《中学英语教学论》答案
《中学英语教材教法》复习题库及答案
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______。
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______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_____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____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______。
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_____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____，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_______。
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______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，_____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，_____ 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____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____评价方式。
英语教学论试题及答案
英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，以下哪项不是教学目标的范畴？A. 语言知识B. 语言技能C. 情感态度D. 学习策略2. 根据克拉申的输入假说，语言习得的最佳条件是什么？A. 学习者对语言材料的理解B. 学习者对语言材料的重复C. 学习者对语言材料的注意D. 学习者对语言材料的翻译3. 以下哪个教学模式强调了学生中心和自主学习？A. 任务型教学B. 交际教学C. 语法翻译法D. 翻译教学4. 在英语教学中，以下哪项不是有效的课堂管理策略？A. 明确规则B. 积极反馈C. 忽视学生D. 及时纠正错误5. 英语教学中的“TPR”教学法是指什么？A. 任务反应教学B. 总过程反应教学C. 肢体反应教学D. 测试准备教学二、填空题（每空1分，共10分）6. 克拉申的________假说认为，语言输入应该是“可理解的”，即略高于学习者当前水平。
7. 英语教学中的“TBLT”是指________，这是一种以任务为中心的教学方法。
8. 教师在课堂上使用________可以提高学生的参与度，激发学生的学习兴趣。
9. 英语教学中，教师应该鼓励学生使用________来表达自己的观点和想法。
10. 教学评价的目的是________，以促进学生语言能力的发展。
三、简答题（每题10分，共20分）11. 简述英语教学中“以学生为中心”的教学理念。
12. 描述一下在英语教学中如何实施“形成性评价”。
四、论述题（每题15分，共30分）13. 论述英语教学中文化意识的重要性及其在教学中的应用。
14. 分析现代技术在英语教学中的应用，并讨论其对提高教学效果的影响。
五、案例分析题（20分）15. 阅读以下教学案例，分析教师的教学策略，并提出可能的改进建议。
案例描述：某英语教师在教授高中英语课程时，发现学生对英语语法的学习兴趣不高。
为了提高学生的学习兴趣，教师决定采用游戏化教学方法。
在课堂上，教师设计了一个语法游戏，让学生通过角色扮演和小组竞赛的方式，学习并应用英语语法规则。
《英语教学论》练习测试题库
华中师范大学网络教育学院《英语教学论》练习测试题库及参考答案题型判断正误填空名词解释简答论述分值2020103020每小题分值1253*5, 5*320每套题题量2010281总题量804010405答题时间2020103020判断题1. Language is a logical system.nguage is capable of producing new forms and meanings.3.Minimal pairs are pairs of words that differ only in one sound.4.The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5.In general, a rising intonation is seen as being more impolite that a falling one.6.Conscious knowledge of rules does not help acquisition according to Krashen.7.The goal of foreign language teaching is to produce over-users of monitor.8.Krashen believes that adults are better language learners, while children are better language acquirers.9.For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10.The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11.One function of a language can only be expressed by one structure.12. A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.ually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14.The stages of a lesson overlap.15.At each stage of the lesson, activities focus on all four skills.16.Lesson plans are useful only before the lesson.17.If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18.There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson. 19.In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20.It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21. A real good lesson plan should be long and complicated with detailed lesson notes.22.Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23.All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24.Writing a comment after each lesson is a useful habit for a teacher to get into.25.It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26.Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27.The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28.The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.29.In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.30.The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31.Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32.Learning is more effective when the learners are actively involved in the learning process.33.With regard to syllabus design, the Communicative Approach emphasizes topics.34.Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35.The Total Physical Response method emphasizes comprehension and the use of physical actions to teacha foreign language at an introductory level.36.The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37.In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38. A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39.The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40.The vowel is produced without (or with little) restriction during its production and is always voiced.41.Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42.Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.43. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44.The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45.Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46.Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.ually low key is used for emphasis and contrast; mid key indicates an expected, neutral attitude; and low key provides low information.48.Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is usedfor questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.49.The most powerful signal of stress is a change of pitch on the vowel.50.Syllables are short when they are stressed.51.Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.52.Metaphor is a way of talking about one thing in terms of another. It is a device for creating and extending meaning.53.The relationship between the spoken and written word is identical in English.54.Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55.Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56.An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57.An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58.In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59.In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60.The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61.If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62.An important part of the skill of listening is being able to predict what the speaker is going to say next63.In an English class we are usually concerned with casual listening.64.It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65.Students almost always enjoy listening to stories.66.If the teacher were talking too much in class the students would not be learning.67.Listening activities can only be conducted with the whole class.68.When the students listen to recorded materials there is very little opportunity for immediate interaction.69.Silent reading involves looking at the text and saying the words silently to yourself.70.There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.71.To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.72.The teacher can help the students to read a text by reading it aloud while they follow in their books.73.Normally when we read our eyes flick backwards and forwards over the text74.In order to understand a text well, it is absolutely necessary to understand every word in the first place.75.Authentic materials can only be used in the classroom for beginners.76.Texts are usually used in English classes for two main purposes: as a way of developing readingcomprehension and as a way of learning new language.77.Through reading the students not only learn new language, but also develop their reading skills.78.When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79.Planned conversations usually degenerate into silence or involve only a small number of students.80.If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.判断题答案1.F2.T3.T4.T5.F6.T7.F8.T9.T10.F11.F12.F13.F14.T15.F2.16.F17.T18.T19.T20.F21.F22.T23.T24.T25.F26.T27.T28.T29.T30.T31.T32.T33.F34.F35.T36.F37.F38.T39.T40.T41.T42.T43.F44.T45.F46.T47.F48.T49.T50.F51.T52.T53.F54.T55.F56.F 57.T 58. F59.T 60.T61.F62.T63.F64.T65.T66.F67.F68.T69.F70.F71.F72.F73.T74.F75.F76.T77.T78.T79.T80.T填空题1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.2.Linguistics is the study of language as a system of human ____.3.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4._____ is the study of second and foreign language teaching and learning.5.Sociology is the study of language in relation to ____, such as social class, educational level and so on.6.At a macro level, society and community influence classroom teaching ____.7.The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8.The goals for secondary education are ____ from those for higher education.9.Syllabus determines teaching aims, objectives, contents and ____.10.Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11.The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.12.The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13.The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14.According to the functionalists, language has three functions: ____, expressive, and social.15.____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16.According to Skinner, language behavior can only be studied through observation of the ____ factors.17.According to the behaviorists, all learning takes place through ____.18.Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19.The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20.Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21.If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______ .22.The cardinal rule means _________________ .23.“Knowing English” must mean knowing how to __________ in English.24.The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25.The attitudinal and emotional factors can be expressed in an item of vocabulary. These are often referred to as ____.26.____ refers to varieties of language defined by their topic and context of use.27.Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.28.There is a lack of consistency between ____ and pronunciation in English.29.Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30.The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms. Each form is the ____ of the grammarian’s analysis.31.Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32.When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33.The complex form-function relationship is not a simplified, a one-to-one ____.34.________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35.________ is often described as the music of speech—the way the voice goes up and down as we speak.36.Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37.At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38.When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.39. A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.40.The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.填空题答案1.pedagogymunicationnguage4.Applied linguistics5.social factors6.indirectly7.economic8.different9.methods10.principles11.functional12.structural13.SVO14.descriptive15.Syntax16.external17.habit formation18.behavior19.interplay20.universal grammar21.topic 22.one thing at a municatee25.connotation or affective meaning26.Register27.hyponyms28.spelling29.structure30.product nguage use 32.skill33.correspondence, or: relationship34.Sounds35.Intonation36.structure37.the grammar-translation method38.approach39.method40.overgeneralization名词解释题目1.Approach2.technique3.method4.methodology5.sociolinguistics6.SR-model7.phoneme8.casual listening9.The Audiolingual Method10.The Communicative Approach名词解释答案1. When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2. When we talk about a technique, we mean a procedure used in the classroom. Techniques are the tricks in classroom teaching.3. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4. Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5. Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6. SR-model refers to a connection which is established between a stimulus or stimulus situation (s) and the organism’s response (R) to this stimulus.7. A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature.8. When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.9. The Audiolingual Method is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.10. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.简答题1.How do you understand the difference between approach, method, and technique?2.What are the three views of language that support popular foreign language teaching?3.What are the elements with which a method is concerned?4.What are the points of concern of methodology?5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacherhave in order to do his/her job well?6.In what sense can an understanding of the context of education contribute to language teaching andlearning?7.Why do we say assessment has great backwash effects on foreign language teaching and learning?8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?9.Does Krashen’s theory of second language acquisition begin with theories, or with data?10.What is the role of formal learning according to the monitor hypothesis?11.According to Krashen, there is only one way for human to acquire language. What is it?12.What is the function of the affective filter?13. What are some of the main stages of a lesson?14. What is the focus of a Grammar-Translation classroom?15. What language skills are emphasized by the Grammar-translation Method?16. What are the main techniques used in a Grammar-Translation classroom?17. What specific aspects does communicative competence include?18. What language skills are emphasized by the Direct Method?19. How should language rules be learned according to the Direct Method?20. Why is first language forbidden in a Direct Method classroom?21. How can we describe the main proficiency goal of the teaching and learning of pronunciation?22. What kind of words tend to be stressed, and what kind of words tend to be unstressed?23. Why should we teach pronunciation and intonation in context?24. What are the two functions of intonation?25. What are the techniques which you can use to teach intonation in a meaningful way?26. What kind of knowledge do you need to have if you say you know a word?27. What are the three main forms of word building in English?28. How do you decide whether a word should enter the students’ active or passive vocabulary?29. What are the six principles to remember when presenting new vocabulary in class?30. What tricks can a teacher teach his students to use to memorize vocabulary?31. What is the relationship between the grammatical forms of a language and their communicativefunctions?32. What are the three different views on grammar teaching?33. What is the major difference between deductive learning of grammar and inductive learning ofgrammar?34. What are the two objectives in presenting a new structural item?35. What are the factors that contribute to successful practice of grammar?36. Why is listening important in learning English?37. What’s the difference between casual listening and focused listening?38. What are some of the advantages of using a cassette recorder?39. What kind of questions should we ask our students when we want to give them a reason to read?40. Why do we say that reading aloud is not very useful for reading a text in class?简答题答案1.When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning. When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure. A method will consist of a number of techniques, probably arranged in a specific order. The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes. If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.They are the structural view; the functional view and the interactional view.3.There are six elements:1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials; and6.the techniques and procedures to use.4.The points of concern of methodology include:a. the study of the nature of language skills (eg. reading, writing, speaking, listening) and procedures forteaching themb. the study of the preparation of lessons plans, materials, and textbooks for teaching language skillsc. the evaluation and comparison of language teaching methods (eg. the Audiolingual Method)d. such practices, procedures, principles, and beliefs themselves. (Richards, et al, 1985: 177)5.He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy. He should also know that a lot of variables influence classroom teaching. Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching. If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6.Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method. Other things influence English language teaching (ELT) greatly. Refer to the nine variables discussed in the text.7.Both positive and negative backwash effects. Assessment can provide teachers with feedback for lesson planning and remedial work. Students can also get information about their learning and progress, thereforehave a sense of achievement. Through assessment they get to know their problems and areas for further study and improvement. However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Krashen’s theory of second language acquisition begins with theories or assumptions, not with data. He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. Acquisition initiates the speaker’s utterances and is responsible for fluency. Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.By understanding meaningful messages or comprehensible input; the formula is i + 1.12.According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it. The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence; if the filter is “up”, the input is blocked and does not reach the LAD. Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”13.Here are some of the main stages of a lesson:a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way. Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely. Like practice,production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or thestudents listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or asa preparation for a new presentation.<0225>14.The focus of a Grammar-Translation Method is grammar. The process of learning grammar is considered an important means of training mental abilities. The teaching materials are arranged according to the grammatical system.15.Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study. This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1) Reading, 2) Translation, 3) Deductive teaching of grammar, 4) Analysis and comparison, 5) Memorization, 6) Reading comprehension questions, and 7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.Communicative competence includes:a) knowledge of the grammar and vocabulary of the language,b) knowledge of rules of speaking (eg. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations),c) knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations,d) knowing how to use language appropriately.18.Conversational skills are emphasized, though the teaching of all four skills is considered important. Reading and writing exercises should be based upon what the students have practiced orally first. Pronunciation is paid attention to from the beginning.19.Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned. Students work out the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best be learned by being used actively in the classroom.20.The direct methodologists view foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language form s and meanings in the target language. Mother tongue is considered as an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learn the rules, but to provide direct practice in speaking and listening。
《中学英语教材教法》复习题库及答案.
D.由学枝馋导、教师.家长共同 冬与的
20.《英语课程标准》但导•
侶#学生枳极參与教学过程・
A.任务型教学途径
B.以自学为主的学习
C・听.说張先、读.写跟上的教 学途卷
D.以“结构一功能”大纲为指导 思想的教学
21.突出学生主体的含义足
A.在教学中，教师应帝助学生提 高学习成绩
A.语言知识的接受和枳累
B.机械性的模仿和操练
C.学生的体验学习和贯彻•做中 学”原则
D.学生的智力开发
45.合理使用好現行初中英语教材的 原则Z—足一•
A.贯彻“一纲一本”的廉则
B.选取一本以上的教材作为选定 教材的补充
C.把规定的教材作为一种辅助材 料
D.把规定的教材作为唯一的依据
47.Skinner在他的《言语行为》一节中用述了— 作为理论基础在语吝 教学中的运用•
A.培养学生和讲英语国家的人直 接交漁的能力
B.选择阅it材料
C.利用阅渎技巧
D.提高阅读速度和扩大阅读就
2&在新《英语课程标准》Z前的教 学人纲注重—•
A.形成性评价
B.评价的教仔发展功能
C.教师.学校评价
D.态度惜感.文化JS识等方面的 评价
29.非智力因素不包括_・
A.知识和技能
BHale Waihona Puke 兴趣C.自佶心理论基础・
A.任务型教学法
B.听说法
C.认知法
D.交际法
10.耍尽量让学生在—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.典实情坎
C.老师讲解
D.听说读写
11•在我＜］提倡和推进听、说.读. 写综合讽练的同时.还应当侧乘培养 学生的•
英语教学论课后答案.docx
英语教学论课后答案问：创业者在撰写创业计划书前，需要思考和研讨如下问题：答：行业定位经营策略竞争形势分析目标客户企业选址问：一般而言,利率变化要滞后于通货膨胀。
( )答：√问：按照创业机会的来源可以将创业机会分为哪三种机会?()答：问题型机会组合型机会趋势型机会问：用人单位招用与其他用人单位尚未解除或者终止劳动合同的劳动者，给其他用人单位造成损失的，应当：（）答：C问：资源整合原则。
答：识别利益相关者及其利益构建共赢的机制维持信任长期合作问：新创企业股权分配的目标是：（）答：激励公平问：熟语“悟入必自功夫中来”。
这句话指的是一种什么精神？答：专注的钻研精神问：下列属于封闭式问卷优点的是答：可用于探索性研究问：下列（）不属于大数据的4V特征。
答：Volum问：下列选项中，问卷设计的排序原则包括（）。
答：ABCDF问：创业者在销售方面的主要问题是服务对象()答：不明确问：对于程度低发生频率也比较低的风险可以采用风险抑制的方式应对。
答：错问：智慧职教: 责任意识是一种自觉意识，是清楚明了地知道什么是责任，并自觉、认真地履行社会职责和参加社会活动过程中责任，把责任转化到行动中去的心理特征。
答：1问：“自我实现人”是马斯洛提出的。
（）答：√问：下列词中哪些词属于近代音？答：麻婆豆腐麻雀问：员工违反规章制度给企业造成经济损失和败坏企业声誉，企业可以分别予以警告，罚款，降职:（），辞退，开除等处罚；答：留用察看问：数组A[0..4,-1..-3,5..7]中含有元素的个数________。
答：<p>45</p>问：下列属于组织转型涉及到的层面是()。
答：职能转变流程再造架构改革公众与政府关系的重构问：0.7-1是个人创业能够提供的岗位数量。
()答：错误问：信息化战争对于信息的高度依赖需要（）的全力保障。
答：空间系统。
英语教学论试题及答案
英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应注重培养学生的哪种能力？A. 应试能力B. 交际能力C. 语法分析能力D. 词汇记忆能力答案：B2. 以下哪项不是语言输入理论的组成部分？A. 可理解性输入B. 语言输出C. 语言习得D. 语言输入答案：C3. 交际语言教学法强调的是？A. 语言形式B. 语言功能C. 语言结构D. 语言规则答案：B4. 任务型语言教学法的核心是？A. 语法练习B. 词汇记忆C. 语言技能D. 完成具体任务答案：D5. 以下哪项不是英语教学中常用的教学方法？A. 直接法B. 翻译法C. 情景法D. 语法翻译法答案：D二、填空题（每题2分，共20分）1. 英语教学中，教师应通过______来激发学生的学习兴趣。
答案：多种教学活动2. 语言输入假说认为，语言习得需要______的输入。
答案：可理解性3. 交际语言教学法认为，语言教学的目的是让学生能够进行______。
答案：有效交际4. 任务型语言教学法强调通过______来学习语言。
答案：完成任务5. 英语教学中，教师应注重培养学生的______能力。
答案：自主学习能力三、简答题（每题10分，共30分）1. 简述任务型语言教学法的主要特点。
答案：任务型语言教学法的主要特点是将语言学习与实际使用结合起来，通过完成具体任务来促进语言知识的学习与应用。
2. 描述一下英语教学中如何有效地进行词汇教学。
答案：有效进行词汇教学的方法包括：使用上下文来教授词汇；通过多种活动让学生在实际语境中使用新词汇；鼓励学生使用词汇进行创造性写作或对话。
3. 论述英语教学中教师角色的变化。
答案：在英语教学中，教师的角色从传统的知识传授者转变为引导者、组织者和促进者，更多地鼓励学生自主学习，参与讨论和合作学习。
四、论述题（每题30分，共30分）1. 结合实际，论述英语教学中如何培养学生的跨文化交际能力。
答案：在英语教学中，培养学生的跨文化交际能力可以通过以下方式实现：首先，教师可以引入不同文化背景的阅读材料，让学生了解不同文化的特点；其次，通过角色扮演、模拟对话等活动，让学生在实际语境中练习跨文化交际；再次，鼓励学生参与国际交流项目，直接与不同文化背景的人交流；最后，教师应培养学生的批判性思维能力，帮助他们理解和尊重文化差异。
中学英语教学理论与实践答案
中学英语教学理论与实践答案一、名词解释11.学习策略, 是指在学习情景中, 学生对学习任务的认识, 对学习方法的调整和对学习过程的调控。
2. 文化意识是指对"语言国家的历史地理、风土人情、传统习俗、生活习惯、生活方式、文学艺术、行为规范、价值观念等”的认识。
3. 语法翻译法( The Grammar-translation Method)这是一种以语法、词汇为主, 经过阅读材料进行译入、译出练习, 并借以培养学生阅读文学作品能力的教学方法。
4.形成性评价指在教学过程中为了获得有关学习的反馈信息, 对学生所学知识的掌握程度所进行的系统评价, 是针对学生的学习行为与能力发展所进行的过程性评价, 是教学过程的有机组成部分。
5. 所谓非智力因素是指智力因素以外的一切心理因素, 包括学习需求、学习动机、学习态度、学习兴趣及学习者的性格、意志、年龄、学习方式和学习习惯等。
6. 外语学习的需求因素包括学习的外部诱因和内部需求。
前者指由外部动力推动或受外部情境支配而产生的需求, 如社会发展和环境变化所引起的需求; 后者指由学习者内部动力促发, 受心理支配而产生的需求, 如对知识、情感和成就的需求等。
7. 外语学习动机是激发学生朝着外语学习目标前进的心理动因和心理倾向。
外语学习动机能够分为"远景动机"和"近景动机"。
前者是指与学习结果和社会责任相联系的动机, 与宏观诱因相关。
例如, 为祖国富强、为提高个人文化素质和道德水平、立志将来有所作为等而学习外语; 后者是指于学习活动和具体行为目标相联系的动机, 与内部需求紧密相连。
8. 成长记录袋(Portfolio)亦称成长档案袋和学习文件夹, 是记录学生学习过程与成果的一种工具。
成长记录袋是一个有用的评价工具, 能够用于总结性评价, 更能够用于形成性评价, 有时也能够用于选拔。
根据档案袋中记录内容的不同, 记录袋能够分为两种, 一种是成果型记录袋, 另一种是过程型记录袋。
华师16秋《英语教学论》在线作业答案
华师16秋《英语教学论》在线作业答案一、断定题（共50 道试题，共100 分。
）V 1.Th vowl is prou without (or with littl) rstrition uring its proution n is lwys voi.. 过错. 准确尺度谜底：2.Listning tivitis n onlyonut with th whol lss.. 过错. 准确尺度谜底：3.Lsson plns r usful only for th lsson.. 过错. 准确尺度谜底：4.Th most ovious hrtristis of th ommunitiv pproh is tht lmost vrything tht is on is on withommunitiv intnt.. 过错. 准确尺度谜底：5.Krshn livs tht ults r ttr lngug lrnrs, whil hilrn r ttr lngug quirrs.. 过错. 准确尺度谜底：6.It is pt y most xprts of forign lngug thing tht th Grmmr-Trnsltion Mtho origint from th 16th ntury. . 过错. 准确尺度谜底：7.It is importnt for th thr to show stunts how sy it is to unrstn somthing from uthnti mtrils rthr thn how iffiult it is to unrstn vrything.. 过错. 准确尺度谜底：8.Of th four possil tun movmnts, high fll is us for sttmnts n wh-qustions; high ris is us for qustions sking for rptition of somthing; low ris is for ys/no qustions, t. n fll ris is for orrtions n polit ontritions.. 过错. 准确尺度谜底：9.Mtphor iswy of tlking out on thing in trms of nothr. It isvi for rting n xtning mning.. 过错. 准确尺度谜底：10.If th hosn topi foronvrstion lsson is too gnrl it will not xit th stunts, if it is too spifi som stunts willintrst, n othrs not.. 准确尺度谜底：11.For Krshn, th fftiv filtr is th prinipl sour of iniviul iffrn in son lngug quisition.. 过错. 准确尺度谜底：12.Th thr n hlp th stunts to rtxt y ring it lou whil thy follow in thir ooks.. 过错. 准确尺度谜底：13.Until th 16th ntury Ltin ws tught through tiv us of sph n writtn txt without grmmr nlysis.. 过错. 准确尺度谜底：14.Through ring th stunts not only lrn nw lngug, ut lso vlop thir ring skills.. 过错. 准确尺度谜底：15.Whn th stunts listn to ror mtrils thr is vry littl opportunity for immit intrtion.. 过错. 准确尺度谜底：16.Th nturl orr hypothsis is prsum y Krshn toth rsult of th lrn systm, oprting fr of onsious grmmr. . 过错. 准确尺度谜底：17.Miniml pirs r pirs of wors tht iffr only in on soun.. 过错. 准确尺度谜底：18.Th thory of lngug unrlying th Grmmr-Trnsltion Mtho ws riv from omprtiv Historil Linguistis.. 过错. 准确尺度谜底：19.uthnti mtrils n onlyus in th lssroom for ginnrs.. 过错. 准确尺度谜底：20.Pith is prou y frquny of virtion of th vol ors. Th highr th frquny, th highr th pith.. 过错. 准确尺度谜底：21.In orr to kp stunts intrst in lrning nglish it is importnt to inluvrity of tivitis n thniqus in th lsson.. 准确尺度谜底：22.If th thr uss th sm thniqus, som stunts my not hv th hn to lrn in th wy tht suits thm st.. 过错. 准确尺度谜底：23. norml lsson shoul hv th ll th stgs isuss in this unit n th stgs shoulin fix orr.. 过错. 准确尺度谜底：24.Smntiztion mns tht vry nw wor shoulprsnt in suhwy tht its mning oms lr to th lrnr.. 过错. 准确尺度谜底：25.Writingommnt ftr h lsson isusful hit forthr to gt into.. 过错. 准确尺度谜底：26.Th k-hining thniqu mns th stunts rptsntn ftr th thr, strting from th n prt of th sntn n moving towrs th ginning.. 过错. 准确尺度谜底：27.Ingrmmr-trnsltion mtho lssroom, ring n writing r th mjor fous; littl or no systmti ttntion is pi to spking or listning, us litrry lngug is onsir suprior to spokn lngug n is thrfor th lngug stu. 过错. 准确尺度谜底：ullylsson shoul fous on prtiing on singl skill so tht th stunts n vlop tht skill sussfully.. 过错. 准确尺度谜底：29.Th Totl Physil Rspons mtho mphsizs omprhnsion n th us of physil tions to thforign lngug t n introutory lvl.. 过错. 准确尺度谜底：30.If th thr wr tlking too muh in lss th stunts woul notlrning.. 过错. 准确尺度谜底：31.Th rltionship twn th spokn n writtn wor is intil in nglish.. 过错尺度谜底：32.Th wys in whih wors follow on nothr n r rlt to on nothr is ll th syntgmti imnsion of lngug, th imnsion of “hining” or “squning”.. 过错. 准确尺度谜底：ully low ky is us for mphsis n ontrst; mi ky inits n xpt, nutrl ttitu; n low ky provis low informtion.. 过错. 准确尺度谜底：34.Thr is no on solutly orrt wy to rw uplsson pln n h thr will i wht suits him or hr st, ut ll goo lsson plns givlr pitur of wht th thr intns to o in th lsson.. 过错. 准确尺度谜底：35.Th most powrful signl of strss ishng of pith on th vowl.. 过错. 准确尺度谜底：36.Fk rfrs to ny informtion whih provisrport on th rsult of ommunition whih tks pl not only twn th listnr n th spkr.. 过错. 准确尺度谜底：37.Th Silnt Wy is s on th prmis tht th stunts shoulsilnt s muh s possil in th lssroom.. 过错. 准确尺度谜底：38.Lngug islogil systm.. 过错. 准确尺度谜底：39.To unrstnwor, you hv to r ll th lttrs in it; to unrstnsntn you hv to r ll th wors in it.. 过错. 准确尺度谜底：40.Th im of th prti stg is to us th lrnrs to sor th strutur thoroughly.. 过错. 准确尺度谜底：41.Thniqus for grouping itms of voulry fll into thr gnrl tgoris: smnti fils, phonologil sts n grmmtil sts. Grouping itms rlt y topis, for xmpl, typs of fruit, longs to th smnti fils.. 准确尺度谜底：42.In Hmmr’s fiv-stp mol, th purpos of “liittion” is to provi th thr with f k s to wht to o nxt.. 过错. 准确尺度谜底：43.Silnt ring involvs looking t th txt n sying th wors silntly to yourslf.. 过错. 准确尺度谜底：44.Th gol of forign lngug thing is to prou ovr-usrs of monitor.. 过错. 准确尺度谜底：45.ll goo lsson plns givlr pitur of wht th thr intns to o in th lsson.. 过错. 准确尺度谜底：46. phonm is th smllst istintiv soun unit, inpl of hng in iffrnt phonti nvironmnts.. 过错. 准确尺度谜底：47.Vowls r form minly y th position of th tongu n, sonrily, y th shp of th lips n movmnt of th jw.. 过错. 准确尺度谜底：48.If w sk th lss to listn n w sk th qustions ftrwrs, w r hlping thm improv thir listning skill in.. 过错. 准确尺度谜底：49.n xris with htrognity n lso hvpositiv fft on lrnr ttitu n motivtion. It provis n opportunity for th thr to giv slowr or lss onfint stunts th pprovl n nourgmnt thy n.. 过错. 准确尺度谜底：50. rl goo lsson pln shoullong n omplit with til lsson nots.. 过错. 准确尺度谜底：。
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师范学院
成人教育学院英语专业专升本英语学科课程教学论课程考试卷
评分标准/参考答案
Ⅰ. Choose the best answer (1×20 =20)
本题为选择题，共计20小题，每小题均有四个选项，要求学生从中选出最恰当的一个答案，每小题计1分，共计20分。
1.B
2.A
3.C
4.A
5.C
6.A
7.B
8.B
9.A 10.B 11.B 12.C 13.A 14.C 15.B 16 .C 17.A 18.B 19.D 20.D
Ⅱ. Decide the following statements true or false. (1×30 =30)
本题为判断正误题, 共计30个小题，每小题计1分，共计30分。
21.B 22.B 23.B 24.A 25.A 26.A 27.B 28.B 29.B
30.B
31.B 32.A 33.B 34.A 35.A 36.A 37.A 38.A 39.A
40.B
41. B 42.A 43.A 44.B 45.A 6. A 47.B 48. A 49. B 50. A
III. Answer questions . (1×20=20)
该题为简答题。
共4个小题，51题5分, 52题6分，53题5分，54题4分，共计20分。
(5+6+5+4=20) 51. （1）language
(2) language skills
(3) learning
(4) affect
(5) cultural
52. （1）communicative purpose
(2) communicative desire
(3) content, not form
(4) variety of language
(5) no teacher intervention
(6) no material control
53. （1）linguistic competence
(2) pragmatic competence
(3) discourse competence
(4) strategic competence
(5) fluency
54. （1）a purpose
(2) a context
(3 ) a process
(4) a product
以上每小题的答案要点，答到即得分，次序可打乱排列。
IV. Design a lesson plan. (30×1=30)
该题1个大题，分值为30分。
该题采用总体评分法，分为四个等级。
24-30分: 教学内容清晰准确、重点突出，教学步骤合理，设计新颖，符合新课程标准理
念，有合理生动的情境设置，引导发现
过程完整，语法讲解清楚准确和语法练
习多元且有意义练习。
16-23分:教学内容清晰、重点比较突出，教学步骤相对合理，基本符合新课程标准理念，
有情境设置，引导发现，和语法练习等
完整步骤。
8-15分: 教学内容不清晰、重点不突出，教学步骤不合理、不符合新课程标准理念，没
有情境设置，直接讲述语法，练习设计
属于机械操练。
8分以下：条理不清，思路混乱，目标内容与教学步骤不一致，违反新课程标准理念。