最新英语教学法试卷(附答案)

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英语教学法试题及答案

英语教学法试题及答案一、选择题1. What is the importance of using visuals in language teaching?a) They help create a more engaging and memorable learning experience.b) They replace the need for spoken language in the classroom.c) They can be used as a substitute for actual language practice.d) They hinder students' ability to understand concepts.答案: a) They help create a more engaging and memorable learning experience.2. Why is it important to create a learner-centered classroom environment?a) It allows the teacher to have more control over the students.b) It encourages passive learning among students.c) It promotes active participation and critical thinking.d) It reduces students' responsibility for their own learning.答案: c) It promotes active participation and critical thinking.3. Which of the following is an effective way to assess students' speaking skills?a) Multiple-choice tests.b) Memorization of vocabulary lists.c) Group discussions and presentations.d) Filling in the blanks in a sentence.答案: c) Group discussions and presentations.4. What is the significance of integrating listening, speaking, reading, and writing skills in language teaching?a) It increases the workload for both teachers and students.b) It allows students to focus on one skill at a time.c) It reflects real-life language use and promotes holistic learning.d) It hinders students' ability to develop individual skills.答案: c) It reflects real-life language use and promotes holistic learning.5. What is the role of error correction in language teaching?a) To embarrass and criticize students for their mistakes.b) To discourage students from experimenting with the language.c) To provide constructive feedback and foster learning.d) To promote rote memorization of grammar rules.答案: c) To provide constructive feedback and foster learning.二、简答题1. Explain the concept of scaffolding in language teaching.答案: Scaffolding refers to the support and guidance provided by the teacher to help students develop their language skills. It involves breaking down complex tasks into smaller, more manageable steps and gradually removing the support as students gain proficiency. Scaffolding can include providing clear instructions, modeling language use, using visual aids, offering personalized feedback, and encouraging independent thinking and problem-solving.2. Describe the role of technology in modern English language classrooms.答案: Technology plays a significant role in modern English language classrooms. It provides access to authentic materials, interactive learning resources, and digital platforms for communication and collaboration. Technology can enhance language learning through multimedia presentations, online language practice, virtual language exchanges, and self-paced learning modules. It also promotes digital literacy skills, critical thinking, and creativity among students.3. Discuss the advantages and disadvantages of teacher-centered instruction.答案: Teacher-centered instruction refers to a more traditional approach where the teacher has full control over the learning process. Advantages of this approach include the teacher's expert knowledge and guidance, efficient time management, and a structured learning environment. However, it may limit students' active participation and critical thinking, discourage autonomy and creativity, and result in passive learning. Teacher-centered instruction may also overlook individual student needs and preferences.4. How can assessment be used as a tool for both learning and motivation in language teaching?答案: Assessment can be used as a tool for learning and motivation by providing students with feedback on their progress and areas for improvement. It can help students identify their strengths and weaknesses, set learning goals, and track their own development. Effective assessments also promote a growth mindset, where students see mistakes as opportunities for growth rather than failures. Furthermore, assessment can motivate students by recognizing their achievements, fostering a sense of accomplishment, and creating a supportive and competitive learning environment.5. Explain the concept of communicative language teaching (CLT) and its main principles.答案: Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes communication as the primary goal of language learning. The main principles of CLT include using authentic language in meaningful contexts, promoting interactive and collaborative activities, focusing on fluency rather than grammatical accuracy, and integrating all four language skills. CLT encourages real-life language use, develops students' ability to negotiate meaning, and prepares them for effective communication in diverse situations.。

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.。

《英语教学法》(1)期末考试试题之二答案和评分标准41

《英语教学法》（1）期末考试试题之二答案和评分标准rmation.30%.tw.point.each2.the teaching of Ancient Greek and Latin in the west3.an intellectual activity4.topics, situations, functions, notions5.Dell Hymes6.first language acquisition7.The ‘holistic’ approachmunity Language Learning9.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate11.a knowledge of the appropriateness, the functional value of the language12.inappropriateness13.a constructive process, what is presented on the page or in the sound system14.oral communication15.the vocabulary and grammar structures, the skills required in typical situations16.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches,radio announcements, new reports, plays, etc.Par.I.Decid.whethe.th.followin.statement.ar.tru.o.false.Writ..fo.tru.an..fo.false.20%.tw.point.each 1...2...3... 4...5... 6...7...8....9...10.TPart III 50%Design a reading lesson with three stages as 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part●Th.followin.ar.possibl.pre-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher’s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each part●Th.followin.ar.possibl.while-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.Englis h.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided bet ween “specific steps” and “reasons for your design”, 2.5 points for each part●Th.followin.ar.possibl.post-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.English .●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。

初中英语教材教法试题及答案

初中英语教材教法试题及答案一、选择题（每题2分，共20分）1. 根据新课标，初中英语教学的主要目标是什么？A. 培养学生的英语应试能力B. 培养学生的综合语言运用能力C. 培养学生的英语听说读写能力D. 培养学生的英语语法知识答案：B2. 在初中英语教学中，教师应该如何处理学生的错误？A. 立即纠正B. 忽略不计C. 鼓励学生自己发现并改正D. 课后统一讲解答案：C3. 初中英语教材中，哪种活动最能提高学生的口语交际能力？A. 听力练习B. 阅读练习C. 角色扮演D. 语法练习答案：C4. 以下哪项不是初中英语教学中常用的教学方法？A. 任务型教学B. 情景教学C. 直接教学D. 翻译教学答案：D5. 初中英语教师在课堂上应该扮演什么角色？A. 知识的传授者B. 学习的引导者C. 课堂的管理者D. 以上都是答案：D6. 在初中英语教学中，教师应该如何对待学生的个体差异？A. 忽视差异，统一要求B. 根据差异，因材施教C. 鼓励学生相互竞争D. 只关注优秀学生答案：B7. 初中英语教材中，哪种类型的练习最适合培养学生的创新思维？A. 填空题B. 选择题C. 完形填空D. 写作题答案：D8. 初中英语教师在备课时，应该重点关注哪些方面？A. 教材内容B. 学生需求C. 教学方法D. 教学目标答案：D9. 在初中英语教学中，教师应该如何激发学生的学习兴趣？A. 通过游戏和活动B. 通过考试和竞赛C. 通过严格的课堂纪律D. 通过大量的作业答案：A10. 初中英语教学中，教师应该如何处理学生的课堂参与度？A. 强制学生参与B. 鼓励学生自愿参与C. 忽视不参与的学生D. 只关注积极参与的学生答案：B二、填空题（每题2分，共10分）1. 初中英语教学应该注重培养学生的______能力，而不仅仅是应试技巧。

答案：综合语言运用2. 在初中英语课堂上，教师应该鼓励学生进行______，以提高他们的口语交际能力。

英语教学法考试题及答案

2003年7月Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor?A. personality of the teacherB. class sizeC. course requirement2. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent4．Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.7. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues8. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules9. Which of the following activity is most demanding?A. list what you can buy at a supermarketB. list what you can buy at a supermarket in five minutesC. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing13. tell you what you should use in order to produce accurate utterances.A. The descriptive grammarB. The prescriptive grammarC. The traditional grammar14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed inand if they are and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultSection Ⅱ：Problem Solving 30 pointsDirections：Five 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. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "Environmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity.Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section Ⅲ：Mini-lesson Plan 40 pointsDirections：Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior Ⅰ, Student Book. Please design a teaching plan with the text.Write about a well-known person from Chinese history.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Section Ⅰ：Basic Theories and Principles 30 points1．A 2．C 3．B 4．B 5．C6．C 7．A 8．B 9．C 10．B11．C 12．A 13．B 14．A 15．BSection Ⅱ：Problem Solving 30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。

(完整版)英语专业英语教学法试题打印版

英语专业英语教学法试题注意事项I. Choose the best answer (30%)1.Which of the following is true of second language learning?A . Natural language exposure.B . Informal learning context.C. Structured input.D . Little error correction.2.What type of learners can benefit most from real object instruction?A . Individual learners.B.Tactile learners.C.Auditory learners.D.Visual learners.3.What type of intelligence is cooperative learning best suited for?A . Interpersonal intelligence.B.Intrapersonal intelligence.C.Logical intelligence.D.Linguistic intelligence.4.What does the following practise?X Peer and I went to the cinema yesterday .Peter and X I went to the cinema yesterday.Peer and I went to the cinema yesterday.Peer and I went to the cinema yesterday.A . Stress.B.Articulation.C.Liaison.D.Intonation.5. What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the rightA . Grouping.B.Collocation.C.Imitation.D.Imagery.6.Which of the following is a communication game?A . Bingo.B.Word chain.C.Rearranging and describing.D.Cross-word puzzle.7.Which of the following can help train speaking?A . Listen and follow instructions.8.Simon says.9.Pairs finding.D . Match captions with pictures.8.Which of the following activities is most appealing to children ' s characteristics?A . Cross-word puzzle.B . Formal grammar instruction.C. Reciting texts.D . Role-play.9.What' s the teacher doing by saying “ Who wants to have a try?" ?A . Controlling discipline.B . Giving prompt.C. Evaluating students' work.D . Directing students ' attention to the lesson.10.Which of the following activities is the most suitable for group work?A . Guessing game.B . Story telling.C. Information-gap.D . Drama performance.11.Which of the following belongs to learning outcomes?A . Role-plays.B . Sequencing pictures.C. Surveys.D . Worksheets.12.Which of the following best describes first language acquisition?A . Care-taker talk.B . Minimal pair practice.C. Selected input.D . Timely error correction.13.Which of the following seating arrangements is most suitable for a whole class discussion?□ □□□□□□□ □□□□□□□ □□□□□□□ □□□□□□□ □□□□□□□ □□□ □n 口□ □口o□ o□ □□14.What is the teacher doing in terms of error correction?“S: I go to the theatre last night .”T: You GO to the theatre last night?A . Correcting the student' s mistake.B . Hinting that there is a mistake.C. Encouraging peer correction.□ □□□no□□□o□□□匚□□□□□□□□□□□口□□□□□n□ □□ □□□□ □□ □□口□ □□ □□□□ □□ □□口□oo non□□口□□□□□□□□□□□□ □□口□□□ □□□2. Match the types of intelligence on the left with the form of learning on the right . (4 Directions: In this part, you are given five questions which are followed by 4 choicespoints)1) Linguistic intelligence2) Match and logical thinking3) Spatial intelligence4) Bodily/Kinesthetic inteligence1) Grouping words together2) Minimal pair practice3) Labeling pictures4) Sequencing the events according to the story marked A, B, C and D . Read the choices carefully and choose the suitable answer (s) to the question. You may have more than one answer to each question. (10 points, 2 points each)1. Which of the following roles do the primary school teachers play?A . A prompter.B. A participant.C. An assessor.D. A controller.2. Which of the following features are true of children in learning a language?A . Children can not concentrate for very long .B . Children learn English because they think it interesting . C. Children are not good at planning and monitoring . D . Children are good at understanding concrete things .D . Asking the student whether he really went to the theatre .15. Which of the following questions can be used in the questionnaire for assessingparticipation?A . Did you get all the questions right in today ' s class?B . Did you finish the task on time?C. Can you use the strategies we have learned today? D . What did you do in your group work today? II. Matching(20%)1) Match the learning styles on the left with the type of activities on the right . ( 4 points) 2) Visual learners A. Handwork 3) Kinesthetic learnersB. Picture talking4) Auditory learners C. Play acting5) Tactile learnersD. Song and music listening4. What is the teacher doing? (4 points) 1) Now, you can begin.2) All right, I think it is time. 3) Can you two show us how to work? 4) We are going to do two things today. Tom, can you tell us what they are? 5.A. Checking understandingB. Ending the activityC. Demonstrating the operationD.Giving the startMatch the activities with the relevant classroom arrangement . (4 points)1) Speaking chains 2) Role play of a dialogue 3) Guessing the object 4) Sentence completionin . Multiple choice questions (10%)A . Whole class work B. Individual work C. Pair work D. Group work3. Match the activities on the left with the language focus on the right . (4 points) A.Doing hands-on activitiesB.SketchingC.Verbalizing D.ConceptualizingA.ReadingB.Vocabulary learning strategy C. Pronunciation D.Writing3.Which of the following belong to formative assessment?A . Learner portfolio.B.Test results.C.Classroom observation.D.Student diaries.4.Which statement of Chinese and English phonetic systems are right?A . English has as many as 24 vowels, while Chinese has none .B . English has a lot of combined consonants, while Chinese has none .C.Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese.D.English words often have more than one syllable, while Chinese characters usually have only one syllable .5.If the class is noisy, which of the following should you choose to settle the class?A . Ask the whole class to copy a list of food words onto a piece of paper from the board.B.Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C.Ask the children to take out their cards and do paired practice.D . Ask children to prepare the dialogue to get ready to act.N . Short Answer Questions ( 20%)Directions: In this part there are four questions about English Teaching Methodology . Write down your answers in brief . You will be assessed in the points you present and the way you present them. (20 points, 5 points each)1.Why is it necessary to use L1 in foreign language instruction? Give at least two reasons.2.What are the relationship and differences between testing and assessment?3.What does the following support, formative assessment or summative assessment? Why or why not?Self— assessment Sheet Yes, Partly, No1.I was able to select a story I am interested in . □□口2.I tried to guess from the context when I met □□口new words in the story .3.When I failed to guess out the words, I referred □□口to the Chinese version for reference .4.I skimmed the story to first find what it is □□口mainly about .5.I then read the story carefully, interested in □□口some of the details .6.When I was required to retell a character I like □□口best or a happening which attracted my attention, I scanned the story again for some details.7.In the discussion with others I found that I was □□口able to get the right information very quickly asI read in the way I had learnt .8.I am satisfied with my reading this time . □□口4.What might be the reason if your students misbehave in class? Mention at least 3reasons.V . Activity designing ( 20%)Directions: In this part, you are to design a 10 — minute speaking activity according to the material given . The activity should involve the function of ordering and the relevant structures. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure, assumed time, predicted problems and solutions). Make sure you give the assumed time for each step .ObjectiveClaMixjom ^anizaticnPre-cKcLed 多)Salutiom ( 3)Pro 团J UTEI) 2)3)I- V I英语专业英语教学法试题答案及评分标准（供参考）本题为单选题，共15个小题，30分，每题2分。

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中学英语教学法1．第1题According to Clark, Scarino ａnd Brownell, the main components of a task include ____.A.exercises, exercise-tasks ａnd tasksB.new language items, time ａnd learning cultureC.a purpose, a context, a process ａnd a product/outcomeD.pre-task, task cycle ａnd language focus您的答案：C题目分数： 2.0此题得分： 2.02．第2题As far as vocabulary teaching is concerned, which of the following is NOT the uncertainty that still remains?A.which vocabulary items should be taught ａnd learned.B.how vocabulary can be taught ａnd learned most effectively.C.whether vocabulary should be taught ｏr not.D.What constitute a vocabulary item.您的答案：C题目分数： 2.0此题得分： 2.03．第3题According to the Cognitive theory, a language learner acquires language ____ which enables him to produce language.A.structuresB.habbitsC.skillspetence您的答案：D题目分数： 2.0此题得分： 2.04．第4题Which of the following are not one of the principles of communicativelanguage teaching proposed by Richards ａnd Rodgers (1986)?munication principleB.Task principleC.Meaningfulness principleD.Correctness principle您的答案：D题目分数： 2.0此题得分： 2.05．第5题According to Nation (2001) productive knowledge of vocabulary involves the following EXCEPT ___.(1) being able to produce the word to express the meaning(2) being able to write it with correct spelling(3) being able to construct it using the right word parts in theirappropriate forms(4) being able to recognize that the word has been used correctly in thesentence in which it occursA.(1)B.(2)C.(3)D.(4)您的答案：D题目分数： 2.0此题得分： 2.06．第6题There is ___ between mechanical practice ａnd meaningful practice. an example given by Wang Qiang is the “chain of events” activity.A.no distinctionB.a clear-cut distinctionC.no clear-cut distinctionD.(None of the above)您的答案：C题目分数： 2.0此题得分： 2.07．第7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： 2.08．第8题ａnd “A policeman was When teaching grammar, “You are a stranger in this town …”asking some questions…” are two examples of using ___.A.mimesB.gesturesC.chain of eventsD.created situations您的答案：D题目分数： 2.0此题得分： 2.09．第9题The structural view limits knowing a language to knowing its structuralrules ａnd vocabulary. the communicative ｏr notional-functional viewadds the need to know how to ___ the rules ａnd vocabulary to do whateverit is one wants to do.A.ｕｓｅB.analyzeC.learnD.remember您的答案：A题目分数： 2.0此题得分： 2.010．第10题The ___ theory believes that learning is a process in which the learnerconstructs meaning based on his/her own experiences ａnd what he/she already knows.A.BehanouristB.CognitiveC.ConstructivistD.Structuralist您的答案：C题目分数： 2.0此题得分： 2.011．第11题According to littlewood (1981), identifying pictures, discoveringsequences ｏr locations, discovering differences ａnd reconstructing st ｏry-sequences 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： 2.012．第12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 ｕｓｅthese 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： 2.013．第13题Vocabulary building strategies 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： 2.014．第14题A group of words that go together to form meaning are referred to as ___. They are also referred to as ,pre-fabricated formulaic items? (Lewis, 2002:121).A.chunksB.synonymsC.antonymsD.hyponyms您的答案：D题目分数： 2.0此题得分：0.015．第15题According to Pennington (2002), useful guidelines for teaching grammarinclude collocational, constructive, contextual, ａnd ___.municativeplexityC.contrastiveD.confidential您的答案：C题目分数： 2.0此题得分： 2.016．第16题According to Ur (1996), for ensuring understanding, plenty ofcontextualized examples of the target structure are necessary, ａnd ___ can aid comprehension.A.visual materialsplex terminologyC.teacher’s grammar analysisD.students’ grammar analysis您的答案：A题目分数： 2.0此题得分： 2.017．第17题It is believed that the inductive method is more effective than the deductive method because students ___ while engaged in language use.A.are told by the teacher the grammar rulesB.learn the grammar rules without any difficultyC.never learn the grammar rulesD.discover the grammar rules themselves您的答案：D题目分数： 2.0此题得分： 2.018．第18题In meaningful practice the focus is on the production, comprehensionｏr exchange of ___.nguagermationC.structuresD.sentences您的答案：B题目分数： 2.0此题得分： 2.019．第19题Ways of consolidating new words suggested in Wang Qiang’s book (2000) include the following EXCEP ___.beling objects in a pictureB.spotting the differences in two picturesC.playing a game of “What did you see just now?”D.reading the words in chorus您的答案：D题目分数： 2.0此题得分： 2.020．第20题When practising intonation with students in the classroom, ___.A.we can explain the intonation to the studentsB.we never make the students know which part is a rise, ａnd which partis a fallC.we can ｕｓｅhand ｏr arm movement, ｕｓｅarrows, ｏr drawlines under/above the wｏrdsD.we just let the intonation take place without our attention您的答案：C题目分数： 2.0此题得分： 2.021．第21题According to Archambault (1964), a constructivist scholar, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of ___.A.pushing the learners forward in their imitationB.realizing the common rules of languageC.making the learners memorize the structures of languageD.arousing the learners’ interests ａnd curiosity for learning您的答案：D题目分数： 2.0此题得分： 2.022．第22题When teaching pronunciation, the goal of Consistency means that thepronunciation should be ___.A.accurateB.smooth ａnd naturalC.native-likeD.understandable您的答案：B题目分数： 2.0此题得分： 2.023．第23题According to Parrot (1993), there are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ___.A.the structural view, the functional view ａnd the interactional viewB.imitation, drills ａnd practiceC.stage 1, stage 2 ａnd stage 3D.ethic devotion, professional qualities ａnd personal styles您的答案：D题目分数： 2.0此题得分： 2.024．第24题As far as language learning is concerned, the ___ concerns how the mind organizes new information such as habit formation, induction, makinginference, hypothesis testing ａnd generalization.A.process-oriented theoriesB.condition-oriented theoriesC.structural theoriesD.behaviorist theories您的答案：A题目分数： 2.0此题得分： 2.025．第25题Vocabulary building strategies outside classrooms include reviewingregularly, ___, organizing vocabulary effectively, ａnd using learned vocabulary.A.neglecting the meaningB.remembering the translationC.reciting the spellingD.guessing meaning ｆrom the context您的答案：D题目分数： 2.0此题得分： 2.026．第26题When teaching pronunciation, we should ___.A.build-up students’ confidenceB.destroy students’ confidenceC.make students feel anxiousD.make students distracted您的答案：A题目分数： 2.0此题得分： 2.027．第27题Examples of pronunciation perception practice include ___.ing pictures ａnd tongue twistersing minimal pairs, ａnd “odd one out”C.brainstorming ａnd discussionD.all of the above您的答案：B题目分数： 2.0此题得分： 2.028．第28题Adjectives such as 'well-informed', 'resourceful', ａnd'reflective'can be used to describe a teacher’s ___, one of the three elements of a good foreign language teacher.A.ethic devotionB.professional qualityC.personal stylenguage proficiency您的答案：C题目分数： 2.0此题得分：0.029．第29题In the traditional classroom, very often, too much attention has been paid to ___, with little ｏr no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage ｕｓｅnguage functions您的答案：B题目分数： 2.0此题得分： 2.030．第30题According to Wang Qiang, the three different views of language are ___.A.the structural view, the systematic view, ａnd the functional viewB.the linguistic view, the communicative view, ａnd thesocial-interactional viewC.the vocal view, the visual view, ａnd the vocal-visual viewD.the structural view, the functional view, ａnd the interactional view您的答案：B题目分数： 2.0此题得分：0.031．第31题Words that one is able to recognize ａnd comprehend in reading ａnd listening but unable to ｕｓｅautomatically in writing ｏr speaking are referred to as ___.A.receptive ｏr activeB.productive ｏr passiveC.receptive ｏr passiveD.productive ｏr active您的答案：C题目分数： 2.0此题得分： 2.032．第32题According to j. willis (1996), tasks are activities ｗhere the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competencemunicative competenceC.an outcomeD.knowledge您的答案：C题目分数： 2.0此题得分： 2.033．第33题Views on language ａnd ____ both influence theories on how language should be taught.A.views on language learningB.views on culture learningC.values of lifeD.styles of life您的答案：A题目分数： 2.0此题得分： 2.034．第34题We often learn words that co-occur with high frequency ａnd have been accepted as ways for the ｕｓｅof words. for instance, in english, theword “see”, “watch”, ａnd “look” are similar in meaning but are often ｕｓｅd with different collocations as we say “see a movie”, “watch a play”ａnd “look at a picture.” similarly, we say “heavy traffic”, “heavy smoker”, “heavy rain/snow/fog” but never “heavy accident”ｏr “heavy wind.” these are examples of ___.A.collocationB.denotative meaningC.connotative meaningD.synonyms, antonyms, ａnd hyponyms您的答案：A题目分数： 2.0此题得分： 2.035．第35题When teaching grammar, if the teacher follows the sequence of teaching activitiespresentation of an example → explanation of the rule →students? practiceof “teacher?swith given prompts”, Professor Wang Qiangwould 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： 2.036．第36题According to Ellis, procedures for teaching grammar using listening as input are“Listening to comprehend”, “Listening to notice”, “Understanding the grammar poin ___.A.“listen ａnd repeat”ａnd “listen ａnd tick”B. “checking”ａnd “trying it out”C.“listen ａnd circle”ａnd “listen ａnd write”D.“listen ａnd correct”ａnd “listen ａnd fill”您的答案：B题目分数： 2.0此题得分： 2.037．第37题When teaching pronunciation, great care should be taken to the distinction between ___.A.pronunciation ａnd grammarB.pronunciation ａnd vocabularyC.pronunciation ａnd writingD.pronunciation ａnd phonetics您的答案：D题目分数： 2.0此题得分： 2.038．第38题When teaching grammar, in meaningful practice the focus is on theproduction, comprehension ｏr exchange of meaning, ___ the way newly learnedstructures are used in the process.A.though the students “keep an eye on”B.though the students focus onC.ａnd the students pay no attention toD.ａnd the students know nothing about您的答案：A题目分数： 2.0此题得分： 2.039．第39题There are two kinds of stress that are important to achieving good pronunciation, i.e. ___.A.mechanical stress ａnd meaningful stressB.perception stress ａnd production stressC.word-level stress ａnd phrase-level ｏr sentence-level stressD.syllable-level stress ａnd word-level ｏr phrase-level stress您的答案：C题目分数： 2.0此题得分： 2.040．第40题Communicative language teaching (clt) has expanded the areas covered by the previous approaches ｏr methodologies, that is, clt covers languagecontent (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： 2.041．第41题To help our students pass exams is one of the purposes of our Englishteaching. Another purpose, which is very important, is to prepare ourstudents to ___.A.ｕｓｅenglish 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： 2.042．第42题In Hymes’s words (1979), there are ‘___ without whichthe rules of grammar would be ｕｓｅless’, which simply means, besides grammaticalrules,language ｕｓｅis governed by rules of ｕｓｅ, which ensures that the desiredor intended functions are performed ａnd the language ｕｓｅd is appropriate to thecontext.A.rules of formsB.rules of ｕｓｅC.formsD.functions您的答案：B题目分数： 2.0此题得分： 2.043．第43题Grammar presentation is concerned with how to make the studentsunderstand ｏr discover grammar rules. it is ___ that helps studentsdevelop grammatical capability.A.practiceB.theoryC.translationD.imitation您的答案：B题目分数： 2.0此题得分：0.044．第44题ｏｏrder”, “same When practising sounds, the activities “using minimal pairs”, “which ａnd “odd one out” belong to the categｏry of ___.r different”A.perception practiceB.production practiceC.perception ａnd production practicesD.perception ｏr production practice您的答案：A题目分数： 2.0此题得分： 2.045．第45题According to Chen Zehang (in Wang Qiang, 2006), classroom activities can be classified into ____.A.exercises, exercise-tasks ａnd tasksB.new language items, time ａnd learning cultureC.a purpose, a context, a process ａnd a product/outcomeD.pre-task, task cycle ａnd language focus您的答案：A题目分数： 2.0此题得分： 2.046．第46题The term communicative competence ___ chomsky’s term linguistic competence, the latter meaning knowledge of the language system, ｏr grammatical knowledge in other wｏrds.A.is smaller in scope thanB.is larger in scope thanC.has nothing to do withD.is exactly the same as您的答案：D题目分数： 2.0此题得分：0.047．第47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： 2.048．第48题The guided discovery method is similar to the inductive method because the students ___.A.are told rules by the teacher at the beginningB.are induced to discover rules by themselvesC.make grammar analysis by themselvesD.never know the rules您的答案：B题目分数： 2.0此题得分： 2.049．第49题When we are teaching pronunciation, ___ ａnd intonation should betaught 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： 2.050．第50题At beginner level, most new words learned by students usually have immediate practical ｕｓｅａnd quickly become one’s ___ vocabulary.A.productive ｏr activeB.receptive ｏr activeC.productive ｏr passiveD.receptive ｏr passive您的答案：A题目分数： 2.0此题得分： 2.0。