英语教学法考试题及答案
小学英语教学法试题及答案(教师考调专用)
小学英语教学法试题及答案(教师考调专用)1.小学生的注意力特点和优越条件表现出无意注意占主导，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。
2.小学英语课堂教学的特点在于重视培养和激发学生研究英语的深厚兴趣，创造和谐的语言教学氛围，注重学生基本技能和研究惯的培养。
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研究和发展的重要因素，研究策略是提高研究效率、发展自主研究能力的保证。
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，英语是为了促进交流。
8.教学的最终任务是培养研究者的交际能力。
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：第一是小学生的心理和年龄特点；第二是语言的得规律；第三是小学生的研究规律。
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、课内练题等。
16.教学效果不仅取决于教师，也不仅取决于学生，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。
(完整版)英语教学法简答题及答案
简答题1.What are the qualities of a good language teacher?a. non-intellectual qualitiesPsychological qualities are essential factors. strong will-power（顽强的意志品质）good motivation（明确的动机）good motivation（明确的动机）perseverance （持之以恒的精神）out-going characteristics（外向的性格）b. Intellectual qualitiesLanguage learning abilitySelf-study abilityFour language skills abilityApplication of CAIc. Application of CAI( computer-assisted instruction)d. Teaching practice qualitiese. self-assessment qualities2.What are the difference between linguistic competence andcommunicative competence? What is communicative competence?1)2)It covers a variety of development in syllabus design and in themethodology of foreign language teaching and includes bothknowledge about how to use the language appropriately incommunicative situation.3. What is deductive method of teaching grammar? What is inductive method of teaching grammar?1)Deductive method: it refers on reasoning, analysing and comparison.First ,the teacher write an example on board or draws attention to anexample in the textbook. Then the teacher explains the underlyingrules regarding the forms and positions of certain structural word.2)Inductive method: in the inductive method ,the teacher provideslearners with authentic language data and induces the learners torealise grammar rules without any form of explicit explanation. It isbelieved that the rules will become evident if the students are givenenough appropriate examples.3.What are the principles for good lesson planning?1)Variety:Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning isalways interesting, motivating and never monotonous for the students. 2)Flexibility:Planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3)Linkage:The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.4)Learnability:The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’coping ability will diminish their motivation.4.What are the difference between macro planning and micro planning?Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.5.What are the components of a lesson plan?1)Teaching aims:The first thing to do in lesson planning is to decide theaims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.2)Language contents and skills:language contents: structures (grammar),vocabulary,functions,topics and so on. Language skills: communicative skills involved in listening, speaking reading and writing3)Teaching stages and procedures:Teaching stages are the major stepsthat language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.The most popular language teaching stages are the three P’s model, which include presentation, practice and production.6.What are the aspects of pronunciation?Pronunciation is an umbrella term covering mang aspects besides sound and phonetic symbols, such as stress, intonation, and rhythm.7.What are the principles for teaching listening?1 Focus on process2 Combine listening with other skills3 Focus on the comprehension of meaning4 Grade difficulty level appropriately8.What are the purposes for pre-listening, while-listening and post-listening activities?1)Pre-listening:To spark interest and motivate students to attend to thespoken message,To activate or build students' prior topical and linguistic knowledge,To set purposes for listening.2)While-Listening: To foster students' comprehension of the speaker'slanguage and ideas, To focus students' attention on such things as the speaker's organizational patterns, To encourage students' critical reactions and personal responses to the speaker's ideas and use of language.3)Post-listening: To examine relationships between prior knowledgeand experience, and new ideas and information gained from the speaker or discussion ,To invite and encourage student reflection and response,To clarify and extend comprehension beyond the literal level to the interpretive and critical levels.9.Can you name some types of speaking activities?1 Controlled activities: it mainly focuses on form and accuracy.2 Semi-controlled activities: it focuses on more on meaning and communication.3 Communicative activities: it allows for real information exchange.10.What is the bottom-up model of teaching reading?11.What is the top-down model of teaching reading?12.What are the purposes of pre-reading activities?To interest and motivate studentsTo activate students’ prior knowledge13.What is the process approach to writing?14.What is the interrelationship between listening and speaking? What isthe interrelationship between reading and writing?15.Why should we integrate the four skills? What is skills integration?a.Skills integration generally refers to linking two or more of thetraditional four skills of language learning: reading, writing, listening, and speaking.There are many situations in which we use more than one language skill .b.An integrating approach for the development of communicative skillsin the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together.16.What are the conditions for language learning according to JaneWillis’ Framework for Task-Based Leaning? What are the essential conditions and what is the desirable condition?a.Essential and desirableb.Essential: 1.Exposure to a rich but comprehensible input of realspoken and written language in use e of the language to do things 3 Motivation to listen to and read the language and to speak and write itC . Desirable: instruction in language (i.e. chances to focus on form)17.What are the means to integrate the four skills in teaching?1 Simple integration2 Complex integration18.What are the methods of assessment?Positive assessment;neglect assessment;teacher’s assessment;continuous assessment;Ss’self-assessment;portfolios (个人成长档案)19.What are the criteria for assessment?1.Criterion-referenced assessment2.Norm-referenced assessment3.Individual-referenced assessment20.What are the features of good textbooks?21.What are the methods of adapting textbooks? What are the 8 optionsin adapting textbooks?。
英语教学法试题及答案
英语教学法试题及答案一、选择题1. What is the importance of using visuals in language teaching?a) They help create a more engaging and memorable learning experience.b) They replace the need for spoken language in the classroom.c) They can be used as a substitute for actual language practice.d) They hinder students' ability to understand concepts.答案: a) They help create a more engaging and memorable learning experience.2. Why is it important to create a learner-centered classroom environment?a) It allows the teacher to have more control over the students.b) It encourages passive learning among students.c) It promotes active participation and critical thinking.d) It reduces students' responsibility for their own learning.答案: c) It promotes active participation and critical thinking.3. Which of the following is an effective way to assess students' speaking skills?a) Multiple-choice tests.b) Memorization of vocabulary lists.c) Group discussions and presentations.d) Filling in the blanks in a sentence.答案: c) Group discussions and presentations.4. What is the significance of integrating listening, speaking, reading, and writing skills in language teaching?a) It increases the workload for both teachers and students.b) It allows students to focus on one skill at a time.c) It reflects real-life language use and promotes holistic learning.d) It hinders students' ability to develop individual skills.答案: c) It reflects real-life language use and promotes holistic learning.5. What is the role of error correction in language teaching?a) To embarrass and criticize students for their mistakes.b) To discourage students from experimenting with the language.c) To provide constructive feedback and foster learning.d) To promote rote memorization of grammar rules.答案: c) To provide constructive feedback and foster learning.二、简答题1. Explain the concept of scaffolding in language teaching.答案: Scaffolding refers to the support and guidance provided by the teacher to help students develop their language skills. It involves breaking down complex tasks into smaller, more manageable steps and gradually removing the support as students gain proficiency. Scaffolding can include providing clear instructions, modeling language use, using visual aids, offering personalized feedback, and encouraging independent thinking and problem-solving.2. Describe the role of technology in modern English language classrooms.答案: Technology plays a significant role in modern English language classrooms. It provides access to authentic materials, interactive learning resources, and digital platforms for communication and collaboration. Technology can enhance language learning through multimedia presentations, online language practice, virtual language exchanges, and self-paced learning modules. It also promotes digital literacy skills, critical thinking, and creativity among students.3. Discuss the advantages and disadvantages of teacher-centered instruction.答案: Teacher-centered instruction refers to a more traditional approach where the teacher has full control over the learning process. Advantages of this approach include the teacher's expert knowledge and guidance, efficient time management, and a structured learning environment. However, it may limit students' active participation and critical thinking, discourage autonomy and creativity, and result in passive learning. Teacher-centered instruction may also overlook individual student needs and preferences.4. How can assessment be used as a tool for both learning and motivation in language teaching?答案: Assessment can be used as a tool for learning and motivation by providing students with feedback on their progress and areas for improvement. It can help students identify their strengths and weaknesses, set learning goals, and track their own development. Effective assessments also promote a growth mindset, where students see mistakes as opportunities for growth rather than failures. Furthermore, assessment can motivate students by recognizing their achievements, fostering a sense of accomplishment, and creating a supportive and competitive learning environment.5. Explain the concept of communicative language teaching (CLT) and its main principles.答案: Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes communication as the primary goal of language learning. The main principles of CLT include using authentic language in meaningful contexts, promoting interactive and collaborative activities, focusing on fluency rather than grammatical accuracy, and integrating all four language skills. CLT encourages real-life language use, develops students' ability to negotiate meaning, and prepares them for effective communication in diverse situations.。
英语教学法试题 含答案.doc
Section I. Basic Theories and Principles (30 points)Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet.1 ・ What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?A.Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B.Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C.Lexical devices that use the repetition of key words or synonymous words to link sentences together.2.What will a good writer usually do in the pre-writing stage of the writing process?A.Make decisions on the purpose, the audience, the contents, and the outline of the writing.B.Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C.Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3.Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?A.Controlled writing.B.Guided writing.C.Free writing.4.Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?A.Descriptive grammar.B.Prescriptive grammar.C.Traditional grammar.5.When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A.Deductive grammar teaching.B.Inductive grammar teaching.C.Traditional grammar teaching.6.In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?A.Presentation Stage.B.Practice Stage.C.Production Stage.7.How can we help students to memorize a new word more effectively?A.Put the new word in a context, relate it to known words, and use illustrations.B.Pre-teach the new word of a text, pronounce it correctly, and group it.C.Put the new word in a list of unconnected words with illustrations.8.Which of the following technique s can best present the word “pollution” ?A.Show or draw a picture.B.Give a definition or an example.C.Demonstrate the meaning by acting or miming.9.Whether two words go together with each other or not is an issue of what?A.Connotation.B.Register.C.Collocation.10.Among the following factors that may affect a lesson plan, which one includes classroom size?A.Human factors.B.Physical conditions.C.Syllabus and testing.11.What are the most important parts of a lesson plan?A.Textbooks and classroom aids.B.Anticipation of problems and flexibility in dealing with them.C.Objectives of the lesson and procedure to achieve them.12.Why do we need to design tasks to supplement the textbook?A.Textbooks usually are not well written.B.Textbooks need adaptations to fit the needs of their target students.C.Textbooks only cover a limited amount of language skills.13.Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A.Textbook, exercise book, teacher s book, and blackboard.B.Interaction between teacher and students.C.Arrangement of desks and chairs.14.What role does a teacher take to create an environment in which learning can take place?A.Instructo匚B.Manager.C.Assessor.15.Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A.People.B.Environment.anization.Section II: Problem Solving (30 points)First, identify the problem.首先，确定问题所在。
英语教学法试题 (附答案)
英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。
英语教学法试题与答案
I. Multiple Choices: (30%)Directions: In this section, you are given 20 questions, beneath each of which are four choices marked A, B,C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point five points is given to each correct choice.1. According to the records available, human beings have been involved in the study of language for ___________ years.A. 1,000B. 1,500C. 2,000D. 2,5002. By the mid-_________ the upheaval（剧变/动荡） in linguistics and psycholinguistics created by Chomsky’s transformational-generative grammar had begun to affect language pedagogy（教学法）.A. 1940sB. 1950sC. 1960sD. 1970s3. The Natural Approach（自然教学法）believes that the teaching of_________（口语教学） should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing4. The generative-transformational school of linguistics emerged through the influence of __________ .A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner5. In foreign language teaching, the target language was interpreted （理解）as a system of rules to be observed in texts and sentences, and to be related to the first language __________ and meaning.A. wordsB. rulesC. sentencesD. context6. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination7. In the Direct Method, teachers encourage learners to _______ rules of grammar through active use of the target language in the classroom.A. applyB. analyzeC. induceD. paraphrase8. _________can be introduced as a means of consolidation and evaluation in the Direct Method.A. ReadingB. ListeningC. SpeakingD. Writing9. The psychological theory underlying the Grammar-Translation Method was _________ Psychology.A. DevelopmentalB. ChildC. FacultyD. Adult10. In the opinion of Palmer and some other linguists of his time,_________ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric11. _________ is NOT one of the systematic principles the Oral Approach involves?A. SelectionB. TranslationC. GradationD. Presentation12. In which book did Skinner apply the theory of conditioning to the way humans acquire language?A. Lado English SeriesB. Toward a Theory of InstructionC. Language Teaching AnalysisD. Verbal Behavior13. According to the behaviorist, a _________ is formed when a correct response to a stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction14. Materials in the Audiolingual Method（听说教学法）are primarily _________.A. instruction-orientedB. student-orientedC. teacher-oriented （教师为中心）D. habit-oriented15. _________ is NOT discussed in the book Foreign Language Teaching Methodology?A. The nature of foreign language teaching methodologyB. The history of foreign language teachingC. Theories of foreign language teaching methodologyD. The history of the English language16. Piaget saw cognitive development as essentially a process of__________ within which genetics and experience interact.A. maturationB. accommodationC. comprehensionD. assimilation17. Georgi Lozanov asserts（声称）that the reason for our inefficiency is that we __________.A. lay too much emphasis on oral performanceB. ignore the needs of learnersC. set up psychological barriers to learningD. give students little room and time to learn18. Krashen believes that acquisition of a language refers to the__________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious19.Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s20. With regard to syllabus design（教学大纲）, the Communicative Approach （交际法）lays special emphasis on _________ .A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ rolesII. Filling Blanks: (20%)Directions: In this section, there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.21. ___Latin__ was a language of communication that people widely studied in the Western world before the 16th century.22. In Malinowski’s opinion, an utterance has no ___meaning__ at all if it is out of the context of situation.23. Behaviorism believes that basic learning processes could be described in terms of stimuli and__response__.24. Some linguists thought that all languages originated from one language and were ruled by a common _grammar__ .25. The combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the __Audiolingual__ Method.26. The formula __ "I + 1" __, advocated by Krashen, means input that contains structures slightly above the learner’s present level.27. In the Direct Method, the target language is used __exclusively__in the language classroom as a means of instruction and communication.28. In a suggestopaedic（提示学习法） course, direct and indirect positive__suggestions__ are made to enhance students’ self-confidence and to convince them that success is attainable（可达到的）.29. Chomsky divides the grammar of a natural language into __core__ grammar and peripheral(次要的) grammar.30. The Direct Method advocates the importance of oral language and believes that language should be learned through direct _association_ of form and meaning.31. The Direct Method believes in the _natural_ process of language learning and in the inductive teaching of grammar.32. The Oral Approach believes in a theory of learning that is based ona type of behaviorist _habit-formation__theory.33. The Cognitive Approach(认知法) lays emphasis on innate organizing principles（天生的/固有的组织原则） in human perception（知觉/感知）and__learning__.34. In a typical Audiolingual lesson the following procedures can be observed: recognition, imitation and repetition, __pattern__ drills（模式训练/句型操练）, and follow-up activities（后续活动）.35. At the level of classroom teaching, the Communicative Approach holds that activities should provide opportunities for learners to __use__ the language.36. The Cognitive Approach holds that learning a language is a process of acquiring __mental___control of the phonological, grammatical and lexical patterns（词汇模式） of a second language, largely through study and analysis of these patterns as a body of knowledge.37. Krashen sees the learner’s emotional state or attitudes as an adjustable ___filter__（过滤器）_ that freely passes or blocks input necessary to acquisition.38. Gattegno anticipates（预见） that using the Silent Way（默教法）would require most teachers to change their perception of their __role__.39. Community Language Learning （交际式语言学习）advises teachers to consider their studen ts as “whole persons”; therefore, the method is sometimes cited as an example of a “__humanistic__ approach”（人文主义教学方法）.40. British linguists of structuralism（构造主义） believed that__elements__ in a language were rule-governed.III. Questions for Long Answers: (50%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned.41. What advantages can be found in the Direct Method? (20%)(1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning.(2) It is an activity method facilitating alertness and participation of the pupils.(3) According to Macnee, "It is the quickest way of getting started". Ina few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning.(4) Due to application of the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt.(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.(6) This method can be usefully employed from the lowest to the highest class.(7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed.42. What are the main features of the Communicative Approach?(30%)1. David Nunan offers five points to characterize the Communicative Approach:①According to the CA, an emphasis on learning to communicate through interaction in the target language. ②The introduction of authentic texts into the learning situation. ③The provision of opportunities for learners to focus, not only on language but also on the learning process itself. ④An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.⑤An attempt to link classroom language learning with language activation outside the classroom.2. The most obvious characteristics of the CA is that almost everything that is done with a Communicative intent. The teacher is concerned with the learners themselves, their feelings and ideas. The classroom activities are learner-centered.3. Students use the language a great deal through communicative activities such as games,role-plays, and problem-solving tasks. In this process, the focus is on meaning, rather than on language form.4. For learners who are studying in a non-English-speaking setting, it is very important to experience real communicative situations in which they learn to express their own views and attitudes, and in which they are taken seriously as people.5. Another characteristic of the teaching / learning process of the CA is the use of authentic materials.6. The degree of learner-centered activity depends, among other things, on the type of material they are working on. Unlike some contemporary methodologies such as Community Language Learning, practitioners of Communicative Approach view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use.7. There are three kinds of materials currently used in the Communicative Approach will be introduced and they are labeled “ text-based”, “task-based”, and “realia”.(1). Text-based materials(2). Task-based materials(3). Realia-------Many proponents of the Communicative Approach have advocated the use of “authentic” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers or graphic and visual sources around which communicative activities can be built.8. Learner-centred activities provide opportunities for learners to focus, not only on language, but also on the learning process itself. This type of activities involve students in doing and making things. This practice agrees with one of the basic assumptions of the Communicative Approach” students will be more motivated to learn a foreign language if they feel they are learning to do something with the language.9. The role of the teacher:① a facilitator of students’ learning; ②a manager of classroom activities;③ an advisor of students’ questions;④ a co-communicator in the communicative activity.10. The teacher’s level of proficiency in the target language and her stamina have some bearing on the effectiveness of a given teaching strategy.11. The teacher has to possess a very high level of language competence, because she is the main source of input, at least in the beginning stage and, especially, in the foreign language context.12. In a Communicative Approach classroom, lessons tend to be less predictable; the teacher has to be ready to what the learners say and not just how they say it, and to interact with them in as “natural” a way as possible; she has to use a wider range of management skills than in the traditional teacher-dominated classroom. 13. The role of the learner: a negotiator; a communicator; a contributor; an independent learner.14. Truly communicative have three features: information gap, choice of form and content and feedback. An information gap exists when one person in the exchange knows something that the other person doesn’t know and he wants to know. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.15. Activities in the Communicative Approach are often carried out by students in small groups.16. Grammatical structure does not require explicit analysis or attention, and by the necessary grammatical structure are automatically provided in the input. 17. Classroom environment in the Communication Approach:①cooperation and empathy;② learner-centred; ③tolerance of errors; ④working in small groups.。
《中学英语教学法》模拟试题(第二套)(附答案)
《中学英语教学法》模拟试题(第二套)(附答案)《中学英语教学法》模拟试题（第二套）（附答案）一、填空题（共10小题，每小题1分，共10分）1.Among the four skills, foreign language learners often complain that l is the most difficult to acquire.2.We are teaching our students English not only to help them pass exams, but also to prepare them to u English in real life.3.In the traditional classroom, very often, too much attention has been paid to linguistic 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 discussion aboutthe 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 from what takes place in reality.8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation.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.I n 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.I n 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.T o ___, 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.W hich 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.A ccording 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.T here are many situations in which we use more than one language skill, so it isvaluable to integrate the four skills, to ___.A. enhance the student s’ communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.27.I ntegration 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.A ll people involved in education, i.e. ___, teachers, parents, and students havesome reasons to consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician29.A s far as school assessment is concerned, we have teacher’s assessment, continuous assessment, ___, and portfolios.A. students’ self-assessmentB. relative’s assessmentC. informal assessmentD. formal assessment30.B ecause no textbooks are written for any particular class, it is ___ for teachers toadapt materials.A. unnecessaryB. necessaryC. easyD. of no use31.V iews 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 will influence 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 the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual 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, the sequence 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 an example→explanation of the ruleC. teacher’s presentation of an example →students’ practice with given prompts→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 criticized is 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 deductive method is that ___.A. the method could be very successful with all studentsB. the method may help to increase student’confidence in those examinations which test students’ communicative competenceC. the method could save time when students are confronted with a grammar rule which 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 teacher induces 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 wordscomes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:?Can I help/What would you like? ?I’d like …/Can I have …??How much is it/are they??They are cheap/It is cheap.?They cost…/it costs …?So, that comes to…要求：必需用英语写作。
福建师范大学22春“英语”《英语教学法》期末考试高频考点版(带答案)试卷号：5
福建师范大学22春“英语”《英语教学法》期末考试高频考点版（带答案）一.综合考核(共50题)1.Diamonds are the hardest substance ________ in nature.A.findB.foundC.findingD.to find参考答案：B2.影响交际策略的因素是：语言水平、个性、学习环境和任务的难易度。
()A.错误B.正确参考答案：B3.在西欧，十九世纪末到二十世纪四十年代的外语教学，翻译法占统治地位。
()A.错误B.正确参考答案：A4.评价学生可以采用以下哪些途径：()A.面谈B.学习周记C.学习档案D.测试E.节目汇演参考答案：ABCDIt is usually warm in my hometown in March, but it _____ be rather cold sometime.A.mustB.canC.shouldD.would参考答案：B6.课堂教学的分析和评估有助于教师了解自己上课的效果，发现优缺点，总结经验和教训，也有助于教师明确原定课时教案之所以能实现或不能实现的原因。
()A.错误B.正确参考答案：B7.What type of learners can benefit most from real object instruction?A.Inpidual learners.B.Tactile learners.C.Auditory learners.D.Visual learners.参考答案：D8.对于不读书、上课不听课乃至离家出走的学生，你的看法和对策是：()A.这类学生受到家庭和社会的影响，已经“定型”，只要不出大事，能维持到毕业就行了B.老师费尽心机做工作，好不到几天又故态复萌，这些学生最好回家或转走C.这些学生因为学习差，染上了不良习惯，父母不爱，同学不喜欢，老师要多爱他们，理解他们的难处，坚持关心、帮助他们D.联系家长对他们每天的生活言行严加管束参考答案：C9.参考答案：是指人们以一系列经验事物或知识素材为依据，寻找出其服从的基本规律或共同规律，并假设同类事物中的其他事物也服从这些规律，从而将这些规律作为预测同类事物的其他事物的基本原理一种认知方法。
《英语教学法》作业参考答案
《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺IIIIV1-5 a, b, c, d, e 6-10 e, d, c, b, aV答案空缺。
小学英语教学法试题
小学英语教学法试题一、选择题1、在小学英语教学中，哪种教学方法最常被使用？A.情境教学B.合作学习C.任务型教学D.直接法2、下列哪个选项不是小学英语的教学目标？A.培养学生的语言运用能力B.提升学生的跨文化意识C.提高学生的阅读理解能力D.激发学生的英语学习兴趣3、在小学英语的教学过程中，下列哪个方法最有利于提升学生的口语能力？A.角色扮演B.小组讨论C.个人演讲D.课堂提问二、简答题1、请简述在小学英语教学中，如何有效地利用情境教学的方法？2、请描述一下合作学习法在小学英语教学中的应用方式及其优点。
3、请说明如何通过任务型教学法提升小学生的英语运用能力。
4、请阐述直接法在小学英语教学中的使用方法和优势。
三、论述题请论述一下你对于小学英语教学中，如何合理运用游戏教学法的观点。
需要包括以下内容：1、游戏教学法在小学英语教学中的重要性；2、游戏教学法在实际教学中的具体应用方法；3、游戏教学法的优点和可能存在的问题；4、对游戏教学法在未来小学英语教学中的应用的建议。
以上就是我对小学英语教学法试题的回答，希望对大家有所帮助。
小学英语教学法试题小学英语教学法试题一、选择题1、以下哪个单词不是表示颜色的单词？A. redB. blueC. greenD. yellow正确答案：B. blue解释：在英语中，red表示红色，green表示绿色，yellow表示黄色，而 blue表示蓝色。
因此，B选项不是表示颜色的单词。
2、下列哪个词组不是表示位置的常用表达？A. on the tableB. in the boxC. under the bedD. next to the door正确答案：A. on the table解释：在英语中，on the table表示“在桌子上”，这是一个表示位置的常用表达。
而其他选项 in the box、under the bed、next to the door都是表示位置的常用表达。
广西高校教师资格证考试《英语教学法》练习题及答案
广西高校教师资格证考试《英语教学法》练习题及答案一、选择题1. 下列哪个是英语教学法的基本原则？A. 知识主导B. 教师主导C. 学生主导D. 竞争主导答案：C2. 针对不同学生的研究特点，英语教师可以采用的教学策略是：A. 同一教学方法B. 不同教学方法C. 教师中心教学D. 学生中心教学答案：B3. 英语教学法中的课堂控制指的是：A. 教师严格控制学生B. 学生完全自由控制C. 教师和学生相互控制D. 提供一种积极、稳定、和谐的教学环境，教师有序地组织学生的研究活动答案：D二、问答题1. 请简要说明英语教学法的概念和作用。
答案：英语教学法是指教师在英语教学中所运用的一系列教学原则、方法、手段和策略的总和。
它对于指导英语教学具有重要的作用，可以帮助教师更好地组织教学内容和教学过程，提高学生的研究效果和英语应用能力。
2. 请列举并简要说明英语教学法中的一种教学策略。
答案：其中一种教学策略是学生中心教学。
这种教学策略强调以学生为中心，关注学生的研究兴趣、需求和能力，通过激发学生的研究动机和积极性，培养他们自主探究、合作研究和解决问题的能力。
3. 简述如何提高英语教学中的课堂控制能力。
答案：提高英语教学中的课堂控制能力可以从以下几个方面入手：建立积极的教室氛围，包括热情友好的教师形象和和谐的师生关系；合理规划教学内容和教学步骤，确保教学有序进行；灵活运用教学方法和工具，提高学生参与度和研究效果；及时引导和管理学生的行为，保持课堂纪律和秩序。
以上为《英语教学法》的一部分练题及答案，希望对您的复有所帮助！---参考资料：根据广西高校教师资格证考试《英语教学法》相关知识整理而成。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
小学英语教法试题及答案
小学英语教法试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应该注重培养学生的哪项能力？A. 阅读能力B. 写作能力C. 听说能力D. 语法分析能力答案：C2. 以下哪种教学方法适合小学生学习英语？A. 直接教学法B. 任务型教学法C. 语法翻译法D. 情景教学法答案：B3. 小学英语课堂上，教师应该使用哪种语言进行教学？A. 全英文B. 全中文C. 中英混合D. 根据学生水平决定答案：A4. 以下哪种活动不适合作为小学英语课堂的热身活动？A. 唱歌B. 听故事C. 做数学题D. 角色扮演答案：C5. 在小学英语教学中，教师应该如何处理学生的发音错误？A. 立即纠正B. 课后纠正C. 忽略不计D. 鼓励学生自我纠正答案：D二、填空题（每题2分，共20分）1. 小学英语教学应该注重培养学生的__________能力。
答案：语言交际2. 教师在课堂上应该使用__________来吸引学生的注意力。
答案：多媒体工具3. 小学英语教学中，__________是提高学生学习兴趣的有效方法。
答案：游戏化教学4. 教师应该鼓励学生在课堂上__________，以提高他们的听说能力。
答案：积极参与5. 小学英语课堂应该创造一个__________的学习环境。
答案：轻松愉快三、简答题（每题10分，共30分）1. 请简述小学英语教学中如何有效地使用故事教学法。
答案：在小学英语教学中，教师可以通过讲述或朗读英文故事来吸引学生的注意力，激发他们的学习兴趣。
故事内容应与学生的实际生活相关，语言要简单易懂。
教师可以在故事结束后提出问题，引导学生进行讨论，以此来提高他们的语言理解和表达能力。
2. 描述一下在小学英语课堂上如何进行有效的小组合作学习。
答案：在小学英语课堂上，教师可以组织学生进行小组合作学习，通过分配不同的角色和任务，让学生在小组内进行互动和讨论。
教师应确保每个学生都有参与的机会，并在小组活动结束后进行总结和反馈，以确保学生能够从合作学习中获得知识和技能。
2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案
2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案第1卷一.全考点综合测验(共20题)1.【单选题】Which of the following is NOT emphasized by traditional linguists?A.Correctness.B.The purity of a languageC.Literary excellencemunication2.【单选题】—— We have to stop talking here outside. Listen, _______! ——Hurry up, or we’ll be lateA.There goes the bellB.There does the bell goC.There the bell goesD.Goes the bell there3.【单选题】Even with the new development in research, only a tiny ________ of all tests are done without using animals.A.varietyB.amountC.plentyD.proportion4.【单选题】In the Grammar-Translation Method, understanding and memorization of_____________were regarded as important means of developing mentality.A.difficult vocabularyB.translation passagesplicated grammatical rulesD.written exercises5.【单选题】_______ for a long time, most of the crops in this area died from lacking water.A.Being no rainB.There was no rainC.To be no rainD.There being no rain6.【单选题】Overemphasis on translation will usually make thelearner________the first language in the learning of the second language.A. independent ofB.dependent ofC.independent fromD.dependent on7.【单选题】I ’ve got the order from the boss that the work _______ finished before 5 p.m. today.A. would beB.beC.will have beenD.could be8.【单选题】The theory of language underlying the Grammar-Translation Method was derived from_____Linguistics.A.Appliedparative HistoricalC.TraditionalD.Structural9.【单选题】They ________ extensive and possibly dangerous actual flight training.A.undertakeB.undergoC.underplayD.underuse10.【单选题】Don’t trust everything ________ you have read in the newspapers.A.whichB.thatC.asD.what11.【单选题】The new laws threaten to deprive many people _______ the most elementary freedoms.A.fromB.forC.ofD.about12.【单选题】—Why didn ’t you buy a new car?—I would have bought one if I _______ enough money.A.hadB.have hadC.would haveD.had had13.【单选题】This is the first time that a woman has been ________ to the post.A.grantedB.praisedC.pointedD.appointed14.【单选题】One of the disadvantages in the Grammar-Translation Method isthat the texts are taken from_____,the language of which doesn't often meetthe practical needs of the learners.A.literary worksB.newspapersC.talesD.critical reviews15.【单选题】Before the 16th century, Latin was taught and learnedfor____________.A.reading literature in LatinB.spoken and written communicationC.mastering grammarD.learning fine arts16.【单选题】The judge who was ________ to his favorite was criticized by many people.A.partialB.fairC.strictD.frank17.【单选题】It is difficult to understand this kind of _______ calculation.A.intricateB.variedC.indispensableD.equable18.【单选题】I don ’t think the charge for overhauling the equipment is excessive in _______ to its size.A.correspondenceB.equationC.proportionD.dimension19.【单选题】In the Grammar-Translation Method, grammar analysis and translation proved to be _______ in studying foreign culture through literary works.A.ineffective meansB.unaffective meansC.affective meansD.effective means20.【单选题】Some linguists thought that all languages ______ and were ruled by a common grammar.A.originated from one languageB.started as the same languageC.came from many different languagesD.borrowed words from one another第2卷一.全考点综合测验(共20题)1.【单选题】Which of the following techniques is NOT used in theGrammar-Translation Method?________A.ReadingB.TranslationC.Written workD.Oral presentation2.【单选题】________, what could we do?A.Should it rain tomorrowB.Tomorrow it should rainC.If it rains tomorrowD.If it will rain tomorrow3.【单选题】________ Tom has done really amazed everyone in his class.A.WhatB.WhichC.ThatD.Who4.【单选题】Traditional linguists believe that the written form of language is ______to the spoken form.A.seniorB.juniorC.inferiorD.superior5.【单选题】They wrote a letter of thanks to ________ had helped them.A.whoB.whomC.whomeverD.whoever6.【单选题】According to the Grammar-Translation Method, Latin grammar was considered to be the ______ grammar.A.best and oldestB.most logical and well-organizedC.most widely learnedD.most popular7.【单选题】______ he has enough money to buy the house, it doesn ’t mean he ’s going to do soA.GrantB.Granted thatC.Having Granted thatD.Grant that8.【单选题】Which of the following types of questions is NOT included in the Grammar-Translation Method?A.Questions whose answers are learner's subjective judgements.B.Questions whose answers are based on objective information in the text.C.Questions whose answers are learner's inferences based on the textD.Questions whose answers are related to learners' own experience9.【单选题】The twin sisters were identical ________ appearance and character.A. ofB.withC.inD.to10.【单选题】As activity carried ________ as one thinks fit in one’s spare time, leisure has several functions.A.onB.outC.offD.over11.【单选题】The factory _______ we ’ll visit next week is not far from here.A. whereB.to whichC.whichD.in which12.【单选题】It is believed that grammar analysis and translation began to be the basic procedures in foreign language teaching from _______.A.about 2,500 years agoB.almost 1,000 years agoC.the 16 th centuryD.the beginning of the 20 th century13.【单选题】A man flown to a time zone different by 10 hours will ________ eight days to readjust his palm sweat.A. spendB.takeC.costD.pay14.【单选题】They will get the preparation done early in May.A.他们五月初就能让别人准备完工作。
英语教学法模拟试题及答案
《英语教学法》模拟试题1及答案Achievement Test for "Teaching English in the Primary School"3I. 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.B. Informal learning context.C. Structured input.D. Little error correction.2. What type of learners can benefit most from real object instruction?A. Individual learners.[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?Match the adjectives on the left with the nouns on the right.H cavy DayNice BabyClose BuildingLight 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.C. Information-gap.D. Drama performance.1 i. Which of the following belongs to learning outcomes?A. Role-plays,B, Sequencing pictures.C. Surveys.D. Worksheets.12. Which of the following best describes first language acquisition?A. Care-taker talk.B. Minimal pair practice.C. Selected input.D. Timely error correction.13. Which of the following seating arrangements is most suitable for a whole class discussion?14. What is the teacher doing in terms of error correction?"S: I go to the theatre last night."T: You GO to the theatre last night?A. Correcting"the student"s mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the Student whether he really went to the theatre.15. Which of the following questions can be used in the questionnaire for 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 activities on the right. (4 points)1) Visual learners A. Handwork2) Kinesthetic learners B. Picture talking3) Auditory learners C. Play acting4) Tactile learners D. Song and music listening2. Match the types of intelligence on the left with the form of learning on the right. (4 points)1) Linguistic intelligence A. Doing hands-on activities2) Match and logical B. Sketchingthinking3) Spatial intelligence C. Verbalizing4) Bodily/Kinesthetic D. Conceptualizinginteligence3. Match the activities on the left with the language focus on the right. (4 points)1) Grouping words together A. Reading2) Minimal pair practice B. Vocabulary learning strategy3) Labeling pictures C. Pronunciation4) Sequencing the events D. Writingaccording to the story4. What is the teacher doing? (4 points)1) Now, you can begin. A. Checking understanding2) All right, I think it is time. B. Ending the activity3) Can you two show us how to work? C. Demonstrating the 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 which are followed by 4 choicesmarked A, B, C and D. Read the choices carefully and choose the suitable answer(s) to thequestion. You may have more than one answer to each question. (10 points, 2 points each)1. Which of the following roles do the primary school teachers play?A. A prompter.B. A participant.C. An assessor.D. A controller.2. Which of the following features are true of children in learning a language?A. Children can not concentrate for very long.B. Children learn EngliSh because they think it interesting.C. Children are not good at planning and monitoring.D. Children are good at understanding concrete things.3. Which of the following belong to formative assessment?A. Learner portfolio.B. Test results.C. Classroom observation.D. Student diaries.4. Which statement of Chinese and English phonetic systems are right?A. English has as many as 24 vowels, while Chinese has none.B. English has a lot of combined consonants, while Chinese has none.C. Stress can change the meaning of a word in English, and tone can also change themeaning in Chinese.D. English words often have more than one syllable, while Chinese characters usuallyhave only one syllable.5. If the class is noisy, which of the following should you choose to settle the class?A. Ask the whole class to copy a list of food words onto a piece of paper from the board.B. Ask the pupils to listen and write down the number of pictures you stick on theblackboard.C. Ask the children to take out their cards and do paired practice.D. Ask children to prepare the dialogue to get ready to act.IV: Short Answer Questions (20 %)Directions: In this part there are four questions about English Teaching Methodology.Write down your answers in brief. You will be assessed in the points you present and the way you present them. (20 points, 5 points each)1. Why is it necessary to use L1 in foreign language instruction? Give at least two reasons.2. What are the relationship and differences between testing and assessment?3. What does the following support, formative assessment or summative assessment?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 speaking activity according to the material given. The activity should involve tile function of ordering and the relevant structures. Make sure you include all the items of an activity according to the table given (objective,organization type, procedure, assumed time, predicted problems and solutions）. Make sure you give the assumed time for each step.参考答案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》(1)期末考试试题之一答案和评分标准
《英语教学法》（1）期末考试试题之一答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia8.Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicativemunicative Language Teaching13.different functions, different characteristics14.students‟ communicative competence15.CLT—Communicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. T2. T3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China‟s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth‟s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term …sustainable development‟in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government,vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world‟s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China‟s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China‟s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each ac tivity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher‟s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasonsfor your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided be tween “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。
《英语教学法》期末考试B卷及答案
2020 ~2021学年第1 学期《英语教学法》课程期末考试B卷课程所在学院：外国语学院适用专业班级：英语考试形式：闭卷Part Ⅰ Multiple-choice (20 questions, 2 points each, 40 points in total) Directions: Decide on the correct answer and write it down on the Answer Sheet.1. Which is not the cause of an error? _____A. overgeneralizationB. under-generalizationC. simplificationD. deduced errors2. Which does not belong to cognitive strategies?A. resourcingB. self-managementC. translationD. inferencing3. Which one of the characters DOES NOT belong to a good language learner?A. Be creative and experiment with languageB. learns to live with errors and learn from errorsC. recites words without understandingD. seeks out all opportunities to use the target language4. In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A. the top-down modelB. the bottom-up modelC. the interactive modelD. all of the above5. Which of the following activities is the most suitable for group work? _____A. guessing gameB. story tellingC. information-gapD. drama performance6. Which of the following does NOT represent a “p” of three-p model? _____A. presentationB. practiceC. pre-readingD. production7. Which of the following is NOT true about the assessment in language teaching? _____A. Testing does not equate with assessment.B. Summative assessment focuses on the process of learning.C. The students themselves should be given the chance to evaluate their own performance.D. Assessment means to discover what the learners know and can do at certain stage of the learning process.8. In your opinion, which one is the most typical macro planning? ___A. unit planningB. half a semester planningC.one semester planningD. whole course planning9. Among speaking strategies, which involves using alternatives for words which you do not know?A. Tailoring message to competenceB. ParaphrasingC. Using fillers and hesitation devicesD. Appealing for help10. According to the _____ theory represented by Vygotsky, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.A. behavioristB. socio-constructivistC. cognitiveD. interactional11. What kinds of methods can you use when you observing lessons? ___A. using videotapesB. using sheetsC. using checklistsD. above all12. If the _________for a listening activity are not clear，the students will not understand what they are supposed to do and how to do itA. instructionsB. audio materialsC. printed pagesD. goals13. ________ involves teachers identifying issues and problems relevant to their own classes.A. literature reviewB. questionnaireC. action researchD. classroom observation14. Interference errors are caused by the influence of the ________.A. native languageB. the target languageC. foreign languageD. the second language15. The principles for good lesson planning are in terms of aim, variety, flexibility, _____, and linkage.A. typeB. learnabilityC. attitudeD. language16. _____ are most frequently used in mechanical practice.A. substitution drills and speaking drillsB. speaking drills and transformation drillsC. transformation drills and comprehension drillsD. substitution drills and transformation drills17. Which of the principles and models for teaching reading is false? _____A. bottom-up modelB. top-down modelC. interactive modelD. medium-model18. Ideally, lesson planning should be done at two levels: macro planning and _____.A. teaching planningB. language teachingC. assessmentD. micro planning19. In a typical audio lingual lesson the procedures are followed in the order of _____.A. imitation, recognition and repetition, pattern drills and follow-up activitiesB. recognition, imitation and pattern drills, repetition and follow-up activitiesC. imitation, recognition, pattern drills and repetition and follow-up activitiesD. recognition, imitation and repetition, pattern drills and follow-up activities20. The Silent Way is considered suitable for_________.A. more advanced learnersB. beginnersC. more advanced classes as well as for students at the beginning stagesD. learners interactions with each otherPart Ⅱ. Term Explanation (4 terms, 5 points each, 20 points in total) Direction: Please explain the following terms in details and write down the answers on the Answer Sheet.1. curriculum2. interactional view of language3. communicative competence4. formative assessmentPart Ⅲ. Open Questions (4 questions, 10 points each, 40 points in total) Direction: Please answer the questions in details and write down the answers on the Answer Sheet.1. What are the major components of a teaching plan? Explain in details.2. What roles should a language teacher assume? List them and explain at least 5 of them in details.3. What are the major procedures of a listening lesson? Explain with examples in details.4. Talk about TBLT (task-based language teaching) in details, like its definition, advantage, procedures and so on, with concrete examples.2020 ~2021学年第1 学期《英语教学法》课程期末考试B卷答案Part ⅠMultiple-choice (40 points)1-5DBCAD 6-10 CBDBB 11-15DACAB 16-20DDDDAPart Ⅱ. Term Explanation (20 points)1.Curriculum refers to a specific document of a language program developed for a particular country or region, which provides: ①general statements about the rationale about language, language learning and language teaching; ②detailed specification of aims, objectives and targets learning purpose; ③implementations of a program. In some sense, a syllabus is part of a curriculum.2. The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.3. Communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. Speakers not only have to know functional meaning of the language butalso the social context where the message is given. There are five components of communicative competence, namely, linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency.4. Formative assessment is based on information collected in the classroom during the teaching processes for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well.Part Ⅲ. Open Questions (40 points)1.Background information, teaching objective, difficult/important points, teaching methodology, teaching aids, teaching procedure (lead-in, pre-, while-, post-), teaching reflection2. There are a variety of roles to play, such as controller, organizer, assessor, prompter, resource provider, and participant and so on.3. Pre-listening, while-listening and post-listening4. Omitted。
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。
小学英语教学法自考试题及答案
小学英语教学法自考试题及答案一、选择题（每题2分，共20分）1. 在小学英语教学中，以下哪项不是常用的教学方法？A. 情景教学法B. 直接教学法C. 任务型教学法D. 机械记忆法答案：D2. 小学英语课堂中，教师通常使用哪种方式来激发学生的兴趣？A. 单一讲授B. 多媒体教学C. 只使用课本D. 重复练习答案：B3. 根据维果茨基的“最近发展区”理论，教师在教学中应该：A. 只教授学生已经掌握的内容B. 教授学生尚未掌握但能够通过努力学会的内容C. 教授超出学生理解范围的内容D. 完全放手让学生自学答案：B4. 小学英语教学中，以下哪项不是评估学生学习效果的方法？A. 课堂观察C. 家长评价D. 小测验答案：C5. 在小学英语教学中，教师应该如何处理学生的发音错误？A. 忽略不计B. 立即纠正C. 课后指出D. 公开批评答案：B6. 小学英语课堂上，教师应该鼓励学生：A. 保持沉默B. 独立思考C. 只听不说D. 重复教师的话答案：B7. 下列哪项不是小学英语教学的目标？A. 培养学生学习英语的兴趣B. 让学生掌握大量词汇C. 提高学生的英语口语能力D. 帮助学生了解英语国家的文化答案：B8. 小学英语教学中，教师应该使用哪种语言进行授课？B. 英语C. 双语交替D. 任何语言答案：C9. 在小学英语教学中，游戏活动的主要作用是：A. 让学生放松B. 增强学生之间的竞争C. 巩固所学知识D. 惩罚不认真听讲的学生答案：C10. 小学英语教师在课堂上应该避免哪种行为？A. 鼓励学生发言B. 耐心倾听学生的回答C. 忽视学生的错误D. 频繁打断学生答案：D二、填空题（每题2分，共20分）11. 小学英语教学的主要目的是培养学生的________和________能力。
答案：听、说12. 在小学英语课堂上，教师应该使用________来吸引学生的注意力。
答案：丰富多彩的教学媒体13. 小学英语教学中，教师应该鼓励学生进行________和________。
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2003年7月Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor?A. personality of the teacherB. class sizeC. course requirement2. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent4．Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.7. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues8. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules9. Which of the following activity is most demanding?A. list what you can buy at a supermarketB. list what you can buy at a supermarket in five minutesC. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing13. tell you what you should use in order to produce accurate utterances.A. The descriptive grammarB. The prescriptive grammarC. The traditional grammar14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed inand if they are and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultSection Ⅱ：Problem Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "Environmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity.Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section Ⅲ：Mini-lesson Plan 40 pointsDirections：Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior Ⅰ, Student Book. Please design a teaching plan with the text.Write about a well-known person from Chinese history.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Section Ⅰ：Basic Theories and Principles 30 points1．A 2．C 3．B 4．B 5．C6．C 7．A 8．B 9．C 10．B11．C 12．A 13．B 14．A 15．BSection Ⅱ：Problem Solving 30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。