英语教学法教程试题库.pdf

(完整word版)小学英语教学法试题库

小学英语教学法期末复习题库一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，

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

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(综合技能)【圣才出品】

第13章综合技能 13.1 复习笔记本章要点： 1. Reasons for integrating the four skills 整合四项技能的原因 2. Ways to integrate the four skills 整合这四项技能的方法 3.Implications for teaching 整合这四项技能对教学的启示 4. Limitations of integrating the four skills 整合这四项技能的缺陷本章考点：整合四项技能的原因；如何整合这四项技能；整合这四项技能对教学的启示；整合这四项技能的缺陷。本章内容索引： Ⅰ. Reasons for integrating the four skills Ⅱ. Ways to integrate the four skills

Ⅲ. Implications for teaching 1. Focus on discourse 2. Adjusting the textbook contents 3. Adjusting the timetable Ⅳ. Limitations of integrating the four skills Ⅴ. Conclusion Ⅰ. Reasons for integrating the four skills|（整合四项技能的原因）【考点：整合四项技能的原因】 In our daily lives, we are constantly performing tasks that involve a natural integration of language skills simply because skills are rarely used in isolation. One’s overall competence in a foreign language involves performing effectively a combination of the skills. 我们在现实生活中完成的任务需要综合四项技能。外语综合能力要求整合四项语言技能。 Integrating the skills allows you to build more variety into the lesson because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn English. 将四项技能整合起来可以让老师的课程更多样化，因为活动的种类更多。除了听，学生可以练习口语、阅读和写作。这可以增强他们学习英语的动机。 Realistic communication is the aim of the communicative approach and many researchers believe that handling realistic communication is an integral part of

英语教学法教程试题库辅修

英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.360docs.net/doc/7b18883495.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher

英语教学法试题一及答案

《英语教学法》模拟试题1及答案 Achievement Test for "Teaching English in the Primary School"3 I. Choose the best answer (30 %) Directions: In this part, you are given fifteen queslions 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. [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 A. Grouping. B. Collocation. C. Imitation.

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(口语教学)【圣才出品】

第10章口语教学 10.1 复习笔记本章要点： 1. Characteristics of spoken language 口语的特点 2. Four common features of spoken language 口语的四个共同特征 3. Activities help prepare students for real-life speech in English 为学生做好日常口语准备的活动 4. General principles of teaching speaking 口语教学的普遍原则 5. Two factors considered in designing speaking tasks 设计口语任务要考虑的两个因素 6. Common characteristics in successful speaking task 成功的口语任务的共性 7. Two types of communicative speaking activities 两种不同类型的交际口语活动 8. Some kinds of speaking activities 几种不同类型的口语活动

9. Advantages of using group in speaking tasks 使用分组教学的优势本章考点：口语的特点及对教学的暗示；口语的四个共同特征；为学生做好日常口语准备的活动；口语教学的普遍原则；设计口语任务要考虑的两个因素；成功的口语任务的共性；两种不同类型的交际口语活动；几种不同类型的口语活动；使用分组教学的优势。本章内容索引： Ⅰ. Differences between spoken and written language 1. Characteristics of spoken language 2. Four common features of spoken language 3. Activities helpful to prepare students for real-life speech in English 4. Some implications to teaching Ⅱ. Principles for teaching speaking Ⅲ. Designing speaking tasks 1. Two factors considered in designing speaking tasks 2. Common characteristics in successful speaking tasks Ⅳ.Types of speaking tasks 1. Two major purposes for listening 2. Two types of communicative speaking activities 3. Some kinds of speaking activities

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语音教学)【圣才出品】

第6章语音教学 6.1 复习笔记本章要点： 1. The role of pronunciation语音的角色 2. Factors that determine whether students need to focus on pronunciation 决定学生是否需要关注语音的因素 3. Critical Period Hypothesis关键期假说 4. The realistic goal of teaching pronunciation语音教学的实际目标 5. Three aspects of pronunciation to teach语音教学的三个方面 6. Focusing on a sound; Perception practice; Production practice 单音练习; 知觉/领会性练习; 生成性练习 7. Practicing stress and intonation 练习重音和语调本章考点：语音的作用；决定学生是否需要关注语音的因素；关键期假说；决定学生流利语音的因素；语音教学的实际目标；语音教学的三个方面；单音练习；知觉/领会性练习；生成性练习；两种不同类型的重音；表示重音类型的三种方式。本章内容索引：

Ⅰ. The role of pronunciation Ⅱ. The goal of teaching pronunciation 1. Critical Period Hypothesis 2. Factors that determine if the students can aquire native-like English pronunciation 3. The realistic goal of teaching pronunciation Ⅲ. Aspects of pronunciation 1. Three aspects of pronunciation to teach 2. One common problem in learning pronunciation Ⅳ. Practicing sounds 1. Focusing on a sound 2. Perception practice 3. Production practice Ⅴ. Practicing stress and intonation 1. Practicing stress 2. Practicing intonation Ⅵ. Conclusion Ⅰ. The role of pronunciation（语音的作用）【考点：语音的作用；决定学生是否需要关注语音的因素】 Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially learner factors.

对外汉语教学法试题教程文件

一、填空题 1、从国外各种外语教学法流派的发展史，我们可以清楚地看到，任何一种外语教学法流派都具有相应的（语言学、心理学、教育学、教育心理学原理）的理论基础。 2、无论母语还是目的语，它们都受语言学的一般原理支配，都能归纳出语言的基本要素（语音、词汇、语法） 3、对国外外语教学法流派加以综合分析，按其（语言教学特征）可以分为四大派：（1）、强调自觉掌握的认知派，如（语法翻译法、自觉对比法）和（人知法）等；（2）、强调习惯养成的经验派，如（直接法、情景法、听说法、视听法）等；（3）、强调情感因素的人本派，如（团体语言学习法、默教法、暗示法）等；（4）、强调交集运用的功能派，如（交际法）等；如果按教学目标来区分，又可归纳成以（听说实践）为主和以（分析理解）为主的两大系统。前者如直接法、听说法、视听法、全身反应法等等；后者如语法翻译法、自觉对比法、认知法等等。 4、自觉对比法确定外语教学的程序应当是：（语言——言语——语言）。 5、课堂教学是一种相当严密的（教与学）的活动，也可以说是教师与学习者为达到某种教学目的儿进行的一种认知活动过程， 6、课堂教学遵循这样的流程：（分析——实施——反馈）三个阶段。 7、课堂教学的基本要素系主要有：（教学单位、教学环节、教学步骤）和（教学方法）。 8、教学到位分为（教学课时、教学单元）和（教学阶段）。 9、教育家们在长期的教学实践中，根据感知、理解、巩固、运用的基本认知心理规律，总结和归纳出五个教学环节（组织教学、复习检查、讲练新内容、巩固新内容、布置课外作业） 10、（讲练新内容）是课堂教学中最主要的环节。 11、教学步骤一般由（视、听、读、写、问、思、说、练）等诸要素根据教学需要组合而成。 12、（教学行为）指与教学有关的具体活动。踏实课堂教学中最基本的单位。 13、学习动机是直接推动学习者进行学习活动的一种内部动力。 14、（教学方案）是教师根据教学任务和教学目标拟定的具体执教计划，俗称（教案）。 15、（讲练结合）是协调教学节奏的好方法。 16、（语音教学）是对外汉语教学的第一个阶段，这个阶段的教学效果对外国留学生的汉语学习产生关键性的影响。 17、（发音示范）是最基本的展示声调的方法。 18、十九世纪中叶，从（直接法）开始，主张听说领先，把口语课摆到了主要的位置。 19、口语是一种语言输出活动，从理论上说，任何形式的语言输出必须奠基于（语言输入）。 20、控制性口语教学时指整个口语教学以（教师的控制）为中心。 21、指物说词多用于（名词）的训练，做动作说词则可用于（动词或词组）的训练。 22、在控制性语言训练时，要注意（意义）与（价值）的结合 23、交集价值教学，是指在（真实的环境）中教授语言。 24、口语从意念到表达的过程，中间要经历三个阶段：（话语计划、话语构建、话语执行）。 25、词组时话语的半成品，积累多了，说话也会流利起来。 26、（释义法）是设想读者全部认识解释所用的词语为前提的，因为对外汉语教学不能把词典的解释原封不动地搬进课堂，要考虑学习者所积累的词汇量和实际接收的能力。 27、替换法的目的是使学习者能够熟练地从同义词和类义词中选词成句，较快地组织话语。 28、自由性口语教学不能搞成单一的会话教学，它应该从（内容）和（形式）两个方面作出必要的更新。 29、对外汉语教学在吸取国外语言教学流派的精髓以及长期的教学实践过程中，逐渐形成了

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(词汇教学)【圣才出品】

第8章词汇教学 8.1 复习笔记本章要点： 1. The role of vocabulary uncertainty 词汇的不确定性因素 2. About knowing a word 学习词汇应该包含的内容 3. Understanding of its denotative and connotative meaning; 理解其外延意义和内涵意义 4. Understanding the sense relations among words 理解词汇间的语义关系 5. Receptive and productive vocabulary 接受性词汇和产出性词汇 6. Ways of presenting vocabulary 讲授词汇的方法 7. Things a teacher does after presentation 教师讲完词汇后应该做什么 8. Ways of consolidating vocabulary 巩固词汇的方法

9. Developing vocabulary learning strategies 发展词汇学习策略本章考点：理解词汇和词汇学习；词汇的不确定性因素；学习词汇应该包含的内容；词汇的学习；接受性词汇和产出性词汇；讲授词汇的方法；教师讲完词汇后应该做什么；巩固词汇的方法；词汇学习的策略。本章内容索引： Ⅰ. Understanding vocabulary and vocabulary learning Ⅱ. About knowing a word 1. Knowing a word 2. Vocabulary learning Ⅲ. Ways of presenting vocabulary 1. The methods to present and explain vocabulary 2. Things a teacher does after presentation Ⅳ. Ways of consolidating vocabulary Ⅴ. Developing vocabulary learning strategies 1. Review regularly 2. Guess meaning from context 3. Organize vocabulary effectively 4. Use a dictionary

英语教学法试题(附答案)

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”?

王蔷《英语教学法》模拟题(附答案)

《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题1分，共10分） 1.Among the four skills, foreign language learners often complain that l is the most difficult to acquire. 2.We are teaching our students English not only to help them pass exams, but also to prepare them to u English in real life. 3.In the traditional classroom, very often, too much attention has been paid to linguistic k , with little or no attention paid to practising language skills. 4.In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally become i writers. 5.If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together. 6.One of the general views on language is that language is a s__ of symbols. 7.In tr pedagogy, listening and speaking were treated as skills different from what takes place in reality. 8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation. 9.In meaningful practice the focus is on the production, comprehension or exchange of m . 10.People have d understanding of how a vocabulary item can be learned and consolidate. 二、配对题（共10小题，每小题2分，共20分） A B

(完整版)英语教学法教程手稿重点笔记

第三章、外语教学法的主要流派（八种） 1.语法--翻译法 A.从19世纪开始用于教学现代语言 B.把目标语（外语）看成是一个规则系统，能在文本域句子中了解到，并与母语规则和意义有联系。 C.主要课堂教学活动：对整篇课文大意的译述，吧课文逐句从外语译成母语的活动，对课文中语法规则作演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。 E.重视词汇与语法的学习，强调阅读与写作能力的培养。重视语言准确性的培养。 F.选材：外语的文学原著或简写本或改写本 G.教师是课堂教学的权威，重视的传授者和课堂教学的组织者。 H.母语是教学语言，外语的意思是靠译成母语来理解。 2.直接法 A.在19世纪末创立 B.只使用目标语进行教学；意义通过语言、动作、物体等手段结合情景来表达；先教说，再教读与写；用归纳法讲授语法。 C.主要课堂教学活动：全外语教学--模仿、朗读和问答式主要的教学活动形式--作答均以完整的句子说出问句或答句。 E.培养学生使用外语进行交际的能力。初级阶段重点在口语能力的培养 F.选材：日常用语，以情景或某一话题为基础 G.教师与学生是搭档关系，学生间可以进行对话并讨论问题 H.全外语式教学，不在外语课堂上使用母语 3.情景法（口语情景法） A.在20世纪30年代至60年代，英国应用语言学家创立（帕尔默&霍恩比） B.语言观是英国的结构主义，口语是语言的基础，结构式讲话能力的核心，应用情景中通过口头练习来学习语言结构。（帕尔默&霍恩比）接受语言输入--重复操练记住--在实际练习中使之变成个人技能。（帕尔默） C.主要课堂教学活动：《新概念英语》提出情景--学习语言--听说领会--反复操练--书面练习--巩固结构 E.培养学生听说读写的能力，口语是第一性的，是笔头语的基础，重视语音语法的准确性。 F.教师是语言楷模，课堂活动的设计者与指挥官，学生是模仿者 G.英语是教学语言 4.听说法 A.在第二次世界大战期间由美国语言学家建立 B.在语言学理论方面是以结构主义作为其理论的基础，以行为主义的学习理论作为依据语言技能的获得通过刺激--反应--强化的过程。 C.主要课堂教学活动：口语教学，教授对话--听说领先--跟读模仿---句句复述--强化操练--掌握句型--巩固口头--读写跟上 E.培养学生使用外语进行交际的能力，认为口语是第一性的，文字是第二性，重视语音语调的准确性。 F.教师是语言楷模，课堂活动指挥官，学生是模仿者