英语教学法模拟试题及答案
英语教学法试题(附答案)
Section I. Basic Theories and Principles (30 points)Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet.1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?A. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B. Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C. Lexical devices that use the repetition of key words or synonymous words to link sentences together.2. What will a good writer usually do in the pre-writing stage of the writing process?A. Make decisions on the purpose, the audience, the contents, and the outline of the writing.B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?A. Controlled writing.B. Guided writing.C. Free writing.4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?A. Descriptive grammar.B. Prescriptive grammar.C. Traditional grammar.5. When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A. Deductive grammar teaching.B. Inductive grammar teaching.C. Traditional grammar teaching.6. In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?A. Presentation Stage.B. Practice Stage.C. Production Stage.7. How can we help students to memorize a new word more effectively?A. Put the new word in a context, relate it to known words, and use illustrations.B. Pre-teach the new word of a text, pronounce it correctly, and group it.C. Put the new word in a list of unconnected words with illustrations.8. Which of the following techniques can best present the word “pollution”?A. Show or draw a picture.B. Give a definition or an example.C. Demonstrate the meaning by acting or miming.9. Whether two words go together with each other or not is an issue of what?A. Connotation.B. Register.C. Collocation.10. Among the following factors that may affect a lesson plan, which one includes classroom size?A. Human factors.B. Physical conditions.C. Syllabus and testing.11. What are the most important parts of a lesson plan?A. Textbooks and classroom aids.B. Anticipation of problems and flexibility in dealing with them.C. Objectives of the lesson and procedure to achieve them.12. Why do we need to design tasks to supplement the textbook?A. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs of their target students.C. Textbooks only cover a limited amount of language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A. Textbook, exercise book, teacher’s book, and blackboard.B. Interaction between teacher and students.C. Arrangement of desks and chairs.14. What role does a teacher take to create an environment in which learning can take place?A. Instructor.B. Manager.C. Assessor.15. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A. People.B. Environment.C. Organization.Section II: Problem Solving (30 points)First, identify the problem.首先,确定问题所在。
电大英语教学法模拟题
电大英语教学法模拟题Information for the examinees：This examination consists of THREE sections。
They are：Section Ⅰ：Basic Theories and Principles (30 points，20 minutes）Section Ⅱ：Problem Solving (30 points, 50 minutes）Section Ⅲ: Mini—lesson Plan (40 points, 50 minutes）The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours。
You must write all your answers on the Answer Sheet。
注意事项一、将你的准考证号、学生证号、姓名及分校（工作站）名称填写在答题纸的规定栏内.考试结束后,把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
二、仔细阅读题目的说明，并按题目要求答题。
答案一定要写在答题纸的指定位置上,写在试卷上的答案无效.三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效.Section Ⅰ: Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part。
Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan，which of the following is human factor?A。
英语教学法试题及答案
英语教学法试题及答案一、选择题1. What is the importance of using visuals in language teaching?a) They help create a more engaging and memorable learning experience.b) They replace the need for spoken language in the classroom.c) They can be used as a substitute for actual language practice.d) They hinder students' ability to understand concepts.答案: a) They help create a more engaging and memorable learning experience.2. Why is it important to create a learner-centered classroom environment?a) It allows the teacher to have more control over the students.b) It encourages passive learning among students.c) It promotes active participation and critical thinking.d) It reduces students' responsibility for their own learning.答案: c) It promotes active participation and critical thinking.3. Which of the following is an effective way to assess students' speaking skills?a) Multiple-choice tests.b) Memorization of vocabulary lists.c) Group discussions and presentations.d) Filling in the blanks in a sentence.答案: c) Group discussions and presentations.4. What is the significance of integrating listening, speaking, reading, and writing skills in language teaching?a) It increases the workload for both teachers and students.b) It allows students to focus on one skill at a time.c) It reflects real-life language use and promotes holistic learning.d) It hinders students' ability to develop individual skills.答案: c) It reflects real-life language use and promotes holistic learning.5. What is the role of error correction in language teaching?a) To embarrass and criticize students for their mistakes.b) To discourage students from experimenting with the language.c) To provide constructive feedback and foster learning.d) To promote rote memorization of grammar rules.答案: c) To provide constructive feedback and foster learning.二、简答题1. Explain the concept of scaffolding in language teaching.答案: Scaffolding refers to the support and guidance provided by the teacher to help students develop their language skills. It involves breaking down complex tasks into smaller, more manageable steps and gradually removing the support as students gain proficiency. Scaffolding can include providing clear instructions, modeling language use, using visual aids, offering personalized feedback, and encouraging independent thinking and problem-solving.2. Describe the role of technology in modern English language classrooms.答案: Technology plays a significant role in modern English language classrooms. It provides access to authentic materials, interactive learning resources, and digital platforms for communication and collaboration. Technology can enhance language learning through multimedia presentations, online language practice, virtual language exchanges, and self-paced learning modules. It also promotes digital literacy skills, critical thinking, and creativity among students.3. Discuss the advantages and disadvantages of teacher-centered instruction.答案: Teacher-centered instruction refers to a more traditional approach where the teacher has full control over the learning process. Advantages of this approach include the teacher's expert knowledge and guidance, efficient time management, and a structured learning environment. However, it may limit students' active participation and critical thinking, discourage autonomy and creativity, and result in passive learning. Teacher-centered instruction may also overlook individual student needs and preferences.4. How can assessment be used as a tool for both learning and motivation in language teaching?答案: Assessment can be used as a tool for learning and motivation by providing students with feedback on their progress and areas for improvement. It can help students identify their strengths and weaknesses, set learning goals, and track their own development. Effective assessments also promote a growth mindset, where students see mistakes as opportunities for growth rather than failures. Furthermore, assessment can motivate students by recognizing their achievements, fostering a sense of accomplishment, and creating a supportive and competitive learning environment.5. Explain the concept of communicative language teaching (CLT) and its main principles.答案: Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes communication as the primary goal of language learning. The main principles of CLT include using authentic language in meaningful contexts, promoting interactive and collaborative activities, focusing on fluency rather than grammatical accuracy, and integrating all four language skills. CLT encourages real-life language use, develops students' ability to negotiate meaning, and prepares them for effective communication in diverse situations.。
外语教学法自考题模拟36
外语教学法自考题模拟36(总分：100.00，做题时间：90分钟)一、Ⅰ.Multiple Choice(总题数：20，分数：20.00)1.The theory of language underlying the Grammar-Translation Method was derived from ______. （分数：1.00）A.functional linguisticsB.structuralismC.psychological linguisticsparative historical linguistics √解析：[解析] 语法翻译法所依托的语言理论是由历史比较语言学派生出来的。
选项A功能语言学是交际法的语言理论基础。
选项B结构主义是口语法和听说法的语言理论基础。
2.What can be introduced as a means of consolidation and evaluation in the Direct Method? （分数：1.00）A.Fill-in-the-blank.B.Dictation.C.Writing. √D.Reading.解析：[解析] 直接法(Direct Method)的教学目的是培养学生用外语进行交际的能力。
在做了问答、会话、听写等练习后，学生对新学的知识有所了解和熟习。
学生通过口头重述熟习的课文，写出教师口头讲述的故事等写作训练巩固和评估所学的内容。
3.During the World War Ⅱ, Leonard Bloomfield and C. C. Fries applied theories and ideas of behaviourism and structuralism systematically to foreign language teaching and devised a new approach called ______.（分数：1.00）A.the Direct MethodB.the Oral ApproachC.the Audiolingual Method √D.the Cognitive Approach解析：[解析] 20世纪50年代中期，布鲁姆菲尔德(Bloomfield)以行为主义心理学为基础创立了美国结构主义，弗赖斯(Fries)把结构主义的语言理论的原理运用到语言教学中，都为听说法的产生作出了贡献。
英语教学法试题与答案
I. Multiple Choices: (30%)Directions: In this section, you are given 20 questions, beneath each of which are four choices marked A, B,C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point five points is given to each correct choice.1. According to the records available, human beings have been involved in the study of language for ___________ years.A. 1,000B. 1,500C. 2,000D. 2,5002. By the mid-_________ the upheaval（剧变/动荡） in linguistics and psycholinguistics created by Chomsky’s transformational-generative grammar had begun to affect language pedagogy（教学法）.A. 1940sB. 1950sC. 1960sD. 1970s3. The Natural Approach（自然教学法）believes that the teaching of_________（口语教学） should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing4. The generative-transformational school of linguistics emerged through the influence of __________ .A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner5. In foreign language teaching, the target language was interpreted （理解）as a system of rules to be observed in texts and sentences, and to be related to the first language __________ and meaning.A. wordsB. rulesC. sentencesD. context6. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination7. In the Direct Method, teachers encourage learners to _______ rules of grammar through active use of the target language in the classroom.A. applyB. analyzeC. induceD. paraphrase8. _________can be introduced as a means of consolidation and evaluation in the Direct Method.A. ReadingB. ListeningC. SpeakingD. Writing9. The psychological theory underlying the Grammar-Translation Method was _________ Psychology.A. DevelopmentalB. ChildC. FacultyD. Adult10. In the opinion of Palmer and some other linguists of his time,_________ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric11. _________ is NOT one of the systematic principles the Oral Approach involves?A. SelectionB. TranslationC. GradationD. Presentation12. In which book did Skinner apply the theory of conditioning to the way humans acquire language?A. Lado English SeriesB. Toward a Theory of InstructionC. Language Teaching AnalysisD. Verbal Behavior13. According to the behaviorist, a _________ is formed when a correct response to a stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction14. Materials in the Audiolingual Method（听说教学法）are primarily _________.A. instruction-orientedB. student-orientedC. teacher-oriented （教师为中心）D. habit-oriented15. _________ is NOT discussed in the book Foreign Language Teaching Methodology?A. The nature of foreign language teaching methodologyB. The history of foreign language teachingC. Theories of foreign language teaching methodologyD. The history of the English language16. Piaget saw cognitive development as essentially a process of__________ within which genetics and experience interact.A. maturationB. accommodationC. comprehensionD. assimilation17. Georgi Lozanov asserts（声称）that the reason for our inefficiency is that we __________.A. lay too much emphasis on oral performanceB. ignore the needs of learnersC. set up psychological barriers to learningD. give students little room and time to learn18. Krashen believes that acquisition of a language refers to the__________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious19.Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s20. With regard to syllabus design（教学大纲）, the Communicative Approach （交际法）lays special emphasis on _________ .A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ rolesII. Filling Blanks: (20%)Directions: In this section, there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.21. ___Latin__ was a language of communication that people widely studied in the Western world before the 16th century.22. In Malinowski’s opinion, an utterance has no ___meaning__ at all if it is out of the context of situation.23. Behaviorism believes that basic learning processes could be described in terms of stimuli and__response__.24. Some linguists thought that all languages originated from one language and were ruled by a common _grammar__ .25. The combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the __Audiolingual__ Method.26. The formula __ "I + 1" __, advocated by Krashen, means input that contains structures slightly above the learner’s present level.27. In the Direct Method, the target language is used __exclusively__in the language classroom as a means of instruction and communication.28. In a suggestopaedic（提示学习法） course, direct and indirect positive__suggestions__ are made to enhance students’ self-confidence and to convince them that success is attainable（可达到的）.29. Chomsky divides the grammar of a natural language into __core__ grammar and peripheral(次要的) grammar.30. The Direct Method advocates the importance of oral language and believes that language should be learned through direct _association_ of form and meaning.31. The Direct Method believes in the _natural_ process of language learning and in the inductive teaching of grammar.32. The Oral Approach believes in a theory of learning that is based ona type of behaviorist _habit-formation__theory.33. The Cognitive Approach(认知法) lays emphasis on innate organizing principles（天生的/固有的组织原则） in human perception（知觉/感知）and__learning__.34. In a typical Audiolingual lesson the following procedures can be observed: recognition, imitation and repetition, __pattern__ drills（模式训练/句型操练）, and follow-up activities（后续活动）.35. At the level of classroom teaching, the Communicative Approach holds that activities should provide opportunities for learners to __use__ the language.36. The Cognitive Approach holds that learning a language is a process of acquiring __mental___control of the phonological, grammatical and lexical patterns（词汇模式） of a second language, largely through study and analysis of these patterns as a body of knowledge.37. Krashen sees the learner’s emotional state or attitudes as an adjustable ___filter__（过滤器）_ that freely passes or blocks input necessary to acquisition.38. Gattegno anticipates（预见） that using the Silent Way（默教法）would require most teachers to change their perception of their __role__.39. Community Language Learning （交际式语言学习）advises teachers to consider their studen ts as “whole persons”; therefore, the method is sometimes cited as an example of a “__humanistic__ approach”（人文主义教学方法）.40. British linguists of structuralism（构造主义） believed that__elements__ in a language were rule-governed.III. Questions for Long Answers: (50%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned.41. What advantages can be found in the Direct Method? (20%)(1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning.(2) It is an activity method facilitating alertness and participation of the pupils.(3) According to Macnee, "It is the quickest way of getting started". Ina few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning.(4) Due to application of the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt.(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.(6) This method can be usefully employed from the lowest to the highest class.(7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed.42. What are the main features of the Communicative Approach?(30%)1. David Nunan offers five points to characterize the Communicative Approach:①According to the CA, an emphasis on learning to communicate through interaction in the target language. ②The introduction of authentic texts into the learning situation. ③The provision of opportunities for learners to focus, not only on language but also on the learning process itself. ④An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.⑤An attempt to link classroom language learning with language activation outside the classroom.2. The most obvious characteristics of the CA is that almost everything that is done with a Communicative intent. The teacher is concerned with the learners themselves, their feelings and ideas. The classroom activities are learner-centered.3. Students use the language a great deal through communicative activities such as games,role-plays, and problem-solving tasks. In this process, the focus is on meaning, rather than on language form.4. For learners who are studying in a non-English-speaking setting, it is very important to experience real communicative situations in which they learn to express their own views and attitudes, and in which they are taken seriously as people.5. Another characteristic of the teaching / learning process of the CA is the use of authentic materials.6. The degree of learner-centered activity depends, among other things, on the type of material they are working on. Unlike some contemporary methodologies such as Community Language Learning, practitioners of Communicative Approach view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use.7. There are three kinds of materials currently used in the Communicative Approach will be introduced and they are labeled “ text-based”, “task-based”, and “realia”.(1). Text-based materials(2). Task-based materials(3). Realia-------Many proponents of the Communicative Approach have advocated the use of “authentic” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers or graphic and visual sources around which communicative activities can be built.8. Learner-centred activities provide opportunities for learners to focus, not only on language, but also on the learning process itself. This type of activities involve students in doing and making things. This practice agrees with one of the basic assumptions of the Communicative Approach” students will be more motivated to learn a foreign language if they feel they are learning to do something with the language.9. The role of the teacher:① a facilitator of students’ learning; ②a manager of classroom activities;③ an advisor of students’ questions;④ a co-communicator in the communicative activity.10. The teacher’s level of proficiency in the target language and her stamina have some bearing on the effectiveness of a given teaching strategy.11. The teacher has to possess a very high level of language competence, because she is the main source of input, at least in the beginning stage and, especially, in the foreign language context.12. In a Communicative Approach classroom, lessons tend to be less predictable; the teacher has to be ready to what the learners say and not just how they say it, and to interact with them in as “natural” a way as possible; she has to use a wider range of management skills than in the traditional teacher-dominated classroom. 13. The role of the learner: a negotiator; a communicator; a contributor; an independent learner.14. Truly communicative have three features: information gap, choice of form and content and feedback. An information gap exists when one person in the exchange knows something that the other person doesn’t know and he wants to know. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.15. Activities in the Communicative Approach are often carried out by students in small groups.16. Grammatical structure does not require explicit analysis or attention, and by the necessary grammatical structure are automatically provided in the input. 17. Classroom environment in the Communication Approach:①cooperation and empathy;② learner-centred; ③tolerance of errors; ④working in small groups.。
王蔷《英语教学法》模拟题(附答案)
《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题 1 分，共10分）1. Among the four skills, foreign language learners often complain that l is the most2. difficult to acquire.3. We are teaching our students English not only to help them pass exams, but also to4. prepare them to u English in real life.5. In the traditional classroom, very often, too much attention has been paid to linguistic6. k , with little or no attention paid to practising language skills.7. In the process approach to writing, the teacher provides guidance to the students through8. the writing process, and gradually withdraws the guidance so that the students finally9. become i writers.10. If a teacher first asks the students to read a poster, then to have a discussion about the11. poster, and then to make a poster of their own, we can say that this teacher is integrating12. reading, speaking and w skills together.13. One of the general views on language is that language is a s__ of symbols.14. In tr pedagogy, listening and speaking were treated as skills different from what takesplace in reality.15. Introduction to phonetic rules should be avoided at the b stage of teachingpronunciation.16. In meaningful practice the focus is on the production, comprehension or exchange of17. m .18. People have d understanding of how a vocabulary item can be learned and consolidate.二、配对题（共10小题，每小题 2 分，共20分）A 组：19. Realistic goals of teaching A. Using pictures, and using tongue20.pronunciation twisters21. Pronunciation production B. Using synonyms and antonyms, usingpractice word categories, and using word net-work22. Teaching grammar C. Using mime or guestures, and usingkey phrases or key words23. Using prompts for practice D. Deductive teaching and inductiveteaching24. Consolidating vocabulary E. Being smooth and natural, beingunderstandable to the listeners, andhelping to convey the intended meaningB 组：25. A radio news program A. Discovering identical pairs,discovering “secrets ”, anddiscovering differences26. Ethic devotion, professional B. Criterion-referenced,qualities and personal style of a norm-referenced, andteacher individual-referenced27. Functional communicative C. Formal, rehearsed, andactivities non-interactive between the speakerand the listener28. Social interaction activities D. Role-playing through cues andinformation, and large-scalesimulation activities29. Assessment criteria E. Kind, creative, and dynamic三、单项选择题（共15 小题，共50分）30. In teaching reading, if the teacher teaches the background knowledge first so that the31. students can be equipped with such knowledge and will be able to guess meaning from the32. printed page, we believe that this teacher is following ___ in his teaching.33. A. the top-down model B. the bottom-up modelC. the interactive modelD. all of the above34. In English teaching classrooms very often writing is seen as “writing as language35. learning ”, a t n i d s ibelieved to be ___.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing36. To ___, it is advocated that we adopt a communicative approach to writing.37. A. motivate students B. demotivate students38. C. free students from too much work D. keep students buzy39. Which of the following is NOT among the features of process writing?40. A. Help students to understand their own composing process.41. B. Let students discover what they want to say as they write.42. C. Encourage feedback both from both teacher and peers.43. D. Emphasize the form rather than the content.44. According to Willis the conditions for language learning are exposure to a rich but45. comprehensible language put, use of the language to do things, ___ to process and use the46. exposure, and instruction in language.A. chancesB. contextC. motivationD. knowledge47. There are many situations in which we use more than one language skill, so it is valuable48. to integrate the four skills, to ___.A. enhance the students ’communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.49. Integration of the four skills is concerned with realistic communication, the implication of50. which is that we must teach English at the discourse level, that we must ___, and that we51. must adjust the timetable.A. combine pronunciation, vocabulary and grammarB. use mechanical practice and meaningful practiceC. use body language and picturesD. adjust the textbook contents52. All people involved in education, i.e. ___, teachers, parents, and students have some53. reasons to consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician54. As far as school assessmentis concerned, we have teacher ’asssessment,continuous55. assessment, ___, and portfolios.A. students e’lf-asssessmentB.relative ’as s sessment C. informal assessmentD. formal assessment56. Because no textbooks are written for any particular class, it is ___ for teachers to adapt57. materials.A. unnecessaryB. necessaryC. easyD. of no use58. Views on language and ____ both influence theories on how language should be taught.59. A. views on language learning B. views on culture learningC. values of lifeD. styles of life60.According to Wang Qiang, the way a language teacher learned a language will influence61.the way he ____ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge62.One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation63.One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and the productiveskillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class64.According to Wang Qiang, to answer the question “Can the students achieve the goal ofacquiring native-like pronunciation?”we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability四、教案设计（20 分）Suppose you are going to teach the following lessonto Grade One students of ajunior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:WORD格式New words & phrases:cost, cheap, need, oh, paint brush, pay;comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:? Can I help/What would you like?? I ’d like ⋯/Can I have ⋯?? How much is it/are they?? They are cheap/It is cheap.? They cost ⋯/it costs ⋯? So, that comes to ⋯要求：必须用英语写作。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
《中学英语教学法》模拟试题
《中学英语教学法》模拟试题（第一套）一、填空题（答案必须写在“答卷”上。
每空1分，共10分。
）1.One of the general views on language is that l___ is a set of symbols.2.In traditional pedagogy, listening and speaking were treated as skills differentfrom what takes place in r__.3.Introduction to phonetic rules should be a__ at the beginning stage of teachingpronunciation.4.In meaningful p___ the focus is on the production, comprehension or exchange ofmeaning.5.People have different understanding of h__ a vocabulary item can be learned andconsolidate.6.Among the four skills of language, l___ and reading are both receptive skills.7.To help our students pass exams is one of the purposes our English teaching, butanother purpose, which is very important, is to prepare our students to u__ English in real life.8.In the traditional classroom, very often, too much attention has been paid tolinguistic knowledge, with little or no attention paid to practising language s__. 9.In the process approach to writing, the teacher provides guidance to the studentsthrough the writing process, and gradually withdraws the guidance so that the s__ finally become independent writers.10.If a teacher first asks the students to read a poster, then to have a discussion aboutthe poster, and then to make a poster of their own, we can say that this teacher is integrating r__, speaking and writing skills together.二、配对题（答案必须写在“答卷”上。
小学英语教学法试题 (含答案)
小学英语教学法试题一、填空1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。
2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。
3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。
5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。
情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。
6、教学是教师的教和学生的学的统一活动。
就英语教学而言，教学的实质就是一种特殊的认识过程。
英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。
7、学生认识的客体是英语，教师认识的客体是教学规律。
教学双方都为对方提供信息，英语就是为了促进交流。
8、教学的最终任务是培养学习者的交际能力。
9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。
10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。
11、语言教学的内容包括语言知识和语言技能两个方面12、体态语是指说话时的表情、手势、动作等。
13、在教学中写有两方面的含义：一是书写，二是写作。
14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。
15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。
16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果.17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。
18、英语课堂教学的实质是交际。
小学英语教学法试题
小学英语教学法试题一、选择题1、在小学英语教学中，哪种教学方法最常被使用？A.情境教学B.合作学习C.任务型教学D.直接法2、下列哪个选项不是小学英语的教学目标？A.培养学生的语言运用能力B.提升学生的跨文化意识C.提高学生的阅读理解能力D.激发学生的英语学习兴趣3、在小学英语的教学过程中，下列哪个方法最有利于提升学生的口语能力？A.角色扮演B.小组讨论C.个人演讲D.课堂提问二、简答题1、请简述在小学英语教学中，如何有效地利用情境教学的方法？2、请描述一下合作学习法在小学英语教学中的应用方式及其优点。
3、请说明如何通过任务型教学法提升小学生的英语运用能力。
4、请阐述直接法在小学英语教学中的使用方法和优势。
三、论述题请论述一下你对于小学英语教学中，如何合理运用游戏教学法的观点。
需要包括以下内容：1、游戏教学法在小学英语教学中的重要性；2、游戏教学法在实际教学中的具体应用方法；3、游戏教学法的优点和可能存在的问题；4、对游戏教学法在未来小学英语教学中的应用的建议。
以上就是我对小学英语教学法试题的回答，希望对大家有所帮助。
小学英语教学法试题小学英语教学法试题一、选择题1、以下哪个单词不是表示颜色的单词？A. redB. blueC. greenD. yellow正确答案：B. blue解释：在英语中，red表示红色，green表示绿色，yellow表示黄色，而 blue表示蓝色。
因此，B选项不是表示颜色的单词。
2、下列哪个词组不是表示位置的常用表达？A. on the tableB. in the boxC. under the bedD. next to the door正确答案：A. on the table解释：在英语中，on the table表示“在桌子上”，这是一个表示位置的常用表达。
而其他选项 in the box、under the bed、next to the door都是表示位置的常用表达。
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。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
小学英语教法试题及答案
小学英语教法试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应该注重培养学生的哪项能力？A. 阅读能力B. 写作能力C. 听说能力D. 语法分析能力答案：C2. 以下哪种教学方法适合小学生学习英语？A. 直接教学法B. 任务型教学法C. 语法翻译法D. 情景教学法答案：B3. 小学英语课堂上，教师应该使用哪种语言进行教学？A. 全英文B. 全中文C. 中英混合D. 根据学生水平决定答案：A4. 以下哪种活动不适合作为小学英语课堂的热身活动？A. 唱歌B. 听故事C. 做数学题D. 角色扮演答案：C5. 在小学英语教学中，教师应该如何处理学生的发音错误？A. 立即纠正B. 课后纠正C. 忽略不计D. 鼓励学生自我纠正答案：D二、填空题（每题2分，共20分）1. 小学英语教学应该注重培养学生的__________能力。
答案：语言交际2. 教师在课堂上应该使用__________来吸引学生的注意力。
答案：多媒体工具3. 小学英语教学中，__________是提高学生学习兴趣的有效方法。
答案：游戏化教学4. 教师应该鼓励学生在课堂上__________，以提高他们的听说能力。
答案：积极参与5. 小学英语课堂应该创造一个__________的学习环境。
答案：轻松愉快三、简答题（每题10分，共30分）1. 请简述小学英语教学中如何有效地使用故事教学法。
答案：在小学英语教学中，教师可以通过讲述或朗读英文故事来吸引学生的注意力，激发他们的学习兴趣。
故事内容应与学生的实际生活相关，语言要简单易懂。
教师可以在故事结束后提出问题，引导学生进行讨论，以此来提高他们的语言理解和表达能力。
2. 描述一下在小学英语课堂上如何进行有效的小组合作学习。
答案：在小学英语课堂上，教师可以组织学生进行小组合作学习，通过分配不同的角色和任务，让学生在小组内进行互动和讨论。
教师应确保每个学生都有参与的机会，并在小组活动结束后进行总结和反馈，以确保学生能够从合作学习中获得知识和技能。
《英语教学法》模拟试题二
《英语教学法》模拟试题二Achievement Test for “ Teaching English in the Primary School”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the questions.(30 points, 2 points each)( ) 1. Which type of approach can best describe the following learning pattern?Discussion about how to solve certain problemsA.autonomous learningB.interactive learningC.contextualized learningD.task-based learning( ) 2. What assessment are used ?After practicing “past tense”, you can apply it in realsituation That’s , good!A. language performanceB. improvement in strategiesC.progressD.classroom participation( ) 3. In teaching vocabulary, what stage is most suitable for the following activityThe teacher asks students to do information gap.A. presentationB. productionC. practiceD. B & C( ) 4. What learning strategy do the following activity help to train in vocabulary teaching?The teacher creates a situation for students to use the newwords in.A. imageryB. associationC. contextualizationD. translation( ) 5. Which role does the teacher play in the following activities?When the students are doing a group-work task, the teacher joinsone or two groups for a short period of time.A.source of helpB.controllerC.participantD.assessor( ) 6. The activity “skimming to find the main idea”is used at ____ stage.A. pre-readingB. while-readingC. post-readingD. both B & C( ) 7. What strategy do the following activity help to train reading?Locating the specific informationA. skimmingB. scanningC. word-guessingD. inferring( )8. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to bring out their things from theirschoolbags and compare whose are longer, newer, better?A. presentationB. practiceC. applicationD. production( ) 9. What approach do the following activity reflect?Writing is a once-for-all action. The first draft is the last andwriting is often assigned as homework.A.Product-oriented approachB.Content-oriented approachmunication-oriented approachD.Process-oriented approach( ) 10. What items are assessed in the following questions?How well did you work in your group tasks?A. language performanceB.improvement in strategiesC.progressD.classroom participation( ) 11. What is the teacher doing?S: I go to the cinema yesterday.T: You went to the cinema yesterday.A. helping the students to correct her mistakes .B.giving hints that there are some mistakes in her speech.C.encouraging others to correct the mistakes.D.just leaving the mistakes alone.( ) 12. Which reading skill is the teacher using in reading?The teacher asks the students to try to guess information orideas that go beyond the literal meaning of the text.A.inferring or reading between the linesB.recognizing organization of the textC.predictingD.scanning( ) 13. How is the following activity organized?The teacher asks all the students to do completion exercises.A. pair workB.whole-class workC.individualD.group work( ) 14. What instruction does the teacher give in class? Choose from the options what the teacher wants to do.Quiet now, please.A.get the class to stop talking.B.help the student to correct the mistakes.C.change roles in pair work.D. tell the pupils to get into pairs for pair work.( ) 15. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to talk about what the boy isdoing according to the picture..A. practiceB. productionC. warm upD. presentationII: Write “T” for True and “F” for False. (14%)Which of the followings are true of First Language acquisition. Write “T” for True and “F” for False.( ) 1. rich language environment( ) 2. conscious learning of language structures( ) 3. long time of listening before speaking( ) 4. little error correction( ) 5. more focus on form( ) 6. learning for communication( ) 7. more instrumentally motivatedIII: Match (16%)1Match Children’s characteristics with the suggestions for teachers.(4%)Children’s characteristics( )1. Children like to feel secure with achievable learning.( ) 2. Children like to do things with their hand, bodies and minds. ( ) 3. Children are easily distracted. They are less able to regulate and organized themselves.( ) 4. Children are imaginative, creative. They like new things and like participating in activities.Suggestions for teachers:A.Teachers should design tasks which children can be involved in withtheir hands and bodies and minds.B. Teachers should not make tasks too difficult for children to finish.This will help children to have a secure sense to take part inactivity.C. Give children the opportunity to be imaginative and creative, e.g. askchildren to make their own drawings of a monster.D. Teachers need to make different patterns of organization such asgroup work, pair work to let children join the activity. The time for the activity should not be too long.2Matching the Description of a person with. Multiple Intelligence(4%)the description of a person( ) 1. The person would prefer going to a party rather than spending the evening home alone.( ) 2. The person can calculate numbers easily in his mind.( ) 3. The person often uses music and chants in his lesson plans. ( ) 4. The person is good at doing a hands-on work.Multiple IntelligenceA. Bodily/Kinesthetic IntelligenceB. Musical intelligenceC. Logical/Mathematical IntelligenceD. Interpersonal Intelligence3Match the activities preferred by person with the person’s learning styles.the activities preferred by person( ) 1. The person often thinks more before he does things. He needs the time to make decisions.( ) 2. The person likes acting things out best.( ) 3. The person likes to draw, write words down and make littlethings with his hands.( ) 4. The person likes to see cartoon pictures, photos, picture books and nice posters.the person’s learning styles.A. Visual learnerB.Kinesthetic learnerC Reflective learnerD . Tactile learner4Match grammar activity with the features of grammatical practice. (4%) grammar activity( ) 1. multiple choice question( ) 2. interviewing future plans( )3. using the presented structure to answering questions( ) 4. describing one’s childhood using past tensethe features of grammatical practiceA.mechanical practicemunicative activityC.quasi-communicative activityD.interactive activityIV: 名词解释（用中文回答）20% 1．目标需求2．互动教学模式3．教学行为研究4．定标5．学习需求6．横向联想7．演绎式语法教学8．结果定向的写作教学模式9．显性和隐性语法教学10．评估V: Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problemsand solutions). Make sure you give the assumed time for each step.TEXTA.Look, there he is.B.Who?A. Robert, the guy I’ve been telling you about.B. Oh. The guy you’re going out with?A. I wish. The guy I want to go out with.B. Oh, he he’s really handsome. Um, lets go talk to him.A. Oh, OK. I’ll introduce you. I think you’ll really likehim…Hi, Robert.C. Oh, hi.A. Have you met my friend, Jean?B. I’m afraid not.A. Hey, Jean, this is Robert. Robert, this is Jean.C.Nice to meet you, Jean.B. Nice to meet you . Robert.Please design a 10-minute communicative speaking activityaccording to the material given.In this speaking activity, you can ask the students to learn how to make introduction.1. Objectives (2%)。
《(小学)英语教学法》模拟试题(2)
《（小学）英语教学法》模拟试题Achievement Test for 'Teaching English in the Primary Schoo”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B,C and D. Read the choices carefully and choose the one which can best an swer the questio ns. (30 points, 2 points each)1.What learning strategy does the following activity to train? Put the words in the releva nt colu mns.C. Associati onD. Imagery2.Which of the following can train listening?A.Sequencing the pictures.B.Writing captions for pictures.C.TPRD.Matching titles with different paragraphs.3.Which of the following activities invoIves writing?beling pictures.B.Matching pictures with labels.C.Dramatization.D.Role play.4.How do children learn their first language?A.By imitations.B.By being corrected by parents.C.By learning Ianguage rules.D.By acting and performing.5.What'the teacher doing by say ing Now you are going to do this in pairs”A.Checking understanding.B.Givi ng prompt.C.Setting tasks.D.Getting feedback.6.Which of the following activities can be best done with pair work?rmation gap.B.Guessing games.C.Watching videos.D.Role-play.7.Which of the following helps assess Ianguage performances?A.Asking students to reflect on what activities attract them most.B.Asking students about their attitudes towards a certain game.C.Asking students to draw pictures according to description.D.Ask ing the stude nts to do a quiz at the end of the less on.8.Which of the following is suitable for speaking?A.TPR actio ns.B.Recognizing picturesrmation gapD.Matching pictures with descriptions.9.In which of the following activities does the teacher play the role of prompter?A.Give suggestions during an activity.B.Read out the new words to the students.C.Take part in the pupils 'conversation.D.Encourage students to go on with their talk.10.Which of the following belongs to projects?A.Guess ing what some one is eati ng.B.Creating a poster.C.Listening and identifyingrmation gap.11.What kind of classroom arrangement is most suitable for the following activities? The teacher asks thepupils to discuss what they are going to do at the weeke nd.A.Pair work.B.Group workC.Whole-class workD.In dividual work12.What is the teaching doing in the following part of instruction?T: All right. I thi nk it is the time.A: In troduc ing the activity.B.Givi ng a start.C.Check ing un dersta nding.D.Con clud ing an activity.13.What is the teacher doing in terms of error correction?S: I seed a very good film on TV yesterday.T: You SAW a very good film yesterday?A.Helping correct the mistake.B.Giving a hint that the student has used the wrong tense.C.Asking the student to correct the mistake himself.D.Asking the student whether he really saw the film.14.What does childrensshort attention span imply for classroom instruction?A.We should not make any activity too long.B.We should not waste time explaining complicated Ianguage rules.C.We should provide good models for children to imitate.D.We should select those topics releva nt to studentexperie nee. 15. Which type of approach can best describe the followi ng lear ning patter n? Lang uage is lear ned in a con text created with sketches, games or multi-media tech niq uesA. autonomous learningB. in teractive lear ningC. contextualized learningD. task-based learningII: Write T” for True and F” for False. (14%)Which of the follow ings are First la nguage acquisiti on.Write T ” for True and F” for False.()1. systematic study ()2. free lear ning en vir onment ()3. try and error ()4. formal in structi on ()5. mecha ni cal practice ()6. care-taker talk ()7. sile nt liste ning ( )8. mini mal pair practiceIII: Matching (16%)1. Match the learning styles on the left which the type of activities on the right. (4%)1) Group lear ners2) Reflective learners3) In dividual lear ners4) Tactile learners 2. Match the type of in tellige nee on the left with the suitable activities on the right. (4%)1) Interpersonal intelligence2) Musical in tellige nce3) Naturalistic in tellige nce4) Spatial in tellige nce 3. Match the items of phon etics on the left with the realizati ons on the right. (4 %) 1) Articulatio nVV 2) Inton ati on3) Liais on4) Loss of explosi onB. She sells seashells by the seashore.C. I want to do a good deed.D. Do you speak / En glish? 4. Match the type of vocabulary lear ning strategies on the left with the activities that help to train them on the right.(4 %)1) Collocati onA. Ask the students to find the words from the dialogue and guess their meanin gs.2) Con text B. Ask the stude nts to liste n to a record and read after it.A. Discussi onB. Maki ng judgme ntsC. Copy ingD. Doing han dcraftsA. Active imag in ati onB. Rhythmic patter nsC. Sensing othes "motivesD. Photograph ingA. Not at all3)Group ing C. Ask the stude nts to put the words in the right category.4)Imitati on D. Ask the stude nts to match the prepositi ons with the nouns.IV:名词解释(用中文回答)20% (共10题，这里只选了3题) 1 •行为主义理论2.互动教学模式3.反思性教学V: Activity designing (20%)Directi ons: In this part, you are to desig n 1 10-mi nute com muni cative speak ing activity according to the material given. The activity should be based on the material, practicing possessive pronouns. Make sure you include all the items of an activity according to the table give n (objective, orga ni zati on type, procedure, assumed time, predicted problems and soluti on s). Make sure you give the assumed time for each step.(试卷上是四幅卡通画，无法打上去)《（小学）英语教学法》模拟试题答案及评分标准I: Choose the best answer 30%本题为单选题，共15个小题，30分，每题2分1.A2.C3. A4. A5. CII: Write “T ”for True and “F ”for False. (14%)1. F2. T3. T4. F5. F6. T7.TIII: Matching (16%)本题为匹配题，共 4 个小题， 16 分，每题 4 分， 匹配对一项得 1 分 1． 1)— 2)---B 3) ---C 4) ---D2. 1)—C 2)---B 3)---D4) ---A 3.1)---B 2)---D 3)---A 4)---C 4. 1)---D 2)---A 3---C 4)---BIV: 名词解释(用中文回答) 20%4． 行为主义理论行为主义理论以“刺激 — 反应”为基础，以语言学家 Bloomfield 和心理学家斯金纳 (B.F.Ski nner)为代表。
《英语教学法》模拟试题1及答案
C. Auditory learners.
D. Visual learners.
3. What type of intelligence is cooperative learning best suited for?
A. Interpersonal intelligence.
2) Match and logical B. Sketching
thinking
3) Spatial intelligence C. Verbalizing
4) Bodily/Kinesthetic D. Conceptualizing
H cavy Day
Nice Baby
Close Building
Light Rain
inteligence
3. Match the activities on the left with the language focus on the right. (4 points)
1) Grouping words together A. Reading
6. Which of the following is a communication game?
A. Bin
C. Rearranging and describing.
D. Cross-word puzzle.
7. Which of the following can help train speaking?
B. Intrapersonal intelligence.
C. Logical intelligence.
D. Linguistic intelligence.
小学英语教材教法试题
小学英语教材教法测试题（一）一、填空（20%）1、Language learning process is a ___________process. Therefore ___________and_________________with the language in communication are very important factors for language development.2、Imitation and repetition are the main ways for children acquire their mother tongueexcept these please give another two ways______________ and _______________-.3、TPR is the abbreviation（缩写）of _____________________.4、Howard Gardener has proposed the theory of _________________.5、内省智能_____________ 音乐智能_____________ 人际交往智能____________-6、In some occasions ,meaning can be understood with ________language. such as when we praise the children : “you did a very good job!” you can only say “good” with your thumb raised.7、When we teach children English ,maybe the students will not understand your instructions. the best way we can use __________language and ___________、facial expressions and so on.8、A good primary English teacher need to develop competence in at least three areas: the English language, the __________of children and the __________and ___________for teaching children.9、We can change seating _____________ once in a while that could add some ___________in the classroom.10、As a qualified English teacher, first you should have good__________ and ___________.二、判断（20%）11( ) It is necessary to establish a classroom routine from the beginning.12( )The target language should be used as much as possible even with beginners.13( ) In language teaching classroom ,the primary concern is to let the students sit well and listen to teacher carefully.14( ) Good language learner is that he should look up every word that he doesn’t know.15( ) We should treat children as human being.16( ) On the whole, men are better at language.17( ) Children pay more attention to form while adults pay more attention to meaning.18 ( )If we take humanistic education we could solve all the problems in teaching.19( ) children have a clear purpose for learning.20( ) children can acquire their mother tongue by watching TV and listening to stories.三、简述题（30%）21 分析并阐述母语习得和第二语言学得的差异的主要因素。
《英语教学法》题库及答案
《英语教学法》题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching”.１． To learn a language means to learn these structural items so as to be able to understand and produce language.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.２． Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.３． According to cognitive theory, .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give stimulus４． By audio-lingua method, students should always .Ａ． be allowed to create their own sentences based on their understanding of certain rules Ｂ． be trained to form good habits in learningＣ． relate their rules learned to their uses in real lifeＤ． be able to communicate with others in practice５． Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.Ａ． This is the interactional view of language.Ｂ． This is the functional view of language.Ｃ． This view of language has no basis of theory.Ｄ． The view may be out of date in language teaching.６． What is the main idea of Communicative Approach?Ａ． To teach language in a global and meaningful way.Ｂ． To teach language in a communicative method.Ｃ． To teach language in training of habits.Ｄ． To teach language by asking students to repeat and memorize forms.７． What is a good language teacher?Ａ． A person who has a good command of English.Ｂ． A person who is armed with a specific range of skills and strategies.Ｃ． A person who has ethic devotion, desirable personal styles and professional qualities.Ｄ． A person who has professional competence.８． To attain the professional competence, a teacher should have training, learning, practice and .Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection９．According to Hymes, in a successful language communication, one’s utterance should be Ａ． reliable and clear Ｂ． possible and feasibleＣ． appropriate and authentic Ｄ． possible, feasible, appropriate and really used１０． Learning a language means being able to do things with it in some sense..Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language１１． Behaviorist view of language holds .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give answers１２． A teacher should have training, learning, practice and to attain the professional competence,.Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection１３． Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.Ａ． This is the view of communicative approach about competenceＢ． This involves the function/notion methodＣ． This is the view of behaviorism in language teaching.Ｄ． Not sure.１４． We train students to learn a language just as we train animals to do things.Ａ． This can be classified into functional grammar.Ｂ． The typical behaviorist view of language learning.Ｃ． The view is taken by those who hold grammar-translation method.Ｄ． None in history had the view of language learning.１５． According to Chomsky, language is not a form of behavior; it is an intricate rule based system.Ａ． It is still a behaviorist view.Ｂ． It is functional view of language.Ｃ． It is audio lingua method.Ｄ． It is the mentalist view.１６． Mistakes should immediately corrected and correct utterances should be immediately praised.Ａ． Audio-lingual methodＢ． Communicative approachＣ． Mentalist viewＤ． Silent way１７． Language is a system of structurally related elements for the coding of meaning.Ａ． Structural view.Ｂ． Mentalist view.Ｃ． Meaningful way of learningＤ． Natural approach１８． We all set up our own perspective of the world, through individual experiences and schema.Ａ． Mentalist oneＢ． Not based on any theoryＣ． Typical constructivist view of learningＤ． Functional one１９． Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.Ａ． Audio-lingual oneＢ． Constructivist viewＣ． Behaviorist oneＤ． Cognitive view of language２０． Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.Ａ． Behaviorist view of learningＢ． ConstructivismＣ． Cognitive viewＤ． Not sure２１．Listening activities always test the students’ memory rather than other abilities.Ａ．The test is the typical one practiced by communicative approach.Ｂ．This kind of view is actually the way of functional method.Ｃ．Any traditional teaching way will do in this way.Ｄ．Memory training is of course the cognitive approach.２２． The communicative activities in classroom should be the one with__________.Ａ．teacher interventionＢ．materials under controlＣ．simple language and no variantsＤ．content on focus not forms２３． Process-oriented theories are concerned with__________.Ａ．how materials are organized togetherＢ．how hypothesis is testedＣ．how the mind processes new informationＤ．how learners receive input２４．Condition-oriented theories emphasize __________.Ａ．the human and physical context in learningＢ．the nature of habit formationＣ．the making of inferenceＤ．the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick(∨ ) in bracket, otherwise, mark a cross(×).２５． Student A uses a questionnaire to interview his partner, student B, and makes notes. ( ) ２６． As two students are talking about their experience, the teacher asks other students to take down their information. ( )２７．. Listening to tapes with headphones and then answering listening comprehension questions. ( ) ２８． When reading in a foreign language, students are asked to mentally translate everything in order to understand. ( )２９．“Write a composition with a title of ‘A Day on the Factory’ in classroom” ( )３０． Information-gap activities in spoken lesson. ( )３１． Use English-English dictionary to understand the meaning of vocabulary. ( )３２． The teacher writes a set of words on the blackb oard and asks the students to find the “odd man out”. ( )３３． Ask students to read phonetic transcripts of words. ( )３４． Make students in groups to say out grammatical rules. ( )３５． Teachers help learners in any way that motivates them to work with the language. ( )３６． The target language system will be learned best through the process of struggling to repeat and practice rote learning. ( )３７． Pattern drills are practiced peripherally. ( )３８． Ask students to use authentic and natural language. ( )３９． In any teaching class, teachers ingrate the four skills. ( )４０． In teaching we should always prevent students from making errors. ( )４１． The linguistic competence is the desired goal in teaching. ( )４２． Communicative activities come after a long process of rigid drills and exercises. ( )４３． Teachers practice bottom-up mode activity and start from a linear process in reading.( ) ４４． To use transition device so that visualization is realized in reading. ( )４５． Working in lockstep, the teacher expresses clearly and as much as possible. ( )４６．To use substitution drills and prompts in grammar teaching. ( )４７． An activity in classroom for students to practice language, which involves no definiteor correct answers in the task. ( )４８． Ask students to bridge their information gap in speaking.( )Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation. Please choose the ones you think them correct and in accordance with what we have learnt andput a tick( ∨ ) after them．４９． The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them. ( )５０． A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other’s ideas. ( )５１． The teaching activities must be designed to be done by the individual students rather than all of them, and the activities should also involve the teacher correcting or evaluating how the student do these activities. ( )５２． A teacher is a resource-provider. ( )５３．It is not the teachers’ work to choose topics and tasks so as to activate students in teaching. ( )５４． Teachers need not have extra materials prepared to cope with slower/faster-working students. ( )５５． Different approaches stipulate different teacher roles, but there are some common roles that teachers play. ( )５６． Teachers can do nothing to increase and maintain the motivation of students by the typesof tasks. ( )５７． Teaching listening should focus on the result of listening rather than the process of listening. ( )５８． The trick to working with drills is to work on individual sounds for more than few minutes a time. ( )５９． Ask students to make a list of optimal solutions to the problem addressed. ( )６０． We should require the students to acquire native-like pronunciation. ( )６１． Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom. ( )６２． The first step of lesson planning will already have been performed for you: choosing what to teach.６３． A teacher can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time. ( )６４． A normal class should be in such a way in which students can raise questions and challenges to teachers. ( )６５． Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ( )６６． In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks. ( )６７． The introduction of authentic texts into the learning situation. ( )６８． Functional grammar holds that a language will play three functions, the idea of which can be used in teaching of language skills.( )６９． Take care of trivial details in reading and listening so that students may have a full understanding of the text. ( )７０． In writing, teachers help students recognize their own composing process.( )７１． We design speaking tasks that do allow outspoken students to dominate discussion. ( )７２． We in teaching clarify fixed rules and standards, and are consistent in applying them.( ) Part IV Teaching of Language and Language Skills第 6 页共21 页Part V Teaching PlanningDirections: In this part of the test, you are to give a ‘Teaching Plan’ according to the material (a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wingsor parachutes so that the wind can carry them easily. The second is by birds and animals.Some seeds, like the seeds of burdock stick to the fur of animals, and drop off as the animalsmove about. Birds carry others, such as berries. The third way is by the plant itself. Theplant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds.The last is by water. The seeds float on the water either because they are very light, orbecause they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2．)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I’m so glad to see you. I’ve got a severe pa in in my left side”. The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month”. Then, he went away, leaving the man standing in the street with his tongue hanging out…and a large crowd of people laughing at him.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text３．)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I’ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It’s black and made of leather---one of those flat sided ones. Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we’ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I’ll see w hat I can do.Monty: Thanks a lot. Bye.……………………………………………Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesC)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your comment or evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2. Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or they are behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1. Day to day language use involves activities such as offering, suggesting, advising and apologizing.Learners learn a language in order to be able to do things with it.2. Language is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. We learn these items so as to be able to understand and produce language.3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4. In the whole process of language learning, stimulus-response can form very good habits which arethe basis for good language training.5. When we learn language, we should always think and ask questions about not only how but also why.6. Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7. We should learn language in the way that is used in the real world and therefore we frequentlybridge the gap between the use of language in real life and the teaching or learning pedagogy in classroom.8. When learning language, we should know not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation.9. Language is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beings put all the items together to understand language and produce language.10. Language is seen as a linguistic system and a means for doing things. To complete these, learnersneed to know how to combine the grammatical rules and the vocabulary to express notion.11. Learners have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1. ( discovering differences )2. ( pooling information to solve a problem )3. ( simulation activity )4. ( identifying pictures )5. ( work in pairs )6. ( role playing )Part III Teaching PrinciplesDirections: In this part of the test,Wallace’s ‘reflective model’ is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, oth ers’ knowledge, others’ experience, response and stimuli, language training, stage, goal, etc.11. The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them. ( )Advantages/disadvantages:12. To inspire students’ productive thoughts in group discussion by means of brainstorming topicsand ideas. ( )Advantages/disadvantages:13. The teacher carefully designs activities for the individual students to complete the tasks andevaluates the whole process. ( )Advantages/disadvantages:14. To vary teaching techniques and train students learning strategy in class. ( )Advantages/disadvantages:15. Extra materials are prepared to cope with slower/faster-working students. ( )Advantages/disadvantages:Part IV Teacher’s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in the language classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant( ) 1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.( ) 2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without…”and points to the button on his won shirt of jacket.( ) 3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.( ) 5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant( ) 6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.( ) 7. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper”.( ) 8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and…?D: I also collect coins.( ) 10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.Part V Teaching Planning ( 20%)Directions: In th is part of the test, you are to give a ‘Teaching Plan’ according to the material(a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moon was behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark,silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tallman stood in front of me. His hair was while and he was dressed in black from head to foot. Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be anno yed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺III。
2023年自考专业(英语)《外语教学法》考试全真模拟易错、难点精编⑴(答案参考)试卷号：7
2023年自考专业(英语)《外语教学法》考试全真模拟易错、难点精编⑴（答案参考）（图片大小可自由调整）一.全考点综合测验(共50题)1.【单选题】Before the 16th century, Latin was taught and learned for____________.A.reading literature in LatinB.spoken and written communicationC.mastering grammarD.learning fine arts正确答案：B2.【单选题】The ultimate goal of learning a foreign language in a Grammar-Translation classroom is to enable the students to ______ its literature.A. translate and writeB.readC.read and writeD.read and translate正确答案：D3.【单选题】In our department, every student _________ after-school activities.A. go in forB.goes in forC.take partD.takes part正确答案：B4.【单选题】Overemphasis on translation will usually make the learner________the first language in the learning of the second language.A. independent ofB.dependent ofC.independent fromD.dependent on正确答案：D5.【单选题】The newspaper will have to close down if it cannot increase its ________ considerably.A.distributionB.contributionC.prescriptionD.circulation正确答案：D本题解析：circulation ：(书报杂志的)销售量，发行额，销路。
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《英语教学法》模拟试题1及答案1. Which of the following is true of second language learningA. Natural language exposure.B. Informal learning context.C. Structured input.D. Little error correction.2. What type of learners can benefit most from real object instructionA. Individual learners.{[5. Tactile learners.C. Auditory learners.D. Visual learners.3. What type of intelligence is cooperative learning best suited forA. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.?4. What does the following practise* Peer and I v. vent to the cinema yesterday.Peter and * I went to the cinema yesterday.Peer and I zoent to the * cinema yesterday.Peer and I zoent to the cinema * yesterday.A. Stress.B. Articulation.C. Liaison.》D. Intonation.5. What learning strategy can the following help to trainMatch the adjectives on the left with the nouns on the right.H cavy DayNice BabyClose BuildingLight RainTall Friend$Cute SmokerA. Grouping.B. Collocation.C. Imitation.D. Imagery.6. Which of the following is a communication gameA. Bingo.B. Word chain.…C. Rearranging and describing.D. Cross-word puzzle.7. Which of the following can help train speakingA. Listen and follow instructions.B. Simon says.C. Pairs finding.D. Match captions with pictures.8. Which of the following activities is most appealing to children"s characteristics…A. Cross-word puzzle.B. Formal grammar instruction.C. Reciting texts.D. Role-play.9. What"s the teacher doing by saying" Who wants to have a try"A. Controlling discipline.B. Giving prompt.C, Eva[uating students" work.|D. Directing students~ attention to the lesson.10. Which of the following activities is the most suitable for group workA. Guessing game.B. Story telling.C. Information-gap.D. Drama performance.1 i. Which of the following belongs to learning outcomesA. Role-plays,~B, Sequencing pictures.C. Surveys.D. Worksheets.12. Which of the following best describes first language acquisitionA. Care-taker talk.B. Minimal pair practice.C. Selected input.D. Timely error correction.（13. Which of the following seating arrangements is most suitable fora whole classdiscussion14. What is the teacher doing in terms of error correction"S: I go to the theatre last night."T: You GO to the theatre last nightA. Correcting"the student"s mistake.】B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the Student whether he really went to the theatre.15. Which of the following questions can be used in thequestionnaire for assessingparticipationA. Did you get all the questions right in today"s classB. Did you finish the task on timeC. Can you use the strategies we have learned today《D. What did you do in your group work todayII. Matching (20%)1. Match the learning styles on the left with the type of activitieson the right. (4 points)1) Visual learners A. Handwork2) Kinesthetic learners B. Picture talking3) Auditory learners C. Play acting4) Tactile learners D. Song and musiclistening2. Match the types of intelligence on the left with the form of learning on the right. (4 points)\1) Linguistic intelligence A. Doing hands-onactivities2) Match and logical B. Sketchingthinking3) Spatial intelligence C. Verbalizing4) Bodily/Kinesthetic D. Conceptualizinginteligence3. Match the activities on the left with the language focus on the right. (4 points)1) Grouping words together A. Reading}2) Minimal pair practice B. Vocabulary learning strategy3) Labeling pictures C. Pronunciation4) Sequencing the events D. Writingaccording to the story4. What is the teacher doing (4 points)1) Now, you can begin. A. Checking understanding2) All right, I think it is time. B. Ending the activity3) Can you two show us how to work C. Demonstrating the operation）4) We are going to do two D. Giving the startthings today. Tom, canyou tell us what they are5. Match the activities with the relevant classroom arrangement. (4, points)1) Speaking chains A. Whole class work2) Role play of a dialogue B. Individual work3) Guessing the object C. Pair work4) Sentence completion D. Group work;Ⅲ. Multiple choice questions (10 %)Directions: In this part, you are given five questions which are followed by 4 choicesmarked A, B, C and D. Read the choices carefully and choose the suitable answer(s) to thequestion. You may have more than one answer to each question. (10 points, 2 points each)1. Which of the following roles do the primary school teachers playA. A prompter.B. A participant.C. An assessor.…D. A controller.2. Which of the following features are true of children in learning a languageA. Children can not concentrate for very long.B. Children learn EngliSh because they think it interesting.C. Children are not good at planning and monitoring.D. Children are good at understanding concrete things.3. Which of the following belong to formative assessmentA. Learner portfolio.,B. Test results.C. Classroom observation.D. Student diaries.4. Which statement of Chinese and English phonetic systems are rightA. English has as many as 24 vowels, while Chinese has none.B. English has a lot of combined consonants, while Chinese has none.C. Stress can change the meaning of a word in English, and tone can also change themeaning in Chinese.：D. English words often have more than one syllable, while Chinese characters usuallyhave only one syllable.5. If the class is noisy, which of the following should you choose to settle the classA. Ask the whole class to copy a list of food words onto a piece of paper from the board.B. Ask the pupils to listen and write down the number of pictures you stick on theblackboard.C. Ask the children to take out their cards and do paired practice.D. Ask children to prepare the dialogue to get ready to act.`IV: Short Answer Questions (20 %)Directions: In this part there are four questions about English Teaching Methodology.Write down your answers in brief. You will be assessed in the points you present and theway you present them. (20 points, 5 points each)1. Why is it necessary to use L1 in foreign language instruction Give at least two reasons.2. What are the relationship and differences between testing and assessment3. What does the following support, formative assessment or summative assessment Why4. What might be the reason if your students misbehave in class Mention at least 3 reasons.Directions:In this part, you are to design a l0--minute speaking activity according to the materialgiven. The activity should involve tile function of ordering and the relevant structures. Make?sure you include all the items of an activity according to the table given (objective,organization type, procedure, assumed time, predicted problems and solutions）. Make sureyou give the assumed time for each step.参考答案*Ⅳ． Short answer questions本题为简答题，共4题，每题5分，共20分。