《英语教学法》期末考试A卷 BB
电大2145《英语教学法》开放大学期末考试历届试题2020年1月(含答案)
Peer and I went to the cinema 米 yesterday.
A. Stress
B. Articulation
C. Liaison
D. Intonation
7. Which of the following grammar activities is most communicative?
D. Explaining to them the detailed rules about the grammar point.
11. What vocabulary learning strategy does the following material help to train?
Box A
A, B , C and D. Read the choices carefully and choose the one which can best answer the
question. (40 points, 2 points each)
1. How do children learn their first language?
B. "Simon says" game.
C. Information gap.
D. Drama performance.
16. What is the teacher doing in the following part of instruction?
T: All right, I think it is the time.
14. What is the teacher doing in terms of error correction?
S: I watch a very good football match on TV yesterday.
《英语教学法》(1)期末考试试题之二答案和评分标准41
《英语教学法》（1）期末考试试题之二答案和评分标准rmation.30%.tw.point.each2.the teaching of Ancient Greek and Latin in the west3.an intellectual activity4.topics, situations, functions, notions5.Dell Hymes6.first language acquisition7.The ‘holistic’ approachmunity Language Learning9.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate11.a knowledge of the appropriateness, the functional value of the language12.inappropriateness13.a constructive process, what is presented on the page or in the sound system14.oral communication15.the vocabulary and grammar structures, the skills required in typical situations16.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches,radio announcements, new reports, plays, etc.Par.I.Decid.whethe.th.followin.statement.ar.tru.o.false.Writ..fo.tru.an..fo.false.20%.tw.point.each 1...2...3... 4...5... 6...7...8....9...10.TPart III 50%Design a reading lesson with three stages as 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part●Th.followin.ar.possibl.pre-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.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 “reasons for your design”, five points for each part●Th.followin.ar.possibl.while-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.Englis h.●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 bet ween “specific steps” and “reasons for your design”, 2.5 points for each part●Th.followin.ar.possibl.post-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.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.。
1小学英语教学设计课程期末考试A卷)答案网课刷课答案1291357910
《小学英语教学设计》期末考试试卷A卷( 系部 年制 专业 级使用)注意事项：1.本试卷共8页，请用钢笔或圆珠笔直接答在试卷上。
2.答卷前将密封线内的项目填写清楚。
3.考试时间120分钟。
一、选择题 （每题2分，共20分）（下列各题均有四个答案，其中只有一个是正确的，请将正确答案的代号字母填入题后括号内。
）1.在进行教学设计中教材分析时，教师应考虑_____。
【 】A.各层次学生在英语学习中的差异B.设计有效的活动形式C.按英语课程标准选取教学重点D.如何讲清楚教材中的各项语言要点2.基础教育阶段英语课程的任务是_____。
【 】A.激发和培养学生学习英语的兴趣B.培养学生的观察、记忆、思维、想像能力和创新精神C.为培养高素质的外语人才打下良好的基础D.使学生形成一定的综合语言运用能力3. 判定一节课的是否有实效最重要标准是看 。
【 】A.生动的课堂气氛B.热烈的小组活动C.有效的课堂设计D.是否完成了知识和能力培养目标4. ______是教师成长的主要场所。
【 】A.学校图书室B.办公室C.课堂小学英语教学设计试卷(A) 共8页 第1页D.家庭5. 分析学习者起点水平的目的是 ？ 【 】A.明确学习者现有的英语听、说、读、写等处在什么样的水平；B.更好地确定学生的最近发展区；C确定他们是否具备学习新知识的能力；D以上三条都是6. 按照布卢姆等人的认知教育目标分类,代表着最高水平的认知学习目标是 。
【 】A.评价B.应用C.领会D.综合7. “给学生一篇文章，学生在五分钟内不靠帮助或参考书，能够识别出它的风格”。
在这个例子中，行为主体是 。
【 】A.学生B.识别C.帮助D.文章8. 全身反应法主要是根据大脑两半球的不同的功能，右脑主要是 ，左脑主要是 ，强调要在形象思维的基础上进行抽象思维的发展。
【 】A.形象思维，逻辑思维B.逻辑思维，形象思维C.抽象思维，形象思维D.集中性思维和发散性思维9. 教师确定的教学目标是否合理，教学过程是否有效以及教学结果是否良好，最终都要靠（ ）才能判定。
福建师范大学22春“英语”《英语教学法》期末考试高频考点版(带答案)试卷号：5
福建师范大学22春“英语”《英语教学法》期末考试高频考点版（带答案）一.综合考核(共50题)1.Diamonds are the hardest substance ________ in nature.A.findB.foundC.findingD.to find参考答案：B2.影响交际策略的因素是：语言水平、个性、学习环境和任务的难易度。
()A.错误B.正确参考答案：B3.在西欧，十九世纪末到二十世纪四十年代的外语教学，翻译法占统治地位。
()A.错误B.正确参考答案：A4.评价学生可以采用以下哪些途径：()A.面谈B.学习周记C.学习档案D.测试E.节目汇演参考答案：ABCDIt is usually warm in my hometown in March, but it _____ be rather cold sometime.A.mustB.canC.shouldD.would参考答案：B6.课堂教学的分析和评估有助于教师了解自己上课的效果，发现优缺点，总结经验和教训，也有助于教师明确原定课时教案之所以能实现或不能实现的原因。
()A.错误B.正确参考答案：B7.What type of learners can benefit most from real object instruction?A.Inpidual learners.B.Tactile learners.C.Auditory learners.D.Visual learners.参考答案：D8.对于不读书、上课不听课乃至离家出走的学生，你的看法和对策是：()A.这类学生受到家庭和社会的影响，已经“定型”，只要不出大事，能维持到毕业就行了B.老师费尽心机做工作，好不到几天又故态复萌，这些学生最好回家或转走C.这些学生因为学习差，染上了不良习惯，父母不爱，同学不喜欢，老师要多爱他们，理解他们的难处，坚持关心、帮助他们D.联系家长对他们每天的生活言行严加管束参考答案：C9.参考答案：是指人们以一系列经验事物或知识素材为依据，寻找出其服从的基本规律或共同规律，并假设同类事物中的其他事物也服从这些规律，从而将这些规律作为预测同类事物的其他事物的基本原理一种认知方法。
英语教学论期末试卷A
黄冈师范学院2009—2010学年度第一学期期末试卷考试课程：英语教学法考核类型：考试A卷考试形式：闭卷出卷教师：蔡红梅考试专业：英语考试班级：200701-12班I. Fill in each blank of the following statements with an appropriate word. (20x1’=20’)1. The main procedures of process writing include creating a motivation to write,brainstorming, mapping, free-writing, outlining, ___1___, ___2__, revising, proofreading and conferencing.2. The elements that contribute to the qualities of a good language teacher can becategorized into three groups: ethic __3__, professional qualities and personal __4__.3. According to Ur, there are the following four common characteristics in designingsuccessful speaking tasks: maximum foreign __5__, even participation, high __6__ and right language level.4. The new curriculum is designed to promote the students’ overall language ability,which is composed of five interrelated components, namely, language skills, language _ 7_ , affects, learning _8_ and cultural understanding.5. Generally speaking, listening in real life has the following characteristics: spontaneity,__9 , visual clues, listener’s 10_ and speaker’s adjustment.6.Littlewood divides communicative activities into two types: functional 11activities and social 12 activities.7.Among the methods for teaching grammar, deductive method, __13 _and guided__14__ method have been discussed and used most frequently.8. In real language use we use all skills, including the 15 skills of listening andreading, and the 16 skills of speaking and writing.9. Based on the functions that teacher performs in different activities, Harmer definesteacher’s roles as,controller, assessor, __17__, prompter, ___18 , and resource-provider.10.In order to make reading more efficient, the students need the following strategicskills: distinguishing the main idea from supporting details, __19__ (reading for the gist or main idea), __20__ (reading to look for specific information) and inferring.II. Read the following questions and choose the best answer. (10x2’=20’)1. According to modern scholars and language teachers, the ultimate goal of foreign languageteaching is to enable the learners to ____________________.A. obtain some knowledge about languageB. use the foreign language in work or lifeC. to perform well in language testsD. enjoy some literature works in the target language2. What is the teacher doing in terms of error correction in the following interaction?“S: I go to the theatre last night.”“T: You GO to the theatre last night?”A. Correcting the student’s mistake.B. Encouraging peer correction.C. Hinting that there is a mistake.D. Asking the student whether he really went to the theatre.3. Making inferences in while-reading means .A. making use of syntactic, logical and cultural clues to discover the meaning of unknownelements such as the writer's opinions or a new wordB. the way of reading in which the reader usually moves his eyes over the text veryquickly just in order to get the gist of it or decide whether it is worth reading more deeply or notC. locating specific information the reader want from the textD. careful reading of the whole text4. Which of the following is NOT one of the reasons why listening is more difficult thanreading?A. The listener has little/no control over the speed the input of the spoken material.B. The spoken material is often heard only once (unlike the reading material).C. The listener cannot pause to work out the meaning.D. The grammar in the listening material is more complicated than that in reading5. What do the three Ps stand for in the PPP Model?A. Presentation, Practice, ProductionB. Presentation, Production, PreparationC. Preparation, Practice, ProductionD. Preparation, Presentation, Production6. Which of the following belongs to human factors which have influences on lesson plans?A. teachers’ personalitiesB. testingC. class sizeD. syllabus7. Principles of the communicative approach hold that .A. exercises in which language is used for knowledge of grammar promote learningB. activities which involve real communication promote learningC. language that is repeated in class supports the learning processD. reading aloud texts in the morning is one of the best ways for developing readingstrategies8.What is the goal of teaching pronunciation ? Our realistic goals of teaching pronunciationshould be: consistency, intelligibility, and .A. accuracyB. fluencyC. communicative efficiencyD. intonation9. We learn new words much better from a context, which is to .A. put all the words in a vocabulary book with their meanings in the mother tongueB. dictate the words a number of times a weekC. recite the text repeatedlyD. relate words to a memorable context, such as a story10. In ______stage, students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills.A. practiceB. presentationC. productionD. preparationIII. Decide whether the following statements are true (T) or false (F). ( 10x1’=10’)1. Macro planning should be based on micro planning, and micro planning is apt to bemodified according macro planning.2. The goal of CLT is to develop students’ communicative competence, which includes boththe knowledge about the language and the knowledge about how to use the languageappropriately in communicative situations.3. Discipline means a series of punishment meted out to badly-behaved students.4. Writing is a receptive skill of the language, which usually comes at the end of the fourlanguage skills.5. The main purpose of the while-listening stage is to introduce enough about the topic, type of text or purpose for listening in order to act ivate the students’ schema and get them ready to predict what they will hear and make sense of it.6. When teaching pronunciation, students should not be led to focus on reading and writingphonetic transcripts of words, especially young students.7.Grammar is a collection of arbitrary rules about static structures in the language. Thestructures do not have to be taught, learners will acquire them on their own, or if the structures are taught, the lessons that ensue will be boring.8. For communicative activities to take place in English classroom, the teacher needs to startfrom controlled structural activities to social problem solving activities.9. According to Skinner, language is not a form of behavior, it is an intricate rule-basedsystem and a large part of language acquisition is the learning of this system.10. Strategies that can help students read more quickly and effectively include previewing,predicting, skimming, scanning, guessing from context, paraphrasing and so on.IV. Give brief answers to the following questions. ( 4×5’=20’)1. What is called constructivist theory of learning?2. Based on your understanding of the new English curriculum, what do you think thechallenges would be for English language teachers?3. What principles may be used to guide a good lesson planning?4. What are called information transfer activities in teaching reading? Please list as manyinformation transition devices as possible.V. Lesson Planning ( 30’)You are required to write a 45-minute reading teaching lesson plan for the following text and your lesson plan should include the following aspects:a) The objectives of the lesson 教学目标明确（5’）b) The classroom teaching aids 教学辅助手段运用恰当（2’）c) The time assignment 教学活动时间分配合理（3’）d) The teaching procedures 教学步骤衔接连贯（15’）e) The layout of the blackboard板书设计合理（5’）ADVENTURE TRA VELWhy do people travel? Well, many people travel because they want to see other countries and visit places that are famous, interesting or beautiful. People also travel to meet new friends to try new kinds of food, to experience life in other parts of the world or simply to get away from cold weather, yet there are other reasons why people travel. Many of today’s travelers are looking for an unusual experience and adventure travel is becoming more and more popular. Here is a quick look at two popular activities; hiking and rafting.HIKINGInstead of spending your vacation on a bus, in a hotel or sitting on the beach, you may want to try hiking. Hiking is a great way to travel. You will get close to nature and take exercise at the same time. Hiking is easy to do and doesn’t have to be very expensive. You can hike close to home or travel to other places. The basic equipment you need for hiking is simple: good shoes, clothes and a backpack. You can hike in the mountains, in a forest or along a river. You can also go for a hike in the city.Hiking is fun and exciting, but you shouldn’t forget safety. Here are some basic tips for successful hiking:Don’t hike alone.Tell someone where you are going.Bring water and a good map.Watch out for dangers, such as spiders, snakes or poisonous plants.Wear a hat to protect yourself from the sun.Bring a cellphone if you have one.RAFTINGAnother exciting adventure is rafting. A raft is a small boat that you can use to paddle down rivers and streams. Rafting is a good way to experience nature. If you want a normal rafting trip, choose a quiet stream or river that is wide and has fewfallen trees or rocks. If you are looking for more excitement, you may want to try whitewater rafting. Whitewater rafting is more adventurous and difficult than normal rafting. It is done on rivers and streams where the water moves quickly. You have to be careful not to hit rocks, trees and other dangers. The name “whitewater”comes from the fact that the water in these streams and rivers looks white when it moves quickly.As with hiking, you should always think about your safety and wear good clothes. You also need to learn the basic skills of rafting, such as how to handle the raft, how to paddle and how to get in and out of the raft. You should not go rafting unless you know how to swim, and you should always wear a life jacket.(Taken from unit 3,Going Places, Senior English for China Student’s Book 1A, 人民教育出版社。
英语教学法教程期末考试
英语教学法教程期末考试一、引言英语教学法是指教师在英语教学过程中所采用的教学方法和策略。
期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。
本文将从教学目标的确定、教学内容的选择、教学方法的运用以及策略的设计等方面，对期末考试进行详细解析，以帮助教师更好地进行英语教学。
二、教学目标的确定在进行期末考试前，教师首先需要确定教学目标。
教学目标应当与教学内容相一致，既能够考察学生对基础知识的掌握，又能够考察学生的英语运用能力。
教师可以根据课程标准、教材要求以及学生的实际情况确定教学目标。
三、教学内容的选择在确定教学目标后，教师需要选择合适的教学内容。
教学内容应当包括基础知识和实际应用。
基础知识包括词汇、语法、听力、口语和阅读等方面的知识。
实际应用包括对话、小组讨论、写作和演讲等方面的能力。
教师可以根据教学目标的要求，选择适当的教学内容。
四、教学方法的运用在进行期末考试时，教师需要灵活运用不同的教学方法。
例如，针对听力考试，可以采用听力材料配套答题的方式；针对口语考试，可以采用角色扮演或情景对话的方式；针对阅读考试，可以采用填空或选择题的方式。
通过灵活运用不同的教学方法，可以有效地检测学生的英语能力。
五、策略的设计在进行期末考试时，教师需要设计合适的策略。
首先，教师可以设置不同难度的试题，以检测学生的知识水平。
其次，教师可以设置开放性问题，以测试学生的思维能力和创造力。
最后，教师可以设置分步骤的题目，以检验学生的解决问题的能力。
通过合理设计策略，可以全面评价学生的英语能力。
六、考试评分和反馈在进行期末考试后，教师需要对学生的答卷进行评分和反馈。
评分应当根据考试的标准和要求进行，公正客观。
反馈应当及时给予，明确指出学生的优点和不足，并提出针对性的建议和帮助。
通过评分和反馈，可以帮助学生全面了解自己的英语水平，为今后的学习提供有力支持。
七、总结期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。
《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。
广西高校教师资格证考试《英语教学法》练习题及答案
广西高校教师资格证考试《英语教学法》练习题及答案一、选择题1. 下列哪个是英语教学法的基本原则？A. 知识主导B. 教师主导C. 学生主导D. 竞争主导答案：C2. 针对不同学生的研究特点，英语教师可以采用的教学策略是：A. 同一教学方法B. 不同教学方法C. 教师中心教学D. 学生中心教学答案：B3. 英语教学法中的课堂控制指的是：A. 教师严格控制学生B. 学生完全自由控制C. 教师和学生相互控制D. 提供一种积极、稳定、和谐的教学环境，教师有序地组织学生的研究活动答案：D二、问答题1. 请简要说明英语教学法的概念和作用。
答案：英语教学法是指教师在英语教学中所运用的一系列教学原则、方法、手段和策略的总和。
它对于指导英语教学具有重要的作用，可以帮助教师更好地组织教学内容和教学过程，提高学生的研究效果和英语应用能力。
2. 请列举并简要说明英语教学法中的一种教学策略。
答案：其中一种教学策略是学生中心教学。
这种教学策略强调以学生为中心，关注学生的研究兴趣、需求和能力，通过激发学生的研究动机和积极性，培养他们自主探究、合作研究和解决问题的能力。
3. 简述如何提高英语教学中的课堂控制能力。
答案：提高英语教学中的课堂控制能力可以从以下几个方面入手：建立积极的教室氛围，包括热情友好的教师形象和和谐的师生关系；合理规划教学内容和教学步骤，确保教学有序进行；灵活运用教学方法和工具，提高学生参与度和研究效果；及时引导和管理学生的行为，保持课堂纪律和秩序。
以上为《英语教学法》的一部分练题及答案，希望对您的复有所帮助！---参考资料：根据广西高校教师资格证考试《英语教学法》相关知识整理而成。
93《英语教学法》课程网上考试题库
《英语教学法》课程网上考试题库第一章Introduction I & II一、选择题（每题2分）1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.A. PedagogyB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguisticsAnswer: A2. _____ is the study of second and foreign language teaching and learning.A. PragmaticsB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguistics Answer: B3. Sociology is the study of language in relation to ____, such as social class, educational level and so on.A. ageB. genderC. professionD.social factorsAnswer: D4.Foreign language teaching is sometimes discussed in terms of three related aspects: approach, ____, and technique.A. methodB. aimC. methodologyD. hypothesisAnswer: A5. At the level of approach there are at least three different theoretical views of language explicitly or implicitly underlying currently popular language teaching methods: ____, functional view and interactional view.A.the linking of structuralismB. behaviorismC. structural viewD. audiolingualismAnswer: C6. ____ focus on the patterns of moves, acts and exchanges in communication.A.structural theoriesB. functional theoriesC. interactional theoriesD. behaviourismAnswer: C7.____ is the principle and techniques of teaching with no necessary reference to linguistics.A. methodB. aimC. methodologyD. hypothesisAnswer: C二、判断题（每题1.5分）1. The goal of foreign language teaching is to produce over-users of monitor.Answer: F2. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.Answer: F3. The word approach we mean that an idea or theory is being appliedAnswer: T4.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn language.Answer: T第二章Theories of Language and Language Learning I & II & III一、选择题（每题2分）1. Language is a set of arbitrary symbols which are primarily ____, but may also be visual.A. vocalB. oralC. audibleD. comprehensibleAnswer: A2. Psycholinguistics includes the study of _______ perception, the role of memory, concepts and other processes in language use, and how social and psychological factors affect the use of language.A. listeningB. understandingC. speechD. writingAnswer: C3. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.A. SVB. SVPC. SVOD. SVOCAnswer: C4. According to the functionalists, language has three functions: ____, expressive, and social.A. descriptiveB. phaticC. informativeD. interrogativeAnswer: A5. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.A.syntaxB. pragmaticsC. phoneticsD. phonologyAnswer: A6. ____ refers to varieties of language defined by their topic and context of use.A. stressB. toneC. registerD. intonationAnswer: C7. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.A. hypernymB. synonymC. homonymD. hyponymsAnswer: D8. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.A. abilityB. methodC. knowledgeD. skillAnswer: D9. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.A. meaningB. signC. soundsD. formAnswer: C10. ________ is often described as the music of speech—the way the voice goes up and down as we speak.A.intonationB. toneC. stressD. registerAnswer: A11. ________ is the pronunciation of a word or syllable with more force than the surrounding words or syllables.A. intonationB. toneC. stressD. registerAnswer: C12. The vowel is produced without (or little) restriction during its ________ and is always voiced.A. pronunciationB. speakingC. productionD. articulationAnswer: C13. Allophones are varied realizations of the same ________ .A. phoneB. morphemeC. phonemeD. tagmemeAnswer: C14. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.A. conditionB. developmentC. growthD.behaviorAnswer: D15. The mentalists suggest that the learner processes new data in his/her mind and comes up with a succession of ________ that produce new patterns in the target language.A. rulesB. principlesC. methodsD. waysAnswer: A16. Behavioristic ideas about language learning are based mainly on a theory of learning, in which the focus is mainly on the role of the __________, both verbal and non-verbal.A. contextB. environmentC. conditionD. factorAnswer: B17. Behaviorism sees learning in terms of habit formation. The habits are formed by __________ and reinforced by repetition.A. habit formationB. imitationC. memorizationD. pattern practiceAnswer: B18. According to the behaviorists, all learning takes place through ____.A. habit formationB. memorizationC. imitationD. pattern practiceAnswer: A19. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.A. patternB. signC. pronunciationD. useAnswer: D20. Language learning and teaching must be viewed in a __________, setting, or background.A. textbookB. societyC. classD.contextAnswer: D21. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.A. language acquisition deviceB. innate knowledgeC. universal grammarD. basic grammarAnswer: C22.Which of the following is true of second language learning?A.Natural language exposurermal learning contextC.Structured inputD.Little error correctionAnswer: C23.Every language has a relatively small set of sounds that can distinguish meaning, or phonemes. English has ____, in most dialects.A. 44B. 42C. 40D.28Answer: A二、判断题（每题1.5分）1. Language is capable of producing new forms and meanings.Answer: T2. Minimal pairs are pairs of words that differ only in one sound.Answer: T3. One function of a language can only be expressed by one structure.Answer: F4. The vowel is produced without (or with little) restriction during its production and is always voiced.Answer: T5. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.Answer: T6. Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.Answer: T7. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.Answer: F8. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.Answer: T9. The most powerful signal of stress is a change of pitch on the vowel.Answer: T10. Syllables are short when they are stressed.Answer: F11. Lexical competence implies more than just knowing what a word means.Answer: T第三章Lesson Planning I & II一、选择题（每题2分）1. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.A. environmentalB. economicC. politicalD. socialAnswer: B2. Syllabus determines teaching aims, objectives, contents and ____.A. approachesB. principlesC. methodsD. qualityAnswer: C3.A lesson may focus on language, ____, or function.A. topicB. skillC. structureD. methodAnswer: B4.Any lesson we teach naturally divide into different stages of activity and the main stages are: presentation, practice, production, reading, listening and ____.A.speakingB. writingC. comprehensionD. revisionAnswer: D5.The ____ of writing a lesson plan is one to give proper consideration to what the teacher is going to do in that lesson.A.aimB. processC. principleD. methodAnswer: B6.As for the general aim of a lesson, it may focus on the following ones except:A.A particular topicB.A particular structureC.A skillD.The main stages of the lessonAnswer: D二、判断题（每题1.5分）1. Lesson plans are useful only before the lesson.Answer: F2. There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.Answer: T3. A real good lesson plan should be long and complicated with detailed lesson notes.Answer: F第四章The Grammar - Translation Method一、选择题（每题2分）1. At one time _____was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.A. communicative approachB. the audiolingual methodC. the direct methodD. the grammar-translation methodAnswer: D2. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and ____ its literature.A. writeB. translateC. speakD. listenAnswer: B3.____ is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.A. The Grammar-Translation MethodB. The Audiolingual MethodC. The Communicative ApproachD. The Direct MethodAnswer: A4.The fundamental purpose of learning Latin was to study the classical ____ , which was worshipped in the Renaissance.A. languageB. cultureC. customD. heritageAnswer: B5.Different questions are designed for students to answer to check the understanding of the reading passage. One type of questions are questions of ____ to which answers are directly and explicitly available in the text.A. inferenceB. personal responseC. literal comprehensionD. detailed informationAnswer: C6. Under the guidance of Grammar-Translation Method, the teacher uses the ____ language of the students as the main medium of instruction in the classroom.A.nativeB. secondC. foreignD. accentAnswer: A二、判断题（每题1.5分）1. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.Answer: F2. In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.Answer: T3. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.Answer: T4. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties whichcould be trained separately.Answer: T第五章The Audiolingual Method一、选择题（每题2分）1. The Audiolingual Method uses ________ as the main form of language presentation and drills as the main training techniques.A. dialoguesB. passagesC. sentencesD. phrasesAnswer: A2. _______develops the separation of the language skills into a pedagogical device.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D3.Structural linguistics views language as a system of structurally related elements for the expression of meaning. These elements are phonemes, morphemes, words, _______, and sentence types.A. structuresB. phrasesC. clausesD. sentencesAnswer: A4.The structural linguists believed that the primary medium of language is _______.A.visualB. auditoryC. writtenD. oralAnswer: D5.The use of drills and pattern practice is a distinctive feature of _______.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D6._______ is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D二、判断题（每题1.5分）1. Dialogues and drills form the basis of audiolingual classroom practice.Answer: T2.The Audiolingual Method uses passages as the main form of language presentation. Answer: F3.When a teacher uses the Audiolingual Method in the class, mother tongue is discouraged. Answer: T第六章The Communicative Approach一、选择题（每题2分）1. The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.A. functionalB. structuralC. interactionalD. communicativeAnswer: A2. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.A. functionalB. structuralC. interactionalD. communicativeAnswer: B3. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is ________________ .A. functionalB. structuralC. communicative competenceD. interactionalAnswer: C4. “Knowing English” must mean knowing how to __________ in English.A. speakB. learnC. writeD. communicateAnswer: D5. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ________.A. formB. functionC. structureD. usageAnswer: C6. Closely related to Communicative Language Teaching is ________, the study of the use of language in communication.A. pragmaticsB. linguisticsC. phoneticsD. phonologyAnswer: A7. Which of the following is a communication game?A.BingoB.Word chainC.Rearranging and describingD.Cross-word puzzleAnswer: C二、判断题（每题1.5分）1. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.Answer: T2. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.Answer: F3. Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T4.Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T5.According to Canale and Swain (1980), communicative competence entails three dimensions. Answer: F第七章The Direct Method一、选择题（每题2分）1. The neogrammarians, represented by Hermann Paul, formed the main ________ base of the Direct Method.A.linguisticB. psychologicalC. language teachingD. phonologicalAnswer: A2. Direct association of language with objects and persons of the immediate environment is emphasized in ________ .A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: C3. The syllabus used in the Direct Method is arranged semantically according to _______.A. teaching aimB. teaching methodsC. teaching materialD. situations or topicsAnswer: D4.The teaching of all four basic language skills is not neglected, but _______ exercises should be based upon what the students practice orally first.A. reading and writingB. reading and speakingC. speaking and listeningD. speaking and writingAnswer: A5. In order to reinforce and test what the students have learned, _______is frequently used in the Direct Method.A.dictationB. testC. quizD. examinationAnswer: A6.The rapid development of _______, psychology and education greatly stimulated the establishment of the Direct Method.A.pragmaticsB. applied linguisticsC. linguisticsD. phonologyAnswer: C二、判断题（每题1.5分）1. The Direct Method was developed as a reaction against the Grammar-Translation Method and out of the need for better language learning.Answer: T2.This method aims at developing the students' ability to write in the target language.Answer: F3. Correct pronunciation and grammar are emphasized by the Direct Methodologists.Answer: T第八章Four New Approaches一、选择题（每题2分）1. When we use the word _____ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A. methodB. approachC. techniqueD. methodologyAnswer: B2. A ________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.A. approachB. techniqueC. waysD. methodAnswer: D3. A ________ is based on systematic principles and procedures, i.e., it is an application of views on how a language is best taught and learned.A. methodB. approachC. techniqueD. methodologyAnswer: A二、判断题（每题1.5分）1. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.Answer: T2.The Silent Way is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.Answer: T3. Community Language Learning advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.Answer: T第九章The Teaching and Learning of Pronunciation一、选择题（每题2分）1. There is a lack of consistency between ____ and pronunciation in English.A. spellingB. writingC. listeningD. meaningAnswer: A2. Pronunciation teaching should include the static forms such as individual sounds and word stresses, as well the _______ forms such as intonation, sentence stress and rhythm.A. systemicB. implicitC. explicitD.dynamicAnswer: D3.When we produce _______ , there is no obstruction or narrowing in the air passage, no audible friction, especially in the mouth, or air stream.A. consonantsB. vowelsC. pure vowelsD. diphthongsAnswer: B4.A _______ is the smallest distinctive sound unit or minimum unit of distinctive sound feature.A.morphemeB. allophoneC. phonemeD. tagmemeAnswer: C5.The importance of pronunciation lies in mastering the _______distinctions and the different meanings that are signaled by the phonetic features.A.grammaticalB. syntacticC. functionalD. LexicalAnswer: A6. _______ advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.A. The Silent WayB. The Total Physical Response MethodC. The Direct MethodD. The Community Language LearningAnswer: D二、判断题（每题1.5分）1. The teacher will have to concentrate on the important phonemic contrasts and select allophonic variations to ensure intelligibility, not to achieve a total set of native-speaker-like variations. Answer: T2. In any language, speech sounds are classified into two kinds: vowels and consonants. Answer: T3.The teaching of pronunciation needs to be related to the learners' ability to develop reading competence.Answer: F4.The structure of the sound system involves not only the vowels and consonants --- the segmental features, but also stress and intonation --- the supra-segmental features.Answer: T第十章The Teaching and Learning of Vocabulary一、选择题（每题2分）1. The two basic guidelines on the choice of vocabulary are: _______, students’ need and level.A. difficultyB. meaningC. frequencyD. usageAnswer: C2. The structural view holds that language is a ______ of structurally related elements for the coding of meaning.A. unitB. partC. systemD. cohortAnswer: C3. There are three main forms of word building or word formation which are characteristic of English: ______, compounding and conversion.A.affixationB. prefixionC. suffixionD. derivationAnswer: A4. ______refers to words which the students understand, can pronounce correctly and use constructively in speaking and writing.A. active vocabularyB. passive vocabularyC. new vocabularyD. old vocabularyAnswer: A5.______ is a device for creating and extending meaning, and it is is an imaginative way of describing something by referring to something else which is the same in a particular way.A. personificationB. ironyC. euphemismD. metaphorAnswer: D6. _______refers to a single word form that has several different meanings which are not closely related.A. superordinateA.synonymB.polysemyC.homonymyAnswer: D二、判断题（每题1.5分）1. Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.Answer: T2.Knowing a word involves knowing its meaning, its form and its structure.Answer: F3. It is a relationship between the content of a message, its sender and receiver, its situation and purpose, and how it is communicated.Answer: T4.To understand a word fully, a student must know not only what it refers to, but also where the boundaries are that separate it from words of related meaning.Answer: T第十一章The Teaching and Learning of Grammar一、选择题（每题2分）1.______ is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.A. lexiconB. syntaxC. grammarD. cohesionAnswer: C2.______ is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. A.deductive learning B. inductive learningC. inference learningD. summarized learningAnswer: A3.______ engages learners in language use, formulating their own meanings in contexts over which they have considerable control, and in so doing, drawing on grammar as an on going resource.A. skill teachingB. product teachingC. process teachingD. theory teachingAnswer: C4.Repetition (choral or individual) is the most often used technique for ______.A.lead-inB. elicitationC. explanationD. accurate reproductionAnswer: D5. The aim of the ______ is to get the learners to perceive the structure --- its form and meaning --- in both speech and writing and to take it into short-term memory.A.isolationB. explanationC. presentationD. practiceAnswer: C二、判断题（每题1.5分）1. It usually takes into account the meanings and functions sentences have in the overall system of the language.Answer: T2.A product perspective on grammar is dynamic.Answer: F3. Accuracy work is only used to give the practice in grammar and vocabulary.Answer: F4. Techniques for lead-in could be brainstorming, questions, discussions, and so on.Answer: T第十二章Teaching Listening一、选择题（每题2分）1. When we listen for a particular purpose, to find information we need to know, the kind of listening we are involved in is called _______ listening.A. centralB. focusedC. bottom-upD. top-downAnswer: B2.Sometimes we listen with no particular purpose in mind, and often without much concentration. This kind of listening is called _______.A. casual listeningB. focused listeningC. extensive listeningD. intensive listeningAnswer: A3.We cannot develop speaking skills unless we also develop _______ skills.A.listeningB. readingC. writingD. understandingAnswer: A4. What should a teacher try to avoid when selecting listening materials?A.The texts scripted and recorded in the studioB.The texts with implicated concepts beyond the comprehension of studentsC. The texts delivered through the accents other than RP or Standard American PronunciationD. The texts including structures and vocabulary beyond the ability level of the students Answer: B二、判断题（每题1.5分）1. An important part of the skill of listening is being able to predict what the speaker is going to say next.Answer: T2. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.Answer: F3. Listening activities can only be conducted with the whole class.Answer: F4. When the students listen to recorded materials there is very little opportunity for immediate interaction.Answer: T第十三章Teaching Reading一、选择题（每题2分）1. _______ is the activity we normally engage in when we read books, newspapers, road signs, etc. It involves looking at the sentences and understanding the message they convey.A. reading aloudB. reading for meaningC. silent readingD. reading for informationAnswer: B2. A teacher can use a range of techniques before reading a text which will make it easier for students to understand the text and to help them focus attention on it as they read, and they are: presenting new vocabulary, introducing the text and_______.A. giving guiding questionsB. going through the textC. checking detailed comprehensionD. focusing on important new vocabularyAnswer: A3.When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A.skimmingB. scanningC. inferringD. inductionAnswer: A4.Which of the following activities can be adopted at the pre-reading stage?A.rearranging the materialsB. brainstorming the topicC. writing a summary of the textD. giving a quizAnswer: B5. Which of the following activities can be used to get the main idea of a passage?A.reading to decide on the titleB.reading to sequence the eventsC.reading to fill in the chartsD.reading to summary the passageAnswer: A二、判断题（每题1.5分）1. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.Answer: F2. To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.Answer: F3. In order to understand a text well, it is absolutely necessary to understand every word in the first place.Answer: F4. Through reading the students not only learn new language, but also develop their reading skills. Answer: T第十四章Teaching Speaking一、选择题（每题2分）1. In real communication we have a ________ for using the language and we use a variety of language form to achieve our communicative purposes.A. purposeB. methodC. wayD. principleAnswer: A2. Natural conversation outside the classroom is ________ .A. intentionalB. spontaneousC. dynamicD. staticAnswer: B3. Fluency activities usually form what is called the ________ stage of the lesson.A. preparationB. endingC. revision D productionAnswer: D。
2021小学教师英语教材教法考试测试卷及答案共3套
2021小学教师英语教材教法考试测试卷及答案（一）一、填空1.2.和资源策略。
3.实性原则、整合性原则、（可行性原则）、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（75）%,所以在小学阶段，我们应该坚5.复述法可以分为两步来实施；第一步是（机械性复述），第二步是活性复述。
6.（自主学习方式）、合作学习方式和探究学习方式。
7.8.(语法翻译法)、直接法、听说法、全身反应法和(交际语言教学)。
9.教师只有注意建立和谐、(宽松)、学生才能增加语言实践的机会，才有提高语言的可能。
10.一是(文化知识的传授);二是(跨文化意识的培养).：（组织教学）导入，（促进对新材料的感知和理解），巩固所学的知识和（作业的布置与批改）。
12.12个，根据舌位又分为三类（前元音、中元音、后元音）。
13.（ [W] [J] ）。
14.全身反应法、对话法、歌曲、游戏法、比较法、手势法等）。
行为主义心理学）17.在单词history18.，（备教材），（备学生），备教法。
和游戏规则。
20.21.在句子I’ll be back in half an hour.22.教师把教学内容设计成一系列指令式语言项目，然后再让这（全身反应法））、角色表演规则、（内容呈现规则）和竞赛规则。
（结构主义语言学）和（行为主义心理学））、（条理性和系统性）、灵活性和艺术性。
(情感目标)、(知识目标)和(能力目标)。
(说教材)、(说教法)、(说学法) 和(说课堂程序)四个步骤。
28.按照《英语课程标准》》要求，小学六年级毕业时学生应学习600—700个单词和(50)个左右的习惯用语。
29.我们一般采用(分散)、记忆、(集中) 和巩固30.发学生的学习热情，其形式具体可分为(动作呈现)、(对比呈现)、(模仿呈现)和(表情呈现)四种。
二、简答题1答：1.教师会教的含义，会教的教师通过“教”使自己得以全面发展，会教的教师通过“教”实现学生的全面发展。
《英语教学法》期末试卷A
Mario loves animals and wants to be an animal doctor. He volunteers at an animal hospital every Saturday morning. Mario believes it can help him to get his future dream job.“It’s hard work,”he says,“but I want to learn more about how to care for animals. I get such a strong feeling of satisfaction when I see the animals get better and the look of joy on their owners’faces.”
《英语教学法》(1)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.。
英语教学法试卷)
中学英语教学法1．第1题According to Clark, Scarino ａnd Brownell, the main components of include ____.A.exercises, exercise-tasks ａnd tasksB.new language items, time ａnd learning cultureC.a purpose, a context, a process ａnd a product/outcomeD.pre-task, task cycle ａnd language focus您的答案：C题目分数：2.0此题得分：2.02．第2题As far as vocabulary teaching is concerned, which of the following is NOT the uncertainty that still remains?A.which vocabulary items should be taught ａnd learned.B.how vocabulary can be taught ａnd learned most effectively.C.whether vocabulary should be taught ｏr not.D.What constitute a vocabulary item.您的答案：C题目分数：2.0此题得分：2.03．第3题According to the Cognitive theory, a language learner acquires language ____ wh enables him to produce language.A.structuresB.habbitsC.skillspetence您的答案：D题目分数：2.0此题得分：2.04．第4题Which of the following are not one of the principles of communica language teaching proposed by Richards ａnd Rodgers (1986)?munication principleB.Task principleC.Meaningfulness principleD.Correctness principle题目分数：2.0此题得分：2.05．第5题According to Nation (2001) productive knowledge of vocabulary involves the fol EXCEPT ___.(1) being able to produce the word to express the meaning(2) being able to write it with correct spelling(3) being able to construct it using the right word parts in thei appropriate forms(4) being able to recognize that the word has been used correctly sentence in which it occursA.(1)B.(2)C.(3)D.(4)您的答案：D题目分数：2.0此题得分：2.06．第6题There is ___ between mechanical practice ａnd meaningful practic example given by Wang Qiang is the “chain of events” activity.A.no distinctionB.a clear-cut distinctionC.no clear-cut distinctionD.(None of the above)您的答案：C题目分数：2.0此题得分：2.07．第7题According to littlewood (1981), discovering missing information, discovering missing features, ａnd following directions are examp ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.0When teaching grammar, “You are a stranger in this town …”ａnd “A policema asking some questions…” are two examples of using ___.A.mimesB.gesturesC.chain of eventsD.created situations您的答案：D题目分数：2.0此题得分：2.09．第9题The structural view limits knowing a language to knowing its stru rules ａnd vocabulary. the communicative ｏr notional-functiona adds the need to know how to ___ the rules ａnd vocabulary to do wh it is one wants to do.A.ｕｓｅB.analyzeC.learnD.remember您的答案：A题目分数：2.0此题得分：2.010．第10题The ___ theory believes that learning is a process in which the l constructs meaning based on his/her own experiences ａnd what he already knows.A.BehanouristB.CognitiveC.ConstructivistD.Structuralist您的答案：C题目分数：2.0此题得分：2.011．第11题According to littlewood (1981), identifying pictures, discovering sequences ｏr locations, discovering differences ａnd reconstruct ｏry-sequences are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities题目分数：2.0此题得分：2.012．第12题A teacher writes on the blackboard: “7 o’clock – got up – had bre – hurried to school – school closed – surprised – ?”,ａnd as students to ｕｓｅthese words to tell a story. the teacher is maki students practise grammar by using ___ for story telling.A.picturesB.linesC.chained phrasesD.chain action您的答案：C题目分数：2.0此题得分：2.013．第13题Vocabulary building strategies include reviewing regularly, ___, organizing vocabulary effectively, ａnd using a dictionary.A.reciting the spellingB.guessing meaning ｆrom the contextC.neglecting the meaningD.remembering the translation您的答案：B题目分数：2.0此题得分：2.014．第14题A group of words that go together to form meaning are referred to as ___. They a referred to as …pre-fabricated formulaic items‟ (Lewis, 2002:121).A.chunksB.synonymsC.antonymsD.hyponyms您的答案：D题目分数：2.0此题得分：0.015．第15题According to Pennington (2002), useful guidelines for teaching gr include collocational, constructive, contextual, ａnd ___.municativeplexityC.contrastiveD.confidential您的答案：C题目分数：2.0此题得分：2.016．第16题According to Ur (1996), for ensuring understanding, plenty of contextualized examples of the target structure are necessary, ａcan aid comprehension.A.visual materialsplex terminologyC.teacher’s grammar analysisD.students’ grammar analysis您的答案：A题目分数：2.0此题得分：2.017．第17题It is believed that the inductive method is more effective than the deductive meth because students ___ while engaged in language use.A.are told by the teacher the grammar rulesB.learn the grammar rules without any difficultyC.never learn the grammar rulesD.discover the grammar rules themselves您的答案：D题目分数：2.0此题得分：2.018．第18题In meaningful practice the focus is on the production, comprehens exchange of ___.nguagermationC.structuresD.sentences您的答案：B题目分数：2.0此题得分：2.019．第19题Ways of consolidating new words suggested in Wang Qiang’s book ( include the following EXCEP ___.beling objects in a pictureB.spotting the differences in two picturesC.playing a game of “What did you see just now?”D.reading the words in chorus您的答案：D题目分数：2.0此题得分：2.020．第20题When practising intonation with students in the classroom, ___.A.we can explain the intonation to the studentsB.we never make the students know which part is a rise, ａnd whic is a fallC.we can ｕｓｅhand ｏr arm movement, ｕｓｅarrows, ｏr d lines under/above the wｏrdsD.we just let the intonation take place without our attention您的答案：C题目分数：2.0此题得分：2.021．第21题According to Archambault (1964), a constructivist scholar, teachers must balance understanding of the habits, characteristics as well as personalities of individual l with an understanding of the means of ___.A.pushing the learners forward in their imitationB.realizing the common rules of languageC.making the learners memorize the structures of languageD.arousing the learners’ interests ａnd curiosity for learning 您的答案：D题目分数：2.0此题得分：2.022．第22题When teaching pronunciation, the goal of Consistency means that t pronunciation should be ___.A.accurateB.smooth ａnd naturalC.native-likeD.understandable您的答案：B题目分数：2.0此题得分：2.023．第23题According to Parrot (1993), there are a variety of elements that contributes to thequalities of a good language teacher. These elements can be categorized into thre groups: ___.A.the structural view, the functional view ａnd the interactionaB.imitation, drills ａnd practiceC.stage 1, stage 2 ａnd stage 3D.ethic devotion, professional qualities ａnd personal styles您的答案：D题目分数：2.0此题得分：2.024．第24题As far as language learning is concerned, the ___ concerns how th organizes new information such as habit formation, induction, mak inference, hypothesis testing ａnd generalization.A.process-oriented theoriesB.condition-oriented theoriesC.structural theoriesD.behaviorist theories您的答案：A题目分数：2.0此题得分：2.025．第25题Vocabulary building strategies outside classrooms include reviewi regularly, ___, organizing vocabulary effectively, ａnd using le vocabulary.A.neglecting the meaningB.remembering the translationC.reciting the spellingD.guessing meaning ｆrom the context您的答案：D题目分数：2.0此题得分：2.026．第26题When teaching pronunciation, we should ___.A.build-up students’ confidenceB.destroy students’ confidenceC.make students feel anxiousD.make students distracted您的答案：A题目分数：2.0此题得分：2.0Examples of pronunciation perception practice include ___.ing pictures ａnd tongue twistersing minimal pairs, ａnd “odd one out”C.brainstorming ａnd discussionD.all of the above您的答案：B题目分数：2.0此题得分：2.028．第28题Adjectives such as 'well-informed', 'resourceful', ａnd'reflective'can be used to describe a teacher’s ___, one of the elements of a good foreign language teacher.A.ethic devotionB.professional qualityC.personal stylenguage proficiency您的答案：C题目分数：2.0此题得分：0.029．第29题In the traditional classroom, very often, too much attention has bee to ___, with little ｏr no attention paid to practising language sA.linguistic competenceB.linguistic knowledgenguage ｕｓｅnguage functions您的答案：B题目分数：2.0此题得分：2.030．第30题According to Wang Qiang, the three different views of language are ___.A.the structural view, the systematic view, ａnd the functionalB.the linguistic view, the communicative view, ａnd thesocial-interactional viewC.the vocal view, the visual view, ａnd the vocal-visual viewD.the structural view, the functional view, ａnd the interactiona 您的答案：B题目分数：2.0此题得分：0.0Words that one is able to recognize ａnd comprehend in reading listening but unable to ｕｓｅautomatically in writing ｏr sp are referred to as ___.A.receptive ｏr activeB.productive ｏr passiveC.receptive ｏr passiveD.productive ｏr active您的答案：C题目分数：2.0此题得分：2.032．第32题According to j. willis (1996), tasks are activities ｗhere the t language is used by the learner for a communicative purpose (goal) in to achieve ___.A.linguistic competencemunicative competenceC.an outcomeD.knowledge您的答案：C题目分数：2.0此题得分：2.033．第33题Views on language ａnd ____ both influence theories on how language be taught.A.views on language learningB.views on culture learningC.values of lifeD.styles of life您的答案：A题目分数：2.0此题得分：2.034．第34题We often learn words that co-occur with high frequency ａnd have accepted as ways for the ｕｓｅof words. for instance, in englis word “see”, “watch”, ａnd “look” are similar in meaning but are oft ｓｅd with different collocations as we say “see a movie”, “wa play”ａnd “look at a picture.” similarly, we say “heavy traf “heavy smoker”, “heavy rain/snow/fog” but never “heavy accident r “heavy wind.” these are examples of ___.A.collocationB.denotative meaningC.connotative meaningD.synonyms, antonyms, ａnd hyponyms您的答案：A题目分数：2.0此题得分：2.035．第35题When teaching grammar, if the teacher follows the sequence of teaching activitie of “teacher‟s presentation of an example→ explanation of the rule →students‟ p with given prompts”, Professor Wang Qiang would believe that the teacher is us ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.036．第36题According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar p ___.A.“listen ａnd repeat”ａnd “listen ａnd tick”B. “checking”ａnd “trying it out”C.“listen ａnd circle”ａnd “listen ａnd write”D.“listen ａnd correct”ａnd “listen ａnd fill”您的答案：B题目分数：2.0此题得分：2.037．第37题When teaching pronunciation, great care should be taken to the distinction betweA.pronunciation ａnd grammarB.pronunciation ａnd vocabularyC.pronunciation ａnd writingD.pronunciation ａnd phonetics您的答案：D题目分数：2.0此题得分：2.038．第38题When teaching grammar, in meaningful practice the focus is on theproducomprehension ｏr exchange of meaning, ___ the way newly learned structures are used in the process.A.though the students “keep an eye on”B.though the students focus onC.ａnd the students pay no attention toD.ａnd the students know nothing about您的答案：A题目分数：2.0此题得分：2.039．第39题There are two kinds of stress that are important to achieving good pronunciation, ___.A.mechanical stress ａnd meaningful stressB.perception stress ａnd production stressC.word-level stress ａnd phrase-level ｏr sentence-level stressD.syllable-level stress ａnd word-level ｏr phrase-level stress 您的答案：C题目分数：2.0此题得分：2.040．第40题Communicative language teaching (clt) has expanded the areas covered previous approaches ｏr methodologies, that is, clt covers langu content (to incｏrpｏrate functions), ___ (cognitive style ａnd rmation processing), ａnd product (language skills).A.learning processB.teaching methodsC.conditionsD.messages您的答案：A题目分数：2.0此题得分：2.041．第41题To help our students pass exams is one of the purposes of our Eng teaching. Another purpose, which is very important, is to prepare students to ___.A.ｕｓｅenglish in real lifeB.obtain knowledge about languageC.make up sentencesD.get a good job in the future您的答案：A题目分数：2.0此题得分：2.042．第42题In Hymes’s words (1979), there are ‘___ without whichthe rules of g would be ｕｓｅless’, which simply means, besides grammaticalru language ｕｓｅis governed by rules of ｕｓｅ, which ensures th desiredor intended functions are performed ａnd the language ｕｓappropriate to thecontext.A.rules of formsB.rules of ｕｓｅC.formsD.functions您的答案：B题目分数：2.0此题得分：2.043．第43题Grammar presentation is concerned with how to make the students understand ｏr discover grammar rules. it is ___ that helps stud develop grammatical capability.A.practiceB.theoryC.translationD.imitation您的答案：B题目分数：2.0此题得分：0.044．第44题When practising sounds, the activities “using minimal pairs”, “whichｏrder”, “sa r different”ａnd “odd one out” belong to the categｏry of ___.A.perception practiceB.production practiceC.perception ａnd production practicesD.perception ｏr production practice您的答案：A题目分数：2.0此题得分：2.045．第45题According to Chen Zehang (in Wang Qiang, 2006), classroom activities can be classified into ____.A.exercises, exercise-tasks ａnd tasksB.new language items, time ａnd learning cultureC.a purpose, a context, a process ａnd a product/outcomeD.pre-task, task cycle ａnd language focus您的答案：A题目分数：2.0此题得分：2.046．第46题The term communicative competence ___ chomsky’s term linguistic compe the latter meaning knowledge of the language system, ｏr grammat knowledge in other wｏrds.A.is smaller in scope thanB.is larger in scope thanC.has nothing to do withD.is exactly the same as您的答案：D题目分数：2.0此题得分：0.047．第47题Communicative competence consists of knowledge ａnd ability for_A.rules of rules of pronunciation, vocabulary ａnd grammarB.rules of grammar/form ａnd rules of language ｕｓｅC.pronunciation, words, ａnd grammarD.speaking ａnd writing您的答案：B题目分数：2.0此题得分：2.048．第48题The guided discovery method is similar to the inductive method because the stud ___.A.are told rules by the teacher at the beginningB.are induced to discover rules by themselvesC.make grammar analysis by themselvesD.never know the rules您的答案：B题目分数：2.0此题得分：2.049．第49题When we are teaching pronunciation, ___ ａnd intonation should b taught ｆrom the very beginning.A.knowledge about soundsB.phonetic rulesC.phonetic transcriptsD.stress您的答案：D题目分数：2.0此题得分：2.050．第50题At beginner level, most new words learned by students usually have imm practical ｕｓｅａnd quickly become one’s ___ vocabulary.A.productive ｏr activeB.receptive ｏr activeC.productive ｏr passiveD.receptive ｏr passive您的答案：A题目分数：2.0此题得分：2.0。
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》期末考试B卷及答案
2020 ~2021学年第1 学期《英语教学法》课程期末考试B卷课程所在学院：外国语学院适用专业班级：英语考试形式：闭卷Part Ⅰ Multiple-choice (20 questions, 2 points each, 40 points in total) Directions: Decide on the correct answer and write it down on the Answer Sheet.1. Which is not the cause of an error? _____A. overgeneralizationB. under-generalizationC. simplificationD. deduced errors2. Which does not belong to cognitive strategies?A. resourcingB. self-managementC. translationD. inferencing3. Which one of the characters DOES NOT belong to a good language learner?A. Be creative and experiment with languageB. learns to live with errors and learn from errorsC. recites words without understandingD. seeks out all opportunities to use the target language4. In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A. the top-down modelB. the bottom-up modelC. the interactive modelD. all of the above5. Which of the following activities is the most suitable for group work? _____A. guessing gameB. story tellingC. information-gapD. drama performance6. Which of the following does NOT represent a “p” of three-p model? _____A. presentationB. practiceC. pre-readingD. production7. Which of the following is NOT true about the assessment in language teaching? _____A. Testing does not equate with assessment.B. Summative assessment focuses on the process of learning.C. The students themselves should be given the chance to evaluate their own performance.D. Assessment means to discover what the learners know and can do at certain stage of the learning process.8. In your opinion, which one is the most typical macro planning? ___A. unit planningB. half a semester planningC.one semester planningD. whole course planning9. Among speaking strategies, which involves using alternatives for words which you do not know?A. Tailoring message to competenceB. ParaphrasingC. Using fillers and hesitation devicesD. Appealing for help10. According to the _____ theory represented by Vygotsky, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.A. behavioristB. socio-constructivistC. cognitiveD. interactional11. What kinds of methods can you use when you observing lessons? ___A. using videotapesB. using sheetsC. using checklistsD. above all12. If the _________for a listening activity are not clear，the students will not understand what they are supposed to do and how to do itA. instructionsB. audio materialsC. printed pagesD. goals13. ________ involves teachers identifying issues and problems relevant to their own classes.A. literature reviewB. questionnaireC. action researchD. classroom observation14. Interference errors are caused by the influence of the ________.A. native languageB. the target languageC. foreign languageD. the second language15. The principles for good lesson planning are in terms of aim, variety, flexibility, _____, and linkage.A. typeB. learnabilityC. attitudeD. language16. _____ are most frequently used in mechanical practice.A. substitution drills and speaking drillsB. speaking drills and transformation drillsC. transformation drills and comprehension drillsD. substitution drills and transformation drills17. Which of the principles and models for teaching reading is false? _____A. bottom-up modelB. top-down modelC. interactive modelD. medium-model18. Ideally, lesson planning should be done at two levels: macro planning and _____.A. teaching planningB. language teachingC. assessmentD. micro planning19. In a typical audio lingual lesson the procedures are followed in the order of _____.A. imitation, recognition and repetition, pattern drills and follow-up activitiesB. recognition, imitation and pattern drills, repetition and follow-up activitiesC. imitation, recognition, pattern drills and repetition and follow-up activitiesD. recognition, imitation and repetition, pattern drills and follow-up activities20. The Silent Way is considered suitable for_________.A. more advanced learnersB. beginnersC. more advanced classes as well as for students at the beginning stagesD. learners interactions with each otherPart Ⅱ. Term Explanation (4 terms, 5 points each, 20 points in total) Direction: Please explain the following terms in details and write down the answers on the Answer Sheet.1. curriculum2. interactional view of language3. communicative competence4. formative assessmentPart Ⅲ. Open Questions (4 questions, 10 points each, 40 points in total) Direction: Please answer the questions in details and write down the answers on the Answer Sheet.1. What are the major components of a teaching plan? Explain in details.2. What roles should a language teacher assume? List them and explain at least 5 of them in details.3. What are the major procedures of a listening lesson? Explain with examples in details.4. Talk about TBLT (task-based language teaching) in details, like its definition, advantage, procedures and so on, with concrete examples.2020 ~2021学年第1 学期《英语教学法》课程期末考试B卷答案Part ⅠMultiple-choice (40 points)1-5DBCAD 6-10 CBDBB 11-15DACAB 16-20DDDDAPart Ⅱ. Term Explanation (20 points)1.Curriculum refers to a specific document of a language program developed for a particular country or region, which provides: ①general statements about the rationale about language, language learning and language teaching; ②detailed specification of aims, objectives and targets learning purpose; ③implementations of a program. In some sense, a syllabus is part of a curriculum.2. The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.3. Communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. Speakers not only have to know functional meaning of the language butalso the social context where the message is given. There are five components of communicative competence, namely, linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency.4. Formative assessment is based on information collected in the classroom during the teaching processes for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well.Part Ⅲ. Open Questions (40 points)1.Background information, teaching objective, difficult/important points, teaching methodology, teaching aids, teaching procedure (lead-in, pre-, while-, post-), teaching reflection2. There are a variety of roles to play, such as controller, organizer, assessor, prompter, resource provider, and participant and so on.3. Pre-listening, while-listening and post-listening4. Omitted。
《英语教学理论及方法》课程试卷(A卷)有答案
安庆师范学院外国语学院2007—2008学年度第二学期期末考试《英语教学理论及方法》课程试卷（A卷）注意事项1. 本试卷共四大题, 第I 、II大题做在客观题答题卡上，第III 、IV大题做在主观题答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。
2. 考生答卷时必须准确填写院系、班级、姓名、学号等栏目，字迹要清楚、工整。
I. Multiple ChoicesDirections: In this part, you are given twenty questions or incomplete sentences which are followed by four choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question or complete the sentence. Mark the corresponding letter on the Answer Sheet for the objective items (30 points; 1.5 points each).1. The _________ view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.A. structuralB. functionalC. mentalistD. interactional2. What type of learners can benefit most from hands-on activities?A. Individual learners.B. Tactile learners.C. Auditory learners.D. Visual learners.3. What type of intelligences is cooperative learning best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.4. What is the teacher doing in terms of error correction in the following situation?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.5. In what situation does the following conversation involve the correct register use?__ Pardon me. Do you think you could give me the time?__Certainly, it’s twelve thirty.__ Thank you.__ Not at all.A.Wife to Husband.B.Friend to Friend.C.Management to Staff.D.Man speaking to Stranger.6. The key point of is reflected in his most famous question: if all language is alearned behavior, how can a child produce a sentence that has never been said by others before?A. Skinner’s behaviorist theoryB. Chomsky’s cognitive theoryC. Watson and Raynor’s theory of conditioningD. Hymes’s theory of communicative competence考试答案不得超过此线7．Which of the following is not considered to be a essential condition for language learning?A. Exposure to a rich but comprehensible input of real spoken and written languagein use.B. Use of the language to do things (i.e. exchange meanings).C. Motivation to listen to and read the language and speak and write it (i.e. to processand use the exposure).D. Instruction in language (i.e. chances to focus on form).8. Which of the following statement about task-based language teaching is NOT true?A. Students should be given tasks to perform or problems to solve in the classroom.B. Students are task-driven.C. Task-based language teaching is student-centered.D. Task-based language teaching follows the PPP model.9. Which of the following is most suitable for speaking?A. TPR actions.B. Recognizing pictures.C. Information-gap activities.D. Matching pictures with descriptions.10. One of the major principles behind good lesson planning is , which means thecontents and the tasks planned for the lesson should be within the capability of the students, following the principle of i+1.A. varietyB. flexibilityC. learnabilityD. linkage11. What's the teacher d oing by saying “Anything else?” when a student finishes with a very short answer?A. Controlling discipline.B. Giving prompts.C. Evaluating students' work.D. Directing students’ attention to the lesson.12. Considering our English learning context, our realistic goals of teaching pronunciation should include the following except .A. consistencyB. intelligibilityC. communicative efficiencyD. native-like pronunciation13. The role of the teacher changes following the aims of the class. The teacher mayfunction more as a(n) if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.A. controllerB. resource-providerC. participantD. organizer14. Which of the following assumptions about vocabulary is NOT true?A. A vocabulary item can be more than one word.B. Both teachers and students need to know that there is a difference between activeand passive vocabulary.C. Words can be taught and learned most effectively in groups of words that arerelated to each other in meaning.D.The best way to explain vocabulary is to translate.15. Which of the following statements about listening is NOT true?A. Lack of background knowledge constitutes one of the main factors affectinglistening.B.Students need to be comfortable with some ambiguity in listening and realize thatthey can still learn even when they do not understand every single word.C.Teaching listening should focus on the process of listening rather than the resultof listening.D.Since listening is a kind of receptive skills, it is a passive skill.16. The fact that speech is spontaneous means that that it is full of false starts, brokengrammar, , short phrases, hesitation and fillers, etc.A. complete sentencesB. repetitionsC. formal languageD. complex vocabulary17. Which of the following statements about reading is NOT true?A. We need to read and understand all the words in order to understand a text.B.Reading is a silent activity. Reading aloud does not help much withunderstanding.C.Reading with a purpose will be most effective.D.The lack of cultural knowledge may affect the rate of reading comprehension.18. The deductive method for teaching grammar is often criticized for the followingreasons except .A. It teaches grammar in an isolated way.B. Little attention is paid to meaning.C. The practice is often mechanical.D. It could save time when students are confronted with a grammar rule which iscomplex but which has to be learned.19. Which of the following statements about assessment if NOT true?A. Summative assessment is mainly based on testing.B. Testing is part of assessment, but it is only one means of gathering informationabout a student.C. Individual-reference assessment is based on how well the learner is performingrelative to his or her own previous performance, or relative to an estimate of his or her individual ability.D. Formative assessment focuses on the final product or result of learning rather thanthe process of learning.20. Which of the following activities do you think would help prepare the students forreal-life speech in English?A. Reading aloud.B. Giving a prepared talk.C. Interviewing someone or being interviewed.D. Doing a drill.II. True or FalseDirections: In this part, you are given thirty statements about English teaching. Read these statements carefully and decide whether they are true or false.Mark “A” for “True”, “B” for “False” on the Answer Sheet for the objective items (30 points; 1 point each).21.One question that all approaches of language teaching should answer is “Whatis language?”The answer to this question is the basis for syllabus design, teaching methods, teaching procedures in the classroom, and even the techniques used in the class.22.Acquisition is a subconscious process where language is acquired as a result ofnatural and largely random exposure to language.23.The behaviorist theory of language learning was initiated by behavioralpsychologist Skinner. Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli.24.Teachers have to be aware of the students’ learning styles as well as their ownlearning/teaching styles. In teaching, teachers should try to use different techniques and ways of teaching to meet students’ different learning styles.25.In the following activity the teacher acts as a prompter:While doing a writing task either individually or in groups, the students need touse a particular word they don’t know. So they ask the teacher.municative competence entails knowing not only the language code or theform of language, but also what to say to whom and how to say it appropriately in any given situation.27.The role of the teacher changes following the aims of the class. The teachermay function more as a controller if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.28.Speech flow, such as stress, intonation, pauses, etc. can help to convey themeaning that is intended by the speaker. They should be taught from the very beginning.29.There are two methods in teaching grammar: the deductive method and theinductive method. The former starts with real examples, and through a study of the examples comes to the grammar rule that is suggested in the examples.The latter starts with the presentation of the grammar rules first and then processes to the study of illustrative examples.30.Receptive words refer to those which are not only understood in listening andreading, but also produced readily in speech and writing, esp. those used in everyday speech.31.The purpose of pre-listening activities is to activate the students’schema, inother words, to add context, so that the actual listening itself becomes easier. 32.At the early stage of the PPP model more focus should be laid on accuracywhereas at the later stage, fluency becomes the focus of teaching.33.Efficient reading depends first of all on having a purpose for reading, i.e.,knowing why you are reading a text. The purpose will usually determine what specific information you are going to look for and the appropriate type of reading skills to be used.34.The bottom-up model of teaching reading reflects the belief that one’sbackground knowledge plays a more important role than new words and new structures in reading comprehension. 35.The purpose of pre-reading is to facilitate while-reading activities. This stageof reading is often called Lead-in, where the students and teacher prepare themselves for the tasks and familiarize themselves with the topic of the reading exercises.36.The way to transfer information from one form to another is called a transitiondevice. Pictures, drawings maps, tables, diagrams and charts, etc. are some transition devices that are often used in teaching reading.37.In order to motivate students, we should advocate authentic writing tasks thathave some communicative elements. It is necessary to engage them in some act of communication. This means either writing for a specific recipient or engaging in an act of creative writing where their work is intended to be read by an intended audience.38.Good teachers plan their classes minutely so that everything they do isprearranged, and once they are in the classroom, they follow their plan without deviation.39.The National English Curriculum is designed to promote the students’ overalllanguage ability, which is composed of five components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding.40.The teaching of pronunciation should focus on the students’ ability to identifyand produce English sounds themselves. Students should not be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful.41.The more communicative an activity is, the less the control that is needed.42.It is believed that the inductive method for teaching grammar is more effectivein that students discover the grammar rules themselves while engaged inlanguage use.43.One way to make speaking tasks communicative is to use information gapactivities, in which the students have different information and they need to obtain information from each other in order to finish a task.44.The process approach to writing does not only pay attention to what students dowhile they are writing, it also attaches great importance to what the students do before they start writing and after they finish writing.45.Discourse features include aspects such as: the way the text is organized, itslayout, the style of the language and the register.46.Integration of the four skills is concerned with realistic communication. Thismeans that we are teaching at the discourse level, not just at the level of the sentences or individual words and phrases.47.During a communicative activity, whenever a teacher finds a mistake, no matterin what sense, grammatical or cultural or any other aspect, he should stop the student and correct it.48.In Hymes’s words, there are “rules of use without which the rules of grammarwould be useless”, which simply means, besides grammatical rules, language use is governed by rules of use.49.One of the major principles behind good lesson planning is flexibility, whichmeans planning to use a number of different methods and techniques rather than being a slave to one methodology.50.An important feature of today’s language classroom is that students do notalways study as one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are whole class work, pair work, group work, and individual work. III. Short Answer QuestionsDirections: In this part, there are two questions about English teaching. Choose ONE of them and write down your answers in brief. You will be assessed in the points you present and the way you present them (15 points).1. When a communicative activities starts, the teacher is left nothing to do, sincenon-teacher-intervention is important in a genuine communicative activity. He sits in front of the class and does some private reading until the time is up. Do you think it is the correct thing for the teacher to do in class? Give your reasons.2. What are the reasons for using group work in the language teaching classroom,especially in speaking tasks?IV. Lesson PlanningDirection:Suppose you are to teach a class of 40 senior middle school students. Design an outline lesson plan of the first 45-minute period for the reading text given. Make sure you include clear objectives, organization type, reasonable procedure (stages and steps), assumed time, detailed instructions, teaching aids, etc. (25 points).安庆师范学院2007—2008学年度第二学期期末考试《英语教学理论及方法》（A卷）主观题答题纸院系班级姓名学号□□□□□□□注意事项1. 本试卷共四大题, 第I 、II大题做在客观题答题卡上，第III 、IV大题做在此答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。
(完整版)04-《英语教学法》(1)期末考试试题之一
《英语教学法》（1）期末考试试题之一（开卷考试）Part I. Fill in the blanks with correct information: 30%1.TEFL is the abbreviation of_________________________.2.The grammar-Translation Method focuses on ______________, ________________ and___________3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.4.The study of the relationship between language and society, including the social functionslanguage fulfils in a society is called____________.nguage acquisition means mastering a language ____________.6.According to Chomsky’s ___________________, language is not learnt merely by copyingwhat is said or written; learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.7.List three language teaching methods that belong to the Humanist School__________,_________, and _____________.8.List five types of syllabus: ______________, _____________, _______________,_____________, __________________.9.In Taba’s model of curriculum processes, the first stage is _______________, the second stageis _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we meanby__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of __________________.13.Spoken language and written language exist to fulfill _________________- anddemonstrate________________.14.The goal of Communicative Language Teaching is to develop______________________.15.Authenticity is also a characteristic of _________________.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%1.According to the Grammar-Translation method, the syllabus is designed around grammaticalstructures.2.The main aim of a functional-notional syllabus is on communication.3.Drills alone cannot meet communicative needs in real life.4.The chief advantage of Community Language Learning is that students can say whatevercomes to their mind, not caring for their own language proficiency level.5. A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,etc. is based on a situational syllabus.6.Students have to grasp the relationships between communicative functions and sentencesstructures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as wellas linguistic characteristics.8.The language is natural, so the authenticity of language is most important in CLT.9.By saying that the teacher is an assessor we mean that he only makes correction and gradingbut not gives feedback and advice.municative activities concentrate on the content as well as the language form.Part 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.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 sustainableenergy 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 activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:。
小学英语新课程教学法蔡绿妍主编期末考试试卷
小学英语新课程教学法蔡绿妍主编期末考试试卷一、写字音( ) 1. Christmas( ) 2. theatre( ) 3. bike( ) 4. medicine( )5.cand()6.bottle( ) 7. present( ) 8. picnic( ) 9. cough( ) 10. cinema二、单项选择。
（10分）( ) 1. —Thank you. —________.A. OKB. You’re welcomeC. Hello( ) 2. The elephant is ________ than the cat.A. bigger B. smaller C. biggest( ) 3. —What did you do during the holidays?—________A. I go to Changsha.B. I read storybooksC. I play games with my friends.( ) 4. D on’t play computer games too ________.A. alwaysB. neverC. often( ) 5. —Shall we go to the theatre?—________.A. Good idea.B. Let’s see a play.C. Thanks.( ) 6. —Hello! Is that Anne?—________.A. Yes, I am.B. No, Thanks.C. Yes. This is Anne.( ) 7. —________ shall we meet?—10:00.A.WhichB. WhatC. What time( ) 8. —________ is a box of mooncakes? —50 yuan.A. How manyB. How muchC. How old( ) 9. —How old are you? —________.A.I’m fine, thank you.B. I’m ten years o ld.C. How are you.( ) 10. —Here is a Christmas card for you.—________.A. Thank you.B. Here you are.C. I’m sorry.三、情景反应。
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▆ 《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。
在实际教学中，教师可以充分抓住教材的话题功能这一特点，对教材进行适当的整合，以学生以往的学习经验和知识为基础，恰到好处地对教学目标进行调试，对教学方法进行设计，从而使学生获得更大的学业进步。
教材整合有利于教师因材施教，提高学生的学习效率，体现学生为主体、教师为主导的课堂教学方式，同时还可以开发教学资源，使教学具有灵活性、开放性和拓展性，方便学生更好地发挥潜能，提高教师的课程意识和专业素养，从而提高整体教学效果。
1文献综述
在知网查询了相关资料发现：董艳丽在英语教学设计中如何整合教材中，主要讲述了英语较教材模块之间的整合以及教材整合的原则;周金妹在教材整合在初中英语教学中的运用中提出，教材英语教学内容、学生学情相整合;林华英在整合英语教材，提高教学实效中，从宏观上提出了教材整合的策略;梁银碧在整合教材给学生轻松英语课堂中提出从学生的角度进行教材的整合。
笔者认为，教材整合不单单是单元模块间的整合，还应该是一学期的教材整合，学年与学年间教材的整合，还应考虑小学、初中、高中教材的衔接性问题，并根据地区间差异进行教材整合。
2教材整合
2.1教材整合概念的提出
在2011年义务教育英语课程标准中提出教材整合的概念，其指出：“教材是实现教学目标的重要材料和手段，教师要善于根据教学的需要，对教材加以适当的取舍和调整。
” 2.2教材整合的必要性
教材整合可以提高学生的学习效率。
兴趣是最好的老师，如果在教学过程中教师只按照教材内容的顺序传授知识不进行相关补充，很可能会导致学生丧失学习兴趣，并影响学生学习的主观能动性。
教师合理地对教材进行调整、扩展 、重新组合，在调动学
生兴趣的前提下，挖掘教材深层次的的内涵，这样会激发学生学习兴趣，并且有效提高学生的学习效率和学习的积极性。
教材整合可以帮助学生形成一套英语学习体系。
在传统教学中，教师注重知识的传授，并不注重学生的创造性思维的发展和逻辑思维能力的培养，如果在教学过程中教师对教材进行整体把握，重难点分明，可能训练学生的逻辑思维能力，并生成由易到难，由简入繁的学习体系。
教材整合有利于激发学生学习的主动性。
我们的教学活动的中心就是学生，学生是学习的主体，以学生的需求、兴趣、爱好进行重组教材并在教学过程中了解学生的需要，学习中困惑点，以此来扩展调整教材可以让学生投入到课堂中来，提高学生学习的主动性，让每个学生都有所收获，使学生得到全面的发展，对英语学习充满激情和活力。
2.3教材整合的主要策略
分析教材，找到本套教材的重难点，列出框架体系。
教师在拿到教材之后首先应根据课程标准对教材进行分析，找出本学期教学的重难点。
如人教版七年级上册英语课本，本册英语教材只涉及浅显的语言知识点，与学生的生活息息相关。
因此，教师在教学过程中要重视学生的学习能力和培养学生逻辑思维能力和学习习惯，此外还应根据学生的真实生活进行教学，培养学生对英语的学习兴趣。
适当的补充或延伸。
我们处于信息网络时代，要善于运用网络资源，对教材资源进行补充和延伸。
例如在必修3 unit1 Festivals in the world ，在本单元导入之前可以在网上查阅世界各地的节日传统，让学生了解更多的西方文化知识，扩大他们的知识层面，达到英语教学的效果。
适当的删减或替换。
对于教材中不太适合的内容，在进行教学设计时要依据学生的认知规律，进行替换和删减。
如果全部照搬教材，学生会产生畏惧或厌倦的情绪，因此教师在备课时应经过严密思考，在不影响基本教学的情况下，替换和删减不符合学生的生活实际的内容。
如在讲授冠词a/an 的用法时，如果只讲授语法必然会很枯燥，因此我们在对教学内容进行整合时，可以对教材。