linguistic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 4.What is pragmatic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 5.What is discourse competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 6.What is strategic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 7.What is fluency competence concerned with?A.Appropriate use of the language in social contextB.Ability to link units of speech together with facility and without strain or inappropriate slowne or undue hesitationC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?munication principle, task principle and meaningful principlemunication principle, accuracy principle and meaningful principlemunication principle, fluency principle and meaningful principlemunication principle, task principle and purpose principle 9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above 10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy C.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluency D.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy Part 2 answer the following questions 1.What are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a leon plan? A.Aims to be achieved B.Materials to be covered C.Activities to be organized D.All of the above 2.What are the principles for good leon planning? A.Aim, variety, flexibility, learnability and linkage B.Aim, preparation flexibility and linkage C.Aim, micro-planning, macro-planning and flexibility D.Aim, micro-planning, macro-planning and variety 3.What are the guidelines for writing teaching aims in a leon plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents? A.Structures, vocabulary, functions andtopics B.Pictures, vocabulary, communication and topics C.PPT, structures, aims and summary D.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B 4.What is the function of optional activities? A.Backups in case the leon goes too fast and there are a few minutes left. B.Prepared for good students C.Prepared for bad students ed for emergency 5.Which part is to be finished after a leon in a leon plan? A.Teaching aidsB.End of a leon summaryC.Optional activities and aignmentsD.After leon reflection Part 2 answer the following questions 1.What benefits can language teachers get from planning a leon? 2.Explain five principles for good leon planning in detail.3.What does macro planning involve? 4.What are components of a leon plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the poible roles of a teacher? A.Controller, aeoranizer, prompterC.Participant, resource-providerD.All of the above 2.What role does a teacher play in the following activity? The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.Controller B.Aeor anizer D.Prompter 3.What role does a teacher play in the following activity? T: do you have any hobbies? S: yes, I like singing and dancing.T: Uhm, and...? S: I also collect coins.T: Oh, really, how many...have you already...collected? A.ControllerB.AeoranizerD.Prompter 4.What role does a teacher play in the following activity? The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students).Each student draws one card.Those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2.Thus the students are put into five groups in a random way.A.ControllerB.AeoranizerD.Prompter 5.What role does a teacher play in the following activity? When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A.ControllerB.AeoranizerD.Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need to use a particular word they don’t know.So they ask the teacher.A.ControllerB.AeorC.participantD.Resource-provider 7.What role does a teacher play in the following activity? The teacher asks a student a question “Have you ever b ought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.A.ControllerB.AeoranizerD.Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB.AeoranizerD.Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A.ControllerB.AeorC.participantD.Resource-provider 10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expreions they have just learned.A.ControllerB.AeoranizerD.Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to gue by asking only Yes/No questions until they make the correct gue.A.ControllerB.AeorC.participantD.Resource-provider 12.When is appropriate for the teacher to give claroom instructions to students? A.Give directions to tasks oractivities, checking comprehension, giving feedbackB.Providing explanations to a concept or language structure, drawing attentionC.Setting requirements, checking comprehension, aigning homeworkD.All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners 14.What are not good rules to follow for making instructions effective? e simple instructions and make them suit the comprehension level of the students e the mother tongue only when it is neceary e body language to aist understanding D.Not model the task or activity before letting students move into groups or pairs 15.Which of the following is the time when students work as a whole cla? A.When all the students are under the control of the teacher B.When students work in pairs on an exercise or a task C.When students work in small groups D.When students are expected to work on their own at their own speed 16.Which of the following is the time when students work in a pair? A.When all the students are under the control of the teacher B.When students work in pairs on an exercise or a task C.When students work in small groups D.When students are expected to work on their own at their own speed 17.Which of the following is the time when students work in groups? A.When all the students are under the control of the teacher B.When students work in pairs on an exercise or a task C.When students work in small groups D.When students are expected to work on their own at their own speed 18.Which of the following is the time when students study by themselves? A.When all the students are under the control of the teacher B.When students work in pairs on an exercise or a task C.When students work in small groups D.When students are expected to work on their own at their own speed 19.Which of the following is the advantage of wholecla work? A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is le streful.20.Which of the following is the advantage of pair work? A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.It reinforces a sense of belonging among a group of members.D.It is very streful.Part 2 answer the following questions 1.What six conditions have to be met in order to achieve efficient claroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching? A.Learners whose native language has similar sounds are le likely to have problems with pronunciation.B.Learners who have more exposure to english need le focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above 2.What is the realistic goal of teaching pronunciation? A.ConsistencyB.IntellegibilityC. Communicative efficiencyD.All of the above 3.Which of the following do not belong to minimal pair? A.Will wellB.Till tellC.Fill fellD.Well well4.Which of the following belong to pronunciation perception practice?ing minimal pairs, odd one outB.Which order, completionC.Same or differentD.All of the above5.Which type does the following production practice belong to? Thestudents repeat what the teacher says.This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB.Fill in the blanksC.Make up sentencesing meaningful context 6.Which type does the following production practice belong to? She sells sea shells on the seashore.A.Make up sentencesing meaningful contexting picturesing tongue twisters 7.What are the ways of practicing stre? e gesturese the voicee the blackboardD.All of the above 8.What does the falling intonation on the statement “he is moved to Glasgow.” indicate? A.I am telling you something you do not know B.I have not finished yet C.I am asking a genuine question D.I know you have told me before 9.What does the falling intonation on the question “wh ere do you live ?” indicate? A .I am telling you something you do not know B.I have not finished yet C.I am asking a genuine question D.I know you have tole me before 10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry.↘ （no, I do not want to.）Or B.Sorry? ↗ （what did you say?） A.Stre B.IntonationC.SoundsD.Pitch Part 2 answer the following questions 1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true? A.Grammatical competence is eential for communication B.There is a positive role of instruction for grammar learning C.Grammar teaching can enhance learner proficiency D.Grammar learning iscompletely usele for children.2.Which of the following is not grammar presentation method? A.Deductive method B.Inductive methodC.Guided discovery methodmunicative teaching method 3.Which of the following steps are typical for the deductive grammar teaching method? A.Give examples→explain rules→students do practice activities B.Authentic language data is provided→induces le arners to realize grammar rules→apply the new structure to produce sentencesC.Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD.All of the above 4.What are two grammar practice activities? A.Mechanical practice and meaningful practice B.Volume practice and communicative practice C.Interest practice and meaningful practice D.Mechanical practice and succe oriented practice 5.What are two broad categories of knowledge?A.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD.Refereed knowledge and inferred knowledgeUnit 8 Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary? A.a vocabulary item can be more than one word B.Vocabulary can not be taught.It must be learned by the individuals.C.Words is best learned in context D.An English-English dictionary is an important aid for students.2.What does it mean to know a word? A.knowledge its pronunciation and stre B.know its spelling and grammatical properties C.know its meaning and know when and how to use it D.all of the above3.wh at meaning is referred to if we say the meaning of “dog” is an animal with four legs and a tail, often kept as a pet or trained for work?A denotative meaningB.connotative meaningC.extended meaningD.inspired meaning 4.What meaning is referred to if we say the meaning of “dog” is friendship and loyalty? A denotative meaningB.connotative meaningC.literal meaningbeled meaning 5.What is referred to if we say “see a movie, watch a play, look at a picture”? A.denotative meaningB.connotative meaningC.collocationsD.synonyms 6.Whatdo the following examples indicate? Big, huge; enormous, immense; male, masculine A.synonyms B.antonyms C.hyponyms D.collocations 7.What are two categories of vocabulary? A.receptive vocabulary and productive vocabulary B.innate vocabulary and learned vocabulary C.familiarvocabulary and unfamiliar vocabulary D.new vocabulary and old vocabulary第2篇：英语教学法教程试题库..英语教学法教程试题库Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question.1.Much of human behavior is influenced by their_____ _____ A.experiences B.wisdom C.knowledge D.parents 2.What is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom? A.teaching attitudeB.definitions of languageC.structural view of languageD.functional view3.What does the structural view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things4.What does the functional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain socialrelations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 5.What does the interactional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 6.Which of the following teaching method is based on the behaviorist theory? B A.Grammar translation B.Audio-lingual C.Task-based teaching and learning municative teaching 7.What are the characteristics of audio-lingual method? nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, profeional qualities and personal stylesB.Ethic devotion, profeional qualities and individual freedomC.Individual freedom, profeional qualities and personal stylesD.Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? word教育资料..A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher D.All of the above 10.What qualities are considered good qualities of a good teacher? D A.Kind, humorous, well informed B.Hard working, disciplined C.Well prepared, dynamic and patient D.All of the above Part 2 Answer the following questions.1.A good teacher should poe many good qualities.List three qualities you think are the most important and explain reasons. Unit 2 1.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the poible solution to bridge the gap between claroom language teaching and real-life language use? A.Task-based teaching and learning municative language teaching C.Presentation, practice and production D.Engage---study---activate 3.What is linguistic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 4.What is pragmatic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning 5.What is discourse competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources word教育资料..D.Knowledge of language itself, its form and meaning 6.What is strategic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 7.What is fluency competence concerned with? A.Appropriate use of the language in social context B.Ability to link units of speech together with facility and withoutstrain or inappropriate slowne or undue hesitation C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 8.What are the principles of communicative language teaching? munication principle, task principle and meaningful principle munication principle, accuracy principle and meaningful principle munication principle, fluency principle and meaningful principle munication principle, task principle and purpose principle 9.What are the listening and speaking activities in traditional pedagogy? A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given clues C.Retell what is heard D.All of the above 10.What are the five components of communicative competence? A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluency B. Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy C.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluency D.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy Part 2 answer the following questions 1.What are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?Unit 4 Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a leon plan? A.Aims to be achieved word教育资料..B.Materials to be covered C.Activities to be organized D.All of the above 2.What are the principles for good leon planning? A.Aim, variety, flexibility, learnability and linkage B.Aim, preparation flexibility and linkage C.Aim, micro-planning, macro-planning and flexibility D.Aim, micro-planning, macro-planning and variety 3.What are the guidelines forwriting teaching aims in a leon plan? A.Clear, brief B.Specific, students-oriented C.Specific, teacher-oriented D.Both A and B 3.What are language contents? A.Structures, vocabulary, functions and topics B.Pictures, vocabulary, communication and topics C.PPT, structures, aims and summary D.Structures, aims, functions and topics 4.What are very commonly used teaching procedures and stages? A.Presentation, practice and production B.Pre-reading, while-reading and post-reading C.Mechanical practice and meaningful practice D.Both A and B 4.What is the function of optional activities? A.Backups in case the leon goes too fast and there are a few minutes left.B.Prepared for good students C.Prepared for bad students ed for emergency 5.Which part is to be finished after a leon in a leon plan? A.Teaching aids B.End of a leon summary C.Optional activities and aignments D.After leon reflection Part 2 answer the following questions 1.What benefits can language teachers get from planning a leon? 2.Explain five principles for good leon planning in detail.3.What does macro planning involve? 4.What are components of a leon plan?unit 5 Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the poible roles of a teacher? A.Controller, aeor anizer, prompter C.Participant, resource-provider D.All of the above 2.What role does a teacher play in the following activity? The teacher gives students 2 minutes to skim a text, and when time is up, word教育资料..he asks students to stop and answer some questions.A.Controller B.Aeor anizer D.Prompter 3.What role does a teacher play in the following activity? T: do you have any hobbies? S: yes, I like singing and dancing.T: Uhm, and...? S: I also collect coins.T: Oh, really, how many...have you already...collected? A.Controller B.Aeor anizer D.Prompter 4.What role does a teacher play in the following activity? The。
小学英语教学法试题 (含答案)
小学英语教学法试题一、填空1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。
2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。
3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。
5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。
情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。
6、教学是教师的教和学生的学的统一活动。
就英语教学而言，教学的实质就是一种特殊的认识过程。
英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。
7、学生认识的客体是英语，教师认识的客体是教学规律。
教学双方都为对方提供信息，英语就是为了促进交流。
8、教学的最终任务是培养学习者的交际能力。
9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。
10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。
11、语言教学的内容包括语言知识和语言技能两个方面12、体态语是指说话时的表情、手势、动作等。
13、在教学中写有两方面的含义：一是书写，二是写作。
14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。
15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。
16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果.17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。
18、英语课堂教学的实质是交际。
《英语教学法》复习题
《英语教学法》复习题一、填空题1．The theory of learning is referred to as be haviorism, which has three major stages, “sti mulus, response, and reinforcement”2．The behaviorist theory of language learning is that language is learned by constant repeti tion and the reinforcement of the teacher3．The term cognitivism is often used loosely to describe methods in which students are aske d to think rather than simply repeat.4．There are a variety of elements that contri bute to the qualities of a good language teach er. These elements can be categorized into 3 g roups: ethic devotion, professional qualities and personal styles.5. Three different views on language are the s tructural view, the functional view and the in teractional view.6. Language theories can be divided into two g roups:1)process-oriented theory 2)the conditio n-oriented theory7.The ultimate aim of foreign language teaching is to enable the learners to use the languag e in real life.8.The goal of CLT is to develop students’ com municative competence.municative competence includes knowledge of what to say, when, how, where, and to whom.10.The goal of CLT is to use language for comm unicative purpose11.The adoption of CLT is to develop learners’ language skills, namely, listening, speaking, reading and writing.12.CLT has not replaced the previous approache s or methodologies. It has only expanded the a reas: language content, learning process and l anguage product.13.Littlewood’s classification of communicati ve activities: Functional communicative activi ties and Social interaction activities.14. Language learning and teaching should be as close as possible to language USE IN REAL LIFE.15.Lesson planning should be done at two level s: Macro planning and Micro planning16.The first thing to do in lesson planning is to decide the aims of a lesson.17.The most popular teaching stages are three P’s model, which include: presentation, pract ice and production.18.Lesson planning means making decision in ad vance about what techniques, activities and ma terials used in class.19.There are four major principles behind good lesson planning: variety, flexibility, learna bility, and linkage.20.The aim of a lesson includes language point s to present, communicative skills to practic e, activities to conduct, and materials and te aching aids to be used.21.In the skill-oriented lessons, that is, ina reading or listening lesson, a 3-stage model is frequently adopted: pre-reading/listening, while-- reading/listening and post- reading/l istening.22.5-step model is more familiar to the middle school teachers: revision, presentation, dril l, practice and consolidation.23.Classroom management is the way teachers or ganize what goes on in the classroom.24.An instructor passes on knowledge by variet y of means.An organizer organizes the class so that learning activities can be carried out.25.A linguist named Harmer defined the teacher s’ roles as: controller, assessor, prompter,participant and resource provider.26.Ur reminds us not to hurt the students’ fe elings by: 1) Deal with it quie tly; 2)Don’t t ake things personally; 3)Don’t use threats27.There are many different ways to teach a so und. It’s better to teach from Perception Pra ctice(认知) to Production Practice.28.One way to teach grammar is by 3P Model: Pr esentation,Practice and Production.29.The deductive method relies or reasoning, a nalyzing and comparing.30.In the inductive method, the teacher induce s the learners to realize grammar rules withou t any form of explicit explanation.31.Grammar practice is usually divided into tw o categories, Mechanical practice and Meaningf ul practice.32.By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation dril ls are most frequently used in mechanical prac tice.33.Generally speaking, there are three stages in listening activities for language learners: 1.pre-listening 2.while-listening 3.post-list ening34.We will listen in two different ways: 1.Int ensive listening (for details) 2.Extensive lis tening (for general ideas)35.Listening in real life has the following ch aracteristics: Spontaneity, Listener’s respon se, Speaker’s adjustment, Context and Visual clues.36.Characteristics of successful speaking task s can be: 1.Maximum foreign talk 2.Even partic ipation 3.High motivation 4.Right language lev el37.The process approach focus on what studentsdo before /while /after their writing.38.Not everything can be purely communicative. Some writing activities can be between “writ ing for learning” and “writing for communica tion.39.The process of writing should be from contr olled to guided writing and to free writing40. Teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques ar e integrate to help students in their reading comprehension and in increasing their language efficiency in general另附.Generally, lesson presenting mainly inclu des four aspects: Presenting teaching material s; Presenting teaching methods; Presenting lea rning strategies; Presenting teaching process二、简答题1．Why are people learning English?• They have to pass the examin ations.• They can help foreign visito rs.•It’s necessary if they want to enter university.• Learning a foreign language is an intellectual challenge.• They can use computers more easily.• They need to keep in touch w ith what is going on in their profession world wide.• English will be very importa nt to get a job in trade.• English will be useful for t hem to travel abroad.• They will be able to read an d listen to in English. This can improve their knowledge of the world.2．What is language?Language is a means of communication with othe r people.3．What is the aim or purpose of language teac hing?Communication4．How many language teaching methods or appro aches do you know?l the grammar-translation methodl the direct methodl the audio-lingual methodl the situational language teachingl the cognitive approachl the silent wayl the total physical response methodl the communicative approachl the natural approachl the functional-notional method, etc. 5．How can you become a good language teacher?• Language training: a sound c ommand of English•Learn from others’ experien ce• Learn received knowledge, su ch as language theories, methodology, educatio n, psychology, etc.•Learn from one’s own experi ence• Practice makes perfect• Keep on reflecting on work,etc6．What is the challenge the language teacher is confronted with?People learn a foreign language1. For different reasons2. In different ways3. Having different understanding abou t language learning4. Having different capabilities in la nguage learning5. Different language levelsThus the challenge that the language teacher i s confronted with is how teaching methodology can cater for learners who have more differenc es than commonalities.7．What is the question that all approaches of language teaching should answer?The question is “What is language?”Language is a means of communication with othe r people.8．What are the three different views of langu age that language teaching and learning practi ce have been influenced by?They are the structural view, the functional v iew and the interactional view.9． How does the structural vi ew see language?• The structural view sees lan guage as a linguistic system made up of variou s subsystems. To learn a language means to lea rn these structural items so as to be able to understand and produce language.10．How does the functional view see language?• The functional view sees lan guage as a linguistic system but also as a mea ns for doing things. Learners learn a languagein order to be able to do things with functio nal activities.11．How does the interactional view see langua ge• The interactional view consi ders language as a communicative tool, whose m ain use is to build up and maintain social rel ations between people. The learner has to stud y the patterns and rules of language above the sentence level to learn how language is used in different speech context.12． What are Process-oriented theories concerned with?How the mind processes new information13． What do Condition-oriented theories emphasize?The nature of the human and physical context i n which language learning takes place14．What is “pseudo practice”?It is a short period of time assigned for stud ent teachers to do teaching practice as part o f their education, usually under the supervisi on of their instructors.15． What does linguistic competence mea n?Competence simply means knowledge of the langu age system: grammatical knowledge in other wor ds.16． What does Communicative Competence mean?Not only the form of language, but also what t o say to whom and how to say it appropriately in any given situation. To be short, communica tive competence includes knowledge of what to say, when, how, where, and to whom.17． What is lesson planning?Lesson planning means making decisions in advance about what techniques, activities and mate rials will be used in the class.18． In how many ways do language teache rs benefit from proper lesson planning?l Make the teacher aware of the aims a nd language contents of the lessonl Help the teacher to distinguish the various stages of a lesson and to see the rela tionship between theml Think about how the students can be fully engaged in the lessonl Become aware of the teaching aids th at are neededl Think about the relative value of di fferent activitiesl Think about how much time should be spent on the activitiesl Judge lesson stages and phases withgreater accuracyl Help to continue improvementl Add an evaluation to the planl Provide a useful, time-saving refere nce when the teacher next plans the same lesso n19． What factors influence a lesson?l 1.Physical conditions:l Class size: affects types of activit iesl Length of a lesson: determine how mu ch can be taughtl Size of classroom: restricts some ty pes of activitiesl Teaching aids: sufficient or notl Time of day: influences the types of activities used (p.m. or a.m.)l 2.Human factors:l different personalities of teachers decide different styles of teachingl varied needs and attitudes of studen tsl the students’ language levell the students’ learning backgroundl 3.Change (of )l The syllabusl Textbooksl The teaching system: meets the needs of the institutions and examinations20． What are the principles for good le sson planning?1)variety2）flexibility3）learnability4）linkage21． What does macro planning involve?Macro planning involves the following:a) Knowing about the courseb) Knowing about the institutionsc) Knowing about learnersd) Knowing about syllabus22． What does a lesson plan include?At least, it may have the following component s:l Teaching aimsl Language contents and skillsl Teaching stages and procedures23． What does the teaching aim of a les son include?l what language components to presentl what communicative skills to practic el what activities to conductl what materials to be usedl what teaching aids to be used24． What do language contents mean and what do language skills mean?l The former means: structures, gramma r, functions, topics and so onl The latter means: 4 communicative sk ills25． What is the difference between teac hing stages and teaching procedures?l Teaching stages are the major steps that language teachers go through in the class room. Procedures are the detailed steps in each teaching stage.26． What does a teacher need to conside r when he/she has planned to present a new str ucture?l When to focus on the structure and w hen to study it in context;l Whether to present the structure ora lly or in written form;l When to give out information and whe n to elicit from students;l When and how to use visual aids to h elp with the presentation;l What to do if students fail to under stand.27． How can we manage a classroom effic iently?Only when three conditions are metl The teacher plays appropriate roles.l The students are grouped in a way su itable for the learning activities.l There is discipline and harmony in t he class.28． What factors may influence classroo m management?At least, the following factors are very impor tant for a classroom management:l People: the relationship between the teacher and the studentsl Language: what you expect them to do (understanding and encouraging students)l Environment: classroom, the position ing of the desks and the position of the teach erl Organization: good lesson plan, clea r learning objectives, variety in activities…l Tools: textbook, Ex-book, video-reco rder, a slide projector…29． What are the most common student gr ouping?l Lockstep/class/plenary, team work, g roup work, pair work, individual study30． How can we group the students?Some possible ways to group the students:l Group the students according to seat ing arrangement;l Students select their own group memb ers (risky);l Strong students and weak students ar e mixed together;l Strong students and weak students ar e grouped separately to do different tasks;l Group the students by drawing lots.31． What should be our realistic goals for teaching pronunciation?l Consistency: the pronunciation shoul d be smooth and natural.l Intelligibility: the pronunciation s hould be understandable to the listeners.l Communicative efficiency: the pronun ciation should help to convey the meaning that is intended by the speaker.32． What are the purposes of listening?1.Extract information from news, lectures, and instructions…2.Maintain social relations: Greetings, prais e, talk, gossip, chat…3.Be entertained: film, a joke, poem, and TV/r adio programs…33． How to speak oral English well?1.Listen to native speakers, talk about variou s topics .2.Learn useful idioms.3.Learn common words and phrases.4.Test your vocabulary skills in everyday Engl ish.5.Practice responding, in English, to real-life conversations.6.Listen to native speakers and give responses34． What are the factors that affect th e success of role-play ?1. the teacher’ enthusiasm2. careful instruction3. clear situation and roles4.making sure the students have the language t hey will need to carry out the role-play.35． Why do we read?1.survival, e.g. the label on a medicine bottl e.2.learning and information, e.g. newspapers, m agazines, books.3.entertainment or pleasure, e.g. novels, stor ies, poems as a leisure.36． What strategic skills do students n eed in order to make reading more efficien t?1.Skimming for main idea2.Scanning for specific information3.Inferring the meaning of unknown elements:lexical itemsattitude and opinionthe purpose of an articlerelevant information4.Recognizing rhetorical structure:chronological ordercomparison and contrastcause and effectreference指代5. Predicting: guessing what is coming next6. Distinguishing the main idea from supporting details37． Why do we write in English?l ExaminationWriting in English enables us to pass examinat ionsl CommunicationWriting in English is necessary in communicating with others.l EntertainmentWriting in English can be entertaining for us.38． What are the features of process wr iting(1) Focus on the process of writing that leads to the final written product.(2) Help students write to understand their ow n composing process.(3) Help them to build repertoires of strategi es for prewriting, drafting and rewriting.(4) Give students time to write and rewrite.(5) Please central importance on the process of revision.(6) Let students discover what they want to sa y as they write.(7) Give students feedback through out the com posing process (not just on the final product)to consider as they attempt to bring their ex pression closer and closer to intention.(8)Encourage feedback both from the instructor and peers.(9) Include individual conferences between tea cher and students during the process of compos ition.39． What can we benefit from communicat ive activities?• improve motivation (reason)•provide “who le-task practic e”• allow natural learning• create a context which suppo rts learning•三、判断正误1．A PERSON WHO HAS A GOOD COMMAND OF ENGLISH is not necessarily a good teacher because he/s he might have only one of the elements of prof essional competence.2．CLT has not replaced the previous approache s or methodologies.3．Communicative activities will help learners to develop their communicative competence.4． Proper lesson planning is essential for both novice and experienced teac hers.5． Unprepared teachers receiv e much less trust and cooperation from the stu dents.6． There are principles but n o standard way to plan lessons.7． Macro planning provides ge neral guidance for language teachers.8． Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed st eps in each teaching stage.9． Individual study is the st age during the class where the students are le ft to work on their own speed.10． Individualized learning is that the learners are given a measure of freedom to cho ose how and what they learn at any particular time.11． Punishment can never be our first c hoice to deal with bad-behaved students.12． Students need to be able to read an d write phonetic transcripts of words, in orde r to learn English.13． Poor pronunciation may cause proble ms for the learning of other skills.14． Stress and intonation are not impor tant for beginning learners15． Stress in pronunciation is sometime s as important as grammar16． Teachers should not encourage stude nts to improve their pronunciation as much as possible.17． The goal of English learning is pro bably to acquire near-native pronunciation.18． If the intonation is not appropriat e, it may convey the opposite meaning.19． Children do not learn grammar rules when they acquire their 1st language, so they don’t need them either when learning a foreig n language.20． Students need to be given detailed grammar rules if they want to learn a foreign language successfully.21． Teaching and learning grammar shoul d focus on practice rather than the study of g rammar itself.22．Knowing grammar isn’t enough for r eal communication.23． Grammar should be taught and prac ticed in context.24． The more language the learners ar e exposed to or produce, the more they are lik ely to learn.25． Practice should be able to elicit different sentences and generate different lev els of answers from different learners.26． Avoid different grammatical termi nology as much as possible.27． Do not be frustrated by the stude nts’ mistakes and errors, which are inevitabl e in language learning.28．It is students’ own business to recite the words and phrases.29． Language consist of word with equivalents from one language to another30． Vocabulary cannot be taught, it mus t be learned by the individuals.31． The best way to explain vocabulary is to translate.32． Words can be taught and learned mos t effectively in groups of words which are rel ated to each other in meaning.33． Words must be learned in language contexts34． Not all words are equally importa nt35． If writing tasks focus on the produ ct rather than on the process, they do not hel p students to develop real writing skills.36． It is helpful use a dictionary to find the meaning of all new word37． Reading has only one purpose. i.e.to get information.38． When reading in a foreign language, we mentally translate everything in order to u nderstand.39． The lack of cultural knowledge may affect the rate of reading comprehension40． Teachers should help the students t o read on their own四、案例分析（例）1．Two teachers presented the word “grumble”. Below are the descriptions of how they did i t. Which way is more effective. Try to give re asons for your decision.Teacher A: a) wrote “grumble” on the blackbo ardb) Said “complain about some one or something in an annoyed way”.c) Translated the word into t he student s’ native language.d) Gave more example sentence s for the students to translate into their nat ive language.Teacher B: said “some people grumble about ev erything. For example, they grumble about the weather. If it is sunny, they say it is too ho t. If it is cool, they say it is too cold. The y are never happy with the weather”. They alw ays grumble about the weather. Then the teache r set out to check the student’s understandin g by asking what does ‘grumble’ mean?”2．Read through the following writing activiti es and decide which activities are writing for consolidating language, and which are writing for communication. Try to give reasons for yo ur decision.Activity 1Join the pairs of sentences, using when/whe re. Example:Kentucky is the state. Lincoln was born there.Kentucky is the state where Lincoln was born.• This book is about the time. Lincoln was President then.• The school is still standin g. Lincoln learnt to read and write there.• There were many poor people in the town. Lincoln grew up there.• Lincoln had very little free time. He could study then.Activity 1 is obviously “writing for consolid ating language”.Activity 2Letter WritingDo you think any of the courses (math, physic s, English, history, etc.) you are talking now can be improved in some way. If yes, write a short letter to the teacher and present your s uggestions.Activity 2 can involve true communication五、教学活动设计（例）1．How do we evaluate whether language teachin g activities are communicative or not?Ellis has listed six criteria for evaluating：• communicative classroom acti vities:• communicative purpose: infor mation gap• communicative desire: a real need• content, not form: on what, not how• variety of language: not jus t one specific language form• no teacher intervention: for the purpose of communication, not for the acc uracy of language• no material control: S s’ ch oiceDesign an activity that may meet some of the c riteria. The activity may only include the dir ections, contents and procedures2. Suppose you are going to teach the structure “used to do” in a deductive method. How wo uld you do it? Design a mini lesson plan in wh ich only the teaching steps must be made clear.3. What techniques or combination of technique s you would use to present the following vocab ulary items. Design a mini lesson plan in whic h only the teaching steps must be made clear.two million a reward love fight4. Use transition devices to design a while-re ading activity for the following text.Rosa Morello is from Columbia in South Americ a. She is a student. She has come to London to study English. Rosa is eighteen years old and single. She has dark hair; dark brown eyes an d is 1.65 m tall. She likes pop music, dancin g, reading and good food. She is also interest ed in travel and languages. In London, Rosa lives in a small flat with her friend Linda Morr is. The flat is in north London.六、教案撰写（略）。
小学英语教学法试题
小学英语教学法试题一、选择题1、在小学英语教学中，哪种教学方法最常被使用？A.情境教学B.合作学习C.任务型教学D.直接法2、下列哪个选项不是小学英语的教学目标？A.培养学生的语言运用能力B.提升学生的跨文化意识C.提高学生的阅读理解能力D.激发学生的英语学习兴趣3、在小学英语的教学过程中，下列哪个方法最有利于提升学生的口语能力？A.角色扮演B.小组讨论C.个人演讲D.课堂提问二、简答题1、请简述在小学英语教学中，如何有效地利用情境教学的方法？2、请描述一下合作学习法在小学英语教学中的应用方式及其优点。
3、请说明如何通过任务型教学法提升小学生的英语运用能力。
4、请阐述直接法在小学英语教学中的使用方法和优势。
三、论述题请论述一下你对于小学英语教学中，如何合理运用游戏教学法的观点。
需要包括以下内容：1、游戏教学法在小学英语教学中的重要性；2、游戏教学法在实际教学中的具体应用方法；3、游戏教学法的优点和可能存在的问题；4、对游戏教学法在未来小学英语教学中的应用的建议。
以上就是我对小学英语教学法试题的回答，希望对大家有所帮助。
小学英语教学法试题小学英语教学法试题一、选择题1、以下哪个单词不是表示颜色的单词？A. redB. blueC. greenD. yellow正确答案：B. blue解释：在英语中，red表示红色，green表示绿色，yellow表示黄色，而 blue表示蓝色。
因此，B选项不是表示颜色的单词。
2、下列哪个词组不是表示位置的常用表达？A. on the tableB. in the boxC. under the bedD. next to the door正确答案：A. on the table解释：在英语中，on the table表示“在桌子上”，这是一个表示位置的常用表达。
而其他选项 in the box、under the bed、next to the door都是表示位置的常用表达。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
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。
93《英语教学法》课程网上考试题库
《英语教学法》课程网上考试题库第一章Introduction I & II一、选择题（每题2分）1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.A. PedagogyB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguisticsAnswer: A2. _____ is the study of second and foreign language teaching and learning.A. PragmaticsB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguistics Answer: B3. Sociology is the study of language in relation to ____, such as social class, educational level and so on.A. ageB. genderC. professionD.social factorsAnswer: D4.Foreign language teaching is sometimes discussed in terms of three related aspects: approach, ____, and technique.A. methodB. aimC. methodologyD. hypothesisAnswer: A5. At the level of approach there are at least three different theoretical views of language explicitly or implicitly underlying currently popular language teaching methods: ____, functional view and interactional view.A.the linking of structuralismB. behaviorismC. structural viewD. audiolingualismAnswer: C6. ____ focus on the patterns of moves, acts and exchanges in communication.A.structural theoriesB. functional theoriesC. interactional theoriesD. behaviourismAnswer: C7.____ is the principle and techniques of teaching with no necessary reference to linguistics.A. methodB. aimC. methodologyD. hypothesisAnswer: C二、判断题（每题1.5分）1. The goal of foreign language teaching is to produce over-users of monitor.Answer: F2. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.Answer: F3. The word approach we mean that an idea or theory is being appliedAnswer: T4.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn language.Answer: T第二章Theories of Language and Language Learning I & II & III一、选择题（每题2分）1. Language is a set of arbitrary symbols which are primarily ____, but may also be visual.A. vocalB. oralC. audibleD. comprehensibleAnswer: A2. Psycholinguistics includes the study of _______ perception, the role of memory, concepts and other processes in language use, and how social and psychological factors affect the use of language.A. listeningB. understandingC. speechD. writingAnswer: C3. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.A. SVB. SVPC. SVOD. SVOCAnswer: C4. According to the functionalists, language has three functions: ____, expressive, and social.A. descriptiveB. phaticC. informativeD. interrogativeAnswer: A5. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.A.syntaxB. pragmaticsC. phoneticsD. phonologyAnswer: A6. ____ refers to varieties of language defined by their topic and context of use.A. stressB. toneC. registerD. intonationAnswer: C7. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.A. hypernymB. synonymC. homonymD. hyponymsAnswer: D8. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.A. abilityB. methodC. knowledgeD. skillAnswer: D9. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.A. meaningB. signC. soundsD. formAnswer: C10. ________ is often described as the music of speech—the way the voice goes up and down as we speak.A.intonationB. toneC. stressD. registerAnswer: A11. ________ is the pronunciation of a word or syllable with more force than the surrounding words or syllables.A. intonationB. toneC. stressD. registerAnswer: C12. The vowel is produced without (or little) restriction during its ________ and is always voiced.A. pronunciationB. speakingC. productionD. articulationAnswer: C13. Allophones are varied realizations of the same ________ .A. phoneB. morphemeC. phonemeD. tagmemeAnswer: C14. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.A. conditionB. developmentC. growthD.behaviorAnswer: D15. The mentalists suggest that the learner processes new data in his/her mind and comes up with a succession of ________ that produce new patterns in the target language.A. rulesB. principlesC. methodsD. waysAnswer: A16. Behavioristic ideas about language learning are based mainly on a theory of learning, in which the focus is mainly on the role of the __________, both verbal and non-verbal.A. contextB. environmentC. conditionD. factorAnswer: B17. Behaviorism sees learning in terms of habit formation. The habits are formed by __________ and reinforced by repetition.A. habit formationB. imitationC. memorizationD. pattern practiceAnswer: B18. According to the behaviorists, all learning takes place through ____.A. habit formationB. memorizationC. imitationD. pattern practiceAnswer: A19. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.A. patternB. signC. pronunciationD. useAnswer: D20. Language learning and teaching must be viewed in a __________, setting, or background.A. textbookB. societyC. classD.contextAnswer: D21. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.A. language acquisition deviceB. innate knowledgeC. universal grammarD. basic grammarAnswer: C22.Which of the following is true of second language learning?A.Natural language exposurermal learning contextC.Structured inputD.Little error correctionAnswer: C23.Every language has a relatively small set of sounds that can distinguish meaning, or phonemes. English has ____, in most dialects.A. 44B. 42C. 40D.28Answer: A二、判断题（每题1.5分）1. Language is capable of producing new forms and meanings.Answer: T2. Minimal pairs are pairs of words that differ only in one sound.Answer: T3. One function of a language can only be expressed by one structure.Answer: F4. The vowel is produced without (or with little) restriction during its production and is always voiced.Answer: T5. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.Answer: T6. Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.Answer: T7. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.Answer: F8. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.Answer: T9. The most powerful signal of stress is a change of pitch on the vowel.Answer: T10. Syllables are short when they are stressed.Answer: F11. Lexical competence implies more than just knowing what a word means.Answer: T第三章Lesson Planning I & II一、选择题（每题2分）1. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.A. environmentalB. economicC. politicalD. socialAnswer: B2. Syllabus determines teaching aims, objectives, contents and ____.A. approachesB. principlesC. methodsD. qualityAnswer: C3.A lesson may focus on language, ____, or function.A. topicB. skillC. structureD. methodAnswer: B4.Any lesson we teach naturally divide into different stages of activity and the main stages are: presentation, practice, production, reading, listening and ____.A.speakingB. writingC. comprehensionD. revisionAnswer: D5.The ____ of writing a lesson plan is one to give proper consideration to what the teacher is going to do in that lesson.A.aimB. processC. principleD. methodAnswer: B6.As for the general aim of a lesson, it may focus on the following ones except:A.A particular topicB.A particular structureC.A skillD.The main stages of the lessonAnswer: D二、判断题（每题1.5分）1. Lesson plans are useful only before the lesson.Answer: F2. There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.Answer: T3. A real good lesson plan should be long and complicated with detailed lesson notes.Answer: F第四章The Grammar - Translation Method一、选择题（每题2分）1. At one time _____was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.A. communicative approachB. the audiolingual methodC. the direct methodD. the grammar-translation methodAnswer: D2. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and ____ its literature.A. writeB. translateC. speakD. listenAnswer: B3.____ is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.A. The Grammar-Translation MethodB. The Audiolingual MethodC. The Communicative ApproachD. The Direct MethodAnswer: A4.The fundamental purpose of learning Latin was to study the classical ____ , which was worshipped in the Renaissance.A. languageB. cultureC. customD. heritageAnswer: B5.Different questions are designed for students to answer to check the understanding of the reading passage. One type of questions are questions of ____ to which answers are directly and explicitly available in the text.A. inferenceB. personal responseC. literal comprehensionD. detailed informationAnswer: C6. Under the guidance of Grammar-Translation Method, the teacher uses the ____ language of the students as the main medium of instruction in the classroom.A.nativeB. secondC. foreignD. accentAnswer: A二、判断题（每题1.5分）1. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.Answer: F2. In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.Answer: T3. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.Answer: T4. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties whichcould be trained separately.Answer: T第五章The Audiolingual Method一、选择题（每题2分）1. The Audiolingual Method uses ________ as the main form of language presentation and drills as the main training techniques.A. dialoguesB. passagesC. sentencesD. phrasesAnswer: A2. _______develops the separation of the language skills into a pedagogical device.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D3.Structural linguistics views language as a system of structurally related elements for the expression of meaning. These elements are phonemes, morphemes, words, _______, and sentence types.A. structuresB. phrasesC. clausesD. sentencesAnswer: A4.The structural linguists believed that the primary medium of language is _______.A.visualB. auditoryC. writtenD. oralAnswer: D5.The use of drills and pattern practice is a distinctive feature of _______.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D6._______ is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D二、判断题（每题1.5分）1. Dialogues and drills form the basis of audiolingual classroom practice.Answer: T2.The Audiolingual Method uses passages as the main form of language presentation. Answer: F3.When a teacher uses the Audiolingual Method in the class, mother tongue is discouraged. Answer: T第六章The Communicative Approach一、选择题（每题2分）1. The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.A. functionalB. structuralC. interactionalD. communicativeAnswer: A2. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.A. functionalB. structuralC. interactionalD. communicativeAnswer: B3. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is ________________ .A. functionalB. structuralC. communicative competenceD. interactionalAnswer: C4. “Knowing English” must mean knowing how to __________ in English.A. speakB. learnC. writeD. communicateAnswer: D5. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ________.A. formB. functionC. structureD. usageAnswer: C6. Closely related to Communicative Language Teaching is ________, the study of the use of language in communication.A. pragmaticsB. linguisticsC. phoneticsD. phonologyAnswer: A7. Which of the following is a communication game?A.BingoB.Word chainC.Rearranging and describingD.Cross-word puzzleAnswer: C二、判断题（每题1.5分）1. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.Answer: T2. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.Answer: F3. Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T4.Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T5.According to Canale and Swain (1980), communicative competence entails three dimensions. Answer: F第七章The Direct Method一、选择题（每题2分）1. The neogrammarians, represented by Hermann Paul, formed the main ________ base of the Direct Method.A.linguisticB. psychologicalC. language teachingD. phonologicalAnswer: A2. Direct association of language with objects and persons of the immediate environment is emphasized in ________ .A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: C3. The syllabus used in the Direct Method is arranged semantically according to _______.A. teaching aimB. teaching methodsC. teaching materialD. situations or topicsAnswer: D4.The teaching of all four basic language skills is not neglected, but _______ exercises should be based upon what the students practice orally first.A. reading and writingB. reading and speakingC. speaking and listeningD. speaking and writingAnswer: A5. In order to reinforce and test what the students have learned, _______is frequently used in the Direct Method.A.dictationB. testC. quizD. examinationAnswer: A6.The rapid development of _______, psychology and education greatly stimulated the establishment of the Direct Method.A.pragmaticsB. applied linguisticsC. linguisticsD. phonologyAnswer: C二、判断题（每题1.5分）1. The Direct Method was developed as a reaction against the Grammar-Translation Method and out of the need for better language learning.Answer: T2.This method aims at developing the students' ability to write in the target language.Answer: F3. Correct pronunciation and grammar are emphasized by the Direct Methodologists.Answer: T第八章Four New Approaches一、选择题（每题2分）1. When we use the word _____ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A. methodB. approachC. techniqueD. methodologyAnswer: B2. A ________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.A. approachB. techniqueC. waysD. methodAnswer: D3. A ________ is based on systematic principles and procedures, i.e., it is an application of views on how a language is best taught and learned.A. methodB. approachC. techniqueD. methodologyAnswer: A二、判断题（每题1.5分）1. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.Answer: T2.The Silent Way is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.Answer: T3. Community Language Learning advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.Answer: T第九章The Teaching and Learning of Pronunciation一、选择题（每题2分）1. There is a lack of consistency between ____ and pronunciation in English.A. spellingB. writingC. listeningD. meaningAnswer: A2. Pronunciation teaching should include the static forms such as individual sounds and word stresses, as well the _______ forms such as intonation, sentence stress and rhythm.A. systemicB. implicitC. explicitD.dynamicAnswer: D3.When we produce _______ , there is no obstruction or narrowing in the air passage, no audible friction, especially in the mouth, or air stream.A. consonantsB. vowelsC. pure vowelsD. diphthongsAnswer: B4.A _______ is the smallest distinctive sound unit or minimum unit of distinctive sound feature.A.morphemeB. allophoneC. phonemeD. tagmemeAnswer: C5.The importance of pronunciation lies in mastering the _______distinctions and the different meanings that are signaled by the phonetic features.A.grammaticalB. syntacticC. functionalD. LexicalAnswer: A6. _______ advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.A. The Silent WayB. The Total Physical Response MethodC. The Direct MethodD. The Community Language LearningAnswer: D二、判断题（每题1.5分）1. The teacher will have to concentrate on the important phonemic contrasts and select allophonic variations to ensure intelligibility, not to achieve a total set of native-speaker-like variations. Answer: T2. In any language, speech sounds are classified into two kinds: vowels and consonants. Answer: T3.The teaching of pronunciation needs to be related to the learners' ability to develop reading competence.Answer: F4.The structure of the sound system involves not only the vowels and consonants --- the segmental features, but also stress and intonation --- the supra-segmental features.Answer: T第十章The Teaching and Learning of Vocabulary一、选择题（每题2分）1. The two basic guidelines on the choice of vocabulary are: _______, students’ need and level.A. difficultyB. meaningC. frequencyD. usageAnswer: C2. The structural view holds that language is a ______ of structurally related elements for the coding of meaning.A. unitB. partC. systemD. cohortAnswer: C3. There are three main forms of word building or word formation which are characteristic of English: ______, compounding and conversion.A.affixationB. prefixionC. suffixionD. derivationAnswer: A4. ______refers to words which the students understand, can pronounce correctly and use constructively in speaking and writing.A. active vocabularyB. passive vocabularyC. new vocabularyD. old vocabularyAnswer: A5.______ is a device for creating and extending meaning, and it is is an imaginative way of describing something by referring to something else which is the same in a particular way.A. personificationB. ironyC. euphemismD. metaphorAnswer: D6. _______refers to a single word form that has several different meanings which are not closely related.A. superordinateA.synonymB.polysemyC.homonymyAnswer: D二、判断题（每题1.5分）1. Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.Answer: T2.Knowing a word involves knowing its meaning, its form and its structure.Answer: F3. It is a relationship between the content of a message, its sender and receiver, its situation and purpose, and how it is communicated.Answer: T4.To understand a word fully, a student must know not only what it refers to, but also where the boundaries are that separate it from words of related meaning.Answer: T第十一章The Teaching and Learning of Grammar一、选择题（每题2分）1.______ is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.A. lexiconB. syntaxC. grammarD. cohesionAnswer: C2.______ is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. A.deductive learning B. inductive learningC. inference learningD. summarized learningAnswer: A3.______ engages learners in language use, formulating their own meanings in contexts over which they have considerable control, and in so doing, drawing on grammar as an on going resource.A. skill teachingB. product teachingC. process teachingD. theory teachingAnswer: C4.Repetition (choral or individual) is the most often used technique for ______.A.lead-inB. elicitationC. explanationD. accurate reproductionAnswer: D5. The aim of the ______ is to get the learners to perceive the structure --- its form and meaning --- in both speech and writing and to take it into short-term memory.A.isolationB. explanationC. presentationD. practiceAnswer: C二、判断题（每题1.5分）1. It usually takes into account the meanings and functions sentences have in the overall system of the language.Answer: T2.A product perspective on grammar is dynamic.Answer: F3. Accuracy work is only used to give the practice in grammar and vocabulary.Answer: F4. Techniques for lead-in could be brainstorming, questions, discussions, and so on.Answer: T第十二章Teaching Listening一、选择题（每题2分）1. When we listen for a particular purpose, to find information we need to know, the kind of listening we are involved in is called _______ listening.A. centralB. focusedC. bottom-upD. top-downAnswer: B2.Sometimes we listen with no particular purpose in mind, and often without much concentration. This kind of listening is called _______.A. casual listeningB. focused listeningC. extensive listeningD. intensive listeningAnswer: A3.We cannot develop speaking skills unless we also develop _______ skills.A.listeningB. readingC. writingD. understandingAnswer: A4. What should a teacher try to avoid when selecting listening materials?A.The texts scripted and recorded in the studioB.The texts with implicated concepts beyond the comprehension of studentsC. The texts delivered through the accents other than RP or Standard American PronunciationD. The texts including structures and vocabulary beyond the ability level of the students Answer: B二、判断题（每题1.5分）1. An important part of the skill of listening is being able to predict what the speaker is going to say next.Answer: T2. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.Answer: F3. Listening activities can only be conducted with the whole class.Answer: F4. When the students listen to recorded materials there is very little opportunity for immediate interaction.Answer: T第十三章Teaching Reading一、选择题（每题2分）1. _______ is the activity we normally engage in when we read books, newspapers, road signs, etc. It involves looking at the sentences and understanding the message they convey.A. reading aloudB. reading for meaningC. silent readingD. reading for informationAnswer: B2. A teacher can use a range of techniques before reading a text which will make it easier for students to understand the text and to help them focus attention on it as they read, and they are: presenting new vocabulary, introducing the text and_______.A. giving guiding questionsB. going through the textC. checking detailed comprehensionD. focusing on important new vocabularyAnswer: A3.When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A.skimmingB. scanningC. inferringD. inductionAnswer: A4.Which of the following activities can be adopted at the pre-reading stage?A.rearranging the materialsB. brainstorming the topicC. writing a summary of the textD. giving a quizAnswer: B5. Which of the following activities can be used to get the main idea of a passage?A.reading to decide on the titleB.reading to sequence the eventsC.reading to fill in the chartsD.reading to summary the passageAnswer: A二、判断题（每题1.5分）1. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.Answer: F2. To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.Answer: F3. In order to understand a text well, it is absolutely necessary to understand every word in the first place.Answer: F4. Through reading the students not only learn new language, but also develop their reading skills. Answer: T第十四章Teaching Speaking一、选择题（每题2分）1. In real communication we have a ________ for using the language and we use a variety of language form to achieve our communicative purposes.A. purposeB. methodC. wayD. principleAnswer: A2. Natural conversation outside the classroom is ________ .A. intentionalB. spontaneousC. dynamicD. staticAnswer: B3. Fluency activities usually form what is called the ________ stage of the lesson.A. preparationB. endingC. revision D productionAnswer: D。
英语教学法试题(含答案)
Section I. Basic Theories and Principles (30 points)Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet.1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?A.Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B.Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C.Lexical devices that use the repetition of key words or synonymous words to link sentences together.2. What will a good writer usually do in the pre-writing stage of the writing process?A.Make decisions on the purpose, the audience, the contents, and the outline of the writing.B.Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C.Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?A.Controlled writing.B.Guided writing.C.Free writing.4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?A.Descriptive grammar.B.Prescriptive grammar.C.Traditional grammar.5.When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A.Deductive grammar teaching.B.Inductive grammar teaching.C.Traditional grammar teaching.6.In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?A.Presentation Stage.B.Practice Stage.C.Production Stage.7.How can we help students to memorize a new word more effectively?A.Put the new word in a context, relate it to known words, and use illustrations.B.Pre-teach the new word of a text, pronounce it correctly, and group it.C.Put the new word in a list of unconnected words with illustrations.8.Which of the following techniques can best present the word“ pollution ”?A.Show or draw a picture.B.Give a definition or an example.C.Demonstrate the meaning by acting or miming.9.Whether two words go together with each other or not is an issue of what?A.Connotation.B.Register.C.Collocation.10.Among the following factors that may affect a lesson plan, which one includes classroom size?A.Human factors.B.Physical conditions.C.Syllabus and testing.11.What are the most important parts of a lesson plan?A.Textbooks and classroom aids.B.Anticipation of problems and flexibility in dealing with them.C.Objectives of the lesson and procedure to achieve them.12.Why do we need to design tasks to supplement the textbook?A.Textbooks usually are not well written.B.Textbooks need adaptations to fit the needs of their target students.C.Textbooks only cover a limited amount of language skills.13.Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A.Textbook, exercise book, teache'r s book, and blackboard.B.Interaction between teacher and students.C.Arrangement of desks and chairs.14.What role does a teacher take to create an environment in which learning can take place?A.Instructor.B.Manager.C.Assessor.15.Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A.People.B.Environment.anization.Section II: Problem Solving (30 points)First, identify the problem. 首先,确定问题所在。
《英语教学法》题库及答案
《英语教学法》题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching”.１． To learn a language means to learn these structural items so as to be able to understand and produce language.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.２． Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.３． According to cognitive theory, .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give stimulus４． By audio-lingua method, students should always .Ａ． be allowed to create their own sentences based on their understanding of certain rules Ｂ． be trained to form good habits in learningＣ． relate their rules learned to their uses in real lifeＤ． be able to communicate with others in practice５． Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.Ａ． This is the interactional view of language.Ｂ． This is the functional view of language.Ｃ． This view of language has no basis of theory.Ｄ． The view may be out of date in language teaching.６． What is the main idea of Communicative Approach?Ａ． To teach language in a global and meaningful way.Ｂ． To teach language in a communicative method.Ｃ． To teach language in training of habits.Ｄ． To teach language by asking students to repeat and memorize forms.７． What is a good language teacher?Ａ． A person who has a good command of English.Ｂ． A person who is armed with a specific range of skills and strategies.Ｃ． A person who has ethic devotion, desirable personal styles and professional qualities.Ｄ． A person who has professional competence.８． To attain the professional competence, a teacher should have training, learning, practice and .Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection９．According to Hymes, in a successful language communication, one’s utterance should be Ａ． reliable and clear Ｂ． possible and feasibleＣ． appropriate and authentic Ｄ． possible, feasible, appropriate and really used１０． Learning a language means being able to do things with it in some sense..Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language１１． Behaviorist view of language holds .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give answers１２． A teacher should have training, learning, practice and to attain the professional competence,.Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection１３． Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.Ａ． This is the view of communicative approach about competenceＢ． This involves the function/notion methodＣ． This is the view of behaviorism in language teaching.Ｄ． Not sure.１４． We train students to learn a language just as we train animals to do things.Ａ． This can be classified into functional grammar.Ｂ． The typical behaviorist view of language learning.Ｃ． The view is taken by those who hold grammar-translation method.Ｄ． None in history had the view of language learning.１５． According to Chomsky, language is not a form of behavior; it is an intricate rule based system.Ａ． It is still a behaviorist view.Ｂ． It is functional view of language.Ｃ． It is audio lingua method.Ｄ． It is the mentalist view.１６． Mistakes should immediately corrected and correct utterances should be immediately praised.Ａ． Audio-lingual methodＢ． Communicative approachＣ． Mentalist viewＤ． Silent way１７． Language is a system of structurally related elements for the coding of meaning.Ａ． Structural view.Ｂ． Mentalist view.Ｃ． Meaningful way of learningＤ． Natural approach１８． We all set up our own perspective of the world, through individual experiences and schema.Ａ． Mentalist oneＢ． Not based on any theoryＣ． Typical constructivist view of learningＤ． Functional one１９． Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.Ａ． Audio-lingual oneＢ． Constructivist viewＣ． Behaviorist oneＤ． Cognitive view of language２０． Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.Ａ． Behaviorist view of learningＢ． ConstructivismＣ． Cognitive viewＤ． Not sure２１．Listening activities always test the students’ memory rather than other abilities.Ａ．The test is the typical one practiced by communicative approach.Ｂ．This kind of view is actually the way of functional method.Ｃ．Any traditional teaching way will do in this way.Ｄ．Memory training is of course the cognitive approach.２２． The communicative activities in classroom should be the one with__________.Ａ．teacher interventionＢ．materials under controlＣ．simple language and no variantsＤ．content on focus not forms２３． Process-oriented theories are concerned with__________.Ａ．how materials are organized togetherＢ．how hypothesis is testedＣ．how the mind processes new informationＤ．how learners receive input２４．Condition-oriented theories emphasize __________.Ａ．the human and physical context in learningＢ．the nature of habit formationＣ．the making of inferenceＤ．the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick(∨ ) in bracket, otherwise, mark a cross(×).２５． Student A uses a questionnaire to interview his partner, student B, and makes notes. ( ) ２６． As two students are talking about their experience, the teacher asks other students to take down their information. ( )２７．. Listening to tapes with headphones and then answering listening comprehension questions. ( ) ２８． When reading in a foreign language, students are asked to mentally translate everything in order to understand. ( )２９．“Write a composition with a title of ‘A Day on the Factory’ in classroom” ( )３０． Information-gap activities in spoken lesson. ( )３１． Use English-English dictionary to understand the meaning of vocabulary. ( )３２． The teacher writes a set of words on the blackb oard and asks the students to find the “odd man out”. ( )３３． Ask students to read phonetic transcripts of words. ( )３４． Make students in groups to say out grammatical rules. ( )３５． Teachers help learners in any way that motivates them to work with the language. ( )３６． The target language system will be learned best through the process of struggling to repeat and practice rote learning. ( )３７． Pattern drills are practiced peripherally. ( )３８． Ask students to use authentic and natural language. ( )３９． In any teaching class, teachers ingrate the four skills. ( )４０． In teaching we should always prevent students from making errors. ( )４１． The linguistic competence is the desired goal in teaching. ( )４２． Communicative activities come after a long process of rigid drills and exercises. ( )４３． Teachers practice bottom-up mode activity and start from a linear process in reading.( ) ４４． To use transition device so that visualization is realized in reading. ( )４５． Working in lockstep, the teacher expresses clearly and as much as possible. ( )４６．To use substitution drills and prompts in grammar teaching. ( )４７． An activity in classroom for students to practice language, which involves no definiteor correct answers in the task. ( )４８． Ask students to bridge their information gap in speaking.( )Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation. Please choose the ones you think them correct and in accordance with what we have learnt andput a tick( ∨ ) after them．４９． The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them. ( )５０． A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other’s ideas. ( )５１． The teaching activities must be designed to be done by the individual students rather than all of them, and the activities should also involve the teacher correcting or evaluating how the student do these activities. ( )５２． A teacher is a resource-provider. ( )５３．It is not the teachers’ work to choose topics and tasks so as to activate students in teaching. ( )５４． Teachers need not have extra materials prepared to cope with slower/faster-working students. ( )５５． Different approaches stipulate different teacher roles, but there are some common roles that teachers play. ( )５６． Teachers can do nothing to increase and maintain the motivation of students by the typesof tasks. ( )５７． Teaching listening should focus on the result of listening rather than the process of listening. ( )５８． The trick to working with drills is to work on individual sounds for more than few minutes a time. ( )５９． Ask students to make a list of optimal solutions to the problem addressed. ( )６０． We should require the students to acquire native-like pronunciation. ( )６１． Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom. ( )６２． The first step of lesson planning will already have been performed for you: choosing what to teach.６３． A teacher can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time. ( )６４． A normal class should be in such a way in which students can raise questions and challenges to teachers. ( )６５． Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ( )６６． In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks. ( )６７． The introduction of authentic texts into the learning situation. ( )６８． Functional grammar holds that a language will play three functions, the idea of which can be used in teaching of language skills.( )６９． Take care of trivial details in reading and listening so that students may have a full understanding of the text. ( )７０． In writing, teachers help students recognize their own composing process.( )７１． We design speaking tasks that do allow outspoken students to dominate discussion. ( )７２． We in teaching clarify fixed rules and standards, and are consistent in applying them.( ) Part IV Teaching of Language and Language Skills第 6 页共21 页Part V Teaching PlanningDirections: In this part of the test, you are to give a ‘Teaching Plan’ according to the material (a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wingsor parachutes so that the wind can carry them easily. The second is by birds and animals.Some seeds, like the seeds of burdock stick to the fur of animals, and drop off as the animalsmove about. Birds carry others, such as berries. The third way is by the plant itself. Theplant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds.The last is by water. The seeds float on the water either because they are very light, orbecause they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2．)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I’m so glad to see you. I’ve got a severe pa in in my left side”. The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month”. Then, he went away, leaving the man standing in the street with his tongue hanging out…and a large crowd of people laughing at him.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text３．)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I’ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It’s black and made of leather---one of those flat sided ones. Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we’ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I’ll see w hat I can do.Monty: Thanks a lot. Bye.……………………………………………Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesC)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your comment or evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2. Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or they are behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1. Day to day language use involves activities such as offering, suggesting, advising and apologizing.Learners learn a language in order to be able to do things with it.2. Language is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. We learn these items so as to be able to understand and produce language.3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4. In the whole process of language learning, stimulus-response can form very good habits which arethe basis for good language training.5. When we learn language, we should always think and ask questions about not only how but also why.6. Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7. We should learn language in the way that is used in the real world and therefore we frequentlybridge the gap between the use of language in real life and the teaching or learning pedagogy in classroom.8. When learning language, we should know not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation.9. Language is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beings put all the items together to understand language and produce language.10. Language is seen as a linguistic system and a means for doing things. To complete these, learnersneed to know how to combine the grammatical rules and the vocabulary to express notion.11. Learners have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1. ( discovering differences )2. ( pooling information to solve a problem )3. ( simulation activity )4. ( identifying pictures )5. ( work in pairs )6. ( role playing )Part III Teaching PrinciplesDirections: In this part of the test,Wallace’s ‘reflective model’ is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, oth ers’ knowledge, others’ experience, response and stimuli, language training, stage, goal, etc.11. The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them. ( )Advantages/disadvantages:12. To inspire students’ productive thoughts in group discussion by means of brainstorming topicsand ideas. ( )Advantages/disadvantages:13. The teacher carefully designs activities for the individual students to complete the tasks andevaluates the whole process. ( )Advantages/disadvantages:14. To vary teaching techniques and train students learning strategy in class. ( )Advantages/disadvantages:15. Extra materials are prepared to cope with slower/faster-working students. ( )Advantages/disadvantages:Part IV Teacher’s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in the language classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant( ) 1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.( ) 2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without…”and points to the button on his won shirt of jacket.( ) 3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.( ) 5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant( ) 6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.( ) 7. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper”.( ) 8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and…?D: I also collect coins.( ) 10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.Part V Teaching Planning ( 20%)Directions: In th is part of the test, you are to give a ‘Teaching Plan’ according to the material(a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moon was behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark,silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tallman stood in front of me. His hair was while and he was dressed in black from head to foot. Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be anno yed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺III。
英语教学法教程试题库
英语教学法教程试题库英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their_____ _____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory? BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching7.What are the characteristics of audio-lingual method?/doc/7f14346347.htmlnguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?A.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher? DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.Unit 21.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?A.Task-based teaching and learningB. Communicative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency competence concerned with?A. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?/doc/7f14346347.htmlmunication principle, task principle and meaningful principle/doc/7f14346347.htmlmunication principle, accuracy principle and meaningful principle/doc/7f14346347.htmlmunication principle, fluency principle and meaningful principle/doc/7f14346347.htmlmunication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan?A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents?A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, communication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities?A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad students/doc/7f14346347.htmled for emergency5.Which part is to be finished after a lesson in a lesson plan?A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson?2.Explain five principles for good lesson planning in detail.3.What does macro planning involve?4.What are components of a lesson plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher?A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity?The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity?T: do you have any hobbies?S: yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many...have you already...collected?A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity?The teacher writes one of five numbers (1-5) on a number of cards (the samenumber as the students). Each student draws one card. Those who have drawnnumber 1 will form group, and those who have drawn number 2 will form group2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity?When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need touse a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity?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 “forexample, a shirt without...” and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, theteacher asks each group to tell the others why they have made such a choice. A.Controller B. Assessor C. Organizer D. Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groupsfor a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) byusing particular patterns or expressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to guess by asking onlyYes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions tostudents?A. Give directions to tasks or activities, checking comprehension, giving feedbackB. Providing explanations to a concept or language structure, drawing attentionC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective?/doc/7f14346347.htmle simple instructions and make them suit the comprehension level of the students /doc/7f14346347.htmle the mother tongue only when it is necessary/doc/7f14346347.htmle body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselves?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work?A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What six conditions have to be met in order to achieve efficient classroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching?A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?A.ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3.Which of the following do not belong to minimal pair?A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice?/doc/7f14346347.htmling minimal pairs, odd one outB. Which order, completionC. Same or differentD. All of the above5.Which type does the following production practice belong to?The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful contextC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress?/doc/7f14346347.htmle gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement “he is moved to Gla sgow.”indicate?A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question “where do you live ?”indicate?A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry. ↘（no, I do not want to.）Or B. Sorry? ↗（what did you say?）A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.。
(完整版)英语教学法教程试题库辅修
英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their_____ _____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory? BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching7.What are the characteristics of audio-lingual method?nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?A.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher? DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.Unit 21.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?A.Task-based teaching and learningB. Communicative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency competence concerned with?A. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inappropriateslowness or undue hesitationC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?munication principle, task principle and meaningful principlemunication principle, accuracy principle and meaningful principlemunication principle, fluency principle and meaningful principlemunication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan?A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents?A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, communication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities?A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan?A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson?2.Explain five principles for good lesson planning in detail.3.What does macro planning involve?4.What are components of a lesson plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher?A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity?The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity?T: do you have any hobbies?S: yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many...have you already...collected?A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity?The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 willform group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity?When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity?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 buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students?A. Give directions to tasks or activities, checking comprehension, giving feedbackB. Providing explanations to a concept or language structure, drawing attentionC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective?e simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselves?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work?A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What six conditions have to be met in order to achieve efficient classroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching?A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?A.ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3.Which of the following do not belong to minimal pair?A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice?ing minimal pairs, odd one outB. Which order, completionC. Same or differentD. All of the above5.Which type does the following production practice belong to?The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful contextC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress?e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement “he is moved to Gla sgow.”indicate?A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question “where do you live ?” indicate?A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry. ↘（no, I do not want to.）Or B. Sorry? ↗（what did you say?）A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true?A.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method?A.Deductive methodB. Inductive methodC. Guided discovery methodD. Communicative teaching method3.Which of the following steps are typical for the deductive grammar teaching method?A. Give examples→explain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities?A.Mechanical practice and meaningful practiceB.V olume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?A.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary?A.a vocabulary item can be more than one wordB.V ocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of “dog” is an animal with fourlegs and a tail, often kept as a pet or trained for work?A denotative meaning B. connotative meaningC. extended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of “dog”is friendship andloyalty?A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say “see a movie, watch a play, look at a picture”?A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. What do the following examples indicate?Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary?A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiar vocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。
英语教学法复习题
英语教学法复习题英语教学法复习题一、选择题1、Which of the following is NOT a part of the teaching process?A. Learning activitiesB. AssessmentC. PlanningD. Evaluation2、In the context of language teaching, which of the following is NOT a correct definition of “communicative language teaching”? A. A teaching approach that focuses on the use of language as a means of communication B. A teaching approach that emphasizes the teaching of grammar and vocabulary C. A teaching approach that emphasizes the teaching of language functions and discourse structures D. A teaching approach that emphasizes the teaching of language use in real-life situations3、Which of the following is NOT a component of effective language teaching? A. Variety of teaching methods B. Use ofauthentic language materials C. Learner-centered approach D. Large class size4、Which of the following statements is FALSE regarding the teaching of grammar? A. Grammar teaching should be integratedinto communicative language teaching. B. Grammar teaching should be de-emphasized in favor of more communicative activities. C. Grammar points can be taught explicitly and explicitly through practice and drilling. D. Grammar teaching can be interleaved with communicative language teaching. 5、Which of the following is NOT one of the key principles of successful language teaching? A. Learner-centered approach B. Teaching for understanding C. Teaching for communication D. Teaching for memorization二、简答题1、Define language teaching and explain its importance in today’s world.2、Discuss the various stages in the teaching process and explain their significance in effective language teaching.3、What are the main components of communicative language teaching? Explain their importance in today’s language classroom.4、Compare and contrast traditional language teaching with communicative language teaching and explain their advantagesand disadvantages.5、Discuss some of the key factors that contribute to successful language learning and explain their significance in today’s world.三、阅读理解题Read the following passage and answer the questions below: Language is a crucial means of expression, communication, and understanding in today’s globalized world. It is therefore essential to promote effective language teaching methods that can help individuals develop their language skills and判决书判决书融入社会 with ease. Language teaching has undergone significant changes over the years, moving away from traditional methods to more communicative and learner-centered approaches.Communicative language teaching (CLT) is becoming increasingly popular in today’s classrooms as it focuses on the use of language as a tool for communication rather than just an end to learning. CLT emphasizes the development of communicative competence, which includes not only grammatical knowledge but also fluency, pronunciation, and vocabulary expansion. Toachieve these goals, CLT employs a variety of activities, such as role-playing, simulations, and group discussions, that encourage learners to engage with the language and work towards real communicative objectives.Traditional language teaching, often referred to as “语法翻译法,” placed heavy emphasis on grammar translation and memorization. While this approach may have been effective in teaching language rules and sentence structure, it often failed to foster communicative competence. Learners who relied solely on traditional methods often struggled to communicate effectively in real-life situations due to a lack of practical language skills and fluency.CLT, on the other hand, recognizes the importance of context and culture in language learning. It encourages teachers to use authentic materials, such as newspapers, magazines, movies, and music, to provide learners with a broader understanding of the language and its associated cultural practices. CLT also emphasizes the use of Mother Tongue classes in the initial stages of language learning to help learners develop a solid foundation for future language learning.Effective language teaching requires a combination of bothcognitive and affective factors. Cognitive factors, such as learning strategies, attention, memory, and reasoning, are essential for acquiring new knowledge and skills. Affective factors, such as motivation, self-confidence, attitudes, and anxiety levels, influence a learner’s willingness to engage in the learning process. A well-designed language classroom should create an environment that fosters both cognitive and affective development while encouraging learners to actively participate in communicative activities.Language teaching is not just about grammar rules and vocabulary expansion; it is also about promotingcross-cultural understanding and respect. Today’s classrooms need to embrace more learner-centered and communicative approaches that can help individuals develop their language skills while fostering a greater appreciation for different cultures and ways of life. CLT provides an opportunity for learners to do just that—to become。
英语专业英语教学法试题
英语专业英语教学法试题English Major Teaching Method TestPart I: Multiple Choice QuestionsChoose the correct answer from the options given. Write the corresponding letter in the blank.1. What is the main goal of English language teaching?a) Developing students' reading skillsb) Enhancing students' grammar knowledgec) Promoting students' communicative competenced) Improving students' pronunciation2. Which teaching method focuses on the meaning and use of language rather than its grammatical structure?a) Grammar-translation methodb) Audio-lingual methodc) Communicative language teachingd) Direct method3. Which activity is most suitable for practicing speaking skills in the classroom?a) Multiple-choice questionsb) Role-playsc) Reading comprehension exercisesd) Fill-in-the-blank exercises4. When teaching vocabulary, which technique is effective in helping students remember words?a) Translationb) Repetitionc) Explanation of word originsd) Memorization of word lists5. Which approach emphasizes student-centered learning and encourages active student participation?a) Teacher-centered approachb) Behaviorist approachc) Constructivist approachd) Audiolingual approachPart II: Short Answer QuestionsAnswer the following questions briefly and concisely.1. What is the difference between formative and summative assessment in language teaching?2. What are the advantages of using authentic materials in the classroom?3. How can technology be integrated into English language teaching?4. Explain the concept of scaffolding in language learning.Part III: Essay QuestionsChoose one of the following essay prompts. Write an essay of about 500 words to discuss the chosen topic.1. Discuss the role of culture in English language teaching. How can teachers incorporate cultural aspects into their lessons?2. What are the challenges of teaching English pronunciation to non-native speakers? Suggest effective strategies to address these challenges.3. Explain the concept of differentiated instruction in language teaching. How can teachers adapt their instruction to meet the diverse needs of students?4. Discuss the potential benefits and drawbacks of using technology in language teaching. Provide examples to support your evaluation.End of the test.Note: This test follows a format commonly used for English Major Teaching Method examinations. It includes multiple-choice, short answer, and essay questions to assess students' understanding of various aspects of English language teaching.。
英语教学法复习题
山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1）Discourse competence2）Mistake3）Critical period hypothesis4）Implicit knowledge5）Sight vocabulary6）Pragmatic competence7）task8）active vocabulary9）Exercises10）Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn‟t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one‟s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a …slip of tongue‟, and it is a failure performance to a known system‟.3. Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat‟s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky‟s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person‟s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。
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复习题1Part I Choose the best answer from the four choices.1. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new2. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) , and linkage.A. typeB. learnabilityC. attitudeD. language3. ( ) means the realistic goals for the lesson.A. V arietyB. LinkageC. AimD. Lesson planning4. Linkage means the stages and the ( ) within each stage are planned in such a way that they are someway linked with one another.A. directionsB. stepsC. goalsD. types5. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning6. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning7. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation8. By language skills, we mean communicative skills involved in listening, speaking, reading and ( ).A. drawingB. describingC. practicingD. writing9. When did Harmer suggest the following measures for undisciplined acts and badly behaving students ( )?A 1984B 1985C 1983D 198610. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation11. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency12. Which is not the kind of stress that is important to achieving goodpronunciation listed below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress13. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction14. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practiceD. communicative practice and effective practice15. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills16. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking17. In ( ) drill, the students change a given structure in a way so that theyare exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution18. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice19. The attitudes or motions of a language user in choosing a word and the influenceof these on the listener or reader’s interpretation of the word refer to().A. denotative meaningB. connotative meaningC. collocationsD. antonyms20. Words which can be grouped together under the same super ordinateconcept is ( ).A. synonymsB. antonymsC. hyponymsD. all the above21. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. Allthe above22. Which stage do teachers use to help the students prepare to listen? ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening23. The ( )stage is the most difficult for the teacher to control , becausethis is where students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.24. There is a method of teaching called ( ), which concentrates onlearning language by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act25. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering26. There are many opportunities to integrate listening with the practice ofother language skills, especially at the( )stage.A. pre-listeningB. while-listening .27. Which of the following activities do you think would help prepare studentsfor real-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of the above28. Which of the following principles of teaching speaking teachers should beaware of?A. Contextualizing practiceB. Personalizing practiceup confidence of the above29. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal30. Helping our students to develop the ability of automatic word recognition isthe basis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking31. Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model32. A ( ) is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment33. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image34. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening35. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing36. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions37. When conducting scanning activities, one of the things the teacher shouldbe bear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %38. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. Allabove39. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion40. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers Part II True or False Questionsview considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.42. If the student has got most of his language right but has made a trivial mistake, the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. 44. The word “education” comes from the Russian verb educare.principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.46. According to Bygate (1987), the four common features of spoken language are using complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think before speaking.47. There-stage model is advised in a reading lesion, that is, pre-reading, while-reading and post-reading.48. At the production stage, the students are encouraged to use what they haveLearned and practiced to perform communicative tasks.49. Although the success of a speaking task depends on many factors, the following characteristics are common in successful speaking tasks (Ur,1996): maximum native talk, even participation, high motivation.50. Whole class work can be used when presenting and explaining new language ornew information.51. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.52. We have learned two ways of integrating skills: complex integration, whereby a receptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.53. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.54. Keeping a vocabulary notebook is seen as one way of helping students engage more meaningfully with the new words that they are being exposed to in their language learning experiences.55. One’s overall competence in a foreign language involves performing effectively each of the four skills (listening, speaking, reading and writing) separately.56. Research in listening has shown that good listener is good predictors.57. According to Littlewood (1981:86), Pre-communicative activities include structural activities and Quasi-communicative activities.58. Tactile learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).59. Making inference, which means “reading between the lines”, is an important speaking skill.60. Some writing activities can be between “writing for learning”and “writing for communication”.61. British psychologist Howard Gardener (1983, 1993) has proposed the theory of multiple-intelligence which has provided a new perception for understanding human beings.62. The register means the vocabulary that is commonly found in a specific discourse.63. Assessment involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.64. Since the teacher’s talk can be good models and useful input, it is best to keep the teachers’ talk at a maximum level.65. A portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.66. Criterion-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scored are given as the norm.67. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparing learners to become autonomous. They are psychological preparation, methodological preparation and practice in self-direction.68. Making inference, which means “reading between the lines”, is an important speaking skill.69. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”,“and listening without viewing”.70. The activities prediction, setting the scene, skimming and scanning are common activities in While-reading activities.Part III Questions and Answers1. As a language teacher, how should you design tasks?2. What are the Principals of Communicative Language Teaching?3. According to William J. Hutchins, what moral values should we promote in our teaching?4. How do you understand TBLT and its relationship with the CLT？V Idea SharingBased on your understanding of the new English curriculum, what do you think thechallenges would be for English language teachers?复习题2Part I Choose the best answer from the four choices.1. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning2. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation3. By language skills, we mean communicative skills involved in listening, speaking, reading and ( ).A. drawingB. describingC. practicingD. writing4. When did Harmer suggest the following measures for undisciplined acts and badly behaving students ( )?A 1984B 1985C 1983D 19865. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation6. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new7. The principles for good lesson planning are in terms of aim, variety, flexibility,( ) , and linkage.A. typeB. learnabilityC. attitudeD. language8. ( ) means the realistic goals for the lesson.A. V arietyB. LinkageC. AimD. Lesson planning9. Linkage means the stages and the ( ) within each stage are planned insuch a way that they are someway linked with one another.A. directionsB. stepsC. goalsD. types10. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning11. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency12. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking13. In ( ) drill, the students change a given structure in a way so that theyare exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution14. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice15. The attitudes or motions of a language user in choosing a word and the influenceof these on the listener or reader’s interpretation of the word refer to().A. denotative meaningB. connotative meaningC. collocationsD. antonyms16. Words which can be grouped together under the same super ordinateconcept is ( ).A. synonymsB. antonymsC. hyponymsD. all the above17. Which is not the kind of stress that is important to achieving goodpronunciation listed below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress18. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction19. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practiceE. communicative practice and effective practice20. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills21. Which of the following principles of teaching speaking teachers should beaware of?A. Contextualizing practiceB. Personalizing practiceC. Building up confidenceD. all of the above22. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal23. Helping our students to develop the ability of automatic word recognition isthe basis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking24. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions25. When conducting scanning activities, one of the things the teacher shouldbe bear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %26. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. Allabove27. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion28. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. Allthe above29. Which stage do teachers use to help the students prepare to listen? ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening30. The ( )stage is the most difficult for the teacher to control , becausethis is where students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.31. There is a method of teaching called ( ), which concentrates onlearning language by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act32. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering33. There are many opportunities to integrate listening with the practice ofother language skills, especially at the( )stage.A. pre-listeningB. while-listeningC. post-listening .34. Which of the following activities do you think would help prepare studentsfor real-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of theabove35. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers36. Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model37. A ( ) is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment38. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image39. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening40. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussingPart II True or False Questions41. The ideal systematic evaluation of a textbook would be a longitudinal one, whichincludes a pre-use evaluation, a whilst-use evaluation and a post-use evaluation. 42. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think before speaking.43. There-stage model is advised in a reading lesion, that is, pre-reading,while-reading and post-reading.44. At the production stage, the students are encouraged to use what they have learned andpracticed to perform communicative tasks.45. Although the success of a speaking task depends on many factors, the followingcharacteristics are common in successful speaking tasks (Ur,1996): maximum native talk, even participation, high motivation.46. Whole class work can be used when presenting and explaining new language ornew information.47. Littlewood (1981:12) divides communicative speaking activities into two types:structural activities and social interaction activities.48. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.49. Criterion-referenced assessment is designed to measure how the performance of aparticular student or group of students compares with the performance of another student or group of students whose scored are given as the norm.50. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation, methodological preparation and practice in self-direction.51. Making inference, which means “reading between the lines”, is an importantspeaking skill.52. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”,“and listening without viewing”.53. The activities prediction, setting the scene, skimming and scanning are commonactivities in While-reading activities.54. Parents provide money and personnel for education. They need to know whetherthe programs they have planned are working well.55.International view considers language to be a communicative tool, whose main use isto build up and maintain social relations between people.56. If the student has got most of his language right but has made a trivial mistake, theteacher should interrupt him immediately.57.Chomsky believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.59. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.60. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.61. Making inference, which means “reading between the lines”, is an importantspeaking skill.62. Some writing activities can be between “writing for learning” and “writing forcommunication”.63. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understanding human beings.64. The register means the vocabulary that is commonly found in a specific discourse.65. Assessment involves the collecting of information or evidence of a learner’s百度文库- 让每个人平等地提升自我learning progress and achievement over a period of time for the purposes of improving teaching and learning.66. Since the teacher’s talk can be good models and useful input, it is best to keep the teachers’ talk at a maximum level.67. A portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.68. Deductive method, inductive method and guided discovery method are the frequently used ways of presenting grammar in the classroom.69. One’s overall competence in a foreign language involves performing effectively each of the four skills (listening, speaking, reading and writing) separately. learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).Part III Questions and Answers.1. What are the five main components of communicative competence?2.What are the criteria for evaluating how communicative classroom activit ies?3. What are the most influential approaches in second/foreign language teaching in recent years?4. The development of ELT since 1978 can be divided into four majorphases.What are they?Part IV Idea SharingAccording to the principles for good lesson planning, how do you design a lesson plan?11。