英语教学论选择题及答案
完整版英语教学论选择题及答案
第四章1.根据卡南尔和斯温纳(Canale and Swain )的论述，交际能力包括语法能力、社会语言能力、篇章能力和—。
A.语汇能力B.词汇能力C.语言能力D.策略能力Key: D (pp. 75)2.英国语言哲学家奥斯汀认为，人在说话的时候同时施行着以言述事、以言成事和三种行为。
A.以言做事B.价值判断C.表情达意D.发出指令Key: A (pp. 77)3.韩礼德认为，语言的微观功能包括工具功能、个人功能、启发功能、想象功能、信息功能和及。
A.策略功能、思维功能B.相互关系功能、规章功能C.篇章功能、人际功能D.思维功能、篇章功能Key: B (pp. 74)4. 一些学者从社会交际功能的角度出发，探讨和的理论。
A.语言学习和交际能力B.语言使用和交际能力C.语言使用者和语言使用D.语言使用者和语言能力Key: C (pp. 75)5.海姆斯的交际能力包括：懂的形式上的可能、能判断语言形式的可行性、和。
A.能在交际中得体地使用；B.拥有社会语言能力；知道某些话语能否实际说出来拥有语篇能力C.拥有策略能力；D.拥有策略能力；拥有篇章能力；拥有社会语言能力；Key: A (pp. 75)6.英国语言哲学家奥斯汀的理论中，可以验证，可以是真实或错误的陈述的句子类型是。
A.行为句B.叙述句C.受约句D.指令句Key: B (pp. 77)7.意念大纲的诞生和理论有密切关系.A.海姆斯的交际能力理论B.奥斯汀的言语行为理论C.韩礼德的功能学派D.卡南尔和斯温纳的理论Key: B (pp. 78)8.外语学习理论可以分为两种，一种是探究外语学习普遍性和规律性的研究，另一种是。
A.从语言本身结构的研究；B.从社会属性方面的研究；C.跟其他学科关系的研究；D.不同类型学习者学习特殊性和规律性的研究；Key: D (pp. 78)9.华生提出的行为主义心理学公式是。
A.刺激---- 反应B.输入---- 反应C.刺激一一理解一一反应D.输入一一理解一一反应Key: A (pp. 79)10.按照行为主义的观点，所有学习，不论是言语还是非言语学习，都要经过一个过程。
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。
英语教学试题及答案
英语教学试题及答案一、选择题（每题2分，共20分）1. What does the word "environment" mean?A. SurroundingsB. EconomyC. EducationD. Entertainment答案：A2. Which sentence is grammatically correct?A. She don’t like to go out.B. She doesn’t like to go out.C. She don’t likes to go out.D. She doesn’t likes to go out.答案：B3. Fill in the blank with the appropriate preposition: The children were playing _______ the park.A. inB. onC. atD. to答案：A4. What is the past tense of "begin"?A. begunB. beginC. beginningD. began答案：D5. Choose the correct form of the verb to complete the sentence:The movie was so interesting that I _______ until midnight.A. watchedB. watchC. am watchingD. was watching答案：D6. What is the comparative form of "big"?A. biggerB. biglyC. bigestD. more big答案：A7. Which of the following is a countable noun?A. adviceB. informationC. furnitureD. music答案：A8. What does the phrase "break the ice" mean?A. To start a fightB. To make a hole in the iceC. To initiate a conversationD. To stop a conversation答案：C9. Choose the correct sentence structure:A. She is a teacher and she likes reading.B. She is a teacher and likes reading.C. She is a teacher but likes reading.D. She is a teacher, likes reading.答案：A10. What is the superlative form of "fast"?A. fasterB. fastC. fastestD. most fast答案：C二、填空题（每题1分，共10分）11. The _______ (形容词比较级) you are, the _______ (形容词比较级) you will feel.答案：happier, better12. The _______ (名词复数) of the books are on the shelf.答案：books13. She has been learning English for _______ (时间段).答案：three years14. I would rather _______ (动词原形) at home than go out in this weather.答案：stay15. The _______ (名词单数) of the meeting is at 3 p.m.答案：schedule16. He is _______ (形容词最高级) than any other student in his class.答案：smartest17. The _______ (动词过去分词) of the cake is delicious.答案：baked18. The teacher asked us to _______ (动词原形) the new words.答案：memorize19. The _______ (名词复数) of the animals are in danger.答案：species20. She is _______ (动词现在分词) for her exams.答案：studying三、阅读理解（每题2分，共20分）阅读下面短文，然后回答问题。
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。
《英语教学论》试卷
《英语教学论》试卷《英语教学论》试卷转载自：水的谜底转载于：今天 19:09 | 分类：学习库阅读：(0) 评论：(0)《英语教学论》试卷CI Explain the meaning of the following terms: (10%，2×5)1. function2. notion3. motivation4. all-round training5. autonomyII. Match A with B: (5%,1×5)A B1. 文化移入说 a.. Approximative System Model2. 渐进体系说 b. Interlanguage Hypothesis3．过渡语言说 c. Cognitive theory4．认知学说 d. Associative theory5．联结学说 e. Acculturation ModelIII True or False statement. Write “T” for the true statement and “F” for the false on the answer sheet. (20%，1×10)1. Associative learning theory takes place in the human organism through a meaningful process of relating new events or items to already exis ting cognitive concepts or propositions…. ( )2. Cognitive learning theory is similar to associative learning theory. ( )3. S-R theory or Reinforcement Theory is a learning theoryassociated particularly with the American psychologist B.F. Skinner, which explains learning as the formation of associations between responses. ( )4. Learning theories are regarded as a source of creation, a discerning mirror, a basis for research and a principle of application to English teaching. ( )5. Innate Theory or Innatist Hypothesis held by Chomsky and Miller holds that children’s acquisition embodies an interaction between their innate capacity of acquisition and direct experience of environment depend and interact on each other. ( )6. Interlanguage Hypothesis, put up by L. Selinker and others maintains that students use an interlanguage before they have had a good demand of a second language. ( )7. It is S. Krashen who proposed a hypothesis called Output Theory, which states that in second or foreign language learning, for language acquisition to occur, it is necessary for the learners to understand input language which is in large quantities. ( )8. Error analysis can be applied to classroom teaching and the systematic analysis of error and the student’s whole speech act help the learner to recognize the essence of learning. ( )9. General English is the foundation of special English which records scientific and technological literature. ( )10. Needs analysis is widely used to write syllabus and textbooks. A syllabus based on needs analysis consist of two categories, namely, language form and the function of language. ( )IV Fill in the blanks with proper word which best complete the statement. (20% 1×20,)1. There are _____ and _____ need to be considered in selectingmaterial. The former refers to students’ actual needs when they enter society, the latter deals with students’ life-long career development.2. The _____ content refers to the content of the course such as the portrayed figures, stories, activities and situations which are not real. They are purposely _____ by textbook writers.3. Though the original material is _____ than the translated version, it is more difficulty for ______ to understand.4. With ______ characteristics, the chief consideration for compiling rules of the material must include: linguistic environment, ______ of the target language, mutual co-operation between knowledge and speech act and timely effect.5. The system of English teaching ______, as a subsidiary one to a multilevel system of teaching principles, is not isolated. It involves at least ______ aspects.6. One of the seven relations we have to handle skillfully is the _____ between general English and English for ____ purposes.7. ______ refers to the simplified original. It is necessary and essential way toward the _______ original, though unlike the original, it is not genuine, not natural.8. “Doing things through _______” is just latest proposition about the Communicative Approach. However, the exact connotation of the _____ Approach has a strong version and a weak one.9. Hymes and his colleagues believed that language could not exist without social context. According to this belief, _____ proposed a theory of communicative competence, which included ____ respects in terms of both knowledge and ability to use language.10. There are mainly five basic research methods as follows:observation method, survey method, ______method, data reading method, and the method of ____ a research paper.V. Multiple Choice ( 10%, 2×5)Directions: Read the following unfinished statements or questions carefully. For each unfinished statement, five answers marked A, B, C, D and E are given. Choose not less than one answer that you think best completes the statement and write them on the answer sheet.1. When teachers use experimental method to do research, they must be clear about the following variables:A. stimulating variableB. responsive variableC. causal factorD. controlled variableE. testing variable2. Which of the following are included in the Communicative Competence?A. Linguistic/Grammar competenceB. Sociollinguistic competenceC. Discourse competenceD. Performing competenceE. Strategic competence3. Linguistic competence includes the ability ______.A. to tell whether a sentence is grammatical or notB. to understand the internal structure of sentencesC. to understand and produce an infinite number of sentencesD. to detect procedures of teachingE. to detect ambiguity contained in the sentences4. From the viewpoint of teaching methodology, what method ideas were not originated from Noam Chomsky’s theory on language competence and language performance.A. Cognitive ApproachB. Audiolingual MethodC. Translation MethodD. Direct MethodE. Functional Approach5. The characteristics of the Communicative Approach are _______.A. Meaning is of primary importance and contextualization is a basic principle.B. Attempts by learners to communicate with the language are encouraged from the beginning of instruction.C. The new language system will be learned best by struggling to communicate one’s own meaning and by negotiation of meaning through learning from others.D. Activities and strategies for learning are varied according to learner preferences and needs.E. Sequencing of materials is determined by the content, function and meaning that will maintain students’ interest.VI Answer the questions (15%, 3×5)Directions: Give a brief account on each of the following questions and write your answers on the answer sheet.1. What are the common things that successful teachers have? Try to explain the points respectively.2. What are the four basic steps for error analysis?3. What is English textbook?4. What is learner’s affective factor? How should teachers treat it?5. What should be considered when compiling textbooks?VII. Translate the following into Chinese. ( 10%, 2×5)1. In Chinese schools, students in the first place are supposed to have spelling and reading skills trained, with which students are able to pronounce and spell the words according to the symbols of IPA. Four reasons account for this principle.2. The Chinese advocates of IPA notation have proved that those learners who have mastered such notation serving as a guide to accurate pronunciation at early stage can learn faster and better instead of being puzzled by difficult pronunciation while learning.3. None of the FLT methodological schools abroad deny the important role played by the skills of spelling and reading.4. As the spelling system is very irregular with too many expectations in English pronunciation, it is a must to take a certain length of time to be trained in it.5. Language is speech based on a sound system. It demands students to articulate and spell it right on hearing or seeing it.VIII. Wr iting (10%,10×1)Directions: Nowadays, mother tongue can not be found in some new coursebooks. It has become a trend in composing new coursebooks. What’s your opinion about it? Please write an article of about 150 words to express your point of view as an in-service English teacher in China. Do remember to write a title for your article.javascript:window.top.space_addItem(13,5329,0,0,150,700,0);英语教学论考试与答案1: [判断题] In principle, any grammatical structure or vocabulary item maybe used within a variety of notions, functions,topics and situations.A : YesB : No2: [判断题] Fluency activitiesmake for linguisticcompetence and accurcy activities make for communicative competence.A : YesB : No3: [判断题] English is more difficult to learn than Chinese.A : YesB : No4: [判断题] In a long run, cognitive learning is effective. Learning with thinking improves ability.A : YesB : No5: [判断题] The spoken form of language is more basic than the written form.A : YesB : No6: [判断题] The number of possible topics and communicative situations is infinite,whereas the number of functions and notions is in principle finite.A : YesB : No7: [判断题] The cognitive psychology believes that language learning is a process of habit formation.A : YesB : No8: [判断题] A good score of words is not crucial for understanding and communication.A : YesB : No9: [判断题] A general assumption is that the learning that takes place in natural and educational settings are the same in nature.A : YesB : No10: [判断题] The input hypothesis means " humans acquire language in only one way --- by understanding messages or by receiving comprehensible input.A : YesB : No11: [判断题] Learning English should be a mechanical practice. It does not require active involvement, reasoning and thinking.A : YesB : No12: [判断题] It is generally considered that the behaviorist theory is better than the cognitive theory.A : YesB : No13: [判断题] In a cognitive approach, the learner is seen as an active participant in the learning process, using various stategies in order to sort out the system of language to be learned.A : YesB : No14: [判断题] Accuracy and fluency are equally important in language learning.A : YesB : No15: [判断题] Fluency comes naturally after accurcy.A : YesB : No16: [判断题] The structural view of language views language as a system of struturally related elements for the coding of meaning.A : TRUEB : FALSE17: [判断题] 教师不仅是教材的使用者，还是教材的研制者和开发者。
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。
英语教学理论练习及答案
《英语教学理论》作业号:1 题型:单选题本题分数:2内容:使用全身反应法的教师希望全身反应法能帮助学生在轻松自如的学习环境中掌握初步的__能力。
选项:a、听、说b、读、写c、听、读d、听、说、读、写答案：a--------------------------------------------------------------------------------号:2 题型:单选题本题分数:2内容:在直接法的课堂里，教学活动有如下几个特点：1．全外语的教学，并___。
2．模仿、朗读和问答是主要的教学活动形式。
3．教师要求学生在提问或对教师的问题作答时，均以完整的句子说出问句或答句。
选项:a、广泛使用直观手段b、用外语讲解语法c、使用翻译帮助理解d、努力创造信息沟答案：a--------------------------------------------------------------------------------号:3 题型:单选题本题分数:2内容:使用听说法的教师认为语言是一套习惯(Language is a set of habits)，学习外语就得养成一套新的习惯。
而要这样做，就得超量地学习(overlearn)语言，通过大量的模仿、记忆和操练，熟练掌握各种语言结构(包括语音、语法和词汇的结构)，在运用各种语言结构进行交际时，能___。
学生们必须克服母语的旧习惯对外语新习惯的干扰。
选项:a、使用所掌握的有关语言的知识来组织语言b、自动化地应用语言c、根据不同的情景使用合适的语言d、使用得体的语言答案：b--------------------------------------------------------------------------------号:4 题型:单选题本题分数:2内容:当教师希望学生练习句型Is it + adj. (colour)? 时，教师说：我脑子里想着一个球，球是个有颜色的球，你知道球是什么颜色的吗? 学生可以说：Is it white/yellow/black/green?等等。
最新1月浙江自考英语教学论试题及答案解析
浙江省2018年1月自考英语教学论试题课程代码：10057一、单项选择题(本大题共10小题，每小题2分，共20分)在每小题列出的四个备选项中只有一个是符合题目要求的，请将其代码填写在题后的括号内。
错选、多选或未选均无分。
Section I: Basic Theories and Principles 20 pointsQuestions 1-10 are based on this part.Directions: Choose the best answer for each of the following questions.1. Grammar-Translation method is ( )A. the language teaching method based on the study of texts in the target language, which has to be explained and analyzed in the mother tongue and then translated.B. the language teaching method based on the study of functions of the target language, which has to be explained and analyzed in the target language.C. the language teaching method based on the study of nature of language activities.D. the language teaching method based on the study of grammar and translation.2. An eclectic approach ( )A. refers to the way of language teaching reflecting mainly the Grammar Translation Method.B. refers to the way of language teaching and learning in which some aspects of most methods are applied.C. refers to the way of language teaching reflecting mainly the Audio-Lingual Method.D. refers to the way of language teaching reflecting mainly the Humanist Approach.3. Communicative competence refers to ( )A. a person’s ability with which he is able to use the language to do things, and to measure his success or failure by the response of others.B. a person’s skills in what to say and how to say it.C. a person’s competence in when to say something to whom.D. a person’s competence in where and in what manner to say something.14. The Natural Order ( )A. consists of listening to a great deal of language input, then speaking, and then reading a great deal of meaningful input, which is formally taught, and finally writing.B. consists of listening to a great deal of meaningful language input, then speaking, and then reading a great deal of meaningful input, which is formally taught, and finally writing.C. consists of reading a great deal of language input, then speaking, then listening to a great deal of meaningful input, which is formally taught, and finally writing.D. consists of reading a great deal of language input, then speaking, and then listening to a great deal of input, which is formally taught, and finally grammar.5. Spoken and written English ( )A. share the same grammar notions and are analyzed in the same way.B. are different because one is very simple while the other is difficult.C. have two different kinds of complexity.D. share the same vocabulary.6. Skimming is ( )A. careful reading of the whole text.B. the way of reading in which the reader usually moves his eyes over the text very quickly just in order to get some specific information of it or decide whether it is worth reading more deeply or not.C. the way of reading in which the reader usually moves his eyes over the text very quickly just in order to get the gist of it or decide whether it is worth reading more deeply or not.D. to locate some particular information in the passage.7. Authenticity ( )A. refers to a text which is written for learners of the language in the world with some language control and artificiality.B. refers to a text which is written with a simplified style for the convenience of learners of the language.C. refers to the language that native speakers and learners of the language would use to each other.D. refers to a text which is written for native speakers to read or spoken for native speakers to listen to.8. Which of the following belongs to Audio-lingual Method of language teaching? ( )A. Errors were tolerated in case they may not lead to bad habit formation and not all correct language was2accepted in the classroom.B. Mother tongue use was also accepted, so the languages to be heard or spoken were both the target language and the mother tongue in order to encourage the learners to think in both languages.C. Behaviorist psychology was the basis of the Audio-lingual Method of language teaching, which involved giving the learners stimuli in the form of prompts, and praising the correct responses or punishing an incorrect response, until the right one was given.D. The syllabus was usually structurally based and the classroom tasks were all in drill form. Emphasis was laid upon using oral language in the classroom, some task-based learning activities were encouraged for more language output.9. Register ( )A. refers to the use of words which require a constant context for each other.B. refers to the use of words which require an appropriate context for one word.C. refers to the use of words which require an appropriate context for each other in certain situations.D. refers to the use of words which require an appropriate context for each other.10. Which of the following is a communicative activity? ( )A. Students make sentences following the given pattern or sentence structure.B. Students read aloud a dialogue in the textbook.C. Students present their own ideas or opinions on a certain topic.D. The teacher refers to a picture which everyone in the class can see and asks questions about the picture.二、简答题（本大题共3小题，每小题7-12分，共30分）Section II: Problem Solving 30 pointsDIRECTIONS: Situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; secondly, provide your own solutions according to the communicative language teaching principles and explain in details.1. The stages of course design. Put the following stages of course design in the correct order:A. selection of contents;B. diagnosis of needs;C. determination of what to evaluate and how to evaluate itD. formulation of objectives;E. selection of learning experiences (tasks/activities/exercises/etc.)F. organization of contents;G. organization of learning experiencesStage 1________3Stage 2________Stage 3________Stage 4________Stage 5________Stage 6________Stage 7________2. Characteristics of a good learner of second language. List here at least eleven characteristics that a good learner of second language has.1. ________2. ________3. ________4. ________5. ________6. ________7. ________8. ________9. ________10. ________11. ________3. List twelve important qualities you think that a good teacher must have.1. ________2. ________3. ________4. ________5. ________6. ________7. ________8. ________9. ________410. ________11. ________12. ________三、案例题（本大题共50分）Section III: Mini-lesson Plan or Text Analysis 50 pointsDIRECTIONS: Read the following text carefully and complete the teaching plan according to instructions. Design lesson plan activities for the text provided below. Your lesson plan should include the following aspects:1. Aims of the lesson2. Name (s) of activity(ies)3. Objective (s) of the activity (ies)4. Type (s) of the activity (ies)5. Classroom organization of the activities6. Teacher’s role (s)7. Students’ role (s)8. Teaching aid (s)9. Predicated problem (s) and possible solution (s)10. Activity procedures①. Pre-reading activity(ies)②. While-reading activity(ies)③. Post-reading activity(ies)11. Follow-up activity(ies)Reading Passage：A WORLD GUIDE TO GOOD MANNERSTraveling to all corners of the world gets easier and easier. We live in a global village, but how well do we know and understand each other? Here is a simple test. Imagine you have arranged a meeting at four o’clock, what time should you expect your foreign business colleagues to arrive? If they’re German, they’ll be bangon time. If they’re American, they’ll probably be 15 minutes early. If they are British, they’ll be 15 minutes5late, and you should allow up to an hour for the Italians.When the European Community began to increase in size, several guidebooks appeared giving advice on international etiquette. At first many people thought this was a joke, especially the British, who seemed to assume that the world-spread understanding of their language meant a corresponding understanding of English customs. Very soon they had to change their ideas, as they realized that they had a lot to learn about how to behave with their foreign business friends.For example: the British are happy to have a business lunch and discuss business matters with a drink during the meal; the Japanese prefer not to work while eating. Lunch is a time to relax and get to know one another, and they rarely drink at lunchtime.The German like to talk business before dinner, the French like to eat first and talk afterwards. They have to be well fed and watered before they discuss anything. Taking off your jacket and rolling up your sleeves is a sign of getting down to work in Britain and Holland, Germany people regard it as taking it easy.American executives, sometimes signal their feelings of ease and importance in their offices by putting their feet on the desk whilst on the telephone. In Japan, people would be shocked. Showing the soles of your feet is the height of bad manners. It is a social insult only exceeded by blowing your nose in public.The Japanese have perhaps the strictest rules of social and business behaviour. The Japanese business card almost needs a rulebook of its own. You must immediately show yours on meeting because it is essential to establish everyone’s status and position.When a name card is handed to a person in a superior position, it must be given and received with both hands, and you must take time to read it carefully, and not just put it in your pocket! Also the bow is very important part of greeting someone. You should not expect the Japanese to shake hands. Bowing the head is a mark of respect and their first bow of the day should be lower than when you meet thereafter.The Americans sometimes find it difficult to accept the more formal Japanese manners. They prefer to be causal and more informal, as illustrated by the universal ‘Have a nice day!’. American waiters have a one-word imperative “Enjoy!”The British, of course, are cool and reserved. The great topic of conversation between strangers in Britain is the weather -unemotional and impersonal. In America, the main topic between strangers is the search to find a geographical link. “Oh, really? You live in Ohio? I had an uncle who once worked there.”Glossary6Etiquette: the formal rules for polite behaviour in a society or in a particular group.7。
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第四章1. 根据卡南尔和斯温纳（Canale and Swain）的论述，交际能力包括语法能力、社会语言能力、篇章能力和____。
A. 语汇能力B. 词汇能力C. 语言能力D. 策略能力Key: D (pp. 75)2. 英国语言哲学家奥斯汀认为，人在说话的时候同时施行着以言述事、以言成事和_________三种行为。
A. 以言做事B. 价值判断C. 表情达意D. 发出指令Key: A (pp. 77)3. 韩礼德认为，语言的微观功能包括工具功能、个人功能、启发功能、想象功能、信息功能和_______及______。
A. 策略功能、思维功能B. 相互关系功能、规章功能C. 篇章功能、人际功能D. 思维功能、篇章功能Key: B (pp. 74)4. 一些学者从社会交际功能的角度出发，探讨________和________的理论。
A. 语言学习和交际能力B. 语言使用和交际能力C. 语言使用者和语言使用D. 语言使用者和语言能力Key: C (pp. 75)5.海姆斯的交际能力包括：懂的形式上的可能、能判断语言形式的可行性、_________和__________。
A. 能在交际中得体地使用；知道某些话语能否实际说出来B. 拥有社会语言能力；拥有语篇能力C. 拥有策略能力；拥有篇章能力；D. 拥有策略能力；拥有社会语言能力；Key: A (pp. 75)6.英国语言哲学家奥斯汀的理论中，可以验证，可以是真实或错误的陈述的句子类型是________。
A. 行为句B.叙述句C. 受约句D. 指令句Key: B (pp. 77)7. 意念大纲的诞生和___________理论有密切关系.A. 海姆斯的交际能力理论B. 奥斯汀的言语行为理论C. 韩礼德的功能学派D. 卡南尔和斯温纳的理论Key: B (pp. 78)8. 外语学习理论可以分为两种，一种是探究外语学习普遍性和规律性的研究，另一种是__________。
A. 从语言本身结构的研究；B. 从社会属性方面的研究；C. 跟其他学科关系的研究；D. 不同类型学习者学习特殊性和规律性的研究；Key: D (pp. 78)9. 华生提出的行为主义心理学公式是________。
A. 刺激——反应B. 输入——反应C. 刺激——理解——反应D. 输入——理解——反应Key: A (pp. 79)10. 按照行为主义的观点，所有学习，不论是言语还是非言语学习，都要经过一个________过程。
A. 接触刺激B. 做出反应C. 习惯形成D. 反复模仿Key: C (pp. 80)11. 克拉申解释二语习得学习理论的理论被称为________。
A.监察模式B. 生成模式C. 普遍语法D. 语言输出假设Key: A (pp. 81)12. 乔姆斯基认为，________使得人具有与生俱来的语言习得能力。
A. 语言结构B. 大量输入C. 普遍语法D. 监察模式Key: C(pp. 80)13. 乔姆斯基认为，母语习得过程是________。
A. 普遍语法——语言输入——特定语言语法；B. 语言输入——普遍语法——特定语言语法；C. 特定语言语法——语言输入——普遍语法；D. 特定语言语法——普遍语法——语言输入；Key: B (pp. 81)14. 克拉申的监察模式由习得和学得假设、自然顺序假设、监察假设、________和________构成。
A. 输入假设、输出假设B. 输入假设、普遍语法假设C. 输入假设、中介语假设D. 输入假设、情感过滤假设Key: D (pp. 81)15. 克拉申认为，外语学习有________和________两种形式。
A. 习得、理解B. 习得、输出C. 输入、学得D. 习得、学得Key: D (pp. 81)16. 根据习得和学得假设，________是一种自然的方式，它不被觉察，通过对语言的理解和运用，自然获得语言使用能力。
A. 学得B. 语言输入C. 习得D. 语言输出Key: C (pp. 81)17. 根据习得和学得理论，________是有意识的过程。
A. 语言习得B. 语言学得C. 语言输入D. 语言输出Key: B (pp. 81)18. 克拉申认为，语言学得是学习________的过程。
A. 语言规则B. 语法C. 语言意义D. 语言形式Key: A (pp. 81)19. 根据习得和学得假设，最后能达到弄懂语言知识，并把语言规则进行表述的二语习得途径是________。
A. 习得B. 输入C. 学得D. 刺激Key: C (pp. 81)20. 克拉申提出________来说明习得语言规则是有一定次序的。
A. 自然顺序假设B. 习得和学得假设C. 语言输入假设D. 监察假设Key: A (pp. 82)21. 克拉申经常引用的词素习得顺序中，________先于________。
A. 规则动词过去时变化、不规则动词过去时变化；B. 不规则动词过去时变化、规则动词过去时变化；Key: B (pp. 82)22. 克拉申的语言输入假设提到，要使人们可以习得语言，输入发人语言必须符合以下要求：足够的量、________和________。
A. 可理解的、i+1水平的B. 超出理解范围、i-1水平的C. 超出理解范围、i+1水平的D. 可理解的、i-1水平的Key: A (pp. 82)23. 克拉申认为，________练习对习得来说是没有帮助的。
A. 听B. 说C. 读D. 记Key: B (pp. 82)24. 克拉申的监察假设认为，________起监察作用。
A. 有意识的学得B. 无意识的习得C. 可理解的语言输入D. 大量的语言输入Key: A (pp. 83)25. 克拉申的监察假设认为，监察作用只有具备一下三个条件才能发挥：充裕的时间、________、________。
A. 大量的输入、懂得规则B. i+1水平的语言输入、可理解的语言输入C. 无意识的习得、学得D. 集中注意力、懂得规则Key: D (pp. 83)26. 克拉申提出的，用来说明心理或感情因素对外语学习的影响的假设是________。
A. 习得和学得假设B. 情感过滤假设C. 语言输入假设D. 监察假设Key: B (pp. 83)27. 克拉申在其情感过滤假设中认为，影响外语学习的心理或情感因素包括一个人的动机________和_________。
A. 兴趣、忧虑程度B. 兴趣、能力C. 能力、忧虑程度D. 信心、忧虑程度Key: D (pp. 83)28. 对克拉申的监察模式，斯温纳提出了不同的看法，就是________。
A. 语言输出假设B. 语言输入假设C. 言语行为理论D. 普遍语法Key: A (pp. 85)30. 斯温纳的“浸泡式”教学实验说明________。
A. 语言输入对外语学习具有重要作用；B. 语言输入过程中，输入的语言材料应该是可理解的；C. 外语学习中，仅有语言输入是不够的，语言输出对二语习得意义重大；D. 人具有与生俱来的语言习得机制；Key: C(pp. 85)31. 斯温纳认为，语言输出有三个功能：一是促进语言学习者对语言形式的注意；二是________，三是提供学习者有意识反思的功能。
A. 使语言学习者懂得语言形式上的可能；B. 使语言学习者能在交际中得体的使用语言；C. 使得语言学习者获得语法能力、社会语言能力、篇章能力和策略能力；D. 学习者检验自己提出的假设的功能；Key: D (pp. 85)32. 从某种意义上讲，语言输出活动为语言学习者实践自己的假设、________提供机会。
A. 习得第二外语B.检验自己的假设C. 掌握语言规则D. 有意识地反思Key: B (pp. 86)33. 根据斯温纳的理论，从认知的角度看，________对二语或外语的习得都是极其重要的。
A. 语言输出B. 语言输入C. 低程度的忧虑D. 强的学习动机Key: A (pp. 86)34. 根据斯温纳语言输出理论的启示，在教学活动中，以下哪种活动的设计对学生的英语学习有帮助。
A. 听英文歌B. 读课文C. 看英文视频D. 小组英文讨论Key: D (pp. 86)35. 科德和理查兹认为，外语学习是________的过程。
A. 对自己的假设进行实践和检验B. 接受刺激做出反应最后形成习惯C. 将目标语的规则内化D. 激活自身语言习得机制Key: C (pp. 87)36. 科德认为，学习者有表达意图，但是未掌握表达这种意图的方式，由此所犯的错误称为________。
A. 系统前的语言错误B. 系统的语言错误C. 系统后的语言错误D. 中介语使用错误Key: A (pp. 87)37. 利特尔伍德的技能学习模式认为，语言做事技能和其他技能一样，既有________的一面，也有________的一面。
A. 能力、实践B. 假设、实践C. 输入、产出D. 认知、行为Key: D (pp. 88)38. 利特尔伍德的技能学习模式认为，语言做事技能的认知方面是指________。
A. 使语言学习者懂得语言形式上的可能；B. 使语言学习者能在交际中得体的使用语言；C. 使得语言学习者获得语法能力、社会语言能力、篇章能力和策略能力；D. 得体行为计划的内在化；Key: D (pp. 88)39. 就语言使用而言，利特尔伍德的“得体行为计划内在化”中，“计划”是指________。
A. 语言系统B. 学习计划C. 语言输出D. 学习假设Key: A (pp. 88)40. 利特尔伍德认为，语言的使用具有层次性，最高层次是________。
A. 交际目的B. 篇章能力C. 语法能力D. 策略能力Key: A (pp. 88)第五章1. 人们发现难以建立一种普适的教学法之后，开始关注________。
A. 语言本身B. 学法C. 教与学的关系D. 语言用法Key: B (pp. 103)2. 英语课程标准中所提的学习策略包括：认知策略、调控策略、________、________。
A. 情感策略、交际策略B. 交际策略、联想策略C. 交际策略、资源策略D. 迁移策略、资源策略Key: C (pp. 112)3. 奥斯科特将学习策略分为________和_______。
A. 元认知策略、社会策略B. 记忆策略、认知策略C. 情感策略、补偿策略D. 直接策略、间接策略Key: D (pp. 107)4. 课标中所提及的调控策略实际上便是奥玛利和钱莫特以及奥斯科特所指的________。
A. 元认知策略B. 补偿策略C. 间接策略D. 归类策略Key: A (pp. 112)5. 从某种意义上讲，语言输出活动为语言学习者实践自己的假设、________提供机会。