英语专业英语教学法试题打印版
(完整版)英语专业英语教学法试题打印版
英语专业英语教学法试题注意事项I．Choose the best answer （30%）1．Which of the following is true of second language learning? A．Natural language exposure.B．Informal learning context.C．Structured input.D．Little error correction.2．What type of learners can benefit most from real object instruction? A．Individual learners.B．Tactile learners.C．Auditory learners.D．Visual learners.3．What type of intelligence is cooperative learning best suited for? A．Interpersonal intelligence.B．Intrapersonal intelligence.C．Logical intelligence.D．Linguistic intelligence.4．What does the following practise?※Peer and I went to the cinema yesterday．Peter and ※I went to the cinema yesterday．Peer and I went to the ※cinema yesterday．Peer and I went to the cinema ※yesterday．A．Stress. B．Articulation.C．Liaison.D．Intonation.5．What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right．A．Grouping.B．Collocation.C．Imitation.D．Imagery.6．Which of the following is a communication game? A．Bingo.B．Word chain.C．Rearranging and describing.D．Cross-word puzzle.7．Which of the following can help train speaking? A．Listen and follow instructions.B．Simon says.C．Pairs finding.D．Match captions with pictures.8．Which of the following activities is most appealing to children’s characteristics? A．Cross-word puzzle.B．Formal grammar instruction.C．Reciting texts.D．Role-play.9．What’s the teacher doing by saying “Who wants to have a try?”? A．Controlling discipline.B．Giving prompt.C．Evaluating students’work.D．Directing students’attention to the lesson.10．Which of the following activities is the most suitable for group work? A．Guessing game.B．Story telling.C．Information-gap.D．Drama performance.11．Which of the following belongs to learning outcomes?A．Role-plays.B．Sequencing pictures.C．Surveys.D．Worksheets.12．Which of the following best describes first language acquisition?A．Care-taker talk.B．Minimal pair practice.C．Selected input.D．Timely error correction.13．Which of the following seating arrangements is most suitable for a whole class discussion?14．What is the teacher doing in terms of error correction?“S: I go to the theatre last night．”T: You GO to the theatre last night?A．Correcting the student’s mistake.B．Hinting that there is a mistake.C．Encouraging peer correction.D．Asking the student whether he really went to the theatre．15．Which of the following questions can be used in the questionnaire for assessing participation?A．Did you get all the questions right in today’s class?B．Did you finish the task on time?C．Can you use the strategies we have learned today?D．What did you do in your group work today?II．Matching （20%）1．Match the learning styles on the left with the type of activities on the right．（4 points）1）Visual learners A．Handwork2）Kinesthetic learners B．Picture talking3）Auditory learners C．Play acting4）Tactile learners D．Song and music listening2．Match the types of intelligence on the left with the form of learning on the right．（4 points）1）Linguistic intelligence A．Doing hands-on activities2）Match and logical thinking B．Sketching3）Spatial intelligence C．Verbalizing4）Bodily/Kinesthetic inteligence D．Conceptualizing3．Match the activities on the left with the language focus on the right．（4 points）1）Grouping words together A．Reading2）Minimal pair practice B．Vocabulary learning strategy 3）Labeling pictures C．Pronunciation4）Sequencing the events according to the story D．Writing4．What is the teacher doing? （4 points）1）Now, you can begin. A．Checking understanding2）All right, I think it is time. B．Ending the activity3）Can you two show us how to work? C．Demonstrating the operation 4）We are going to do two D．Giving the startthings today. Tom, canyou tell us what they are?5．Match the activities with the relevant classroom arrangement．（4 points）1）Speaking chains A．Whole class work2）Role play of a dialogue B．Individual work3）Guessing the object C．Pair work4）Sentence completion D．Group workⅢ．Multiple choice questions （10%）Directions: In this part, you are given five questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the suitable answer（s）to the question．You may have more than one answer to each question．（10 points, 2 points each）1．Which of the following roles do the primary school teachers play?A．A prompter.B．A participant.C．An assessor.D．A controller.2．Which of the following features are true of children in learning a language?A．Children can not concentrate for very long．B．Children learn English because they think it interesting．C．Children are not good at planning and monitoring．D．Children are good at understanding concrete things．3．Which of the following belong to formative assessment?A．Learner portfolio.B．Test results.C．Classroom observation.D．Student diaries.4．Which statement of Chinese and English phonetic systems are right?A．English has as many as 24 vowels, while Chinese has none．B．English has a lot of combined consonants, while Chinese has none．C．Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese．D．English words often have more than one syllable, while Chinese characters usually have only one syllable．5．If the class is noisy, which of the following should you choose to settle the class?A．Ask the whole class to copy a list of food words onto a piece of paper from the board.B．Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C．Ask the children to take out their cards and do paired practice.D．Ask children to prepare the dialogue to get ready to act.Ⅳ．Short Answer Questions （20%）Directions: In this part there are four questions about English Teaching Methodology．Write down your answers in brief．You will be assessed in the points you present and the way you present them．（20 points, 5 points each）1．Why is it necessary to use L1 in foreign language instruction? Give at least two reasons．2．What are the relationship and differences between testing and assessment?3．What does the following support, formative assessment or summative assessment? Why or why not?4．What might be the reason if your students misbehave in class? Mention at least 3reasons．V．Activity designing （20%）Directions: In this part, you are to design a 10－minute speaking activity according to the material given．The activity should involve the function of ordering and the relevant structures．Make sure you include all the items of an activity according to the table given （objective, organization type, procedure, assumed time, predicted problems and solutions）．Make sure you give the assumed time for each step．英语专业英语教学法试题答案及评分标准（供参考）本题为单选题，共15个小题，30分，每题2分。
英语教学法教程试卷（共4篇）
英语教学法教程试卷（共4篇）第1篇：英语教学法教程试题库英语教学法教程试题库Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question.1.Much of human behavior is influenced by their__________ A.experiencesB.wisdomC.knowledgeD.parents 2.What is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom?A.teaching attitudeB.definitions of languageC.structural view of languageD.functional view 3.What does the structural view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 4.What does the functional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 5.What does the interactional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things6.Which of the following teaching method is based on the behaviorist theory? B A.Grammar translationB.Audio-lingualC.Task-based teaching and learningmunicative teaching 7.What are the characteristics of audio-lingual method? nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, profeional qualities and personal styles B.Ethic devotion, profeional qualities and individual freedom C.Individual freedom, profeional qualities and personal styles D.Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experi ences as a teacher D.All of the above 10.What qualities are considered good qualities of a good teacher? D A.Kind, humorous, well informed B.Hard working, disciplined C.Well prepared, dynamic and patient D.All of the above Part 2 Answer the following questions.1.A good teacher should poe many good qualities.List three qualities you think are the most important and explain reasons.Unit 2 1.What is the ultimate goal of foreign language teaching? A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standardEnglish.2.What is the poible solution to bridge the gap between claroom language teaching and real-life language use? A.Task-based teaching and learning municative language teaching C.Presentation, practice and production D.Engage---study---activate 3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning 4.What is pragmatic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 5.What is discourse competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 6.What is strategic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 7.What is fluency competence concerned with? A.Appropriate use of the language in social context B.Ability to link units of speech together with facility and without strain or inappropriate slowne or undue hesitationC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching? munication principle, task principle and meaningful principle munication principle, accuracy principle and meaningful principle munication principle, fluency principle and meaningful principle munication principle, task principle and purpose principle 9.What are the listening and speaking activities in traditional pedagogy? A.Listen to texts either read by the teacher or pre-recorded on the tape;repeat what is heard.B.Answer the questions according to what is heard;produce responses based on given clues C.Retell what is heard D.All of the above 10.What are the five components of communicative competence? A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluency B.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy C.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluency D.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy Part 2 answer the following questions 1.What are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a leon plan? A.Aims to be achieved B.Materials to be covered C.Activities to be organized D.All of theabove 2.What are the principles for good leon planning? A.Aim, variety, flexibility, learnability and linkage B.Aim, preparation flexibility and linkage C.Aim, micro-planning, macro-planning and flexibility D.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a leon plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents? A.Structures, vocabulary, functions and topics B.Pictures, vocabulary, communication and topics C.PPT, structures, aims and summary D.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages? A.Presentation, practice and production B.Pre-reading, while-reading and post-reading C.Mechanical practice and meaningful practice D.Both A and B 4.What is the function of optional activities? A.Backups in case the leon goes too fast and there are a few minutes left.B.Prepared for good students C.Prepared for bad students ed for emergency5.Which part is to be finished after a leon in a leon plan?A.Teaching aidsB.End of a leon summaryC.Optional activities and aignmentsD.After leon reflection Part 2 answer the following questions 1.What benefits can language teachers get from planning a leon? 2.Explain five principles for good leon planning in detail.3.What does macro planning involve? 4.What are components of a leon plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the poible roles of a teacher? A.Controller, aeoranizer, prompterC.Participant, resource-providerD.All of the above 2.What role does a teacher play in the following activity? The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.Controller B.Aeor anizer D.Prompter 3.What role does a teacher play in the following activity? T: do you have any hobbies? S: yes, I like singing and dancing.T: Uhm, and...? S: I also collect coins.T: Oh, really, how many...have you already...collected? A.ControllerB.AeoranizerD.Prompter 4.What role does a teacher play in the following activity? The teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).Each student draws one card.Those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2.Thus the students are put into five groups in a random way.A.ControllerB.AeoranizerD.Prompter 5.What role does a teacher play in the following activity? When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A.ControllerB.AeoranizerD.Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need to use a particular word they don’t know.Sothey ask the teacher.A.ControllerB.AeorC.participantD.Resource-provider 7.What role does a teacher play in the following activity? The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” an d points to the buttons on his own shirt or jacket.A.ControllerB.AeoranizerD.Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB.AeoranizerD.Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A.ControllerB.AeorC.participantD.Resource-provider 10.What role does a teacher play in the following activity?the teacher asks students to produce conversations(either orally or in writing)by using particular patterns or expreions they have just learned.A.ControllerB.AeoranizerD.Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to gue by asking only Yes/No questions until they make the correct gue.A.ControllerB.AeorC.participantD.Resource-provider 12.When is appropriate for the teacher to give claroom instructions to students? A.Give directions to tasks or activities, checking comprehension, giving feedbackB.Providing explanations to a concept or language structure, drawing attentionC.Setting requirements, checking comprehension, aigning homeworkD.All of the above13.Why do novice teacher often have problems giving clear instructions? A.Their language proficiency is low B.They are fresh form the university C.Their instructions are too short D.They are not able to target their instructions to the level of the learners 14.What are not good rules to follow for making instructions effective? e simple instructions and make them suit the comprehension level of the students e the mother tongue only when it is neceary e body language to aist understanding D.Not model the task or activity before letting students move into groups or pairs 15.Which of the following is the time when students work as a whole cla? A.When all the students are under the control of the teacher B.When students work in pairs on an exercise or a task C.When students work in small groups D.When students are expected to work on their own at their own speed 16.Which of the following is the time whenstudents work in a pair? A.When all the students are under the control of the teacher B.When students work in pairs on an exercise or a task C.When students work in small groups D.When students are expected to work on their own at their own speed 17.Which of the following is the time when students work in groups? A.When all the students are under the control of the teacher B.When students work in pairs on an exercise or a task C.When students work in small groups D.When students are expected to work on their own at their own speed 18.Which of the following is the time when students study by themselves?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed 19.Which of the following is the advantage of whole cla work? A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under t eacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is le streful.20.Which of the following is the advantage of pair work? A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.It reinforces a sense of belonging among a group of members.D.It is very streful.Part 2 answer the following questions 1.What six conditions have to be met in order to achieve efficient claroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching? A.Learners whose native language has similar sounds are le likely to haveproblems with pronunciation.B.Learners who have more exposure to english need le focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above 2.What is the realistic goal of teaching pronunciation? A.ConsistencyB.Intellegibilitymunicative efficiencyD.All of the above 3.Which of the following do not belong to minimal pair? A.Will wellB.Till tellC.Fill fellD.Well well4.Which of the following belong to pronunciation perception practice? ing minimal pairs, odd one out B.Which order, completionC.Same or differentD.All of the above5.Which type does the following production practice belong to? The students repeat what the teacher says.This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB.Fill in the blanksC.Make up sentencesing meaningful context 6.Which type does the following production practice belong to? She sells sea shells on the seashore.A.Make up sentencesing meaningful contexting picturesing tongue twisters 7.What are the ways of practicing stre? e gesturese the voicee the blackboardD.All of the above8.What does the falling intonation on the statement “he is moved to Glasgow.” indicate? A.I am telling you something you do not know B.I have not finished yet C.I am asking a genuinequestion D.I know you have told me before 9.What does the falling intonation on the question “where do you live ?” indicate? A.I am telling you something you do not know B.I have not finished yet C.I am asking a genuine question D.I know you have tole me before 10.What is reflected as important in the following example? A.Would you please turn down the radio a little bit? B.Sorry.↘（no, I do not want to.）Or B.Sorry? ↗（what did you say?）A.Stre B.Intonation C.Sounds D.Pitch Part 2 answer the following questions 1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true? A.Grammatical competence is eential for communication B.There is a positive role of instruction for grammar learning C.Grammar teaching can enhance learner proficiency D.Grammar learning is completely usele for children.2.Which of the following is not grammar presentation method? A.Deductive method B.Inductive methodC.Guided discovery methodmunicative teaching method 3.Which of the following steps are typical for the deductive grammar teaching method?A.Give examples→explain rules→students do practice activitiesB.Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC.Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD.All of the above4.What are two grammar practice activities? A.Mechanicalpractice and meaningful practice B.Volume practice and communicative practice C.Interest practice and meaningful practice D.Mechanical practice and succe oriented practice 5.What are two broad categories of knowledge? A.Implicit knowledge and explicit knowledge B.Obvious knowledge and unobvious knowledge C.Inductive knowledge and deductive knowledge D.Refereed knowledge and inferred knowledge Unit 8 Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary? A.a vocabulary item can be more than one word B.Vocabulary can not be taught.It must be learned by the individuals.C.Words is best learned in context D.An English-English dictionary is an important aid for students.2.What does it mean to know a word?A.knowledge its pronunciation and streB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of “dog” is an animal with four legs and a tail, often kept as a pet or trained for work? A denotative meaningB.connotative meaningC.extended meaningD.inspired meaning 4.What meaning is referred to if we say the meaning of “dog” is friendship and loyalty? A denotative meaningB.connotative meaningC.literal meaningbeled meaning 5.What is referred to if we say “see a movie, watch a play, look at a picture”? A.denotative meaningB.connotative meaningC.collocationsD.synonyms 6.Whatdo the following examples indicate? Big, huge;enormous, immense;male, masculine A.synonyms B.antonyms C.hyponyms D.collocations 7.What are two categories of vocabulary?A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiarvocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary第2篇：英语教学法教程试题库..英语教学法教程试题库Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question.1.Much of human behavior is influenced by their_____ _____ A.experiences B.wisdom C.knowledge D.parents 2.What is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom? A.teaching attitude B.definitions of language C.structural view of language D.functional view 3.What does the structural view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 4.What does the functional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 5.What does the interactional view of language see language? A.a system of categories based on the communicative needs of the learner B.a communicative tool to build up and maintain social relations between people C.a linguistic system made up of various subsystems D.a linguistic system and a means for doing things 6.Which of the following teaching method is based on the behaviorist theory? B A.Grammar translation B.Audio-lingual C.Task-based teaching and learningmunicative teaching 7.What are the characteristics of audio-lingual method? nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, profeional qualities and personal styles B.Ethic devotion, profeional qualities and individual freedom C.Individual freedom, profeional qualities and personal styles D.Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? word教育资料..A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher D.All of the above 10.What qualities are considered good qualities of a good teacher? D A.Kind, humorous, well informed B.Hard working, disciplined C.Well prepared, dynamic and patient D.All of the above Part 2 Answer the following questions.1.A good teacher should poe many good qualities.List three qualities you think are the most important and explain reasons.Unit 2 1.What is the ultimate goal of foreign language teaching? A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the poible solution to bridge the gap between claroom language teaching and real-life language use? A.Task-based teaching and learning municative language teaching C.Presentation,practice and production D.Engage---study---activate 3.What is linguistic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 4.What is pragmatic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 5.What is discourse competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources word教育资料..D.Knowledge of language itself, its form and meaning 6.What is strategic competence concerned with? A.Appropriate use of the language in social context B.Ability to create coherent written text or conversation and the ability to understand them C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 7.What is fluency competence concerned with? A.Appropriate use of the language in social context B.Ability to link units of speech together with facility and without strain or inappropriate slowne or undue hesitation C.Strategies one employs when there is communication breakdown due to lack of resources D.Knowledge of language itself, its form and meaning 8.What are the principles ofcommunicative language teaching? munication principle, task principle and meaningful principle munication principle, accuracy principle and meaningful principle munication principle, fluency principle and meaningful principle munication principle, task principle and purpose principle 9.What are the listening and speaking activities in traditional pedagogy? A.Listen to texts either read by the teacher or pre-recorded on the tape;repeat what is heard.B.Answer the questions according to what is heard;produce responses based on given clues C.Retell what is heard D.All of the above 10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy Part 2 answer the following questions 1.What are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?Unit 4 Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a leon plan? A.Aims to be achieved word 教育资料..B.Materials to be covered C.Activities to be organized D.All of the above 2.What are the principles for good leon planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planningand variety 3.What are the guidelines for writing teaching aims in a leon plan? A.Clear, brief B.Specific, students-oriented C.Specific, teacher-oriented D.Both A and B 3.What are language contents? A.Structures, vocabulary, functions and topics B.Pictures, vocabulary, communication and topics C.PPT, structures, aims and summary D.Structures, aims, functions and topics 4.What are very commonly used teaching procedures and stages? A.Presentation, practice and production B.Pre-reading, while-reading and post-reading C.Mechanical practice and meaningful practice D.Both A and B 4.What is the function of optional activities? A.Backups in case the leon goes too fast and there are a few minutes left.B.Prepared for good students C.Prepared for bad students ed for emergency 5.Which part is to be finished after a leon in a leon plan? A.Teaching aids B.End of a leon summary C.Optional activities and aignments D.After leon reflection Part 2 answer the following questions 1.What benefits can language teachers get from planning a leon?2.Explain five principles for good leon planning in detail.3.What does macro planning involve?4.What are components of a leon plan?unit 5 Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the poible roles of a teacher? A.Controller, aeor anizer, prompter C.Participant, resource-provider D.All of the above 2.What role does a teacher play in the following activity? The teacher gives students 2 minutes to skim a text, and when time is up, word教育资料..he asks students to stop and answer some questions.A.Controller B.Aeor anizer D.Prompter 3.What role does a teacher play in the following activity? T: do you haveany hobbies? S: yes, I like singing and dancing.T: Uhm, and...? S: I also collect coins.T: Oh, really, how many...have you already...collected? A.Controller B.Aeor anizer D.Prompter 4.What role does a teacher play in the following activity? The teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).Each student draws one card.Those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2.Thus the students are put into five groups in a random way.A.Controller B.Aeor anizer D.Prompter 5.What role does a teacher play in the following activity? When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A.ControllerB.AeoranizerD.Prompter 6.What role does a teacher play in the following activity? While doing a writing task either individually or in groups, the students need to use a particular word they don’t know.So they ask the teacher.A.Controller B.Aeor C.participant D.Resource-provider 7.What role does a teacher play in the following activity? The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.A.Controller B.Aeor anizer D.Prompter 8.What role does a teacher play in the following activity? When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.Controller B.Aeor anizer D.Prompter 9.What role does a teacher play in the following activity? When students are doing a group-work task, the teacher joins one or two word教育。
英语专业英语教学法试题、试题答案及评分标准.doc
电大英语教学法模拟题Information for the examinees：This examination consists of THREE sections. They are：Section I : Basic Theories and Principles (30 points, 20 minutes)Section II: Problem Solving (30 points, 50 minutes)Section III： Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.You must write all your answers on the Answer Sheet.注意事项一、将你的准考证号、学生证号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
二、仔细阅读题目的说明，并按题目要求答题。
答案一定要写在答题纸的指定位置上, 写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Section I : Basic Theories and Principles30 pointsQuestions 1-15 are based on this part.Directions： Choose the best answer for the following questions and write your answers on the answer sheet.1.Among the factors affecting a lesson plan, which of the following is human factor?A.personality of the teacherB.class sizeC・ course requirement2.What should a required lesson plan look like?A.a copy of explanation of words and structuresB.a timetable for activitiesC・ transcribed procedure of classroom instruction3.When should the teacher issue the instruction?A・ as soon as class beginsB. when students9 attention is directed to the teacherC・ when class is silent4・ Which of the following arrangements of seats is most suitable for presentation?5・ For better classroom management, what should the .teacher do while the students a doing activities?A.participate in a groupB.prepare for the next procedureC.circulate around the class to monitor, prompt and help6.Which of the following expresses instrumental motivation?A.I learn English in order to survive in the target language country.B.I learn English just because of interest.C.I learn English in order to get promoted in one*s position.7.Which of the following activities can best motivate junior learners?A・ gamesB・ recitationC. role-play of dialogues8.To cultivate communicative competence, what should conection focus on?A.linguistic formsmunicative strategiesC・ grammatical rules9.Which of the following activity is most demanding?A.list what you can buy at a supermarketB.list what you can buy at a supermarket in five minutesC.list at least 15 things in you can buy at a supermarket in five minutes10- Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB・ discuss on the given topic according to the text you have just readC・ exchange and edit the writing of your partner11.To help students understand the structure of a text and sentence sequencing, we could use ___________ for students to rearrange the sentences in the right order・A.cohesive devicesB.a coherent textC.scrambled sentences12.The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them _____________ •A.in the actual writingB.in free writingC・ in controlled writing13.__________ tell you what you should use in order to produce accurate utterances.A.The descriptive grammarB.The prescriptive grammarC.The traditional grammar14.The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called ______________ .A.deductive grammar teachingB.inductive grammar teachingC・ prescriptive grammar teaching15・ It is easier for students to remember new words if they are designed in__________ and if they are and again and again in _____________ situations and contexts.A.context, sameB.context, differentC・ concept, difficultSection II: Problem Solving30 pointsDirections： Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly，identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic 'Environmental Awareness11 on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings・Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned・Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity. Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions・Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section III： Mini-lesson Plan 40 pointsDirections： Read the following two texts carefully and complete the teaching plans.1 • The following is an abstract from Senior I , Student Book. Please design a teaching plan with the text.2. The following is an abstract from Senior II, Student Book ・ Please design a teaching plan with the text. Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Grammar(供参考)Section I :Basic Theories and Principles30 points共30分，每题2分1. A2. C3. B4. B5. C6. C7. A8. B9. C1(). B11. C 12. A 13. B 14. A 15. BSection II:Problem Solving30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。
英语教学法考试题及答案
2003年7月Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor?A. personality of the teacherB. class sizeC. course requirement2. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent4．Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.7. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues8. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules9. Which of the following activity is most demanding?A. list what you can buy at a supermarketB. list what you can buy at a supermarket in five minutesC. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing13. tell you what you should use in order to produce accurate utterances.A. The descriptive grammarB. The prescriptive grammarC. The traditional grammar14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed inand if they are and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultSection Ⅱ：Problem Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "Environmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity.Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section Ⅲ：Mini-lesson Plan 40 pointsDirections：Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior Ⅰ, Student Book. Please design a teaching plan with the text.Write about a well-known person from Chinese history.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Section Ⅰ：Basic Theories and Principles 30 points1．A 2．C 3．B 4．B 5．C6．C 7．A 8．B 9．C 10．B11．C 12．A 13．B 14．A 15．BSection Ⅱ：Problem Solving 30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。
(完整word版)英语专业 英语教学法 试题(word文档良心出品)
广西师范学院师园学院《英语教学法》试卷 注 意 事 项： 一、请将你的学号、场。
二、仔细读懂题目的要求，并按题目要求答题。
I 、Define the following terms.(25%) Direction :Explain the following terms. 1、Discourse competence 2、Closed question 3、Connotative meaning 4、Classroom instructions5、Task-based Language TeachingII 、Terms comparison (10%). 班级:座位号:装订线（答题不得超过此线）学号: 姓名:课程编号 考试日期 20 年 日 考试时间 120分钟 考试形式 题 号 一 Ⅰ 二 Ⅱ 三 Ⅲ 四 Ⅳ 五 Ⅴ 总分 100 分值 实得分 评分 评卷人 签名Direction:Compare the following terms.ErrorsMistakesIII、Direction:Judge whether each of following statements is true or false.Put a T for true or F for false in the brackets in front of each statement.(20%)( )1、The communicative approach treat language as a means of communication. ( )2、Grammar Translation Method emphasizes dialogue memorization.( )3、In a communicative activity,the teacher play as a controller.( )4、Perception practice is aimed at developing the students' ability to identify and distinguish between different sounds.( )5、The location of a hospital belongs to functions.( )6、Production stage of the speaking lesson is least teacher-controlled.( )7、Formative assessment is mainly based on testing.( )8、Testing is only one of the different ways of collecting information about students' leaning.( )9、Evaluation involves making an overall judgement about one's work or a whole school's work.( )10、Micro planning is planning for a specific unit or a lesson,which usually lasts from one or two weeks or forty to fifty minutes respectively.IⅤ. Activity designing (25%)Directions: In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions. You can'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Mr.Zhang:Hello.What can I do for you?Emily: Hello.I need a student ID.Mr.Zhang:No problem.What's your last name?Emily: Brown.Mr.Zhang:What's your first name?Emily: Emily.Mr.Zhang:What's your address?Emily: 45Pine Road,Beijing.Mr.Zhang:What's your phone number?Emily: 6383105.Mr.Zhang:How old are you?Emily: 16.Here is my photo.Mr.Zhang:Thank you.Here you are,Emily.Emily: Thank you,Mr.Zhang.Teaching objective(s):Classroom organization:Assumed time:Predicted problem(s):Solution(s):Procedures:1、2、3、V、Writing(20%)Direction:In this part,you are allowed 30 minutes to write a short essay entitle How to Be a Successful Language Learners? Please give your opinion and write at least 200 words.。
英语教学法试卷(附答案)
英语教学法试卷(附答案)中学英语教学法1．第1题According to Clark, Scarino ａnd Brownell, the main components of a task 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 ____ which enables him to produce language.A.structuresB.habbitsC.skills/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html petence 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 communicative language teaching proposed by Richards ａnd Rodgers (1986)?/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html munication principleB.Task principleC.Meaningfulness principleD.Correctness principle您的答案：D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 following 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 their appropriate forms(4) being able to recognize that the word has been used correctly in the 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 practice. an 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 examples of ___.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：2.08．第8题When teaching grammar, “You are a stranger in this town …”ａnd “A policeman was 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 structural rules ａnd vocabulary. the communicative ｏr notional-functional view adds the need to know how to ___ the rules ａnd vocabulary to do whatever 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 learner constructs meaning based on his/her own experiences ａnd what he/she 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 reconstructing st ｏry-sequences are examples of ___.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：2.012．第12题A teacher writes on the blackboard: “7 o’clock – got up – had breakfast –hurried to school – school closed – surprised – ?”,ａnd asks the students to ｕｓｅthese words to tell a story. the teacher is making the 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 are also 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 grammar include collocational, constructive, contextual, ａnd ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html municative/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html plexityC.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, ａnd ___ can aid comprehension.A.visual materials/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html plex 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 method 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, comprehensionｏr exchange of ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage /doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html rmationC.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 (2000) include the following EXCEP ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html 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 which part is a fallC.we can ｕｓｅhand ｏr arm movement, ｕｓｅarrows, ｏr draw 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 an understanding of the habits, characteristics as well as personalities of individual learners 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 the 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 the qualities of a good language teacher. These elements can be categorized into three groups: ___.A.the structural view, the functional view ａnd the interactional viewB.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 the mind organizes new information such as habit formation, induction, making 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 reviewing regularly, ___, organizing vocabulary effectively, ａnd using learned 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：2.027．第27题Examples of pronunciation perception practice include ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html ing pictures ａnd tongue twisters/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html ing 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 three elements of a good foreign language teacher.A.ethic devotionB.professional qualityC.personal style/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage 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 been paid to ___, with little ｏr no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledge/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage ｕｓｅ/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage 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 functional viewB.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 interactional view 您的答案：B题目分数：2.0此题得分：0.031．第31题Words that one is able to recognize ａnd comprehend in reading ａnd listening but unable to ｕｓｅautomatically in writing ｏr speaking 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 target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competence/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html municative 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 should 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 been accepted as ways for the ｕｓｅof words. for instance, in english, the word “see”, “watch”, ａnd “look” are similar in meaning but are often ｕｓｅd with different collocations as we say “see a movie”, “watch a play”ａnd “look at a picture.” similarly, we say “heavy traffic”, “heavy smoker”, “heavy rain/snow/fog” but never “heavy accident”ｏr “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 activities of “teacher?s presentation of an example → explanation of the rule →students? practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ 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 point”, ___.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 between ___.A.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。
《英语教学法》题库及答案
《英语教学法》题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching ".1.To learn a language means to learn these structural items so as to be able to understand and produce language.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language.2. Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language.3. According to cognitive theory, .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give stimulus4. By audio-lingua method, students should always .A. be allowed to create their own sentences based on their understanding of certain rulesB . be trained to form good habits in learningC . relate their rules learned to their uses in real lifeD . be able to communicate with others in practice5. Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.A. This is the interactional view of language.B . This is the functional view of language.C . This view of language has no basis of theory.D . The view may be out of date in language teaching.6. What is the main idea of Communicative Approach?A. To teach language in a global and meaningful way.B . To teach language in a communicative method.C . To teach language in training of habits.D . To teach language by asking students to repeat and memorize forms.7. What is a good language teacher?A. A person who has a good command of English.B . A person who is armed with a specific range of skills and strategies.C . A person who has ethic devotion, desirable personal styles and professional qualities.D . A person who has professional competence.8 . To attain the professional competence, a teacher should have training, learning, practice and .A. experienceB . educational psychologyC.received knowledgeD.reflection9 . According to Hymes, in a successful language communication, one' s utterance should beA. reliable and clear B . possible and feasibleC . appropriate and authenticD . possible, feasible, appropriate and really used10 . Learning a language means being able to do things with it in some sense..A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language1 1 . Behaviorist view of language holds .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give answers12. A teacher should have training, learning, practice and to attain the professional competence,.A. experienceB . educational psychologyC.received knowledgeD.reflection1 3 . Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.A. This is the view of communicative approach about competenceB . This involves the function/notion methodC . This is the view of behaviorism in language teaching.D. Not sure.1 4 . We train students to learn a language just as we train animals to do things.A. This can be classified into functional grammar.B . The typical behaviorist view of language learning.C . The view is taken by those who hold grammar-translation method.D . None in history had the view of language learning.1 5 . According to Chomsky, language is not a form of behavior; it is an intricate rule based system. A. It is still a behaviorist view.B . It is functional view of language.C . It is audio lingua method.D . It is the mentalist view.2 6 . Mistakes should immediately corrected and correct utterances should be immediately praised.A. Audio-lingual methodB . Communicative approachC . Mentalist viewD. Silent way17 . Language is a system of structurally related elements for the coding of meaning.A. Structural view.B . Mentalist view.C . Meaningful way of learningD. Natural approach18 . We all set up our own perspective of the world, through individual experiences and schema.A. Mentalist oneB . Not based on any theoryC . Typical constructivist view of learningD. Functional one19 . Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.A. Audio-lingual oneB . Constructivist viewC . Behaviorist oneD . Cognitive view of language20 . Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.A.Behaviorist view of learningB.Constructivism C . Cognitive view D. Not sure2 1. Listening activities always test the students ' memory rather than other abilities.A. The test is the typical one practiced by communicative approach.B . This kind of view is actually the way of functional method.C . Any traditional teaching way will do in this way.D . Memory training is of course the cognitive approach.2 2 . The communicative activities in classroom should be the one with.A. teacher interventionB . materials under controlC . simple language and no variantsD . content on focus not forms2 3 . Process-oriented theories are concerned with.A. how materials are organized togetherB . how hypothesis is testedC . how the mind processes new informationD . how learners receive input2 4 . Condition-oriented theories emphasize.A. the human and physical context in learningB . the nature of habit formationC . the making of inferenceD . the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick( V ) in bracket, otherwise, mark a cross( x).2 5 . Student A uses a questionnaire to interview his partner, student B, and makes notes.()2 6. As two students are talking about their experience, the teacher asks other students to take down their information.()2 7. . Listening to tapes with headphones and then answering listening comprehension questions. ()2 8 . When reading in a foreign language, students are asked to mentally translate everything in orderto understand.()2 9. “Write a composition with a t itle of 'A Day on the Factory ' in classroom "()3 0 . Information-gap activities in spoken lesson.()3 1 . Use English-English dictionary to understand the meaning of vocabulary.()3 2 . The teacher writes a set of words on the blackb oard and asks the students to find the "odd man out".()3 3 . Ask students to read phonetic transcripts of words.()3 4 . Make students in groups to say out grammatical rules.()3 5 . Teachers help learners in any way that motivates them to work with the language.()3 6 . The target language system will be learned best through the process of struggling to repeatand practice rote learning.()3 7 . Pattern drills are practiced peripherally.()3 8 . Ask students to use authentic and natural language.()3 9. In any teaching class, teachers ingrate the four skills.()4 0. In teaching we should always prevent students from making errors.()4 1 . The linguistic competence is the desired goal in teaching.()4 2 . Communicative activities come after a long process of rigid drills and exercises.()4 3 . Teachers practice bottom-up mode activity and start from a linear process in reading])4 4. To use transition device so that visualization is realized in reading.()4 5 . Working in lockstep, the teacher expresses clearly and as much as possible.()4 6. To use substitution drills and prompts in grammar teaching.()4 7. An activity in classroom for students to practice language, which involves no definite or correct answers in the task.()4 8 . Ask students to bridge their information gap in speaking.()Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation.Please choose the ones you think them correct and in accordance with what we have learnt and put a tick( V ) after them .4 9 . The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them.()5 0. A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other ' s ideas.()5 1 . The teaching activities must be designed to be done by the individual students rather than all of them, and the activities shouldalso involve the teacher correcting or evaluating how the student do these activities.()5 2. A teacher is a resource-provider.()5 3. It is not the teachers ' work to choose topics and tasks so as to activate students in teaching.()5 4 . Teachers need not have extra materials prepared to cope with slower/faster-working students.()5 5 . Different approaches stipulate different teacher roles, but there are some common roles that teachers play.()5 6 . Teachers can do nothing to increase and maintain the motivation of students by the types of tasks.()5 7 . Teaching listening should focus on the result of listening rather than the process of listening.()5 8 . The trick to working with drills is to work on individual sounds for more than few minutes a time.()5 9 . Ask students to make a list of optimal solutions to the problem addressed.()6 0 . We should require the students to acquire native-like pronunciation.()6 1 . Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom.()6 2 . The first step of lesson planning will already have been performed for you: choosing what to teach.6 3. A teacher can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time.()6 4. A normal class should be in such a way in which students can raise questions and challenges to teachers.()6 5 . Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ()6 6. In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks.()6 7 . The introduction of authentic texts into the learning situation.()6 8 . Functional grammar holds that a language will play three functions, the idea of which can beused in teaching of language skills.()6 9 . Take care of trivial details in reading and listening so that students may have a full understanding of the text.()7 0. In writing, teachers help students recognize their own composing process.()7 1 . We design speaking tasks that do allow outspoken students to dominate discussion.()7 2 . We in teaching clarify fixed rules and standards, and are consistent in applying them.()Part IV Teaching of Language and Language SkillsDirections: In this part of the test, you are to decide whether you agree or disagree.Part V Teaching PlanningDirections: In this part of the test, you are to give a "Teaching Plan ' according to the material(a text) given below. Your plan should cover 'aims, language contents, stages and procedures '.(Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wings or parachutes so that the wind can carry them easily. The second is by birds and animals.Someseeds, like the seeds of burdock stick to the fur of animals, and drop off as the animals move about. Birds carry others, such as berries. The third way is by the plant itself. The plant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds. The last is by water. The seeds float on the water either because they are very light, or because they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2 .)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I ' m so glad to see you. I ' ve got a severe pa in in my left side ” . The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month” . Then, he went away, leaving the man standing in the street with his tongue hanging out •••and a large crowdof people laughing at him. Lesson Plan AIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA) B) C) Stage 1: A) B) C)Stage 2:A)B)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 3 .)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I ' ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It ' s black and made of leather ---one of those flat sided ones.Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we ' ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I ' ll see w hat I can do.Monty: Thanks a lot. Bye.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your commentor evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2.Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or theyare behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1.Day to day language use involves activities such as offering, suggesting, advising and apologizing. Learners learn a language inorder to be able to do things with it.nguage is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. Welearn these items so as to be able to understand and produce language.3.Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4.In the whole process of language learning, stimulus-response can form very good habits which are the basis for good language training.5.When we learn language, we should always think and ask questions about not only how but also why.6.Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7.We should learn language in the way that is used in the real world and therefore we frequently bridge the gap between the use of languagein real life and the teaching or learning pedagogy in classroom.8.When learning language, we should know not only the language code or the form of language, but also what to say to whom and how to sayit appropriately in any given situation.nguage is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beingsput all the items together to understand language and produce language.nguage is seen as a linguistic system and a means for doing things. To complete these, learners need to know how to combine thegrammatical rules and the vocabulary to express notion.11.Learners have to study the patterns and rules of language above the sentence level to learn howlanguage is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1.( discovering differences )2.( pooling information to solve a problem )3.( simulation activity )4.( identifying pictures )5.( work in pairs )6.( role playing )Part III Teaching PrinciplesDirections: In this part of the test, Wallace' s 'reflective model' is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, oth ers ' knowledge, others ' experience, response and stimuli, language training, stage, goal, etc.11.The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them.()Advantages/disadvantages:12.To inspire students ' productive thoughts in group discussion by means of brainstorming topics and ideas.()Advantages/disadvantages:13.The teacher carefully designs activities for the individual students to complete the tasks and evaluates the whole process.()Advantages/disadvantages:14.To vary teaching techniques and train students learning strategy in class.()Advantages/disadvantages:15.Extra materials are prepared to cope with slower/faster-working students.()Advantages/disadvantages:Part IV Teacher ' s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in thelanguage classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant()1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.()2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn ' t seem to be ready, the teacher says “for example, a shirt without …”and points to the button on his won shirt of jacket.()3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students areput into five groups in a random way.()4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.()5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant()6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.()7. Whena student has madea sentence with “borrow" ,"I borrowed a paper to write a letter ", the teacher says, “Well, we don ' t say a paper, we say a piece of paper ”.()8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the studentsare put into five groups in a random way.()9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and …？D: I also collect coins.()10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess. Part V Teaching Planning ( 20%)Directions: In th is part of the test, you are to give a Teaching Plan ' according to the material(a text) given below. Your plan should cover 'aims, language contents, stages and procedures '.(Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moonwas behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark, silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tall man stood in front of me. His hair was while and he was dressed in black from head to foot.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching1 .B2 . D3 . B4 . B5 . A6 . A7 .C 8 . D 9 . D 10 「C 11 A 1 2 . D1 3 . A 1 4 . B 1 5 . D 1 6 . A 1 7 .A 18. C1 9 . D2 0 . A 2 1 . C 2 2 . D 23 .C 2 4. APart II Teaching Activities( 客观试题，每题1 分，共10分）2 5 . V 2 6 . V 2 7.X 2 8.X 2 9.X3 0 . V3 1 . X 3 2 . V 3 3.X 3 4.X 3 5 . V 3 6 . X3 7 . V 3 8 . V 3 9 . V4 0.X 4 1 . X 4 2 . X4 3 . X 4 4 . V 4 5.X 4 6.X 4 7.X 4 8 . VPart III T eaching Principles4 9 . V5 0 . V 5 1.X 5 2 . V 5 3.X 5 4 . V5 5 . V 56 . X 5 7.X 5 8.X 5 9 . V 6 0 . X61 . X 6 2 . V 6 3.X 6 4 . V 65.X 6 6 . V67 . V 6 8 . V 6 9.X 7 0 . V 7 1 . X 7 2 . VPart IV Teaching of Language and Language Skills7 3 . disagree 7 4 . ,d isagree 7 5 .agree a 6 . agree 77 .agree7 8 . agree 7 9 . ,disagree 8 0 . Disagree 8 1 . Agree 8 2 . agree8 3 . agree8 4 .Disagree 8 5 . Disagree 8 6. d isagree8 7 .Agree8 8 . Agree 8 9 . Agree 9 0 . Agree 9 1 . Agree 9 2 . Disagree9 3 . Agree 9 4 . Disagree 9 5 . Agree 9 6 . AgreePart V Teaching Planning1. Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, fur8)scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A)warm-up, game, picture of Nature,B)free discussion of natural phenomenon, questionsC)review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A)read aloud, general impression of the storyB)introduction, story of seedsC)vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A)write more examples in groupsB)discuss seeds and students ' own experiencesC)give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A)write natural phenomenon, papers exchange,B)use present tense to report, arguments,C)make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show 2 . Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of "to do" as objectNEWLEXIS: be annoyed, manage to, make up one' s mind, put an end to, pretend to, out of mouth… GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A)warm-up, game, picture of seeing a doctorB)free discussion of hospital or clinicC)review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A)read aloud, general impression of the storyB)introduction, story of the joke,C)vocabulary, its use in everyday life, Stage 2: PRACTICE (15min)A)write more one' s own experience in hospital in groupsB)discuss doctors and patients and students ' own experiencesC)give cues for students to add more to doctors ' way of prescription in treating patientsStage 3: PRODUCTION (10MIN)A)tell class the own story, papers exchange,B)use past tense to report, arguments,C)make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video (aims, language contents, stages and procedures '.3 . Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if can you …？PROCEDUREWARM-UP ACTIVITIES (5min)A)Listening to the dialogueB)GamesC)Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A)proper names background knowledgeB)role-play based on the dialogueC)exercise of “can I ••• .can you?"Stage 2: PRACTICE (15min)A)examples of chunks as “thanks a lot " ,"not much",..B)ellipsisC)informal style in spoken languageStage 3: PRODUCTION (10MIN)A)to design an active to practice the way of asking for help in pairsB)ask them to present their pair workC)explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation1. Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language componentsLanguage form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional2. Function/notion approach: they regard language as functions and we have some notions to realize these functions Consistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning3. Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition,。
英语教学法试题(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。
2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案
2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案第1卷一.全考点综合测验(共20题)1.【单选题】The factory _______ we ’ll visit next week is not far from here.A. whereB.to whichC.whichD.in which2.【单选题】This is the first time that a woman has been ________ to the post.A.grantedB.praisedC.pointedD.appointed3.【单选题】The ultimate goal of learning a foreign language in aGrammar-Translation classroom is to enable the students to ______ its literature.A. translate and writeB.readC.read and writeD.read and translate4.【单选题】—— We have to stop talking here outside. Listen, _______! —— Hurry up, or we’ll be lateA.There goes the bellB.There does the bell goC.There the bell goesD.Goes the bell there5.【单选题】In our department, every student _________ after-school activities.A. go in forB.goes in forC.take partD.takes part6.【单选题】Some linguists thought that all languages ______ and were ruled by a common grammar.A.originated from one languageB.started as the same languageC.came from many different languagesD.borrowed words from one another7.【单选题】It is difficult to understand this kind of _______ calculation.A.intricateB.variedC.indispensableD.equable8.【单选题】Don’t trust everything ________ you have read in the newspapers.A.whichB.thatC.asD.what9.【单选题】I don ’t think the charge for overhauling the equipment is excessive in _______ to its size.A.correspondenceB.equationC.proportionD.dimension10.【单选题】Which of the following types of questions is NOT included in the Grammar-Translation Method?A.Questions whose answers are learner's subjective judgements.B.Questions whose answers are based on objective information in the text.C.Questions whose answers are learner's inferences based on the textD.Questions whose answers are related to learners' own experience11.【单选题】She ________ everything else and concentrated on the task before her.A. set offB.set backC.set asideD.set up12.【单选题】The judge who was ________ to his favorite was criticized by many people.A.partialB.fairC.strictD.frank13.【单选题】One of the disadvantages in the Grammar-Translation Method is that the texts are taken from _____, the language of which doesn't often meet the practical needs of the learners.A. literary worksB.newspapersC.talesD.critical reviews14.【单选题】_______ for a long time, most of the crops in this area died from lacking water.A.Being no rainB.There was no rainC.To be no rainD.There being no rain15.【单选题】I ’ve got the order from the boss that the work _______ finished before5 p.m. today.A. would beB.beC.will have beenD.could be16.【单选题】A man flown to a time zone different by 10 hours will ________ eight days to readjust his palm sweat.A. spendB.takeC.costD.pay17.【单选题】Before the 16th century, Latin was taught and learnedfor____________.A.reading literature in LatinB.spoken and written communicationC.mastering grammarD.learning fine arts18.【单选题】According to the Grammar-Translation Method, Latin grammar was considered to be the ______ grammar.A.best and oldestB.most logical and well-organizedC.most widely learnedD.most popular19.【单选题】It is believed that grammar analysis and translation began to be the basic procedures in foreign language teaching from _______.A.about 2,500 years agoB.almost 1,000 years agoC.the 16 th centuryD.the beginning of the 20 th century20.【单选题】Even with the new development in research, only a tiny ________ of all tests are done without using animals.A.varietyB.amountC.plentyD.proportion第2卷一.全考点综合测验(共20题)1.【单选题】In the Grammar-Translation Method, understanding and memorization of_____________were regarded as important means of developing mentality.A.difficult vocabularyB.translation passagesplicated grammatical rulesD.written exercises2.【单选题】The theory of language underlying the Grammar-Translation Method was derived from _____ Linguistics.A.Appliedparative HistoricalC.TraditionalD.Structural3.【单选题】—Why didn ’t you buy a new car?—I would have bought one if I _______ enough money.A.hadB.have hadC.would haveD.had had4.【单选题】They will get the preparation done early in May.A.他们五月初就能让别人准备完工作。
2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案
2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案第1卷一.全考点综合测验(共20题)1.【单选题】Which of the following is NOT emphasized by traditional linguists?A.Correctness.B.The purity of a languageC.Literary excellencemunication2.【单选题】—— We have to stop talking here outside. Listen, _______! ——Hurry up, or we’ll be lateA.There goes the bellB.There does the bell goC.There the bell goesD.Goes the bell there3.【单选题】Even with the new development in research, only a tiny ________ of all tests are done without using animals.A.varietyB.amountC.plentyD.proportion4.【单选题】In the Grammar-Translation Method, understanding and memorization of_____________were regarded as important means of developing mentality.A.difficult vocabularyB.translation passagesplicated grammatical rulesD.written exercises5.【单选题】_______ for a long time, most of the crops in this area died from lacking water.A.Being no rainB.There was no rainC.To be no rainD.There being no rain6.【单选题】Overemphasis on translation will usually make thelearner________the first language in the learning of the second language.A. independent ofB.dependent ofC.independent fromD.dependent on7.【单选题】I ’ve got the order from the boss that the work _______ finished before 5 p.m. today.A. would beB.beC.will have beenD.could be8.【单选题】The theory of language underlying the Grammar-Translation Method was derived from_____Linguistics.A.Appliedparative HistoricalC.TraditionalD.Structural9.【单选题】They ________ extensive and possibly dangerous actual flight training.A.undertakeB.undergoC.underplayD.underuse10.【单选题】Don’t trust everything ________ you have read in the newspapers.A.whichB.thatC.asD.what11.【单选题】The new laws threaten to deprive many people _______ the most elementary freedoms.A.fromB.forC.ofD.about12.【单选题】—Why didn ’t you buy a new car?—I would have bought one if I _______ enough money.A.hadB.have hadC.would haveD.had had13.【单选题】This is the first time that a woman has been ________ to the post.A.grantedB.praisedC.pointedD.appointed14.【单选题】One of the disadvantages in the Grammar-Translation Method isthat the texts are taken from_____,the language of which doesn't often meetthe practical needs of the learners.A.literary worksB.newspapersC.talesD.critical reviews15.【单选题】Before the 16th century, Latin was taught and learnedfor____________.A.reading literature in LatinB.spoken and written communicationC.mastering grammarD.learning fine arts16.【单选题】The judge who was ________ to his favorite was criticized by many people.A.partialB.fairC.strictD.frank17.【单选题】It is difficult to understand this kind of _______ calculation.A.intricateB.variedC.indispensableD.equable18.【单选题】I don ’t think the charge for overhauling the equipment is excessive in _______ to its size.A.correspondenceB.equationC.proportionD.dimension19.【单选题】In the Grammar-Translation Method, grammar analysis and translation proved to be _______ in studying foreign culture through literary works.A.ineffective meansB.unaffective meansC.affective meansD.effective means20.【单选题】Some linguists thought that all languages ______ and were ruled by a common grammar.A.originated from one languageB.started as the same languageC.came from many different languagesD.borrowed words from one another第2卷一.全考点综合测验(共20题)1.【单选题】Which of the following techniques is NOT used in theGrammar-Translation Method?________A.ReadingB.TranslationC.Written workD.Oral presentation2.【单选题】________, what could we do?A.Should it rain tomorrowB.Tomorrow it should rainC.If it rains tomorrowD.If it will rain tomorrow3.【单选题】________ Tom has done really amazed everyone in his class.A.WhatB.WhichC.ThatD.Who4.【单选题】Traditional linguists believe that the written form of language is ______to the spoken form.A.seniorB.juniorC.inferiorD.superior5.【单选题】They wrote a letter of thanks to ________ had helped them.A.whoB.whomC.whomeverD.whoever6.【单选题】According to the Grammar-Translation Method, Latin grammar was considered to be the ______ grammar.A.best and oldestB.most logical and well-organizedC.most widely learnedD.most popular7.【单选题】______ he has enough money to buy the house, it doesn ’t mean he ’s going to do soA.GrantB.Granted thatC.Having Granted thatD.Grant that8.【单选题】Which of the following types of questions is NOT included in the Grammar-Translation Method?A.Questions whose answers are learner's subjective judgements.B.Questions whose answers are based on objective information in the text.C.Questions whose answers are learner's inferences based on the textD.Questions whose answers are related to learners' own experience9.【单选题】The twin sisters were identical ________ appearance and character.A. ofB.withC.inD.to10.【单选题】As activity carried ________ as one thinks fit in one’s spare time, leisure has several functions.A.onB.outC.offD.over11.【单选题】The factory _______ we ’ll visit next week is not far from here.A. whereB.to whichC.whichD.in which12.【单选题】It is believed that grammar analysis and translation began to be the basic procedures in foreign language teaching from _______.A.about 2,500 years agoB.almost 1,000 years agoC.the 16 th centuryD.the beginning of the 20 th century13.【单选题】A man flown to a time zone different by 10 hours will ________ eight days to readjust his palm sweat.A. spendB.takeC.costD.pay14.【单选题】They will get the preparation done early in May.A.他们五月初就能让别人准备完工作。
英语专业英语教学法试题及答案
英语专业英语教学法试题及答案英语(教)专业英语教学法(2)试题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 ]]I: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing thisexamination is 2 hours.Section I: Basic Theories and Principles 30 pointsQuestions 1--15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answers on the answer sheet.1. What kind of cohesive devices is used to llnk sentences through signaling relationshipsbetween 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 form the cohesion of a text, such as it,this, the, here, that, and so on.C. Lexieal devices that use the repetition of key words or synonymous words to linksentences 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 thewriting.B. Concentrate on getting the content right first and leave the details like correctingspelling, 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 aremainly the type of exercises used in which writing task?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 ratherthan how it should be used?B. Prescriptive grammar.C. Traditional grammar.5. When 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 new 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 anissue: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?B; T extbooks need adaptations t0 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 classirfied 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 pointsQuestions 16 20 are based on this,part;Directions: Below. are five situations in the classroom. Each has a problem. First, identify the problem. Second. provide your solution according to the communicative language teaching principles. Y ou should elaborate on the 'problem (s) and solution(s) properly. Write your answer on the AnswerSheet.16. In a writing class, the teacher asks the students to wnre an article about their hometown. To help the;students, the teacher also provides a well-written article about hometown by a famous writer as a sample. Students are instructed to follow the styleand the organization of ideas of the sample article.17. In a grammar class, the teacher teaches the use of "some" and "any" in the following way:A. Explains the rules' of their usage.B. Provides some eaxamples bo illustrate the usage of the two words.C. Ask the students to do pattern dills.D. Ask the students bo apply th? rules to given situations.18. When teaching a new reading passage, the teacher writes all the new words on theexplains the meamng of these new words in simple English, usually by providing someexamples of their usage. Sometimes, the teacher may provide the Chinese versions forthese words. After dealing with the vocabulary, the teacher will then shift their focus to the reading passage.19. When preparing a lesson, some teachers just rely on the teacher's book, Before teachinga lesson, they will just look up the new words in the dictionary and copy paraphrasesfrom the teacher' s book onto the student' s hook. In class, they will just follow theinstructions provided by the teacher's hook.20. This is a traditional classroom. The students' desks are arranged neatly in rows andcolumns, while the teacher's desk is placed in the front of the classroom on a platform.The teacher comes into the classroom. All students stand up to greet the teacher and theteacher greets back. Then the teacher starts to talk and the students start to take notes.From time to time, the teacher :will ask some questions to the whole class, and thosestudents who know the answers will respond. At other times, the teacher will point atan individual student and asks a question. The teacher also asks the students to do somereadings or exercises quietly in class. As the students finish their job, the teachercollects their work and tells them that they will get feedback over the next week.Section I]I: Mini-lesson Plan 40 pointsQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the teaching plans. Write your answer on theAnswer Sheet.21. Please design a writing activity for a writing class based on the following instruction:Study the two texts, which are based on information given in the table. Then write similarUse any suitable period of timeText 1Y ou can go'to the airport either by coach or by taxi. If you go by coach, it takes at least halfan hour. By taxi, on the other hand, it takes only ten minutes. For that reason, I suggestthe second possibility.Text 2There are two ways of getting to the sports ground: either by tube or by bus. By tube it onlytakes ten minutes, while if you go by bus, on the other hand, it may take you over twenty22. Y ou are going to teach some vocabulary about temperature. Please design a vocabularyLook at the box below and try to find out the meaning of each word in a dictionary. Then arrange the words to show their differences in the degree of temperature. Finally, try to make a sentence using each of the words.⼀、选择题（在四个选项中选择⼀个正确答案）：1. 明朝末年的翻译家徐光启主要从事--- ---的翻译。
英语专业英语教学法试题
英语专业英语教学法试题English Major Teaching Method TestPart I: Multiple Choice QuestionsChoose the correct answer from the options given. Write the corresponding letter in the blank.1. What is the main goal of English language teaching?a) Developing students' reading skillsb) Enhancing students' grammar knowledgec) Promoting students' communicative competenced) Improving students' pronunciation2. Which teaching method focuses on the meaning and use of language rather than its grammatical structure?a) Grammar-translation methodb) Audio-lingual methodc) Communicative language teachingd) Direct method3. Which activity is most suitable for practicing speaking skills in the classroom?a) Multiple-choice questionsb) Role-playsc) Reading comprehension exercisesd) Fill-in-the-blank exercises4. When teaching vocabulary, which technique is effective in helping students remember words?a) Translationb) Repetitionc) Explanation of word originsd) Memorization of word lists5. Which approach emphasizes student-centered learning and encourages active student participation?a) Teacher-centered approachb) Behaviorist approachc) Constructivist approachd) Audiolingual approachPart II: Short Answer QuestionsAnswer the following questions briefly and concisely.1. What is the difference between formative and summative assessment in language teaching?2. What are the advantages of using authentic materials in the classroom?3. How can technology be integrated into English language teaching?4. Explain the concept of scaffolding in language learning.Part III: Essay QuestionsChoose one of the following essay prompts. Write an essay of about 500 words to discuss the chosen topic.1. Discuss the role of culture in English language teaching. How can teachers incorporate cultural aspects into their lessons?2. What are the challenges of teaching English pronunciation to non-native speakers? Suggest effective strategies to address these challenges.3. Explain the concept of differentiated instruction in language teaching. How can teachers adapt their instruction to meet the diverse needs of students?4. Discuss the potential benefits and drawbacks of using technology in language teaching. Provide examples to support your evaluation.End of the test.Note: This test follows a format commonly used for English Major Teaching Method examinations. It includes multiple-choice, short answer, and essay questions to assess students' understanding of various aspects of English language teaching.。
英语教学法练习题.doc
《英语教学法（高起专）》练习题一1.Fill in the blanks*一、L First of all, a teacher should be __________ (1) in the English language・ The importance of being a good language user involves four points. First, a language teacher is a ___________ (2) for students to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with __________ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, _________________ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to ___________ (5) class well, try new methods and adapt his or her teaching at any time.2.a. Writing is the result of employing ____________ (6)to manage the composing ___________ (7), which is one of gradually developing a _______________ (8). It involves a number of activities: __________________ (9), generating _ —(10) _________ (11), selecting appropriate language, making a draft, reading and reviewing it, then revising and—_ (12)b・ To organize and connect information, there are two criteria: _______ (13) and _________ (14). To be correct in —(15) and _________ (16) is of utmost importance. Of all these activities, _____________ (17) plays a central role in improving writing.c.writing is a process of _____________ (18) and _____________ (19).d.According to Hedge, there are different genres into different types of writing, ________ (20) ______ (21) _________(22) ___________ (23) _____________ (24) _____________ (25).e. __________ (26) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps—_(27). Thinking not only ___________ (28) ideas but also _________ (29 )and organizes ideas.二、1.For both native speakers and non-native speakers, fluency includes ___________ (1), _________ (2),_________ (3) and ___________ (4). Fluency is a general term for good speaking ___________ (5).2.For different level accuracy means different things which go from _________ (6) __________ (7)to ___________ (8) ____________ (9).3.In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not _ _ (10) accuracy at all.4.Humans acquire language by understanding messages or by receiving __________ (11) ____________ (12)in the ___________ (13) process.5.Engaging learners in __________ (14) interaction in the second or foreign language classroom is essential and involves the processes of both ___________ (15) and __________ (16) ___________ (17).6.In Krashen s theory, adults have two distinctive ways of developing competence in second or foreign language learning, that is, __________ (18) and ____________ (19).7.Anderson' s theory is that of the acquisition of cognitive skills, on simple interpretation, ranging from_________ (20) __________ (21) to _________ (22) __________ (23).8・ Teachers should provide _________ (24) __________ (25) to prepare the learners with their storage of language information and _________ (26) ___________ (27) for learners to communicate and to control their production. Teachers' role is not limited as an imparter; instead teachers should be __________ (28) with learners too.9.Between input and output, there is, usually, a period of ___________ (29) •10.Learning by doing encourages students to ________ (30) the language, which is a process of ________ (31) that leadsto high level of proficiency.11.There are two ways to improve students，oral production. One is to practice speaking based on ________ (32) and theother is based on __________ (33) and ___________ (34).12.There are two kinds of speaking activities. One is _____________ (35)__________ (36) exchange; the other is __ (37) ____________ (38) exchange.IL Explain the following terms o1 • Teacher as a language analyst2.Error analysis3・ Grammar: form and function4.Syllable, Open syllable and Closed syllable5.Writing genre6.Curriculum and syllabus7.Kinds of tests and testing二、1.Grammar Translation Method2.Intonation3.Systematic teaching and unplanned teaching4.Background informationanization and style6.Validity and reliabilityIIL Open questions*1.Choose some vocabulary items from the textbook you are teaching or going to teach and design three activities for presentation and three for practice・2.What are the characteristics of good grammar presentation?3.What are the four approaches to promoting reflection?4.What are the methods and techniques used in action research?5.What errors do Chinese learners often make in their speaking and writing? How can you as a teacher deal with learner errors?6.Design a 40-minutes grammar class using inductive approach7.What problems are there in teaching writing? How can teachers deal with the problems in teaching writing?《英语教学法（高起专）》练习题二I.Fill in the blanks.1.The concepts of pronunciation are ________ (1), _ _______ (2) and voiceless sounds, _ — (3) and consonant sounds, vowel letters and ________ (4) letters, _ ______ (5), _ _____ (6) of English, ________(7) , _ — (8) of speech .2.______ (9) sounds are the ones produced when the vocal cards vibrate; voiceless sounds are the ones produced when the vocal sounds do not _________ (10)・3.Open syllables: with one ________ (11) letter at the end of the ________ (12) syllable (not the end of the word), which is not followed or closed by any other letter (eg ・ 1 ater be tidy go ruler); with one _____(13) letter that is followed by a ______ (14)"e” at the end of the____ (15) syllable (eg. tie hoe toe true glue); with one ______ (16) letter followed bya single _____ (17) letter (other than “ r”)and then a _________ (18) “ e” at the end of the stressed syl lable4.English is a language of rhythms. Mastering the rhythm of English is very important in terms of good pronunciation and effective speaking・ English speech rhythm is characterized by _______ (19). A unit can be one or groups of words・ A tone unit carried one central ________ (20) syllable. Each unit should take about the same time to say even if the number of words in each unit is different.5.The relationship between spelling and sounds in English language is not simple and regular. So an alphabetic system with one symbol representing one ______ (21) is needed, which is presented as a list of phonetic alphabet. In the ____ (22) phonetic symbols of the English language, _ _______ (23) are vowel sound and 28 are ________ (24) sounds・ They are presents as the following chart, which is also called the _______ (25), _ ____ (26).6.A syllable is a part of word that contains _______ (27) ________ (28) sound. It may also contain one or more ________ (29) sounds・ Usually the _____ (30) of _______ (31) sounds in the word determines the numbers of _______ (32).7・ In every word of two or more________ (33), one syllable is ________ (34). This syllable is called a ________ (35) __ (36), which means that the __________ (37) sound in the syllable is said_____________(38) and ____________ (39) than other vowel sounds in the same word.8・ In front of the vowel letter there could be a ______ (40) letter but not other __________(41) letters・9・ Knowing ___ (42) syllables and _______ (43) syllables is helpful in spelling according to the _ — (44) or in _ _ (45) according to the spelling .In an _______ (46) syllable, the vowel letter is usually ______ (47) with the sound of the letter ______ (48); in a closed syllable, the _______ (49) letter is usually pronounced with a _________ (50) vowel sound. 二、1.a. As for grammar, the structure connects _________ (1) and _________ (2) in the language・b.The two general ways to classify grammar items are ________ (3) oriented and ________ (4) oriented・c.English language is a _______ (5) language・d・ The two ways of teaching grammar are to teach grammar separately or to __________(6) some time in class to do grammar teaching throughout the course.c. The instruction medium of grammar teaching can be either the ________ (7) language or the _____ (8) language・f.Deductive learning is ______ (9) and covers more grammar in a period of time.g.Grammar teaching can be either _______ (10) or _______ (11) or both・h.In Harmer' s opinion, a good presentation should be __________ (12), ______ (13), interesting, ______ (14) andproductive ・2.a. In general, vocabulary items can be classified into three aspects: ______________ (15) , __ ________ (16) and _— (17).b・ Connotative meaning: the _____ (18) meanings that a vocabulary item has beyond its _________ (19) meaning. In other words, connotation is associated _________ (20) or _________ (21) feelings that a vocabulary item evokes. It may or may not be indicated in a dictionary.c. There are two kinds of vocabulary learning: _________ (22) and __________ (23). ________ (24) learning is to studywords ________ (25). _________ (26) learning and teaching is of _______ (27) nature. It is not planned but drawn to attention in the process of learning and teaching・d・ Vocabulary learning and teaching is a process to build up vocabulary ability. They are ______ (28), ________ (29), ________ (30) and _________ (31).e. Contextual meaning: the ________ (32) and ________ (33) meaning of a vocabulary item that is used in a certain —_ (34). Some words are _________ (35); some are _________ (36). Although they both have the same ___________(37) but they are used in different context.3.Grammar Translation Methoda. To learn a foreign language is aimed at being able to read its _______ (38), benefit from the_______(39) discipline and _________ (40) development.b・ _______ (41) and __________ (42) are the major focus in teaching; _________ (43) and_______ (44) are dealt with only a little or not at all.c.Vocabulary learning is conducted through ________ (45) lists, __________ (46) study and memorization.d.The ________ (47) is of utmost importance as the basis of teaching and learning of the language・ Sentence 1 earningis _________ (48) of grammatical elements and __________ (49) into and out of the target language・e. ______ (50) is strongly emphasized. Errors are avoided at any costs.f.Grammar learning is __________ (51). The first step is presentation and study of rules; the second step is translationpnictice. Grammar points are organized systematically throughout the units of the textbooks.g・ Classroom ______ (52) is conducted in the native tongue, which is used to present and explain the target languageand compare the similarities and differences between the native language and the target language・IL Explain the following terms o、1 • Individual differences2.The Audiolingual Method3・ Spelling-pronunciation rule4.Listening comprehension5.Reading skills—-、1 • Teacher as an enabler2. Learning styles and strategies3・ Total physical response4.Zone of proximal development5.Activity workshop6.Formative assessmentIIL Open questions.1.What function does interaction play in speaking development?2.How much time do you think should be devoted to lockstep, pair work, group work and individual study for six classes that cover one unit.3.Recall your experience in being tested and discusses the advantages and disadvantages of each test.4.What makes a good language teacher?5.Recall how your English teachers taught you at middle school. Discuss what approaches and methods they were using then.6.Make a lesson plan for one class using the material you are teaching or going to teach and bearing in mind the need for variety and cohesiveness・。
英语专业英语教学法试题及答案分析
英语专业英语教学法试题及答案分析英语专业英语教学法(2) 试题及答案分析Section ⅠBasic Theories and PrinciplesQuestions 1—15 are based on this part.Direction：Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet.1. What can "scrambled sentences" help to train in terms of writing?A. Unity.B. Coherence.C. Indention2. What can the following activity help to train in terms of writing?The teacher asked the students to -write two letters, one to their parents, and the other to their friends, informing them the news of his success in a competition.A. Sense of audience.B. Sense of unity.C. Sense of coherence.3. Which of the following writing activities belongs to the communicative approach of writing?A. The teacher asks the students to write on "The difference between college life and middle school life."B. The teacher asks the students to form a text from scrambled sentences.C. The teacher asks the students to write an e-mail to their parents to tell them to come to the class meeting.4. What stage can the following grammar activity be used at?The teacher asks the students to discuss the differencesbetween two paragraphs in terms of tense.A. Presentation.B. Practice.C. Production.5. Which of the following grammar activities is most communicative?A. Grammar dictation.B. Sentence completion.C. Guessing objects.6. If we are to present the meaning of abstract notion, which of the following techniques is the best?A. Translation.B. Pictures.C. Graphing.7. What vocabulary learning strategies does the following activity help to train? Arrange the following words into three different columns;Fruity apple, pear, orange, pickpocket, mugger, bank robber, profession, gardening, teaching, managingA. Collocation.B. Classification.C. Imagery.S. Which of the following is among the human factors that influence lesson planning?A. Environment conditions of the classroom.B. Students" attitude towards the kind of instruction the teacher applies.C. The type of evaluation the teacher conducts.9. What role does the teacher play in the deductive presentation of grammar?A. Instructor.B. Prompter.C. Participant.10. What is the teacher doing in terms of instruction in the following?"Now, I"d like you to answer the comprehension questions following the text to make sure that all of us understand what precisely the text is about."A. Checking understanding.B. Assigning the task.C. Monitoring the activity.11. What is the teacher doing in terms of error correction?S: My-watch was stealing.T: What happened to Jack’s watch, Jane?A. Ignoring the student"s mistake.B. Encouraging peer correction.C. Helping the student to correct his own mistake.12. What activity is following seating arrangement most suitable for?A. Group discussion.B. Acting of a play.C. Individual reading of the text.13. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.14. Which of the following activities is most suitable for whole-class work?A. Role-play of a dialogue involving the use of the passivevoice.B. Writing about the changes of one"s hometown.C. Presenting the passive voice.15. Which of the following best explains what a lesson plan involves?A. It is a reminder for the teacher, who needs to refer to the reference materials in classroom instruction.B. It is a schedule of the classroom procedure to fulfill the teaching and learning objectives.C. It is a list of activities to be conducted in a lesson.Section ⅡProblem SolvingQuestions 16—20 are based on this part.Directions: Below are five situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution(s) according to what you have learned in Book 2. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. Mr. Li will assign a writing task for each unit. Every time, he will give a topic similar to the texts they learn, like "My hometown", "Sports" and so on for students to finish after class.17. Mr. Wang always conducts grammar instruction with discovery activities. He thinks students need to get familiar with the structures through reading and writing before learning the rules of grammar.18. Mr. Deng is very pleased with his new textbook. But when he asked his students to do all the exercises in the textbook, he found he could not find enough time, and some students were not very active in the classroom activities.19. In class, Ms Zhang assigned the students to work in groups to work on an information transfer table. When time wasup, only two groups finished ahead of time, and others were still discussing.20. Jack is reporting their group task about an investigation of students" pastimes. But because he is a little nervous and not so good at speaking, he pauses here and there and always makes mistakes. To help him, the teacher inserts some correction during his report.Section ⅢMini-lesson planQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the teaching plans. Write your answer on the Answer Sheet.21. Design an activity to present the vocabulary in the following passage. It should involve the students in group discussion.My name is Adam Rous,. I"m 19 years old and I used to be a drug addict. I first started using drugs when I -was 15. 1 bought cannabis from a man in the street. I continued to buy cannabis from the same man for about six months. One day, he offered me some crack cocaine.Cocaine is a powerfully addictive drug. Some drug users inject cocaine, others smoke it. Both ways are dangerous. Users who inject the drug are also in more danger if they share needles with other users.Type of the activity (e. g. information-gap, role-play,problem-solving)Objective(s) of the activityClassroom organization of the activityTeacher"s role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicted problem(s)Solution(s)Procedure 1)2)3)4)22. Design a writing activity with the following material.Lao She wrote Teahouse in 1957. The play shows the audience life in China between 1900 and 1950. It lakes place in a teahouse in old Beijing and it tells us the story of Wang Lifa and his customers. It takes us to see the teahouse as the centre of the neighborhood. Finally, it says goodbye to old Beijing and its people.The story starts in 1898 during the Qing dynasty. It continues in 1910, and finally it brings the audience to the end of Anti-Japanese War in 1945. Then the government takes the teahouse from Wang, and he dies.Lao She was barn in 1899. He wrote many plays , novels and short stories. He was born in Beijing. His parents sent the young man to the Teacher"s School in Beijing and he learned to teach. From 1924 to 1929 he taught Chinese to the English in London. He was named a "People"s Artist" and a "Great Master of Language". He was one of the greatest Chinese -writers in the twentieth century.At Lao She "s Teahouse today, waiters bring tea to the customers and sell them delicious Chinese food. If you like Beijing Opera, folk music, acrobatics or magic shows , you can enjoy them at the teahouse. Lao She"s Teahouse gives a warmwelcome to everyone from China and from all over the world.Type of the activity (e.g. parallel writing, role-play,problem-solving)Objective(s) of the activityClassroom organization of the activityTeacher"s role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicted problem(s)Solution(s)Procedure 1)2)3)4)英语教学法(2) 试题答案及评分标准Section ⅠBasic Theories and Principles (共30分，每题2分)1. B2. A3. C4. A5. C6. A7. B8. B9. A 10. B11. B 12. A 13. A 14. C 15. BSection ⅡProblem Solving (共30分，每题6分)找出问题得2分，根据交际法原则提出合理的解决方案得2分，问题和解决方案应有适当的阐述，行文逻辑1分，语法1分．16. Problems:1) Students need writing practice in class. They need to be trained in specific writing mechanism. They need to work together with others. After-class writing assignment itself is powerless to train students" writing ability.2) The topics are too general and there is not a sense of purpose in writing.3)The topics cannot give students a sense of audience in writing,4) There should be some writing requirement in terms of the process and writing skills. Solutions:1) The teacher had better incorporate writing into the classroom instruction, integrating it with reading, listening or speaking.2) If he assigns writing as after-class homework it is better to make clear the purpose of writing. For example, are they introducing their homework to attract foreign investment or something else?3) The teacher should narrow down the topic, making it easy to handle for the middle school students.4) The teacher should make it clear who, he prospective readers might be. For example, are they introducing their hometown to foreigners or someone else?(以上两部分，各回答出两点即可得4分)17. Problems:1) It fails to consider the diverse objectives of grammar instruction. We shouldn"t always use the same kind of approach in grammar instruction. The inductive approach can"t suit all grammar instruction objectives.2) It fails to consider the diverse types of grammar items and the supporting materials. It is wrong to adopt the same approach to all grammar instruction.3) It fails to consider the learning styles of the students. Some students prefer inductive learning, while others may prefer deductive learning.Solutions:1) The teacher should first do some needs analysis. He should be clear whether the students already have relevant grammar basis. Can he make use of it?2) It is better to choose an approach correspondent to students, learning styles. With analytical learners, deductive instruction may work better.3) The teacher should vary the approach according to the materials. Inductive approach may work better with some grammar items, but worse for others.4) We should vary our approaches to grammar instruction. Sometimes, it is better to adopt the deductive approach if the students have already had the relevant grammar knowledge.(问题部分要求写出两点，解决方式可以只写一点。
英语教学法考试试题
英语教学法考试试题Information for the examinees:This examination consists of THREE sections. They are:Section T: Basic Theories and Principles (30 points, 20 minutes)Section Il: Problem Solving (30 points, 50 minutes)Section IH: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hoars.Section I: Basic Theories and PrinciplesQuestions 1--15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answers 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 orwithin sentences,such as apart from, in order to, since, homever, not only, and but also.B. Grammatical devices that establish links to form the cohesion ofa text, such as ix,this, the, here, that, and so on.C. Lexieal 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 thedetails like correcting spelling, punctuation, and grammar until later.C. Develop a revising checklist to pinpoint the weaknesses of his/her writing andfocus 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 task （）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. Whenstudents 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 new language freely and incorporate it into their existing language （）A. Presentation Stage.B. Practice Stage.C. Production Stage.7. Howcan wehelp students to memorize a newword more effectively （）A. Put the new word in a context, relate it to known words, and use illustrations.B. Pre-teach the newword of a text, pronounce it correctly, and group it.C. Put the newword 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 wordsgo together with each other or not is an issue:0[ 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 textbookA. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs 0f their target students.C. Textbooks only cover a limited amount 0f language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which o[ 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 whichlearning can take place （）A. Instructor.B. Manager.C. Assessor.15. Whole class teaching, pair work, group work, and gamesare activities under which subcategory of classroom management （）A. People.B. Environment.C. Organization.Section II .. Problem SolvingQuestions 16 —18are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify theproblem Second, provide your solution according to the communicative language teachingprinciples. You should elaborate on the problem(s) and solution (s) properly. Write your answer on the Answer Sheet.I6. In a writing class, the teacher asks the students to write an article about their hometown. To help the students, the teacher also provides a well-written article abouthometown by a famous writer as a sample. Students are instructed to follow the styleand the organization of ideas of the sample article.17. In a grammar class, the teacher teaches the use of "some" and "any" in the followingway:A. Explains the rules of their usage.B. Provides some examples to illustrate the usage of the two words.C. Ask the students to do pattern dills.D. Ask the students to apply the rules to given situations.18. When teaching a new reading passage, the teacher writes all the new words on theblackboard and asks the students to look them up in dictionaries.Then the teacherexplains the meaning of these new words in simple English, usually by providing someexamples of their usage. Sometimes, the teacher may provide the Chinese versions forthese words. After dealing with the vocabulary, the teacher will shih ~heirthen focus tothe reading passage.英语教学法试题答案Section I: Basic Theories and Principles 30 points1. B2. A3. B4. A5. B6. C7. A8. B9. C10. B11. C 12. B 13. C 14.B15. CSection n : Problem Solving 30 points16. Problem: The teacher"s instruction to the students is too general and it may leavethe students with too muchroom to choose from. There is no help provided for the studentsto develop a sense of purpose and a sense of audience. Without a sense of purpose andaudience, the students may either feel confused by all possible things that could be included in the writing, or just follow the contents covered in the sample article.Solution: The teacher could first narrow down the topic by providinga situation for the students, such as writing a tour guide for their hometown. Then, help the students to workout possible contents that could be included in the writing, such as location, population,resources for tourism, places of interests, etc. The teacher could also help the students todecide the writing Style based on their writing purpose and targeted audience.17. Problem: The teacher teaches grammar in a deductive way. This approach is usuallymechanical and dull. The students learn the rules passively with little involvement in theprocess of working them out. Since rules are sometimes too restrictive, there are lots ofexceptions that may confuse the students. This method is usually more concernedwith formthan use. If students meet the new structure in isolated sentences, they may not get a feelfor when and how to use the structure. They are still very likely to go on using it incorrectly.Solution: Bring in the inductive grammar teaching approach. By combining the two ways of teaching grammar together, the teacher can achieve a much better result than usingeither way exclusively. The teacher could first give the students a context and ask them towork out the rules. After collecting the students" suggestions, the teacher could then tellthem the existing rules and explain exceptions to the rules. This way, the students will beactively involyed in the thinking process and may understand the rules better. They will alsobe aware of the fact that grammarrules are worked out by people observing the use of language, so they may change as people"s use of language may change.18. Problem: The students taught in this way are mainly receiving passive knowledgefrom the teacher. They merely lear n to un dersta nd these vocabularies, rather tha n how touse them. The new words are not taught from a con text, and there is no practiee of usingthem in an authentic or a near authentic situation. The students will not learn these newwords in an efficie nt way.Soluti on: The stude nts n eed to lear n passive kno wledge and activekno wledge at thesame time. The teacher could use various means to help the stude nts toun dersta nd thevocabulary, For some, they can use illustrations, for some, they can use definitions, and forothers, they can guess from the con text. The teacher could also usediffere nt ways to helpthe students to use the new words. Exercises like information gap, crossword, quiz, orrecording new words all can help the students to learn vocabulary in amore efficie nt way.。
英语教学法复习题(English Teaching Methodology)
English Teaching MethodologyPart I Definitions（1）Denotative meaning（指示意义/外延意义）;The primary, literal meaning of a word, which is used to label real objects.（2）Connotative meaning (内涵意义/隐含意义)；The associations that are connected to a certain word or the emotional suggestions related to that word（3）implicit learning;-learning without conscious attention or awareness-Implicit learning is a passive process, where students are exposed to information, and acquire knowledge of that information simply through that exposureExample: learning new words by meeting them repeatedly（4）explicit learning;learning with conscious awareness and intention-Explicit learning is an active process where students seek out the structure of information that is presented to them.Example: learning new words by memorizing , imagining, comparing, etc.（5）synonym（同义词）;Items that mean the same, or nearly the same（6）Spontaneity for speaking（自发性）;In most situations, people do not plan ahead of time what they are going to say. The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases.（7）assessment（评估）;The collecting of information of a learner’s learning progress and achievement over a period of time for the purpose of improving teaching and learning. Not based on one test or one task, nor on a mark or grade.（8）evaluation;The systematic gathering of information for the purpose of making decisions (Weiss, 1972).（9）validity（有效正确）;The extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment.A test measures what it is supposed to measure.（10）reliability;The extent to which the results can be considered consistent (一致的) or stable.A test is reliable if it gives the same results when it is given on different occasions or when it is used by different people.（12）Washback(反驳作用);The effect that tests have on learning and teaching.It can be beneficial (positive) or detrimental (negative).（13）Portfolios（学习档案袋）;A purposeful collection of students’work that demonstrates to students and others their efforts, progress, and achievements in given areas over a period of time (Genesee & Upshur, 1996).（14）linguistic competence（语言能力）.Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language. It is in contrast to the concept of linguistic performance, the way the language system is used in communication.Part II Short-answer questions and Discussions.1.Give the differences between British English and American English.American English is evolved from British English. But the differences between them are noticeable.The differences between them:①.V ocabularya.Past Simple/Past Participlesb.Prepositions②Pronunciation（1）[ æ ]—[ɑ:]:（2）[ɑ: ]—[ ɔ] :（3） [ i l ] - [ l ]（4）[ u: ] —[ ju :]:（5）[ i: ] —[ ai ]:（6）the same word③. Spelling (suffix) 拼写（后缀）④. Grammar 语法(1)Use of present perfect tense and simple past tense.现在完成式和一般过去式(2)Verb agreement and collective nouns 主谓一致和集合名词(3)Past tense forms. 过去时态的形式First of all, the difference is vocabulary.The following verbs have two acceptable forms of the past simple/past participle in both American and British English, however, the irregular form is generally more common in British English (the first form of the two) and the regular form is more common to American English.(1)Past Simple/Past Participles⏹Dream dreamt OR dreamed⏹Lean leant OR leaned⏹Learn learnt OR learned⏹Smell smelt OR smelled⏹Spell spelt OR spelled⏹Spill spilt OR spilled⏹Burn Burnt OR burned(2) Prepositions⏹American English - on the weekendBritish English - at the weekend⏹American English - on a teamBritish English - in a team⏹American English - please write me soonBritish English - please write to me soonSecondary, the difference is pronunciation. Sometimes we usually soften or don’t read the vowel (especially the [ ə ] or [ i ] ) in the unstressed syllable out in British English, while we should read all vowels out in the American English. So Americans speak more slowly and clearly than the British people.Differences in pronunciation between American English (AmE) and British English (BrE) can be divided into:⏹Differences in accent (i.e. phoneme inventory and realisation). See differences between GeneralAmerican and Received Pronunciation for the standard accents in the United States and Britain; forinformation about other accents see regional accents of English speakers.⏹Differences in the pronunciation of individual words in the lexicon (i.e. phoneme distribution). In thisarticle, transcriptions use Received Pronunciation (RP) to represent BrE and General American (GAm)and to represent AmE.（1）[ æ ]—[ɑ:]:When the letter ― a ‖ comes before -s, -f, -th, -lf, -ph, -n , etc. we pronounce [æ] in Am.E , while [ɑ:] in Br.E.（2）[ɑ: ]—[ ɔ] : When the vowel letter ― o ‖ comes after a stressed closed syllable in a plosive , we usually pronounce it [ ɔ ] in the standard Br.E , while [ ɑ: ] in Ar.E .（3）We pronounce [ i l ] or [ l ] in Ar.E while [ ail ] in Br.E when the words end with –ile .（4）[ u: ] —[ ju :]: Americans pronounce [ u: ] while British people [ ju: ] when ― u ‖ and ― new ‖ come after n-, d-, t- etc.（5）[ i: ] —[ ai ]: We pronounce the monogram ― ei ‖ [ i: ] in Am.E while [ ai: ] in Br.E .（6）Even though the same word , there are some pronunciation differences in Am.E and Br.E .Thirdly, the difference is spelling. In the United States’ development of language, spelling have occurred in a similar movement of our simplified characters (The simplified Spelling Movement), delete the word spelling in some of the letters are not pronounced.(1) The aphonic suffix such as -me, -ue in the English words are deleted in the American spelling.⏹Kilogramme kilogram⏹programme program⏹catalogue catalog⏹dialogue dialog⏹prologue prolog(2) There are ―our‖ at the end of the words and the aphonic letter ―u‖ is deleted in the American spelling.⏹Behaviour behavior⏹colour color⏹honour honor⏹labour labor(3) The suffix ―re‖ which is read [ə] become ―er‖.⏹centre center⏹fibre fiber⏹metre meter⏹theatre theater(4) The suffix ―ence‖ which is read [ns] become ―ense‖.⏹defence defense⏹offence offense⏹licence license⏹pretence pretense(5)The suffix ―ise‖ becomes‖ize‖ .⏹criticise criticize⏹organize organize⏹realise realize⏹recognise recognize⏹standardise standardize(6) Double ―L‖ in the British English words becomes ―L‖ in the American English words⏹councilor councilor⏹counsellor counselor⏹jeweller jeweler⏹marvellous marvelous⏹parcelled parceled⏹travelling traveling(7) Someone else.⏹Cheque check⏹Gaol jail⏹kerb curb⏹moustache mustache⏹plough plow⏹pyjamas pajamas⏹skeptical skeptical⏹erarer rubberFourthly, the difference is grammar.（1）Use of present perfect tense and simple past tense.Speakers of American English generally use the present perfect tense (have/has + past participle) far less than speakers of British English. In spoken American English it is very common to use the simple past tense as an alternative in situations where the present perfect would usually have been used in British English. （2）Verb agreement with collective nouns. In British English collective nouns, (i.e. nouns referring to particular groups of people or things), (e.g. staff , government, class, team) can be followed by asingular or plural verb depending on whether the group is thought of as one idea, or as manyindividuals , e.g.: My team is winning. The other team is all sitting down.In American English collective nouns are always followed by a singular verb, so an American wouldusually say: Which team is losing?Whereas in British English both plural and singular forms of the verb are possible, as in:Which team is/are losing?（3）Past tense forms.Below is a table showing verbs which have different simple past and past participle forms in American and British English. Note that the irregular past forms burnt, dreamt and spoilt are possible in American English, but less common than the forms ending in -ed.infinitive simple past (Br) simple past (Am) past participle (Br) past participle (Am)burn burned/burnt burned/burnt burned/burnt burned/burntbust bust busted bust busteddive dived dove/dived dived diveddream dreamed/dreamt dreamed/dreamt dreamed/dreamt dreamed/dreamtget got got got gottenlean leaned/leant leaned leaned/leant leanedlearn learned/learnt learned learned/learnt learnedplead pleaded pleaded/pled pleaded pleaded/pledprove proved proved proved proved/provensaw sawed sawed sawn sawn/sawedsmell smelled/smelt smelled smelled/smelt smelled2.The characteristics of American English（1）Reservation of the ancient English featuresIt retains and revives many of the words in that have already become "obsolete" in British English, such as“I guess“，“I think”，“I suppose”，“I believe”. Also，the American English has reservd many vivid ,imaginative ancient words,such as: “fall”, meaning "autumn", deriving from “the fall of leaves (deciduous season)”.In addition, compared with London accent , American English pronunciation is a little old-fashioned with some typical features of the British English in the 17th and 18th century.For example, the retention of retroflex R.(2)Rich creativityCreate some new words that do not exist at all.Instances :pizzazz(时髦派头的人);black hole(黑洞); space walk(太空行走);Based on the old words ,it create new words by free use of affixes, or blending (and inverse method (backformation) .Instances :defrost(除霜),racist(种族主义者),smog(烟雾)来自于smoke(烟)和fog(雾)(3)Absorption of multi-national languages①Absorption of the Indian language (Indian American)Such as moose, raccoon, opossum,squash, wigwam②Absorption of Holland languageFood vocabulary: cole slaw (sandwich Caisi), cookie (dessert), cruller (pot, cheese (fried) loaded with cheese, waffle (porcelain) waffles); and barrack (hay: farm building, stoop (HUT) corridor), saw Buck (sawbucks); there are some social attribute words, such as: boss (Foreman), patron (latifundistas)③Absorption of Germany languagebeer soup(啤味汤),blutwurst(黑香肠),diener(实验室助手),semester(学期),seminar(研讨会),hex(符咒),katzenjammer(醉汉),wunderkind(神童),zinc(锌)(4)The widely usage of slangDifferent social groups often have their own specific life circles, therefore different classes and regions will have their own different slang.Instances: He is just a booker. (He studies too much.)You are out of your tree. (You are out of mind.)3.The difficulties that the foreign language learners will learn the pronunciation of FL.Difficulties for Students:Sounds:a. the sound may not in fact exist in their native language.b. two sounds may not be differentiated in their native tongue.c. groupings of sounds or clusters may appear to very strange.Word Stressa. there is no apparent rule here, unlike many other languages.b. the meanings of words are often differentiated soled by stress(e.g. decade/decayed)Sentence Stressa. note that English is in fact stress-timed and not syllable-timed.b. Meaning is conveyed by stress.(A red book/ A red program)Intonationa. conveys the attitude and mood of the speaker.b. English uses a wide voice range and students may not understand that a narrow range can make them sound bored/rude/uninterested.c. intonation is often described as the “music”of the language.4.Please tell some basic organs for pronunciation.5.the classification of English Vowels.（1）Generally, according to their componential elements, English vowels can be classified into three categories: single vowels, diphthongs, and triphthongs.（2）Single vowelsSingle vowels contain a single element. They can be further classified according to different factors.According to the position of the highest part of tongue in producing the sound, there are:front vowels----/ i:, i, e,ε, æ ,a /central vowels----/ə:, ə, /back vowels—/u:, u, a: /According to the degree of lip rounding, there are:unrounded vowels----/i:, i, e, æ, ə:, ə, a:/rounded vowels----/u:, u /According to the tension of muscles, or the length of sounds, there are:tense vowels ----/ i:, ə:, u:, a:/ (long)lax vowels ----/ i, e, æ, ə, u, / (short)（3）DiphthongsDiphthongs contain two elements. They are produced with the tongue moving from one vowel position to the other. In English, there are 8 diphthongs: /ei, ai, au, əu, i, iə, Wə, uə/.(4) TriphthongsTriphthongs are composed of three elements. In their production, two movements of the tongue are involved. There are 3 triphthongs in English: /aiə, auə, iə/. Here, it should be pointed out that many scholars do not take triphthongs as members of basic English speech sounds. In their opinion, triphthongs are nothing but diphthongs followed by the sound /ə/.6.The appropriate attitudes to Vocabulary learning.V ocabulary items can be single words, compounds, phrases, and even sentences.Not every word has an equivalent in another language (e.g., the)V ocabulary can be taught.Both teachers and students need to know the difference between active and passive vocabulary.Translation is not the best way to explain new words.English-English explanation is better than translation, but still not the best way.An English-English dictionary is very useful.It is more effective when words of related meaning are taught and learned together.Studying vocabulary in context is more effective.Forgetting is inevitable. But if words are frequently used, they are less easy to forget.7.explain the sense relations of words.（1）Collocations 词语搭配Definition:Words that co-occur with high frequency and have been accepted as ways for the use of wordsInstances:Set phrases or constructions: in one’s opinion, after all, ask sb. to do sth.…Perform an operation /have or hold a discussionDo a lot of damage do one’s duty do wrongMake trouble make noise make an excuseAdvantage:Be able to increase fluency and appropriate language use.（2）Synonyms 同义词Definition:Items that mean the same, or nearly the sameInstances:Big-huge-large, country-nation-motherland（3）Antonyms 反义词Definition:Items that mean the opposite of a wordInstances:Big-small wide-narrow hot-cold（4）Hyponyms 下义词Definition:Words that can be grouped together under the same superordinate上位的conceptThe meaning of one word includes the meaning of the other wordInstances:8.What should we pay attention to when we learn foreign vocabulary? Please discuss it based on your experience.How to learn foreign vocabularyOnce you have got to grips with the fundamentals of a language (pronunciation, orthography and basic grammar), you can concentrate on learning vocabulary. This is probably the most important and time-consuming part of learning a language.(1)Associate the familiar with the unfamiliarTry to find word or phrases in your L1 which sound like and if possible have a similar meaning to words in your L2. Build mental images or draw pictures based on the connections. For example, the Spanish for "ice" ishielo (m), which sounds like yellow. To remember this word imagine yellow ice. This is an enjoyable method because many of the associations you think up will be silly, absurd or bizarre.(2)GendersTo remember genders try picturing a Spanish-speaking region, divide it into two and place masculine nouns on one side and feminine words on the other. In the case of ice imagine the masculine half covered in yellow ice.If your L2 has many genders, imagine a large building with many floors, assign a different gender to each floor and place words on the appropriate floor according to their gender.(3)Avoiding language mix upsAssociating words from each language you learn with places where they are spoken will help you to avoid getting your languages mixed up. For example, if you're learning French and Spanish, imagine a map of Europe and place the French words in France and the Spanish words in Spain. Alternatively you could imagine a map of North America and place the Spanish words in Mexico and the French words in Quebec.(4)Testing and revisionTo ensure the words stick in your memory, test yourself on them at regular intervals. If you learn some new words in the morning for example, check that you can still remember them later that day, the next day, a week later and a month later. If you find some words hard to recall, try thinking up different associations for them. You may need to try several different associations before you find one that works.(5)Learn related words & phrasesWhen learning the word for hand, for example, try to learn related words, such as parts of the hand; actions of the hand; other parts of the body, and things you might wear on your hands. Also try to learn words with the same rootand phrases which include the word hand.As you learn more words you will start to spot connections between words. The more words you learn the easier you will find it to guess the meanings of new words.(6)Learn words in contextLearning long lists of unrelated words is boring, difficult and doesn't help you much when you come across those words in a different context. If you focus on learning words in the context you're most likely to find them, you're more likely to recognise them when you encounter them or need to use them again.When learning food words, for example, think about when you'd be most likely to use them, i.e. when cooking, eating, shopping, etc, and learn other words related to those situations. Then try constructing sentences using the new words. Good dictionaries contain examples of usage which you can use as models for your own sentences. As your knowledge of your L2 improves, using a monolingual dictionary is a good idea. This helps you to understand words through their meaning rather than relying on translations into your L1.(7)Practice reading as much as possibleA great way to build up you vocabulary is to have a go at reading books, magazines, newspapers or comics written in your L2. Ideally look for reading material covering topics you find interesting. When reading, try to guess the meanings of any words you don't know and then check them in a dictionary to see if your guesses were correct. You don't have to look up every unfamiliar word as long as you can get the gist of the text.9.implicit teaching (内隐教学)and explicit teaching（外隐教学）(1)Implicit teaching or instruction:teaching a certain topic in a suggestive or implied manner;the objective is not plainly expressed.Students are required to infer appropriate rules by themselves from examples presented by teachers.(2)Explicit teaching or instruction:directing student attention toward a specific learningobjective in a highly structured environmentStudents are taught in a logical order directed by the teacher through demonstration, explanation and practice.10.Deductive method in grammar teaching(演绎法)（1）advantages and disadvantages（2）The application of the deductive method：a.Presentation：The teacher presents the following sentences:If I had a laptop now, I would lend it to you.If you left me tomorrow, I would die.If you had studied hard, you would have passed the exam.B.explanationC.practiceThe teacher contrasts the difference between sentences of real condition and unreal condition:If we leave now, we can catch the train.(真实条件句: 可能实现）If we left now, we could catch the train.(虚拟条件句: 纯然假想、无法实现)11.Can you give some suggestions for teaching grammar?Learning grammar itself is not the ultimate goal of learning EnglishGrammar presentation methods should be varied in accordance with corresponding situations (the inductive and guided discovery method used for easily perceived structures/ the deductive method used for complex structures) Grammar presentation should include both oral and written and both form and meaning.Plenty of contextualized examples of the target structure are necessary.Comprehension should be enhanced via visual materials, such as tables, diagrams, pictures, realia, etc.Complex terminology should be avoided for younger learners, whereas commonly used terminology should be introduced for relatively advanced learners.Interaction between the teacher and the learner and between the learners should be improved.12.What are the difficulties you encounter in English listening?Insufficient resources for listening(lack of listening materials, equipment, and real-life situations)Different ways of producing the same sounds(e.g., different dialects and accents, stresses, rhythms, intonations, mispronunciations, etc)Little or no control over the speed of the inputNo chance to go backNo time to pause to work out the meaningThe influence of background noiseSimultaneous treatment with other tasks13.Explain the characteristics of listening process.（1）Spontaneity. We listen to people peaking spontaneously and informally without rehearsing what whey are going to say ahead of time.（2）Context. While listening, we know the relationship between the listener and the speaker. The situation helps to predict what we are going to hear.（3）Visual clues. Facial expression, gestures, and other body language, and the surrounding environment, these visual clues help us predict and understand what we hear.（4）Listener’s response. In a conversation, we can interrupt the speaker and ask for repetition or clarification. （5）Speaker’s adjustment. The speaker can adjust the way of speaking according to the listener’s reaction, e.g. he/she may rephrase or elaborate (to put it in more details).14.Give some examples for the activities of while-listening stage.Purpose:check comprehensionActivities:no specific responseslisten and ticklisten and sequencelisten and actlisten and drawlisten and fill (fill in the blanks)listen and take notesSummaryMost of the time, it is helpful to provide a task for the students to do something while they are listening.By providing a variety of types of tasks, students learn to listen for a variety of purposes, which better prepares them for listening in the real world outside the classroom.15.What can we do in the pre-listening stage?Purposes：Motivate studentsActivate prior knowledgeTeach key words or structuresActivities:PredictingSetting the sceneListening for the gistListening for specific informationPredictingGood listeners are good predictors.There are many different activities that can be used to encourage students to predict the content of what they are about to hear.Visual aids are immensely helpful in aiding students’comprehension. “They attract students’attention and help and encourage them to focus on the subject in hand”(Ur, 1984:30).Setting the SceneThe teacher can help provide the background information to activate learners’schema, so they will be better prepared to understand what they hear.Listening for the gistListening for the gist is similar to skimming a passage in reading. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.Notice that students can answer the gist questions even though they do not understand every word or phrase in the passage.Listening for specific informationThere are situations in real life where we listen only for some specific details and ignore the rest of the entire message. e.g. weather forecast, announcements in train stations/airportsIt is important to expose our students to a variety of types of listening texts for a variety of purposes so that they will develop a variety of listening strategies to use for different situations.Summary:We may use more than one kind of pre-listening activity;Pre-listening tasks should not take much time;The purpose of pre-listening activities is to activate the students’schema, i.e. to provide context.16.What are the differences between spoken language and written language?Spoken language Written language1. Simple form,not even correct,incomplect,short Difficult,complicate2. Convenient,efficient,ungrammatical Sentences:well-organised,carefully-constructed3. Informal,with body language,spontaneous, Formal,permanent,can be readnot recorded,expect to be understand immediatelyLanguage students must also consider who they are talking to and be able to check if they are being understood. If no, they need to be able to change strategies. In speaking, unlike writing, the speaker gets immediate feedback from the listener.17.Explain the principles for teaching speaking.Balancing accuracy with fluencyContextualizing practicePersonalizing practiceBuilding up confidenceMaximizing meaningful interactionHelping develop speaking strategiesMaking the best use of classroom learning environment(1)Balancing accuracy-based with fluency-based practicesOn one hand, we need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, we need to provide sufficient opportunities for students to develop fluency.(2)Contextualising practiceTeachers need to identify a situation in which a target structure is commonly used.(3) Personalising practiceWe need to help students learn better by personalizing the content and context so that students can talk or write about their own life experiences and their personal opinions.(4)Building up confidenceIt is very important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Don’t be afraid of making mistakes.(5) Maximising meaningful interactionsAs one of the main objectives of teaching speaking is to develop students’ability to initiate a topic, to ask questions, to take turns in speaking, to change topics and to have some control over the communication, it is best practiced within small groups or in pairs. When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum(6) Helping students develop speaking strategiesSpeaking involves strategies, such as initiating a conversation, turn taking, asking for clarification, asking for repetition, getting others’attention, getting help from others, and ending a conversation, etc.(7) Making the best use of classroom leaning environment to provide sufficient language input and practice for the students.In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to maximize learning opportunity is crucial for students.18.Explain the advantages for group work in speaking activities.More opportunities. As compared with activities for the whole class, group work enables students to talk a lot because it increases the time for each student to practise speaking in one lesson.More motivation. Group work helps students avoid losing their face in front of a whole class, and thus it makes students courageous to speak.More authenticity. Speaking in a small group is more natural than speaking in a large group, because the latter is usually more formal and requires preparation.Different levels. Students can naturally perform to their abilities more readily in small groups than in a whole class, i.e. students of different levels can participate.More cooperation. Small group work helps students learn to work cooperatively and it helps develop interpersonal skill –fostering development of tolerance, mutual respect and harmony.19. What does effective reading involve?have a clear purpose in reading;read silently;read phrase by phrase, rather than word by word;concentrate on the important bits, skim the rest, and skip the insignificant parts;use different speeds and strategies for different reading tasks;perceive the information in the target language rather than mentally translate;guess the meaning of new words from the context, or ignore them;have and use background information to help understand the text.20.Explain the principles for teaching reading.The texts and tasks should be accessible to the students.Tasks should be clearly given in advance.Tasks should be designed to encourage reading for the main meaning rather than test the students’understanding of trivial details.Tasks should help develop students’reading skills and strategies rather than test their reading comprehension. Teachers should help students develop reading strategies and abilities applicable to out-of-class situations. Teachers should help the students to read on their own, so that they eventually become independent readers.21.Explain the 3S reading methods.Setting the scene setting the cultural scene setting the background sceneSkimming (main idea)Scanning for specific details for specific vocabulary and structure。
英语教学法考试试题
英语教学法考试试题Information for the examinees:This examination consists of THREE sections. They are:Section T: Basic Theories and Principles (30 points, 20 minutes) Section Il: Problem Solving (30 points, 50 minutes)Section IH: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing thisexamination is 2 hoars.Section I: Basic Theories and PrinciplesQuestions 1--15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answers on theanswer 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, homever, not only, and but also.B. Grammatical devices that establish links to form the cohesion of a text, such as ix,this, the, here, that, and so on.C. Lexieal 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 task?（）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 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 new 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 wordsgo together with each other or not is an issue:0[ 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 0f their target students.C. Textbooks only cover a limited amount 0f language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which o[ 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 SolvingQuestions 16—18are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify theproblem Second, provide your solution according to the communicative language teachingprinciples. You should elaborate on the problem(s) and solution (s) properly. Write youranswer on the Answer Sheet.I6. In a writing class, the teacher asks the students to write an article about theirhometown. To help the students, the teacher also provides awell-written article abouthometown by a famous writer as a sample. Students are instructed to follow the styleand the organization of ideas of the sample article.17. In a grammar class, the teacher teaches the use of "some" and "any" in the followingway:A. Explains the rules of their usage.B. Provides some examples to illustrate the usage of the two words.C. Ask the students to do pattern dills.D. Ask the students to apply the rules to given situations.18. When teaching a new reading passage, the teacher writes all the new words on theblackboard and asks the students to look them up in dictionaries. Then the teacherexplains the meaning of these new words in simple English, usually by providing someexamples of their usage. Sometimes, the teacher may provide the Chinese versions forthese words. After dealing with the vocabulary, the teacher will then shih ~heir focus tothe reading passage.英语教学法试题答案Section I: Basic Theories and Principles 30 points1. B2. A3. B4. A5. B6. C7. A8. B9. C 10. B11. C 12. B 13. C 14. B 15. CSection Ⅱ: Problem Solving 30 points16. Problem: The teacher"s instruction to the students is too general and it may leavethe students with too much room to choose from. There is no help provided for the studentsto develop a sense of purpose and a sense of audience. Without a sense of purpose andaudience, the students may either feel confused by all possible things that could be includedin the writing, or just follow the contents covered in the sample article. Solution: The teacher could first narrow down the topic by providing a situation for thestudents, such as writing a tour guide for their hometown. Then, help the students to workout possible contents that could be included in the writing, such as location, population,resources for tourism, places of interests, etc. The teacher could also help the students todecide the writing Style based on their writing purpose and targeted audience.17. Problem: The teacher teaches grammar in a deductive way. This approach is usuallymechanical and dull. The students learn the rules passively with little involvement in theprocess of working them out. Since rules are sometimes too restrictive, there are lots ofexceptions that may confuse the students. This method is usually more concerned with formthan use. If students meet the new structure in isolated sentences, they may not get a feelfor when and how to use the structure. They are still very likely to go on using itincorrectly.Solution: Bring in the inductive grammar teaching approach. By combining the twoways of teaching grammar together, the teacher can achieve a much better result than usingeither way exclusively. The teacher could first give the students a context and ask them towork out the rules. After collecting the students" suggestions, the teacher could then tellthem the existing rules and explain exceptions to the rules. This way, the students will beactively involyed in the thinking process and may understand the rules better. They will alsobe aware of the fact that grammar rules are worked out by people observing the use oflanguage, so they may change as people"s use of language may change. 18. Problem: The students taught in this way are mainly receiving passive knowledgefrom the teacher. They merely learn to understand these vocabularies, rather than how touse them. The new words are not taught from a context, and there is no practiee of usingthem in an authentic or a near authentic situation. The students will not learn these newwords in an efficient way.Solution: The students need to learn passive knowledge and active knowledge at thesame time. The teacher could use various means to help the students to understand thevocabulary, For some, they can use illustrations, for some, they can use definitions, and forothers, they can guess from the context. The teacher could also use different ways to helpthe students to use the new words. Exercises like information gap, crossword, quiz, orrecording new words all can help the students to learn vocabulary in a more efficient way.。
(完整word版)英语教学法复习题(word文档良心出品)
山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1）Discourse competence2）Mistake3）Critical period hypothesis4）Implicit knowledge5）Sight vocabulary6）Pragmatic competence7）task8）active vocabulary9）Exercises10）Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn’t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one’s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system’.3. Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat’s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky’s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person’s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。
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英语专业英语教学法试题注意事项I．Choose the best answer （30%）1．Which of the following is true of second language learning? A．Natural language exposure.B．Informal learning context.C．Structured input.D．Little error correction.2．What type of learners can benefit most from real object instruction? A．Individual learners.B．Tactile learners.C．Auditory learners.D．Visual learners.3．What type of intelligence is cooperative learning best suited for? A．Interpersonal intelligence.B．Intrapersonal intelligence.C．Logical intelligence.D．Linguistic intelligence.4．What does the following practise?※Peer and I went to the cinema yesterday．Peter and ※I went to the cinema yesterday．Peer and I went to the ※cinema yesterday．Peer and I went to the cinema ※yesterday．A．Stress. B．Articulation.C．Liaison.D．Intonation.5．What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right．A．Grouping.B．Collocation.C．Imitation.D．Imagery.6．Which of the following is a communication game? A．Bingo.B．Word chain.C．Rearranging and describing.D．Cross-word puzzle.7．Which of the following can help train speaking? A．Listen and follow instructions.B．Simon says.C．Pairs finding.D．Match captions with pictures.8．Which of the following activities is most appealing to children’s characteristics? A．Cross-word puzzle.B．Formal grammar instruction.C．Reciting texts.D．Role-play.9．What’s the teacher doing by saying “Who wants to have a try?”? A．Controlling discipline.B．Giving prompt.C．Evaluating students’work.D．Directing students’attention to the lesson.10．Which of the following activities is the most suitable for group work? A．Guessing game.B．Story telling.C．Information-gap.D．Drama performance.11．Which of the following belongs to learning outcomes?A．Role-plays.B．Sequencing pictures.C．Surveys.D．Worksheets.12．Which of the following best describes first language acquisition?A．Care-taker talk.B．Minimal pair practice.C．Selected input.D．Timely error correction.13．Which of the following seating arrangements is most suitable for a whole classdiscussion?14．What is the teacher doing in terms of error correction?“S: I go to the theatre last night．”T: You GO to the theatre last night?A．Correcting the student’s mistake.B．Hinting that there is a mistake.C．Encouraging peer correction.D．Asking the student whether he really went to the theatre．15．Which of the following questions can be used in the questionnaire for assessing participation?A．Did you get all the questions right in today’s class?B．Did you finish the task on time?C．Can you use the strategies we have learned today?D．What did you do in your group work today?II．Matching （20%）1．Match the learning styles on the left with the type of activities on the right．（4 points）1）Visual learners A．Handwork2）Kinesthetic learners B．Picture talking3）Auditory learners C．Play acting4）Tactile learners D．Song and music listening2．Match the types of intelligence on the left with the form of learning on the right．（4 points）1）Linguistic intelligence A．Doing hands-on activities2）Match and logical thinking B．Sketching3）Spatial intelligence C．Verbalizing4）Bodily/Kinesthetic inteligence D．Conceptualizing3．Match the activities on the left with the language focus on the right．（4 points）1）Grouping words together A．Reading2）Minimal pair practice B．Vocabulary learning strategy 3）Labeling pictures C．Pronunciation4）Sequencing the events according to the story D．Writing4．What is the teacher doing? （4 points）1）Now, you can begin. A．Checking understanding2）All right, I think it is time. B．Ending the activity3）Can you two show us how to work? C．Demonstrating the operation 4）We are going to do two D．Giving the startthings today. Tom, canyou tell us what they are?5．Match the activities with the relevant classroom arrangement．（4 points）1）Speaking chains A．Whole class work2）Role play of a dialogue B．Individual work3）Guessing the object C．Pair work4）Sentence completion D．Group workⅢ．Multiple choice questions （10%）Directions: In this part, you are given five questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the suitable answer（s）to the question．You may have more than one answer to each question．（10 points, 2 points each）1．Which of the following roles do the primary school teachers play?A．A prompter.B．A participant.C．An assessor.D．A controller.2．Which of the following features are true of children in learning a language?A．Children can not concentrate for very long．B．Children learn English because they think it interesting．C．Children are not good at planning and monitoring．D．Children are good at understanding concrete things．3．Which of the following belong to formative assessment?A．Learner portfolio.B．Test results.C．Classroom observation.D．Student diaries.4．Which statement of Chinese and English phonetic systems are right?A．English has as many as 24 vowels, while Chinese has none．B．English has a lot of combined consonants, while Chinese has none．C．Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese．D．English words often have more than one syllable, while Chinese characters usually have only one syllable．5．If the class is noisy, which of the following should you choose to settle the class?A．Ask the whole class to copy a list of food words onto a piece of paper from the board.B．Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C．Ask the children to take out their cards and do paired practice.D．Ask children to prepare the dialogue to get ready to act.Ⅳ．Short Answer Questions （20%）Directions: In this part there are four questions about English Teaching Methodology．Write down your answers in brief．You will be assessed in the points you present and the way you present them．（20 points, 5 points each）1．Why is it necessary to use L1 in foreign language instruction? Give at least two reasons．2．What are the relationship and differences between testing and assessment?3．What does the following support, formative assessment or summative assessment? Why or why not?4．What might be the reason if your students misbehave in class? Mention at least 3V．Activity designing （20%）Directions: In this part, you are to design a 10－minute speaking activity according to the material given．The activity should involve the function of ordering and the relevant structures．Make sure you include all the items of an activity according to the table given （objective, organization type, procedure, assumed time, predicted problems andsolutions）．Make sure you give the assumed time for each step．英语专业英语教学法试题答案及评分标准（供参考）本题为单选题，共15个小题，30分，每题2分。