《英语教学法》模拟试题二
《英语教学法》模拟试题二
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. Which type of approach can best describe the following learning pattern?
Discussion about how to solve certain problems
A.autonomous learning
B.interactive learning
C.contextualized learning
D.task-based learning
( ) 2. What assessment are used ?
After practicing “past tense”, you can apply it in real
situation That’s , good!
A. language performance
B. improvement in strategies
C.progress
D.classroom participation
( ) 3. In teaching vocabulary, what stage is most suitable for the following activity
The teacher asks students to do information gap.
A. presentation
B. production
C. practice
D. B & C
( ) 4. What learning strategy do the following activity help to train in vocabulary teaching?
The teacher creates a situation for students to use the new
words in.
A. imagery
B. association
C. contextualization
D. translation
( ) 5. Which role does the teacher play in the following activities?
When the students are doing a group-work task, the teacher joins
one or two groups for a short period of time.
A.source of help
B.controller
C.participant
D.assessor
( ) 6. The activity “skimming to find the main idea”is used at ____ stage.
A. pre-reading
B. while-reading
C. post-reading
D. both B & C
( ) 7. What strategy do the following activity help to train reading?
Locating the specific information
A. skimming
B. scanning
C. word-guessing
D. inferring
( )8. In teaching grammar, what stage can the teacher use for following activity?
The teacher asks the students to bring out their things from their
schoolbags and compare whose are longer, newer, better?
A. presentation
B. practice
C. application
D. production
( ) 9. What approach do the following activity reflect?
Writing is a once-for-all action. The first draft is the last and
writing is often assigned as homework.
A.Product-oriented approach
B.Content-oriented approach
https://www.360docs.net/doc/b71339286.html,munication-oriented approach
D.Process-oriented approach
( ) 10. What items are assessed in the following questions?
How well did you work in your group tasks?
A. language performance
B.improvement in strategies
C.progress
D.classroom participation
( ) 11. What is the teacher doing?
S: I go to the cinema yesterday.
T: You went to the cinema yesterday.
A. helping the students to correct her mistakes .
B.giving hints that there are some mistakes in her speech.
C.encouraging others to correct the mistakes.
D.just leaving the mistakes alone.
( ) 12. Which reading skill is the teacher using in reading?
The teacher asks the students to try to guess information or
ideas that go beyond the literal meaning of the text.
A.inferring or reading between the lines
B.recognizing organization of the text
C.predicting
D.scanning
( ) 13. How is the following activity organized?
The teacher asks all the students to do completion exercises.
A. pair work
B.whole-class work
C.individual
D.group work
( ) 14. What instruction does the teacher give in class? Choose from the options what the teacher wants to do.
Quiet now, please.
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.
( ) 15. In teaching grammar, what stage can the teacher use for following activity?
The teacher asks the students to talk about what the boy is
doing according to the picture..
A. practice
B. production
C. warm up
D. presentation
II: Write “T” for True and “F” for False. (14%)
Which of the followings are true of First Language acquisition. Write “T” for True and “F” for False.
( ) 1. rich language environment
( ) 2. conscious learning of language structures
( ) 3. long time of listening before speaking
( ) 4. little error correction
( ) 5. more focus on form
( ) 6. learning for communication
( ) 7. more instrumentally motivated
III: Match (16%)
1
Match Children’s characteristics with the suggestions for teachers.(4%)
Children’s characteristics
( )1. Children like to feel secure with achievable learning.
( ) 2. Children like to do things with their hand, bodies and minds. ( ) 3. Children are easily distracted. They are less able to regulate and organized themselves.
( ) 4. Children are imaginative, creative. They like new things and like participating in activities.
Suggestions for teachers:
A.Teachers should design tasks which children can be involved in with
their hands and bodies and minds.
B. Teachers should not make tasks too difficult for children to finish.
This will help children to have a secure sense to take part in
activity.
C. Give children the opportunity to be imaginative and creative, e.g. ask
children to make their own drawings of a monster.
D. Teachers need to make different patterns of organization such as
group work, pair work to let children join the activity. The time for the activity should not be too long.
2
Matching the Description of a person with. Multiple Intelligence
(4%)
the description of a person
( ) 1. The person would prefer going to a party rather than spending the evening home alone.
( ) 2. The person can calculate numbers easily in his mind.
( ) 3. The person often uses music and chants in his lesson plans. ( ) 4. The person is good at doing a hands-on work.
Multiple Intelligence
A. Bodily/Kinesthetic Intelligence
B. Musical intelligence
C. Logical/Mathematical Intelligence
D. Interpersonal Intelligence
3
Match the activities preferred by person with the person’s learning styles.
the activities preferred by person
( ) 1. The person often thinks more before he does things. He needs the time to make decisions.
( ) 2. The person likes acting things out best.
( ) 3. The person likes to draw, write words down and make little
things with his hands.
( ) 4. The person likes to see cartoon pictures, photos, picture books and nice posters.
the person’s learning styles.
A. Visual learner
B.Kinesthetic learner
C Reflective learner
D . Tactile learner
4
Match grammar activity with the features of grammatical practice. (4%) grammar activity
( ) 1. multiple choice question
( ) 2. interviewing future plans
( )3. using the presented structure to answering questions
( ) 4. describing one’s childhood using past tense
the features of grammatical practice
A.mechanical practice
https://www.360docs.net/doc/b71339286.html,municative activity
C.quasi-communicative activity
D.interactive activity
IV: 名词解释（用中文回答）20% 1．目标需求
2．互动教学模式
3．教学行为研究
4．定标
5．学习需求
6．横向联想
7．演绎式语法教学
8．结果定向的写作教学模式
9．显性和隐性语法教学
10．评估
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.
TEXT
A.Look, there he is.
B.Who?
A. Robert, the guy I’ve been telling you about.
B. Oh. The guy you’re going out with?
A. I wish. The guy I want to go out with.
B. Oh, he he’s really handsome. Um, lets go talk to him.
A. Oh, OK. I’ll introduce you. I think you’ll really like
him…Hi, Robert.
C. Oh, hi.
A. Have you met my friend, Jean?
B. I’m afraid not.
A. Hey, Jean, this is Robert. Robert, this is Jean.
C.Nice to meet you, Jean.
B. Nice to meet you . Robert.
Please design a 10-minute communicative speaking activity
according to the material given.In this speaking activity, you can ask the students to learn how to make introduction.
1. Objectives (2%)。要求：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 (2%)。要求：活动组织形式与活动内容相适应得2分，否则不得分。
________________________________
3. Assumed time (1%)。要求：给出活动的总时间即可。
_______________________________
4.Procedure( 9%)。要求：活动的程序描述要清楚，一般至少要有三个步骤组成，其中每一步骤要描述清楚教师的指令和学生行为。每一步骤能清楚地描述得３分，（共9分）。
(1)______________________________
__________________________________
___________________________________
___________________________________
(2) ________________________________
__________________________________
___________________________________
(3) ________________________________
_________________________________
_________________________________
5. Predicted problems(3%)。要求：预测问题符合学生的具体情况，
符合活动的特点得3分。预测的问题可以是1~2个。
_______________________________________________
_______________________________________________
6. Solutions (3%)。要求：解决方式适合问题类型得3分。解决的方式可以是1~2个。
_________________________________________________
_________________________________________________
【20套精选试卷合集】吉林省吉林市2019-2020学年高考英语模拟试卷含答案
高考模拟英语试卷 注意：本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。满分150分。考试 时间120分钟。 第Ⅰ卷（选择题，共100分） 第一部分：听力（共两节，满分30分） 做题时，先将答案划在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。第一节（共5小题;每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒的时间回答有关小题和阅读下一小题。每段对话仅读一遍。例：How much is the shirt? A. ￡19. 15 B. ￡9. 15 C. ￡9. 18 答案是B。 1. What will the man do? A. Open the window. B. Find another room. C. Go out with the woman. 2. What’s the date of the woman’s birthday? A. March 15th. B. March 11th. C. March 7th. 3. What does the man mean? A. John has some personal problems. B. The problem is common for young men. ( C. It’s not common for young men to leave home. 4. What will the man most probably do? A. Get some change from Jane. B. Go and look for a payphone. C. Use Jane’s mobile phone. 5. What does the man mean? A. It was impossible for him to go to the party. B. Everybody was surprised by his appearance at the party. C. He had expected to go to the party for a long time. 第二节（共15小题；每小题1.5分，满分22.5分） 请听下面5段对话或独白，选出最佳选项。 请听第6段材料，回答第6至8题。 6. Why does the woman want to go to the library? A. To return some books. B. To borrow some new books. C. To find some test papers. 7. When does the library close? A. At 900. B. At 940. C. At 1000. 8. What does the man ask the woman to do? A. He asks her to return some books for him. B. He asks her to borrow some books for him. C. He asks her to go to the library with him. 请听第7段材料，回答第9至11题。
(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，
英语教学法汇总
英语教学法汇总 只有努力在英语课堂教学实践中寓教于乐，才能收到事半功倍的效果。因此，我们必须优化课堂教学，教师在上课时必须精心创设情境，以布置教室、角色扮演或播放录像、录音等方式将学生引入教学情境，通过音乐、绘画创设轻松的学习氛围，激发学生的学习兴趣。 成功的英语教学所需的不是强制，而是激发学生的兴趣。我们只有不断地激发学生的学习兴趣，引导他们多参与一些积极有效的、丰富多彩的课堂活动，让学生“动”起来，让课堂“活”起来，才能使他们快快乐乐地获取知识，轻轻松松提高素质。 1、直观教学法 2、情境教学法 3、模仿练习法 4、歌谣说唱法 5、表演法 6、竞赛法 7、讲授法 8、演示法 9、交际教学法 10、自然法教学 11、暗示法 12、游戏教学法 13、三位一体教 学法 14、活动教学法 15、全身反应法 16、多媒体辅助 教学法 17、激趣法 18、任务教学法 19、艺术激趣式 教学法 20、简笔教学法 21、猜图法 22、挑战法 23．演角色 22．双簧 25、演讲比赛： 26、拍卡片说句 子 27、分组拼读单 词比赛 28、动作教学法 29、合作教学法 30、功能意念法
1、直观教学法 在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。 教具是英语教学中不可缺少的一部分，小学生的形象思维较强，教师在教学过程中应遵循儿童认识事物的发展规律，采用灵活多样的教学方式，尽可能使用直观教具(如看录象模型教学挂图实物教具等)来加强教学的直观性，使枯燥乏味的内容形象化、生动化。 如在学习book , pencil 等学习用品和apple , orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。 2、情境教学法 情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。情境能使抽象的语言具体化、形象化，在生动、形象的情景中学习英语，能使英语课堂教学趣味化、形象化。 如学习“May I come in?”这个句子时，可以先请学生注意看和听：教师走出教室，在教室门上敲几下，并注视全班学生，用请求的语气和想进来的手势说：“May I come in？”这时学生都睁大了眼睛，全神贯注地听“老师在说什么呢？”教师可趁势再重复两遍，这样学生就自然而然地听懂了句子的意思，并且能把听到的句子“May I come in?”流利地说出。在这种情境下学会的句子，记忆牢固且能学以致用，如进老师办公室，就会自然使用“May I come in?” 3、模仿练习法 英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。引领学生反复训练，鼓励学生大胆张口。 4、歌谣说唱法 对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀。 如：丁丁、丁丁真能干，学习思考用head，小小eye看黑板，竖起ear认真听，mouth、mouth 长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg 跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。 5、表演法 英语是语言的载体、交流的工具。不同的语言其表现的形式也不同。英语只是其中一种。作为小学生，他们的模仿力很强。在英语课堂上，我们可以充分利用这一特点，激发学生的表演欲望。 例如：在学习句型what would lilk to eat? I would like some...... would you like some....yes,please(no,thanks)的过程中教师点拨了句型的理解和用法后，可以由学生自由结合表演回话，可以去讲台前，由学生作为裁判。在此过程中，学生会精心准备，认真表演，发挥出自我极限，你会发现学生对句型的语境理解的运用更加准确，记忆时间更加持久。 又如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。每个小组四名同学，分别扮演爸爸、妈妈、Jimmy、 Betty ，为了表现的逼真，学生们带来了牙刷、口杯、梳子、闹钟、牛奶、面包和鸡蛋等道具，甚至还有妈妈用的围裙。当演出开始时，随着闹钟音乐的响起，同学们开始了精彩的表演。除了新学的单词：起床、刷牙、洗脸、梳头、吃早点、去上学，他们主动地选用了课文中的歌曲来伴奏。这样使得整个课堂气氛十分活泼。在剧中，每个同学的对话虽然不多，但每个人都意识到自己正在使用刚学到的知识，并扮演着一定的角色，所以都很认真的对待演出。而且，在演出后他们也很有成就感。而没有走上台的同学也被带动，纷纷举手表示下次要演。 6、竞赛法 青少年活泼、好强、好表现，教师应充分利用学生这一特点，努力在英语课堂上为学生创造说和做的机会，使他们处于学习的主人地位。把竞争机制引入课堂，把游戏搬进课堂，不仅拉近了师
2014版高考英语(新课标II卷)模拟试题精编8Word版无答案
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高考英语模拟试题精编12(无答案)2
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(山东江西卷)2014版高考英语模拟试题精编2(无答案).doc
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2014版高考英语模拟试题精编9
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