英语专业英语教学法试题(含答案)

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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.。

英语教学法试题及答案

试卷代号：2145中央广播电视大学2004-2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题2005年1月注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。

考试结束后，把试卷和答题纸放在桌上。

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二、仔细阅读题目的说明，并按题目要求答题。

答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。

三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。

AChleVement TeSt for U TeaChmg EnglISh m the PnlliaIy SChOor t 3I・ ChOOSe the best answer (30%)DIreCtions: In this part, you are given fifteen questions WhlCh are followed by 4 ChOICeS maιked A, B, C andD. Read the ChOiCeS CarefiIny and ChOOSe the One WhiCh CalI best answer the question. (30 points, 2 POmtS each)1・ Which Of the following IS hue Of SeCond Iallgllage Ieanling?A.Naħιral IangUage exposure.B ・ Infbrmal IeanIlng context.C. StnICtiUed mput.D ・LlttIe eιτor COrreCtlOn2・ What type Of IeanlerS CalI benefit most from real ObJeCt ιnstnιctιon?A.IlldIVldlIal IeanlerS-B ∙ Tacħle IeanIeI∙s.C. AUdltOIy learners.D ・∖isual IearnerS.3・ What type Of IntenIgenCe IS COOPeratlVe Ieanllng best SUlted for?A.IllterPerSOnal mtellιgence.B ・ IntraPerSOnal intelligence.C. LOgICal Uitelligeiice.D ・LIngUIStlC mtellιgence.4・ What does the fbllowmg practise?^Peer and I went to the CmeIna yesterday・Peter and 刘WeIltto IIle ClneIDa yesterday.Peer and I Went to the 淤Inema yesterday・Peer and I went to the Cinelna ^yeSterday.A.StreSS.B.ArtICUIatIOn.C.Liaison.D.IlltOnatiOn5・ What IeanUIIg Strategy CaIl the following help to tram? MatCll the adjectives on the Ieft WIth the IIOUnS on the right.A.Grouping.B.COllOCation.C.ImItation.D.IIlIagery6.WhlCh Of the following IS a COmmUlIlCatIOIl game?A.BilIeO-V/B.WOrdCIlaIn.C.ReanaIIglng and describing.D ∙ CrOSS-WOrd PlIZZIe.7.WhICh Of the following Can IleIP tram SPeaking?A.LiSten and follow instmctions.B.SmlOn SayS.C.Pairs finding.D ∙ MatCh CaPtIOnS With pιcħues.8.WhlClI Of the following activities is most appealing to Chlldren' S CharaCteriStics?A.CrOSS-WOrd PIIZZIe.B.FOIIiIal giammai* instruction.C.ReCItmg texts・D ・ ROle-Play.9∙ What' S the teacher domg by SayUlg U Who WantS to have a try? M ?A ・COntrOlImg dιscιρlme.B.GIVlng PrOniPt-C ∙ EValUatmg StlldentS, work.D ・DlreCtlng StUdentS' attention to tlιe lesson.10・Which Of the fbllowmg actmtιes is the IilOSt SlUtable for gιβoup work?A. GUeSSmg game.B・ StOiy telħng.C.IlIfdmIatIOn-gapD ・ Drama performance.11・WhlCh Of tlιe fbllowmg belongs to Ieanllng outcomes?A・ ROle-Plays.B ∙ SeqUenCing PICtuIes.C.SUn∙eys.D.Worksheets.12・Which Of the following best descnbes fiιst IangUage acquisition?A. Care-taker talkB ∙ NI Imlnal PaIr PraCtICe.C. SeleCted input.D ・ TUnely error COITeCtIOn13・WhICh Of the following SeatHlg anaιιgemeιιts IS IlIOSt SUltable for a WhOle CIaSS discussion914 ・ What IS the teacher doing m teπns Of eπor COneCtion? “ S: I go to the theatre IaStlllght∙" T: Y)U Go to the theatre IaSt mght? A ・ COrreCtmg the StUdent' S mistake. B ・ Hmtmg that tlιere IS a mistake. C ・ EnCOIlraglng Peer COrreCtion.D ・ ASklng the Snlde nt whether he really WenttO the tlιeatre.15. WhICh Of the following questions Can be USed m the questionnaire for assessmg participation? A ・ Dld YOU get all the questions nght In today 1 S class? B ∙ DId you finish tlιe task On tmιe?C. Call you USe tlιe StrategIeS We have Ieamed today? D ・ What did you do In yoιιr gι oup WOrk today? II. MatClllng (20⅝)1 ∙ MatCh tlιe Ieammg StyIeS On the Ieft WIth the type Of activities On the nght. (4 POintS)□□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □ □ □□ □□□□□□□ □□□□ □ □ □ □ □ □ □ □ □ □ □ □ π □ □□□□□ □□ □□ □ □□ □ □□ □ □□ □ □□ □ □□ □ □□ □ □□□ □□ □ □□ □ □□ □ □□ □ □□ □ □□ □□ □ □ □ □ □□ □□ □ □□□□ □ □ □ □□□ □□ □ □□ □ □□□ □□ □ □□1) VISUaIleamerS 2) KIneSthetiC IeamerS B ・ PlCtUre talking 3) AUdItOryIeanIerS C. PIayacting4) TaCtlle IeanlerSD. SOng and music IlStening2 ∙ MatCh the types Of IntellIgenCe On the Ieft WIth the fbπιι Of Ieanling On the nght ・(4 POmtS)4) BOdlly KnleSthetIC mtelιgence3 ・ MatCh tlιe actmtιes On tlιe Ieft WIth tlιe IangUage focus On the nght. (4 POintS) things today Tom, Can you tell IIS What they aιe?5∙ MatCh the actιntιes with the relevant CIaSSrOom arrangement. (4 POintS) 1) SPeakmg ChamS 2) ROIe PIay Of a dialogue 3) GlleSSlng the ObjeCt 4) SentenCe COmPletIOnIΠ. NIUItIPIe ChOiCe questions (10%)DIreCtions: In this Part you are gι∖∙en five questions which are followed by 4 ChOlCeS markedA, B. C aιιd D. Read the choices CaIefUlly and choose the SUltabI e answer(s) to the question. YdU may have more than One answer to each question ・(10 points, 2 POmtS each)1 ・ WhICh Of the following roles do the PIlmary SChOOl teacheιβs play? A. APrOmPter B. APaIllClPant.A. HandWOrk 1) LlngUIStiC Hitelligence 2) MatCh and IOglCal thπιkmg 3) SPatlaiIntellIgenCeA. DOIng hands-on activities B ・ SketChmg C. λerbalιzmg D. COnCePtUaliZIng1) GrOUPmg WOrdS together 2) Minlmal Palr PraCtICe 3) LabellngPlCtUreS4) SeqUenCmg the events accordmg to the StOry 4 ・ WlIat IS tlιe teacher domg? (4 POIntS) 1) NOw, you Can begin. 2) All nght, I think It IS time.3) Can you two ShOW US how to work? 4) We are going to do h∖r oA. ReadlllgB ∙ Abcabulaty IeanlUIg Strategy C. PrOnlUlCIatIOn D. WntmgA.Checknig UlIderStandnIg B. Endmg tlιe activityC ・ DemOnStIatlng the OPeratIOn D. GlVmg the StartA. WllOle CIaSS WOrk B ∙ Indnidual WOrk C. PaIrWOrk D. GrOUP WOrkC・ AIl assessorD ・ A controller.2.WllICh Of the following featιues are tine Of ChlIdren In Ieanllllg a IallgUage?A.ChIldren Can not COnCentrate for Very long.B ・ Chlldren IeanI EngllSh because they think It IntereSting ・C ・ ChIldren are not good at PIalInIng and momtonng.D ・ ChIldren are good at UllderStandlng COnCrete things ・3 ∙ Which Of the following belong to fbnnatιve assessment?A・ Leamer portfolio.B.TeStIeSUlts.C.CIaSSrOOm ObSerX F atiOnD ・StUdent dιanes.4.Which Statement Of ClllneSe and EngIlSll PhOnetiC SyStelnS aιe nght?A.EngliSh has as IlIany as 24 vowels, WhlIe ChlneSe has none.B ・ EnghSh has a IOt Of COmbmed consonants, w hile ChineSe has none ・C.StreSS Can ChalIge the meaning Of a WOrd m English, aιιd tone Cail also Challge the meaning m Chinese.D ・ EilghSh words Often have more than One syllable, Whlle ChIileSe CharaCterS USUaIly IIaVe Ollly One syllable.5 ・ If the ClaSS IS noisy, WhICh Of the following ShOUId you ChOOSe to SettIe the class?A・ ASk the WhOle CIaSS to COPy a IlSt Of food U r OrdS OntO a PIeCe Of PaPer from the board.B.ASk the PUPllS to IISten and Wnte down the mιnιber Of PICnlreS you StlCk On tlιe blackboard.C ・ ASk the ChIldlen to take OUt then- CardS aιιd do PaUed practice.D ・ ASk ChIldren to PrePare the dialogue to get ready to act.W ・ShOrt AnSWer QUeStIOlIS (20%)DIreCtions: In this Part there are four questions about EngllSh TeaChmg MethOdOlOgy・ Wnte down YOUr answers m bnef. YdU WlIl be assessed In The PointS you PreSent and the Way you PreSent them. (20 points, 5 POlntS each)1・ Why is It necessary to USe LI UI foreign IalIgUage ιnsħιιctιon? GlVe at IeaSt two reasons.2∙WlIat are the relationship and dιfierences between testing and assessment?3・What does tlιe following support, fbmιatιve assessment Or SumnlatIVe assessment? Why Or why not?4.Wllat might be the reason If yoιιr SnldentS misbehave In class? MentIOn at IeaSt 3 reasons・λ∖ ACtlVItydesigning (20%)DIreCtions: In this part, YOU aιe to design a 10—ιιImUte SPeaklng actinty according to the mateπal given ・The actmty ShOUld InVOlVe the fimctιon Of Ordenng and the relevant Stl e UCnIres. Make SUre you InClUde all the ItemS Of an activity according to the table given(Objective, OrganIZatIOn type, PrOCedlire, assumed time, PredlCted PrObIemS and soluħons). Make SUre you give the assumed tune for each step.ObjettiveCIaSSr<κ>m organizationFrediCted PWbIem ( ⅛)SolUtiOn ( &)FrCCedUreυ 2) 3) • ∙ ∙W r lat WOUld you Iike io eat 9I'd Iike cħ∣cken ∖ and rice, PleaSe JWhat WOU d you Iike to drink?试卷代号：2145中央广播电视大学2004-2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题答案及评分标准(供参考)2005年1月I ∙ ChOOSe the best answer本题为单选题，共15个小题，30分，每题2分。

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。

《英语教学法教程》857试题库（附答案）

《英语教学法教程》857试题库（附答案）英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their _____A____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teachingand assessment procedures in the classroom? BA. teaching attitudeB. definitions of languageC. structural view of l anguageD. functional view3. What does the structural view of language see language? CA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language? DA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language? BA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist th1D. Communicative teachingUnit 2rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning5. What is discourse competence concerned with? BA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning6. What is strategic competence concerned with? CA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning7. What is fluency competence concerned with? BA. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning8. What are the principles of communicative language teaching? AA. Communication principle, task principle and meaningful principleB. Communication principle, accuracy principle and meaningful principleC. Communication principle, fluency principle and meaningful principleD. Communication principle, task principle and purpose principle 4C. Retell what is heard2. What are the principles for good lesson planning? A6A. Aim, variety, flexibility, learnability and linkageB. Aim, preparation flexibility and linkageB. Specific, students-orientedD. Both A and BA. Structures, vocabulary, functions and topicsB. Pictures, vocabulary, communication and topicsC. PPT, structures, aims and summaryB. Pre-reading, while-reading and post-readingC. Mechanical practice and meaningful practiceD. Both A and B4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.1. What are the possible roles of a teacher? DA. Controller, assessorB. Organizer, prompter A. Controller B. AssessorC. OrganizerD. Prompter5. What role does a teacher play in the following activity? BWhen a student has made a sentence with borrow, “b I orrowed a paper to writ e a letter t”he,teacher says, “We l w, e don’t say a paper, we say a piece of pa per. ”A. ControllerB. AssessorC. OrganizerD. Prompter6. What role does a teacher play in the following activity? DWhile doing a writing task either individually or in groups, the students need touse a particular word they don’k t now. So they ask the teacher.A. ControllerB. AssessorC. participantD. Resource-provider7. What role does a teacher play in the following activity? DThe teacher asks a student a question “Haveyou ever bought clothes with pro blems?”If the student doesn’t seem to be ready, the teacher says “f o e r xampl e, a shirt without... an”d points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8. What role does a teacher play in the following activity? BWhen the students have in groups decided where to go for a spring outing,the teacher asks each group to tell the others why they have made such a cho ice.A. ControllerB. AssessorC. OrganizerD. Prompter9. What role does a teacher play in the following activity? CWhen students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10. What role does a teacher play in the following activity? AThe teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A. ControllerB. AssessorC. OrganizerD. Prompter11. What role does a teacher play in the following activity? CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.102. Classroom instructionsThere are rules to follow for making instructionsabout information or ideas based on a set of criteria.5. Differences between errors and mistakes.a . choice of methodologyPart 1 Read the following statements or questions and choose the best answe r for each statement or question.1. Which of the following is true about pronunciation teaching? DA. Learners whose native language has similar sounds are less likely to have problems with pronunciation.B. Learners who have more exposure to English need less focus on pronunci ation.C. Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D. All of the above2. What is the realistic goal of teaching pronunciation? DA. ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3. Which of the following do not belong to minimal pair?A. Will wellB. Till tellC. Fill fellD. Well well4. Which of the following belong to pronunciation perception practice?DD/doc/2f9c8ba276232f60ddccda38376baf1ffd4fe3b9.html ing minimal pairs, odd one out C. Same or differentB. Which order, completion D. All of the above5. Which type does the following production practice belong to? AThe students repeat what the teacher says. This activity can practice individua l sounds, individual words, groups of words, and sentences.A. Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using m eaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.DA. Make up sentences C. Using picturesB. Using meaningful context D. Using tongue twisters7. What are the ways of practicing stress? DA. Use gesturesB. Use the voiceC. Use the blackboardD. All of the above8. What does the falling intonation on the statement “heis moved to Gla15A. I am telling you something you do not knowB. I have not finished yet A . I am telling you something you do not know B. I have not finished yetD. Communicative teaching methodD. Mechanical practice and success oriented practice5. What are two broad categories of knowledge? AA. Implicit knowledge and explicit knowledgeB. Obvious knowledge and unobvious knowledgeC. Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgePart II,4. Synthesis approach ['s ?nθ?s?s] 综合⽅法B. know its spelling and grammatical propertiesC. know its meaning and know when and how to use it18B. connotative meaning 内涵意义D. inspired meaning ed meaningB. connotative meaning D. synonyms。

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。

英语教学法试题及答案

英语教学法试题及答案一、选择题（每题2分，共20分）1. 以下哪种教学法强调学生中心？A. 传统教学法B. 交际教学法C. 语法翻译法D. 直接教学法答案：B2. 任务型语言教学法（Task-Based Language Teaching）的核心是什么？A. 语法规则B. 语言形式C. 语言功能D. 实际语言使用答案：D3. 以下哪个不是交际教学法的特点？A. 强调语言的交际功能B. 重视语言结构C. 学生参与度高D. 重视语言的实际使用答案：B4. 语言教学中，"input hypothesis"是由哪位学者提出的？A. Stephen KrashenB. Noam ChomskyC. Michael HallidayD. H. G. Widdowson答案：A5. 以下哪种教学法强调通过模仿来学习语言？A. 交际教学法B. 语法翻译法C. 直接教学法D. 行为主义教学法答案：D6. 以下哪种教学法主张通过语言的自然习得来学习？A. 交际教学法B. 自然法C. 语法翻译法D. 直接教学法答案：B7. 以下哪种教学法强调教师的引导作用？A. 交际教学法B. 直接教学法C. 自然法D. 探究式教学法答案：D8. 以下哪种教学法主张通过游戏和活动来学习语言？A. 交际教学法B. 任务型教学法C. 游戏教学法D. 直接教学法答案：C9. 以下哪种教学法强调语言的输入和输出？A. 交际教学法B. 任务型教学法C. 语法翻译法D. 直接教学法答案：B10. 以下哪种教学法主张通过母语来教授第二语言？A. 交际教学法B. 语法翻译法C. 直接教学法D. 沉浸式教学法答案：B二、填空题（每题2分，共20分）1. 交际教学法强调语言的______功能。

答案：交际2. 任务型语言教学法主张通过完成______来学习语言。

答案：任务3. "input hypothesis"认为语言习得需要______语言输入。

04-《英语教学法》(1)期末考试试题之二

《英语教学法》（1）期末考试试题之二（开卷考试）Part I. Fill in the blanks with correct information: 30%1.The Grammar-Translation Method came about as a result of __________________.2.People learned Ancient Greek and Latin as________________.3.In a functional-notional syllabus, the language taught would not be described in only grammatical forms,but also___________, _________, __________ and ____________.4.The term “communicative competence” was first used by _____________ in applied linguistics.5.Krashen’s Natural Order of Langua ge Learning was based on _____________.6.Various language learning methods arose in the 70s in particular in North America and in Europe, whichconcerned the learner as a whole person, also referred to as _________.7.Imagine a situation in which students learn a language in the following way. They sit around a table withcomfortable chairs and with a tape recorder in the middle. When one wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the student repeats that. This approach is called ___________.8.ESP is the abbreviation of ________________.9.In Taba’s model of curriculum processes, the last two stages are___________ and ______________.10.Knowing how to make correct sentences has very little value on its own and has to be supplementedby________________________ and _________________________ when it is used as a normal means of communication.11.A student with very limited language would be forgiven for errors of _____________.nguage processing is ______________________ and what is understood involves far more than___________________________________.13.Turn-taking is a characteristic of ___________________.14.A CLT syllabus will cover situations, topics, functions, _________________, and ________________.15.List some examples of authentic materials: _______________, ______________, _____________.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%1.People learned Ancient Greek and Latin in order to communicate in real life situations.2.The Threshold Level was an example of the Grammar –Translation Method.3.Making errors will lead to bad habit formation, so we should correct them whenever they occur.4.Suggestopedia is believed to be the most of the humanistic methods.5. A textbook with such course design as Unit 1 Personal pronouns, Unit 2 Attributive clauses, Unit 3 Thepassive voice, etc. is based on a skills syllabus.6.It is true that inappropriately used expressions can produce more harm than structurally poor sentences.7.Back-channel responses are used by one speaker to interrupt the other speaker.8.In CLT students do not learn in the classroom; instead they learn the language in real life.9.Good learners learn different styles of speech and writing and learn to vary their language according to theformality of the situation.10.While the students are engaged in the communicative activity the teacher should not intervene, such astelling them that they are making mistakes, insisting on accuracy or asking for repetition.Part III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it.The States ExplainedLike all Dads, my father sometimes seemed to be practicing for a world’s most boring competition. He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‘Hey, another car from Wyoming. That’s three this morning.’ Or: ‘Mississippi. Wonder what he’s doing up here?’ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did. He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance. One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.I have to admit it. I have become my father. I even read number plates, though my particular interest is the slogan. Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing”for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania’s “You’ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn’t he call?”However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn’t so much a country as a collection of fifty small independent nations, and you forget this at your peril. It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn’t trust each other. In order to keep them happy, the states were given an extraordinary range of powers. Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble; how old you have to be to drive; whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix; and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws. I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising. On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don’t own a gun, and haven’t the faintest desire to stick my fingers in people’s mouths, even for very good money, these matters don’t affect me. Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views. In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”. All biology textbooks must carry a statement saying “This textbook discusses evolution, a controversial theory some scientists present as a scientificexplanation for the origin of living things. “By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old. I don’t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.Pre-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之二答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of Ancient Greek and Latin in the west2.an intellectual activity3.topics, situations, functions, notions4.Dell Hymes5.first language acquisition6.Th e ‘holistic’ approachmunity Language Learning8.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate10.a knowledge of the appropriateness, the functional value of the language11.inappropriateness12.a constructive process, what is presented on the page or in the sound system13.oral communication14.the vocabulary and grammar structures, the skills required in typical situations15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches, radioannouncements, new reports, plays, etc.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. F2. F3. F4. T5. F6. T7. F8. F9. T 10. TPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]The States ExplainedLike all Dads, my father sometimes seemed to be practicing for a world’s most boring competition. He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‘Hey, another car from Wyoming. That’s three this morning.’ Or: ‘Mississippi. Wonder what he’s doing up here?’ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did. He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance. One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.I have to admit it. I have become my father. I even read number plates, though my particular interest is the slogan. Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing”for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania’s “You’ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn’t he call?”However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn’t so much a country as a collection of fifty small independent nations, and you forget this at your peril. It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn’t trust each other. In order to keep them happy, the states were given an extraordinary range of powers. Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble; how old you have to be to drive; whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix; and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws. I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising. On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don’t own a gun, and haven’t the faintest desire to stick my fingers in people’s mouths, even for very good money, these matters don’t affect me. Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views. In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”. All biology textbooks must carry a statement saying “This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things. “By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than7,500 years old. I don’t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.Pre-reading activities (10%)five points for each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher’s general questions about the tex t type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reaso ns for your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play the same situationas in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changing the endingto one of your own choice●Listening to or reading some supplementary materials.。

英语教学法模拟试题及答案

《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。

《英语教学法教程》857试题库(附答案)

英语教学法教程试题库Unit1Part I Read the following statements or questions and choose the best answer for each statement or question.1.Much of human behavior is influenced by their_____A____A.experiencesB.wisdomC.knowledgeD.parents2.What is the basis for syllabus design,teaching methodology,teaching and assessment procedures in the classroom?BA.teaching attitudeB.definitions of languageC.structural view of l anguageD.functional view3.What does the structural view of language see language?CA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things4.What does the functional view of language see language?DA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things5.What does the interactional view of language see language?BA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things6.Which of the following teaching method is based on the behaviorist theory?BA.Grammar translationB.Audio-lingualC.Task-based teaching and learningmunicative teaching7.What are the characteristics of audio-lingual method?Dnguage is learned by constant repetition and the reinforcement of the tea cherB.Mistakes were immediately corrected,and correct utterances were immedi ately praised.C.Students should be allowed to create their own sentences based on their u nderstanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities ofa good teacher?AA.Ethic devotion,professional qualities and personal stylesB.Ethic devotion,professional qualities and individual freedomC.Individual freedom,professional qualities and personal stylesD.Ethic devotion,personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?DA.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher?DA.Kind,humorous,well informedB.Hard working,disciplinedC.Well prepared,dynamic and patientD.All of the abovePart2Answer the following questions.1. A good teacher should possess many good qualities.List three qualities you think are the most important and explain reasons.Dynamic, well-informed and well-prepared, I think these three qualities are the most important as a teacher. Firstly, the dynamic, well-informed andwell-prepared teachers are always confident who can make the class active and interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline.Unit21.What is the ultimate goal of foreign language teaching?AA.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom la nguage teaching and real-life language use?BA.Task-based teaching and learningmunicative language teachingC.Presentation,practice and productionD.Engage---study---activate3.What is linguistic competence concerned with?DA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning4.What is pragmatic competence concerned with?AA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning5.What is discourse competence concerned with?BA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning6.What is strategic competence concerned with?CA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning7.What is fluency competence concerned with?BA.Appropriate use of the language in social contextB.Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning8.What are the principles of communicative language teaching?Amunication principle,task principle and meaningful principlemunication principle,accuracy principle and meaningful principlemunication principle,fluency principle and meaningful principlemunication principle,task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy ?DA.Listen to texts either read by the teacher or pre-recorded on the tape;repe at what is heard.B.Answer the questions according to what is heard;produce responses base d on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?AA.Linguistic competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyB.Linguistic competence,pragmatic competence,discourse competence,str ategetic competence and accuracyC.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyD.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and accuracyPart2answer the following questions1. What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?1) In real life, language is used to perform certain communicative functions,e.g. to give directions, to exchange information, or to make a complaint, etc;in traditional language classroom, the teaching focus is often on forms rather than functions.2) For various reasons, traditional pedagogy tends to focus on one or twolanguage skills and ignore the others. In real language use we use all skills.3) In reality language is always used in a certain context, but traditionalpedagogy tends to isolate language from its context.2. Four components of a task.1) A purpose: making sure the students have a reason for undertaking thetask.2) A content: this can be real, authentic or imaginary, and involvesociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there will be some form of outcome, either visible (e.g. a writtenplan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).Unit 3Designing principle for the National English Curriculum for nine-year compulsory education.1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learners centredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility andadaptability.4) Pay close attention to the learning process, and advocate experientiallearning and participation.5) Attach particular importance to formative assessment, and give specialattention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning andusing the language.Unit4Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What should be included in a lesson plan?DA.Aims to be achievedB.Materials to be coveredC.Activities to be organiz edD.All of the above2.What are the principles for good lesson planning?AA.Aim,variety,flexibility,learnability and linkageB.Aim,preparation flexibility and linkageC.Aim,micro-planning,macro-planning and flexibilityD.Aim,micro-planning,macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?DA.Clear,briefB.Specific,students-orientedC.Specific,teacher-orientedD.Both A and B4.What are language contents? AA.Structures,vocabulary,functions and topicsB.Pictures,vocabulary,communication and topicsC.PPT,structures,aims and summaryD.Structures,aims,functions and topics5.What are very commonly used teaching procedures and stages?DA.Presentation,practice and productionB.Pre-reading,while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B6.What is the function of optional activities?AA.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency7.Which part is to be finished after a lesson in a lesson plan?DA.Teaching aidsB.End of a lesson summaryC.Optional activities and assignmentsD.After lesson reflectionPart2answer the following questions1.What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teachers distinguish the various stage of a lesson and seethe relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good planning gives teachers, especially novice teachers, confidence in class.Fifthly,when planning the lesson, the teacher also become aware of the teaching aids that needed for the lessonLast but not least, planning is a good practice and it’s a sign of professionalism.2.Explain five principles for good lesson planning in detail.Aim means the realistic goals for the lesson.Variety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students. Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one methodology.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.3.What does macro planning involve?Macro planning involves the following:1) Knowing about the profession.2) Knowing about the situation.3) Knowing about the learners.4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.6) Knowing about the objectives.4.What are components of a lesson plan?Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.unit5Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What are the possible roles of a teacher?DA.Controller,assessoranizer,prompterC.Participant,resource-providerD.All of the above2.What role does a teacher play in the following activity?AThe teacher gives students2minutes to skim a text,and when time is up,he asks students to stop and answer some questions.A.ControllerB.AssessoranizerD.Prompter3.What role does a teacher play in the following activity?DT:do you have any hobbies?S:yes,I like singing and dancing.T:Uhm,and... ?S:I also collect coins.T:Oh,really,how many...have you already...collected?A.ControllerB.AssessoranizerD.Prompter4.What role does a teacher play in the following activity?CThe teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).Each student draws one card.Those who have drawn number1will form group1,and those who have drawn number2will fo rm group2.Thus the students are put into five groups in a random way.A.ControllerB.AssessoranizerD.Prompter5.What role does a teacher play in the following activity?BWhen a student has made a sentence with borrow,“I borrowed a paper to writ e a letter”,the teacher says,“Well,we don’t say a paper,we say a piece of pa per.”A.ControllerB.AssessoranizerD.Prompter6.What role does a teacher play in the following activity?DWhile doing a writing task either individually or in groups,the students need to use a particular word they don’t know.So they ask the teacher.A.ControllerB.AssessorC.participantD.Resource-provider7.What role does a teacher play in the following activity?DThe teacher asks a student a question“Have you ever bought clothes with pro blems?”If the student doesn’t seem to be ready,the teacher says“for exampl e,a shirt without...”and points to the buttons on his own shirt or jacket.A.ControllerB.AssessoranizerD.Prompter8.What role does a teacher play in the following activity?BWhen the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a cho ice.A.ControllerB.AssessoranizerD.Prompter9.What role does a teacher play in the following activity?CWhen students are doing a group-work task,the teacher joins one or two grou ps for a short period of time.A.ControllerB.AssessorC.participantD.Resource-provider10.What role does a teacher play in the following activity?AThe teacher asks students to produce conversations(either orally or in writing )by using particular patterns or expressions they have just learned.A.ControllerB.AssessoranizerD.Prompter11.What role does a teacher play in the following activity?CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A.ControllerB.AssessorC.participantD.Resource-provider12.When is appropriate for the teacher to give classroom instructions to students?DA.Give directions to tasks or activities,checking comprehension,giving feedb ackB.Providing explanations to a concept or language structure,drawing attentio nC.Setting requirements,checking comprehension,assigning homeworkD.All of the above13.Why do novice teacher often have problems giving clear instructions ?DA.Their language proficiency is lowB.They are fresh from the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective? De simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or p airs15.Which of the following is the time when students work as a whole cla ss?AA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?BA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?CA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselve s?DA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?AA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to th e work.D.It is less stressful.20.Which of the following is the advantage of pair work? BA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.It reinforces a sense of belonging among a group of members.D.It is very stressful.Part2answer the following questions1. What six conditions have to be met in order to achieve efficient classroom management?1) The teacher plays appropriate roles.2) The teacher provides clear instructions.3) Students are grouped in a way suitable for the learning activities.4) The teacher asks appropriate questions.5) There is discipline as well as harmony in the classroom.6) The students errors are treated properly.2. Classroom instructionsClassroom instructions refers to the types of language teachers use to organize or guide learning.They include giving directions to tasks or activities, providing explanations to a concept of language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.There are rules to follow for making instructions effective:1) to use simple instructions and make them suit the comprehension level ofthe students.2) To use the mother tongue only when it is necessary.3) Teachers to be careful not to do all the talking in class.3.Bloom’s taxonomy classifies the question types into six.What are the six question types?What is the significance if each of them is used in a language classroom?The six question types proposed by Bloom are:translating, interpreting, and stating the main ideas.different contextsupport main ideas.5) Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking.6) Evaluation: present and defend opinions by making an informed judgementabout information or ideas based on a set of criteria.4. Classification of question types:(常出选择及判断题)Closed questions refer to those with only one single correct answer.Open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers,too. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.Lower-ordered questions refers to those that simplely require recalling of information or memorization of facts.Higher-ordered questions require more reasoning, analysis, and evaluation.5. Differences between errors and mistakes.A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from temporary breakdown. When a mistake is challenged or given enough attention, it could be self-corrected.An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.6. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effectiveFactors that affect discipline：1. teacher’s behaviora . choice of methodologyb. teacher’s preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surroundingUnit6Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following is true about pronunciation teaching?DA.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to English need less focus on pronunci ation.C.Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?DA.ConsistencyB.Intellegibilitymunicative efficiencyD.All of the above3.Which of the following do not belong to minimal pair?DA.Will wellB.Till tellC.Fill fellD.Well well4.Which of the following belong to pronunciation perception practice?Ding minimal pairs,odd one outB.Which order,completionC.Same or differentD.All of the above5.Which type does the following production practice belong to?AThe students repeat what the teacher says.This activity can practice individua l sounds,individual words,groups of words,and sentences.A.Listen and repeatB.Fill in the blanksC.Make up sentencesing m eaningful context6.Which type does the following production practice belong to?DShe sells sea shells on the seashore.A.Make up sentencesing meaningful contexting picturesing tongue twisters7.What are the ways of practicing stress?De gesturese the voicee the blackboardD.All of the above8.What does the falling intonation on the statement“he is moved to Glasgow.”indicate?AA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question“where do you live?”indicate?CA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have tole me before10.What is reflected as important in the following example?BA.Would you please turn down the radio a little bit?B.Sorry.↘（no,I do not want to.）Or B.Sorry?↘（what did you say?）A.Stress B.IntonationC.SoundsD.Pitch PartPart 2.Answer the following questions1.Why cannot most learners of English as a foreign language acquire na tive like English pronunciation?A Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.Unit7Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true?DA.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method? DA.Deductive methodB.Inductive methodC.Guided discovery methodmunicative teaching method3.Which of the following steps are typical for the deductive grammar tea ching method?AA.Give examples→explain rules→students do practice activitiesB.Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences(the inductive method)C.Explicit rules are give to students→Authentic language data is provided→a pply the new structure to produce sentences(the guided discovery method)D.All of the above4.What are two grammar practice activities?AA.Mechanical practice and meaningful practiceB.Volume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?AA.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD.Refereed knowledge and inferred knowledgePart II,1. The guided discovery method:Students are induced to discover rules by themselves but the process of discovery is carefully guided and assisted by the teacher. And the rules are then elicited and taught explicitly.2. Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. Explicit knowledge refers to our conscious knowledge about the language.3. Ellis suggests the following procedures for teaching grammar usinglistening as a input:1) Listen to comprehend: the focus is on the message with target structuresimbedded.2) Listening to notice: listen to more times to identify the target structureperhaps by completing a gapped version of the text to raise awareness. 3) Understanding the grammar point: the focus is on helping learnersdevelop explicit knowledge of the grammar point by discovering and analyzing the rules.4) Checking: learners are given a written text containing errors and are askedto identify t-[1x0=8再撒：哦我而是撒赖破五；2…he errors and correct them.5) Trying it out: finally, there is an opportunity for students to try out theirunderstanding of the target structure in a short production activity.4. Synthesis approach['sɪnθəsɪs]综合方法Pennington(2002)proposes a synthesis approach to grammar pedagogy. Grammar teaching should be“collocational,constructive,contextual and contr astive”,which can serve as useful guidelines for teaching grammar.Unit8Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true about vocabulary?CA.a vocabulary item can be more than one wordB.Vocabulary can not be taught.It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?DA.know its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use it。

英语专业英语教学法试题及答案

英语专业英语教学法试题及答案D．___.4．Which of the following is NOT a characteristic of a good language teacher?A．Being a native speaker of the target language.B．___ about language and language learning.C．Being patient and understanding.D．___.5．What is the main goal of communicative language teaching?A．To ___ grammar rules.B．To ___.___.D．___.6．___' speaking skills?A．___.B．True/false test.C．___ interview.D．___.7．What is the purpose of using games in language learning?A．To make learning more fun and engaging.___.___ grammar rules.D．___.8．What is the role of the teacher in task-based language teaching?A．___.___.___ correct all errors made by students.D．___.9．What is the main ___?A．They are easier for students to understand.B．___.___.D．___.10．What is the purpose of pre-___ n?A．To introduce new words to students.B．To test students' existing ___.___ grammar rules.D．___.11．What is the role of culture in language teaching?A．It is not ___.B．It is ___ students about the culture of the target language.C．It is ___ grammar rules.D．It is ___.12．What is the main ___?A．It is ___.B．It is ___ grammar rules.C．It ___.D．It can replace the need for a ___.13．What is the purpose of using role play in language teaching?A．To ___ grammar rules.B．To ___.___.D．___.14．What is the main advantage of using songs in language teaching?A．They are easy for students to understand.B．___.___.D．___.15．What is the purpose of using pair work and group work in language teaching?A．___.B．To ___ grammar rules.___.___.答案：1.C2.D3.A4.A5.C6.C7.A8.B9.B 10.A11.B 12.C 13.C 14.B 15.A改写：I。

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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 examples to rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to studentsso 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 situation Bottom-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, …。

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《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.。

英语专业英语教学法试题

英语专业英语教学法试题English Major Teaching Method TestPart I: Multiple Choice QuestionsChoose the correct answer from the options given. Write the corresponding letter in the blank.1. What is the main goal of English language teaching?a) Developing students' reading skillsb) Enhancing students' grammar knowledgec) Promoting students' communicative competenced) Improving students' pronunciation2. Which teaching method focuses on the meaning and use of language rather than its grammatical structure?a) Grammar-translation methodb) Audio-lingual methodc) Communicative language teachingd) Direct method3. Which activity is most suitable for practicing speaking skills in the classroom?a) Multiple-choice questionsb) Role-playsc) Reading comprehension exercisesd) Fill-in-the-blank exercises4. When teaching vocabulary, which technique is effective in helping students remember words?a) Translationb) Repetitionc) Explanation of word originsd) Memorization of word lists5. Which approach emphasizes student-centered learning and encourages active student participation?a) Teacher-centered approachb) Behaviorist approachc) Constructivist approachd) Audiolingual approachPart II: Short Answer QuestionsAnswer the following questions briefly and concisely.1. What is the difference between formative and summative assessment in language teaching?2. What are the advantages of using authentic materials in the classroom?3. How can technology be integrated into English language teaching?4. Explain the concept of scaffolding in language learning.Part III: Essay QuestionsChoose one of the following essay prompts. Write an essay of about 500 words to discuss the chosen topic.1. Discuss the role of culture in English language teaching. How can teachers incorporate cultural aspects into their lessons?2. What are the challenges of teaching English pronunciation to non-native speakers? Suggest effective strategies to address these challenges.3. Explain the concept of differentiated instruction in language teaching. How can teachers adapt their instruction to meet the diverse needs of students?4. Discuss the potential benefits and drawbacks of using technology in language teaching. Provide examples to support your evaluation.End of the test.Note: This test follows a format commonly used for English Major Teaching Method examinations. It includes multiple-choice, short answer, and essay questions to assess students' understanding of various aspects of English language teaching.。

英语专业英语教学法试题及答案分析

英语专业英语教学法试题及答案分析英语专业英语教学法(2) 试题及答案分析Section ⅠBasic Theories and PrinciplesQuestions 1—15 are based on this part.Direction：Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet.1. What can "scrambled sentences" help to train in terms of writing?A. Unity.B. Coherence.C. Indention2. What can the following activity help to train in terms of writing?The teacher asked the students to -write two letters, one to their parents, and the other to their friends, informing them the news of his success in a competition.A. Sense of audience.B. Sense of unity.C. Sense of coherence.3. Which of the following writing activities belongs to the communicative approach of writing?A. The teacher asks the students to write on "The difference between college life and middle school life."B. The teacher asks the students to form a text from scrambled sentences.C. The teacher asks the students to write an e-mail to their parents to tell them to come to the class meeting.4. What stage can the following grammar activity be used at?The teacher asks the students to discuss the differencesbetween two paragraphs in terms of tense.A. Presentation.B. Practice.C. Production.5. Which of the following grammar activities is most communicative?A. Grammar dictation.B. Sentence completion.C. Guessing objects.6. If we are to present the meaning of abstract notion, which of the following techniques is the best?A. Translation.B. Pictures.C. Graphing.7. What vocabulary learning strategies does the following activity help to train? Arrange the following words into three different columns;Fruity apple, pear, orange, pickpocket, mugger, bank robber, profession, gardening, teaching, managingA. Collocation.B. Classification.C. Imagery.S. Which of the following is among the human factors that influence lesson planning?A. Environment conditions of the classroom.B. Students" attitude towards the kind of instruction the teacher applies.C. The type of evaluation the teacher conducts.9. What role does the teacher play in the deductive presentation of grammar?A. Instructor.B. Prompter.C. Participant.10. What is the teacher doing in terms of instruction in the following?"Now, I"d like you to answer the comprehension questions following the text to make sure that all of us understand what precisely the text is about."A. Checking understanding.B. Assigning the task.C. Monitoring the activity.11. What is the teacher doing in terms of error correction?S: My-watch was stealing.T: What happened to Jack’s watch, Jane?A. Ignoring the student"s mistake.B. Encouraging peer correction.C. Helping the student to correct his own mistake.12. What activity is following seating arrangement most suitable for?A. Group discussion.B. Acting of a play.C. Individual reading of the text.13. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.14. Which of the following activities is most suitable for whole-class work?A. Role-play of a dialogue involving the use of the passivevoice.B. Writing about the changes of one"s hometown.C. Presenting the passive voice.15. Which of the following best explains what a lesson plan involves?A. It is a reminder for the teacher, who needs to refer to the reference materials in classroom instruction.B. It is a schedule of the classroom procedure to fulfill the teaching and learning objectives.C. It is a list of activities to be conducted in a lesson.Section ⅡProblem SolvingQuestions 16—20 are based on this part.Directions: Below are five situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution(s) according to what you have learned in Book 2. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. Mr. Li will assign a writing task for each unit. Every time, he will give a topic similar to the texts they learn, like "My hometown", "Sports" and so on for students to finish after class.17. Mr. Wang always conducts grammar instruction with discovery activities. He thinks students need to get familiar with the structures through reading and writing before learning the rules of grammar.18. Mr. Deng is very pleased with his new textbook. But when he asked his students to do all the exercises in the textbook, he found he could not find enough time, and some students were not very active in the classroom activities.19. In class, Ms Zhang assigned the students to work in groups to work on an information transfer table. When time wasup, only two groups finished ahead of time, and others were still discussing.20. Jack is reporting their group task about an investigation of students" pastimes. But because he is a little nervous and not so good at speaking, he pauses here and there and always makes mistakes. To help him, the teacher inserts some correction during his report.Section ⅢMini-lesson planQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the teaching plans. Write your answer on the Answer Sheet.21. Design an activity to present the vocabulary in the following passage. It should involve the students in group discussion.My name is Adam Rous,. I"m 19 years old and I used to be a drug addict. I first started using drugs when I -was 15. 1 bought cannabis from a man in the street. I continued to buy cannabis from the same man for about six months. One day, he offered me some crack cocaine.Cocaine is a powerfully addictive drug. Some drug users inject cocaine, others smoke it. Both ways are dangerous. Users who inject the drug are also in more danger if they share needles with other users.Type of the activity (e. g. information-gap, role-play,problem-solving)Objective(s) of the activityClassroom organization of the activityTeacher"s role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicted problem(s)Solution(s)Procedure 1)2)3)4)22. Design a writing activity with the following material.Lao She wrote Teahouse in 1957. The play shows the audience life in China between 1900 and 1950. It lakes place in a teahouse in old Beijing and it tells us the story of Wang Lifa and his customers. It takes us to see the teahouse as the centre of the neighborhood. Finally, it says goodbye to old Beijing and its people.The story starts in 1898 during the Qing dynasty. It continues in 1910, and finally it brings the audience to the end of Anti-Japanese War in 1945. Then the government takes the teahouse from Wang, and he dies.Lao She was barn in 1899. He wrote many plays , novels and short stories. He was born in Beijing. His parents sent the young man to the Teacher"s School in Beijing and he learned to teach. From 1924 to 1929 he taught Chinese to the English in London. He was named a "People"s Artist" and a "Great Master of Language". He was one of the greatest Chinese -writers in the twentieth century.At Lao She "s Teahouse today, waiters bring tea to the customers and sell them delicious Chinese food. If you like Beijing Opera, folk music, acrobatics or magic shows , you can enjoy them at the teahouse. Lao She"s Teahouse gives a warmwelcome to everyone from China and from all over the world.Type of the activity (e.g. parallel writing, role-play,problem-solving)Objective(s) of the activityClassroom organization of the activityTeacher"s role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicted problem(s)Solution(s)Procedure 1)2)3)4)英语教学法(2) 试题答案及评分标准Section ⅠBasic Theories and Principles (共30分，每题2分)1. B2. A3. C4. A5. C6. A7. B8. B9. A 10. B11. B 12. A 13. A 14. C 15. BSection ⅡProblem Solving (共30分，每题6分)找出问题得2分，根据交际法原则提出合理的解决方案得2分，问题和解决方案应有适当的阐述，行文逻辑1分，语法1分．16. Problems:1) Students need writing practice in class. They need to be trained in specific writing mechanism. They need to work together with others. After-class writing assignment itself is powerless to train students" writing ability.2) The topics are too general and there is not a sense of purpose in writing.3)The topics cannot give students a sense of audience in writing,4) There should be some writing requirement in terms of the process and writing skills. Solutions:1) The teacher had better incorporate writing into the classroom instruction, integrating it with reading, listening or speaking.2) If he assigns writing as after-class homework it is better to make clear the purpose of writing. For example, are they introducing their homework to attract foreign investment or something else?3) The teacher should narrow down the topic, making it easy to handle for the middle school students.4) The teacher should make it clear who, he prospective readers might be. For example, are they introducing their hometown to foreigners or someone else?(以上两部分，各回答出两点即可得4分)17. Problems:1) It fails to consider the diverse objectives of grammar instruction. We shouldn"t always use the same kind of approach in grammar instruction. The inductive approach can"t suit all grammar instruction objectives.2) It fails to consider the diverse types of grammar items and the supporting materials. It is wrong to adopt the same approach to all grammar instruction.3) It fails to consider the learning styles of the students. Some students prefer inductive learning, while others may prefer deductive learning.Solutions:1) The teacher should first do some needs analysis. He should be clear whether the students already have relevant grammar basis. Can he make use of it?2) It is better to choose an approach correspondent to students, learning styles. With analytical learners, deductive instruction may work better.3) The teacher should vary the approach according to the materials. Inductive approach may work better with some grammar items, but worse for others.4) We should vary our approaches to grammar instruction. Sometimes, it is better to adopt the deductive approach if the students have already had the relevant grammar knowledge.(问题部分要求写出两点，解决方式可以只写一点。

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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