(完整版)英语专业英语教学法考试试题
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。试卷和答题纸均不得带出考场。
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。
Achievement Test for “Teaching English in the Primary School”3
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 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.
B．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 went to the cinema yesterday．
Peter and ※I went to the cinema yesterday．
Peer and I went to the ※cinema yesterday．
Peer and I went 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．
A．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．Evaluating 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.
11．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 assessing participation?
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．Handwork
2）Kinesthetic learners B．Picture talking
3）Auditory learners C．Play acting
4）Tactile learners D．Song and music listening
2．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 activities
2）Match and logical thinking B．Sketching
3）Spatial intelligence C．Verbalizing
4）Bodily/Kinesthetic inteligence D．Conceptualizing
3．Match the activities on the left with the language focus on the right．（4 points）
1）Grouping words together A．Reading
2）Minimal pair practice B．Vocabulary learning strategy
3）Labeling pictures C．Pronunciation
4）Sequencing the events according to the story D．Writing
4．What is the teacher doing? （4 points）
1）Now, you can begin. A．Checking understanding
2）All right, I think it is time. B．Ending the activity
3）Can you two show us how to work? C．Demonstrating the operation
4）We are going to do two D．Giving the start
things today. Tom, can
you tell us what they are?
5．Match the activities with the relevant classroom arrangement．（4 points）
1）Speaking chains A．Whole class work
2）Role play of a dialogue B．Individual work
3）Guessing the object C．Pair work
4）Sentence completion D．Group work
Ⅲ．Multiple choice questions （10%）
Directions: In this part, you are given five questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the suitable answer（s）to the question．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 the meaning in Chinese．
D．English words often have more than one syllable, while Chinese characters usually have 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 the blackboard.
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? Why or why not?
4．What might be the reason if your students misbehave in class? Mention at least 3 reasons．V．Activity designing （20%）
Directions: In this part, you are to design a 10－minute speaking activity according to the material given．The activity should involve the 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．
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。
1．C 2．D 3．A 4．A 5．B 6．C 7．C 8．D 9．B 10．D 11．C 12．A 13．D 14．B 15．D
Ⅱ．Matching
本题为匹配题，共5个小题，20分，每题4分，匹配对一项得1分。
1．1）－－－B 2）－－－C 3）－－－D 4）－－－A
2．1）－－－C 2）－－－D 3）－－－B 4）－－－A
3．1）－－－B 2）－－－C 3）－－－D 4）－－－A
4．1）－－－D 2）－－－B 3）－－－C 4）－－－A
5．1）－－－D 2）－－－C 3）－－－A 4）－－－B
Ⅲ．Multiple choice questions
本题为多项选择，共5个小题，20分，每题2分，全部选项都选择正确方可得分。
1．A B C D
2．A D
3．A C D
4．B C D
5．A B
Ⅳ．Short answer questions
本题为简答题，共4题，每题5分，共20分。每题中的两点各占2分，其中行文占1分。
1．本题只要能回答出两点即可得4分，不要求语言一致，只要主要意思说出即可。行文无语言错误，符合逻辑即可得1分。
1）It will be very time-consuming to try to explain things in the target language and possibly cause more confusion．
2）It may be most helpful to view pupils’use of L1 as a useful strategy for communicating at a stage when they do not have enough English to express their own ideas．
3）When we learn a second language, we always set out form a language we already know, i．e．our mother tongue．Whether we like it or not, the new language is learnt on the basis of a previously acquired language．
4）L1 is the yardstick and guide to our new L2．We recognize the existence of language universals．So we can use our L1 knowledge to facilitate our learning of L2．In fact, an individual learning an L2 tends to transfer rules, habits, and meanings from his mother tongue．5）At the novice stage, it may be useful to fall back on comparisons between L1 and L2 and explanations of L2 in L1 terms．It is very difficult to make everything clear to the beginners, who are too poor in the foreign language．
2．本题本两部分，区别部分能回答1）—3）中的一个可得1分，两个可得3分。有关关系部分，只要能回答出4）中的测试是评估数据的收集方式之一即可得1分。行文无语言错误，符合逻辑即可得1分。
1）Testing often takes the “pencil and paper”form, and is expressed by a mark or grade, while assessment involves the collection of a wide range of information in a report form with scales or levels as well as description and comment．
2）Testing is usually done at the end of a learning period, for example at the end of a two months’learning, half a semester or a whole semester, while assessment involves a child’s learning progress and achievement over a period of time for the purposes of improving teaching and learning．
3）Testing is usually for school’s or parents’benefits, for them to know exactly where each child stands among all the children, while assessment is for the students themselves to know how they are going along and for the teachers to know which stage they are at and what they need to do further．
4）Testing is only one source of information for assessment．It can’t provide a whole picture of a student or teaching．To conduct assessment we need not only testing results but also other information about the learning process both from the teacher and the students．Assessment can provide a much fuller picture about students’learning progress and learning achievement．3．本题1）占2分，如果回答成summative assessment则不得分。2）—4）答出一点
即可得2分。行文无语言错误，符合逻辑即可得1分。
1）It supports formative assessment．
2）It is a self-evaluation sheet and self-evaluation sheet is a technique of formative assessment.
3）From the questions we can find that the evaluation is focused on the process, which is the key feature of formative assessment.
4）The evaluation of strategy use also reflects the use of formative assessment．
4．本题只要能回答出三点即可得4分，不要求语言一致，只要主要意思说出即可。行文无语言错误，符合逻辑即可得1分。
1）The task may be too difficult or easy．
2）The task may be a little too boring or mechanical．
3）The students may have done the task before, so they have little interest．
4）Some students misbehave only to attract the teacher’s attention．
5）Some students misbehave just because they are naughty and nothing in lesson can hold their interest．
6）Some students may have home problems．
Ⅴ．Activity designing
本题为实践题，共1小题，20分。具体分配为
1．Objective 活动目的描述清楚，与活动相适应得2分，不符合活动要求不得分。
2．Classroom organization 活动组织形式与活动相适应得2分，否则不得分。
3．Assumed time 活动每一阶段要给出活动时间，时间分配合理，且与活动总体时间相符，得2分。如果有部分步骤给出时间，其他的没给则不得分，各步骤时间总和与整个活动时间不符，不得分。
4．Procedure 活动的程序描述要清楚，一般至少要有三步组成，其中每一步要描述清楚教师和学生行为，以及教师指令。能清楚描述者得9分，每一阶段3分。
5．Predicted problems 预测问题符合小学生的具体情况，符合活动的特点得2分。
6．Possible solutions 解决方式适合问题类型得2分，如果有多种变化，比如提出了2种问题解决方式得3分。
Objectives: to practice the function of ordering and to apply the structure “What would you like …”?
Classroom organization: pair work/group work
Assumed time: 10’
Procedure
1．Arrange the students into pairs to practice ordering in a restaurant with the help of a menu．（4’）
2．Invite three volunteers to come to the front to play waitresses in a restaurant．Then other students can come to the front, sit at different desks and order．（5’）
3．Teacher summarizes．（1’）
Predicted problems:
1．While some students come to the front to play the scene in the restaurant, other students may misbehave or may not participate．
2．Some students may order very strange things．
Solutions:
1．If some students misbehave or do not participate, the teacher can give them tasks to do, for example, listen to the dialogue and answer what each student has ordered．The teacher can assign the task to others before the activity and check the task after the activity．
2．If some students do not follow the instruction and order things outside the menu, the teacher should observe how the students（who play the waitresses）deal with it．If they fail to deal with it very well, the teacher can ask other students to give suggestions or he gives suggestions himself．
备注：
本题可以设计的活动很多，在学生训练之前，也可以加入展示活动。可以使用所给的菜单，也可以让学生自己拟定菜单，然后使用。可以组织同伴活动准备，然后到前面表演，也可以象这里所给的参考教案一样。活动要求运用所给材料。这里的步骤写的比较简单，为必须步骤，教师可以丰富，写出细节。但，如果学员能写到这一程度，也就可以得分了。
中学英语教学法(1)
1．第1题 In meaningful practice the focus is on the production, comprehension or exchange of ___. A.structures B.sentences C.form D.meaning 您的答案：D 题目分数：2.0 此题得分：2.0 2．第2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 competence B.linguistic knowledge https://www.360docs.net/doc/7a3035816.html,nguage use https://www.360docs.net/doc/7a3035816.html,nguage functions 您的答案：B 题目分数：2.0 此题得分：2.0 3．第3题 One of the reasons of providing the students with a variety of speaking activities is that the variety of activities helps ___. A.keep motivation high B.de-motivate students C.memorise the speech D.learn the dialogues by heart 您的答案：A 题目分数：2.0 此题得分：2.0 4．第4题 PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBL stands for___.
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 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 Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
英语教学法(中文)
Grammar-translation approach 语法翻译法 语言观 语法翻译法起源于历史比较语言学（机械语言学理论），认为语言都起源于一种共同的原始语言，语言规律是相同的，词汇的所代表的概念也是相同的，不同的只是书写和语音形式。习得观 学习者通过互译和语法关系的替换，就能够掌握另一种语言。 教学观 1.为了完成互译和语法关系的转换，母语所起的翻译能力很重要。因此，重视母语在教学 中的使用。 2.注重语言规则的学习，认为语言教学就是规则的理解和教学。 代表教学步骤 1.教师在教学中需使用“规”的语言书面语 2.教师在课堂上积极使用母语 3.教学式以母语的外语的互相翻译为主，并通过大量的书面翻译及写作来巩固和检验语法 知识 4.重视语法教学，强调词与词之间的组合规则，讲词的形态和曲折变化，对复杂的语法现 象做详尽的解释 5.注重书面语练习，不注重听说练习 语法教学法的典型教学流程 Tasks: 1. Share with your experiences that you were taught in this grammar-translation approach? 2. Sum up the advantage of this approach. 3. Sum up the disadvantage of this approach. 语法翻译法的优势 1. 充分利用母语的优势，协助学习者理解目的语 2. 语法教学作为中心，有利于学习者掌握语言“规”，理解语言的结构框架知识。 3. 注重阅读能力的培养，翻译能力能得以锻炼。
4. 教学式安全，简便易行，可操作性强。 语法翻译法的劣势 1. 过分依赖母语和翻译法，容易造成学习者依赖母语。 2. 把语言更多当做知识而不是交际技能来锻炼 3. 过分重视学习者阅读写作能力，轻视学习者的听说能力 4. 机械翻译，大量阅读等法较死板，容易使学习者失去主动性和兴趣，学习气氛沉闷。 Task: When and how can we apply this approach properly?
英语教学法的8大流派归纳图
语法翻译法直接法（19世 纪末40年代） 情景法（50年 代） 听说法（第二 次世界大战期 间） 认知法 交际法（功能 法20实际70 年代初期） 全身反应法 （詹姆斯.阿 谢尔70年代） 任务型语言教 学模式（7、80 年代） 目标语（外语）看成 是一个规则系统语言学习被视为智力活动（规则学习、规则记忆和以大量翻译方式与母语意义相联系的操作）口语第一性，学生 应学习日常使用的 目标语。语言学习 过程可用联想心理 学解释 口语是基础，结构 是说话的核心。学 习语言的过程：接 受语言输入，重复 操练记住和在实际 练习中使之变为个 人技能 语言是一个系统。 听说法以结构主义 作其理论基础，以 行为主义的学习理 论作其依据。语言 技能获得过程：刺 激-反应-强化 语言不是一套习惯 的结构，而是一套 受规则支配的体 系。四个原则：1、 活的语言是受规则 支配的创造性活 动；2、语法规则有 其心理的现实性； 3、人类所特有的学 习语言机制；4、活 的语言是思维工具 在语言教学中，学 习者不但要学会 结构，更重要的是 要学会使用结构， 掌握语言功能。特 点强调交际中意 义的传递、语言的 使用 阿谢尔把刺激-反 应看做语言教学方 法的学习理论。我 们认为全身反应法 体现了以语法为基 础的语言观和行为 主义语言学习观 以多种语言模式作 其语言理论，语言学 习观与交际法一样。 阅读文学作品的能力使用外语进行交际听说读写的能力使用外语进行交际实际全面运用外语 培养学生外语的 交际能力 掌握初步听说能力 使用外语交际和做 事能 把课文逐句把外文翻译成母语的活动。首先，教师会用母语把文章的作者和写作背景做一个简单的介绍；其次，课文进行逐句翻译。教师会先朗读句子，然后用母语解释词、短语和句子的意义。逐句翻译和语法讲解是教学活动的中心。课堂活动除了课文朗诵和学生用英语来进行翻译外，绝大部分是在用母语教学。阅读理解练习多半以多项选择的形式出现。主张在外语教学中 外语词语应该同它 所代表的事物和意 义直接联系起来。 特点:1、全外语教 学。并广泛使用实 物、图画、手势、 表情等直观手段对 外语的词义和句子 作解释；2、模仿、 朗读和问答是主要 的教学活动形式； 3、教师要求学生在 提问或对教师的问 题作答时，均以完 整的句子说出问句 或答句。句子被视 为口头交际的基本 单位。 新概念英语的教学 活动可以概括为： 提出情景，学习语 言：听说领先，反 复操练：书面联系， 巩固结构。 教授活动可以归纳 为：教授对话，听 说领先：跟读模仿， 句句复述；强化训 练，掌握句型；巩 固口头，读写跟上。 教师可以通过不同 的方式进行表演。 句型操练可以说是 听说法很有特色的 一个训练项目。特 可以是替换句型， 也可以是句型转换 型。听说训练完成 后，教师才让学生 拿到或看到所学对 话的书面形式。 教学过程被分为三 个阶段：及语言理 解、语言能力和语 言运用。语言规则 的教授可采用发现 法，引导学生发现 和总结出语法规 则。语言能力，必 须在理解语法规律 的基础上，通过有 意识、有组织、有 意义的操练来获 得。 科特尔伍德在 1981年出版的《交 际法》一书中描述 了交集法教学活 动的类型。准交际 活动是为真是交 际做准备而设计 的教学活动，可以 是句型操练、对话 等项目。真正的交 际活动应有的三 大特点：信息沟、 选择性和消息的 反馈。交际法另一 特点是教师会尽 量使用真实的材 料近进行教学。 主要教学活动是教 师发命令和学生对 命令作出反应。口 头操练结束，学生 们可以学习阅读和 书写。当然，阅读 和书写都是口头练 习过的祈使句。 教学中都包含两种 活动类型：任务型语 言学习活动活动。强 任务派的任务型活 动是真实交际活动 和结构性交际活动， 其他语言学习活动 或称使能性任务都 不能算任务型活动； 而弱任务派任务则 包括所有的交际活 动。 重视词汇和语法的 学习，强调阅读和写作培养学生口头交际强调口语第一性 口语第一性，文字 第二性。强调听说 听说读写齐头并进 听说读写从头就 练 侧重听说，强调对 语法结构和词汇的 掌握 培养交际能力
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最后，让学生体验成功是教师进行兴趣培养的重要策略。心理学者告诉我们，一个人只要体验一次成功的喜悦，便会激起无休止的追求意念和力量。教师要充分利用学生的成功愿望，在课堂教学中争取让每个学生都能得到成功的体验，使每个学生在不断获得成功的过程中，产生快感，获得更大成功的愿望。 二、“模仿”是学好英语的基础 说到模仿我们一般想到的是发音，确实纯正的发音会给人留下美好深刻的印象，别人也会对你的英语水平刮目相看。如果发音不好，即使你以后的英语功底很深，人家也可能对你作出不公正的判断，更糟的是，它对今后的听力会带来一定的困难。所以，要不惜一切代价刻苦模仿，掌握好每一个音素，千万不要认为发音好不好无所谓，这个关攻不下，就会导致你学习中的残缺。有位成功人士谈他学英语的秘诀时说，“我没有什么特别之处，外国人怎么说，我就怎么说，外国人怎么写，我就怎么写。”世界闻名的英语专家亚力山大为英语学习也下了这样的定义，“语言是一种表演技巧，我们在思考语言的时候，不是考虑我们对它了解多少，而是我们能把它表演得多好，我们能把它用得多好”。说到底，学英语就是模仿那种腔，那种调，那种味儿。 要突破语音关，先要明白单个音素的发音方法，在此基础上把握连读、弱读等在口语表达时的语音现象，进而练习语调和节奏，练习时最好模仿原声录音，有条件的还应录下自己发音，与原声进行对比，这样容易发现自己的不足。纠正发音是一个枯燥的过程，但唯有耐心、
04.7广东省高等教育自学考试
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自考英语教学法知识点总结
自考英语教学法知识点总结
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。
泛读就是广泛地阅读，大量地阅读，快速地阅读。 默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。 实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。 写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表示，如作文，写信，写日记等。 心理控制法：即惊异，悬念，满足。 密度：指单位时间所授教学内容。 广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。 深度：就是课堂教学内容要有一定的难度。 灵活度：指在练习中学生所表现的理解的多层次程度和表示的多样化程度。 独立度：指教师指导的程度和学生独立的程度。 测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。 资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。 诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。 综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能
中学英语教学法测试题及答案
___ is not written by Ralph Waldo Emerson. A.Self-reliance B.Nature C.The American Scholar D. The Bells 答案:D 2．第6题 _______ does not belong to the school of naturalism in history. A.Stephen Crane B.Frank Norris C.Jack London D.Walt Whitman 答案:D 3．第7题 william faulkner once declared that ___ was the first truly american writer ｆrom whom we are descended. A.Washington Irving B.Cooper C.Hawthorne D.Mark Twain 答案:D 4．第8题 ___ is not a name to refer to Natty Bumppo in Cooper’s frontier saga. A.deerslayer B.pathfinder C.hawkeye D.Mohican 答案:D 5．第10题 Twice-told Tales is a collection of stories written by ___. A.Nathaniel Howthorne B.Edgar Ellan Poe C.Washington Irving 答案:A 6．第11题 Among the following stories written by Poe, only one belongs to the category of the detective
中学英语教学法作业90分
作业 1．第1题 The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he ｏ r she already knows. 您的答案：A 题目分数： 此题得分： 2．第2题 According to Ur (1996), as for the ｕｓｅ of grammatical terminology, for younger learners, ｕｓｅof complex terminology ___. be used be avoided necessary helpful 您的答案：B 题目分数： 此题得分： 3．第3题 Examples of pronunciation perception practice include ___. pictures ａnd tongue twisters minimal pairs, ａnd “odd one out” ａnd discussion of the above 您的答案：B
此题得分： 4．第4题 As far as language learning is concerned, the ___emphasize the nature of the human ａnd physical context in which language learning takes place, such as the number of students, the kind of input learners receive, ａnd the atmosphere. theories theories theories theories 您的答案：A 题目分数： 此题得分： 5．第5题 As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, ａnd ___. efficiency 您的答案：A 题目分数： 此题得分： 6．第6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