英语教材教法试题带答案

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小学英语教师教材教法理论考试试题(及答案)

小学英语教师教材教法理论考试试题(及答案)单位姓名分数（课程标准部分65分）一、选择题：根据新课程标准，选择正确答案（15分）（）1、评价一节课是否符合新课标精神，应该，看学生思考的层次和看老师否创造性地运用了教材。

A、看学生主动性是否被调动起来B、看老师是否讲解到位C、看学生是否注意力集中D、看老师是否运用了先进的教学手段（）2、是实施新课程改革的主力军，是新课程实施的研究者、开发者和具体。

A、教师，实施者B、学生，参与者C、行政领导，参与者D、校长，实施者（）3、课程目标的级别不完全等同于基础教育阶段的各个年级。

从3年级开设英语课程的学校，3、4年级应完成，5、6年级完成；A、第五册—第八全册B、第九—第十二全册C、一级目标，二级目标D、二级目标，三级目标（）4、各地区可以根据国家课程的有关政策规定，根据当地的条件和需要，适当调整相应学段英语课程的目标。

A．县级管理 B.一级管理 C.二级管理 D.三级管理（）5、语言技能一级目标中读写要求：能看图识字；能在指认物体的前提下认读所学词语；能在图片的帮助下读懂简单的小故事; 能正确。

A、朗读课文B、背默课文C、表演小节目D、书写字母和单词（）6、语言技能一级目标中说唱要求的第一个要求是。

A、能根据录音模仿说英语B、讲述简单的小故事C、能说最常用的日常套语D、能唱一首英语歌（）7、语言技能一级目标中玩演的要求：能用英语做游戏并在游戏中用；能做简单的角色表演；能表演英文歌曲及简单的童话剧等。

A、英语进行简单的交际B、用简单的英语讲简单的故事C、表演小故事或童话剧D、能看懂英文动画片（）8、教师要积极利用各种教学资源，教材，设计适合学生发展的教学过程。

A、合理地教B、创造性地使用C、按照要求使用D、按部就班地用（）9、课程目标二级要求能在图片的帮助下听懂、、并讲述简单的故事。

A、读懂B、写出C、背诵D、描写（）10、课程目标二级要求能根据图片或提示。

英语教学法试题 (附答案)

英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。

英语教材教法试题带答案

英语教材教法试题带答案___nguage Skills (C)A。

Includes the ability to listen。

speak。

read。

write。

and translate.B。

___.C。

Includes the skills of listening。

speaking。

reading。

writing。

and the ___.D。

___.2.The reform of the English curriculum n system mainly emphasizes (B)A。

___.___.___.D。

___.3.When designing "task-based" teaching activities。

teachers can ignore (D)A。

Activities should be based on students' life experiences and interests。

and the content and methods should be as realistic as possible.B。

Activities ___ and n een English and other subjects.___' ability to acquire。

process。

and use n。

communicate in English with others。

___.D。

Activities ___ and should not extend to learning and life outside the classroom.4.Which of the following ns is not within the scope of learning strategies。

(A)A。

Using -visual and ork resources to ___.B。

英语教材教法试题及答案

英语教材教法试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应该如何引导学生进行有效的词汇学习？A. 通过大量阅读B. 通过反复听写C. 通过上下文猜测词义D. 通过词汇游戏2. 在英语教学中，哪种方法可以提高学生的口语表达能力？A. 角色扮演B. 语法练习C. 词汇测试D. 阅读理解3. 以下哪项不是英语教学法的特点？A. 以学生为中心B. 重视语言的实际应用C. 强调语法规则的掌握D. 鼓励学生自主学习4. 英语教学中，教师如何激发学生的学习兴趣？A. 增加课堂作业量B. 严格课堂纪律C. 创设情境，进行互动D. 只讲授语言知识5. 英语教学中，哪种评价方式更能促进学生全面发展？A. 单一的笔试B. 定期的口语测试C. 只关注学生的成绩D. 综合评价学生的学习过程和结果6. 英语教学中，教师应该如何处理学生的个体差异？A. 统一教学进度B. 忽视学生差异C. 根据学生能力分组教学D. 只关注优秀学生7. 以下哪种教学活动不适合提高学生的听力理解能力？A. 听英语歌曲B. 听英语广播C. 看英语电影D. 做英语语法练习8. 在英语教学中，教师如何帮助学生克服学习障碍？A. 增加作业量B. 鼓励学生提问C. 忽视学生困难D. 只关注教学进度9. 英语教学中，教师应如何培养学生的跨文化交际能力？A. 教授文化知识B. 只关注语言技能C. 组织文化交流活动D. 避免讨论文化差异10. 以下哪种教学策略不利于培养学生的批判性思维？A. 鼓励学生提出问题B. 引导学生进行辩论C. 只提供标准答案D. 鼓励学生自主探索答案：1-5：C A C D D6-10：C B D C C二、填空题（每题1分，共10分）1. 英语教学中，教师应注重培养学生的________能力，以适应未来社会的需求。

答案：综合语言运用2. 英语教学法强调学生在语言学习过程中的________角色。

答案：主体3. 在英语教学中，教师应采用________教学方法，以提高教学效果。

英语教材教法试题及答案

英语教材教法试题及答案一、选择题（每题2分，共20分）1. 在英语教学中，以下哪项不是有效的教学方法？A. 直接教学法B. 任务型教学法C. 翻译教学法D. 交际教学法答案：C2. 英语教材中，通常用来激发学生兴趣和参与度的活动是？A. 语法练习B. 词汇测试C. 角色扮演D. 阅读理解答案：C3. 英语教学中，下列哪项是对学生进行听力训练的？A. 看图说话B. 听写练习C. 口语交流D. 写作练习答案：B4. 在英语教材中，以下哪项不是语言技能？A. 听B. 说C. 读D. 写答案：无正确答案（以上都是语言技能）5. 英语教材编写时，以下哪项不是考虑因素？A. 学生年龄B. 学生兴趣C. 教师经验D. 教学目标答案：C6. 英语教学中，以下哪项是对学生进行口语训练的？A. 听力理解B. 词汇记忆C. 口头报告D. 书面表达答案：C7. 英语教材中，通常用来培养学生阅读能力的练习是？A. 听力练习B. 口语练习C. 阅读理解D. 写作练习答案：C8. 在英语教学中，以下哪项是对学生进行写作训练的？A. 填空题B. 选择题C. 完形填空D. 作文答案：D9. 英语教材中，以下哪项不是教学资源？A. 教科书B. 练习册C. 教学挂图D. 学生手册答案：D10. 在英语教学中，以下哪项是对学生进行词汇训练的？A. 听力练习B. 口语练习C. 词汇游戏D. 写作练习答案：C二、填空题（每题2分，共20分）1. 英语教学中，教师应鼓励学生进行________，以提高他们的语言运用能力。

答案：交际互动2. 英语教材的编写应遵循________原则，以满足不同学生的需求。

答案：因材施教3. 在英语教学中，________是一种有效的教学方法，它能够提高学生的语言表达能力。

答案：角色扮演4. 英语教材中，________是培养学生写作能力的重要练习。

答案：写作指导5. 在英语教学中，________是提高学生听力理解能力的有效手段。

小学英语教法试题及答案

小学英语教法试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应该注重培养学生的哪项能力？A. 阅读能力B. 写作能力C. 听说能力D. 语法分析能力答案：C2. 以下哪种教学方法适合小学生学习英语？A. 直接教学法B. 任务型教学法C. 语法翻译法D. 情景教学法答案：B3. 小学英语课堂上，教师应该使用哪种语言进行教学？A. 全英文B. 全中文C. 中英混合D. 根据学生水平决定答案：A4. 以下哪种活动不适合作为小学英语课堂的热身活动？A. 唱歌B. 听故事C. 做数学题D. 角色扮演答案：C5. 在小学英语教学中，教师应该如何处理学生的发音错误？A. 立即纠正B. 课后纠正C. 忽略不计D. 鼓励学生自我纠正答案：D二、填空题（每题2分，共20分）1. 小学英语教学应该注重培养学生的__________能力。

答案：语言交际2. 教师在课堂上应该使用__________来吸引学生的注意力。

答案：多媒体工具3. 小学英语教学中，__________是提高学生学习兴趣的有效方法。

答案：游戏化教学4. 教师应该鼓励学生在课堂上__________，以提高他们的听说能力。

答案：积极参与5. 小学英语课堂应该创造一个__________的学习环境。

答案：轻松愉快三、简答题（每题10分，共30分）1. 请简述小学英语教学中如何有效地使用故事教学法。

答案：在小学英语教学中，教师可以通过讲述或朗读英文故事来吸引学生的注意力，激发他们的学习兴趣。

故事内容应与学生的实际生活相关，语言要简单易懂。

教师可以在故事结束后提出问题，引导学生进行讨论，以此来提高他们的语言理解和表达能力。

2. 描述一下在小学英语课堂上如何进行有效的小组合作学习。

答案：在小学英语课堂上，教师可以组织学生进行小组合作学习，通过分配不同的角色和任务，让学生在小组内进行互动和讨论。

教师应确保每个学生都有参与的机会，并在小组活动结束后进行总结和反馈，以确保学生能够从合作学习中获得知识和技能。

初中英语教师教材教法考试题(含答案)

2009年教材教法考试试题（卷）各位老师大家好：凝重的空气，爽朗的心情。

繁重的任务，高昂的斗志。

两年一次的教材教法考试如约而至。

在接下来的两个小时里，请你尽情张显英语才华与魅力，展现与众不同的真实自我。

加油！期待你独一无二的上佳表现。

Good luck!一．填空（每空1分，共10分）(1) 英语课程的学习，既是学生通过英语学习和1------------------，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们2------------------、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高3------------------的过程。

(2) 基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。

语言知识和语言技能是综合语言运用能力的基础，4----------------是得体运用语言的保证。

情感态度是影响学生学习和发展的重要因素，5----------------是提高学习效率、发展自主学习能力的保证。

这五个方面共同促进综合语言运用能力的形成。

（3）语言技能包括6----------------。

（4）教师在设计任务型教学活动时应注意: 1、活动要有明确的目的并具有7----------------；2、活动要以学生的8----------------为出发点，内容和方式要尽量真实；3、活动要有利于学生学习英语知识、发展语言技能，从而提高实际语言运用能力；4、活动应积极促进英语学科和其他学科间的相互渗透和联系，使学生的思维和想像力、审美情趣和艺术感受、协作和创新精神等综合素质得到发展；5、活动要能够促使学生9----------------信息，用英语与他人交流，发展用英语解决实际问题的能力；（5）评价是英语课程的重要组成部分。

英语课程的评价体系要体现评价主体的多元化和评价形式的多样化。

小学英语教师教材教法理论考试试题及答案-11页精选文档

A、教师，实施者B、学生，参与者C、行政领导，参与者D、校长，实施者（）3、课程目标的级别不完全等同于基础教育阶段的各个年级。

A、朗读课文B、背默课文C、表演小节目D、书写字母和单词（）6、语言技能一级目标中说唱要求的第一个要求是。

A、合理地教B、创造性地使用C、按照要求使用D、按部就班地用（）9、课程目标二级要求能在图片的帮助下听懂、、并讲述简单的故事。

A、读懂B、写出C、背诵D、描写（）10、课程目标二级要求能根据图片或提示。

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英语教材教法试题1、语言技能( C )A、包含听、说、读、写、译五个方面的能力B、是指一个人说话时遣词造句的能力C、包含听、说、读、写四个方面的技能以及这四种技能的综合运用能力D、是指一个人的语言表述能力2、英语课程评价体系的改革，主要是( B )A、强调形成性评价B、实现评价主体的多元化和评价形式的多样化C、考试方式的改革D、让学生自主学习3、在设计“任务型”教学活动时，教师可以忽视的是( D )A、活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实。

B、活动应积极促进英语学科和其他学科间的相互渗透和联系。

C、活动要能够促进学生获取、处理和使用信息，用英语与他人交流，发展用英语解决实际问题的能力。

D、活动应局限于课堂教学，不要延伸到课堂之外的学习和生活之中。

4、以下哪个选项不属于学习策略的范畴？( A )A、利用音像和网络资源丰富学习内容。

B、设计探究式学习活动，促进实践能力和创新思维的发展。

C、在学习过程中进行自我评价，并根据需要调整学习目标。

D、制订阶段性学习目标以及实现目标的方法。

5、以下哪种描述是正确的？( ABC )A、听、说、读、写既是学习的内容，又是学习的手段。

B、听和读是理解的技能，说和写是表达的技能。

C、基础教育阶段学生应该学习和掌握的英语语言知识包括语音、词汇、语法、功能和话题等五个方面的内容。

D、在英语学习的起始阶段，教师应对学生出现的任何错误当场给予纠正，以使学生不走弯路。

6、要具备较强的综合语言运用能力，必须有语言技能、( ABCD )作基础。

A、语言知识B、情感态度C、学习策略D、文化意识7、教师在教学中应关注学生的情感态度，是因为情感态度包含了影响学生学习效果的以下因素：（ACD ）A、学习兴趣和动机B、尊师爱友C、自信与意志力D、合作学习8、听、说、读、写的训练内容与形式应尽可能( ABD )。

A、贴近学生的实际生活B、贴近真实的交际行为C、贴近英语国家的文化D、贴近有目的地综合运用英语的活动9、在英语教学中，既要有学生的个别活动，又要有学生的集体活动。

协调这两种活动的原则是( ABC )A、既要力求使全班学生都投入活动又要防止有的学生在活动中成为“南郭先生”B、既要合作学习，又要以个人学习作为合作学习的基础C、既要活跃，又要沉静，以适应外倾和内倾学生的需要D、重在保证课堂活动不单一化，也增强直观性10、在教学中，教师努力营造一种宽松、民主、和谐的氛围是非常重要的。

要营造这种氛围，教师应做到：( BCD )A、保护后进学生的自尊心和积极性B、创设各种合作学习的活动，体验集体荣誉感和成就感，发展合作精神C、特别关注性格内向的和学习有困难的学生，尽可能多地为他们创造语言实践机会D、建立民主的师生交流渠道，经常和学生一起反思学习过程和学习效果11、英语课程标准规定了小学阶段二级的语音知识具体目标。

英语语音知识涵盖语音的认读、音节的识别、词汇的辨认、( D )、句子的理解，也涵盖语调、节奏、音重和语流运作的规律。

A、语篇结构的感知B、语法的认知C、目标的获取D、语义的判断12、一般而言，中小学英语单元教材可以分为三大系统，它们主次分明，( B )是源，作业系统和图表系统是流，三者相辅相成。

A、非文本系统B、主题系统C、知识结构系统D、文本符号系统13. 英语与汉语不尽相同，英语是( C )。

就英语阅读过程而言，阅读首先是个体把文字符号转换为语音码的过程；其次，英语语音与字母或字母组合有着相对的对应关系，其语音操作由语义潜势；其三，语音是短时工作记忆的载体。

A、语言符号系统B、音节文字系统C、拼音文字系统D、表意文字系统14．Austin和Searle的学说是“任务型”教学研究一个十分重要的理论来源。

Searle认为，语言交际单位不是单词或句子等语言单位，而是( B )。

A. 语言行为 B. 言语行为C. 文字符号D.心理表征15. 小学英语( A )对新知识没有任何明确的计划和要求，它是一个将听、说、读、写、玩、表、唱等形式融为一体的英语课。

A.活动课B. 综合课C. 口语课D. 巩固复习课16、以下哪一项不是基础教育阶段英语课程的基本任务？A、激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略B、使学生掌握一定的英语基础知识和听说读写技能，形成一定的综合语言运用能力C、培养学生的观察、记忆、思维、想象能力和创新精神D、了解中华文化的博大精深，培养爱国主义精神17、国家英语课程要求从3年级开设英语课程。

《标准》_____为6年级结束时应达到的基本要求；______为9年级结束时应达到的基本要求；______为高中毕业的基本要求。

A、第二级；第五级；第八级B、第三级；第六级；第八级C、第一级；第四级；第七级D、第二级；第六级；第八级18、基础教育英语课程的总体目标由_______构成。

A、语言知识、语言技能、学习策略、情感态度、创新精神B、语言知识、交际能力、学习策略、情感态度、合作精神C、语言知识、语言技能、学习策略、情感态度、文化意识19、_______是英语学习成功的关键。

A、打下良好的听、说、读、写基础B、保持积极的学习态度C、每天背诵一篇经典课文D、课前准备、课后复习20、在基础教育阶段，学习英语应以______为主，学习者最主要的终极目标之一是获得_____。

A、实践；综合语言运用能力B、掌握知识；尽可能多的语言知识C、交际；尽可能多的英语信息21、以下不属于英语基本学习策略的选项是：A、对所学内容能主动练习和实践B、在生活中接触英语时，乐于探究其含义并尝试模仿C、在学习中集中注意力D、遇到问题时，能主动向老师或同学请教，取得帮助22、在英语教学中教师应注意做到：A、为学生提供自主学习和相互交流的机会B、对学生学习过程中的失误和错误立即纠正C、鼓励学生通过体验、实践、讨论、合作、探究的方式掌握英语知识D、创造条件让学生自主解决问题23、努力营造宽松、民主、和谐的教学气氛是教师必须注意的教学原则，为此，教师应该______。

A、保护学生的自尊心和积极性B、创设各种合作学习的活动C、特别关注学习有困难的学生D、让学习好的学生成为其他学生的榜样24、关于评价，正确的选项有：A、在英语教学中应以形成性评价为主B、终结性评价应着重检测学生的英语知识和技能C、评价体系要体现评价主体的多元化和评价形式的多样化D、评价应促进教师对自己的教学行为进行反思和适当的调整25、各地选用的英语教材应具备以下特性：A、发展性和拓展性B、科学性和思想性C、趣味性和人文性D、灵活性和开放性26．《英语课程标准》（实验稿）对小学毕业生的英语词汇要求是（ C ）A. 学习800—900个单词和70个左右的习惯用语B. 学习有关本级话题范围的约700—800个单词和60个左右的习惯用语C. 学习有关本级话题范围的600—700个单词和50个左右的习惯用语27．小学英语教学的重点应是( C )A. 组织有趣的课堂教学活动B. 帮助学生提高英语口语能力C. 培养学生运用英语的能力和兴趣28．小学英语课堂中常常采用唱英语歌曲的教学形式，其目的是( A )A. 营造活跃的课堂氛围，减轻学习压力B. 培养学生的综合素质C. 通过唱会歌词，产生背诵英语材料的作用29．采用现代化教学手段最重要的作用是( A )A 活化情境与语境，便于学生在运用中学习B. 提高学生的学习兴趣 C. 消除学生的感官疲劳30．创设情境要考虑贴近学生生活，形式新颖，简而易行。

但最重要的一点是应能( B ) A. 反映所学材料的社会环境B. 帮助学生理解和巩固所学材料的内容 C. 使学生在愉快的氛围中学有所获31．在英语课堂上，学生出现口语表达错误时，教师应( B )A. 即刻纠正，并帮助学生明白错误所在B. 耐心等学生讲完后再予以纠正C. 在能沟通达意的情况下，不必凡错必纠32．你认为在一个英语学习分化比较大的班级中，最好的处理方法是( C )A. 适当放低要求以鼓励差生B. 按全班多数学生的接受水平选教部分材料，其它部分则在以后适当进行补充C. 关注优生和差生的需求，采用多种方法让每个学生都能在课堂上学有所得33. 小学英语教学应听力先行，这要求教师必须( B )A. 具备标准的英式英语语音语调B. 提高自身的辨音能力和听力教学修养C. 进行大量的听力自我练习34、( A )是英语学习成功的关键。

A、打下良好的听、说、读、写基础B、保持积极的学习态度C、每天背诵一篇经典课文D、课前准备、课后复习35、在基础教育阶段，学习英语应以为主，学习者最主要的终极目标之一是获得____。

( D )A、实践；综合语言运用能力B、掌握知识；尽可能多的语言知识C、交际；尽可能多的英语信息D、听说；听与说的能力36、“读书学习—实践探索—反思提高”，是教师______。

①专门的工作方式②特有的职业生活方式③唯一的生活形式④可选择的生活方式37、一个人的阅读史,就是一个人的______。

①文明行为提高史②主要能力成长过程③精神成长史④主要知识积累过程38、我觉得一个人的最佳读书状态大多产生在中年以后，但能不能取得这种状态则取决于青年时期的准备。

读书能摆脱平庸，最好在青年时就进入最佳读书状态。

早一天，就多一份人生的精彩；迟一天，就多一天平庸的困扰。

以上这段文字出自____之口。

①王蒙②余秋雨③刘方武④顾炎武39、人的生命质量要靠持久的锻铸，最重要的是______。

①刻苦工作②磨练意志③阅读④写作40、青年人的课外阅读是走向精神成熟的起点，因此尽量要把底垫得结实一点。

垫什么样的底，就会建什么样的楼。

最省俭的垫底方式是_______。

①看短篇小说②选读名著③肯读古文④诵读长篇巨著41、成年人要使阅读兴趣不衰，应该________。

①立足静读②逢场高谈阔论③寻找机会适当表述、交流④专场演讲42、刘良华认为：精彩的课堂教学都是产生在_______。

①教师的课程智慧上②教师高超的教学技能③教师扎实的基本功④反复的试课43、刘良华将______称之为教师的第一专业智慧。

①教学技能使用智慧②人际关系调剂智慧③课程智慧④组织教学智慧44、用刘良华的观点来看下列行为与现象，不属于对教材补充的是______.①大搞题海战术②优美的身姿语③不断有效的开发课程资源④写好粉笔字45、“做正确的事情比正确地做事情更重要”的观点运用到教学实践中体现的意思是____。

①突出了教学工作很重要，要无愧于教师称号。

②对待教学方法的态度，选择比使用更重要。

③首先要保证教的知识是正确的，有意义的，然后，用好的、正确的方法去教授才有意义。

④接受新的教学理念，比改变教学行为更重要。

46、教师的教学管理智慧包括_______。