《英语教学法》期末考试试题之一答案和评分标准
《英语教学法》(1)期末考试试题之一答案和评分标准.doc
《英语教学法》（1）期末考试试题之一答案和评分标准Part L Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia& Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicative12・ Communicative Language Teaching13.different functions, different characteristics14.students9 communicative competence15.CLT— ommunicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points eachl.T 2.T 3.T 4F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China's choice for the 21" centuryWhat will the earth look like in the 21" century?As acid rain, ozone depletion, and soil erosion destroy the earth\ environment and as the negative effects of economic development, such as decrecised forest coverage, over-exploration of marine resources and shrinking farm kind become more obvious, people have grown concerned about their future living space・In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term 'sustainable development，in her report entitled Our Common Future to the World Environment and Development Council・The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new tenn and passed the framework document called "'Agenda 2T\ The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance・It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowedChina would seriously fulfill its internationid obligations・ Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China's Agenda 21.It is of great international and historic significance for China, with the world's largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda・Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China's system of sustainable development, improving education, developing science and technology, and establishing an infomiation system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China's population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each activity, which are further divided between “specific steps” and “reasons for your design”，2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.•Examine the accompanying visual information (diagrams, maps, photographs)•Reflect on the title or the topic•State what they already know about the topic•State what they would like to know about the topic•Write their own questions that they want the text to answer•Answer the teacher^ general questions about the text type or topic (oral or written) •Brainstonn the topic in groups or whole class•Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and u reasonsfor your design”，five points for each partThe following are possible while-reading activities for the reference of markers・ Students need to elaborate the activity as well as give reasonable explanation for their choices・ These two parts should be done in good English・•Skim reading to get the gist (main idea of the text•Locating specific infonnation•Transferring infonnation from the text to a diagram, table, form, map, graph or picture •Taking notes on the main points, or on specific points of the text•Drawing a diagram to show the text structure•Answering factual questions on the text•Answering inferring questions on the text (reading between the line)•Putting the events in correct order•Stating if statements given about the text are true or false•Working out the meaning of words or phrases in the text from the context•Examining referents in the text and stating what they refer to•Putting the paragraphs of a jumbled text back in the correct order•Giving sections of a text appropriate headings•Giving the text an appropriate titlePost-reading activities (10%)five points each activity, which are further divided between “specific steps” and “reasons for your design^, 2.5 points for each partThe following are possible post-reading activities for the reference of markers・ Students need to elaborate the activity as well as give reasonable explanation for their choices・ These two parts should be done in good English・•Oral discussion of the topic of the text•Role-play a different situation from the text but using the same characters, or role-play the same situation as in the text but using the different characters•Writing a summary of the main content of the text•Comment on the content of the text•Retelling the story of the text•Finishing the story (orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice•Listening to or reading some supplementary materials.。
小学英语教材教法测试题大全(完整版参考答案)
1、___________是新课改的核心价值追求。
2、英语学习的策略包括______________、调控策略、_____________和资源策略。
3、在任务型语言教学中任务的设计应遵循_________、真实性原则、整合性原则、__________、综合能力培养原则和结果可评价原则。
4在人类语言的交际活动中，听说占了人类语言交际活动的_________%,所以在小学阶段，在英语基本技能的培养方面，我们应该坚持_________________、读写跟上的原则。
5、在英语口语教学中，我们可以采用复述法。
复述法可以分为两步来实施；第一步是________________，第二步是活性复述。
6、英语新课程倡导的学习方式有_________________、合作学习方式和探究学习方式。
7在任务型语言教学中，课外作业应以____________为主导。
8、主要的外语教学法有_____________,直接法、听说法、全身反应法和_____________.9、语言的学习过程是一个学生不断犯语言错误的过程，教师只有注意建立和谐、_______、民主的教学氛围，学生才能增加语言实践的机会，才有提高语言的可能。
10、对学生文化意识的培养包括两个方面的内容：一是_______________;二是_____________.二简答题（3*10=30分）1如何理解《课标》的6个基本理念？2、如何理解教师会教和乐教？3、在小学英语教学中如何创设情景？三、设计：随着英语课程在小学的开展，小学的英语教学也取得了一定的成效。
而英语教学要想取得良好效果，教师的素质和水平往往起着决定性的作用，作为一名小学英语教育专业的学生，你认为一个合格的小学英语教师应具备怎样的素质？（40分）小学英语教材教法测试题（一）（B）一、填空（20%）1、Language learning process is a___________process.Therefore___________and_________________withthe language in communication are very important factors for language development.2、Imitation and repetition are the main ways for children acquire their mother tongue except these please giveanother two ways______________and_______________-.3、TPR is the abbreviation（缩写）of_____________________.4、Howard Gardener has proposed the theory of_________________.5、内省智能_____________音乐智能_____________人际交往智能____________-6、In some occasions,meaning can be understood with________language.such as when we praise the children:“you did a very good job!”you can only say“good”with your thumb raised.7、When we teach children English,maybe the students will not understand your instructions.the best way we canuse__________language and___________、facial expressions and so on.8、A good primary English teacher need to develop competence in at least three areas:the English language,the__________of children and the__________and ___________for teaching children.9、We can change seating_____________once in a while that could add some ___________in the classroom.10、As a qualified English teacher,first you should have good__________and___________.二、判断（20%）11()It is necessary to establish a classroom routine from the beginning.12()The target language should be used as much as possible even with beginners.13()In language teaching classroom,the primary concern is to let the students sit well and listen to19()children have a clear purpose for learning.20()children can acquire their mother tongue by watching TV and listening to stories.三、简述题（30%）21分析并阐述母语习得和第二语言学得的差异的主要因素。
福建师范《英语教学法》期末试卷a
福建师范《英语教学法》期末试卷a▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■▆ 《英语教学法》试卷共2页（第 1 页）答案务必写在对应的作答区域内，否则不得分，超出黑色边框区域的答案无效！《英语教学法》期末考试A 卷姓名：专业：学号：学习中心：成绩：一、名词解释（ 40分） 1. 教学资源教学资源是为教学的有效开展提供的素du 材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。
2. 英语写作策略是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练.3. 教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
4. 发现式教学法发现式教学法又称问题教学法,是指教师不直接把现成的知识传授给学生,而是引导学生在教师事先精心设计、周密组织安排的一系列学习活动中,通过自主探索、合作交流,像数学家那样去自己发现数学事实、主动获取数学知识的一种教学方法.二、论述题（ 30分）1. PWP 教学过程的本质特征是什么？答：教学过程的本质在于它是一种特定的认识活动，是实现学生身心发展的过程。
表现在：（1）教学过程主要是一种认识过程教学过程是教师教与学生学的统一，但这两种活动却有着不同的性质。
一方面，在教师教的活动中，教师是活动的主体，学生是活动的客体，教师教的活动是属于变革和改造客体的实践活动的范畴。
另一方面在学生学的活动中，学生是学习的主体，课程和教材是学生学习的客体。
学生的学习活动应属于认识活动的范畴。
学生的认识活动是教学中最主要的活动，教学过程主要是一种认识过程。
（2）教学过程是一种特殊的认识过程其特殊性表现在：①间接性与简捷性；②交往性与实践性；③教育性与发展性；④引导性与指导性。
2. 英语教学中如何进行教材的整合。
请举例说明。
英语专业英语教学法试题、试题答案及评分标准.doc
电大英语教学法模拟题Information for the examinees：This examination consists of THREE sections. They are：Section I : Basic Theories and Principles (30 points, 20 minutes)Section II: Problem Solving (30 points, 50 minutes)Section III： Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.You must write all your answers on the Answer Sheet.注意事项一、将你的准考证号、学生证号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
二、仔细阅读题目的说明，并按题目要求答题。
答案一定要写在答题纸的指定位置上, 写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Section I : Basic Theories and Principles30 pointsQuestions 1-15 are based on this part.Directions： Choose the best answer for the following questions and write your answers on the answer sheet.1.Among the factors affecting a lesson plan, which of the following is human factor?A.personality of the teacherB.class sizeC・ course requirement2.What should a required lesson plan look like?A.a copy of explanation of words and structuresB.a timetable for activitiesC・ transcribed procedure of classroom instruction3.When should the teacher issue the instruction?A・ as soon as class beginsB. when students9 attention is directed to the teacherC・ when class is silent4・ Which of the following arrangements of seats is most suitable for presentation?5・ For better classroom management, what should the .teacher do while the students a doing activities?A.participate in a groupB.prepare for the next procedureC.circulate around the class to monitor, prompt and help6.Which of the following expresses instrumental motivation?A.I learn English in order to survive in the target language country.B.I learn English just because of interest.C.I learn English in order to get promoted in one*s position.7.Which of the following activities can best motivate junior learners?A・ gamesB・ recitationC. role-play of dialogues8.To cultivate communicative competence, what should conection focus on?A.linguistic formsmunicative strategiesC・ grammatical rules9.Which of the following activity is most demanding?A.list what you can buy at a supermarketB.list what you can buy at a supermarket in five minutesC.list at least 15 things in you can buy at a supermarket in five minutes10- Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB・ discuss on the given topic according to the text you have just readC・ exchange and edit the writing of your partner11.To help students understand the structure of a text and sentence sequencing, we could use ___________ for students to rearrange the sentences in the right order・A.cohesive devicesB.a coherent textC.scrambled sentences12.The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them _____________ •A.in the actual writingB.in free writingC・ in controlled writing13.__________ tell you what you should use in order to produce accurate utterances.A.The descriptive grammarB.The prescriptive grammarC.The traditional grammar14.The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called ______________ .A.deductive grammar teachingB.inductive grammar teachingC・ prescriptive grammar teaching15・ It is easier for students to remember new words if they are designed in__________ and if they are and again and again in _____________ situations and contexts.A.context, sameB.context, differentC・ concept, difficultSection II: Problem Solving30 pointsDirections： Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly，identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic 'Environmental Awareness11 on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings・Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned・Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity. Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions・Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section III： Mini-lesson Plan 40 pointsDirections： Read the following two texts carefully and complete the teaching plans.1 • The following is an abstract from Senior I , Student Book. Please design a teaching plan with the text.2. The following is an abstract from Senior II, Student Book ・ Please design a teaching plan with the text. Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Grammar(供参考)Section I :Basic Theories and Principles30 points共30分，每题2分1. A2. C3. B4. B5. C6. C7. A8. B9. C1(). B11. C 12. A 13. B 14. A 15. BSection II:Problem Solving30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。
《英语教学法》期末考试A卷 BB
▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■▆ 《英语教学法》 试卷 共2页（第 1 页） 答案务必写在答题纸上，否则不得分，超出黑色边框区域的答案无效！ ▆《英语教学法》期末考试A 卷 开卷考试时间90分钟，答题卡作答姓名： 专业：学号： 学习中心：缺考标记，考生禁填！ □成绩：一、名词解释（答案务必写在答题纸上，40分）1. 教学资源答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。
2. 英语写作策略 答：是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练.3. 教学设计答：是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。
4. 发现式教学法答：亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。
二、论述题（答案务必写在答题纸上，30分）1. PWP 教学过程的本质特征是什么？答：英语阅读教学中的PWP 过程指的是将整个学习过程分为学习前（pre-learning ）、学习中（while-learning ）和学习后（post-learning ）三个阶段。
PWP 模式简洁实用,对促进教师的＂教＂与学生的＂学＂有很大作用。
关键是在新课标下如何运用PWP 来整合课程内容资源,使阅读教学简约高效。
2. 英语教学中如何进行教材的整合。
请举例说明。
答：人教版《普通高中课程标准实验教科书》中每一个模块的每个单元都围绕一个主要话题开展听、说、读、写活动，各个部分的教学目标明确，不分课次和顺序，方便教师根据教学的实际情况灵活使用教材。
2014年秋季《英语教学法(高起专 )》期末考核-完整答案
期末作业考核《英语教学法》满分100分I. Fill in the blanks.（每题1分，共38分）1. For both native speakers and non-native speakers, fluency includes accuracy (1), fluency (2),appropriacy (3) and aesthetics (4). Fluency is a general term for good speaking ability(5).2. For different level accuracy means different things which go from grammar (6) correctness (7)To pragmatic(8) appropriateness (9).3. In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not neglect (10) accuracy at all.4. Humans acquire language by understanding messages or by receiving comprehensible (11)input (12)in the interactive(13) process.5. Engaging learners in meaningful (14) interaction in the second or foreign language classroom is essential and involves the processes of both acquiring (15) and conscious (16)studying (17).6. In Krashen’s theory, adults have two distinctive ways of developing competence in second or foreign language learning, that is, acquisition (18) and learning (19).7. Anderson’s theory is that of the acquisition of cognitive skills, on simple interpretation, ranging from controlled (20) practice (21) to automatic (22)process (23) .8. Teachers should provide good (24)input (25) to prepare the learners with their storage of language information and interactive (26) process (27) for learners to communicate and to control their production. Teachers’ role is not limited as an imparter; instead teachers should be communicator (28) with learners too.9. Between input and output, there is, usually, a period of silence (29) .10. Learning by doing encourages students to experience (30) the language, which is a process of acquisition(31) that leads to high level of proficiency.11. There are two ways to improve students’oral production. One is to practice speaking based on structure (32)and the other is based on topic (33) and function(34).12. There are two kinds of speaking activities. One is factual (35) information (36) exchange; the other ispersonal (37) idea (38) exchange.II. Explain the following terms。
2018.8《英语教学法》试卷及答案
▆■■■■■■■■■■■■《英语教学法》期末考试卫金珍一、名词解释（40%）1、英语情感教学情感是非智力因素，它提倡每一个教学阶段和每一门学科都应该关注学生的情感。
心理学研究表明：人只有在和谐、愉快、积极进取的心理氛围中才有可能发挥其才能。
在英语教学中实施情感教学是培养学生积极情感、克服消极情感，促进学生健全人格发展的重要方式。
英语教师在平时的教学中要做个有心人，注重学生的情感起伏，探索有效的教学技巧，激发学生的学习欲望。
2、形成性评价形成性评价是相对于传统的终结性评价得的成绩以及所反映出的情感、态度、策略等方面的发展做出的评价，是基于对学生学习的全过程的持续观察、记录、反思而做出的发展性评价。
其目的是“激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神”。
形成性评价使学生“从被动接受评价转变成为评价的主体和积极参与者”。
3、图式理论所谓图式是指围绕某一个主题组织起来的知识的表征和贮存方式。
图式理论是最早是由德国哲学家、心理学家康德(Kant)于1781年提出的。
1932年，人工智能学家F.C.Bartlett发展了图式理论。
后来，人工智能学家 D.E.Rumehart(1980)和P.L .Carrel(1983)把该理论加以完善并定义为：阅读理解产生于文字及文字含义与读者的背景知识的有机结合。
4、元认知策略元认知又称反审认知、反省认知、超认知、后设认知。
元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。
元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。
5、考试焦虑考试焦虑是人由于面临考试而产生的一种特殊的心理反应，它是在应试情境刺激下，受个人的认知、评价、个性、特点等影响而产生的以对考试成败的担忧和情绪紧张为主要特征的心理反应状态。
二、论述题（30%）1、听、说、读、写语言技能之间的关系如何？请结合英语教学实际说明在教学中如何提高学生的语言综合技能。
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145)
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145) 注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内e考试结束后.把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场°监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明.并按题目要求答题。
答案一定要写在各题纸的指定位置上,写在试卷上的答案无效「三、用蓝、黑圆珠笔或钢宅答题，使用铅忍答题无效。
Information for the exaniinees：•This examination consists of I pans. They are：I:Choose the best answer(40 points)II:Matching(20 points)III:Multiple choice questions( 10 points)K : Activity Designing(30 points)•The total marks for this examination arc 100 points. Time allowed for completing this examination is 90 minutes.•There will be no extra time to transfer answers to the AnswerSheet； therefore, you should write ALL your answers on the Answer Sheet as you do each task.Chocwe the best answer (40H)Directions： In this part, you arc givon twenty qiNmUom which am Collnwtd by t choker markedH9 (: and I). Keud lhe choirs currfully and ch<Mwc the <me which run the qncMion. (10 point*t 2 points c«ch|h How do children learn thru firti hnuuAwe?A. By miitmisd H. by bring corrrrted hy p»rrfHiv.C・ Hy knrninK hn|(uA|{r ruleiu 【)• By acting und pcrlorminitt2. Which of tlir lollowmR bent exprewo ihc (rftiurc ol children in IrarnmH » Im山叩longungc?A. Short Attnntum span> H Annlytioil Ictitnu^.C. Cle^r purt)o»r. D・ Not caally diMrgcicd.3. Whet type of IcArnrr* enn bvneht mo*l Ircun hxikifig ht pi<Murr< 血门咔 *,u InNtnicfion?A. Individual Irurnern. B・ I nctile learnersC Auditory I M menu Viiual k«mcr<».4, In which ol thr {alluwiriK activities docs the teflehrr phy〔he ro!r of prompter *A. (living inatrucuons bu(orr nn «rtivity»K Rending out thr new woriU tn the(• I nking pnrl in the pupih1 uunvcraatlotuI). Encouraging s1ndrnt«i to go on with I heir folkWhin type of inteiliKencc H cMniinx best wuited for? A. IrHrr 舛rtorud infclligrncr. I 、Muwtol intcllitfrniT> Q LuW ・l intelliicenrr.□ Linguistic lntelh«encr.6. What doe ・ thr Following pruetiM? ♦ Frrr anJ I u5 tu tht ctnrmu y^Urrday. Pm ，and + / wr”f In th^ cinrmaP”，and I wrn/ to the ^cinffna y^tlerday^ P ・” UR U / wrnl In tAr cinftnaA. Stre«A A ArticukitioB C LuritonU tritonftiiqn7. Which of thr following gramTnar artivittr* u tnn<t cornmuniriiivr^A. StibMittitiom K Complctioru (L PrrnArAtionfar a vriOift Coevm 姑& Which ol ihc folluwinM i» ^uitublw for npcftking?A. I PR actioniu K Drawing pictures C Role pky«I). Llatcn and act«乳 Which uf thr (ollowinR activity enn train ImtrninK?A. Ijibrhng I hr pict uren* K Writing cAptinnn for pictures C. "Simon w”” gme.IX Brnwing wnd 。
英语教学法答案
英语教学法答案《英语教学法》期末复习资料参考答案一、名词解释1、多元智能理论多元智能理论美国哈佛大学著名心理学家Howard Gardner于20世纪80年代所提出的一种智能理论。
该理论注重学生的智能多种性、整体性、开发性和差异性，鼓励教师配合学生的学习策略，采取多元模式的教学方式，以发挥教与学的功效。
2、形成性评价形成性评价是指在教学过程中针对学生的学习行为与能力发展所进行的过程性评价。
形成性评价是一种质化评价，它具有反馈调节、展示激励、反思总结、记录成长、积极导向的功能，以及全面性、真实性和情景性等特征，能够对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价。
3、图式理论图式（schema）是由过去的经验或背景知识组成的。
图式理论认为，任何语言材料，无论是口头的还是书面的，本身并无意义，它只指导听者或读者如何根据自己原有的知识将其恢复或构成意思。
当读者把大脑中的图式和语言材料所提供的信息联系起来时，就能理解所阅读的材料。
图式具有激活的作用，当文章的一些刺激物（语言的、内容的或修辞的）向读者示意时，读者就会寻找和想起相关图式并完成阅读任务。
4、元认知策略元认知”是有关认知过程的知识，包括提前准备、集中注意、选择注意、自我管理、事先练习、自我监控、延迟表达和自我评价等。
例如决定注意某个通知，激发学习某些东西，监控学习和评价学习。
5、动机：是直接推动人从事某种行为以达到一定目的的源动力。
学习动机是直接推动学生进行学习活动的内部动力。
它是一种学习的需要，是社会和教育对学生学习的客观要求在学生头脑里的反映。
它表现为学习的意向、愿望或兴趣等形式，对学习起着推动作用。
6、英语情感教学：就是教师在教学中“以人为本”，运用心理学的理论和方法，有意识地激发和调动学生有利于英语学习的积极情感因素，培养学习兴趣，增强学习动机、自信心、主动性和目的性，提高英语教学效果，从而实现教学中的师生共同参与并和谐发展，促进学生整体素质的提高和个性的发展的方法。
《英语教学法》题库及答案
《英语教学法》题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching ".1.To learn a language means to learn these structural items so as to be able to understand and produce language.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language.2. Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language.3. According to cognitive theory, .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give stimulus4. By audio-lingua method, students should always .A. be allowed to create their own sentences based on their understanding of certain rulesB . be trained to form good habits in learningC . relate their rules learned to their uses in real lifeD . be able to communicate with others in practice5. Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.A. This is the interactional view of language.B . This is the functional view of language.C . This view of language has no basis of theory.D . The view may be out of date in language teaching.6. What is the main idea of Communicative Approach?A. To teach language in a global and meaningful way.B . To teach language in a communicative method.C . To teach language in training of habits.D . To teach language by asking students to repeat and memorize forms.7. What is a good language teacher?A. A person who has a good command of English.B . A person who is armed with a specific range of skills and strategies.C . A person who has ethic devotion, desirable personal styles and professional qualities.D . A person who has professional competence.8 . To attain the professional competence, a teacher should have training, learning, practice and .A. experienceB . educational psychologyC.received knowledgeD.reflection9 . According to Hymes, in a successful language communication, one' s utterance should beA. reliable and clear B . possible and feasibleC . appropriate and authenticD . possible, feasible, appropriate and really used10 . Learning a language means being able to do things with it in some sense..A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language1 1 . Behaviorist view of language holds .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give answers12. A teacher should have training, learning, practice and to attain the professional competence,.A. experienceB . educational psychologyC.received knowledgeD.reflection1 3 . Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.A. This is the view of communicative approach about competenceB . This involves the function/notion methodC . This is the view of behaviorism in language teaching.D. Not sure.1 4 . We train students to learn a language just as we train animals to do things.A. This can be classified into functional grammar.B . The typical behaviorist view of language learning.C . The view is taken by those who hold grammar-translation method.D . None in history had the view of language learning.1 5 . According to Chomsky, language is not a form of behavior; it is an intricate rule based system. A. It is still a behaviorist view.B . It is functional view of language.C . It is audio lingua method.D . It is the mentalist view.2 6 . Mistakes should immediately corrected and correct utterances should be immediately praised.A. Audio-lingual methodB . Communicative approachC . Mentalist viewD. Silent way17 . Language is a system of structurally related elements for the coding of meaning.A. Structural view.B . Mentalist view.C . Meaningful way of learningD. Natural approach18 . We all set up our own perspective of the world, through individual experiences and schema.A. Mentalist oneB . Not based on any theoryC . Typical constructivist view of learningD. Functional one19 . Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.A. Audio-lingual oneB . Constructivist viewC . Behaviorist oneD . Cognitive view of language20 . Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.A.Behaviorist view of learningB.Constructivism C . Cognitive view D. Not sure2 1. Listening activities always test the students ' memory rather than other abilities.A. The test is the typical one practiced by communicative approach.B . This kind of view is actually the way of functional method.C . Any traditional teaching way will do in this way.D . Memory training is of course the cognitive approach.2 2 . The communicative activities in classroom should be the one with.A. teacher interventionB . materials under controlC . simple language and no variantsD . content on focus not forms2 3 . Process-oriented theories are concerned with.A. how materials are organized togetherB . how hypothesis is testedC . how the mind processes new informationD . how learners receive input2 4 . Condition-oriented theories emphasize.A. the human and physical context in learningB . the nature of habit formationC . the making of inferenceD . the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick( V ) in bracket, otherwise, mark a cross( x).2 5 . Student A uses a questionnaire to interview his partner, student B, and makes notes.()2 6. As two students are talking about their experience, the teacher asks other students to take down their information.()2 7. . Listening to tapes with headphones and then answering listening comprehension questions. ()2 8 . When reading in a foreign language, students are asked to mentally translate everything in orderto understand.()2 9. “Write a composition with a t itle of 'A Day on the Factory ' in classroom "()3 0 . Information-gap activities in spoken lesson.()3 1 . Use English-English dictionary to understand the meaning of vocabulary.()3 2 . The teacher writes a set of words on the blackb oard and asks the students to find the "odd man out".()3 3 . Ask students to read phonetic transcripts of words.()3 4 . Make students in groups to say out grammatical rules.()3 5 . Teachers help learners in any way that motivates them to work with the language.()3 6 . The target language system will be learned best through the process of struggling to repeatand practice rote learning.()3 7 . Pattern drills are practiced peripherally.()3 8 . Ask students to use authentic and natural language.()3 9. In any teaching class, teachers ingrate the four skills.()4 0. In teaching we should always prevent students from making errors.()4 1 . The linguistic competence is the desired goal in teaching.()4 2 . Communicative activities come after a long process of rigid drills and exercises.()4 3 . Teachers practice bottom-up mode activity and start from a linear process in reading])4 4. To use transition device so that visualization is realized in reading.()4 5 . Working in lockstep, the teacher expresses clearly and as much as possible.()4 6. To use substitution drills and prompts in grammar teaching.()4 7. An activity in classroom for students to practice language, which involves no definite or correct answers in the task.()4 8 . Ask students to bridge their information gap in speaking.()Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation.Please choose the ones you think them correct and in accordance with what we have learnt and put a tick( V ) after them .4 9 . The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them.()5 0. A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other ' s ideas.()5 1 . The teaching activities must be designed to be done by the individual students rather than all of them, and the activities shouldalso involve the teacher correcting or evaluating how the student do these activities.()5 2. A teacher is a resource-provider.()5 3. It is not the teachers ' work to choose topics and tasks so as to activate students in teaching.()5 4 . Teachers need not have extra materials prepared to cope with slower/faster-working students.()5 5 . Different approaches stipulate different teacher roles, but there are some common roles that teachers play.()5 6 . Teachers can do nothing to increase and maintain the motivation of students by the types of tasks.()5 7 . Teaching listening should focus on the result of listening rather than the process of listening.()5 8 . The trick to working with drills is to work on individual sounds for more than few minutes a time.()5 9 . Ask students to make a list of optimal solutions to the problem addressed.()6 0 . We should require the students to acquire native-like pronunciation.()6 1 . Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom.()6 2 . The first step of lesson planning will already have been performed for you: choosing what to teach.6 3. A teacher can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time.()6 4. A normal class should be in such a way in which students can raise questions and challenges to teachers.()6 5 . Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ()6 6. In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks.()6 7 . The introduction of authentic texts into the learning situation.()6 8 . Functional grammar holds that a language will play three functions, the idea of which can beused in teaching of language skills.()6 9 . Take care of trivial details in reading and listening so that students may have a full understanding of the text.()7 0. In writing, teachers help students recognize their own composing process.()7 1 . We design speaking tasks that do allow outspoken students to dominate discussion.()7 2 . We in teaching clarify fixed rules and standards, and are consistent in applying them.()Part IV Teaching of Language and Language SkillsDirections: In this part of the test, you are to decide whether you agree or disagree.Part V Teaching PlanningDirections: In this part of the test, you are to give a "Teaching Plan ' according to the material(a text) given below. Your plan should cover 'aims, language contents, stages and procedures '.(Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wings or parachutes so that the wind can carry them easily. The second is by birds and animals.Someseeds, like the seeds of burdock stick to the fur of animals, and drop off as the animals move about. Birds carry others, such as berries. The third way is by the plant itself. The plant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds. The last is by water. The seeds float on the water either because they are very light, or because they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2 .)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I ' m so glad to see you. I ' ve got a severe pa in in my left side ” . The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month” . Then, he went away, leaving the man standing in the street with his tongue hanging out •••and a large crowdof people laughing at him. Lesson Plan AIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA) B) C) Stage 1: A) B) C)Stage 2:A)B)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 3 .)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I ' ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It ' s black and made of leather ---one of those flat sided ones.Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we ' ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I ' ll see w hat I can do.Monty: Thanks a lot. Bye.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your commentor evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2.Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or theyare behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1.Day to day language use involves activities such as offering, suggesting, advising and apologizing. Learners learn a language inorder to be able to do things with it.nguage is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. Welearn these items so as to be able to understand and produce language.3.Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4.In the whole process of language learning, stimulus-response can form very good habits which are the basis for good language training.5.When we learn language, we should always think and ask questions about not only how but also why.6.Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7.We should learn language in the way that is used in the real world and therefore we frequently bridge the gap between the use of languagein real life and the teaching or learning pedagogy in classroom.8.When learning language, we should know not only the language code or the form of language, but also what to say to whom and how to sayit appropriately in any given situation.nguage is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beingsput all the items together to understand language and produce language.nguage is seen as a linguistic system and a means for doing things. To complete these, learners need to know how to combine thegrammatical rules and the vocabulary to express notion.11.Learners have to study the patterns and rules of language above the sentence level to learn howlanguage is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1.( discovering differences )2.( pooling information to solve a problem )3.( simulation activity )4.( identifying pictures )5.( work in pairs )6.( role playing )Part III Teaching PrinciplesDirections: In this part of the test, Wallace' s 'reflective model' is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, oth ers ' knowledge, others ' experience, response and stimuli, language training, stage, goal, etc.11.The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them.()Advantages/disadvantages:12.To inspire students ' productive thoughts in group discussion by means of brainstorming topics and ideas.()Advantages/disadvantages:13.The teacher carefully designs activities for the individual students to complete the tasks and evaluates the whole process.()Advantages/disadvantages:14.To vary teaching techniques and train students learning strategy in class.()Advantages/disadvantages:15.Extra materials are prepared to cope with slower/faster-working students.()Advantages/disadvantages:Part IV Teacher ' s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in thelanguage classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant()1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.()2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn ' t seem to be ready, the teacher says “for example, a shirt without …”and points to the button on his won shirt of jacket.()3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students areput into five groups in a random way.()4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.()5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant()6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.()7. Whena student has madea sentence with “borrow" ,"I borrowed a paper to write a letter ", the teacher says, “Well, we don ' t say a paper, we say a piece of paper ”.()8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the studentsare put into five groups in a random way.()9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and …？D: I also collect coins.()10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess. Part V Teaching Planning ( 20%)Directions: In th is part of the test, you are to give a Teaching Plan ' according to the material(a text) given below. Your plan should cover 'aims, language contents, stages and procedures '.(Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moonwas behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark, silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tall man stood in front of me. His hair was while and he was dressed in black from head to foot.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching1 .B2 . D3 . B4 . B5 . A6 . A7 .C 8 . D 9 . D 10 「C 11 A 1 2 . D1 3 . A 1 4 . B 1 5 . D 1 6 . A 1 7 .A 18. C1 9 . D2 0 . A 2 1 . C 2 2 . D 23 .C 2 4. APart II Teaching Activities( 客观试题，每题1 分，共10分）2 5 . V 2 6 . V 2 7.X 2 8.X 2 9.X3 0 . V3 1 . X 3 2 . V 3 3.X 3 4.X 3 5 . V 3 6 . X3 7 . V 3 8 . V 3 9 . V4 0.X 4 1 . X 4 2 . X4 3 . X 4 4 . V 4 5.X 4 6.X 4 7.X 4 8 . VPart III T eaching Principles4 9 . V5 0 . V 5 1.X 5 2 . V 5 3.X 5 4 . V5 5 . V 56 . X 5 7.X 5 8.X 5 9 . V 6 0 . X61 . X 6 2 . V 6 3.X 6 4 . V 65.X 6 6 . V67 . V 6 8 . V 6 9.X 7 0 . V 7 1 . X 7 2 . VPart IV Teaching of Language and Language Skills7 3 . disagree 7 4 . ,d isagree 7 5 .agree a 6 . agree 77 .agree7 8 . agree 7 9 . ,disagree 8 0 . Disagree 8 1 . Agree 8 2 . agree8 3 . agree8 4 .Disagree 8 5 . Disagree 8 6. d isagree8 7 .Agree8 8 . Agree 8 9 . Agree 9 0 . Agree 9 1 . Agree 9 2 . Disagree9 3 . Agree 9 4 . Disagree 9 5 . Agree 9 6 . AgreePart V Teaching Planning1. Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, fur8)scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A)warm-up, game, picture of Nature,B)free discussion of natural phenomenon, questionsC)review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A)read aloud, general impression of the storyB)introduction, story of seedsC)vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A)write more examples in groupsB)discuss seeds and students ' own experiencesC)give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A)write natural phenomenon, papers exchange,B)use present tense to report, arguments,C)make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show 2 . Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of "to do" as objectNEWLEXIS: be annoyed, manage to, make up one' s mind, put an end to, pretend to, out of mouth… GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A)warm-up, game, picture of seeing a doctorB)free discussion of hospital or clinicC)review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A)read aloud, general impression of the storyB)introduction, story of the joke,C)vocabulary, its use in everyday life, Stage 2: PRACTICE (15min)A)write more one' s own experience in hospital in groupsB)discuss doctors and patients and students ' own experiencesC)give cues for students to add more to doctors ' way of prescription in treating patientsStage 3: PRODUCTION (10MIN)A)tell class the own story, papers exchange,B)use past tense to report, arguments,C)make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video (aims, language contents, stages and procedures '.3 . Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if can you …？PROCEDUREWARM-UP ACTIVITIES (5min)A)Listening to the dialogueB)GamesC)Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A)proper names background knowledgeB)role-play based on the dialogueC)exercise of “can I ••• .can you?"Stage 2: PRACTICE (15min)A)examples of chunks as “thanks a lot " ,"not much",..B)ellipsisC)informal style in spoken languageStage 3: PRODUCTION (10MIN)A)to design an active to practice the way of asking for help in pairsB)ask them to present their pair workC)explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation1. Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language componentsLanguage form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional2. Function/notion approach: they regard language as functions and we have some notions to realize these functions Consistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning3. Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition,。
英语教学法考试
英语教学法考试第一篇：英语教学法考试1．In the past century, language teaching and learning practice has been influencedby 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.2． List different views on language learning.Behaviorist theoryCognitive theoryConstructivist theorySocio-constructivist theory 3． 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, reflectiongoal:development of professional1).learn from others' experience2).learn received knowledge3).learn from one's own experiencepseudo practice and The real classroom teaching4． 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:Linguistic competence, Pragmatic competence , Discourse competence, Strategic competence, Fluency5． What is CLT? Comment on municative 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”.6．What is TBLT? Comment on TBLT.Task-based Language Teaching，TBLT is a further development of CLT.It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
英语专业英语教学法试题(含答案)
试卷代号：2145中央广播电视大学2004—2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题注意事项一、将你的学号、姓名及分校（工作站）名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
二、仔细阅读题目的说明，并按题目要求答题。
答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Achievement Test for “Teaching English in the Primary School”3I．Choose the best answer （30%）Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the one which can best answer the question．（30 points, 2 points each）1．Which of the following is true of second language learning?A．Natural language exposure.B．Informal learning context.C．Structured input.D．Little error correction.2．What type of learners can benefit most from real object instruction?A．Individual learners.B．Tactile learners.C．Auditory learners.D．Visual learners.3．What type of intelligence is cooperative learning best suited for?A．Interpersonal intelligence.B．Intrapersonal intelligence.C．Logical intelligence.D．Linguistic intelligence.4．What does the following practise?※Peer and I went to the cinema yesterday．Peter and ※I went to the cinema yesterday．Peer and I went to the ※cinema yesterday．Peer and I went to the cinema ※yesterday．A．Stress.B．Articulation.C．Liaison.D．Intonation.5．What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right．A．Grouping.B．Collocation.C．Imitation.D．Imagery.6．Which of the following is a communication game? A．Bingo.B．Word chain.C．Rearranging and describing.D．Cross-word puzzle.7．Which of the following can help train speaking? A．Listen and follow instructions.B．Simon says.C．Pairs finding.D．Match captions with pictures.8．Which of the following activities is most appealing to children’s characteristics?A．Cross-word puzzle.B．Formal grammar instruction.C．Reciting texts.D．Role-play.9．What’s the teacher doing by saying “Who wants to have a try?”?A．Controlling discipline.B．Giving prompt.C．Evaluating students’work.D．Directing students’attention to the lesson.10．Which of the following activities is the most suitable for group work?A．Guessing game.B．Story telling.C．Information-gap.D．Drama performance.11．Which of the following belongs to learning outcomes?A．Role-plays.B．Sequencing pictures.C．Surveys.D．Worksheets.12．Which of the following best describes first language acquisition?A．Care-taker talk.B．Minimal pair practice.C．Selected input.D．Timely error correction.13．Which of the following seating arrangements is most suitable for a whole class discussion?14．What is the teacher doing in terms of error correction?“S: I go to the theatre last night．”T: You GO to the theatre last night?A．Correcting the student’s mistake.B．Hinting that there is a mistake.C．Encouraging peer correction.D．Asking the student whether he really went to the theatre．15．Which of the following questions can be used in the questionnaire for assessing participation?A．Did you get all the questions right in today’s class?B．Did you finish the task on time?C．Can you use the strategies we have learned today?D．What did you do in your group work today?II．Matching （20%）1．Match the learning styles on the left with the type of activities on the right．（4 points）1）Visual learners A．Handwork2）Kinesthetic learners B．Picture talking3）Auditory learners C．Play acting4）Tactile learners D．Song and music listening2．Match the types of intelligence on the left with the form of learning on the right．（4 points）1）Linguistic intelligence A．Doing hands-on activities2）Match and logical thinking B．Sketching3）Spatial intelligence C．Verbalizing4）Bodily/Kinesthetic inteligence D．Conceptualizing3．Match the activities on the left with the language focus on the right．（4 points）1）Grouping words together A．Reading2）Minimal pair practice B．Vocabulary learning strategy3）Labeling pictures C．Pronunciation4）Sequencing the events according to the story D．Writing4．What is the teacher doing? （4 points）1）Now, you can begin. A．Checking understanding2）All right, I think it is time. B．Ending the activity3）Can you two show us how to work? C．Demonstrating the operation4）We are going to do two D．Giving the startthings today. Tom, canyou tell us what they are?5．Match the activities with the relevant classroom arrangement．（4 points）1）Speaking chains A．Whole class work2）Role play of a dialogue B．Individual work3）Guessing the object C．Pair work4）Sentence completion D．Group workⅢ．Multiple choice questions （10%）Directions: In this part, you are given five questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the suitable answer（s）to the question．You may have more than one answer to each question．（10 points, 2 points each）1．Which of the following roles do the primary school teachers play?A．A prompter.B．A participant.C．An assessor.D．A controller.2．Which of the following features are true of children in learning a language?A．Children can not concentrate for very long．B．Children learn English because they think it interesting．C．Children are not good at planning and monitoring．D．Children are good at understanding concrete things．3．Which of the following belong to formative assessment?A．Learner portfolio.B．Test results.C．Classroom observation.D．Student diaries.4．Which statement of Chinese and English phonetic systems are right?A．English has as many as 24 vowels, while Chinese has none．B．English has a lot of combined consonants, while Chinese has none．C．Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese．D．English words often have more than one syllable, while Chinese characters usually have only one syllable．5．If the class is noisy, which of the following should you choose to settle the class?A．Ask the whole class to copy a list of food words onto a piece of paper from the board.B．Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C．Ask the children to take out their cards and do paired practice.D．Ask children to prepare the dialogue to get ready to act.Ⅳ．Short Answer Questions （20%）Directions: In this part there are four questions about English Teaching Methodology．Writedown your answers in brief．You will be assessed in the points you present and the way you present them．（20 points, 5 points each）1．Why is it necessary to use L1 in foreign language instruction? Give at least two reasons．2．What are the relationship and differences between testing and assessment?3．What does the following support, formative assessment or summative assessment? Why or why not?4．What might be the reason if your students misbehave in class? Mention at least 3 reasons．V．Activity designing （20%）Directions: In this part, you are to design a 10－minute speaking activity according to the material given．The activity should involve the function of ordering and the relevant structures．Make sure you include all the items of an activity according to the table given（objective, organization type, procedure, assumed time, predicted problems and solutions）．Make sure you give the assumed time for each step．试卷代号：2145中央广播电视大学2004—2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题答案及评分标准（供参考）2005年1月Ⅰ．Choose the best answer本题为单选题，共15个小题，30分，每题2分。
《英语教学法》作业参考答案
《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．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 annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from 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IIIIV1-5 a, b, c, d, e 6-10 e, d, c, b, aV答案空缺。
英语教学法(1)
英语教学法(1) 试题注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明，并按题目要求和答题示例答题。
答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Ⅰ. Choose the best answer (30%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.C. Examples.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.8. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.B. Role-play.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.Directions: In this part, you are given five questions, Each question is followed by two columns of options. You are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) Visual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: You SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: You should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.Ⅲ. Multiple choice questions (10%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Yon may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.Ⅳ. Short Answer Questions (20%)Directions: In this part there are five questions about English Teaching Methodology. Write your answers in brief. You will be assessed in the points you present and the way you present them.1. What advantages do projects have in English instruction? How can we make better use of them?2. If some students withdraw from classroom activities with stories, what might be the reasons?3. Why can't testing fulfill the task of assessment?4. If some students are not directing their attention to the lesson, what might be the reasons? What will you do to get the children's attention?Ⅴ. Activity designing (20%)Directions: In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). You can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.Tom: There is a Chinatown in New York! There are a lot of Chinese shops and restaurants there. Darning: Really?Tom: Yes, and there's Chinese dancing.Darning: Let's go to Chinatown now.Objective(s)Classroom organizationPredicted problem(s)Solution(s)Procedure1)2)3)试题答案及评分标准Ⅰ. Choose the best answer本题为单选题，共15个小题，30分，每题2分。
《英语教学法》期末试卷A
《英语教学法》期末试卷A▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■▆ 《英语教学法》试卷共2页（第 1 页）答案务必写在对应的作答区域内，否则不得分，超出黑色边框区域的答案无效！▆《英语教学法》期末考试A 卷姓名：专业：学号：学习中心：成绩：一、名词解释（ 40分） 1. 教学资源答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。
从广义上来讲，教学资源可以指在教学过程中被教学者利用的一切要素，包括支撑教学的、为教学服务的人、财、物、信息等。
从狭义上来讲，教学资源（学习资源）主要包括教学材料、教学环境及教学后援系统。
2. 英语写作策略教材是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练. ．巧背单词.词汇是进行书面表达的基础.初学英语写作的学生容易忘记单词或把汉英词汇等同起来.因此,坚持每天听写、默写不失为掌握巩固词汇的有效途径.教师应打破常规,立足于词汇系统之上,即不仅要求学生写出所听到的单词,还要求学生写出与该单词有关的同义、近义、反义、词形变化（过去式、过去分词、-ing 形式、比较级、最高级等）或词性变化等,使得所学词汇有最大限度的复现机会. 3. 教学设计教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。
4. 发现式教学法发现教学法亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。
二、论述题（ 30分）1. PWP 教学过程的本质特征是什么？当我们关注学习bai 过程时，我们可以把学习过程划分du 为 Pre-learning, While-learning, Post-learning 三个阶zhi 段dao ，这就是 PWP 教学过程。
英语教学法试题（附答案）
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. Analternative 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.。
东师2018年秋季《英语教学法(高起专)》期末考核标准答案
期末作业考核《英语教学法》满分100分I. Fill in the blanks.（每题1分，共29分）1. First of all, a teacher should be __ proficient _(1) in the English language. The importance of being a good language user involves four points. First, a language teacher is a__ model _ (2) for students to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with__ confidence _ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, _ cooperate _ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to_ manage __ (5) class well, try new methods and adapt his or her teaching at any time.2. a. Writing is the result of employing__ strategies _(6)to manage the composing __ process _(7), which is one of gradually developing a __ text _(8). It involves a number of activities: _ _setting_(9), generating _ ideas __(10)__ organizing _(11), selecting appropriate language, making a draft, reading and reviewing it, then revising and__ editing _（12）b. To organize and connect information, there are two criteria: __ accuracy (13) and __ appropriateness _(14). To be correct in __ vocabulary (15) and __ grammar _(16) is of utmost importance. Of all these activities, _ thinking __(17) plays a central role in improving writing.c. writing is a process of _ learning __(18) and _ acquisition __(19).d. According to Hedge, there are different genres into different types of writing, personal writing(20) __ public writing (21) _ creative writing __ (22) __ social writing _ (23)__s study writing_ (24) __ institutional writing _ (25).e. __ Idea _(26) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps__ generate ideas _(27). Thinking not only _ produces __(28) ideas but also__ connects _ (29 )and organizes ideas.II. Explain the following terms。
2008级教学法期末答案A
2008级《英语教学法》期末考试参考答案及评分标准I. Fill in the blanks（每空1分，共22分）1. linguistic competence, pragmatic competence, discourse competence, strategic competence,fluency2. behaviourist theory, cognitive theory, constructivist theory, socio-constructivist theory3. language knowledge, language skills, motivation and confidence, learning strategies,cross-cultural awareness4. background information, teaching aims, language contents and skills, stages and procedures,teaching aids, end of lesson summary, optional activities and assignments, after lesson reflectionIII. Answer the following questions（共14分）1. 评分标准：每项给2分，共6分。
只计3项的得分。
teachers need to help learners: (1) to achieve accuracy in the grammatical forms of the language,(2) pronounce the forms accurately, (3) pronounce the forms accurately, (4) use stress,rhythm, and intonation to express meaning, (5) build a range of vocabulary, (6) learn the script and spelling rules, (7) achieve accuracy in syntax and word formation2. 每项给2分，共8分(1) what is the objective of the task?(2) what is the content of the task?(3) how is the task to be carried out?(4) in what situation is the task to be carried out?IV. Apply the theories（共8分）Many students enjoyed the happiness of Christmas last week. Your school newspaper wants to know how you spent the Christmas. You want to provide such information for the newspaper. So you try to make a survey in your class. You want to know where your classmates were and what they did in Christmas Eve.评分标准：purpose: 2分。
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《英语教学法》（1）期末考试试题之一答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia8.Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicativemunicative Language Teaching13.different functions, different characteristics14.students’ communicative competence15.CLT—Communicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. T2. T3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China’s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth’s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term ‘sustainable development’in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government,vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world’s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China’s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China’s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each ac tivity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher’s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasonsfor your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided be tween “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。