福师 《英语教学法》期末考试学习资料(二)77
福师网络教育 大学英语(2)期末考前辅导讲义
• 大学英语（2）考试范围：
• 《大学英语2》（北京交通大学出版社） • Unit 1——Unit 8
大学英语期末考试题型：
• 一。阅读30% (15题) • 二。词汇与语法：40%(20题) • 三。 交际英语对话： 10%(5题) • 四。英译汉：20%
• 各题型 的复习范围：
• 一。阅读： （有一篇从课后练习的Quiz 1 & Quiz 2 中抽取，其余两篇课外） • （课后练习的Quiz 1 & Quiz 2的参考答案 在课本的最后页） • 二。词汇与语法： • 第二册课本每课课后的pickup grammar的 语法练习部分 (Unit 1—Unit 7)
• （如例所示，将所选的选项用钢笔或圆珠 笔画上一横线） • 例：[A][B][C][D] • 1. [A][B][C][D] 2.[A][B][C][D] 3.[A][B][C][D] 4.[A][B][C][D] • 5.[A][B][C][D] 6.[A][B][C][D] 7.[A][B][C][D] 8.[A][B][C][D] • 9. [A][B][C][D] 10.[A][B][C][D]
• 考卷答卷上的四个信息请填写完整： • • 教 学 中 心 ______________________ 专业_________________________ • •姓 名______________________ 学号_______________________际英语对话： 从课后练习的Quiz 1 & Quiz 2 & Quiz 3中抽取
• （课后练习的Quiz 1 & Quiz 2& Quiz 3的 参考答案在课本的最后页）
•四。英译汉： •课文句子翻译（Unit 1, Unit 6）
《英语教学法》期末考试试题之二答案和评分标准（精选5篇）
《英语教学法》期末考试试题之二答案和评分标准（精选5篇）第一篇：《英语教学法》期末考试试题之二答案和评分标准《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.The …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,radio announcements, 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.T10.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 becomemy 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 drunkendriving 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 evoluti on, 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 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 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.λExamine the accompanying visual information(diagrams, maps, photographs) λ Reflect on the title or the topicλλλλλλ State what they already know about the topic State what they would like to know about the topic Write their own questions that they want the text to answer Answer the teacher‟s general questions about the text type or topic(oral or written)Brainstorm the topic in groups or whole class Guess the topic by looking at key words from the textWhile-reading Activities(30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each 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.λ Skim reading to get the gist(main idea of the textλ Locating specific informationλ Transferring information from the text to a diagram, table, form, map, graph or picture λ Taking notes on the main points, or on specific points of the textλ Drawing a diagram to show the text structureλ Answering factual questions on the textλ Answering inferring questions on the text(reading between the line)λ Putting the events in correct orderλ Stating if statements given about the text are true or false λ Working out the meaning of words or phrases in the text from the contextλ Examining referents in the text and stating what they refer toλ Putting the paragraphs of a jumbled text back in the correct orderλ Giving sections of a text appropriate headingsλ 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.λOral discussion of the topic of the textλ Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different charactersλ Writing a summary of the main content of the textλ Comment on the content of the textλ Retelling the story of the textλ Finishing the story(orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choiceλ Listening to or reading some supplementary materials.第二篇：英语教学法期末考试资料Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target language 5.Help students to guess the grammar rules of the target language 6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method 1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context Vocabulary items presentation and practices Presentation 1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the e synonyms or antonyms to explain e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possiblemisunderstanding or confusion that students may have.for practice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling 1.Five main components of communicative competence: Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning 5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the comprehension level of the students.To use the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a per formance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannotbe.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.第三篇：英语教学法期末考试资料Steps for teaching a grammatical item:1.Provide a context2.Help students to say the target language3.Provide a written record4.Personalize the target language5.Help students to guess the grammar rules of the target language6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to givensituations(practices).The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextVocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.forpractice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling1.Five main components of communicative competence:Linguistic competenceis concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Disco urse competencerefers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence iis similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluencymeans one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to thePPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit thecomprehension level of the students.Touse the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement2)Ss select group members3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation withthe learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.第四篇：04-《英语教学法》期末考试试题之三《英语教学法》（1）期末考试试题之三（开卷考试）Part I.Fill in the blanks with correct information: 30%1.By adopting the Grammar-Translation Method, a teacher would_____________________ and then do some translation work.2.The founding of _____________in 1957 had impacts on the way languages were taught.3.The main aim of a functional-notional syllabus is on ______________.4.According to Dell Hymes, ___________ is as important as __________ in language use.5._______________ was the basis of the Audio-lingual Method.6.____________ is concerned with treating a learner notjust as a student in the classroom, but as a human being with feelings and emotions.7.In _____________, translations in students’ mother tongue of texts are provided 8.The Grammar-Translation Method is usually based on a _____________ syllabus.9.A needs analysis is done by studying ____________________________________.10.Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________.11.Students, without any knowledge of the appropriateness of language but_________________________, are making potentially more serious errors.12.The difficulty of a text depends not only on the language but also_________________.13.Natural conversation often seems chaotic because of__________________, _________________, ____________________.14.CLT focuses on _______________________ though attention is given to vocabulary and grammar.15.___________further divided authenticity into communicative genuineness and communicative authenticity.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 as an intellectual activity.2.Sociolinguistics is the study of culture and the comparison of cultures between different countries.3.The Audio-lingual Methods encourages the use of mother tongue in the classroom.4.T otal Physical Response pays particular attention to the comfort of the classroom and the learning environment.5.A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 A t the baker’s, etc.is based on a functional syllabus.6.As a learner of English, you will be forgiven for errors of inappropriateness if you can speak goodEnglish.7.Knowledge of oral communication features can help improve the teaching of communicative skills.8.According to Widdowson, A text is genuine if it follows the convention of that type of text.9.Good learners should avoid making errors.10.Social interaction activities focus on the social aspect of communication and functional communication activities on the functional aspect of communication.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.So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believ es that playing in gigs is very important.“You never know when an agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen to all of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.So me of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!Pre-reading activities Activity 1 Specific steps: Reasons for your design:Activity 2 Specific steps:Reasons for your design:While-reading Activities Activity 1 Specific steps:Reasons for your design:Activity 2 Specific steps:Reasons for your design:Activity 3 Specific steps:Reasons for your design:Post-reading activities Activity 1 Specific steps:Reasons for your design: Activity 2 Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之三答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each 1.explain and analyze the target language in the students’ mother tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language 10.the intended meaning 11.able to produce structurally perfect sentences 12.the amount of background knowledge required 13.back-channel responses, utterance completion and overlaps 14.a comprehensive training of communicative competence 15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each 1.T2.F3.F F5.F6.F7.T8.T9.F10.F。
04-《英语教学法》期末考试试题之一
04-《英语教学法》期末考试试题之一第一篇：04-《英语教学法》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 municative activities concentrate on the content as well as the language form.Part III 50%Design a reading lesson with three stages asrequired.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 centuryWhat 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 Ag enda 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 ofsustained 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 activities Activity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:第二篇：04-《英语教学法》期末考试试题之三《英语教学法》（1）期末考试试题之三（开卷考试）Part I.Fill in the blanks with correct information: 30%1.By adopting the Grammar-Translation Method, a teacher would_____________________ and then do some translation work.2.The founding of _____________in 1957 had impacts on the way languages were taught.3.The main aim of a functional-notional syllabus is on ______________.4.According to Dell Hymes, ___________ is as important as __________ in language use.5._______________ was the basis of the Audio-lingualMethod.6.____________ is concerned with treating a learner not just as a student in the classroom, but as a human being with feelings and emotions.7.In _____________, translations in students’ mother tongue of texts are provided 8.The Grammar-Translation Method is usually based on a _____________ syllabus.9.A needs analysis is done by studying ____________________________________.10.Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________.11.Students, without any knowledge of the appropriateness of language but_________________________, are making potentially more serious errors.12.The difficulty of a text depends not only on the language but also_________________.13.Natural conversation often seems chaotic because of__________________, _________________, ____________________.14.CLT focuses on _______________________ though attention is given to vocabulary and grammar.15.___________further divided authenticity into communicative genuineness and communicative authenticity.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 as an intellectual activity.2.Sociolinguistics is the study of culture and the comparison of cultures between different countries.3.The Audio-lingual Methods encourages the use of mother tongue in the classroom.4.T otal Physical Response pays particular attention to the comfort of the classroom and the learning environment.5.A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 At the baker’s, etc.is based on a functional syllabus.6.As a learner of English, you will be forgivenfor errors of inappropriateness if you can speak good English.7.Knowledge of oral communication features can help improve the teaching of communicative skills.8.According to Widdowson, A text is genuine if it follows the convention of that type of text.9.Good learners should avoid making errors.10.Social interaction activities focus on the social aspect of communication and functional communication activities on the functional aspect of communication.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.So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and giggin g are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only w ay you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believes that playing in gigs is very important.“You never know when an agent for a company is likely to turn up,” he says.“They he ar your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen toall of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.Some of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studi o!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!Pre-reading activities Activity 1 Specific steps: Reasons for your design:Activity 2 Specific steps:Reasons for your design:While-reading Activities Activity 1 Specific steps:Reasons for your design:Activity 2 Specific steps:Reasons for your design:Activity 3 Specific steps:Reasons for your design:Post-reading activities Activity 1 Specific steps:Reasons for your design: Activity 2 Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之三答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each 1.explain and analyze the target language in the students’ moth er tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language 10.the intended meaning 11.able to produce structurally perfect sentences 12.the amount of background knowledge required 13.back-channel responses, utterance completion and overlaps 14.a comprehensive training of communicative competence 15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each 1.T2.F3.F F5.F6.F7.T8.T9.F10.FPart III 50% Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believes that playing in gigs is very important.“You never know when a agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos eve ry year.There’s no way they can listen to all of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.Some of the stuff that gets releasedis rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!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 twoparts should be done in good English.λExamine the accompanying visual information(diagrams, maps, photographs)λ Reflect on the title or the topic λ State what they already know about the topic λState what they would like to know about the topic λ Write their own questions that they want the text to answer λAnswer the teacher’s general questions about the text type or topic(oral or written)λ Brainstorm the topic in groups or whole class λGuess the topic by looking at key words from the textWhile-reading Activities(30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each 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.λ Skim reading to get the gist(main idea of the text λLocating specific information λTransferring information from the text to a diagram, table, form, map, graph or picture λ Taking notes on the main points, or on specific points of the text λ Drawing a diagram to show the text structure λ Answering factual questions on the text λ Answering inferring questions on the text(reading between the line)λPutting the events in correct order λ Stating if statements given about the text are true or false λ Working out the meaning of words or phrases in the text from the context λExamining referents in the text and stating what they refer to λ Putting the paragraphs of a jumbled text back in the correct order λ Giving sections of a text appropriate headings λGiving 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.λOral discussion of the topic of the text λ Role-play a different situation from the text but using the same characters, or role-play the same situation as in the text but using the different characters λ Writing a summary of the main content of the text λ Comment on the content of the text λ Retelling the story of the text λ Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice λ Listening to or reading some supplementary materials.第三篇：04-《英语教学法》期末考试试题之三（精选）《英语教学法》（1）期末考试试题之三（开卷考试）Part I.Fill in the blanks with correct information: 30%1.By adopting the Grammar-Translation Method, a teacher would_____________________ andthen do some translation work.2.The founding of _____________in 1957 had impacts on the way languages were taught.3.The main aim of a functional-notional syllabus is on ______________.4.According to Dell Hymes, ___________ is as important as __________ in language use.5._______________ was the basis of the Audio-lingual Method.6.____________ is concerned with treating a learner not just as a student in the classroom, but as a human being with feelings and emotions.7.In _____________, translations in students’ mother tongue of texts are provided8.The Grammar-Translation Method is usually based on a _____________ syllabus.9.A needs analysis is done by studying ____________________________________.10.Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________.11.Students, without any knowledge of the appropriateness of languagebut_________________________, are making potentially more serious errors.12.The difficulty of a text depends not only on the language but also_________________.13.Natural conversation often seems chaotic because of__________________,_________________, ____________________.14.CLT focuses on _______________________ though attention is given to vocabulary andgrammar.15.___________further divided authenticity into communicative genuineness andcommunicative authenticity.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 as an intellectual activity.2.Sociolinguistics is the study of culture and the comparison of cultures between differentcountries.3.The Audio-lingual Methods encourages the use of mother tongue in the classroom.4.Total Physical Response pays particular attention to the comfort of the classroom and the learning environment.5.A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 At the baker’s, etc.is based on a functional syllabus.6.As a learner of English, you will be forgiven for errors of inappropriateness if you can speakgood English.7.Knowledge of oral communication featurescan help improve the teaching of communicativeskills.8.According to Widdowson, A text is genuine if it follows the convention of that type of text.9.Good learners should avoid making errors.10.Social interaction activities focus on the social aspect of communication and functional communication activities on the functional aspect of communication.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.So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)?This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believ es that playing in gigs is very important.“You never know when an agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen toall of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.So me of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice?“Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!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）期末考试试题之三答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each1.explain and analyze the target language in the students’ mother tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language10.the intended meaning11.able to produce structurally perfect sentences12.the amount of background knowledge required13.back-channel responses, utterance completion and overlaps14.a comprehensive training of communicative competence15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each1.T2.F3.F4 F5.F6.F7.T8.T9.F10.FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)?This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from arecording co mpany might be there to hear you.But you can’t rely onthat: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believes that playing i n gigs is very important.“You never know when a agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen to all of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.Some of the stuff th at gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice?“Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And。
福建师范大学2024年2月课程考试《英语教学法》作业考核试题
《英语教学法》期末考试（A卷）答题纸姓名：专业：学号：学习中心：成绩：注意：全卷请在答题纸上作答，否则不得分！题号 1 2 3 4 5 6 7 8 9 10答案 A C A A D C B C C A二、名词解释（20分）1. 听力的文本驱动模式本模式认为听力就是一个语音解码过程。
听者利用语音、词汇和句子本身的知识进行语言因素分析达到对听力材料的理解。
理解是从语音、单词、句子到整个讲篇逐步理解的过程2. 归纳法归纳法一般指归纳推理。
归纳推理是一种由个别到一般的推理。
由一定程度的关于个别事物的观点过渡到范围较大的观点，由特殊具体的事例推导出一般原理、原则的解释方法。
自然界和社会中的一般，都存在于个别、特殊之中，并通过个别而存在3. 文化教学英语教育中要注重开展文化教学，引导学生多阅读一些英语名著，全面了解文化差异充分认识到西方文化的魅力，也可以运用多媒体，根据放英语视频、英语电影呈现出生动形象的英语文化，实现渗近文化教学的目的，使学生深入理解英语文化的含义，明确英语知识的文化背景，扩展学生文化知识面，从而逐步提高学生的文化素养。
4. 图式理论所谓图式理论，是指围绕某一个主题组织起来的知识的表征和贮存方式为基础的理论三、简答题（20分）1. 中小学英语教学内容必须具备哪些特征？1 教学要贴近生活1.1 教学内容要贴近小学生的日常生活，学生才能将所学的内容应用到他们所熟悉的生活中去。
例如：在学习Farm Animals这一单元时，课前我先让学生回家仔细观察并模仿家中动物的叫声，然后在课堂上让他们充分施展自己的表演才能，再让其他同学参与到“guessing game”的游戏当中，猜出What animal is it ？在学习Fruit这一单元时，我利用各种水果，进行实物教学。
对于当时无法找到的水果，就用图片代替；在学习cat、dog时可使用绕口令“a cat ，a cat ， miao ，miao， miao。
《英语教学法(2)》复习资料
《英语教学法（2）》复习资料一、Basic Theories and Principles （每小题2分，共40分）Directions: choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1.What can Cloze help to train in terms of writing?e of cohesive devicesB.indention of textsC.unity of texts2.To help students understand the structure of a text and sentence sequencing, we could use____ for students to rearrange the sentences in the right order.A.cohesive devicesB. a coherent textC.scrambled sentences3.The purpose of the outline is to enable the students to have a clear organization of ideasand a structure that can guide them ____.A.in the actual writingB.in free writingC.in controlled writing4.Which of the following writing activities reflect process-orientation?A.asking the students to write an essay parallel to the text they have learned.B.Asking the students to peer edit their first draft.C.Asking the students to arrange the scrambled sentences into a paragraph.5.To achieve fluency, when should correction be conducted?A.at the summary stage of the activity.B.the moment error occurs.C.during the course of the communication.6.Which of the following activities can be used for generating ideas?A．brainstormingB．sequencingC．categorizing7. What vocabulary learning strategies does the following activity help to train?The teacher asks the students to match the verbs in column a with the prepositions in column B A. grouping B. imagery C. collocation8. Which of the following is among the physical factors that affect lesson planning?A. teaching aidsB. students’ language learning backgroundC. testing9. Which of the following grammar instruction is inductive?B.asking students to read the passage and finding out the rules for passive voice.C.explaining the structure and usage of passive voice to the students.D.asking students to read grammar books to tell the rules of passive voice in class.10.Which of the following activities can be used at the presentation stage of vocabularyinstruction?a) a vocabulary tourb)matching words with pictures.c)Dictation11. Which of the following activities belong to application in vocabulary instruction?d)asking students to complete a vocabulary map centering on SARS.e)asking students to match the words with their concurring words.f)asking students to describe an event that happened during the SARS period.12. Which of the following tasks can help effectively memorizing the new words?g)relating new words to the context.h)copying new words many times.i)Ignoring the meanings of new words.13. What should a lesson plan be like? Choose the most suitable description from the following.j) a lesson plan is a copy of explanation of words and structures.k) a lesson plan is a transcribed procedure of classroom instruction.l) a lesson plan is a series of activities to conduct in class.14. Which of the following belongs to human factors in the composition of a lesson plan?m)students’ varied needs and attitudesn)the course requiremento)size of the class15. Which of the following is among the physical factors that affect lesson planning?p)Teaching aids.q)Students’ language learning background.r)Testing.16. What is the teacher doing in terms error correction?T: Do any of you have a pet at home?S: I have cat at home. Very big cat.T: Ok. Is your cat big or small?A.helping self-correctionB.issuing direct correctionC.tolerating correction17. What role does the teacher play in the deductive presentation of grammar?s)instructort)prompteru)participant18. What is the teacher doing in terms of classroom instruction?T: Do I make myself clear?Ss: Yes!T: Now, what should we do? …Mary?M: Get in groups and talk about ….T：And what more, Lisa?A.explaining the activityB.monitoring the activityC.checking understanding19. Which of the following activities is most suitable for whole-class work?A. role-play of a dialogue involving the use of the passive voice.B. Writing about the changes of one’s hometown.C. Presenting the passive voice.20．What activity is the following seating arrangement most suitable for?A.group discussionB.acting of a playc. individual reading of the text二、Mini-lesson plan （共60分）The requirement of each activity is as following:●Presentation: present the grammar items involved in the dialogue in an inductive way.●Practice: design form-focused activity to practice the grammar item●Application: use the grammar item in real-life activity. You may follow the table given afterthe passage. Make sure the three activities are related to each other.TextTony: So what’s your pen friend’s name, Lingling?Lingling: Sally Maxwell, and she’s from Park School in London.Tony: Has she visited China before?Lingling: No, she hasn’t. But I sent her a DVD about China and she’s watched it . And she has enjoyed my messages about my life here in Beijing. So I think she’ll like it here. Tony:What about you, Lingling? Have you ever wanted to travel around the world? Lingling: Yes, I have. I’ve always wanted to go to the USA and Europe. And Sally has invited me to stay with her in England one day. The problem is the price of the ticket. Tony: Well, guess what ! Have you looked at today’s newspaper? There’s a competition.。
福建师范大学智慧树知到“英语”《英语教学法》网课测试题答案_2
福建师范大学智慧树知到“英语”《英语教学法》网课测试题答案（图片大小可自由调整）第1卷一.综合考核(共10题)1.Daydreaming improves a person’s ability to _____ more readily with new ideas.A.show upB.put up withe upD.take up2.评价学生可以采用以下哪些途径：()A.面谈B.学习周记C.学习档案D.测试E.节目汇演3.His hand shook a little as he ______ the key in the lock.A.squeezedB.insertedC.stuffedD.pierced4.英语教学是实施素质教育的重要内容和手段之一。
()A.错误B.正确5.英语测试不再只是对英语知识记忆的考查，而更多的是对运用能力的测试，包括策略运用的考查。
()A.错误B.正确6.略读不要求理解文章的总体大意，而是要捕捉某些具体的细节信息。
()A.错误B.正确7.What should a required lesson plan look like? _______.A.a copy of explanation of words and structuresB.a timetable for activitiesC.transcribed procedure of classroom instruction8.在E-learning模式中，学生的主体性表现为学习的积极性和主动性；教师的主导性体现为正确引导和启发学生进行学习。
()A.错误B.正确9.当代外语教学法发展的趋势表明，教学法的研究重心正从“怎样学”向“怎样教”转移。
()A.错误B.正确10.It is usually warm in my hometown in March, but it _____ be rather cold sometime.A.mustB.canC.shouldD.would第1卷参考答案一.综合考核1.参考答案：C2.参考答案：ABCD3.参考答案：B4.参考答案：B5.参考答案：B6.参考答案：A7.参考答案：C8.参考答案：B9.参考答案：A10.参考答案：B。
福建师范大学22春“英语”《英语教学法》作业考核题库高频考点版(参考答案)试题号4
福建师范大学22春“英语”《英语教学法》作业考核题库高频考点版（参考答案）一.综合考核(共50题)1._____ tell you what you should use in order to produce accurate utterances.A.The descriptive grammarB.The prescriptive grammarC.The traditional grammar参考答案：B2.What should a required lesson plan look like? _______.A.a copy of explanation of words and structuresB.a timetable for activitiesC.transcribed procedure of classroom instruction参考答案：C3.自下而上的阅读模式认为读者应首先利用世界性的知识对文章的主题的了解来理解整体的意义，用语境来猜测生疏项目的意义。
()A.错误B.正确参考答案：A4.It is worth considering what makes “convenience” foods so popular, and ____ better ones of your own.A.introducesB.to introduceC.introducingD.introduced参考答案：C5.Which of the following activity is most demanding? _______.A.list what you can buy at a supermarketB.list what you can buy at a supermarket in five minutesC.list at least 15 things in you can buy at a supermarket in five minutes参考答案：C6.外语教学问题单纯是教学方法的问题，只要找到理想的方法，外语教学的问题就可迎刃而解。
福建师范大学智慧树知到“英语”《英语教学法》网课测试题答案卷5
福建师范大学智慧树知到“英语”《英语教学法》网课测试题答案（图片大小可自由调整）第1卷一.综合考核(共10题)1.John promised his doctor he ________ not smoke, an d he has smoked ever since.A.mightB.shouldC.couldD.would2.在阅读的过程中如果遇到生词，应该：()A.先查字典B.先猜单词的意思，而后再查字典C.置之不理D.根据实际阅读的文章来处理3.对学生应该积极引导，提高学习兴趣。
()A.错误B.正确4.听力的文本驱动模式(名词解释)5.The furniture in her bedroom is quite different from _______ in the living room.A.thatB.itC.oneD.which6.文化教学(名词解释)7.The central theatre has a seating _____ of more than 3,000 people. A.capabilityB.capacityC.abilityD.facility8.课堂教学的分析和评估有助于教师了解自己上课的效果，发现优缺点，总结经验和教训，也有助于教师明确原定课时教案之所以能实现或不能实现的原因。
()A.错误B.正确9.情感具有激智功能、动力功能、调节功能、感染功能和移情功能。
()A.错误B.正确10.评价学生可以采用以下哪些途径：()A.面谈B.学习周记C.学习档案D.测试E.节目汇演第1卷参考答案一.综合考核1.参考答案：D2.参考答案：D3.参考答案：B4.参考答案：文本驱动模式常作自下而上听力模式(bottom-up \r\napproach)。
本模式认为听力就是一个语音解码过程。
听者利用语音、词汇和句子本身的知识进行语言因素分析达到对听力材料的理解。
理解是从语音、单词、句子到整个讲篇逐步理解的过程。
福师大离线作业《英语教学法》答案图文
1.重点：能用句型“What’s your hobby？”询问他人的兴趣爱好，用“I like…”“My hobby is…”表达个人的兴趣和爱好。
2.难点：了解动名词形式和用法。可以通过让学生用动名词的形式和用法。可以通过让学生用动名词说句子，引导学生观察动名词的构成，让学生初步感知动名词的用法。
在英语教学中，只有将听、说、读、写四个方面有机结合，才能提高学生的语言综合技能，从而学好英语。听、说、读、写、译等技能的锻炼构成了英语学习的全部，教学过程中要牢固树立系统思维，从各个方面齐头并进地提高学生的能力，不能片面地追逐单个方面能力的提高，更不能忽视其他方面能力的提高。下面简要谈谈我是如何做的。1、通过大量的听力训练及跟读模仿可以缩短自我发音与地道英语之间的距离，从而有利于学生讲出自然、流畅的英语。2、通过多说，培养学生口语表达能力。训练学生说的方法很多，可要求学生操练句型。自编对话，情景表演，完成课堂中特别设计的任务等。3、通过多读，培养训练学生语感。英语的朗读就是运用轻重音、节奏、语调等语音将材料中的思想表达出来。多练不仅能培养学生更好地在句子中记忆单词，理解单词，也为让学生大胆开口说英语创造条件。4、通过多写。培养学生理解单词、句型的能力，熟练掌握英语表达思维。可通过抄写、默写等方式逐步进行练习。5、通过互译．使学乍掌握中英文思维的差别。同时促进写作能力。翻译时要注意直译与意译，明确英汉两种语言文化不同之处，加深对不同场合英语表达的理解。
4.改进教学方法，提高教学效果
这样，让学生们在一个很轻松愉快的环境下学习英语，再配以符合他们年龄需求的教学教育方法，使单纯的语言教学变成生动的情景教学，调动他们的所有的感官来学习，使他们感受到不是如白开水的语言，而是有血有肉的东西时时存在，不是让他们为学习而学习，从而激发他们学习英语的兴趣，使他们大胆开口说英语。
福建师范大学22春“英语”《英语教学法》期末考试高频考点版(带答案)试卷号2
福建师范大学22春“英语”《英语教学法》期末考试高频考点版（带答案）一.综合考核(共50题)1.交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的策略。
()A.错误B.正确参考答案：B2.根据阅读的技巧，阅读有跳读、略读和细读之分。
()A.错误B.正确参考答案：B3.归纳法(名词解释)参考答案：是指人们以一系列经验事物或知识素材为依据，寻找出其服从的基本规律或共同规律，并假设同类事物中的其他事物也服从这些规律，从而将这些规律作为预测同类事物的其他事物的基本原理一种认知方法。
4.合作学习过程中并不排斥竞争。
()A.错误B.正确参考答案：B5.外语教学法的各种流派的方法体系都有各自相对的优点和缺点。
我们只要采取一种流派的方法就是外B.正确参考答案：A6.请根据所给材料，设计相关课型的教学过程。
要求：1、写出教学过程，设计的教学任务/活动至少应有四项。
2、每项教学任务/活动请写出设计意图。
Text(针对八年级学生设计一节阅读课的教学过程)Who’s Got Talent?Everyone is good at something, but some people are truly talented. It’s always interesting to watch people show their talents. Talents shows are getting more and more popular. First, there were shows like American Idol and America’s Got Talent. Now, there are similar shows around the world, such as China’s Got Talent. All these shows have one thing in common: They try to look for the best singers, the most talented dancers, the most exciting magicians, the funniest actors and so on. All kinds of people join these shows.But who can play the piano the best or sing the most beautifully? That’s up to you to decide. When people watch the show, they usually play a role in deciding the winner. And the winner always gets a very good prize. However, not everyone enjoys watching these shows. Some think that the lives of the performers are made up. For example, some people say they are the poor farmers, but in fact they are just actors. However, if you don’t take these shows too seriously, they are fun to watch. And one great thing about them is that they give people a way to make their dreams come true.参考答案：略7.形成性评价是一种测试性的评价，对课程实施的全过程进行评价。
福建师范大学2020年8月课程考试《英语教学法》作业考核试题.doc
2.每项教学任务/活动请写出设计意图。
Text（针对八年级学生设计一节阅读课的教学过程）
If you go to a formal western dinner party for the first time, you’d better know about western table manners. It’s polite to follow them.
4.发现式教学法
Discovery method, also called hypothesis method and inquiry method, refers to the fact that when the teacher studies the concepts and principles of a student, he does not provide the content of the study directly to the student, but provides the student with a question situation, but only gives the student some facts and problems, a way for students to think positively, to explore independently, and to discover and grasp the relevant principles and conclusions.
《英语教学法》期末考试A卷
姓名：
专业：
学号：
学习中心：
成绩：
一、名词解释（40分）
1.教学资源
福建师范大学22春“英语”《英语教学法》作业考核题库高频考点版(参考答案)试题号3
福建师范大学22春“英语”《英语教学法》作业考核题库高频考点版（参考答案）一.综合考核(共50题)1.及时复习巩固英语词汇是防止或减少遗忘的好方法。
()A.错误B.正确参考答案：B2.It is worth considering what makes “convenience” foods so popular, and ____ better ones of your own.A.introducesB.to introduceC.introducingD.introduced参考答案：C3.Among the factors affecting a lesson plan, which of the following is human factor? ______.A.personality of the teacherB.class sizeC.course requirement参考答案：A4.评价学生可以采用以下哪些途径：()A.面谈B.学习周记C.学习档案D.测试E.节目汇演5.情感具有激智功能、动力功能、调节功能、感染功能和移情功能。
()A.错误B.正确参考答案：B6.对学生应该积极引导，提高学习兴趣。
()A.错误B.正确参考答案：B7.归纳法(名词解释)参考答案：是指人们以一系列经验事物或知识素材为依据，寻找出其服从的基本规律或共同规律，并假设同类事物中的其他事物也服从这些规律，从而将这些规律作为预测同类事物的其他事物的基本原理一种认知方法。
8.根据阅读的技巧，阅读有跳读、略读和细读之分。
()A.错误B.正确参考答案：B9.The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called _______.A.deductive grammar teachingB.inductive grammar teachingC.prescriptive grammar teaching10.在西欧，十九世纪末到二十世纪四十年代的外语教学，翻译法占统治地位。
福建师范20年8月《英语教学法》期末试卷A答案精品文档
《英语教学法》期末考试A卷
姓名：专业：
学号：学习中心：
成绩：
一、名词解释（40分）
1. 教学资源
教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内
容。
2. 英语写作策略
充分利用现有教材，练好基本功；参照历届高考试题，进行模仿表达；立足课堂教学实践，加强课外写作训练。
3. 教学设计
教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
4. 发现式教学法
发现教学法亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结
论的一种方法。
二、论述题（30分）
1.PWP教学过程的本质特征是什么？
答：教学过程的本质在于它是一种特定的认识活动，是实现学生身心发展的过程。
表现在：
（1）教学过程主要是一种认识过程。