英语教学法基础课后习题及答案

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英语教学法基础课后习题及答案

英语教学法基础课后习题及答案第1章1、什么就是英语教学法?她得研究对象与研究内容就是什么?英语教学法作为一门独立得学科,有着自己得研究内容、研究目得、研究方法、有自己得理论与区别于其她学科、包括与它相关学科得特点。

研究对象就是英语教学,具体来说,就就是人们就是怎样学习英语得,人们又应该如何去教英语。

研究内容:语言就是什么?学习英语就是一个怎样得过程?学习英语有什么样得规律?教授英语应该遵循什么样得原则？教学过程就是怎样得、有什么特点？教授英语可使用什么方法与技巧？等等。

２、人们就是怎样研究英语教学法得？ﻩ遵循着科学得实验得方法，人们一般就是通过观察或者归纳，总结有关语言教学得现象,提出假设,然后通过控制有关变量对假设进行检测,最后做出实验得结论。

研究还可以通过自然观察与有目得调查进行，对语言错误、某种教学策略或学习得策略,可以通过观察与调查,把它记录下来,进行分析、归纳与总结,最后提出研究得结论。

3、为什么说英语教师也要掌握与语言教学有关得学科如教育学、心理学、语言学、哲学等有关知识？作为一门独立得学科，英语教学法不但有自己得理论,还有着与其她学科密切得联系与区别于其她学科得特点。

在不同得历史时期发展起来得教学法,如语法翻译法、直接法、听说法、口语法或情景法等可视为就是英语教学法得理论。

与此同时,英语教学法也应用语言学,心理学，教育学等学科得理论以及与这些学科有关得其她学科得理论,如心理语言学，社会语言学等来研究教与学得内容、教与学得过程、教与学得规律、教与学得技巧与方法等问题。

4、您能说出语言就是什么吗？母语学习得环境与第二语言与外语学习得环境有什么不同?语言就是个系统,并且就是个生成系统,它有着自身得结构;就是一套任意得符号，就是声音符号,也可能就是视觉符号;就是一种交际得工具；在语言社团或语言文化中发生作用;就是为人类所独有。

英语在不同得国家里起着不同得作用。

由于作用不同,英语可以就是母语或第一语言。

《英语教学法》练习题参考附标准答案专升本

《英语教学法》练习题参考附标准答案专升本《英语教学法》练习题一参考答案专升本一. Fill in the blanks1. (1)permanent (2)particular (3)situation (4)facilitating (5)debilitating2. (6)structuralist 7)imperative 8)behaviorism (9)action-based (10)sentence-based(11)meaning (12)situations (13)physical (14)performers(15)interaction二. Explain the following terms1. The Silent Way is a teaching method devised by Caleb Gattegno. The key sense of the Silent Way is that the teacher should be silent as much as possible in the classroom and learners should be encouraged to think about language features and produce as much language as possible.2. Generally speaking, there are four types of listening situations: real-life listening, classroom listening, practice listening and test listening.3. According to Cummingsworth (1995: 7), textbooks serve as:a resource for presentation material (spoken and written)a source of activities for learner practice and communicative interactiona reference source for learners on grammar, vocabulary, pronunciation, etc.a source of stimulation and ideas for classroom language activitiesa syllabus (where they reflect learning objectives which have already been determined)a resource for self-directed learning or self-access worka support for less experience teachers who have yet to gain in confidence4. Backwash is a term that refers to the effect of testing on teaching and learning, which can be either harmful or beneficial.5. Language Awareness is defined as 'a person's sensitivity to and conscious awareness of the nature of language and its role in human life' (James and Garrett 1991:4).6. Summative assessment is int ended to measure learners’ achievement.Summative assessment:- is not necessarily prepared and carried by the class teacher - does not necessarily relate immediately to what has been taught- the judgment about a learner’s performance is likely to feed into record-keeping and be used for administrative purposes, e.g. checking standards and targets- is frequently externally imposed, e.g. by an institution or a ministry of education.三. Fill in the blanks1. (1)experience (2)cognition (3)mastery (4)structural(5)oral (6)autonomous (7)generalizations (8)refrain2. (9)interference (10)intralingual (11)developmental (12)transfer (13)generalization(14)rules (15)hypothesis (16)progressive (17)process(18)proficiency四. Open questions1. Surely students will make mistakes in their speaking practice. How teachers deal with students’mistakes and errors is very important for individual learners.If we correct too much, we might kill students’ enthusiasm or willingness to go on speaking. If we do not correct at all, some of the mistakes can be fossilized. We teachers need to know the nature of what kinds of mistakes students make so they we can deal with their mistakes or errors scientifically. For discussion on learners’ errors and mistakes, they have been discussed in Unit 3. Deep understanding of error analysis can help better operation and management in teaching speaking.2. As non-native speaker, we often come across difficulties in the process of reading. We do not feel comfortable if we do not understand every word, every phrase or every sentence. We do not feel like understanding the text. Also we often tend to make a text reading become grammar and vocabulary learning. Because of these two factors, we do not tolerate ambiguities in reading. But we need to and we have to. If we try to understand every word, time, ability and availability of help are limited. The result can be working on one text like a snail so that we end up reading a little. If we tolerate ambiguities and continue to read, we can develop reading skills in the process, and as we go further, our improvement will self solve some problems we had in previous processes.3. 写出教材名称及合理的选择理由即可五. Open questions1. Type DescriptionStructural The contents of the syllabus are organized around grammatical and phonological structures, which are usually sequenced from easy to difficult or frequent to less frequent. Some syllabuses are grammatical; some are lexical and some are both grammatical and lexical.Functional Functions (such as identifying, reporting,correcting, describing, etc.) are the organizing principle, sequenced by some sense of chronology or usefulness of each function. The contents can be: talking about yourself, starting a conversation and making an appointment, etc.Notional Conceptual categories called notions are the basis of organization, sequenced by some sense of chronology or usefulness of each notion. For example, properties and shapes, location, measurement, etc.Situational Situational syllabuses take real-life context of language uses called situations (such as at the bank, at the supermarket, at a restaurant, etc.) as the organizing principle—sequenced by the likelihood that students will encounter them. For example, introductions, getting acquainted, at the housing office, etc.Topical A topical syllabus is like a situational one, except that the headings are broadly topic based. In topical syllabuses, topics or themes (such as health, food, clothing, etc.) form the organizing principle—sequenced by the likelihood that students will encounter them. The topics can be: trends in living, issues in society and family etc.Skills Skills serve as the basis for organization sequenced by some sense of chronology or usefulness of each skill. The skills can be listening for gist, listening for main ideas, listening for inferences, scanning a reading passage for specific information, etc.Task Task syllabuses specify activity-based categories such as drawing maps, following directions, following instructions, etc. Tasks serve as the basis for organization, sequenced by some sense of chronology or usefulness of notionsQuality In recent years, the concepts about quality educationare added to syllabuses. Suchqualities refer to academic, social and personality abilities, for example, discovery learning, autonomous learning and learning strategies; working with others, solving problems, building up positive and healthy personality. Quality contents are only part of the syllabus.2. Because of the great achievement of science and technology in the 18th and 19th centuries, technical rationality became dominant, characterized by the prevailing concept that human progress could be achieved through science and technology (Sch?n 1983 and Hettne 1990). This form of thinking was termed as the mechanistic paradigm in the West (Pike and Selby 1988) and the authoritative paradigm in China. The development and decline of the two paradigms represent the rise of reflection.3. 写出针对提问的三个例子即可。

英语教学法试题含答案.doc

Section I. Basic Theories and Principles (30 points)Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet.1 ・ What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?A.Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B.Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C.Lexical devices that use the repetition of key words or synonymous words to link sentences together.2.What will a good writer usually do in the pre-writing stage of the writing process?A.Make decisions on the purpose, the audience, the contents, and the outline of the writing.B.Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C.Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3.Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?A.Controlled writing.B.Guided writing.C.Free writing.4.Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?A.Descriptive grammar.B.Prescriptive grammar.C.Traditional grammar.5.When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A.Deductive grammar teaching.B.Inductive grammar teaching.C.Traditional grammar teaching.6.In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?A.Presentation Stage.B.Practice Stage.C.Production Stage.7.How can we help students to memorize a new word more effectively?A.Put the new word in a context, relate it to known words, and use illustrations.B.Pre-teach the new word of a text, pronounce it correctly, and group it.C.Put the new word in a list of unconnected words with illustrations.8.Which of the following technique s can best present the word “pollution” ?A.Show or draw a picture.B.Give a definition or an example.C.Demonstrate the meaning by acting or miming.9.Whether two words go together with each other or not is an issue of what?A.Connotation.B.Register.C.Collocation.10.Among the following factors that may affect a lesson plan, which one includes classroom size?A.Human factors.B.Physical conditions.C.Syllabus and testing.11.What are the most important parts of a lesson plan?A.Textbooks and classroom aids.B.Anticipation of problems and flexibility in dealing with them.C.Objectives of the lesson and procedure to achieve them.12.Why do we need to design tasks to supplement the textbook?A.Textbooks usually are not well written.B.Textbooks need adaptations to fit the needs of their target students.C.Textbooks only cover a limited amount of language skills.13.Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A.Textbook, exercise book, teacher s book, and blackboard.B.Interaction between teacher and students.C.Arrangement of desks and chairs.14.What role does a teacher take to create an environment in which learning can take place?A.Instructo匚B.Manager.C.Assessor.15.Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A.People.B.Environment.anization.Section II: Problem Solving (30 points)First, identify the problem.首先，确定问题所在。

英语教学法答案

《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree ８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examples to rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situation Bottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺IIIIV1-5 a, b, c, d, e6-10 e, d, c, b, aV答案空缺。

最新华师-英语教学法教程参考答案

1．第1题Suppose a teacher is teaching his students to read an interesting story about how a doctor makes a joke of a young man. The teacher wants the students to tell part of the story with some key words from the story like “a doctor –village – annoyed; people – stop – street – advice; never paid – never – money – made up his mind – put and end”.In which stage of teaching do you think the teacher should do this?A.At the pre-reading stage.B.At the while-reading stage.C.At the post-reading stage.D.At any of the three stages.您的答案：C题目分数：2.0此题得分：2.02．第2题One of the problems in vocabulary learning is that students ___.e context for their vocabulary learningB.try hard to understand the wordsC.treat vocabulary items indiscriminatelye a variety of vocabulary building strategies 您的答案：C题目分数：2.0此题得分：2.03．第3题According to Clark, Scarino and Brownell, the main components of a task include ____.A.exercises, exercise-tasks and tasksB.potential ineffectiveness for presenting new language items, time and learningC.a purpose, a context, a process and aproduct/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：D题目分数：2.0此题得分：0.04．第4题According to Wang Qiang, information-gap activities, problem-solving, ___, “Dialogue s and role-plays”, and “Find someone who …” are some types of speaking tasks.A.reading aloud in chorusB.repeating what the teacher has saidC.reciting a dialogueD.“Change the story”您的答案：D题目分数：2.0此题得分：2.05．第5题Natural language, spoken or written, uses referential word such as pronouns to refers to people or things already mentioned previously in the context. Therefore, the activity ‘understanding references’ can be performed in the ___ stage when teaching reading.A.pre-readingB.while-readingC.post-readingnguage-focus您的答案：B题目分数：2.0此题得分：2.06．第6题Role-playing through cue dialogues, role-playing throughsituation and goals, and role-playing through debates or discussion are examples of ___.A.mechanical practiceB.drilling languageC.pre-communicative activitiesD.social interaction activities您的答案：D题目分数：2.0此题得分：2.07．第7题The post-listening stage is where the teacher can determine how well the students have understood ___.A.what they are going to listen toB.what they listened toC.what they are listeningD.what the teacher asked them to do您的答案：B题目分数：2.0此题得分：2.08．第8题In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：B题目分数：2.0此题得分：2.09．第9题In the traditional classroom, there is often too much focus on linguistic knowledge, with little or no attention paid to ___.A.knowledge of vocabularyB.knowledge of grammar rulesC.practising language skillsD.practising phonetics您的答案：C题目分数：2.0此题得分：2.010．第10题According to Wang Qiang, “Listen and tick”, “Listen and sequence”, “Listen and act”, “Listen and draw”, and “Listen and fill” are activities in the ___ stage of teachi ng listening.A.pre-listeningB.while-listeningC.post-listeningD.all of the above您的答案：B题目分数：2.0此题得分：2.011．第11题In teaching grammar, substitution and ___ are examples of mechanical practice.ing chain phrases for story tellinging information sheets as promptsC.chain of eventsD.transformation drills您的答案：D题目分数：2.0此题得分：2.012．第12题Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’ techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. Wallace (1991) uses a “reflective model” to demonstrate the development of a teacher, the process of which includes three stages moving from Stage One, language training, to the Goal of ___.A.professional competencemunicative competencenguage proficiencyD.an expert teacher您的答案：D题目分数：2.0此题得分：0.013．第13题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.014．第14题When an effective reader is doing silent reading, he or she may use skills such as deducing the meaning of unfamiliar lexical items, understanding references, ___, etc.A.translating every sentence into the mother tongueB.doing grammar analysisC.reciting: i.e. memorizing every wording background information to help understand the text您的答案：D题目分数：2.0此题得分：2.015．第15题The concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects are examples of language ___.A.functionsB.notionsC.structuresD.behavior您的答案：A题目分数：2.0此题得分：0.016．第16题The ___ 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.A.structuralB.constructivistC.behavioristD.cognitive您的答案：C题目分数：2.0此题得分：0.017．第17题According to Littlewood (1981), discovering missing information, discovering missing features, and following directions are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.018．第18题A question that views on language learning involve is“____?”A.What are the psycholinguistic and cognitive processes of language learningB.Why do human beings have languageC.How a language is different from anotherD.How do people use language when they have a desire to communicate您的答案：A题目分数：2.0此题得分：2.019．第19题In meaningful practice the focus is on the production, comprehension or exchange of ___.A.structuresB.sentencesC.formD.meaning您的答案：D题目分数：2.0此题得分：2.020．第20题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您的答案：D题目分数：2.0此题得分：2.021．第21题When teaching pronunciation, we should ___.A.never use visual aidse explanation rather than demoe dictionaries to show the soundsD.bring variety to the classroom, for example, show British & American pronunciati您的答案：D题目分数：2.0此题得分：2.022．第22题According to Cheng Xiaotang (in Wang Qiang, 2006), classroom activities can be classified into ____.A.exercises, exercise-tasks and tasksB.presenting new language items, time and learning cultureC.a purpose, a context, a process and aproduct/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：B题目分数：2.0此题得分：0.023．第23题One of the reasons of providing the students with a variety of speaking activities is that the variety of activities helps___.A.keep motivation highB.de-motivate studentsC.memorise the speechD.learn the dialogues by heart您的答案：A题目分数：2.0此题得分：2.024．第24题Pre-reading activities include ___, setting the scene, skimming, and scanning.A.predictingrmation transfer activitiesC.reading comprehension questionsD.reproducing the text您的答案：A题目分数：2.0此题得分：2.025．第25题Communicative Language Teaching (CLT) has expanded the areas covered by the previous approaches or methodologies, that is, CLT covers language content (to incorporate functions), ___ (cognitive style and information processing), and product (language skills).A.learning processB.teaching methodsC.conditionsD.messages您的答案：A题目分数：2.0此题得分：2.026．第26题The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach ___; and we should teach language in the way it is used in the real world.A.that part of the language that will be usedB.all parts of the languageC.the language used in works of classical literatureD.spoken language only您的答案：A题目分数：2.0此题得分：2.027．第27题According to the ___ theory of language learning, the key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus,response, and reinforcement’ (Harmer, 1983:30).A.structuralB.behavioristC.process-orientedD.condition-oriented您的答案：B题目分数：2.0此题得分：2.028．第28题One of predicting tasks in listening is to let students read the listening comprehension questions ___.A.before they listenB.while they are listeningC.after they have finished listeningD.none of the above您的答案：A题目分数：2.0此题得分：2.029．第29题When teaching grammar, if the teacher follows the sequence of teaching activities of “teacher’s presenta tion of an example →explanation of the rule →students’ practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.030．第30题PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBLstands for___.A.Task Book LanguageB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning您的答案：D题目分数：2.0此题得分：2.031．第31题As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, and___.municative efficiencyB.accuracyC.correctnessD.fastness您的答案：A题目分数：2.0此题得分：2.032．第32题In the traditional way of teaching reading, the teacher first introduces new words and structures, then goes over the text sentence by sentence, then asks some questions about the text, and then has the students read aloud the text. In this traditional way of teaching, the teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：C题目分数：2.0此题得分：0.033．第33题According to the ___ there are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced.A.Behaviourist theoryB.Cognitive theoryC.structural viewD.functional view您的答案：B题目分数：2.0此题得分：2.034．第34题When we are teaching pronunciation, ___ and intonation should be taught from the very beginning.A.knowledge about soundsB.phonetic rulesC.phonetic transcriptsD.stress您的答案：D题目分数：2.0此题得分：2.035．第35题The teacher provides a printed summary of a text with some wrong information, and asks the students to correct it. This kind of ‘false summary’ activity can be performed to check comprehension when teaching ___.A.speakingB.readingC.grammarD.writing您的答案：B题目分数：2.0此题得分：2.036．第36题Jane Willis holds that the conditions for language learning are exposure to a rich but comprehensible language put, ___of the language to do things, motivation to process and use the exposure, and instruction in language.A.chanceseC.contextD.knowledge您的答案：B题目分数：2.0此题得分：2.037．第37题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您的答案：A题目分数：2.0此题得分：2.038．第38题According to Jane Willis, the components of the framework of Task-Based Learning (TBL) include ____.A.exercises, exercise-tasks and tasksB.presenting new language items, time and learning cultureC.a purpose, a context, a process and aproduct/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：D题目分数：2.0此题得分：2.039．第39题Which of the following would you NOT agree with?A.People have different experiences in learning a foreign language. Some find it eB.People learn languages for different reasons.C.People have different capacities in language learning.D.People have the same understanding about language learning.您的答案：D题目分数：2.0此题得分：2.040．第40题The ___ of language sees language as a linguistic system made up of various subsystems: the sound system (phonology), the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).A.structural viewB.functional viewC.interactional viewD.behaviorist view您的答案：A题目分数：2.0此题得分：2.041．第41题According to some scholars Task-based Language Teaching is, in fact, ___ Communicative Language Teaching.A.exactly the same asB.a further development ofC.opposite toD.nothing to do with您的答案：B题目分数：2.0此题得分：2.042．第42题Communicative Competence consists of knowledge andability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.043．第43题Suppose a teacher is teaching his students to read a passage about two earthquakes in San Francisco, one in 1906 and the other in 1989. The teacher gives the students the following table, and asks them to fill the blanks with information theyThis is an example of using ___ in teacher reading.A.transition devicemunication activitiesrmation-gap activitiesD.gist-getting device您的答案：A题目分数：2.0此题得分：2.044．第44题Explanation of phonetic rules should ___ at the beginningstage of teaching pronunciation.A.always be adoptedB.take placeC.be emphasizedD.be avoided您的答案：D题目分数：2.0此题得分：2.045．第45题A teacher writes on the blackboard: “7 o’clock –got up – had breakfast – hurried to school –school closed – surprised –?”, and asks the students to use these words to tell a story. The teacher is making the students practise grammar by using ___ for story telling.A.picturesB.linesC.chained phrasesD.chain action您的答案：C题目分数：2.0此题得分：2.046．第46题Vocabulary building strategies outside classrooms include reviewing regularly, ___, organizing vocabulary effectively, and using a dictionary.A.reciting the spellingB.guessing meaning from the contextC.neglecting the meaningD.remembering the translation您的答案：B题目分数：2.0此题得分：2.047．第47题One of the reasons why the deductive method is criticized isthat ___ in the method.nguage is taught in a contextB.much attention is paid to meaningC.the practice is often mechanicalD.not enough explanation is provided您的答案：C题目分数：2.0此题得分：2.048．第48题Which of the following activities would BEST help to prepare students for their real life speech in English?A.Doing a drillB.Learning a piece of text or dialogue by heartC.Reading aloudD.Interviewing someone, or being interviewed您的答案：D题目分数：2.0此题得分：2.049．第49题Two characteristics of spoken language are spontaneity and ___.A.preparationB.time-constraintC.accuracyD.fluency您的答案：B题目分数：2.0此题得分：2.050．第50题In teaching reading, if the teacher uses the activities ofpre-reading, while-reading, and post-reading, based on the beliefs that, when we are reading, our brain receives visual information and at the same time interprets or reconstruct the meaning, and that the reading process does not only involve the printed page but also th e reader’s knowledge ofthe language in general, of the world and of the text types, we would say that this teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：B题目分数：2.0此题得分：0.0作业总得分：86.0作业总批注：。

中学英语教材教法_习题集(含答案)

一、论述题1.结合中学教学实践，谈谈阅读教学的策略和主要教学法2.结合中学教学实践，分析为何词汇是中学英语教学的根基；有哪些重要的词汇有效教学方法？3.在中学英语教学中，有人提倡淡化语法；有人提倡继续保持语法教学的地位；因为语音、语法和词汇是语言的三要素。

对此，谈谈你个人的观点。

4.听力和阅读是输入性技能，口语和写作时输出性技能。

针对中学英语教学实际，怎样提高阅读和写作教学水平和效果？5.试述课堂组织中教师的角色。

6.试述学习动机的作用。

7.试述课堂组织教学的意义和内容。

8.什么是有效提问？构成有效提问的因素及有效提问的标准是什么？9.课堂评估的含义、意义及其影响因素是什么？10.词汇教学的模式有哪些及怎么选择？词汇教学有哪些原则？11.根据你的中学英语教学实践，谈谈怎么开展阅读教学？12.就中学英语写作教学策略而言，这些策略有哪些？你认为它们合适吗？你认为还有哪些写作教学策略？13.以你的观点，语法教学该有哪些模式？语法教学该有哪些策略？14.什么是认知策略和元认知策略？它们各有哪些？你认为应该怎么培养中学生英语学习中的认知策略和元认知策略？15.根据你的教学经验来看，哪些因素能够促成成功的中学英语学习？中学英语成功学习者具有哪些一般特征？16.具体性教学策略一般有哪些？17.教学策略一般有哪些？18.激励策略使用过程中，一般遵循哪些激励原则？19.影响有效提问的因素有哪些？20.课堂评估的原则一般有哪些？21.简介课堂评估策略22.词汇教学的内容一般有哪些？23.词汇教学的一般原则是什么？24.词汇教学策略展示阶段的教学策略有哪些？25.略谈阅读教学的原则26.阅读教学的三段教学步骤指的是什么？27.听力教学的目标是什么？28.词汇教学策略中，运用阶段的教学策略有哪些？29.写作教学的模式一般有哪些？30.显性语法教学和隐性语法教学有何区别？31.阅读教学的注意事项是什么？32.词汇教学策略中，测评阶段的教学策略有哪些？33.影响听说教学效果的因素一般有哪些？34.写作教学的一般原则有哪些？35.语法教学模式主要有哪些？36.常见阅读教学策略有哪些？37.你认为，听说教学的模式应该是什么？38.写作教学策略主要有哪些？39.语法教学有哪些基本原则？40.认知策略和元认知策略的内涵是什么？三、名词解释题（略）……答案1.结合中学教学实践，谈谈阅读教学的策略和主要教学法。

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。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。

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英语教学法基础课后习题及答案第1章1、什么是英语教学法？他的研究对象和研究内容是什么？英语教学法作为一门独立的学科，有着自己的研究内容、研究目的、研究方法、有自己的理论和区别于其他学科、包括与它相关学科的特点。

研究对象是英语教学，具体来说，就是人们是怎样学习英语的，人们又应该如何去教英语。

研究内容：语言是什么？学习英语是一个怎样的过程？学习英语有什么样的规律？教授英语应该遵循什么样的原则？教学过程是怎样的、有什么特点？教授英语可使用什么方法和技巧？等等。

2、人们是怎样研究英语教学法的？遵循着科学的实验的方法，人们一般是通过观察或者归纳，总结有关语言教学的现象，提出假设，然后通过控制有关变量对假设进行检测，最后做出实验的结论。

研究还可以通过自然观察和有目的调查进行，对语言错误、某种教学策略或学习的策略，可以通过观察和调查，把它记录下来，进行分析、归纳和总结，最后提出研究的结论。

3、为什么说英语教师也要掌握与语言教学有关的学科如教育学、心理学、语言学、哲学等有关知识？作为一门独立的学科，英语教学法不但有自己的理论，还有着与其他学科密切的联系和区别于其他学科的特点。

在不同的历史时期发展起来的教学法，如语法翻译法、直接法、听说法、口语法或情景法等可视为是英语教学法的理论。

与此同时，英语教学法也应用语言学，心理学，教育学等学科的理论以及与这些学科有关的其他学科的理论，如心理语言学，社会语言学等来研究教与学的内容、教与学的过程、教与学的规律、教与学的技巧和方法等问题。

4、你能说出语言是什么吗？母语学习的环境与第二语言和外语学习的环境有什么不同？语言是个系统，并且是个生成系统，它有着自身的结构；是一套任意的符号，是声音符号，也可能是视觉符号；是一种交际的工具；在语言社团或语言文化中发生作用；是为人类所独有。

英语在不同的国家里起着不同的作用。

由于作用不同，英语可以是母语或第一语言。

虽然英语在讲英语的国家里是作为母语，在不同地区和国家里，英语的发音是不尽相同的。

英语在一些国家或地区虽不是母语，但起着官方语言的功能，它是法律界、政府部门、学校、商界和大众媒介的主要语言。

在很多国家，英语既不是母语也不是第二语言，但英语也有它的用场——作为外语存在。

英语是学校课程的一部分，是升入高一级学校入学考试中的一个科目。

5、为什么说认识语言的本质和特征有利于我们探讨英语教学的问题？认识语言的本质和特征，有利于我们探讨英语教学的问题，因为对语言的不同的看法会导致我们在英语教学研究中采取不同态度和方法。

如果我们把语言看成是一种任意符号，而这种符号首先是有声的，我们在英语教学中就会强调口语教学，加强听说方面的训练，我们会“听说领先”。

如果我们把语言看做交际工具，我们会以能否成功地进行交际作为学习语言成功的标志，我们也会在教学中让学生参加各种语言交际活动，使学生在语言交际中学习语言。

如果我们相信语言和语言学习具有共同特征，我们也会去寻找学习者学习语言的共同方法。

共同策略，看哪一种方法，哪一种策略更有利于语言学习。

6、举例说明英语教学法与教育学、心理学、语言学等相关学科的关系。

英语教学属于教育范畴，教育学的原则、原理和方法对外语教学有指导作用并能在英语教学中得到应用。

在研究英语教学法时，我们会应用教育学的理论去处理教学中出现的问题。

教育学提出“教师主导，学生主体”的思想，为我们正确处理教师与学生之间的关系，摆正教师和学生英语教学中的作用提出了原则和依据。

我们还可以应用教育测量理论和方法去进行测试命题和测试结果的研究、英语教学实验的设计、数字的处理和对英语教学工作进行评估等。

语言学士研究语言系统的科学，英语教学法是研究一种语言——英语的教学的学科，两者的研究都涉及语言，因此它们之间的密切关系是不言而喻的。

人们对语言不同的观点、不同的认知导致了不同的英语教学法。

比如听说法和情景法是以结构主义语言理论为基础建立起来的教学方法。

语言学的其他分支对英语教学法也有影响。

这些语言学的分支能为英语教学研究提供丰富的材料，社会语言学有助于培养学生使用得体语言的能力。

英语教学是教师与学生双方之间的教学活动，对认识过程中心心理现象的理解对学生个性心理的掌握，能帮助教师认识学习过程的特点，遵照学习英语的规律，结合学生的个性特征，寻找出能加快英语学习，帮助不同学习学好英语的教学路子。

如斯金纳的“操作条件反射论”、布鲁纳的“认知发现学说”，外语阅读的相互作用模式——“图式理论”。

第２章１、为什么可以说目前外语教学很多有争论的问题其实都不是什么新问题，今天的争论只不过是我们对外语教学史不同时期曾经提出过的问题作出反应而已？懂得外语教学法的历史能帮助我们了解在历史长河的不同阶段出现过的外语教学法，这些教学法是在一定的历史条件下发展起来的，一种教学方法被另一种教学方法所替代。

不同的教学只是适合当时的社会需求，没有一种教学方法会一成不变的被延续下去的。

２、语法－翻译法是怎样建立起来的？语法－翻译法注意系统语法的讲授、词形的变化、词类的变格等的讲解并使用翻译作为教授掌握语言的手段。

在１９世纪中期，外语课本都围绕着语法点来编写，当时的课本也有翻译练习，练习包括两部分，即把母语译成外语和把外语译成母语。

主张语法－翻译法的学者认为外语学习的目的在于培养阅读外国文学作品的能力或通过外文学习来磨炼智慧，促使智力发展。

该方法编出的课本大部分取材于文学作品，教师在课堂上使用母语进行教学，课堂的主要活动是语法规则的系统讲解和课文句子翻译。

３、在１９世纪中后期，为什么都出现过外语教学改革？到了１９世纪中期，欧洲大陆资本主义的发展促进了各国人民之间的往来，在交往中，口头交际是最常用的也是最直接的。

由于口头交际需要的增加，欧洲人越来越发现语法－翻译法的不足：不能用来培养学生的口头表达能力和聆听理解能。

为适应社会发展的需要，一些学者对当时的外语教学作了一些改革尝试。

１９世纪下半叶起，斯威特、菲埃托和帕西等人继承了改革派的思想并领导着当时的外语教学改革潮流。

国际音标的问世使人们能把有声的语言用书面的方式记录下来，为教授口语提供了有用的工具。

斯威特主张外语教学应从口语教学开始而不是以文学语言的教授开始。

艾菲托坚持认为口语应该成为教学的基础，指出语言不是有孤立的词汇构成的，而是由词组、口语句型和有意思的句子构成的。

４、在建立情景法时，哪些英国语言学家作出较大的贡献？帕尔默和霍恩比就是两位杰出的代表。

他们创立了一套教学法理论的原则：如何选择词汇及语法内容的选择性原则；如何安排教学内容的分级原则；如何进行教学示范的授课原则。

帕尔默与韦斯特编写《英语基础2000词表》，与霍恩比等语言学家一起对英语语法结构进行了分析和归纳，总结出英语的句型：动词句型25种，形容词句型3种，名词句型6种。

《英语句型和惯用法》。

5、以听说法为例，说明教学法的发展与社会环境、社会需要联系密切。

尽管在60年代以前听说法和情景法风行一时，但不久人们便发现学生虽然在课堂进行了大量的语言结构和技巧的操练，但是还是无法像人们期待那样的在课后的交际中运用自如，所以到了60年代后期乔姆斯基对听书法提出了挑战，外界也做出了强烈反应，人们对过去的外语教学法进行反思，才导致了60年代后各种教学法的产生。

由此看出，教学法的发展要顺应社会发展需要，要结合不断变化着的社会环境作出更进一步的改变。

6、乔姆斯基的理论对外语教学产生了什么样的影响？乔姆斯基批判听说法的结构主义语言观和行为主义的语言学习观，他认为语言不是一种习惯体系，而是受规则支配的体系。

人们学习语言不是单纯模仿记忆，而是创造性的活用语言。

他对听说法的批判在语言学界，外语教育界引起了强烈反响，人们开始对那种句型操练，背诵记忆的听书法提出质疑，一些学者从乔姆斯基理论出发，提出了“认知教学法”，主张听说读写同时进行。

7、交际法是在一个怎样的历史环境中发展起来的？70年代的欧洲在政治、经济、科学和文化方面发展都较快，为加强各国相互之间的联系和合作，成立了欧洲共同体。

为了解决共同体内各国人民相互交往时出现的语言障碍，负责文化和教育合作的文化委员会在1971年组织了专家研究和探讨是否可以对成人开设一个单元-学分制度的教学课程。

英国专家威尔金斯提出了从功能和交际角度给语言下定义，并讨论制定一个交际性教学大纲，如亚历山大编写《主导英语》，BBC出版《跟我学》。

8、现代外语教学改革有哪些特点？它所研究的一个趋向是研究重点的转移，教授方法转向学习方法；第二个趋向是把教学方法的改革扩大到教学大纲的改革上去；第三个趋向是教学手段的现代化。

9、1950年至1966年期间，我国英语教学的主要特点是什么？在外语教学方面，当时被视为苏联唯一正统的外语教学法“自觉对比法”得到了介绍、提倡和推广，并被视为我国惟一的外语教学法。

在新中国成立后很长一段时间里，中国外语教学的基本路子是语法-翻译法。

10、为什么说从1978年到现在这段时间的外语教学繁荣发展，成果累累？1978年教育部贯彻邓小平同志“要重视中小学教育”的指示，为更快，更多地培养人才，颁布《全日制十年制中小学英语教学大纲（试行草案）》，教育部还组织专家学者开始编写中、小学各科包括英语的通用教材。

在编订过程中，专家们既参考了不少听说法和情景法的教材，也考虑到中国外语教学的实际情况。

1993年又颁布了《九年义务教育全日制初级中学英语教学大纲》。

1977年以后，高等学校的英语教学也起了很大的变化。

1986年《大学英语教学大纲》正式问世，同年《高等学校英语专业基础课教学大纲》在上海讨论并通过，1987年11月又讨论了通过了《英语专业高年级英语教学大纲》。

第3章2.尽管语法-翻译法有不少缺点，但它仍然在国内、外的不少学校使用，对此现象你能解释吗？使用语法-翻译法的目的是通过学习外语培养其阅读文学作品的能力，通过背诵语法规则、背诵词汇。

应用语法规则做翻译练习等，学生们可以得到很多逻辑。

思维的练习。

从而使智慧得到磨练。

语法-翻译法重视词汇和语法的学习强调阅读和写作两个方面能力的培养。

在该教学法中，教室是课堂教学的权威、知识的传授者和课堂教学的组织者。

学生在教学中接受教师的教导并按教师的指示去做。

及时纠正学生的错误并提供练习的正确答案。

3.直接法可以在中国教堂使用么？为什么？使用直接法的教师旨在培养学生使用外语进行交际的能力，重点培养学生口头交际的能力。

阅读和书写的练习都是根据口头联系过的材料来设计的。

由于对口头表达能力的偏重，教师从一开始就重视训练学生良好的发音和扩大学生的词汇量。

教师和学生有着一种搭档或伙伴关系，学生可以向教师提问和回答教师的问题，教师可以向学生提问和回答学生的问题，再者，学生也可以与学生进行对话和讨论问题。

4.情景法和听说法有什么相同和不同的地方？试举例说明。

英语教学法基础课后习题及答案