《英语教学法》模拟题(附答案)
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”?A. Show or draw a picture.B. Give a definition or an example.C. Demonstrate the meaning by acting or miming.9. Whether two words go together with each other or not is an issue of what?A. Connotation.B. Register.C. Collocation.10. Among the following factors that may affect a lesson plan, which one includes classroom size?A. Human factors.B. Physical conditions.C. Syllabus and testing.11. What are the most important parts of a lesson plan?A. Textbooks and classroom aids.B. Anticipation of problems and flexibility in dealing with them.C. Objectives of the lesson and procedure to achieve them.12. Why do we need to design tasks to supplement the textbook?A. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs of their target students.C. Textbooks only cover a limited amount of language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A. Textbook, exercise book, teacher’s book, and blackboard.B. Interaction between teacher and students.C. Arrangement of desks and chairs.14. What role does a teacher take to create an environment in which learning can take place?A. 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.C. Organization.Section II: Problem Solving (30 points)First, identify the problem.首先,确定问题所在。
(完整版)英语教学法简答题及答案
简答题1.What are the qualities of a good language teacher?a. non-intellectual qualitiesPsychological qualities are essential factors. strong will-power（顽强的意志品质）good motivation（明确的动机）good motivation（明确的动机）perseverance （持之以恒的精神）out-going characteristics（外向的性格）b. Intellectual qualitiesLanguage learning abilitySelf-study abilityFour language skills abilityApplication of CAIc. Application of CAI( computer-assisted instruction)d. Teaching practice qualitiese. self-assessment qualities2.What are the difference between linguistic competence andcommunicative competence? What is communicative competence?1)2)It covers a variety of development in syllabus design and in themethodology of foreign language teaching and includes bothknowledge about how to use the language appropriately incommunicative situation.3. What is deductive method of teaching grammar? What is inductive method of teaching grammar?1)Deductive method: it refers on reasoning, analysing and comparison.First ,the teacher write an example on board or draws attention to anexample in the textbook. Then the teacher explains the underlyingrules regarding the forms and positions of certain structural word.2)Inductive method: in the inductive method ,the teacher provideslearners with authentic language data and induces the learners torealise grammar rules without any form of explicit explanation. It isbelieved that the rules will become evident if the students are givenenough appropriate examples.3.What are the principles for good lesson planning?1)Variety:Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning isalways interesting, motivating and never monotonous for the students. 2)Flexibility:Planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3)Linkage:The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.4)Learnability:The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’coping ability will diminish their motivation.4.What are the difference between macro planning and micro planning?Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.5.What are the components of a lesson plan?1)Teaching aims:The first thing to do in lesson planning is to decide theaims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.2)Language contents and skills:language contents: structures (grammar),vocabulary,functions,topics and so on. Language skills: communicative skills involved in listening, speaking reading and writing3)Teaching stages and procedures:Teaching stages are the major stepsthat language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.The most popular language teaching stages are the three P’s model, which include presentation, practice and production.6.What are the aspects of pronunciation?Pronunciation is an umbrella term covering mang aspects besides sound and phonetic symbols, such as stress, intonation, and rhythm.7.What are the principles for teaching listening?1 Focus on process2 Combine listening with other skills3 Focus on the comprehension of meaning4 Grade difficulty level appropriately8.What are the purposes for pre-listening, while-listening and post-listening activities?1)Pre-listening:To spark interest and motivate students to attend to thespoken message,To activate or build students' prior topical and linguistic knowledge,To set purposes for listening.2)While-Listening: To foster students' comprehension of the speaker'slanguage and ideas, To focus students' attention on such things as the speaker's organizational patterns, To encourage students' critical reactions and personal responses to the speaker's ideas and use of language.3)Post-listening: To examine relationships between prior knowledgeand experience, and new ideas and information gained from the speaker or discussion ,To invite and encourage student reflection and response,To clarify and extend comprehension beyond the literal level to the interpretive and critical levels.9.Can you name some types of speaking activities?1 Controlled activities: it mainly focuses on form and accuracy.2 Semi-controlled activities: it focuses on more on meaning and communication.3 Communicative activities: it allows for real information exchange.10.What is the bottom-up model of teaching reading?11.What is the top-down model of teaching reading?12.What are the purposes of pre-reading activities?To interest and motivate studentsTo activate students’ prior knowledge13.What is the process approach to writing?14.What is the interrelationship between listening and speaking? What isthe interrelationship between reading and writing?15.Why should we integrate the four skills? What is skills integration?a.Skills integration generally refers to linking two or more of thetraditional four skills of language learning: reading, writing, listening, and speaking.There are many situations in which we use more than one language skill .b.An integrating approach for the development of communicative skillsin the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together.16.What are the conditions for language learning according to JaneWillis’ Framework for Task-Based Leaning? What are the essential conditions and what is the desirable condition?a.Essential and desirableb.Essential: 1.Exposure to a rich but comprehensible input of realspoken and written language in use e of the language to do things 3 Motivation to listen to and read the language and to speak and write itC . Desirable: instruction in language (i.e. chances to focus on form)17.What are the means to integrate the four skills in teaching?1 Simple integration2 Complex integration18.What are the methods of assessment?Positive assessment;neglect assessment;teacher’s assessment;continuous assessment;Ss’self-assessment;portfolios (个人成长档案)19.What are the criteria for assessment?1.Criterion-referenced assessment2.Norm-referenced assessment3.Individual-referenced assessment20.What are the features of good textbooks?21.What are the methods of adapting textbooks? What are the 8 optionsin adapting textbooks?。
英语教学法试题 (附答案)
英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。
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 most2. difficult to acquire.3. We are teaching our students English not only to help them pass exams, but also to4. prepare them to u English in real life.5. In the traditional classroom, very often, too much attention has been paid to linguistic6. k , with little or no attention paid to practising language skills.7. In the process approach to writing, the teacher provides guidance to the students through8. the writing process, and gradually withdraws the guidance so that the students finally9. become i writers.10. If a teacher first asks the students to read a poster, then to have a discussion about the11. poster, and then to make a poster of their own, we can say that this teacher is integrating12. reading, speaking and w skills together.13. One of the general views on language is that language is a s__ of symbols.14. In tr pedagogy, listening and speaking were treated as skills different from what takesplace in reality.15. Introduction to phonetic rules should be avoided at the b stage of teachingpronunciation.16. In meaningful practice the focus is on the production, comprehension or exchange of17. m .18. 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 组：19. Realistic goals of teaching A. Using pictures, and using tongue20.pronunciation twisters21. Pronunciation production B. Using synonyms and antonyms, usingpractice word categories, and using word net-work22. Teaching grammar C. Using mime or guestures, and usingkey phrases or key words23. Using prompts for practice D. Deductive teaching and inductiveteaching24. Consolidating vocabulary E. Being smooth and natural, beingunderstandable to the listeners, andhelping to convey the intended meaningB 组：25. A radio news program A. Discovering identical pairs,discovering “secrets ”, anddiscovering differences26. Ethic devotion, professional B. Criterion-referenced,qualities and personal style of a norm-referenced, andteacher individual-referenced27. Functional communicative C. Formal, rehearsed, andactivities non-interactive between the speakerand the listener28. Social interaction activities D. Role-playing through cues andinformation, and large-scalesimulation activities29. Assessment criteria E. Kind, creative, and dynamic三、单项选择题（共15 小题，共50分）30. In teaching reading, if the teacher teaches the background knowledge first so that the31. students can be equipped with such knowledge and will be able to guess meaning from the32. printed page, we believe that this teacher is following ___ in his teaching.33. A. the top-down model B. the bottom-up modelC. the interactive modelD. all of the above34. In English teaching classrooms very often writing is seen as “writing as language35. learning ”, a t n i d s ibelieved to be ___.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing36. To ___, it is advocated that we adopt a communicative approach to writing.37. A. motivate students B. demotivate students38. C. free students from too much work D. keep students buzy39. Which of the following is NOT among the features of process writing?40. A. Help students to understand their own composing process.41. B. Let students discover what they want to say as they write.42. C. Encourage feedback both from both teacher and peers.43. D. Emphasize the form rather than the content.44. According to Willis the conditions for language learning are exposure to a rich but45. comprehensible language put, use of the language to do things, ___ to process and use the46. exposure, and instruction in language.A. chancesB. contextC. motivationD. knowledge47. There are many situations in which we use more than one language skill, so it is valuable48. to integrate the four skills, to ___.A. enhance the students ’communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.49. Integration of the four skills is concerned with realistic communication, the implication of50. which is that we must teach English at the discourse level, that we must ___, and that we51. must adjust the timetable.A. combine pronunciation, vocabulary and grammarB. use mechanical practice and meaningful practiceC. use body language and picturesD. adjust the textbook contents52. All people involved in education, i.e. ___, teachers, parents, and students have some53. reasons to consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician54. As far as school assessmentis concerned, we have teacher ’asssessment,continuous55. assessment, ___, and portfolios.A. students e’lf-asssessmentB.relative ’as s sessment C. informal assessmentD. formal assessment56. Because no textbooks are written for any particular class, it is ___ for teachers to adapt57. materials.A. unnecessaryB. necessaryC. easyD. of no use58. Views on language and ____ both influence theories on how language should be taught.59. A. views on language learning B. views on culture learningC. values of lifeD. styles of life60.According to Wang Qiang, the way a language teacher learned a language will influence61.the way he ____ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge62.One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation63.One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and the productiveskillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class64.According to Wang Qiang, to answer the question “Can the students achieve the goal ofacquiring native-like pronunciation?”we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability四、教案设计（20 分）Suppose you are going to teach the following lessonto Grade One students of ajunior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:WORD格式New words & phrases:cost, cheap, need, oh, paint brush, pay;comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:? Can I help/What would you like?? I ’d like ⋯/Can I have ⋯?? How much is it/are they?? They are cheap/It is cheap.? They cost ⋯/it costs ⋯? So, that comes to ⋯要求：必须用英语写作。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
《英语教学法教程》857试题库（附答案）
《英语教学法教程》857试题库（附答案）英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their _____A____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teachingand assessment procedures in the classroom? BA. teaching attitudeB. definitions of languageC. structural view of l anguageD. functional view3. What does the structural view of language see language? CA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language? DA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language? BA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist th1D. Communicative teachingUnit 2rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning5. What is discourse competence concerned with? BA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning6. What is strategic competence concerned with? CA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning7. What is fluency competence concerned with? BA. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning8. What are the principles of communicative language teaching? AA. Communication principle, task principle and meaningful principleB. Communication principle, accuracy principle and meaningful principleC. Communication principle, fluency principle and meaningful principleD. Communication principle, task principle and purpose principle 4C. Retell what is heard2. What are the principles for good lesson planning? A6A. Aim, variety, flexibility, learnability and linkageB. Aim, preparation flexibility and linkageB. Specific, students-orientedD. Both A and BA. Structures, vocabulary, functions and topicsB. Pictures, vocabulary, communication and topicsC. PPT, structures, aims and summaryB. Pre-reading, while-reading and post-readingC. Mechanical practice and meaningful practiceD. Both A and B4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.1. What are the possible roles of a teacher? DA. Controller, assessorB. Organizer, prompter A. Controller B. AssessorC. OrganizerD. Prompter5. What role does a teacher play in the following activity? BWhen a student has made a sentence with borrow, “b I orrowed a paper to writ e a letter t”he,teacher says, “We l w, e don’t say a paper, we say a piece of pa per. ”A. ControllerB. AssessorC. OrganizerD. Prompter6. What role does a teacher play in the following activity? DWhile doing a writing task either individually or in groups, the students need touse a particular word they don’k t now. So they ask the teacher.A. ControllerB. AssessorC. participantD. Resource-provider7. What role does a teacher play in the following activity? DThe teacher asks a student a question “Haveyou ever bought clothes with pro blems?”If the student doesn’t seem to be ready, the teacher says “f o e r xampl e, a shirt without... an”d points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8. What role does a teacher play in the following activity? BWhen the students have in groups decided where to go for a spring outing,the teacher asks each group to tell the others why they have made such a cho ice.A. ControllerB. AssessorC. OrganizerD. Prompter9. What role does a teacher play in the following activity? CWhen students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10. What role does a teacher play in the following activity? AThe teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A. ControllerB. AssessorC. OrganizerD. Prompter11. What role does a teacher play in the following activity? CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.102. Classroom instructionsThere are rules to follow for making instructionsabout information or ideas based on a set of criteria.5. Differences between errors and mistakes.a . choice of methodologyPart 1 Read the following statements or questions and choose the best answe r for each statement or question.1. Which of the following is true about pronunciation teaching? DA. Learners whose native language has similar sounds are less likely to have problems with pronunciation.B. Learners who have more exposure to English need less focus on pronunci ation.C. Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D. All of the above2. What is the realistic goal of teaching pronunciation? DA. ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3. Which of the following do not belong to minimal pair?A. Will wellB. Till tellC. Fill fellD. Well well4. Which of the following belong to pronunciation perception practice?DD/doc/2f9c8ba276232f60ddccda38376baf1ffd4fe3b9.html ing minimal pairs, odd one out C. Same or differentB. Which order, completion D. All of the above5. Which type does the following production practice belong to? AThe students repeat what the teacher says. This activity can practice individua l sounds, individual words, groups of words, and sentences.A. Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using m eaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.DA. Make up sentences C. Using picturesB. Using meaningful context D. Using tongue twisters7. What are the ways of practicing stress? DA. Use gesturesB. Use the voiceC. Use the blackboardD. All of the above8. What does the falling intonation on the statement “heis moved to Gla15A. I am telling you something you do not knowB. I have not finished yet A . I am telling you something you do not know B. I have not finished yetD. Communicative teaching methodD. Mechanical practice and success oriented practice5. What are two broad categories of knowledge? AA. Implicit knowledge and explicit knowledgeB. Obvious knowledge and unobvious knowledgeC. Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgePart II,4. Synthesis approach ['s ?nθ?s?s] 综合⽅法B. know its spelling and grammatical propertiesC. know its meaning and know when and how to use it18B. connotative meaning 内涵意义D. inspired meaning ed meaningB. connotative meaning D. synonyms。
小学英语教学法试题 (含答案)
小学英语教学法试题一、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。
广西高校教师资格证考试《英语教学法》练习题及答案
广西高校教师资格证考试《英语教学法》练习题及答案一、选择题1. 下列哪个是英语教学法的基本原则？A. 知识主导B. 教师主导C. 学生主导D. 竞争主导答案：C2. 针对不同学生的研究特点，英语教师可以采用的教学策略是：A. 同一教学方法B. 不同教学方法C. 教师中心教学D. 学生中心教学答案：B3. 英语教学法中的课堂控制指的是：A. 教师严格控制学生B. 学生完全自由控制C. 教师和学生相互控制D. 提供一种积极、稳定、和谐的教学环境，教师有序地组织学生的研究活动答案：D二、问答题1. 请简要说明英语教学法的概念和作用。
答案：英语教学法是指教师在英语教学中所运用的一系列教学原则、方法、手段和策略的总和。
它对于指导英语教学具有重要的作用，可以帮助教师更好地组织教学内容和教学过程，提高学生的研究效果和英语应用能力。
2. 请列举并简要说明英语教学法中的一种教学策略。
答案：其中一种教学策略是学生中心教学。
这种教学策略强调以学生为中心，关注学生的研究兴趣、需求和能力，通过激发学生的研究动机和积极性，培养他们自主探究、合作研究和解决问题的能力。
3. 简述如何提高英语教学中的课堂控制能力。
答案：提高英语教学中的课堂控制能力可以从以下几个方面入手：建立积极的教室氛围，包括热情友好的教师形象和和谐的师生关系；合理规划教学内容和教学步骤，确保教学有序进行；灵活运用教学方法和工具，提高学生参与度和研究效果；及时引导和管理学生的行为，保持课堂纪律和秩序。
以上为《英语教学法》的一部分练题及答案，希望对您的复有所帮助！---参考资料：根据广西高校教师资格证考试《英语教学法》相关知识整理而成。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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. difficult to acquire.2. We are teaching our students English not only to help them pass exams, but also to3. In the traditional classroom, very often, too much attention has been paid to linguistic , 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 finally5. 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 skills together.6. 7. 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 of teaching pronunciation.9. In meaningful practice the focus is on the production, comprehension or exchange of .10.二、配对题（共10小题，每小题2分，共20分）AB三、单项选择题（共15小题，共50分）21. In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A. the top-down modelB. the bottom-up modelC. the interactive modelD. all of the above22. In English teaching classrooms very often writing is seen as “writing as language learning”,and it is believed to be ___.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing23. To ___, it is advocated that we adopt a communicative approach to writing.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students buzy24. Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.25. According to Willis the conditions for language learning are exposure to a rich but comprehensible language put, use of the language to do things, ___ to process and use the exposure, and instruction in language.A. chancesB. contextC. motivationD. knowledge26. There are many situations in which we use more than one language skill, so it is valuable to integrate the four skills, to ___.A. enhance the students’communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.27. Integration of the four skills is concerned with realistic communication, the implication of which is that we must teach English at the discourse level, that we must ___, and that we must adjust the timetable.A. combine pronunciation, vocabulary and grammarB. use mechanical practice and meaningful practiceC. use body language and picturesD. adjust the textbook contents28. All people involved in education, i.e. ___, teachers, parents, and students have some reasons to consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician29. As far as school assessment is concerned, we have teacher’s assessment, continuous assessment, ___, and portfolios.A. students’self-assessmentB. relative’s assessmentC. informal assessmentD. formal assessment30. Because no textbooks are written for any particular class, it is ___ for teachers to adapt materials.A. unnecessaryB. necessaryC. easyD. of no use31. 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 life32. According to Wang Qiang, the way a language teacher learned a language will influence the way he ____ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge33. One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation34. One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and the productive skillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class35. According to Wang Qiang, to answer the question “Can the students achieve the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability四、教案设计（20分）Suppose you are going to teach the following lesson to Grade One students of a junior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:New words & phrases:cost, cheap, need, oh, paint brush, pay; comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:• Can I help/What would you like? • I’d like …/Can I have …? • How much is it/are they?• They are cheap/It is cheap. • They cost…/it costs …• So, that comes to…要求：必须用英语写作。