英语教学法2006年7月试卷

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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.。

7136英语教学法A卷答案周卫

卷号7136 A卷《（小学）英语教学法》试题2005--2006学年第一学期（开卷）答案与评分标准（供参考）Achievement Test for “ Teaching English in the Primary School”I: Choose the best answer (30%)1．B 2. B 3. D 4. A 5. B6. A7. A8. A9. B 10. A11. A 12. A 13. D 14. B 15. BII: Write “T” for True and “F” for False. (14%)1. T2. F3.F4. T5. T6.F7.TIII: Match (16%)1. B C A D2. D B A C3. C A B D4. A D B CIV: 名词解释（用中文回答）20%1.行为主义理论行为主义理论以“刺激—反应”为基础，以语言学家Bloomfield 和心理学家斯金纳(B.F.Skinner)为代表。

他们认为，语言是一种行为，儿童习得母语要经过“模仿—强化—成形”三个步骤，即他们模仿周围的语言，对环境和成人的语言做出反应；如果反应正确，就可以得到成人的赞扬或物质鼓励，也就是强化，因而儿童也就会重复说话，逐步形成习惯，直到其说话的方式与成人吻合为止。

2.多元智力—八种智力由美国哈佛大学教育学教授加德纳提出了多元智力理论。

他认为人的智力应包括8中不同的类型，它们是：语言智力、逻辑数理智力、视觉—空间智力、音乐--节奏智力、身体--动觉智力、交往—交流智力、自知—自省智力和自然智力。

3.自主学习教学模式自主学习是指学生在教师的激励和指导下，运用一定的媒体，主动、积极、超越性地学习。

它包括自主确定学习目标、制定学习计划、选择学习材料、选择学习方式方法、确定学习进度、检测和评定学习效果和自主补漏和矫正。

4.反思性教学反思性教学是外语教师自身发展的有效途径，是教师独立地、自觉地调节和管理自己的教学实践活动的过程。

英语教学法答案

《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree ８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examples to rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real 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, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺IIIIV1-5 a, b, c, d, e6-10 e, d, c, b, aV答案空缺。

中学英语教材教法考试试题及答案

中学英语教材教法考试试题及答案一、选择题（每题2分，共20分）1. 以下哪种教学方法属于直接法？A. 语法翻译法B. 情境教学法C. 直接法D. 任务型教学法答案：C2. 以下哪个阶段是英语教学中的关键阶段？A. 初中阶段B. 高中阶段C. 小学阶段D. 大学阶段答案：A3. 以下哪个教学方法强调以学生为中心？A. 语法翻译法B. 情境教学法C. 直接法D. 任务型教学法答案：D4. 在英语教学中，以下哪个环节最为关键？A. 课堂导入B. 课堂讲解C. 课堂练习D. 课堂总结答案：C5. 以下哪个课程是中学英语教学的核心课程？A. 阅读课B. 听力课C. 写作课D. 口语课答案：A6. 以下哪个教学方法适用于英语口语教学？A. 情境教学法B. 语法翻译法C. 任务型教学法D. 直接法7. 以下哪个教学方法强调学生自主学习？A. 任务型教学法B. 语法翻译法C. 直接法D. 情境教学法答案：A8. 在英语教学中，以下哪个环节最能激发学生的学习兴趣？A. 课堂导入B. 课堂讲解C. 课堂练习D. 课堂总结答案：A9. 以下哪个教学方法适用于英语听力教学？A. 直接法B. 情境教学法C. 任务型教学法D. 语法翻译法10. 以下哪个教学方法强调教师的主导地位？A. 语法翻译法B. 情境教学法C. 直接法D. 任务型教学法答案：A二、简答题（每题10分，共30分）1. 简述任务型教学法的优点。

答案：任务型教学法的优点包括：（1）强调学生为中心，注重培养学生的实际语言运用能力；（2）以任务为驱动，激发学生的学习兴趣和动机；（3）注重培养学生的合作精神和团队意识；（4）有利于提高学生的综合素质，如思维能力、创新能力等。

2. 简述语法翻译法的缺点。

答案：语法翻译法的缺点包括：（1）过分强调语法知识，忽视实际语言运用能力；（2）课堂氛围较为枯燥，容易导致学生失去学习兴趣；（3）教学效果难以检测，不利于学生能力的全面发展；（4）忽视语言的文化背景，难以培养学生的跨文化交际能力。

英语教学法试卷(附答案)

英语教学法试卷(附答案)中学英语教学法1．第1题According to Clark, Scarino ａnd Brownell, the main components of a task include ____.A.exercises, exercise-tasks ａnd tasksB.new language items, time ａnd learning cultureC.a purpose, a context, a process ａnd a product/outcomeD.pre-task, task cycle ａnd language focus您的答案：C题目分数：2.0此题得分：2.02．第2题As far as vocabulary teaching is concerned, which of the following is NOT the uncertainty that still remains?A.which vocabulary items should be taught ａnd learned.B.how vocabulary can be taught ａnd learned most effectively.C.whether vocabulary should be taught ｏr not.D.What constitute a vocabulary item.您的答案：C题目分数：2.0此题得分：2.03．第3题According to the Cognitive theory, a language learner acquires language ____ which enables him to produce language.A.structuresB.habbitsC.skills/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html petence 您的答案：D题目分数：2.0此题得分：2.04．第4题Which of the following are not one of the principles of communicative language teaching proposed by Richards ａnd Rodgers (1986)?/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html munication principleB.Task principleC.Meaningfulness principleD.Correctness principle您的答案：D题目分数：2.0此题得分：2.05．第5题According to Nation (2001) productive knowledge of vocabulary involves the following EXCEPT ___.(1) being able to produce the word to express the meaning(2) being able to write it with correct spelling(3) being able to construct it using the right word parts in their appropriate forms(4) being able to recognize that the word has been used correctly in the sentence in which it occursA.(1)B.(2)C.(3)D.(4)您的答案：D题目分数：2.0此题得分：2.06．第6题There is ___ between mechanical practice ａnd meaningful practice. an example given by Wang Qiang is the “chain of events” activity.A.no distinctionB.a clear-cut distinctionC.no clear-cut distinctionD.(None of the above)您的答案：C题目分数：2.0此题得分：2.07．第7题 According to littlewood (1981), discovering missing information, discovering missing features, ａnd following directions are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.08．第8题When teaching grammar, “You are a stranger in this town …”ａnd “A policeman was asking some questions…” are two examples of using ___.A.mimesB.gesturesC.chain of eventsD.created situations您的答案：D题目分数：2.0此题得分：2.09．第9题The structural view limits knowing a language to knowing its structural rules ａnd vocabulary. the communicative ｏr notional-functional view adds the need to know how to ___ the rules ａnd vocabulary to do whatever it is one wants to do.A.ｕｓｅB.analyzeC.learnD.remember您的答案：A题目分数：2.0此题得分：2.010．第10题The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he/she already knows.A.BehanouristB.CognitiveC.ConstructivistD.Structuralist您的答案：C题目分数：2.0此题得分：2.011．第11题According to littlewood (1981), identifying pictures, discovering sequences ｏr locations, discovering differences ａnd reconstructing st ｏry-sequences are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.012．第12题A teacher writes on the blackboard: “7 o’clock – got up – had breakfast –hurried to school – school closed – surprised – ?”,ａnd asks the students to ｕｓｅthese words to tell a story. the teacher is making the students practise grammar by using ___ for story telling. A.picturesB.linesC.chained phrasesD.chain action您的答案：C题目分数：2.0此题得分：2.013．第13题Vocabulary building strategies include reviewing regularly, ___, organizing vocabulary effectively, ａnd using a dictionary.A.reciting the spellingB.guessing meaning ｆrom the contextC.neglecting the meaningD.remembering the translation您的答案：B题目分数：2.0此题得分：2.014．第14题A group of words that go together to form meaning are referred to as ___. They are also referred to as …pre-fabricated formulaic items? (Lewis, 2002:121).A.chunksB.synonymsC.antonymsD.hyponyms您的答案：D题目分数：2.0此题得分：0.015．第15题 According to Pennington (2002), useful guidelines for teaching grammar include collocational, constructive, contextual, ａnd ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html municative/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html plexityC.contrastiveD.confidential您的答案：C题目分数：2.0此题得分：2.016．第16题According to Ur (1996), for ensuring understanding, plenty of contextualized examples of the target structure are necessary, ａnd ___ can aid comprehension.A.visual materials/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html plex terminologyC.teacher’s grammar analysisD.students’ grammar analysis您的答案：A题目分数：2.0此题得分：2.017．第17题It is believed that the inductive method is more effective than the deductive method because students ___ while engaged in language use.A.are told by the teacher the grammar rulesB.learn the grammar rules without any difficultyC.never learn the grammar rulesD.discover the grammar rules themselves您的答案：D题目分数：2.0此题得分：2.018．第18题In meaningful practice the focus is on the production, comprehensionｏr exchange of ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage /doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html rmationC.structuresD.sentences您的答案：B题目分数：2.0此题得分：2.019．第19题Ways of consolidating new words suggested in Wang Qiang’s book (2000) include the following EXCEP ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html beling objects in a pictureB.spotting the differences in two picturesC.playing a game of “What did you see just now?”D.reading the words in chorus您的答案：D题目分数：2.0此题得分：2.020．第20题When practising intonation with students in the classroom, ___.A.we can explain the intonation to the studentsB.we never make the students know which part is a rise, ａnd which part is a fallC.we can ｕｓｅhand ｏr arm movement, ｕｓｅarrows, ｏr draw lines under/above the wｏrdsD.we just let the intonation take place without our attention您的答案：C题目分数：2.0此题得分：2.021．第21题According to Archambault (1964), a constructivist scholar, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of ___.A.pushing the learners forward in their imitationB.realizing the common rules of languageC.making the learners memorize the structures of languageD.arousing the learners’ interests ａnd curiosity for learning您的答案：D题目分数：2.0此题得分：2.022．第22题When teaching pronunciation, the goal of Consistency means that the pronunciation should be ___.A.accurateB.smooth ａnd naturalC.native-likeD.understandable您的答案：B题目分数：2.0此题得分：2.023．第23题 According to Parrot (1993), there are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ___.A.the structural view, the functional view ａnd the interactional viewB.imitation, drills ａnd practiceC.stage 1, stage 2 ａnd stage 3D.ethic devotion, professional qualities ａnd personal styles您的答案：D题目分数：2.0此题得分：2.024．第24题As far as language learning is concerned, the ___ concerns how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing ａnd generalization.A.process-oriented theoriesB.condition-oriented theoriesC.structural theoriesD.behaviorist theories您的答案：A题目分数：2.0此题得分：2.025．第25题Vocabulary building strategies outside classrooms include reviewing regularly, ___, organizing vocabulary effectively, ａnd using learned vocabulary.A.neglecting the meaningB.remembering the translationC.reciting the spellingD.guessing meaning ｆrom the context您的答案：D题目分数：2.0此题得分：2.026．第26题When teaching pronunciation, we should ___.A.build-up students’ confidenceB.destroy students’ confidenceC.make students feel anxiousD.make students distracted您的答案：A题目分数：2.0此题得分：2.027．第27题Examples of pronunciation perception practice include ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html ing pictures ａnd tongue twisters/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html ing minimal pairs, ａnd “odd one out”C.brainstorming ａnd discussionD.all of the above您的答案：B题目分数：2.0此题得分：2.028．第28题Adjectives such as 'well-informed', 'resourceful', ａnd'reflective'can be used to describe a teacher’s ___, one of the three elements of a good foreign language teacher.A.ethic devotionB.professional qualityC.personal style/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage proficiency您的答案：C题目分数：2.0此题得分：0.029．第29题In the traditional classroom, very often, too much attention has been paid to ___, with little ｏr no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledge/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage ｕｓｅ/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage functions您的答案：B题目分数：2.0此题得分：2.030．第30题According to Wang Qiang, the three different views of language are ___.A.the structural view, the systematic view, ａnd the functional viewB.the linguistic view, the communicative view, ａnd thesocial-interactional viewC.the vocal view, the visual view, ａnd the vocal-visual viewD.the structural view, the functional view, ａnd the interactional view 您的答案：B题目分数：2.0此题得分：0.031．第31题Words that one is able to recognize ａnd comprehend in reading ａnd listening but unable to ｕｓｅautomatically in writing ｏr speaking are referred to as ___.A.receptive ｏr activeB.productive ｏr passiveC.receptive ｏr passiveD.productive ｏr active您的答案：C题目分数：2.0此题得分：2.032．第32题According to j. willis (1996), tasks are activities ｗhere the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competence/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html municative competenceC.an outcomeD.knowledge您的答案：C题目分数：2.0此题得分：2.033．第33题Views on language ａnd ____ both influence theories on how language should be taught.A.views on language learningB.views on culture learningC.values of lifeD.styles of life您的答案：A题目分数：2.0此题得分：2.034．第34题We often learn words that co-occur with high frequency ａnd have been accepted as ways for the ｕｓｅof words. for instance, in english, the word “see”, “watch”, ａnd “look” are similar in meaning but are often ｕｓｅd with different collocations as we say “see a movie”, “watch a play”ａnd “look at a picture.” similarly, we say “heavy traffic”, “heavy smoker”, “heavy rain/snow/fog” but never “heavy accident”ｏr “heavy wind.” these are examples of ___.A.collocationB.denotative meaningC.connotative meaningD.synonyms, antonyms, ａnd hyponyms您的答案：A题目分数：2.0此题得分：2.035．第35题When teaching grammar, if the teacher follows the sequence of teaching activities of “teacher?s presentation of an example → explanation of the rule →students? practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.036．第36题According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar point”, ___.A.“listen ａnd repeat”ａnd “listen ａnd tick”B. “checking”ａnd “trying it out”C.“listen ａnd circle”ａnd “listen ａnd write”D.“listen ａnd correct”ａnd “listen ａnd fill”您的答案：B题目分数：2.0此题得分：2.037．第37题When teaching pronunciation, great care should be taken to the distinction between ___.A.pronunciation ａnd grammarB.pronunciation ａnd vocabularyC.pronunciation ａnd writingD.pronunciation ａnd phonetics您的答案：D题目分数：2.0此题得分：2.038．第38题。

英语教学法试题及答案

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通过语言的自然习得过程来教授语言？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：B2. 交际语言教学法的核心理念是什么？A. 语言学习是为了通过考试B. 语言学习是为了进行有效沟通C. 语言学习是为了掌握语法规则D. 语言学习是为了提高词汇量答案：B3. 在英语教学中，哪种活动可以提高学生的口语表达能力？A. 词汇记忆B. 语法练习C. 角色扮演D. 阅读理解答案：C4. 根据克拉申的输入假说，学习者应该接收到哪种水平的语言输入？A. 低于他们当前水平的语言B. 略高于他们当前水平的语言C. 与他们当前水平相等的语言D. 远高于他们当前水平的语言答案：B5. 以下哪种教学策略强调学生在学习过程中的主动性和参与性？A. 教师主导B. 学生中心C. 传统教学D. 考试导向答案：B6. 哪种教学法主张通过模仿和重复来学习语言？A. 认知法B. 行为主义法C. 交际法D. 任务型教学法答案：B7. 在英语教学中，哪种方法可以帮助学生更好地理解和记忆单词？A. 死记硬背B. 联想记忆C. 机械重复D. 随机记忆答案：B8. 以下哪种教学方法强调通过真实或模拟的交际情境来教授语言？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：D9. 哪种教学法鼓励学生通过完成具体任务来学习语言？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：D10. 以下哪种教学策略认为语言学习是一个自然的过程，应该在有意义的语境中进行？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：C二、填空题（每题2分，共20分）1. 语言教学中的“TPR”方法是指__________。

答案：全身反应法2. 克拉申的“i+1”理论中的“i”代表__________。

答案：学习者当前的语言水平3. 在交际语言教学中，“四技能”指的是__________。

英语教材教法试题及答案

英语教材教法试题及答案一、选择题（每题2分，共20分）1. 在英语教学中，以下哪项不是有效的教学方法？A. 直接教学法B. 任务型教学法C. 翻译教学法D. 交际教学法答案：C2. 英语教材中，通常用来激发学生兴趣和参与度的活动是？A. 语法练习B. 词汇测试C. 角色扮演D. 阅读理解答案：C3. 英语教学中，下列哪项是对学生进行听力训练的？A. 看图说话B. 听写练习C. 口语交流D. 写作练习答案：B4. 在英语教材中，以下哪项不是语言技能？A. 听B. 说C. 读D. 写答案：无正确答案（以上都是语言技能）5. 英语教材编写时，以下哪项不是考虑因素？A. 学生年龄B. 学生兴趣C. 教师经验D. 教学目标答案：C6. 英语教学中，以下哪项是对学生进行口语训练的？A. 听力理解B. 词汇记忆C. 口头报告D. 书面表达答案：C7. 英语教材中，通常用来培养学生阅读能力的练习是？A. 听力练习B. 口语练习C. 阅读理解D. 写作练习答案：C8. 在英语教学中，以下哪项是对学生进行写作训练的？A. 填空题B. 选择题C. 完形填空D. 作文答案：D9. 英语教材中，以下哪项不是教学资源？A. 教科书B. 练习册C. 教学挂图D. 学生手册答案：D10. 在英语教学中，以下哪项是对学生进行词汇训练的？A. 听力练习B. 口语练习C. 词汇游戏D. 写作练习答案：C二、填空题（每题2分，共20分）1. 英语教学中，教师应鼓励学生进行________，以提高他们的语言运用能力。

答案：交际互动2. 英语教材的编写应遵循________原则，以满足不同学生的需求。

答案：因材施教3. 在英语教学中，________是一种有效的教学方法，它能够提高学生的语言表达能力。

答案：角色扮演4. 英语教材中，________是培养学生写作能力的重要练习。

答案：写作指导5. 在英语教学中，________是提高学生听力理解能力的有效手段。

(小学)英语教学法试题

卷号7136 B卷《（小学）英语教学法》试题2005—2006学年第一学期答案与评分标准（供参考）（开卷）I: Choose the best answer (30%)1．B 2. C 3. C 4. C 5. C6. B7. B8.C9. A 10. D11. A 12. A 13. B 14. A 15. AII: Write “T” for True and “F” for False. (14%) II: 1. T 2. F 3. T 4.T 5. F 6. T 7. FIII: Match (16%)1. B A D C2. D C B A3 C B D A4. A D C BIV: 名词解释（用中文回答）20%1．目标需求目标需求是指学生在学完课程后应该达到的目标，也可以指具体外语学习者要真正习得一门语言所必须做到的事情。

2. 互动教学模式互动是建立在个体活动基础之上的集体活动。

互动式教学主要表现为交流、合作、展示、补充、完善、深化自我学习成果，解决自我学习中不能解决的困难的过程。

互动教学一般由导学、自学、小组研讨、组际交流和总结评价几个阶段组成。

课堂活动以学生与学生、学生与教师间的互动为主。

3.教学行为研究教学行为研究是以课堂教学行为为研究内容的一种教师自身发展模式，是教师为了保证教学的有效开展，在教学过程中将教学的各种行为作为意识对象，不断地、积极主动地进行计划、评价、反馈、检查、调控和改进的行为过程，是教学实践者为改善教学活动所进行的一种系统的反思性研究行为。

4.定标“定标”指目标环境所要求达到的目标，即学习者适应未来目标环境所必须具备的知识和能力。

比如商务英语的目标需求与法律英语、医学英语、英语教学等的定标就不相同，其所掌握的语言、语篇、语域、词汇、句法、结构、功能、技巧、策略、能力也有很大差别。

因此，不同的定标规定了不同的课程标准、教材和课程标准的制定以及实施的方向。

在同一个总体定标下，每一个阶段也各有其定标。

《英语教学法》期末试卷A

《英语教学法》期末试卷A▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■▆ 《英语教学法》试卷共2页（第 1 页）答案务必写在对应的作答区域内，否则不得分，超出黑色边框区域的答案无效！▆《英语教学法》期末考试A 卷姓名：专业：学号：学习中心：成绩：一、名词解释（ 40分） 1. 教学资源答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。

从广义上来讲，教学资源可以指在教学过程中被教学者利用的一切要素，包括支撑教学的、为教学服务的人、财、物、信息等。

从狭义上来讲，教学资源（学习资源）主要包括教学材料、教学环境及教学后援系统。

2. 英语写作策略教材是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练. ．巧背单词.词汇是进行书面表达的基础.初学英语写作的学生容易忘记单词或把汉英词汇等同起来.因此,坚持每天听写、默写不失为掌握巩固词汇的有效途径.教师应打破常规,立足于词汇系统之上,即不仅要求学生写出所听到的单词,还要求学生写出与该单词有关的同义、近义、反义、词形变化（过去式、过去分词、-ing 形式、比较级、最高级等）或词性变化等,使得所学词汇有最大限度的复现机会. 3. 教学设计教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。

一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。

4. 发现式教学法发现教学法亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。

二、论述题（ 30分）1. PWP 教学过程的本质特征是什么？当我们关注学习bai 过程时，我们可以把学习过程划分du 为 Pre-learning, While-learning, Post-learning 三个阶zhi 段dao ，这就是 PWP 教学过程。

00012英语一自考试卷之2006年7月自学考试英语(一)试题参考答案

其他真题试卷见文库个人首页2006年7月自学[考试]英语（一）试题参考答案Ⅰ.Vocabulary and Structure1、B2、C3、A4、B5、C6、C7、B8、A9、D 10、CⅡ.Cloze Test11、A 12、B 13、D 14、B 15、A 16、C 17、D 18、B 19、C 20、D Ⅲ.Reading Comprehension21、D 22、B 23、B 24、C 25、A 26、A 27、B 28、C 29、D 30、D 31、D 32、C 33、A 34、B 35、CⅣ.Word Spelling36.social 37.lecture 38.endure 39.detail 40.tight pete 42.sorrow 43 .lately44.orerate 45.taste 46.security 47.emotion 48.invite 49.mention 50.decade51.permit52.rapid 53.wonder 54.suffer 55.jumpⅤ.Word Form56,encourage 57.instruction(s) 58.owner 59.professional 60.confidence 61.frie ndly62.not to sit 63.higher 64.known 65.ReadingⅥ.Translation from Chinese into English66.This company provides its employees with free lunch（a free meal）every day/every workday.（This company provides free lunch（a free meal）for its employees every day/every workday）67.If/When you have any question(s)，come to me anytime you like.68.The sports meet was postponed（put off）because of（due to）the rain.69.In my opinion，this article is a little/bit better than that one.70.Though he was very tired，he kept/went/on working（continued his work）.Ⅶ.Translation from english into Chinese我喜欢照镜子。

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。

《英语教学法》作业参考答案

《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree ８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from 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, …。

英语教学法试题(含答案)

Section I. Basic Theories and Principles (30 points)Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet.1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?A.Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B.Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C.Lexical devices that use the repetition of key words or synonymous words to link sentences together.2. What will a good writer usually do in the pre-writing stage of the writing process?A.Make decisions on the purpose, the audience, the contents, and the outline of the writing.B.Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C.Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?A.Controlled writing.B.Guided writing.C.Free writing.4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?A.Descriptive grammar.B.Prescriptive grammar.C.Traditional grammar.5.When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A.Deductive grammar teaching.B.Inductive grammar teaching.C.Traditional grammar teaching.6.In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?A.Presentation Stage.B.Practice Stage.C.Production Stage.7.How can we help students to memorize a new word more effectively?A.Put the new word in a context, relate it to known words, and use illustrations.B.Pre-teach the new word of a text, pronounce it correctly, and group it.C.Put the new word in a list of unconnected words with illustrations.8.Which of the following techniques can best present the word“ pollution ”?A.Show or draw a picture.B.Give a definition or an example.C.Demonstrate the meaning by acting or miming.9.Whether two words go together with each other or not is an issue of what?A.Connotation.B.Register.C.Collocation.10.Among the following factors that may affect a lesson plan, which one includes classroom size?A.Human factors.B.Physical conditions.C.Syllabus and testing.11.What are the most important parts of a lesson plan?A.Textbooks and classroom aids.B.Anticipation of problems and flexibility in dealing with them.C.Objectives of the lesson and procedure to achieve them.12.Why do we need to design tasks to supplement the textbook?A.Textbooks usually are not well written.B.Textbooks need adaptations to fit the needs of their target students.C.Textbooks only cover a limited amount of language skills.13.Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A.Textbook, exercise book, teache'r s book, and blackboard.B.Interaction between teacher and students.C.Arrangement of desks and chairs.14.What role does a teacher take to create an environment in which learning can take place?A.Instructor.B.Manager.C.Assessor.15.Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A.People.B.Environment.anization.Section II: Problem Solving (30 points)First, identify the problem. 首先,确定问题所在。

#2006英语教师教材教法考试题#

2006年初中教材教法测试试题（卷）初中英语题号一二三四五六总分得分说明：本试卷满分为100分，测试时间为120分钟。

各位老师大家好：凝重的空气，爽朗的心情。

繁重的任务，高昂的斗志。

请你在接下来的两个小时里，尽情张显你的英语才能与魅力，展现一个与众不同的真实自我。

加油！你一定会做得很棒！期待你独一无二的上佳表现。

Good luck!一．填空（每空1分，共20分）(1)社会生活的1 ---------- 和经济的2 -----------，使英语的重要性日益突出。

英语作为最重要的3 -----------之一，已成为人类生活各个领域中使用最广泛的语言。

许多国家在基础教育发展战略中，都把英语教育作为4 ----------的重要组成部分，并将其摆在突出的地位。

(2)基础教育阶段英语课程的任务是：激发和培养学生5 ----------，使学生树立自信心，养成良好的学习习惯和形成有效的6 ------------，发展自主学习的能力和合作精神; 使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的7----------;培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和8----------的差异,拓展视野，培养爱国主义精神，形成健康的人生观，为他们的9----------打下良好的基础。

(3)综合语言运用能力包括:10---------- -语音词汇语法功能话题;11---------- -听说读写;12---------- -交际策略调控策略认知策略资源策略;13---------- -动机兴趣自信意志合作精神祖国意识国际视野;14---------- -文化知识文化理解跨文化交际意识和能力。

(4)九年级毕业时学生达到15----------目标。

在这个级别中课程标准对目标的总体描述是：有较明确的16----------和积极主动的学习态度。

能听懂教师有关熟悉话题的陈述并参与讨论。

英语教材教法试题及答案

英语教材教法试题及答案一、选择题（每题2分，共20分）1. 在英语教学中，以下哪一项不是有效的教学方法？A. 直接教学法B. 任务型教学法C. 翻译教学法D. 情景教学法2. 根据克拉申的输入假说，学习者应该接收到哪种水平的语言输入？A. 与学习者现有水平相同的B. 略高于学习者现有水平的C. 远低于学习者现有水平的D. 远高于学习者现有水平的3. 在英语教学中，以下哪一项不是语言技能？A. 听B. 说C. 读D. 算4. 以下哪一项是英语教学中常用的评价方式？A. 形成性评价B. 总结性评价C. 诊断性评价D. 所有选项都是5. 教学设计中，教师应该首先考虑的是：A. 教学目标B. 教学内容C. 教学方法D. 教学评价6. 以下哪一项不是教学活动设计时需要考虑的因素？A. 学生的年龄B. 学生的兴趣C. 学生的文化背景D. 教师的个人偏好7. 在英语教学中，以下哪一项不是有效的课堂管理策略？A. 明确规则B. 积极反馈C. 忽视学生D. 公平对待8. 以下哪一项是词汇教学中常见的活动？A. 词汇游戏B. 词汇测试C. 词汇竞赛D. 所有选项都是9. 英语教学中，以下哪一项不是有效的听力训练方法？A. 听写练习B. 听力理解练习C. 听力填空练习D. 阅读听力材料10. 以下哪一项不是有效的口语教学活动？A. 角色扮演B. 演讲C. 朗读D. 写作二、填空题（每题2分，共20分）1. 在英语教学中，教师应该鼓励学生进行________，以提高他们的语言实际应用能力。

2. 教学活动的设计应该基于学生的年龄、兴趣和________。

3. 教师在课堂上应该使用________来吸引学生的注意力，并维持课堂秩序。

4. 在英语教学中，________是提高学生词汇量的有效方法之一。

5. 教师应该定期进行________，以了解学生的学习进度和需求。

6. 在英语教学中，________是提高学生阅读理解能力的关键。

7136英语教学法A卷周卫

卷号7136 A卷《（小学）英语教学法》试题2005—2006学年第一学期开卷Achievement Test for “ Teaching English in the Primary School”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the questions.(30 points, 2 points each)( ) 1. What is the teacher doing?The teacher gave the students a questioning look when he said “Iis 15 years old.”A. helping the students to correct her mistakes by herself.B.giving hints that there are some mistakes in her speech.C.encouraging others to correct the mistakes.D.just leaving the mistakes alone.( ) 2. Which role does the teacher play in the following activities?The teacher gives students two minutes to skim a text, andwhen time is up, he asks students to stop and answer somequestions.A.source of helpB.controllerC.participantD.assessor( ) 3. In teaching vocabulary, what stage is most suitable for the following activityThe teacher asks students to do brainstorming wordassociations.A. productionB. presentationC. practiceD. B & C( ) 4. In teaching grammar, what stage can the teacher use for following activity?The teacher bring two apples, two balls, two ribbons, each pair ofdifferent sizes into classroom. Then he talks about these objectsand writes big, bigger, small, smaller on the blackboard.A. presentationB. practiceC. applicationD. production( ) 5. Which reading skill is the teacher using in reading?The teacher asks the students to read the title of the text andpredict the main idea of the text.A. skimmingB. scanningB. predicting D. inferring( ) 6. Which type of approach can best describe the following learning pattern?Students search for materials in self-assess center.A.autonomous learningB.interactive learningC.contextualized learningD.task-based learning( ) 7. What strategy do the following activity help to train reading?Picking out sub-topic sentencesA. skimmingB. scanningC. word-guessingD. inferring( ) 8. What items are assessed in the following questions?Did you get all the questions right in today’s class?nguage performanceB.improvement in strategiesC.progressD.classroom participation( ) 9. What approach do the following activity reflect?Most attention is directed to the collection of materials.The fullness of content is regarded as the most important.A.Product-oriented approachB.Content-oriented approachmunication-oriented approachD.Process-oriented approach( ) 10. What learning strategy do the following activity help to train in vocabulary teaching?The teacher asks students to close their eyes and see the objectswith their mind.A. imageryB. associationC. contextualizationD. translation( ) 11. The activity “predicting the story to read according to the title” is used at _____ stage.A. pre-readingB. while-readingC. post-readingD. both B & C( ) 12. How is the following activity organized?The teacher asks a student to play “Husband”, a student toplay “Wife”, then asks them to make up a dialogue accordingto the situation given.A.pair workB.whole-class workC.individualD.group work( ) 13. What instruction does the teacher give in class? Choose from the options what the teacher wants to do.I want you to ask your partner what he isgoing to do at the weekend.A.get the class to stop talking.B.help the student to correct the mistakes.C.change roles in pair work.D.tell the pupils to get into pairs for pair work.( ) 14. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to write a short compositionabout what they did during the holiday..A. practiceB. productionC. warm upD. presentation( ) 15. What items are assessed in the following questions?Can you use the reading skill we have learned now?A. language performanceB.improvement in strategiesC.progressD.classroom participationII: Write “T” for True and “F” for False. (14%)Which of the following descriptions are characteristics for children? Write “T” for True and “F” for False.( ) 1. They are not afraid of making mistakes.( ) 2. They are good at self-regulation.( ) 3. They like to do analytical in learning.( ) 4. They have short attention span.( ) 5. They are more interested in games.( ) 6. They have strong culture awareness in learning.( ) 7. They have little motivation in learning English.III: Match (16%)1Match Children’s characteristics with the suggestions for teachers.(4%) Children’s characteristics( )1. I t’s difficult for pupils to understand verbal instructions to begin with.( ) 2. Children’s attention span is very limited.( ) 3. Children do not often have a clear purpose for learning. They learn when they enjoy and happy.( ) 4. Children are not good at analyzing language rules.Suggestions for teachers:A.Teachers need to make the learningexperience very enjoyable and pleasant.B.Teachers should keep instructions verysimple and clear, and support them with body language.C.Teachers should use many short andsimple activities instead of one long activity.D.There is no point explaining complicatedgrammar rules to children.2Matching the description of a person with. Multiple Intelligence (4%)the description of a person( ) 1. The person likes to keep a journal and record his thoughts. ( ) 2. The person likes to pay attention to the colors he wears and colors other people wear. He likes to design clothes.( ) 3. The person likes to write articles though they cannot be published.( ) 4. The person is good at dancing.Multiple IntelligenceA. linguistic intelligenceA.Spatial /Visual IntelligenceB.Bodily/Kinesthetic IntelligenceC.Intrapersonal Intelligence3Match the activities preferred by person with the person’s learning styles. (4%)the activities preferred by person( ) 1. The person likes to listen to the recording and repeat after it. ( ) 2. The person likes to listen to the teachers to explain things to him. ( ) 3. The person likes to work with his friends in class. He thinks that it is fun when they can talk together in class.( ) 4. The person prefers studying alone by himself. He finds it very noisy when working with others.the person’s learning styles.A.Authority-oriented learnerB.Group learnerC.Auditory learnerD.Individual learner4.Match grammar activity with the features of grammatical practice. (4%)grammar activity( ) 1. substitution exercise( ) 2. interviewing future plans( ) 3. preparation for a trip( ) 4. making sentences according to pictures the features of grammatical practiceA.mechanical practicemunicative activityC.quasi-communicative activityD.interactive activityIV: 名词解释（用中文回答）20%1．行为主义理论2．多元智力—八种智力3．自主学习教学模式4．反思性教学5．动机--外部动机6．欲标7．课堂评估8．成对联想9．分类记忆10．过程定向的写作教学模式V: Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problems and solutions). Make sure you give the assumed time for each step.TEXTA.When was this picture taken? You look so young !B.Oh, that was when I was still in high school.A.Is that your mom and dad?B.Well, yeah, that’s my dad, but that’s not my real mother. She ismy stepmother. My real mother lives in California.A.So, who is this next to you? Is that your sister?.B.Yeah, that’s my half-sister, Tara. She is great. We’re a lotalike.A.In what way?B.Well, we both like reading books, and we both like playing thepiano.A.And who is this next to your stepmother?B.That’s Jake, my older brother.A.Wow, he looks a lot like your father.B.Yeah, people say he looks more like my father than the rest of us.A.That must be Jake’s wife next to him. And your niece?B.Yep, that’s little Cristina.A.Wow, she…she doesn’t really look like either of her parents, doesshe?B.No, she doesn’t. Actually she was adopted. But she does takeafter Jake in a lot of ways.Please design a 10-minute communicative speaking activityaccording to the material given.In this speaking activity, you can ask the students to bring in pictures of their family.1. Objectives (2%)。

《英语教学法》题库及答案

《英语教学法》题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching”.１． To learn a language means to learn these structural items so as to be able to understand and produce language.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.２． Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.３． According to cognitive theory, .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give stimulus４． By audio-lingua method, students should always .Ａ． be allowed to create their own sentences based on their understanding of certain rules Ｂ． be trained to form good habits in learningＣ． relate their rules learned to their uses in real lifeＤ． be able to communicate with others in practice５． Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.Ａ． This is the interactional view of language.Ｂ． This is the functional view of language.Ｃ． This view of language has no basis of theory.Ｄ． The view may be out of date in language teaching.６． What is the main idea of Communicative Approach?Ａ． To teach language in a global and meaningful way.Ｂ． To teach language in a communicative method.Ｃ． To teach language in training of habits.Ｄ． To teach language by asking students to repeat and memorize forms.７． What is a good language teacher?Ａ． A person who has a good command of English.Ｂ． A person who is armed with a specific range of skills and strategies.Ｃ． A person who has ethic devotion, desirable personal styles and professional qualities.Ｄ． A person who has professional competence.８． To attain the professional competence, a teacher should have training, learning, practice and .Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection９．According to Hymes, in a successful language communication, one’s utterance should be Ａ． reliable and clear Ｂ． possible and feasibleＣ． appropriate and authentic Ｄ． possible, feasible, appropriate and really used１０． Learning a language means being able to do things with it in some sense..Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language１１． Behaviorist view of language holds .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give answers１２． A teacher should have training, learning, practice and to attain the professional competence,.Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection１３． Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.Ａ． This is the view of communicative approach about competenceＢ． This involves the function/notion methodＣ． This is the view of behaviorism in language teaching.Ｄ． Not sure.１４． We train students to learn a language just as we train animals to do things.Ａ． This can be classified into functional grammar.Ｂ． The typical behaviorist view of language learning.Ｃ． The view is taken by those who hold grammar-translation method.Ｄ． None in history had the view of language learning.１５． According to Chomsky, language is not a form of behavior; it is an intricate rule based system.Ａ． It is still a behaviorist view.Ｂ． It is functional view of language.Ｃ． It is audio lingua method.Ｄ． It is the mentalist view.１６． Mistakes should immediately corrected and correct utterances should be immediately praised.Ａ． Audio-lingual methodＢ． Communicative approachＣ． Mentalist viewＤ． Silent way１７． Language is a system of structurally related elements for the coding of meaning.Ａ． Structural view.Ｂ． Mentalist view.Ｃ． Meaningful way of learningＤ． Natural approach１８． We all set up our own perspective of the world, through individual experiences and schema.Ａ． Mentalist oneＢ． Not based on any theoryＣ． Typical constructivist view of learningＤ． Functional one１９． Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.Ａ． Audio-lingual oneＢ． Constructivist viewＣ． Behaviorist oneＤ． Cognitive view of language２０． Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.Ａ． Behaviorist view of learningＢ． ConstructivismＣ． Cognitive viewＤ． Not sure２１．Listening activities always test the students’ memory rather than other abilities.Ａ．The test is the typical one practiced by communicative approach.Ｂ．This kind of view is actually the way of functional method.Ｃ．Any traditional teaching way will do in this way.Ｄ．Memory training is of course the cognitive approach.２２． The communicative activities in classroom should be the one with__________.Ａ．teacher interventionＢ．materials under controlＣ．simple language and no variantsＤ．content on focus not forms２３． Process-oriented theories are concerned with__________.Ａ．how materials are organized togetherＢ．how hypothesis is testedＣ．how the mind processes new informationＤ．how learners receive input２４．Condition-oriented theories emphasize __________.Ａ．the human and physical context in learningＢ．the nature of habit formationＣ．the making of inferenceＤ．the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick(∨ ) in bracket, otherwise, mark a cross(×).２５． Student A uses a questionnaire to interview his partner, student B, and makes notes. ( ) ２６． As two students are talking about their experience, the teacher asks other students to take down their information. ( )２７．. Listening to tapes with headphones and then answering listening comprehension questions. ( ) ２８． When reading in a foreign language, students are asked to mentally translate everything in order to understand. ( )２９．“Write a composition with a title of ‘A Day on the Factory’ in classroom” ( )３０． Information-gap activities in spoken lesson. ( )３１． Use English-English dictionary to understand the meaning of vocabulary. ( )３２． The teacher writes a set of words on the blackb oard and asks the students to find the “odd man out”. ( )３３． Ask students to read phonetic transcripts of words. ( )３４． Make students in groups to say out grammatical rules. ( )３５． Teachers help learners in any way that motivates them to work with the language. ( )３６． The target language system will be learned best through the process of struggling to repeat and practice rote learning. ( )３７． Pattern drills are practiced peripherally. ( )３８． Ask students to use authentic and natural language. ( )３９． In any teaching class, teachers ingrate the four skills. ( )４０． In teaching we should always prevent students from making errors. ( )４１． The linguistic competence is the desired goal in teaching. ( )４２． Communicative activities come after a long process of rigid drills and exercises. ( )４３． Teachers practice bottom-up mode activity and start from a linear process in reading.( ) ４４． To use transition device so that visualization is realized in reading. ( )４５． Working in lockstep, the teacher expresses clearly and as much as possible. ( )４６．To use substitution drills and prompts in grammar teaching. ( )４７． An activity in classroom for students to practice language, which involves no definiteor correct answers in the task. ( )４８． Ask students to bridge their information gap in speaking.( )Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation. Please choose the ones you think them correct and in accordance with what we have learnt andput a tick( ∨ ) after them．４９． The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them. ( )５０． A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other’s ideas. ( )５１． The teaching activities must be designed to be done by the individual students rather than all of them, and the activities should also involve the teacher correcting or evaluating how the student do these activities. ( )５２． A teacher is a resource-provider. ( )５３．It is not the teachers’ work to choose topics and tasks so as to activate students in teaching. ( )５４． Teachers need not have extra materials prepared to cope with slower/faster-working students. ( )５５． Different approaches stipulate different teacher roles, but there are some common roles that teachers play. ( )５６． Teachers can do nothing to increase and maintain the motivation of students by the typesof tasks. ( )５７． Teaching listening should focus on the result of listening rather than the process of listening. ( )５８． The trick to working with drills is to work on individual sounds for more than few minutes a time. ( )５９． Ask students to make a list of optimal solutions to the problem addressed. ( )６０． We should require the students to acquire native-like pronunciation. ( )６１． Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom. ( )６２． The first step of lesson planning will already have been performed for you: choosing what to teach.６３． A teacher can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time. ( )６４． A normal class should be in such a way in which students can raise questions and challenges to teachers. ( )６５． Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ( )６６． In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks. ( )６７． The introduction of authentic texts into the learning situation. ( )６８． Functional grammar holds that a language will play three functions, the idea of which can be used in teaching of language skills.( )６９． Take care of trivial details in reading and listening so that students may have a full understanding of the text. ( )７０． In writing, teachers help students recognize their own composing process.( )７１． We design speaking tasks that do allow outspoken students to dominate discussion. ( )７２． We in teaching clarify fixed rules and standards, and are consistent in applying them.( ) Part IV Teaching of Language and Language Skills第 6 页共21 页Part V Teaching PlanningDirections: In this part of the test, you are to give a ‘Teaching Plan’ according to the material (a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wingsor parachutes so that the wind can carry them easily. The second is by birds and animals.Some seeds, like the seeds of burdock stick to the fur of animals, and drop off as the animalsmove about. Birds carry others, such as berries. The third way is by the plant itself. Theplant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds.The last is by water. The seeds float on the water either because they are very light, orbecause they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2．)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I’m so glad to see you. I’ve got a severe pa in in my left side”. The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month”. Then, he went away, leaving the man standing in the street with his tongue hanging out…and a large crowd of people laughing at him.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text３．)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I’ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It’s black and made of leather---one of those flat sided ones. Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we’ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I’ll see w hat I can do.Monty: Thanks a lot. Bye.……………………………………………Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesC)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your comment or evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2. Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or they are behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1. Day to day language use involves activities such as offering, suggesting, advising and apologizing.Learners learn a language in order to be able to do things with it.2. Language is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. We learn these items so as to be able to understand and produce language.3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4. In the whole process of language learning, stimulus-response can form very good habits which arethe basis for good language training.5. When we learn language, we should always think and ask questions about not only how but also why.6. Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7. We should learn language in the way that is used in the real world and therefore we frequentlybridge the gap between the use of language in real life and the teaching or learning pedagogy in classroom.8. When learning language, we should know not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation.9. Language is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beings put all the items together to understand language and produce language.10. Language is seen as a linguistic system and a means for doing things. To complete these, learnersneed to know how to combine the grammatical rules and the vocabulary to express notion.11. Learners have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1. ( discovering differences )2. ( pooling information to solve a problem )3. ( simulation activity )4. ( identifying pictures )5. ( work in pairs )6. ( role playing )Part III Teaching PrinciplesDirections: In this part of the test,Wallace’s ‘reflective model’ is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, oth ers’ knowledge, others’ experience, response and stimuli, language training, stage, goal, etc.11. The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them. ( )Advantages/disadvantages:12. To inspire students’ productive thoughts in group discussion by means of brainstorming topicsand ideas. ( )Advantages/disadvantages:13. The teacher carefully designs activities for the individual students to complete the tasks andevaluates the whole process. ( )Advantages/disadvantages:14. To vary teaching techniques and train students learning strategy in class. ( )Advantages/disadvantages:15. Extra materials are prepared to cope with slower/faster-working students. ( )Advantages/disadvantages:Part IV Teacher’s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in the language classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant( ) 1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.( ) 2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without…”and points to the button on his won shirt of jacket.( ) 3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.( ) 5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant( ) 6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.( ) 7. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper”.( ) 8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and…?D: I also collect coins.( ) 10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.Part V Teaching Planning ( 20%)Directions: In th is part of the test, you are to give a ‘Teaching Plan’ according to the material(a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moon was behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark,silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tallman stood in front of me. His hair was while and he was dressed in black from head to foot. Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be anno yed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺III。

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B, C and D. Read the choices carefully and choose the one that can best answer the question.
1. Which of the following is characteristic of children in learning a foreign language?
A. They pay more attention to form.
B. They can concentrate in class for a long time. C. They are good at conceptualizing things. D. They are good at imitating. 2. Which of the following is focused on listening? A. Following the teacher' s instruction. B. Numbering the pictures. C. Matching the pictures with the headings. D. Making stories according to pictures. 3. What form of learning helps train linguistic intelligence best? A. Sketching. C. Conceptualizing. B. Verbalizing. D. Chanting.
e. Sec;uence the pictures according to
D. Finding the owner.
the story.
10. Which of the following helps to train oral proficiency?
A. Distant dictation.
B. Twenty questions.
'Let's I am 'read the 'cooking in the 'first 'lesson.
'kitchen.
B. Intonation.
B. Spatial intelligence. D. Linguistic intelligence.
A. Stress. C. Pronunciation.
4. What kind of intelligence do problem solving tasks help to assess? A. Bodily/Kinesthetic intelligence. C. Math and logical thinking. 5. What does the following practise?
D. Liaison.
6. What aspect of a word can we present with pictures? A. Meaning. C. Grammar. B. Structure. D. Formation
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7. What strategy does "asking students to close their eyes and see the objects with their mind" help to train? A. Word formation.
A. Helping the student to correct his
own mistakes.
3. Match the activities on the left with the focus of instruction on the right.
1) Story-telling. 2) Matching captions with pictures. 3) TPR activi ties. 4)Complete a table about hobbies.
00 00 DO 00 DO
00 00 DO DO DO
00DO DO
o o o o o
0
0
0 0 0
00
o
00
0 00 0 0 0 o 0 0 0
o o
0 0 0 0 o 0 o 0 0
A.
B.
0 0 0
0 0
0 0 0 0 0
0 0
0
0
0 0 0
0 0
0
0
0 0
B. Video recording of classroom instruction.
C. Teaching diaries.
D. Students' performance in NMET.
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II. Matching (20 %)
Directions: In this part, you are given five questions. Each question is followed by two columns of options. You are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D. and write the answers on the answer sheet. Make sure each option can only match with one another.
e. Rule discovery.
D. Information transfer. 11. Which of the following activities help to train reading? A. Find the owner. B. Information-gap with pictures.
B. Watching videos.
C. Acting plays.
D. Listening to stories.
2. Match the teacher's actions on both sides.
l)The teacher gives the student a questioning look when he says, "I watch TV at home yesterday. 2)S: 1 watch TV at home yesterday. T: Yo.} WATCHED TV yesterday? 3)S: 1 watch a football match yesterday. T: Tom, what did Jack do yesterday? Can you tell us? 4)S: Yesterday, 1 watch TV, do my homework ... T: OK. Go on. D. Just ignoring t he mistakes. B. Giving hints that there are mistakes in his speech. C. Encouraging others to correct the mistake.
e. Matching
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pictures with descriptions.
D. Picture talking.
12. Which of the following seating arrangements is most suitable for game activities?
00 00 00 DO 00
A. Giving instructions.
C. Evaluating students' work.
B. Setting up tasks. D. Giving prompt.
14. Which of the following activities is most suitable for group work? A. Watching videos.
e. Matching words with pictures.
D. Distant dictation. 9. Which of the following is a communication activity? A. Labeling objects. B. Finding the odd word out.
C. Copying.
B. Drama performance. D. Numbering the pictures.
15. Which of the following supports summative assessment?
A. Transcripts of teacher talk in class.
1. Match the learning styles on the left with the type of activities on the right.
1) Visual learners. 2) Kinesthetic learners. 3) A uditory learners. 4) Tactile learners. A. Cutting paper.
B. Imagery.
e. Collocation.
D. Contextualization. 8. Which of the following activities can be used at the presentation stage of vocabulary instruction? A. Information gap. B. Word guessing.
D
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