《(小学)英语教学法》模拟试题
小学英语教师职称考试模拟试卷含答案(三套)
2020年小学英语教师职称考试模拟试卷（一）一、填空题(每空1分，共10分)1.全身反应法的总体目标是在初始阶段教给学生_____能力。
2.社团学习法的互动有两种基本形式：_____之间的交流、学习者和教师的交流。
3.英语课程的评价体系要体现学生在评价中的主体地位。
4.课堂教学用语涉及上课、__问候___、考勤、宣布、提起注意、课堂活动、请求、鼓励、指令、禁止和警告、评价、布置作业、下课等13个方面。
5.笔试可以检测学生的语言知识和语言_____，如听力、阅读及写作能力。
6.具体命题时应注意的四个方面是：内容的科学性、题型的多样性、_____必须明确、考试的导向性。
7.用于分析任务复杂度的三个主界面是语码复杂度界面、认知复杂度界面和_____压力界面。
8.在朗读教学中，读准每个单词是必要的，但仅仅这样是不够的，而应当在_____中教学语音、语调、重音、节奏、意群等。
9.培养小学生的能力可从_____、能力与个性其他品质的良好配合、知识与技能训练等三方面入手。
10.语用学研究者认为，掌握语言知识与掌握使用语言的_____应同时进行。
二、单项选择题(在每小题的四个备选答案中，选出一个正确答案，并将正确答案的序号填在题干的括号内。
每小题1分，共30分)1.情景教学法的语言理论基础是()理论。
A.功能/意念语言B.英国的结构主义语言C.乔姆斯基的普遍语法D.美国行为主义2.在交际教学法中起作用的基本原则是：交际原则、任务原则和()。
A.意义原则B.生活原则C.教育原则D.实践原则3.在自然法教学中，教师是()的主要来源。
A.本族语可理解性输入B.语言产生C.目的语可理解性输入D.语言模仿与加工4.暗示法旨在快速培养学生的高级(D)能力。
A.写作B.阅读C.翻译D.会话5.英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的(C)。
A.学习B.掌握C.讲授与传授D.运用6.在义务教育阶段，英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语(C)，提高语言实际运用能力的过程，又是他们开发思维能力、发展个性和提高人文素养的过程。
小学英语教师理论考试试题
小学英语教师理论考试试题第一部分：选择题（每题2分，共20分）1. 下列哪个选项中的单词是一个动词？- A. cat- B. happy- C. run- D. book2. "How are you?" 这句话的中文意思是什么？- A. 你好吗？- B. 我很好。
- C. 你是谁？- D. 谢谢你。
3. "I like to play soccer." 这句话的中文意思是什么？- A. 我喜欢踢足球。
- B. 我喜欢吃冰淇淋。
- C. 我喜欢唱歌。
- D. 我喜欢看电视。
4. 下列哪个选项中的单词是一个形容词？- A. table- B. red- C. jump- D. school5. "Where is the library?" 这句话的中文意思是什么？- A. 图书馆在哪里？- B. 我爱图书馆。
- C. 图书馆很大。
- D. 图书馆里有很多书。
6. 下列哪个选项中的单词是一个名词？- A. play- B. happy- C. cat- D. jump7. "I have two brothers and one sister." 这句话的中文意思是什么？- A. 我有两个弟弟和一个妹妹。
- B. 我有两个朋友和一个老师。
- C. 我有两个姐姐和一个哥哥。
- D. 我有两个爸爸和一个妈妈。
8. 下列哪个选项中的单词是一个副词？- A. run- B. happy- C. slowly- D. jump9. "What is your favorite color?" 这句话的中文意思是什么？- A. 你的最喜欢的颜色是什么？- B. 你喜欢什么颜色？- C. 你的颜色是什么？- D. 你最喜欢什么？10. 下列哪个选项中的单词是一个代词？- A. dog- B. my- C. jump- D. school第二部分：简答题（每题10分，共30分）1. 请用英语表达出你的家人成员有哪些？2. 请用英语描述一下你的一天。
小学英语教学设计试题
1. ( 单项选择题) 在设计“任务型〞教学活动时,教师可以无视的是_______。
( )(此题2.0分)A、活动要以学生的生活经历与兴趣为出发点,内容与方式要尽量真实。
B、活动应积极促进英语学科与其他学科间的相互渗透与联系。
C、活动要能够促进学生获取、处理与使用信息,用英语及他人交流,开展用英语解决实际问题的能力。
D、活动应局限于课堂教学,不要延伸到课堂之外的学习与生活之中。
学生答案：D标准答案：D解析：得分：22. ( 单项选择题) 教学评价要基于一定的标准,采用科学的评价方法。
(此题2.0分)A、正确B、错误学生答案：A标准答案：A解析：得分：23. ( 单项选择题) 以下哪种媒体形式是以传递视觉信号为主的传统媒体( )(此题2.0分)A、实物B、卡片C、录像带D、模型学生答案：C标准答案：B解析：得分：04. ( 单项选择题) 课程分级目标是总目标的级别表现。
(此题2.0分)A、正确B、错误学生答案：A标准答案：A解析：得分：25. ( 单项选择题) 按照布卢姆等人的认知教育目标分类,代表着最高水平的认知学习目标是。
( )(此题2.0分)A、评价B、应用C、领会D、综合学生答案：A标准答案：A解析：得分：26. ( 单项选择题) 教学目标是制定课程目标的依据。
(此题2.0分)A、正确B、错误学生答案：B标准答案：B解析：得分：27. ( 单项选择题) 任务型教学中的任务要涉及真实的语言运用过程。
(此题2.0分)A、正确B、错误学生答案：A标准答案：A解析：得分：28. ( 单项选择题) 根据教学评价在教学过程中所处的时间段,教学评价分为______、形成性评价与终结性评价。
( )(此题2.0分)A、课前评价B、准备性评价C、课后评价D、课中评价学生答案：A标准答案：B解析：得分：09. ( 单项选择题) 小学英语教学设计要依据的根本原那么有:( )(此题2.0分)A、思想性原那么、系统性原那么、趣味性原那么、灵活性原那么B、思想性原那么、系统性原那么、趣味性原那么、灵活性原那么、表达形成性评价原那么、可行性原那么C、趣味性原那么、灵活性原那么、表达形成性评价原那么、可行性原那么D、思想性原那么、趣味性原那么、可行性原那么标准答案：B解析：得分：210. ( 单项选择题) 教师进展学情分析要注意以下两点:一是防止学情分析泛化、形式化,二是防止教学内容。
《英语教学法》模拟题(附答案)
《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题1分，共10分）1.Among the four skills, foreign language learners often complain that l is themost difficult to acquire.2.We are teaching our students English not only to help them pass exams, but alsoto prepare them to u English in real life.3.In the traditional classroom, very often, too much attention has been paid tolinguistic k , with little or no attention paid to practising language skills.4.In the process approach to writing, the teacher provides guidance to the studentsthrough the writing process, and gradually withdraws the guidance so that the students finally become i writers.5.If a teacher first asks the students to read a poster, then to have a discussionabout the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together.6.One of the general views on language is that language is a s__ of symbols.7.In tr pedagogy, listening and speaking were treated as skills different fromwhat takes place in reality.8.Introduction to phonetic rules should be avoided at the b stage of teachingpronunciation.9.In meaningful practice the focus is on the production, comprehension orexchange of m .10.People have d understanding of how a vocabulary item can be learned andconsolidate.二、配对题（共10小题，每小题2分，共20分）三、单项选择题（共25小题，每小题2分，共50分）21.In teaching reading, if the teacher teaches the background knowledge first so thatthe students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A. the top-down modelB. the bottom-up modelC. the interactive modelD. all of the above22.In English teaching classrooms very often writing is seen as “writing as languagelearning”, and it is believed to be ___.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing23.To ___, it is advocated that we adopt a communicative approach to writing.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students buzy24.Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.25.According to Willis the conditions for language learning are exposure to a rich butcomprehensible language put, use of the language to do things, ___ to process and use the exposure, and instruction in language.A. chancesB. contextC. motivationD. knowledge26.There are many situations in which we use more than one language skill, so it isvaluable to integrate the four skills, to ___.A. enhance the students’ communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.27.Integration of the four skills is concerned with realistic communication, theimplication of which is that we must teach English at the discourse level, that we must ___, and that we must adjust the timetable.A. combine pronunciation, vocabulary and grammarB. use mechanical practice and meaningful practiceC. use body language and picturesD. adjust the textbook contents28.All people involved in education, i.e. ___, teachers, parents, and students havesome reasons to consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician29.As far as school assessment is concerned, we have teacher’s assessment,continuous assessment, ___, and portfolios.A. stude nts’ self-assessmentB. relative’s assessmentC. informal assessmentD. formal assessment30.Because no textbooks are written for any particular class, it is ___ for teachers toadapt materials.A. unnecessaryB. necessaryC. easyD. of no use31.Views on language and ____ both influence theories on how language should betaught.A. views on language learningB. views on culture learningC. values of lifeD. styles of life32.According to Wang Qiang, the way a language teacher learned a language willinfluence the way he ____ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge33.One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation34.One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and theproductive skillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class35.According to Wang Qiang, to answer the question “Can the students achieve thegoal of acquiring native-like pronun ciation?” we must take into considerationthree things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability36.The Critical Period Hypothesis is still controversial/debated, because ___.A. the hypothesis does not exit at allB. no researches have been doneC. both positive and negative answers have been given by researchersD. researchers are not interested in it at all37.It is generally believed that grammar teaching ___.A. should never be done in listening, reading, and writingB. is more important in listening and reading than in writingC. is very important in listening, reading, and writingD. is less important in listening and reading than in writing38.According to Wang Qiang, in the deductive method of teaching grammar, thesequence of teaching activities is like this: ___.A. explanation of the rule →teacher’s presentation of an example →students’practice with given promptsB. students’ practice with given prompts →teacher’s presentation of anexample →explanation of the ruleC. teacher’s presentation of an example →students’ practice with give nprompts →explanation of the ruleD. teacher’s presentation of an example →explanation of the rule →students’practice with given prompts39.One of the reasons why the deductive method of teaching grammar is criticizedis that ___ in the method.A. little attention is paid to meaningB. grammar is taught in a contextC. the practice is often meaningfulD. not enough examples are provided40.As far as teaching grammar is concerned, one of the merits of the deductivemethod is that ___.A. the method could be very successful with all studentsB. the method may help to increase student’ confidence in those examinationswhich test students’ communicative competenceC. the method could save time when students are confronted with a grammar rulewhich is complex but which has to be learnedD. the method meets the requirement of the National English CurriculumStandards41.As far as teaching grammar is concerned, in the inductive method, the teacherinduces the learners to realise grammar rules ___.A. without any explicit explanationB. by explaining in an explicit wayC. with explicit explanationD. by telling them the rules42.The characteristics of the listening process include spontaneity, context, visualclues, listener’s response, and ___.A. intonationB. body languageC. speaker’s adjustmentD. gestures43.When teaching pronunciation, we should ___.A. make students feel anxiousB. destroy students’ confidenceC. build-up students’ confidenceD. make students distracted44.According to Wang Qiang, pre-listening activities include predicting, setting thescene, listening for the gist, and ___.A. learning new wordsB. learning new sentence structuresC. listening for specific informationD. concluding45.According to Wang Qiang, “Listen and act” is an activity in the ___ stage.A. pre-listeningB. while-listeningC. post-listeningD. all of the above四、教案设计（20分）Suppose you are going to teach the following lesson to Grade One students of a junior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:New words & phrases:cost, cheap, need, oh, paint brush, pay;comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:•Can I help/What would you like?•I’d like …/Can I have …?•How much is it/are they?•They are cheap/It is cheap.•They cost…/it costs …•S o, that comes to…要求：必须用英语写作。
小学英语教学法试题 (含答案)
小学英语教学法试题一、填空1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。
2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。
3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。
5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。
情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。
6、教学是教师的教和学生的学的统一活动。
就英语教学而言，教学的实质就是一种特殊的认识过程。
英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。
7、学生认识的客体是英语，教师认识的客体是教学规律。
教学双方都为对方提供信息，英语就是为了促进交流。
8、教学的最终任务是培养学习者的交际能力。
9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。
10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。
11、语言教学的内容包括语言知识和语言技能两个方面12、体态语是指说话时的表情、手势、动作等。
13、在教学中写有两方面的含义：一是书写，二是写作。
14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。
15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。
16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果.17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。
18、英语课堂教学的实质是交际。
英语教学法(1)
英语教学法(1) 试题注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明，并按题目要求和答题示例答题。
答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Ⅰ. Choose the best answer (30%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.C. Examples.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.8. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.B. Role-play.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.Directions: In this part, you are given five questions, Each question is followed by two columns of options. You are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) Visual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: You SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: You should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.Ⅲ. Multiple choice questions (10%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Yon may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.Ⅳ. Short Answer Questions (20%)Directions: In this part there are five questions about English Teaching Methodology. Write your answers in brief. You will be assessed in the points you present and the way you present them.1. What advantages do projects have in English instruction? How can we make better use of them?2. If some students withdraw from classroom activities with stories, what might be the reasons?3. Why can't testing fulfill the task of assessment?4. If some students are not directing their attention to the lesson, what might be the reasons? What will you do to get the children's attention?Ⅴ. Activity designing (20%)Directions: In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). You can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.Tom: There is a Chinatown in New York! There are a lot of Chinese shops and restaurants there. Darning: Really?Tom: Yes, and there's Chinese dancing.Darning: Let's go to Chinatown now.Objective(s)Classroom organizationPredicted problem(s)Solution(s)Procedure1)2)3)试题答案及评分标准Ⅰ. Choose the best answer本题为单选题，共15个小题，30分，每题2分。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
小学英语教材教法测试题(共五套)附答案
小学英语教材教法测试题（一）一填空（15*2=30分）1 _________________________是新课改的核心价值追求。
2、英语学习的策略包括______________、调控策略、_____________和资源策略。
3、在任务型语言教学中任务的设计应遵循______________、真实性原则、整合性原则、_______________、综合能力培养原则和结果可评价原则。
4在人类语言的交际活动中，听说占了人类语言交际活动的_________%,所以在小学阶段，在英语基本技能的培养方面，我们应该坚持_________________、读写跟上的原则。
5、在英语口语教学中，我们可以采用复述法。
复述法可以分为两步来实施；第一步是________________，第二步是活性复述。
6、英语新课程倡导的学习方式有_________________、合作学习方式和探究学习方式。
7 在任务型语言教学中，课外作业应以____________为主导。
8、主要的外语教学法有_____________,直接法、听说法、全身反应法和_____________.9、语言的学习过程是一个学生不断犯语言错误的过程，教师只有注意建立和谐、_______、民主的教学氛围，学生才能增加语言实践的机会，才有提高语言的可能。
10、对学生文化意识的培养包括两个方面的内容：一是_______________;二是_____________.二简答题（3*10=30分）1 如何理解《课标》的6个基本理念？2、如何理解教师会教和乐教？3、在小学英语教学中如何创设情景？三、设计：随着英语课程在小学的开展，小学的英语教学也取得了一定的成效。
而英语教学要想取得良好效果，教师的素质和水平往往起着决定性的作用，作为一名小学英语教育专业的学生，你认为一个合格的小学英语教师应具备怎样的素质？（40分）小学英语教材教法测试题（一）一．填空题（15*2=30）1、教师和学生的共同成长2、认知策略、交际策略3、情景性原则、可行性原则4、75，听说领先5、机械性复述6、自主学习方式7、项目8、语法翻译法、交际语言教学9、宽松 10、文化知识的传授，跨文化意识的培养二、简答题（3*10=30分）1、如何理解《课标》的6个理念要点：1）面向全体学生，注重素质教育 2）整体设计目标，体现灵活开放3）突出学生主体，尊重个体差异4）采用活动途径，提倡体验参与 5）注重过程评价，促进学生发展 6）开发课程资源，拓展学用渠道）2、如何理解教师会教和乐教要点：一、1、教师会教的含义 1）会教的教师通过“教”使自己得以全面发展2）会教的教师通过“教”实现学生的全面发展2、教师会教的实现 1)加强学习 2）科学管理3）争取支持 4）积极合作 5）全力投入二、教师乐教的含义1）以教为乐――把教育教学看成是快乐的事情。
04-《英语教学法》(1)期末考试试题之二
《英语教学法》（1）期末考试试题之二（开卷考试）Part I. Fill in the blanks with correct information: 30%1.The Grammar-Translation Method came about as a result of __________________.2.People learned Ancient Greek and Latin as________________.3.In a functional-notional syllabus, the language taught would not be described in only grammatical forms,but also___________, _________, __________ and ____________.4.The term “communicative competence” was first used by _____________ in applied linguistics.5.Krashen’s Natural Order of Langua ge Learning was based on _____________.6.Various language learning methods arose in the 70s in particular in North America and in Europe, whichconcerned the learner as a whole person, also referred to as _________.7.Imagine a situation in which students learn a language in the following way. They sit around a table withcomfortable chairs and with a tape recorder in the middle. When one wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the student repeats that. This approach is called ___________.8.ESP is the abbreviation of ________________.9.In Taba’s model of curriculum processes, the last two stages are___________ and ______________.10.Knowing how to make correct sentences has very little value on its own and has to be supplementedby________________________ and _________________________ when it is used as a normal means of communication.11.A student with very limited language would be forgiven for errors of _____________.nguage processing is ______________________ and what is understood involves far more than___________________________________.13.Turn-taking is a characteristic of ___________________.14.A CLT syllabus will cover situations, topics, functions, _________________, and ________________.15.List some examples of authentic materials: _______________, ______________, _____________.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%1.People learned Ancient Greek and Latin in order to communicate in real life situations.2.The Threshold Level was an example of the Grammar –Translation Method.3.Making errors will lead to bad habit formation, so we should correct them whenever they occur.4.Suggestopedia is believed to be the most of the humanistic methods.5. A textbook with such course design as Unit 1 Personal pronouns, Unit 2 Attributive clauses, Unit 3 Thepassive voice, etc. is based on a skills syllabus.6.It is true that inappropriately used expressions can produce more harm than structurally poor sentences.7.Back-channel responses are used by one speaker to interrupt the other speaker.8.In CLT students do not learn in the classroom; instead they learn the language in real life.9.Good learners learn different styles of speech and writing and learn to vary their language according to theformality of the situation.10.While the students are engaged in the communicative activity the teacher should not intervene, such astelling them that they are making mistakes, insisting on accuracy or asking for repetition.Part III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it.The States ExplainedLike all Dads, my father sometimes seemed to be practicing for a world’s most boring competition. He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‘Hey, another car from Wyoming. That’s three this morning.’ Or: ‘Mississippi. Wonder what he’s doing up here?’ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did. He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance. One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.I have to admit it. I have become my father. I even read number plates, though my particular interest is the slogan. Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing”for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania’s “You’ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn’t he call?”However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn’t so much a country as a collection of fifty small independent nations, and you forget this at your peril. It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn’t trust each other. In order to keep them happy, the states were given an extraordinary range of powers. Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble; how old you have to be to drive; whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix; and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws. I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising. On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don’t own a gun, and haven’t the faintest desire to stick my fingers in people’s mouths, even for very good money, these matters don’t affect me. Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views. In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”. All biology textbooks must carry a statement saying “This textbook discusses evolution, a controversial theory some scientists present as a scientificexplanation for the origin of living things. “By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old. I don’t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.Pre-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之二答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of Ancient Greek and Latin in the west2.an intellectual activity3.topics, situations, functions, notions4.Dell Hymes5.first language acquisition6.Th e ‘holistic’ approachmunity Language Learning8.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate10.a knowledge of the appropriateness, the functional value of the language11.inappropriateness12.a constructive process, what is presented on the page or in the sound system13.oral communication14.the vocabulary and grammar structures, the skills required in typical situations15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches, radioannouncements, new reports, plays, etc.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. F2. F3. F4. T5. F6. T7. F8. F9. T 10. TPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]The States ExplainedLike all Dads, my father sometimes seemed to be practicing for a world’s most boring competition. He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‘Hey, another car from Wyoming. That’s three this morning.’ Or: ‘Mississippi. Wonder what he’s doing up here?’ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did. He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance. One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.I have to admit it. I have become my father. I even read number plates, though my particular interest is the slogan. Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing”for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania’s “You’ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn’t he call?”However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn’t so much a country as a collection of fifty small independent nations, and you forget this at your peril. It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn’t trust each other. In order to keep them happy, the states were given an extraordinary range of powers. Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble; how old you have to be to drive; whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix; and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws. I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising. On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don’t own a gun, and haven’t the faintest desire to stick my fingers in people’s mouths, even for very good money, these matters don’t affect me. Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views. In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”. All biology textbooks must carry a statement saying “This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things. “By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than7,500 years old. I don’t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.Pre-reading activities (10%)five points for each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher’s general questions about the tex t type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reaso ns for your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play the same situationas in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changing the endingto one of your own choice●Listening to or reading some supplementary materials.。
《英语教学法》模拟试题二
《英语教学法》模拟试题二Achievement Test for “ Teaching English in the Primary School”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the questions.(30 points, 2 points each)( ) 1. Which type of approach can best describe the following learning pattern?Discussion about how to solve certain problemsA.autonomous learningB.interactive learningC.contextualized learningD.task-based learning( ) 2. What assessment are used ?After practicing “past tense”, you can apply it in realsituation That’s , good!A. language performanceB. improvement in strategiesC.progressD.classroom participation( ) 3. In teaching vocabulary, what stage is most suitable for the following activityThe teacher asks students to do information gap.A. presentationB. productionC. practiceD. B & C( ) 4. What learning strategy do the following activity help to train in vocabulary teaching?The teacher creates a situation for students to use the newwords in.A. imageryB. associationC. contextualizationD. translation( ) 5. Which role does the teacher play in the following activities?When the students are doing a group-work task, the teacher joinsone or two groups for a short period of time.A.source of helpB.controllerC.participantD.assessor( ) 6. The activity “skimming to find the main idea”is used at ____ stage.A. pre-readingB. while-readingC. post-readingD. both B & C( ) 7. What strategy do the following activity help to train reading?Locating the specific informationA. skimmingB. scanningC. word-guessingD. inferring( )8. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to bring out their things from theirschoolbags and compare whose are longer, newer, better?A. presentationB. practiceC. applicationD. production( ) 9. What approach do the following activity reflect?Writing is a once-for-all action. The first draft is the last andwriting is often assigned as homework.A.Product-oriented approachB.Content-oriented approachmunication-oriented approachD.Process-oriented approach( ) 10. What items are assessed in the following questions?How well did you work in your group tasks?A. language performanceB.improvement in strategiesC.progressD.classroom participation( ) 11. What is the teacher doing?S: I go to the cinema yesterday.T: You went to the cinema yesterday.A. helping the students to correct her mistakes .B.giving hints that there are some mistakes in her speech.C.encouraging others to correct the mistakes.D.just leaving the mistakes alone.( ) 12. Which reading skill is the teacher using in reading?The teacher asks the students to try to guess information orideas that go beyond the literal meaning of the text.A.inferring or reading between the linesB.recognizing organization of the textC.predictingD.scanning( ) 13. How is the following activity organized?The teacher asks all the students to do completion exercises.A. pair workB.whole-class workC.individualD.group work( ) 14. What instruction does the teacher give in class? Choose from the options what the teacher wants to do.Quiet now, please.A.get the class to stop talking.B.help the student to correct the mistakes.C.change roles in pair work.D. tell the pupils to get into pairs for pair work.( ) 15. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to talk about what the boy isdoing according to the picture..A. practiceB. productionC. warm upD. presentationII: Write “T” for True and “F” for False. (14%)Which of the followings are true of First Language acquisition. Write “T” for True and “F” for False.( ) 1. rich language environment( ) 2. conscious learning of language structures( ) 3. long time of listening before speaking( ) 4. little error correction( ) 5. more focus on form( ) 6. learning for communication( ) 7. more instrumentally motivatedIII: Match (16%)1Match Children’s characteristics with the suggestions for teachers.(4%)Children’s characteristics( )1. Children like to feel secure with achievable learning.( ) 2. Children like to do things with their hand, bodies and minds. ( ) 3. Children are easily distracted. They are less able to regulate and organized themselves.( ) 4. Children are imaginative, creative. They like new things and like participating in activities.Suggestions for teachers:A.Teachers should design tasks which children can be involved in withtheir hands and bodies and minds.B. Teachers should not make tasks too difficult for children to finish.This will help children to have a secure sense to take part inactivity.C. Give children the opportunity to be imaginative and creative, e.g. askchildren to make their own drawings of a monster.D. Teachers need to make different patterns of organization such asgroup work, pair work to let children join the activity. The time for the activity should not be too long.2Matching the Description of a person with. Multiple Intelligence(4%)the description of a person( ) 1. The person would prefer going to a party rather than spending the evening home alone.( ) 2. The person can calculate numbers easily in his mind.( ) 3. The person often uses music and chants in his lesson plans. ( ) 4. The person is good at doing a hands-on work.Multiple IntelligenceA. Bodily/Kinesthetic IntelligenceB. Musical intelligenceC. Logical/Mathematical IntelligenceD. Interpersonal Intelligence3Match the activities preferred by person with the person’s learning styles.the activities preferred by person( ) 1. The person often thinks more before he does things. He needs the time to make decisions.( ) 2. The person likes acting things out best.( ) 3. The person likes to draw, write words down and make littlethings with his hands.( ) 4. The person likes to see cartoon pictures, photos, picture books and nice posters.the person’s learning styles.A. Visual learnerB.Kinesthetic learnerC Reflective learnerD . Tactile learner4Match grammar activity with the features of grammatical practice. (4%) grammar activity( ) 1. multiple choice question( ) 2. interviewing future plans( )3. using the presented structure to answering questions( ) 4. describing one’s childhood using past tensethe features of grammatical practiceA.mechanical practicemunicative activityC.quasi-communicative activityD.interactive activityIV: 名词解释（用中文回答）20% 1．目标需求2．互动教学模式3．教学行为研究4．定标5．学习需求6．横向联想7．演绎式语法教学8．结果定向的写作教学模式9．显性和隐性语法教学10．评估V: Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problemsand solutions). Make sure you give the assumed time for each step.TEXTA.Look, there he is.B.Who?A. Robert, the guy I’ve been telling you about.B. Oh. The guy you’re going out with?A. I wish. The guy I want to go out with.B. Oh, he he’s really handsome. Um, lets go talk to him.A. Oh, OK. I’ll introduce you. I think you’ll really likehim…Hi, Robert.C. Oh, hi.A. Have you met my friend, Jean?B. I’m afraid not.A. Hey, Jean, this is Robert. Robert, this is Jean.C.Nice to meet you, Jean.B. Nice to meet you . Robert.Please design a 10-minute communicative speaking activityaccording to the material given.In this speaking activity, you can ask the students to learn how to make introduction.1. Objectives (2%)。
《英语教学法教程》857试题库(附答案)
英语教学法教程试题库Unit1Part 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____A.experiencesB.wisdomC.knowledgeD.parents2.What is the basis for syllabus design,teaching methodology,teaching and assessment procedures in the classroom?BA.teaching attitudeB.definitions of languageC.structural view of l anguageD.functional view3.What does the structural view of language see language?CA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things4.What does the functional view of language see language?DA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things5.What does the interactional view of language see language?BA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things6.Which of the following teaching method is based on the behaviorist theory?BA.Grammar translationB.Audio-lingualC.Task-based teaching and learningmunicative teaching7.What are the characteristics of audio-lingual method?Dnguage is learned by constant repetition and the reinforcement of the tea cherB.Mistakes were immediately corrected,and correct utterances were immedi ately praised.C.Students should be allowed to create their own sentences based on their u nderstanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities ofa good teacher?AA.Ethic devotion,professional qualities and personal stylesB.Ethic devotion,professional qualities and individual freedomC.Individual freedom,professional qualities and personal stylesD.Ethic devotion,personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?DA.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher?DA.Kind,humorous,well informedB.Hard working,disciplinedC.Well prepared,dynamic and patientD.All of the abovePart2Answer the following questions.1. A good teacher should possess many good qualities.List three qualities you think are the most important and explain reasons.Dynamic, well-informed and well-prepared, I think these three qualities are the most important as a teacher. Firstly, the dynamic, well-informed andwell-prepared teachers are always confident who can make the class active and interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline.Unit21.What is the ultimate goal of foreign language teaching?AA.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom la nguage teaching and real-life language use?BA.Task-based teaching and learningmunicative language teachingC.Presentation,practice and productionD.Engage---study---activate3.What is linguistic competence concerned with?DA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning4.What is pragmatic competence concerned with?AA.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 la ck of resourcesD.Knowledge of language itself,its form and meaning5.What is discourse competence concerned with?BA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning6.What is strategic competence concerned with?CA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning7.What is fluency competence concerned with?BA.Appropriate use of the language in social contextB.Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning8.What are the principles of communicative language teaching?Amunication principle,task principle and meaningful principlemunication principle,accuracy principle and meaningful principlemunication principle,fluency principle and meaningful principlemunication principle,task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy ?DA.Listen to texts either read by the teacher or pre-recorded on the tape;repe at what is heard.B.Answer the questions according to what is heard;produce responses base d on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?AA.Linguistic competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyB.Linguistic competence,pragmatic competence,discourse competence,str ategetic competence and accuracyC.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyD.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and accuracyPart2answer the following questions1. What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?1) In real life, language is used to perform certain communicative functions,e.g. to give directions, to exchange information, or to make a complaint, etc;in traditional language classroom, the teaching focus is often on forms rather than functions.2) For various reasons, traditional pedagogy tends to focus on one or twolanguage skills and ignore the others. In real language use we use all skills.3) In reality language is always used in a certain context, but traditionalpedagogy tends to isolate language from its context.2. Four components of a task.1) A purpose: making sure the students have a reason for undertaking thetask.2) A content: this can be real, authentic or imaginary, and involvesociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there will be some form of outcome, either visible (e.g. a writtenplan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).Unit 3Designing principle for the National English Curriculum for nine-year compulsory education.1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learners centredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility andadaptability.4) Pay close attention to the learning process, and advocate experientiallearning and participation.5) Attach particular importance to formative assessment, and give specialattention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning andusing the language.Unit4Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What should be included in a lesson plan?DA.Aims to be achievedB.Materials to be coveredC.Activities to be organiz edD.All of the above2.What are the principles for good lesson planning?AA.Aim,variety,flexibility,learnability and linkageB.Aim,preparation flexibility and linkageC.Aim,micro-planning,macro-planning and flexibilityD.Aim,micro-planning,macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?DA.Clear,briefB.Specific,students-orientedC.Specific,teacher-orientedD.Both A and B4.What are language contents? AA.Structures,vocabulary,functions and topicsB.Pictures,vocabulary,communication and topicsC.PPT,structures,aims and summaryD.Structures,aims,functions and topics5.What are very commonly used teaching procedures and stages?DA.Presentation,practice and productionB.Pre-reading,while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B6.What is the function of optional activities?AA.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency7.Which part is to be finished after a lesson in a lesson plan?DA.Teaching aidsB.End of a lesson summaryC.Optional activities and assignmentsD.After lesson reflectionPart2answer the following questions1.What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teachers distinguish the various stage of a lesson and seethe relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good planning gives teachers, especially novice teachers, confidence in class.Fifthly,when planning the lesson, the teacher also become aware of the teaching aids that needed for the lessonLast but not least, planning is a good practice and it’s a sign of professionalism.2.Explain five principles for good lesson planning in detail.Aim means the realistic goals for the lesson.Variety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students. Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one methodology.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.3.What does macro planning involve?Macro planning involves the following:1) Knowing about the profession.2) Knowing about the situation.3) Knowing about the learners.4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.6) Knowing about the objectives.4.What are components of a lesson plan?Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.unit5Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What are the possible roles of a teacher?DA.Controller,assessoranizer,prompterC.Participant,resource-providerD.All of the above2.What role does a teacher play in the following activity?AThe teacher gives students2minutes to skim a text,and when time is up,he asks students to stop and answer some questions.A.ControllerB.AssessoranizerD.Prompter3.What role does a teacher play in the following activity?DT: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.AssessoranizerD.Prompter4.What role does a teacher play in the following activity?CThe 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 number1will form group1,and those who have drawn number2will fo rm group2.Thus the students are put into five groups in a random way.A.ControllerB.AssessoranizerD.Prompter5.What role does a teacher play in the following activity?BWhen a student has made a sentence with borrow,“I borrowed a paper to writ e a letter”,the teacher says,“Well,we don’t say a paper,we say a piece of pa per.”A.ControllerB.AssessoranizerD.Prompter6.What role does a teacher play in the following activity?DWhile doing a writing task either individually or in groups,the students need to use a particular word they don’t know.So they ask the teacher.A.ControllerB.AssessorC.participantD.Resource-provider7.What role does a teacher play in the following activity?DThe teacher asks a student a question“Have you ever bought clothes with pro blems?”If the student doesn’t seem to be ready,the teacher says“for exampl e,a shirt without...”and points to the buttons on his own shirt or jacket.A.ControllerB.AssessoranizerD.Prompter8.What role does a teacher play in the following activity?BWhen 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 cho ice.A.ControllerB.AssessoranizerD.Prompter9.What role does a teacher play in the following activity?CWhen students are doing a group-work task,the teacher joins one or two grou ps for a short period of time.A.ControllerB.AssessorC.participantD.Resource-provider10.What role does a teacher play in the following activity?AThe teacher asks students to produce conversations(either orally or in writing )by using particular patterns or expressions they have just learned.A.ControllerB.AssessoranizerD.Prompter11.What role does a teacher play in the following activity?CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A.ControllerB.AssessorC.participantD.Resource-provider12.When is appropriate for the teacher to give classroom instructions to students?DA.Give directions to tasks or activities,checking comprehension,giving feedb ackB.Providing explanations to a concept or language structure,drawing attentio nC.Setting requirements,checking comprehension,assigning homeworkD.All of the above13.Why do novice teacher often have problems giving clear instructions ?DA.Their language proficiency is lowB.They are fresh from the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective? De simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or p airs15.Which of the following is the time when students work as a whole cla ss?AA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?BA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?CA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselve s?DA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?AA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to th e work.D.It is less stressful.20.Which of the following is the advantage of pair work? BA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.It reinforces a sense of belonging among a group of members.D.It is very stressful.Part2answer the following questions1. What six conditions have to be met in order to achieve efficient classroom management?1) The teacher plays appropriate roles.2) The teacher provides clear instructions.3) Students are grouped in a way suitable for the learning activities.4) The teacher asks appropriate questions.5) There is discipline as well as harmony in the classroom.6) The students errors are treated properly.2. Classroom instructionsClassroom instructions refers to the types of language teachers use to organize or guide learning.They include giving directions to tasks or activities, providing explanations to a concept of language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.There are rules to follow for making instructions effective:1) to use simple instructions and make them suit the comprehension level ofthe students.2) To use the mother tongue only when it is necessary.3) Teachers to be careful not to do all the talking in class.3.Bloom’s taxonomy classifies the question types into six.What are the six question types?What is the significance if each of them is used in a language classroom?The six question types proposed by Bloom are:translating, interpreting, and stating the main ideas.different contextsupport main ideas.5) Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking.6) Evaluation: present and defend opinions by making an informed judgementabout information or ideas based on a set of criteria.4. Classification of question types:(常出选择及判断题)Closed questions refer to those with only one single correct answer.Open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers,too. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.Lower-ordered questions refers to those that simplely require recalling of information or memorization of facts.Higher-ordered questions require more reasoning, analysis, and evaluation.5. Differences between errors and mistakes.A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from temporary breakdown. When a mistake is challenged or given enough attention, it could be self-corrected.An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.6. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effectiveFactors that affect discipline：1. teacher’s behaviora . choice of methodologyb. teacher’s preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surroundingUnit6Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following is true about pronunciation teaching?DA.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to English need less focus on pronunci ation.C.Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?DA.ConsistencyB.Intellegibilitymunicative efficiencyD.All of the above3.Which of the following do not belong to minimal pair?DA.Will wellB.Till tellC.Fill fellD.Well well4.Which of the following belong to pronunciation perception practice?Ding minimal pairs,odd one outB.Which order,completionC.Same or differentD.All of the above5.Which type does the following production practice belong to?AThe students repeat what the teacher says.This activity can practice individua l sounds,individual words,groups of words,and sentences.A.Listen and repeatB.Fill in the blanksC.Make up sentencesing m eaningful context6.Which type does the following production practice belong to?DShe sells sea shells on the seashore.A.Make up sentencesing meaningful contexting picturesing tongue twisters7.What are the ways of practicing stress?De gesturese the voicee the blackboardD.All of the above8.What does the falling intonation on the statement“he is moved to Glasgow.”indicate?AA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question“where do you live?”indicate?CA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have tole me before10.What is reflected as important in the following example?BA.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.Stress B.IntonationC.SoundsD.Pitch PartPart 2.Answer the following questions1.Why cannot most learners of English as a foreign language acquire na tive like English pronunciation?A 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.Unit7Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true?DA.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method? DA.Deductive methodB.Inductive methodC.Guided discovery methodmunicative teaching method3.Which of the following steps are typical for the deductive grammar tea ching method?AA.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 sentences(the inductive method)C.Explicit rules are give to students→Authentic language data is provided→a pply the new structure to produce sentences(the guided discovery method)D.All of the above4.What are two grammar practice activities?AA.Mechanical practice and meaningful practiceB.Volume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?AA.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD.Refereed knowledge and inferred knowledgePart II,1. The guided discovery method:Students are induced to discover rules by themselves but the process of discovery is carefully guided and assisted by the teacher. And the rules are then elicited and taught explicitly.2. Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. Explicit knowledge refers to our conscious knowledge about the language.3. Ellis suggests the following procedures for teaching grammar usinglistening as a input:1) Listen to comprehend: the focus is on the message with target structuresimbedded.2) Listening to notice: listen to more times to identify the target structureperhaps by completing a gapped version of the text to raise awareness. 3) Understanding the grammar point: the focus is on helping learnersdevelop explicit knowledge of the grammar point by discovering and analyzing the rules.4) Checking: learners are given a written text containing errors and are askedto identify t-[1x0=8再撒：哦我而是撒赖破五；2…he errors and correct them.5) Trying it out: finally, there is an opportunity for students to try out theirunderstanding of the target structure in a short production activity.4. Synthesis approach['sɪnθəsɪs]综合方法Pennington(2002)proposes a synthesis approach to grammar pedagogy. Grammar teaching should be“collocational,constructive,contextual and contr astive”,which can serve as useful guidelines for teaching grammar.Unit8Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true about vocabulary?CA.a vocabulary item can be more than one wordB.Vocabulary can not be taught.It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?DA.know its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use it。
《(小学)英语教学法》模拟试题(2)
《（小学）英语教学法》模拟试题Achievement Test for 'Teaching English in the Primary Schoo”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B,C and D. Read the choices carefully and choose the one which can best an swer the questio ns. (30 points, 2 points each)1.What learning strategy does the following activity to train? Put the words in the releva nt colu mns.C. Associati onD. Imagery2.Which of the following can train listening?A.Sequencing the pictures.B.Writing captions for pictures.C.TPRD.Matching titles with different paragraphs.3.Which of the following activities invoIves writing?beling pictures.B.Matching pictures with labels.C.Dramatization.D.Role play.4.How do children learn their first language?A.By imitations.B.By being corrected by parents.C.By learning Ianguage rules.D.By acting and performing.5.What'the teacher doing by say ing Now you are going to do this in pairs”A.Checking understanding.B.Givi ng prompt.C.Setting tasks.D.Getting feedback.6.Which of the following activities can be best done with pair work?rmation gap.B.Guessing games.C.Watching videos.D.Role-play.7.Which of the following helps assess Ianguage performances?A.Asking students to reflect on what activities attract them most.B.Asking students about their attitudes towards a certain game.C.Asking students to draw pictures according to description.D.Ask ing the stude nts to do a quiz at the end of the less on.8.Which of the following is suitable for speaking?A.TPR actio ns.B.Recognizing picturesrmation gapD.Matching pictures with descriptions.9.In which of the following activities does the teacher play the role of prompter?A.Give suggestions during an activity.B.Read out the new words to the students.C.Take part in the pupils 'conversation.D.Encourage students to go on with their talk.10.Which of the following belongs to projects?A.Guess ing what some one is eati ng.B.Creating a poster.C.Listening and identifyingrmation gap.11.What kind of classroom arrangement is most suitable for the following activities? The teacher asks thepupils to discuss what they are going to do at the weeke nd.A.Pair work.B.Group workC.Whole-class workD.In dividual work12.What is the teaching doing in the following part of instruction?T: All right. I thi nk it is the time.A: In troduc ing the activity.B.Givi ng a start.C.Check ing un dersta nding.D.Con clud ing an activity.13.What is the teacher doing in terms of error correction?S: I seed a very good film on TV yesterday.T: You SAW a very good film yesterday?A.Helping correct the mistake.B.Giving a hint that the student has used the wrong tense.C.Asking the student to correct the mistake himself.D.Asking the student whether he really saw the film.14.What does childrensshort attention span imply for classroom instruction?A.We should not make any activity too long.B.We should not waste time explaining complicated Ianguage rules.C.We should provide good models for children to imitate.D.We should select those topics releva nt to studentexperie nee. 15. Which type of approach can best describe the followi ng lear ning patter n? Lang uage is lear ned in a con text created with sketches, games or multi-media tech niq uesA. autonomous learningB. in teractive lear ningC. contextualized learningD. task-based learningII: Write T” for True and F” for False. (14%)Which of the follow ings are First la nguage acquisiti on.Write T ” for True and F” for False.()1. systematic study ()2. free lear ning en vir onment ()3. try and error ()4. formal in structi on ()5. mecha ni cal practice ()6. care-taker talk ()7. sile nt liste ning ( )8. mini mal pair practiceIII: Matching (16%)1. Match the learning styles on the left which the type of activities on the right. (4%)1) Group lear ners2) Reflective learners3) In dividual lear ners4) Tactile learners 2. Match the type of in tellige nee on the left with the suitable activities on the right. (4%)1) Interpersonal intelligence2) Musical in tellige nce3) Naturalistic in tellige nce4) Spatial in tellige nce 3. Match the items of phon etics on the left with the realizati ons on the right. (4 %) 1) Articulatio nVV 2) Inton ati on3) Liais on4) Loss of explosi onB. She sells seashells by the seashore.C. I want to do a good deed.D. Do you speak / En glish? 4. Match the type of vocabulary lear ning strategies on the left with the activities that help to train them on the right.(4 %)1) Collocati onA. Ask the students to find the words from the dialogue and guess their meanin gs.2) Con text B. Ask the stude nts to liste n to a record and read after it.A. Discussi onB. Maki ng judgme ntsC. Copy ingD. Doing han dcraftsA. Active imag in ati onB. Rhythmic patter nsC. Sensing othes "motivesD. Photograph ingA. Not at all3)Group ing C. Ask the stude nts to put the words in the right category.4)Imitati on D. Ask the stude nts to match the prepositi ons with the nouns.IV:名词解释(用中文回答)20% (共10题，这里只选了3题) 1 •行为主义理论2.互动教学模式3.反思性教学V: Activity designing (20%)Directi ons: In this part, you are to desig n 1 10-mi nute com muni cative speak ing activity according to the material given. The activity should be based on the material, practicing possessive pronouns. Make sure you include all the items of an activity according to the table give n (objective, orga ni zati on type, procedure, assumed time, predicted problems and soluti on s). Make sure you give the assumed time for each step.(试卷上是四幅卡通画，无法打上去)《（小学）英语教学法》模拟试题答案及评分标准I: Choose the best answer 30%本题为单选题，共15个小题，30分，每题2分1.A2.C3. A4. A5. CII: Write “T ”for True and “F ”for False. (14%)1. F2. T3. T4. F5. F6. T7.TIII: Matching (16%)本题为匹配题，共 4 个小题， 16 分，每题 4 分， 匹配对一项得 1 分 1． 1)— 2)---B 3) ---C 4) ---D2. 1)—C 2)---B 3)---D4) ---A 3.1)---B 2)---D 3)---A 4)---C 4. 1)---D 2)---A 3---C 4)---BIV: 名词解释(用中文回答) 20%4． 行为主义理论行为主义理论以“刺激 — 反应”为基础，以语言学家 Bloomfield 和心理学家斯金纳 (B.F.Ski nner)为代表。
《英语教学法》模拟试题1及答案
C. Auditory learners.
D. Visual learners.
3. What type of intelligence is cooperative learning best suited for?
A. Interpersonal intelligence.
2) Match and logical B. Sketching
thinking
3) Spatial intelligence C. Verbalizing
4) Bodily/Kinesthetic D. Conceptualizing
H cavy Day
Nice Baby
Close Building
Light Rain
inteligence
3. Match the activities on the left with the language focus on the right. (4 points)
1) Grouping words together A. Reading
6. Which of the following is a communication game?
A. Bin
C. Rearranging and describing.
D. Cross-word puzzle.
7. Which of the following can help train speaking?
B. Intrapersonal intelligence.
C. Logical intelligence.
D. Linguistic intelligence.
英语教学法模拟试题答案和评分标准
《英语教学法》（1）模拟试题答案和评分标准Part I Fill in the blanks with correct information (30%, 2 points each)1. a functional-notional2.topics, situations, functions, notionsmunication4.generative-transformational grammar5.The ‘holistic’ approach6.able to produce structurally perfect sentences7.the vocabulary and grammar structures, the skills required in typical situations8.an instructor9.take responsibility for his own learning10.improving motivation, providing “whole-task practice”, allowing naturallearning and creating a context which supports learning.11.the functional aspect of communication, use the language they know in order toget meanings across and effectively, information gap12.functional communication activities social interaction activities13.skimming, scanning, inferring, recognizing rhetorical structures14.look for implied meaning that is not stated openly15.The presentationPart II Decide whether the following statements are true or false. Write T for true and F for false. 20% (2 points each) 1. F 2. T 3. T 4. T 5. T 6. F 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class, think about the pre-reading activities you might design for it.Age is a relative concept. Each of us will know that people in their sixties who regard themselves as “old”, are therefore seen as old by everyone else. We will also know people in their seventies, eighties or even nineties who remain very much part of society and who are mentally if not physically agile.“Old” also varies from country to country and place to place. The Vilcabamba Valley in Ecuador, for example, is known locally as the “Valley of Old Age” or the “Island of Immunity” where many people live t o be over 100. no one really knowswhy, but a number of factors have been suggested, including the altitude, a mainly vegetable diet with little fat, reasonable work conditions, comparatively little stress, the beneficial effects of a certain kind of tree which recycles air—and the relative isolation of the valley. Further down in South America, in Potosi in Bolivia, life expectancy is at the other extreme—people don’t expect to live beyond their 40th birthday. Mining is the main occupation. The miners and their families suffer from harsh conditions, poverty, overwork, accidents, silicosis and other forms of lung poisoning. Therefore, in Vilcabamba, you may not be considered “old” until you are 90. in Potosi, you might be “old” at 30.So if we can’t even really generalize about the meaning of “old”, can we say that there is an “aging crisis” Under current conditions and in the light of today’s population predictions, I think the answer must be “yes”. As more and more people live longer and their numbers increase both in actual numbers and relative to the general population, there will be fewer people to care for them if and when they need it. The dependency ratio, as it is called, is also affected by the increasing financial pressures put on families, particularly in the Third World. More and more women everywhere are working. Because women form the vast majority of careers, this also affects the number of people able to support elderly members of the family. As governments reduce spending on pensions and health systems in an attempt to keep taxes low or to conform to the “structural adjustment” policies imposed by the International Monetary Fund, it is old people who are likely to suffer most. For example, one of the main reasons the people in Africa or Asia or South America give for having large numbers of children is to “provide security” in old age. If people know that they could remain independent and yet be supported in their old age, then they would not feel the need to have so many children. Nor would they feel the isolation from society that arises from not having children.As it is, “old” people—both in the North and the South—have been increasingly isolated from the rest of society in retirement homes which were seen as the model of how to deal with old age. Another model which claims to help people to live more independently is “care in the community”. What it usually means is “care in the family” and in most cases it comes from the need to find a cheap solution to the problem of caring for the old. This is all very well, but it puts the burden of caring very much back into the family—usually the women. While families can in some cases provide the support needed, the breakdown of the extended family and the squeezing of household resources have often led to neglect of, rather than succor for, the elderly. When resources are stretched, the old are likely to be the ones who go without.It is precisely for this reason that in most of the world, “old” people continue to work until they die. They have no choice. They need to earn an income—however small—or they don’t eat. Indeed, people may even have to work harder as they get old, taking on the manual labor that younger people do not want to do. Many have to uproot themselves—old women who outlive their husbands are forced to leave their villages to seek work in the cities. In most Third World countries, older people figure as part of the huge informal economy, selling vegetables on the streets orrecycling garbage.The World Bank has suggested a “three-pillar” approach to financing the old which is based entirely on pensions. But even according to the World Bank, an estimated 60 % of the world’s labour force and 70% of old people, are part of the informal economy—they have no pension plan and are unlikely to save.Kasturi Sen, a specialist on aging and policy issues, has quite a different strategy towards this problem. She calls it the “life-cycle” approach. The circumstances that people find themselves in when they are older, she says, is simply a continuation to the situation that they have been in throughout their lives. If you are poor, overworked and in ill-health when you are young, these conditions are likely to be the same or worse when you are old. She argues that in order to improve the qualit y of people’s lives--and especially the lives of women, who in most societies live longer—policies should aim at improving education in earlier life, helping people to move in and out of the labour market, and enabling women to take out financial credit and buy land. Better nutrition and access to contraception would improve health. These things, she says, would do more than anything else to “reduce the possibilities of acute vulnerability in later stages of life.”Pre-reading activities (10%)Activity 1Specific steps:The teacher may bring in pictures (they might be taken from newspapers, magazines or advertisements) reflecting the life and work of old people, and then ask students to discuss in groups about the life of old people: their joys and worries, troubles and problems.Reasons for your design:If the pictures are interesting they may provoke the students to contribute their ideas freely to the topic. In doing so, the teacher not only activates students’ existing knowledge about the “problem” of t he old, but also arouses students’ interest in reading the text.Activity 2Specific steps: Before reading the text, the teacher may ask students to discuss in pairs or groups the following questions:1)How do you understand the concept of “age”2)What do you think are the factors that lead to long life And the factorsthat are harmful to our health3)What problems may appear when one gets old4)Can you suggest some solutions to the problemsWhile students are discussing these points, the teacher should circulate around the class and give any help that is necessary with the vocabulary and expressions the students need. The teacher can also listen for some interesting arguments and ask those groups to share them with the whole class after the discussion.Reasons for your design:The students may come up with various answers out of their discussions. That is good. These questions are actually covered in the text they are going to read. After their discussions, the teacher may ask them to read the text and check wheth er their responses are the same as or different from the author’s. Therefore, this activity provides a purpose for the students to read the text.While-reading activities (20%)Activity 1Specific steps:Read the text through and discuss in pairs the following questions:1)Why does the author say that “Age is a relative concept”2)Why is there an “aging crisis”3)What are the models of dealing with old age What are their disadvantages4)Do you think the “three-pillar” approach will work Why and why not5)what is the “life-cycle” approach How do you look at it6)What is the intention of the writer in writing the article Did sheachieve her purposeReasons for your design: These questions have been designed in such a way as to get the students to discuss the answers, which cannot be picked out straight from the text. Students have to use their inference skills.Activity 2Specific steps:Read the text carefully and match the paragraphs with the following titles:1)Why is there an “aging crisis”2)One suggested way of financing the old3)Models of dealing with old age4)Age is a relative concept5)What is the “life-cycle” approach6)“Old” varies from country to country and place to place7)old people continue to world until their death.Reasons for your design: This activity is to train students in their ability to summarise. Students may find it difficult to decide on the titles for some paragraphs. IN this case the teacher should guide them to pick out key ideas.Activity 3Specific steps:Read the text again and try to infer the meaning of the following words from the context:1)…who are mentally if not physically agile. (para 1)2)…rather than succor for the elderly. (para 4)3)When resources are stretched , (para 4)4)Many have to uproot themselves. (para 5)Reasons for your design: What is important here is not that the students give the correct answers, but that they can show each other how to work out the answers, so the teacher should get them to provide evidence from the text for their answers. This sort of activity is more suitable for pairs and groups, so that they can discuss it together.(Suggested answers should be given in the exam.)Post-reading activities (20%)Activity 1Specific steps:The teacher may ask students to form groups of four and discuss the following two topics:1)Beside those mentioned in the text, can you suggest some other ways indealing with old age2)Is there an “aging crisis” in China too Why and why notReasons for your design: Students may relate what they have learnt from the text to their experience of real life and may express their views on these two topics freely.Activity 2:Specific steps: the teacher may also be able to ask students to do a writing task after reading the text:Write a short paragraph under each of the following headings:1)What I expected the text to say2)What I found interesting in the text3)What the text made me think more aboutReasons for your design: This activity also gets students to think about the content of the text and express their own views on it. It is an attempt to “personalize” the text, that is to relate it directly to the students’ real life experience. The students could be asked to share their comments with others in pairs or in small groups. The teacher could read out some of the more interesting ones or ask each group to select and read out the most interesting comments.Activity 3Specific steps:The teacher may ask students to go to their local community or neighborhood in pairs or simply by themselves to do a mini-survey on at least four elderly people, and then write a written report based on the result. This could then be presented to the class.Mini-surveyName: _____________________Age: ____________ Sex: _______________Hometoewn: ___________________ Occupation (before retirement): ____________________Questions Answers1) Who do you live with ___________________________________2) How do you support yourself ___________________________________3) What do you do now ___________________________________4) Have you got any problems What are they ________________________________5) How do you deal with these problems _________________________________6) What kind of things do you hope the society and people around can do for you _________________________________Reasons for your design:The class could collect all their answers and present them on posters on the wall of their classroom. The activity “grows out” of the text and gets students to think about and investigate the situation of the elderly people in China. Students may compare their findings with the text and then they will be able to gain some new insights towards this problem.。
小学英语新课程教学法蔡绿妍主编期末考试试卷
小学英语新课程教学法蔡绿妍主编期末考试试卷一、写字音( ) 1. Christmas( ) 2. theatre( ) 3. bike( ) 4. medicine( )5.cand()6.bottle( ) 7. present( ) 8. picnic( ) 9. cough( ) 10. cinema二、单项选择。
（10分）( ) 1. —Thank you. —________.A. OKB. You’re welcomeC. Hello( ) 2. The elephant is ________ than the cat.A. bigger B. smaller C. biggest( ) 3. —What did you do during the holidays?—________A. I go to Changsha.B. I read storybooksC. I play games with my friends.( ) 4. D on’t play computer games too ________.A. alwaysB. neverC. often( ) 5. —Shall we go to the theatre?—________.A. Good idea.B. Let’s see a play.C. Thanks.( ) 6. —Hello! Is that Anne?—________.A. Yes, I am.B. No, Thanks.C. Yes. This is Anne.( ) 7. —________ shall we meet?—10:00.A.WhichB. WhatC. What time( ) 8. —________ is a box of mooncakes? —50 yuan.A. How manyB. How muchC. How old( ) 9. —How old are you? —________.A.I’m fine, thank you.B. I’m ten years o ld.C. How are you.( ) 10. —Here is a Christmas card for you.—________.A. Thank you.B. Here you are.C. I’m sorry.三、情景反应。
小学英语教材教法考试试题及答案
小学英语教材教法考试一、基础教育阶段英语课程的任务是什么？1。
激发和培养学生学习英语的兴趣,使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。
2. 使学生掌握一定的英语基础知识和听、说、读、写技能、形成一定的综合语言运用能力和创新精神。
3. 培养学生的观察、记忆、思维、想象力和创新精神。
4．帮助学生了解世界和中西文化的差异，拓展视野，培养爱国主义精神,形成健康的人生观,为他们的终身学习和发展打下了良好的基础。
二、英语课程标准的基本观念是什么?1．面向全体学生，注重素质教育。
2．整体设计目标，体现灵活开放。
3．突出学生主体，尊重个体差异。
4．采用灵活途径,倡导体验参与。
5．注重过程评价，促进学生发展。
6．开发课程资源，拓展学用渠道。
三、英语课程设计思路采用国际通用的分级目标结构,保证国家英语标准的整体性、灵活性和开放性，有利于哪四个方面？1．有利于解决以往各学段之间缺乏衔接，教学内容和要求重复,一刀切等现象，保证英语教学的连续性。
2．有利于解决各地英语教育发展不平衡的矛盾。
3．有利于因材施教,分层教学和体现个性化学习的多教学模式的建立.4．有利于《基础教育课程改革纲要（试行)》所提出“为保障和促进课程对不同地区、学校、学生的要求，实行国家、地方和学校三级课程管理”目标的实现。
四、英语课程目标按照国际通用的能力水平设立几个级别?各级别都适用于哪个年级？设为九个级别。
从三年级开设英语课程的学校，三、四年级应完成一级目标，五、六年级完成二级目标，七-九年级分别完成三、四、五级目标，高中阶段完成六、七、八级目标,第九级为外国语学校和外语特色学校高中毕业课程目标的指导级,该级别也可以作为部分学校少数英语特长学生基础教育阶段的培养方向.五、基础教育阶段英语课程的总目标是什么？它建立在哪几个方面的基础上？每个方面都起什么作用?基础教育阶段英语课程的总体目标是：培养学生的综合语言运用能力。
英语教学法模拟题1及问题详解
适用标准文案《英语教课法》模拟试题1 及答案Achievement Test for "Teaching English in the PrimarySchool"3 I. Choose the best answer (30 %)Directions:In this part, you are given fifteen queslions which are followed by 4 choicesmarked A, B, C and D. Read the choices carefully and choose the one which can best answerthe question. (30 points, 2 points each)1.Which of the following is true of second language learning?A.Natural language exposure.rmal learning context.C.Structured input.D.Little error correction.2.What type of learners can benefit most from real object instruction?A.Individual learners.[5. 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 v. vent to the cinema yesterday.Peter and * I went to the cinema yesterday.Peer and I zoent to the * cinema yesterday.Peer and I zoent to the cinema * yesterday.A. Stress.B. Articulation.C. Liaison.D. Intonation.5.What learning strategy can the following help to train? Matchthe adjectives on the left with the nouns on the right.H cavy DayNice BabyClose Building出色文档Light RainTall FriendCute SmokerA.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, Eva[uating 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.rmation-gap.D.Drama performance.1i. Which of the following belongs to learning outcomes?A.Role-plays,B, Sequencing pictures.C.Surveys.D.Worksheets.出色文档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 fora 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 thequestionnaire for assessingparticipation?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 activitieson the right. (4 points)1) Visual learners A. Handwork2)Kinesthetic learners B. Picture talking3)Auditory learners C. Play acting4)Tactile learners D.Song and music listening 2.Match the types of intelligence on the left with the form oflearning on the right. (4 points)1)Linguistic intelligence A.Doing hands-on activities2)Match and logical B. Sketchingthinking3)Spatial intelligence C. Verbalizing4)Bodily/Kinesthetic D. Conceptualizing出色文档inteligence3.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 learningstrategy3)Labeling pictures C. Pronunciation4)Sequencing the events D. Writingaccording to the story4. What is the teacher doing? (4 points)1)Now, you can begin. A. Checking understanding2)All right, I think it is time. B. Ending the activity3)Can you two show us how to work? C. Demonstrating the operation4)We are going to do two D. Giving the startthings today. Tom, canyou tell us what they are?5.Match the activities with the relevant classroom arrangement. (4,points)1)Speaking chains A. Whole class work2)Role play of a dialogue B. Individual work3)Guessing the object C. Pair work4)Sentence completion D. Group workⅢ. Multiple choice questions (10 %)Directions: In this part, you are given five questions whichare followed by 4 choicesmarked A, B, C and D. Read the choices carefully and choose thesuitable answer(s) to thequestion. You may have more than one answer to each question. (10 points, 2 points each)1.Which of the following roles do the primary school teachers play?A.A prompter.B.A participant.C.An assessor.D.A controller.2.Which of the following features are true of children in learninga language?A.Children can not concentrate for very long.B.Children learn EngliSh because they think it interesting.出色文档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 tonecan also change themeaning in Chinese.D.English words often have more than one syllable, whileChinese characters usuallyhave 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 pieceof paper from the board.B. Ask the pupils to listen and write down the number of picturesyou stick on theblackboard.C. Ask the children to take out their cards and do paired practice.D. Ask children to prepare the dialogue to get ready to act.IV: Short Answer Questions (20 %)Directions: In this part there are four questions aboutEnglish Teaching Methodology.Write down your answers in brief. You will be assessed in the pointsyou present and theway you present them. (20 points, 5 points each)1.Why is it necessary to use L1 in foreign language instruction?Give at least two reasons.2.What are the relationship and differences between testingand assessment?3.What does the following support, formative assessment orsummative assessment? Whyor why not?出色文档Self--assessment Sheet Yes, Partly,No1. I was able to select a story I aminterested in.[] [][]2. I tried to guess from the context when I met[] [][]new words in the story.3. When I [ailed to guess out the words, I referred[] [][]to the Chinese version for reference.4. I skimmed the story to first find what it is[] [][]mainly about.5. I then read the story carefully,interested in[] [][]some of the details.6. WhenI was required to retell a character I like[] [][]best or a happening which attracted myattention, I scanned the story again for somedetails.7. In the discussion with others I found that I was[] [][]able to get the right information very quickly asI read in the way I had learnt.8. I am satisfied with my reading this time.[] [][]4. What might be the reason if your students misbehave in class?Mention at least 3 reasons.Directions:In this part, you are to design a l0--minute speakingactivity according to the materialgiven. The activity should involve tile function of ordering andthe relevant structures. Makesure you include all the items of an activity according to the table given (objective,出色文档organization type, procedure, assumed time, predicted problemsand solutions ） . Make sureyou give the assumed time for each step.参照答案Ⅰ． Choose the best answer此题为单项选择题，共15 个小题， 30 分，每题 2 分。
小学英语教师考试模拟试题
小学英语教师考试模拟题一第一部分：教育理论知识一、选择题。
（每小题1分，共10分）1、课的类型一般分为两大类，即（）A．讲授课和练习课B．讲授课和复习课C．讲授课和实验课D．单一课和综合课2、教师的表率作用主要体现在（）A．举止端庄B．衣着整洁C．言行一致D．谈吐文雅3、孔子说：“学而不思则惘，思而不学则殆”，表明孔子很强调（）A．启发式教学B．学习与思考相结合C．因材施教D．学习与行动相结合4、小学英语教学活动的组织，主要应考虑（）A．活动教学的经验B．本班学生的特点C．活动是否方便D．活动是否生动有趣5、上好课的先决条件是（）A．了解学生B．融洽的师生关系C．先进的教学设备D．备课6、判定一节课是否有实效最重要标准是看（）A．生动的课堂气氛B．热烈的小组活动C．有效的课堂设计D．是否完成了知识和能力培养目标7、教师在教学过程中，对正在进行的教学活动进行不断的自我认识和反思能力是（）A．教学设计能力B．教学组织能力C．教学监控能力D．教学决策能力8、课外校外教育与课内教育的共同之处在于，它们都是（）A．受教学计划和教学大纲规范的B．学生自愿选择的C．师生共同参与的D．有目的、有计划、有组织进行的9、根据是否需要意志努力，可以把记忆分成（）。
A．有意记忆和无意记忆B．感觉记忆、短时记忆和长时记忆C．机械记忆和逻辑记忆D．外显记忆和内隐记忆10、小学低年级儿童常常在家长、教师的督促下完成作业或活动任务，这体现了低年级儿童意志的（）A．坚韧性水平较低B．果断性水平较低C．自觉性水平较低D．坚持性水平较低二、判断题（每小题1分，共10分）1、语言知识包括：语音，词汇，语法，动能，词性。
( )2、教师自己的观点对学生是唯一正确的答案。
( )3、班级管理应该以学生为核心，建立学生为本的班级管理机制。
( )4、国家英语课程要求从3年级起开设英语课程。
《标准》第二级为4年级结束时应达到的基本要求。
( )5、英语学习二级要求学生能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。
(完整版)04-《英语教学法》(1)期末考试试题之一
《英语教学法》（1）期末考试试题之一（开卷考试）Part I. Fill in the blanks with correct information: 30%1.TEFL is the abbreviation of_________________________.2.The grammar-Translation Method focuses on ______________, ________________ and___________3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.4.The study of the relationship between language and society, including the social functionslanguage fulfils in a society is called____________.nguage acquisition means mastering a language ____________.6.According to Chomsky’s ___________________, language is not learnt merely by copyingwhat is said or written; learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.7.List three language teaching methods that belong to the Humanist School__________,_________, and _____________.8.List five types of syllabus: ______________, _____________, _______________,_____________, __________________.9.In Taba’s model of curriculum processes, the first stage is _______________, the second stageis _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we meanby__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of __________________.13.Spoken language and written language exist to fulfill _________________- anddemonstrate________________.14.The goal of Communicative Language Teaching is to develop______________________.15.Authenticity is also a characteristic of _________________.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%1.According to the Grammar-Translation method, the syllabus is designed around grammaticalstructures.2.The main aim of a functional-notional syllabus is on communication.3.Drills alone cannot meet communicative needs in real life.4.The chief advantage of Community Language Learning is that students can say whatevercomes to their mind, not caring for their own language proficiency level.5. A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,etc. is based on a situational syllabus.6.Students have to grasp the relationships between communicative functions and sentencesstructures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as wellas linguistic characteristics.8.The language is natural, so the authenticity of language is most important in CLT.9.By saying that the teacher is an assessor we mean that he only makes correction and gradingbut not gives feedback and advice.municative activities concentrate on the content as well as the language form.Part III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it.Sustainable development: China’s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth’s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term ‘sustainable development’in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world’s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China’s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China’s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainableenergy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:。
小学英语教学法综合练习
小学英语教学法综合练习PartA 课程标准（修订稿）与教学法知识：一.填空题：1. 义务教育阶段的英语课程具有----与-----双重性质。
2. 义务教育阶段的英语课程的主要目的是为学生-----------打基础，为他们----------------创造有利条件。
3. 英语课程提倡采用既强调语言--------，又重视语言学习的-------和-------的语言教学途径与方法。
4．英语课程评价体系应包括------------和---------。
5 《义务教育课程标准（2011年版）》以学生“ -------”的描述方式设定各级目标要求。
6. 语言技能主要包括--------------等方面的技能以及这些技能的综合运用。
其中---------是理解的技能，---------是表达的技能。
7. 学生在义务教育阶段应学习和掌握的英语语言基础知识包括——、--------、---------、-------、----------。
8. 情感态度指------、-------、--------、-------和--------等影响学生学习过程和学习效果的相关因素……9. “强调学习过程，重视语言学习的实践性和应用性”是—————之一。
10.“能在口头表达中做到发音清楚，语调基本达意。
”这是————级对“————”技能的描述。
11.根据儿童学习外语的理论来看，儿童掌握外语的学习过程是一种-------- 的学习。
12. 情景教学法是以—————为理论基础。
13.听说法的理论基础是——---------和——————————。
14.任务型教学法的特点是：强调学习者“-------------”的语言学习方式。
15.列举三种课堂教学的方法：-------、--------、---------。
16.三维教学目标包括--------、---------、----------17.教师备课的过程就是备大纲，---------，---------，---------。
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《（小学）英语教学法》模拟试题Achievement Test for “ Teaching English in the Primary School”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the questions. (30 points, 2 points each)1.What learning strategy does the following activity to train?Put the words in the relevant columns.C. AssociationD. Imagery2.Which of the following can train listening?A.Sequencing the pictures.B.Writing captions for pictures.C.TPRD.Matching titles with different paragraphs.3.Which of the following activities involves writing?beling pictures.B.Matching pictures with labels.C.Dramatization.D.Role play.4.How do children learn their first language?A.By imitations.B.By being corrected by parents.C.By learning language rules.D.By acting and performing.5.What’s the teacher doing by saying “Now you are going to do this in pairs.”A.Checking understanding.B.Giving prompt.C.Setting tasks.D.Getting feedback.6.Which of the following activities can be best done with pair work?rmation gap.B.Guessing games.C.Watching videos.D.Role-play.7.Which of the following helps assess language performances?A.Asking students to reflect on what activities attract them most.B.Asking students about their attitudes towards a certain game.C.Asking students to draw pictures according to description.D.Asking the students to do a quiz at the end of the lesson.8.Which of the following is suitable for speaking?A.TPR actions.B.Recognizing picturesrmation gapD.Matching pictures with descriptions.9.In which of the following activities does the teacher play the role of prompter?A.Give suggestions during an activity.B.Read out the new words to the students.C.Take part in the pupil s’ conversation.D.Encourage students to go on with their talk.10.Which of the following belongs to projects?A.Guessing what someone is eating.B.Creating a poster.C.Listening and identifyingrmation gap.11.What kind of classroom arrangement is most suitable for the following activities?The teacher asks the pupils to discuss what they are going to do at the weekend.A.Pair work.B.Group workC.Whole-class workD.Individual work12.What is the teaching doing in the following part of instruction?T: All right, I think it is the time.A: Introducing the activity.B. Giving a start.C. Checking understanding.D. Concluding an activity.13.What is the teacher doing in terms of error correction?S: I seed a very good film on TV yesterday.T: You SAW a very good film yesterday?A.Helping correct the mistake.B.Giving a hint that the student has used the wrong tense.C.Asking the student to correct the mistake himself.D.Asking the student whether he really saw the film.14.What does children’s short attention span imply for classroom instruction?A.We should not make any activity too long.B.We should not waste time explaining complicated language rules.C.We should provide good models for children to imitate.D.We should select those topics relevant to students’ experience.15. Which type of approach can best describe the following learning pattern?Language is learned in a context created with sketches, games or multi-media techniquesA.autonomous learningB.interactive learningC.contextualized learningD.task-based learningII: Write “T” for True and “F” for False. (14%)Which of the followings are First language acquisition.Write “T” for True and “F” for False.( ) 1. systematic study( ) 2. free learning environment( ) 3. try and error( ) 4. formal instruction( ) 5. mechanical practice( ) 6. care-taker talk( ) 7. silent listening( ) 8. minimal pair practiceIII: Matching (16%)1. Match the learning styles on the left which the type of activities on the right. (4%)1) Group learners A. Discussion2)Reflective learners B. Making judgments3)Individual learners C. Copying4)Tactile learners D. Doing handcrafts2. Match the type of intelligence on the left with the suitable activities on the right. (4%)1) Interpersonal intelligence A. Active imagination2) Musical intelligence B. Rhythmic patterns3) Naturalistic intelligence C. Sensing other s’ motives4) Spatial intelligence D. Photographing3. Match the items of phonetics on the left with the realizations on the right. (4 %)1) Articulation A. Not at all∨∨2) Intonation B. She sells seashells by the seashore.3) Liaison C. I want to do a good deed.4) Loss of explosion D. Do you speak ↗English?4. Match the type of vocabulary learning strategies on the left with the activities that help to train them on the right.( 4 %)1) Collocation A. Ask the students to find the words from the dialogue and guess theirmeanings.2) Context B. Ask the students to listen to a record and read after it.3) Grouping C. Ask the students to put the words in the right category.4) Imitation D. Ask the students to match the prepositions with the nouns.IV: 名词解释（用中文回答）20% （共10题，这里只选了3题）1．行为主义理论2．互动教学模式3．反思性教学V: Activity designing (20%)Directions: In this part, you are to design 1 10-minute communicative speaking activity according to the material given. The activity should be based on the material, practicing possessive pronouns. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure, assumed time, predicted problems and solutions). Make sure you give the assumed time for each step.（试卷上是四幅卡通画，无法打上去）《（小学）英语教学法》模拟试题答案及评分标准I: Choose the best answer 30%本题为单选题，共15个小题，30分，每题2分。