英语教学法相关习题
《中学英语》教材教法复习题
中学英语教材教法一、选择题 (1 ×50=50)5.普通语言学可以帮助人们认识和掌握英语教学的 B 。
A.方法和机能B.目的和一般规律C.难点和重点D.母语和英语的关系7.理解和全面贯彻 A 是完成英语教学任务的根本保证。
A.英语教学原则B.英语教学目标C.英语教学模式D.英语教学方法8.社会语言学为 D 的产生奠定了理论基础。
A.任务型教学法B.听说法C.认知法D.交际法10.要尽量让学生在 B 中学英语、听英语、说英语、读英语、写英语和用英语。
A.课堂教学B.真实情景C.老师讲解D.听说读写11.在我们提倡和推进听、说、读、写综合训练的同时，还应当侧重培养学生的__C _。
A.倾听能力B.表达能力C.阅读能力D.写作能力12.中国英语教学要坚持C 的教学原则。
A.利用本族语B.控制使用本族语C.利用和控制使用本族语D.完全使用英语13.课堂教学要增加语言实践活动的D，提高效率，以减轻学生的课外负担。
A.丰富性B.深入性C.活泼性D.广度和深度14.为学生提供更多的阅读或独立理解材料应该是 D 。
A.已经学过的B.简单熟悉的C.难度较高的D.能够理解又略高于现有能力的15.语言输出的能力就是学生对所学语言进行 A 的能力。
A.复用、表达B.理解、认识C.翻译、阅读D.听说、写作16．在课程所包括的教材、教师、学生、环境这几个要素中， D 是最重要的因素。
A.教材和环境B.教师C.学生D.教师与学生17．在英语的听、说、读、写这四种技能中， B 于接受技能，_________产出技能。
A.听和说，读和写B.听和读，说和写C.读和说，听合写D.听，说、读和写18.新课程的基本理念之一是突出 D 主体，尊重学生个体差异。
A.教师B.教材C.课程D.学生19.形成性评价应是 C 评价方式。
A.由教师对学生的平时学习和考试所做的一种B.由学生对自己的平时学习以及对所参加的考试结果所做的C.由教师、学生、家长共同参与的D.由学校领导、教师、家长共同参与的20.《英语课程标准》倡导 _ A，倡导学生积极参与教学过程。
英语教学法作业习题集1
Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repea t. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky (前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a hig her level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so thatthe lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class sothat they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much timeshould be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy.7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving reference when theteacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility— means 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.Learnability—means 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.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The teacher should get to know the institution’s arrangements regarding time, length, fre quency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s mod el refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few words as possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. A lso, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of th e speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which do n ot convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rulesthemselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method: is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling; 2) Spotting the differences;3) Describing and drawing; 4) Playing a game;5) Using word series; 6) Word bingo;7) Word association; 8) Finding synonyms and antonyms;9) Using word categories; 10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: most of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge toconstruct meaning are emphasized.3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words, phrases orstructures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities:listening for the gist; listening for specific information; no specific responses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach:The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning. 3. What types of activities can we use in teaching reading?Pre-reading Stage: The aims of the pre-reading stage is to arousing the students’ interest in the topic or type of text; motivating students to read the text by providing a purpose for reading; preparing the students for the content of the text.The activities for the pre-reading stage:1)predicting2)setting the sceneWhile-reading Stage: this stage mainly focuses on the exploitation of the text. It aims to help the reader understand the co ntent and structure of the text, as well as the author’s purpose in writing it.The activities:1) Skimming to get the gist of the text 2) Scanning to locate specific information3) Transferring information from the text to a diagram, table, form, map, graph or picture4) Taking notes on the main points, or on specific points of the text5) Answering factual questions on the text6) Answering inference questions on the text (reading between the lines)7) Putting the events in the correct order8) Stating if statements given about the text are true or false9) Working out the meaning of words and phrases in the text from the context10)Examing referents in the text and stating what they refer to11)Putting the paragraphs of a jumbled text back in the correct order12)Giving sections of a text appropriate headings13)Giving the text an appropriate titlePost-reading Stage: it is to consolidate or reflect on what has been read in the text; the other is to relate the text to the students’ own knowledge, interests, or views. It is not directly connect with the text, but usually “grows out ” of it.Activities:1) Oral discussion of the topic of the text2) Role-play a different situation from that of the text but using the same/different characters3) Writing a summary of the main content of the text 4) Commenting on the content of the text5) Retelling the story of the text 6) Finishing the story (either predicting an ending or changing the ending) 4. What is transition device? What are the transition devices that are often used in teaching reading?Transition device refers to the way to transfer information from one form to another. Transition devices are used in teaching reading because they can help second language learners to comprehend meaning while reading.The transition devices that are often used in teaching reading include: tables, pictures, drawings, maps, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc。
【教学】英语教学法复习题
【关键字】教学《英语教学法》复习题一、填空题1．The theory of learning is referred to as be haviorism, which has three major stages, “sti mulus, response, and reinforcement”2．The behaviorist theory of language learning is that language is learned by constant repeti tion and the reinforcement of the teacher3．The term cognitivism is often used loosely to describe methods in which students are aske d to think rather than simply repeat.4．There are a variety of elements that contri bute to the qualities of a good language teach er. These elements can be categorized into 3 g roups: ethic devotion, professional qualities and personal styles.5. Three different views on language are the s tructural view, the functional view and the in teractional view.6. Language theories can be divided into two g roups:1)process-oriented theory 2)the conditio n-oriented theory7.The ultimate aim of foreign language teaching is to enable the learners to use the languag e in real life.8.The goal of CLT is to develop students’ com municative competence.municative competence includes knowledge of what to say, when, how, where, and to whom.10.The goal of CLT is to use language for comm unicative purpose11.The adoption of CLT is to develop learners’ language skills, namely, listening, speaking, reading and writing.12.CLT has not replaced the previous approache s or methodologies. It has only expanded the a reas: language content, learning process and l anguage product.13.Littlewood’s classification of communicati ve activities: Functional communicative activi ties and Social interaction activities.14. Language learning and teaching should be as close as possible to language USE IN REAL LIFE.15.Lesson planning should be done at two level s: Macro planning and Micro planning16.The first thing to do in lesson planning is to decide the aims of a lesson.17.The most popular teaching stages are three P’s model, which include: presentation, pract ice and production.18.Lesson planning means making decision in ad vance about what techniques, activities and ma terials used in class.19.There are four major principles behind good lesson planning: variety, flexibility, learna bility, and linkage.20.The aim of a lesson includes language point s to present, communicative skills to practic e, activities to conduct, and materials and te aching aids to be used.21.In the skill-oriented lessons, that is, ina reading or listening lesson, a 3-stage model is frequently adopted: pre-reading/listening, while-- reading/listening and post- reading/l istening.22.5-step model is more familiar to the middle school teachers: revision, presentation, dril l, practice and consolidation.23.Classroom management is the way teachers or ganize what goes on in the classroom.24.An instructor passes on knowledge by variet y of means.An organizer organizes the class so that learning activities can be carried out.25.A linguist named Harmer defined the teacher s’ roles as: controller, assessor, prompter,participant and resource provider.26.Ur reminds us not to hurt the students’ fe elings by: 1) Deal with it quietly; 2)Don’t t ake things personally; 3)Don’t use threats27.There are many different ways to teach a so und. It’s better to teach from Perception Pra ctice(认知) to Production Practice.28.One way to teach grammar is by 3P Model: Pr esentation,Practice and Production.29.The deductive method relies or reasoning, a nalyzing and comparing.30.In the inductive method, the teacher induce s the learners to realize grammar rules withou t any form of explicit explanation.31.Grammar practice is usually divided into tw o categories, Mechanical practice and Meaningf ul practice.32.By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation dril ls are most frequently used in mechanical prac tice.33.Generally speaking, there are three stages in listening activities for language learners: 1.pre-listening 2.while-listening 3.post-list ening34.We will listen in two different ways: 1.Int ensive listening (for details) 2.Extensive lis tening (for general ideas)35.Listening in real life has the following ch aracteristics: Spontaneity, Listener’s respon se, Speaker’s adjustment, Context and Visual clues.36.Characteristics of successful speaking task s can be: 1.Maximum foreign talk 2.Even partic ipation 3.High motivation 4.Right language lev el37.The process approach focus on what studentsdo before /while /after their writing.38.Not everything can be purely communicative. Some writing activities can be between “writ ing for learning” and “writing for communica tion.39.The process of writing should be from contr olled to guided writing and to free writing40. Teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques ar e integrate to help students in their reading comprehension and in increasing their language efficiency in general另附.Generally, lesson presenting mainly inclu des four aspects: Presenting teaching material s; Presenting teaching methods; Presenting lea rning strategies; Presenting teaching process二、简答题1．Why are people learning English?• They have to pass the examin ations.• They can help foreign visito rs.•It’s necessary if they want to enter university.• Learning a foreign language is an intellectual challenge.• They can use computers more easily.• They need to keep in touch w ith what is going on in their profession world wide.• English will be very importa nt to get a job in trade.• English will be useful for t hem to travel abroad.• They will be able to read and listen to in English. This can improve their knowledge of the world.2．What is language?Language is a means of communication with othe r people.3．What is the aim or purpose of language teac hing?Communication4．How many language teaching methods or appro aches do you know?l the grammar-translation methodl the direct methodl the audio-lingual methodl the situational language teachingl the cognitive approachl the silent wayl the total physical response methodl the communicative approachl the natural approachl the functional-notional method, etc. 5．How can you become a good language teacher?• Language training: a sound c ommand of English•Learn from others’ experien ce• Learn received knowledge, su ch as language theories, methodology, educatio n, psychology, etc.•Learn from one’s own experi ence• Practice makes perfect• Keep on reflecting on work, etc6．What is the challenge the language teacher is confronted with?People learn a foreign language1. For different reasons2. In different ways3. Having different understanding abou t language learning4. Having different capabilities in la nguage learning5. Different language levelsThus the challenge that the language teacher i s confronted with is how teaching methodology can cater for learners who have more differenc es than commonalities.7．What is the question that all approaches of language teaching should answer?The question is “What is language?”Language is a means of communication with othe r people.8．What are the three different views of langu age that language teaching and learning practi ce have been influenced by?They are the structural view, the functional v iew and the interactional view.9． How does the structural vi ew see language?• The structural view sees lan guage as a linguistic system made up of variou s subsystems. To learn a language means to lea rn these structural items so as to be able to understand and produce language.10．How does the functional view see language?• The functional view sees lan guage as a linguistic system but also as a mea ns for doing things. Learners learn a language in order to be able to do things with functional activities.11．How does the interactional view see langua ge• The interactional view consi ders language as a communicative tool, whose m ain use is to build up and maintain social rel ations between people. The learner has to stud y the patterns and rules of language above the sentence level to learn how language is used in different speech context.12． What are Process-oriented theories concerned with?How the mind processes new information13． What do Condition-oriented theories emphasize?The nature of the human and physical context i n which language learning takes place14．What is “pseudo practice”?It is a short period of time assigned for stud ent teachers to do teaching practice as part o f their education, usually under the supervisi on of their instructors.15． What does linguistic competence mea n?Competence simply means knowledge of the langu age system: grammatical knowledge in other wor ds.16． What does Communicative Competence mean?Not only the form of language, but also what t o say to whom and how to say it appropriately in any given situation. To be short, communica tive competence includes knowledge of what to say, when, how, where, and to whom.17． What is lesson planning?Lesson planning means making decisions in adva nce about what techniques, activities and materials will be used in the class.18． In how many ways do language teache rs benefit from proper lesson planning?l Make the teacher aware of the aims a nd language contents of the lessonl Help the teacher to distinguish the various stages of a lesson and to see the rela tionship between theml Think about how the students can be fully engaged in the lessonl Become aware of the teaching aids th at are neededl Think about the relative value of di fferent activitiesl Think about how much time should be spent on the activitiesl Judge lesson stages and phases with greater accuracyl Help to continue improvementl Add an evaluation to the planl Provide a useful, time-saving refere nce when the teacher next plans the same lesso n19． What factors influence a lesson?l 1.Physical conditions:l Class size: affects types of activit iesl Length of a lesson: determine how mu ch can be taughtl Size of classroom: restricts some ty pes of activitiesl Teaching aids: sufficient or notl Time of day: influences the types of activities used (p.m. or a.m.)l 2.Human factors:l different personalities of teachers decide different styles of teachingl varied needs and attitudes of studen tsl the students’ language levell the students’ learning backgroundl 3.Change (of )l The syllabusl Textbooksl The teaching system: meets the needs of the institutions and examinations20． What are the principles for good le sson planning?1)variety2）flexibility3）learnability4）linkage21． What does macro planning involve?Macro planning involves the following:a) Knowing about the courseb) Knowing about the institutionsc) Knowing about learnersd) Knowing about syllabus22． What does a lesson plan include?At least, it may have the following component s:l Teaching aimsl Language contents and skillsl Teaching stages and procedures23． What does the teaching aim of a les son include?l what language components to presentl what communicative skills to practic el what activities to conductl what materials to be usedl what teaching aids to be used24． What do language contents mean and what do language skills mean?l The former means: structures, gramma r, functions, topics and so onl The latter means: 4 communicative sk ills25． What is the difference between teac hing stages and teaching procedures?l Teaching stages are the major steps that language teachers go through in the class room. Procedures are the detailed steps in eac h teaching stage.26． What does a teacher need to consider when he/she has planned to present a new str ucture?l When to focus on the structure and w hen to study it in context;l Whether to present the structure ora lly or in written form;l When to give out information and whe n to elicit from students;l When and how to use visual aids to h elp with the presentation;l What to do if students fail to under stand.27． How can we manage a classroom effic iently?Only when three conditions are metl The teacher plays appropriate roles.l The students are grouped in a way suitable for the learning activities.l There is discipline and harmony in t he class.28． What factors may influence classroo m management?At least, the following factors are very impor tant for a classroom management:l People: the relationship between the teacher and the studentsl Language: what you expect them to do (understanding and encouraging students)l Environment: classroom, the position ing of the desks and the position of the teach erl Organization: good lesson plan, clea r learning objectives, variety in activities…l Tools: textbook, Ex-book, video-reco rder, a slide projector…29． What are the most common student gr ouping?l Lockstep/class/plenary, team work, g roup work, pair work, individual study30． How can we group the students?Some possible ways to group the students:l Group the students according to seat ing arrangement;l Students select their own group memb ers (risky);l Strong students and weak students ar e mixed together;l Strong students and weak students ar e grouped separately to do different tasks;l Group the students by drawing lots.31． What should be our realistic goals for teaching pronunciation?l Consistency: the pronunciation shoul d be smooth and natural.l Intelligibility: the pronunciation s hould be understandable to the listeners.l Communicative efficiency: the pronun ciation should help to convey the meaning that is intended by the speaker.32． What are the purposes of listening?1.Extract information from news, lectures, and instructions…2.Maintain social relations: Greetings, prais e, talk, gossip, chat…3.Be entertained: film, a joke, poem, and TV/r adio programs…33． How to speak oral English well?1.Listen to native speakers, talk about variou s topics .2.Learn useful idioms.3.Learn common words and phrases.4.Test your vocabulary skills in everyday Engl ish.5.Practice responding, in English, to real-life conversations.6.Listen to native speakers and give responses34． What are the factors that affect th e success of role-play ?1. the teacher’ enthusiasm2. careful instruction3. clear situation and roles4.making sure the students have the language they will need to carry out the role-play.35． Why do we read?1.survival, e.g. the label on a medicine bottl e.2.learning and information, e.g. newspapers, m agazines, books.3.entertainment or pleasure, e.g. novels, stor ies, poems as a leisure.36． What strategic skills do students n eed in order to make reading more efficien t?1.Skimming for main idea2.Scanning for specific information3.Inferring the meaning of unknown elements:lexical itemsattitude and opinionthe purpose of an articlerelevant information4.Recognizing rhetorical structure:chronological ordercomparison and contrastcause and effectreference指代5. Predicting: guessing what is coming next6. Distinguishing the main idea from supporting details37． Why do we write in English?l ExaminationWriting in English enables us to pass examinat ionsl CommunicationWriting in English is necessary in communicating with others.l EntertainmentWriting in English can be entertaining for us.38． What are the features of process wr iting(1) Focus on the process of writing that leads to the final written product.(2) Help students write to understand their ow n composing process.(3) Help them to build repertoires of strategi es for prewriting, drafting and rewriting.(4) Give students time to write and rewrite.(5) Please central importance on the process of revision.(6) Let students discover what they want to sa y as they write.(7) Give students feedback through out the com posing process (not just on the final product)to consider as they attempt to bring their ex pression closer and closer to intention.(8)Encourage feedback both from the instructor and peers.(9) Include individual conferences between tea cher and students during the process of compos ition.39． What can we benefit from communicat ive activities?• improve motivation (reason)•provide “whole-task practic e”• allow natural learning• create a context which suppo rts learning•三、判断正误1．A PERSON WHO HAS A GOOD COMMAND OF ENGLISH is not necessarily a good teacher because he/s he might have only one of the elements of prof essional competence.2．CLT has not replaced the previous approache s or methodologies.3．Communicative activities will help learners to develop their communicative competence.4． Proper lesson planning is essential for both novice and experienced teac hers.5． Unprepared teachers receiv e much less trust and cooperation from the stu dents.6． There are principles but n o standard way to plan lessons.7． Macro planning provides ge neral guidance for language teachers.8． Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed st eps in each teaching stage.9． Individual study is the st age during the class where the students are le ft to work on their own speed.10． Individualized learning is that the learners are given a measure of freedom to cho ose how and what they learn at any particular time.11． Punishment can never be our first c hoice to deal with bad-behaved students.12． Students need to be able to read an d write phonetic transcripts of words, in orde r to learn English.13． Poor pronunciation may cause proble ms for the learning of other skills.14． Stress and intonation are not impor tant for beginning learners15． Stress in pronunciation is sometime s as important as grammar16． Teachers should not encourage stude nts to improve their pronunciation as much as possible.17． The goal of English learning is pro bably to acquire near-native pronunciation.18． If the intonation is not appropriat e, it may convey the opposite meaning.19． Children do not learn grammar rules when they acquire their 1st language, so they don’t need them either when learning a foreig n language.20． Students need to be given detailed grammar rules if they want to learn a foreign language successfully.21． Teaching and learning grammar shoul d focus on practice rather than the study of g rammar itself.22．Knowing grammar isn’t enough for r eal communication.23． Grammar should be taught and prac ticed in context.24． The more language the learners ar e exposed to or produce, the more they are lik ely to learn.25． Practice should be able to elicit different sentences and generate different lev els of answers from different learners.26． Avoid different grammatical termi nology as much as possible.27． Do not be frustrated by the stude nts’ mistakes and errors, wh ich are inevitabl e in language learning.28．It is students’ own business to recite the words and phrases.29． Language consist of word with equivalents from one language to another30． Vocabulary cannot be taught, it mus t be learned by the individuals.31． The best way to explain vocabulary is to translate.32． Words can be taught and learned mos t effectively in groups of words which are rel ated to each other in meaning.33． Words must be learned in language contexts34． Not all words are equally importa nt35． If writing tasks focus on the produ ct rather than on the process, they do not hel p students to develop real writing skills.36． It is helpful use a dictionary to find the meaning of all new word37． Reading has only one purpose. i.e.to get information.38． When reading in a foreign language, we mentally translate everything in order to u nderstand.39． The lack of cultural knowledge may affect the rate of reading comprehension40． Teachers should help the students t o read on their own四、案例分析（例）1．Two teachers presented the word “grumble”. Below are the descriptions of how they did i t. Which way is more effective. Try to give re asons for your decision.Teacher A: a) wrote “grumble” on the blackbo ardb) Said “complain about some one or something in an annoyed way”.c) Translated the word into the students’ native language.d) Gave more example sentence s for the students to translate into their nat ive language.Teacher B: said “so me people grumble about ev erything. For example, they grumble about the weather. If it is sunny, they say it is too ho t. If it is cool, they say it is too cold. The y are never happy with the weather”. They alw ays grumble about the weather. Then the teache r set out to check the student’s understandin g by asking what does ‘grumble’ mean?”2．Read through the following writing activiti es and decide which activities are writing for consolidating language, and which are writing for communication. Try to give reasons for yo ur decision.Activity 1Join the pairs of sentences, using when/where. Example:Kentucky is the state. Lincoln was born there. Kentucky is the state where Lincoln was born.• This book is about the time. Lincoln was President then.• The school is still standin g. Lincoln learnt to read and write there.• There were many poor people in the town. Lincoln grew up there.• Lincoln had very little free time. He could study then.Activity 1 is obviously “writing for c onsolid ating language”.Activity 2Letter WritingDo you think any of the courses (math, physic s, English, history, etc.) you are talking now can be improved in some way. If yes, write a short letter to the teacher and present your s uggestions.Activity 2 can involve true communication五、教学活动设计（例）1．How do we evaluate whether language teachin g activities are communicative or not?Ellis has listed six criteria for evaluating：• communicative classroom acti vities:• communicative purpose: infor mation gap• communicative desire: a real need• content, not form: on what,not how• variety of language: not jus t one specific language form• no teacher intervention: for the purpose of communication, not for the acc uracy of language•no material control: Ss’ ch oiceDesign an activity that may meet some of the c riteria. The activity may only include the dir ections, contents and procedures2. Suppose you are going to teach the structure “used to do” in a deductive method. How wo uld you do it? Design a mini lesson plan in wh ich only the teaching steps must be made clea r.3. What techniques or combination of technique s you would use to present the following vocab ulary items. Design a mini lesson plan in which only the teaching steps must be made clear.two million a reward love fight4. Use transition devices to design a while-re ading activity for the following text.Rosa Morello is from Columbia in South Americ a. She is a student. She has come to London to study English. Rosa is eighteen years old and single. She has dark hair; dark brown eyes an d is 1.65 m tall. She likes pop music, dancin g, reading and good food. She is also interest ed in travel and languages. In London, Rosa li ves in a small flat with her friend Linda Morr is. The flat is in north London.六、教案撰写（略）此文档是由网络收集并进行重新排版整理.word可编辑版本！。
英语教学法复习题
复习题1Part I Choose the best answer from the four choices.1. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new2. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) , and linkage.A. typeB. learnabilityC. attitudeD. language3. ( ) means the realistic goals for the lesson.A. V arietyB. LinkageC. AimD. Lesson planning4. Linkage means the stages and the ( ) within each stage are planned in such a way that they are someway linked with one another.A. directionsB. stepsC. goalsD. types5. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning6. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning7. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation8. By language skills, we mean communicative skills involved in listening, speaking, reading and ( ).A. drawingB. describingC. practicingD. writing9. When did Harmer suggest the following measures for undisciplined acts and badly behaving students ( )?A 1984B 1985C 1983D 198610. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation11. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency12. Which is not the kind of stress that is important to achieving goodpronunciation listed below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress13. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction14. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practiceD. communicative practice and effective practice15. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills16. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking17. In ( ) drill, the students change a given structure in a way so that theyare exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution18. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice19. The attitudes or motions of a language user in choosing a word and the influenceof these on the listener or reader’s interpretation of the word refer to().A. denotative meaningB. connotative meaningC. collocationsD. antonyms20. Words which can be grouped together under the same super ordinateconcept is ( ).A. synonymsB. antonymsC. hyponymsD. all the above21. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. Allthe above22. Which stage do teachers use to help the students prepare to listen? ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening23. The ( )stage is the most difficult for the teacher to control , becausethis is where students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.24. There is a method of teaching called ( ), which concentrates onlearning language by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act25. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering26. There are many opportunities to integrate listening with the practice ofother language skills, especially at the( )stage.A. pre-listeningB. while-listening .27. Which of the following activities do you think would help prepare studentsfor real-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of the above28. Which of the following principles of teaching speaking teachers should beaware of?A. Contextualizing practiceB. Personalizing practiceup confidence of the above29. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal30. Helping our students to develop the ability of automatic word recognition isthe basis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking31. Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model32. A ( ) is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment33. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image34. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening35. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing36. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions37. When conducting scanning activities, one of the things the teacher shouldbe bear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %38. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. Allabove39. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion40. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers Part II True or False Questionsview considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.42. If the student has got most of his language right but has made a trivial mistake, the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. 44. The word “education” comes from the Russian verb educare.principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.46. According to Bygate (1987), the four common features of spoken language are using complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think before speaking.47. There-stage model is advised in a reading lesion, that is, pre-reading, while-reading and post-reading.48. At the production stage, the students are encouraged to use what they haveLearned and practiced to perform communicative tasks.49. Although the success of a speaking task depends on many factors, the following characteristics are common in successful speaking tasks (Ur,1996): maximum native talk, even participation, high motivation.50. Whole class work can be used when presenting and explaining new language ornew information.51. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.52. We have learned two ways of integrating skills: complex integration, whereby a receptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.53. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.54. Keeping a vocabulary notebook is seen as one way of helping students engage more meaningfully with the new words that they are being exposed to in their language learning experiences.55. One’s overall competence in a foreign language involves performing effectively each of the four skills (listening, speaking, reading and writing) separately.56. Research in listening has shown that good listener is good predictors.57. According to Littlewood (1981:86), Pre-communicative activities include structural activities and Quasi-communicative activities.58. Tactile learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).59. Making inference, which means “reading between the lines”, is an important speaking skill.60. Some writing activities can be between “writing for learning”and “writing for communication”.61. British psychologist Howard Gardener (1983, 1993) has proposed the theory of multiple-intelligence which has provided a new perception for understanding human beings.62. The register means the vocabulary that is commonly found in a specific discourse.63. Assessment involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.64. Since the teacher’s talk can be good models and useful input, it is best to keep the teachers’ talk at a maximum level.65. A portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.66. Criterion-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scored are given as the norm.67. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparing learners to become autonomous. They are psychological preparation, methodological preparation and practice in self-direction.68. Making inference, which means “reading between the lines”, is an important speaking skill.69. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”,“and listening without viewing”.70. The activities prediction, setting the scene, skimming and scanning are common activities in While-reading activities.Part III Questions and Answers1. As a language teacher, how should you design tasks?2. What are the Principals of Communicative Language Teaching?3. According to William J. Hutchins, what moral values should we promote in our teaching?4. How do you understand TBLT and its relationship with the CLT？V Idea SharingBased on your understanding of the new English curriculum, what do you think thechallenges would be for English language teachers?复习题2Part I Choose the best answer from the four choices.1. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning2. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation3. By language skills, we mean communicative skills involved in listening, speaking, reading and ( ).A. drawingB. describingC. practicingD. writing4. When did Harmer suggest the following measures for undisciplined acts and badly behaving students ( )?A 1984B 1985C 1983D 19865. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation6. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new7. The principles for good lesson planning are in terms of aim, variety, flexibility,( ) , and linkage.A. typeB. learnabilityC. attitudeD. language8. ( ) means the realistic goals for the lesson.A. V arietyB. LinkageC. AimD. Lesson planning9. Linkage means the stages and the ( ) within each stage are planned insuch a way that they are someway linked with one another.A. directionsB. stepsC. goalsD. types10. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning11. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency12. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking13. In ( ) drill, the students change a given structure in a way so that theyare exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution14. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice15. The attitudes or motions of a language user in choosing a word and the influenceof these on the listener or reader’s interpretation of the word refer to().A. denotative meaningB. connotative meaningC. collocationsD. antonyms16. Words which can be grouped together under the same super ordinateconcept is ( ).A. synonymsB. antonymsC. hyponymsD. all the above17. Which is not the kind of stress that is important to achieving goodpronunciation listed below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress18. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction19. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practiceE. communicative practice and effective practice20. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills21. Which of the following principles of teaching speaking teachers should beaware of?A. Contextualizing practiceB. Personalizing practiceC. Building up confidenceD. all of the above22. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal23. Helping our students to develop the ability of automatic word recognition isthe basis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking24. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions25. When conducting scanning activities, one of the things the teacher shouldbe bear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %26. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. Allabove27. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion28. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. Allthe above29. Which stage do teachers use to help the students prepare to listen? ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening30. The ( )stage is the most difficult for the teacher to control , becausethis is where students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.31. There is a method of teaching called ( ), which concentrates onlearning language by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act32. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering33. There are many opportunities to integrate listening with the practice ofother language skills, especially at the( )stage.A. pre-listeningB. while-listeningC. post-listening .34. Which of the following activities do you think would help prepare studentsfor real-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of theabove35. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers36. Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model37. A ( ) is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment38. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image39. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening40. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussingPart II True or False Questions41. The ideal systematic evaluation of a textbook would be a longitudinal one, whichincludes a pre-use evaluation, a whilst-use evaluation and a post-use evaluation. 42. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think before speaking.43. There-stage model is advised in a reading lesion, that is, pre-reading,while-reading and post-reading.44. At the production stage, the students are encouraged to use what they have learned andpracticed to perform communicative tasks.45. Although the success of a speaking task depends on many factors, the followingcharacteristics are common in successful speaking tasks (Ur,1996): maximum native talk, even participation, high motivation.46. Whole class work can be used when presenting and explaining new language ornew information.47. Littlewood (1981:12) divides communicative speaking activities into two types:structural activities and social interaction activities.48. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.49. Criterion-referenced assessment is designed to measure how the performance of aparticular student or group of students compares with the performance of another student or group of students whose scored are given as the norm.50. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation, methodological preparation and practice in self-direction.51. Making inference, which means “reading between the lines”, is an importantspeaking skill.52. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”,“and listening without viewing”.53. The activities prediction, setting the scene, skimming and scanning are commonactivities in While-reading activities.54. Parents provide money and personnel for education. They need to know whetherthe programs they have planned are working well.55.International view considers language to be a communicative tool, whose main use isto build up and maintain social relations between people.56. If the student has got most of his language right but has made a trivial mistake, theteacher should interrupt him immediately.57.Chomsky believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.59. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.60. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.61. Making inference, which means “reading between the lines”, is an importantspeaking skill.62. Some writing activities can be between “writing for learning” and “writing forcommunication”.63. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understanding human beings.64. The register means the vocabulary that is commonly found in a specific discourse.65. Assessment involves the collecting of information or evidence of a learner’s百度文库- 让每个人平等地提升自我learning progress and achievement over a period of time for the purposes of improving teaching and learning.66. Since the teacher’s talk can be good models and useful input, it is best to keep the teachers’ talk at a maximum level.67. A portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.68. Deductive method, inductive method and guided discovery method are the frequently used ways of presenting grammar in the classroom.69. One’s overall competence in a foreign language involves performing effectively each of the four skills (listening, speaking, reading and writing) separately. learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).Part III Questions and Answers.1. What are the five main components of communicative competence?2.What are the criteria for evaluating how communicative classroom activit ies?3. What are the most influential approaches in second/foreign language teaching in recent years?4. The development of ELT since 1978 can be divided into four majorphases.What are they?Part IV Idea SharingAccording to the principles for good lesson planning, how do you design a lesson plan?11。
《英语教学法》 练习题 专升本
《英语教学法》练习题一专升本一. Fill in the blanks.1. Affective states of learnersFor learners’affective states, anxiety is often talked about. There are three kinds of anxiety: Trait anxiety Personality, ___ (1) predispositionState anxiety Experience at a ___ (2) moment in time as a response to a definite situationSituational anxiety Aroused by a specific type of __ _ (3) or event such as public speaking, examinations or class participationAnxiety can be both ___ (4) and ___ (5). Facilitating anxiety makes a learner to face problems, work out solution and overcome the problems. Debilitating anxiety may make a learner flee to avoid the source of anxiety. So the degree of anxiety should be balanced. Teachers need to think about this and take action in teaching.2. Total Physical ResponseTPR reveals ___ (6) or grammar-based views of language. According to Asher, the verb, especially the verb in the ___ (7), as the central linguistic motif around which language use and learning are organized.The language learning theory in TPR is ___ （8). Learning is effective and meaningful through stimulus-response action.The objective of a TPR course is to develop learners’ communicative ability through the use of___ (9) drills in the imperative form.TPR syllabus is a ___ (10) one with teaching items of grammar and vocabulary. However, the focus is not on the structure, but on___ (11) in a way that grammar points and vocabulary items are selected according to__ (12) in which they are used.The learning and teaching activities in TPR are imperative drills such as orders, commands or instructions, which are used to elicit __ (13) actions and activity on the learner.TPR learners are listeners and __ (14). They are required to respond and monitor and evaluate their own progress.The teacher in TPR is active, directing the classroom __ _ (15) and turn taking to make sure everything goes well.二. Explain the following terms。
2021年自考《中学英语教学法》习题及答案(卷一)
2021年自考《中学英语教学法》习题及答案（卷一）1.When practising individual sounds, it is important to remember that such ear training activities are actually ___ for helping learners improve their communicative listening or speaking.A.sufficientB.not sufficientC.not necessaryD.not helpful答案：B2.To help our students pass exams is one of the purposes of our English teaching. Another purpose, which is very important, is to prepare our students to ___.e english in real lifeB.obtain knowledge about languageC.make up sentencesD.get a good job in the future答案：A3.In the inductive method of teaching grammar, the teacher induces the learners to realise grammar rules ___.A.by telling them the rulesB.by explaining in an explicit wayC.with explicit explanationD.without any explicit explanation答案：D4.Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s ___.A.receptive or activeB.productive or passiveC.receptive or passiveD.productive or active答案：D5.According to Nation (2001) receptive knowledge of vocabulary involves the following EXCEPT ___.(1) being able to construct it using the right word parts in their appropriate forms(2) knowing that there are some related words(3) being able to recognize that the word has been used correctly in the sentence in which it occurs(4) being able to recognize the typical collocationsA.(1)B.(2)C.(3)D.(4)答案：A6.When teaching new words that are difficult for the students to understand, for example, some technical words or words with abstract meanings, the teacher can ___.A.teach them in chunkse synonyms or antonymsC.translate and exemplifye a verbal context答案：C7.Look at the following activity in the classroom, and decide what kind of practice it is.chain of eventsteacher: now lets play a game. the first student starts a sentence with a second conditional clause. the next student takes the result of the sentence, reforms it into another condition and suggests a further result.for example, the first student says, “if i had a million dollars, i。
英语教学法练习题
《英语教学法（高起专）》练习题一I. Fill in the blanks.一、1. First of all, a teacher should be __ _(1) in the English language. The importance of being a good language user involves four points. First, a language teacher is a__ _ (2) for students to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with__ _ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, _ _ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to_ __ (5) class well, try new methods and adapt his or her teaching at any time.2. a. Writing is the result of employing__ _(6)to manage the composing __ _(7), which is one of gradually developing a __ _(8). It involves a number of activities: _ __(9), generating _ __(10)__ _(11), selecting appropriate language, making a draft, reading and reviewing it, then revising and__ _（12）b. To organize and connect information, there are two criteria: __ (13) and __ _(14). To be correct in __(15) and __ _(16) is of utmost importance. Of all these activities, _ __(17) plays a central role in improving writing.c. writing is a process of _ __(18) and _ __(19).d. According to Hedge, there are different genres into different types of writing, (20) __ (21) _ __(22) __ _ (23)__ _ (24) __ _ (25).e. __ _(26) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps__ _(27). Thinking not only _ __(28) ideas but also__ _ (29 )and organizes ideas.二、1. For both native speakers and non-native speakers, fluency includes __ _ (1), _ __ (2),__ _ (3) and __ _ (4). Fluency is a general term for good speaking __ _ (5).2. For different level accuracy means different things which go from _ __ (6) _ __ (7)to _ _ _ (8) _ __ (9).3. In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not ___ (10) accuracy at all.4. Humans acquire language by understanding messages or by receiving _ __ (11) _ __(12)in the _ __ (13) process.5. Engaging learners in __ _ (14) interaction in the second or foreign language classroom is essential and involvesthe processes of both _ __ (15) and _ __ (16) _ __ (17).6. In Krashen’s theory, adults have two distinctive ways of developing competence in second or foreign language learning,that is, _ __ (18) and __ _ (19).7. Anderson’s theory is that of the acquisition of cognitive skills, on simple interpretation, ranging from__ _ (20) __ _ (21) to__ _ (22) _ __ (23) .8. Teachers should provide _ __ (24) _ __ (25) to prepare the learners with their storage of languageinformation and __ _ (26) __ _ (27) for learners to communicate and to control their production.ld be __ _ (28) with learners too.Teachers’ role is not limited as an imparter; instead teachers shou。
(完整word版)英语教学法复习题
山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1）Discourse competence2）Mistake3）Critical period hypothesis4）Implicit knowledge5）Sight vocabulary6）Pragmatic competence7）task8）active vocabulary9）Exercises10）Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn’t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one’s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system’.3. Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat’s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky’s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person’s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。
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英语教学法复习题:一、Multiple-choice questions1. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning2. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation3. By language skills, we mean communicative skills involved in listening, speaking,reading and ( ).A. drawingB. describingC. practicingD. writing4. When did Harmer suggest the following measures for undisciplined acts and badlybehaving students ( )A 1984B 1985C 1983D 19865. What should the teaching of pronunciation focus onA. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation6. Which is not our realistic goal of teaching pronunciation listed belowA. creativityB. consistencyC. intelligibility D communicative efficiency7. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new8. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) ,and linkage.A. typeB. learnabilityC. attitudeD. language9. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning10. Linkage means the stages and the ( ) within each stage are planned in such away that they are someway linked with one another.A. directionsB. stepsC. goalsD. types11. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning12. Which is not the kind of stress that is important to achieving good pronunciationlisted belowA. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress13. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction14. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice15. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills16. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking17. In ( ) drill, the students change a given structure in a way so that they are exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution18. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice19. The attitudes or motions of a language user in choosing a word and the influence).of these on the listener or reader’s interpretation of the word refer to(A. denotative meaningB. connotative meaningC. collocationsD. antonyms20. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering21. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listening .22. Which of the following activities do you think would help prepare students forreal-life speech in EnglishA. reading aloudB. giving a prepare talkC. doing a drill of the above23. Which of the following principles of teaching speaking teachers should beaware ofA. Contextualizing practiceB. Personalizing practiceup confidence of the above24. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal25. Helping our students to develop the ability of automatic word recognition is thebasis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking26. Which of the principles and models for teaching reading is falseA. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model27. A ( ) is a purposeful collection of materials assembled over a period of timeby a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment28. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above29. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All theabove30. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening31. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.32. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act33. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image34. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening35. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing36. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions37. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %38. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above39. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion40. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new41. The principles for good lesson planning are in terms of aim, variety, flexibility,( ) , and linkage.A. typeB. learnabilityC. attitudeD. language42. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning43. Linkage means the stages and the ( ) within each stage are planned in such away that they are someway linked with one another.A. directionsB. stepsC. goalsD. types54. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning45. Which is not our realistic goal of teaching pronunciation listed belowA. creativityB. consistencyC. intelligibility D communicative efficiency46. In ( )drill, the students substitute a part in a structure so that they get toknow how that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking47. In ( ) drill, the students change a given structure in a way so that they areexposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution48. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice49. The attitudes or motions of a language user in choosing a word and the influencetion of the word refer to( ).of these on the listener or reader’s interpretaA. denotative meaningB. connotative meaningC. collocationsD. antonyms50. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above51. Which is not the kind of stress that is important to achieving good pronunciationlisted belowA. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress52. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction53. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice54. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills55. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers56. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning57. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation58. By language skills, we mean communicative skills involved in listening, speaking,reading and ( ).A. drawingB. describingC. practicingD. writing59. When did Harmer suggest the following measures for undisciplined acts andbadly behaving students ( )A 1984B 1985C 1983D 198660. What should the teaching of pronunciation focus onA. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation61. Which of the following principles of teaching speaking teachers should beaware ofA. Contextualizing practiceB. Personalizing practiceC. Building up confidenceD. all of the above62. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal63. Helping our students to develop the ability of automatic word recognition is thebasis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking64. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions65. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %66. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above67. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion68. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All theabove69. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening70. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.71. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act72. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image73. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening74. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing75. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering76. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listeningC. post-listening .77. Which of the following activities do you think would help prepare students forreal-life speech in EnglishA. reading aloudB. giving a prepare talkC. doing a drill of the above78. In the test format ( ), students are asked to complete paragraphs orsentences by either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers79 Which of the principles and models for teaching reading is falseA. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model80. A ( ) is a purposeful collection of materials assembled over a period of timeby a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment二、True or False1. There-stage model is advised in a reading lesion, that is, pre-reading, while-readingand post-reading.2. At the production stage, the students are encouraged to use what they have learned andpracticed to perform communicative tasks.3. Although the success of a speaking task depends on many factors, the followingcharacteristics are common in successful speaking tasks (Ur,1996): maximum native talk, even participation, high motivation.4. Whole class work can be used when presenting and explaining new language ornew information.5. The ideal systematic evaluation of a textbook would be a longitudinal one, whichincludes a pre-use evaluation, a whilst-use evaluation and a post-use evaluation.6. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think before speaking.7. Littlewood (1981:12) divides communicative speaking activities into two types:structural activities and social interaction activities.8. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.9. Criterion-referenced assessment is designed to measure how the performance of aparticular student or group of students compares with the performance of another student or group of students whose scored are given as the norm.10. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation, methodological preparation and practice in self-direction.11. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.12. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.13. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.44. Keeping a vocabulary notebook is seen as one way of helping students engagemore meaningfully with the new words that they are being exposed to in theirlanguage learning experiences.15. One’s overall competence in a foreign language involves performing effectivelyeach of the four skills (listening, speaking, reading and writing) separately.is an important 16. Making inference, which means “reading between the lines”,speaking skill.17. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”，“and listening without viewing”.18. The activities prediction, setting the scene, skimming and scanning are commonactivities in While-reading activities.19. Parents provide money and personnel for education. They need to know whetherthe programs they have planned are working well.20.International view considers language to be a communicative tool, whose main use isto build up and maintain social relations between people.21. If the student has got most of his language right but has made a trivial mistake,the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based s ystem and a large part of language acquisition is the learning of this system.principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.24. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.25. Since the teacher’s talk can be good models and useful input, it is best to keeptalk at a maximum level.the teachers’26. A portfolio is a purposeful collection of materials assembled over a period of timeby a learner to provide evidence of skills, abilities and attitudes related to their study.27. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.28. One’s overall competence in a foreign language involves performing effectivelyeach of the four skills (listening, speaking, reading and writing) separately.learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).view considers language to be a communicative tool, whose main use is to build up a nd maintain social relations between people.31. If the student has got most of his language right but has made a trivial mistake, the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.from the Russian verb educare.33. The word “education” comesprinciples may be used to guide every lesson planning .They are described below i n terms of aim ,variety, flexibility, learnability, and linkage.35. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think beforespeaking.36. There-stage model is advised in a reading lesion, that is, pre-reading,while-reading and post-reading.37. At the production stage, the students are encouraged to use what they haveLearned and practiced to perform communicative tasks.38. Although the success of a speaking task depends on many factors, thefollowing characteristics are common in successful speaking tasks (Ur,1996):maximum native talk, even participation, high motivation.39. Whole class work can be used when presenting and explaining new languageor new information.40. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, andsimple integration, which is a combination of activities involving different skills,kinked thematically.41. Making inference, which means “reading between the lines”,is an important speaking skill.and “writing for42. Some writing activities can be between “writing for learning” communication”．43. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understandinghuman beings.44. The register means the vocabulary that is commonly found in a specific discourse.45. Assessment involves the collecting of information or evidence of a learner’slearning progress and achievement over a period of time for the purposes ofimproving teaching and learning.46. Research in listening has shown that good listener is good predictors.47. According to Littlewood (1981:86), Pre-communicative activities includestructural activities and Quasi-communicative activities.48. Tactile learners learn more effectively through body experience whileKinesthetic learners learn more effectively through touch (hands-on).49. Making inference, which means “reading between the lines”, is an importantspeaking skill.50. Some writing activities can be between “writing for learning” and “writingcommunication”．51. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understandinghuman beings.52. A portfolio is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities and attitudes relatedto their study.53. Criterion-referenced assessment is designed to measure how theperformance of a particular student or group of students compares with theperformance of another student or group of students whose scored aregiven as the norm.54. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation,methodological preparation and practice in self-direction.55. Making inference, which means “reading between the lines”, is an importantspeaking skill.56. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate alot of learning. Useful techniques include “freeze frame”, “silent viewing”，“and listening without viewing”.57. The activities prediction, setting the scene, skimming and scanning arecommon activities in While-reading activities.58. The register means the vocabulary that is commonly found in a specificdiscourse.59. Assessment involves the collecting of information or evidence of a learner’slearning progress and achievement over a period of time for the purposes of improving teaching and learning.60. Since the teacher’s talk can be good models and useful input, it is best totalk at a maximum level.keep the teachers’三、Questionsare the criteria for evaluating how communicative classroom activities2. What are the most influential approaches in second/foreign languageteaching in recent years3. According to William J. Hutchins, what moral values should we promote in our teaching4. What are the five main components of communicative competence5. What are the Principals of Communicative Language Teaching6. As a language teacher, how should you design tasks7. How do you understand TBLT and its relationship with the CLTdevelopment of ELT since 1978 can be divided into four major are they。