英语教学法试卷(附答案)
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 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.。
小学英语教材教法测试题(附答案)
小学英语教材教法测试题（附答案）一、填空（20%）1、游戏教学的结构有：游戏信号物，（）（）和游戏规则。
2、课堂教学的基本技术环节`：（）导入（）（）作业的布置和批改。
3、两个半元音为（）。
4、教师把教学内容设计成一系列指令式语言项目，然后再让这些学生对这些项目用身体做出反应的课堂教学方法称为（）5、在单词factory中发生的音的变化称为（）。
6、列举三种课堂教学的方法（）（）（）。
7、游戏教学应遵循一定的规则：（）角色表演规则（）和竞赛规则。
8、在句子I’ll be back in half an hour.中发生的语音变化为（）9、认知法的理论基础为（）和（）10简笔画教学最为显著的特点为（）（）11板书设计的原则有（）（）灵活性和艺术性。
二、设计（30%）1．设计一例英语颜色的教学游戏。
（15分）2、列举四种英语课堂教学中导入与呈现新材料的方法，并结合所给的语言材料，运用其中的一种设计一节新课的导入。
（15分）语言材料：九年义务教育小学英语课本中的“Animals World”，要求学生学习的新单词为：panda ,tiger, lion, bear 。
要求学生学习的新句型为：What do you like？I like...........。
What don't you like? I don't like.........。
三、简答（15%）1．歌曲教学在小学英语教学中有什么作用？（5分）2．什么是音的同化？举例说明产生同化这种音变的原因？（5分）3、简笔画在英语教学中的功能有哪些？举例解释这些功能。
（5分）四．论述（35%）1列举四种所学的英语教学的重要方法，试选一种简述它的教学特点，并对这种教学法进行评价。
（15分）2 、撰写教案是教师备课的一个重要的方面，请根据下面所给的材料或者你实习时所授课的内容撰写一英语教案。
(注：画线单词为本课的新授单词，20分）语言材料：module 7 unit 2 （3A）Where is my present ？Where is my present ？It’s in the hat. Now , Where is my pr esent ？It’s under the hat.Now , Where is my present ？It’s on the hat. Here’s your pen. Thank you .小学英语教材教法测试题（四）一、填空1、游戏任务、游戏行为2、组织教学、促进对新材料的感知和理解、巩固所学的知识3、[W] [J]4、全身反应法、5、元音的省略6、全身反应法、对话法、歌曲、游戏法、比较法、手势法等。
王蔷《英语教学法》模拟题(附答案)——2023年整理
《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题1分，共10分）1.Among the four skills, foreign language learners often complain that l is the most difficultto acquire.2.We are teaching our students English not only to help them pass exams, but also to preparethem to u English in real life.3.In the traditional classroom, very often, too much attention has been paid to linguistic k ,with little or no attention paid to practising language skills.4.In the process approach to writing, the teacher provides guidance to the students through thewriting process, and gradually withdraws the guidance so that the students finally becomei writers.5.If a teacher first asks the students to read a poster, then to have a discussion about the poster,and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together.6.One of the general views on language is that language is a s__ of symbols.7.In tr pedagogy, listening and speaking were treated as skills different from what takesplace in reality.8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation.9.In meaningful practice the focus is on the production, comprehension or exchange of m .10.People have d understanding of how a vocabulary item can be learned and consolidate.二、配对题（共10小题，每小题2分，共20分）AB三、单项选择题（共15小题，共50分）21.In teaching reading, if the teacher teaches the background knowledge first so that the studentscan 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 top-down modelB. the bottom-up modelC. the interactive modelD. all of the above22.In English teaching classrooms very often writing is seen as “writing as language learning”,and it is believed to be ___.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing23.To ___, it is advocated that we adopt a communicative approach to writing.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students buzy24.Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.25.According to Willis the conditions for language learning are exposure to a rich butcomprehensible language put, use of the language to do things, ___ to process and use the exposure, and instruction in language.A. chancesB. contextC. motivationD. knowledge26.There are many situations in which we use more than one language skill, so it is valuable tointegrate the four skills, to ___.A. enhance the students’ communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice.27.Integration of the four skills is concerned with realistic communication, the implication ofwhich is that we must teach English at the discourse level, that we must ___, and that we must adjust the timetable.A. combine pronunciation, vocabulary and grammarB. use mechanical practice and meaningful practiceC. use body language and picturesD. adjust the textbook contents28.All people involved in education, i.e. ___, teachers, parents, and students have some reasonsto consider assessment necessary.A. friendsB. businessmenC. administratorsD. politician29.As far as school assessment is concerned, we have teacher’s assessment, continuousassessment, ___, and portfolios.A. students’ self-assessmentB. relative’s assessmentC. informal assessmentD. formal assessment30.Because no textbooks are written for any particular class, it is ___ for teachers to adaptmaterials.A. unnecessaryB. necessaryC. easyD. of no use31.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 life32.According to Wang Qiang, the way a language teacher learned a language will influence theway he ____ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge33.One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation34.One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and the productiveskillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class35.According to Wang Qiang, to answer the question “Can the students achieve the goal ofacquiring native-like pronunciation?” we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability四、教案设计（20分）Suppose you are going to teach the following lesson to Grade One students of a junior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:New words & phrases:cost, cheap, need, oh, paint brush, pay;comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:•Can I help/What would you like?•I’d like …/Can I have …?•How much is it/are they?•They are cheap/It is cheap.•They cost…/it costs …•So, that comes to…要求：必须用英语写作。
英语教学法考试题及答案
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 "EnviroXXXental 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 teachercollects 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. Pl ease 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(找出咨询题得3分，依照交际法原则提出合理的解决方案得3分，咨询题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。
英语教学法试题与答案
I. Multiple Choices: (30%)Directions: In this section, you are given 20 questions, beneath each of which are four choices marked A, B,C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point five points is given to each correct choice.1. According to the records available, human beings have been involved in the study of language for ___________ years.A. 1,000B. 1,500C. 2,000D. 2,5002. By the mid-_________ the upheaval（剧变/动荡） in linguistics and psycholinguistics created by Chomsky’s transformational-generative grammar had begun to affect language pedagogy（教学法）.A. 1940sB. 1950sC. 1960sD. 1970s3. The Natural Approach（自然教学法）believes that the teaching of_________（口语教学） should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing4. The generative-transformational school of linguistics emerged through the influence of __________ .A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner5. In foreign language teaching, the target language was interpreted （理解）as a system of rules to be observed in texts and sentences, and to be related to the first language __________ and meaning.A. wordsB. rulesC. sentencesD. context6. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination7. In the Direct Method, teachers encourage learners to _______ rules of grammar through active use of the target language in the classroom.A. applyB. analyzeC. induceD. paraphrase8. _________can be introduced as a means of consolidation and evaluation in the Direct Method.A. ReadingB. ListeningC. SpeakingD. Writing9. The psychological theory underlying the Grammar-Translation Method was _________ Psychology.A. DevelopmentalB. ChildC. FacultyD. Adult10. In the opinion of Palmer and some other linguists of his time,_________ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric11. _________ is NOT one of the systematic principles the Oral Approach involves?A. SelectionB. TranslationC. GradationD. Presentation12. In which book did Skinner apply the theory of conditioning to the way humans acquire language?A. Lado English SeriesB. Toward a Theory of InstructionC. Language Teaching AnalysisD. Verbal Behavior13. According to the behaviorist, a _________ is formed when a correct response to a stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction14. Materials in the Audiolingual Method（听说教学法）are primarily _________.A. instruction-orientedB. student-orientedC. teacher-oriented （教师为中心）D. habit-oriented15. _________ is NOT discussed in the book Foreign Language Teaching Methodology?A. The nature of foreign language teaching methodologyB. The history of foreign language teachingC. Theories of foreign language teaching methodologyD. The history of the English language16. Piaget saw cognitive development as essentially a process of__________ within which genetics and experience interact.A. maturationB. accommodationC. comprehensionD. assimilation17. Georgi Lozanov asserts（声称）that the reason for our inefficiency is that we __________.A. lay too much emphasis on oral performanceB. ignore the needs of learnersC. set up psychological barriers to learningD. give students little room and time to learn18. Krashen believes that acquisition of a language refers to the__________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious19.Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s20. With regard to syllabus design（教学大纲）, the Communicative Approach （交际法）lays special emphasis on _________ .A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ rolesII. Filling Blanks: (20%)Directions: In this section, there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.21. ___Latin__ was a language of communication that people widely studied in the Western world before the 16th century.22. In Malinowski’s opinion, an utterance has no ___meaning__ at all if it is out of the context of situation.23. Behaviorism believes that basic learning processes could be described in terms of stimuli and__response__.24. Some linguists thought that all languages originated from one language and were ruled by a common _grammar__ .25. The combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the __Audiolingual__ Method.26. The formula __ "I + 1" __, advocated by Krashen, means input that contains structures slightly above the learner’s present level.27. In the Direct Method, the target language is used __exclusively__in the language classroom as a means of instruction and communication.28. In a suggestopaedic（提示学习法） course, direct and indirect positive__suggestions__ are made to enhance students’ self-confidence and to convince them that success is attainable（可达到的）.29. Chomsky divides the grammar of a natural language into __core__ grammar and peripheral(次要的) grammar.30. The Direct Method advocates the importance of oral language and believes that language should be learned through direct _association_ of form and meaning.31. The Direct Method believes in the _natural_ process of language learning and in the inductive teaching of grammar.32. The Oral Approach believes in a theory of learning that is based ona type of behaviorist _habit-formation__theory.33. The Cognitive Approach(认知法) lays emphasis on innate organizing principles（天生的/固有的组织原则） in human perception（知觉/感知）and__learning__.34. In a typical Audiolingual lesson the following procedures can be observed: recognition, imitation and repetition, __pattern__ drills（模式训练/句型操练）, and follow-up activities（后续活动）.35. At the level of classroom teaching, the Communicative Approach holds that activities should provide opportunities for learners to __use__ the language.36. The Cognitive Approach holds that learning a language is a process of acquiring __mental___control of the phonological, grammatical and lexical patterns（词汇模式） of a second language, largely through study and analysis of these patterns as a body of knowledge.37. Krashen sees the learner’s emotional state or attitudes as an adjustable ___filter__（过滤器）_ that freely passes or blocks input necessary to acquisition.38. Gattegno anticipates（预见） that using the Silent Way（默教法）would require most teachers to change their perception of their __role__.39. Community Language Learning （交际式语言学习）advises teachers to consider their studen ts as “whole persons”; therefore, the method is sometimes cited as an example of a “__humanistic__ approach”（人文主义教学方法）.40. British linguists of structuralism（构造主义） believed that__elements__ in a language were rule-governed.III. Questions for Long Answers: (50%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned.41. What advantages can be found in the Direct Method? (20%)(1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning.(2) It is an activity method facilitating alertness and participation of the pupils.(3) According to Macnee, "It is the quickest way of getting started". Ina few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning.(4) Due to application of the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt.(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.(6) This method can be usefully employed from the lowest to the highest class.(7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed.42. What are the main features of the Communicative Approach?(30%)1. David Nunan offers five points to characterize the Communicative Approach:①According to the CA, an emphasis on learning to communicate through interaction in the target language. ②The introduction of authentic texts into the learning situation. ③The provision of opportunities for learners to focus, not only on language but also on the learning process itself. ④An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.⑤An attempt to link classroom language learning with language activation outside the classroom.2. The most obvious characteristics of the CA is that almost everything that is done with a Communicative intent. The teacher is concerned with the learners themselves, their feelings and ideas. The classroom activities are learner-centered.3. Students use the language a great deal through communicative activities such as games,role-plays, and problem-solving tasks. In this process, the focus is on meaning, rather than on language form.4. For learners who are studying in a non-English-speaking setting, it is very important to experience real communicative situations in which they learn to express their own views and attitudes, and in which they are taken seriously as people.5. Another characteristic of the teaching / learning process of the CA is the use of authentic materials.6. The degree of learner-centered activity depends, among other things, on the type of material they are working on. Unlike some contemporary methodologies such as Community Language Learning, practitioners of Communicative Approach view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use.7. There are three kinds of materials currently used in the Communicative Approach will be introduced and they are labeled “ text-based”, “task-based”, and “realia”.(1). Text-based materials(2). Task-based materials(3). Realia-------Many proponents of the Communicative Approach have advocated the use of “authentic” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers or graphic and visual sources around which communicative activities can be built.8. Learner-centred activities provide opportunities for learners to focus, not only on language, but also on the learning process itself. This type of activities involve students in doing and making things. This practice agrees with one of the basic assumptions of the Communicative Approach” students will be more motivated to learn a foreign language if they feel they are learning to do something with the language.9. The role of the teacher:① a facilitator of students’ learning; ②a manager of classroom activities;③ an advisor of students’ questions;④ a co-communicator in the communicative activity.10. The teacher’s level of proficiency in the target language and her stamina have some bearing on the effectiveness of a given teaching strategy.11. The teacher has to possess a very high level of language competence, because she is the main source of input, at least in the beginning stage and, especially, in the foreign language context.12. In a Communicative Approach classroom, lessons tend to be less predictable; the teacher has to be ready to what the learners say and not just how they say it, and to interact with them in as “natural” a way as possible; she has to use a wider range of management skills than in the traditional teacher-dominated classroom. 13. The role of the learner: a negotiator; a communicator; a contributor; an independent learner.14. Truly communicative have three features: information gap, choice of form and content and feedback. An information gap exists when one person in the exchange knows something that the other person doesn’t know and he wants to know. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.15. Activities in the Communicative Approach are often carried out by students in small groups.16. Grammatical structure does not require explicit analysis or attention, and by the necessary grammatical structure are automatically provided in the input. 17. Classroom environment in the Communication Approach:①cooperation and empathy;② learner-centred; ③tolerance of errors; ④working in small groups.。
英语教学法试题一及答案
英语教学法试题一及答案《英语教学法》模拟试题1及答案Achievement Test for \ I. Choose the best answer (30 %)Directions: In this part, you are given fifteen queslions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question. (30 points, 2 points each)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 correctiori.2.What type of learners can benefit most from real object instruction?A. In dividual learners ・[5. Tactile learners. C. Auditory learners.D. Visual learners.3.What type of intelligenee is cooperative learning best suited for? A. Interpersonal intelligence・ B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligenee.4.What does the following practise?* Peer and I v. vent to the cin ema yesterday ・ Pete r and * I we nt to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent 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 right・ H cavy Day Nice Baby Close Building Light Rain Tall Friend Cute Smoker A. 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. B. Simon says. C. Pairs finding.D.Match captions with pictures・8.Which of the following activities is most appealing to children\A.Cross-wo rd puzzle.B.Formal grammar instruction.C. Reciting texts・D. Role-play.9.What\ A Controlling discipline. B. Giving prompt・C.Eva[uating students\D.Directing stude nts 〜attenti on to the less on.20. Which of the following activities is the most suitable for group work? A. Guessing game・B. Storytelling.C. Information-gap・D. Drama performance.1 i. Which of the following belongs to learning outcomes? A. Role-plays,B, Sequencing pictures・ C・ Surveys・ D・ Worksheets.22.Which of the following best describes first language acquisition?A. Care-taker talk・B. Minimal pair practice・C. Selected input.D. Timely error correction.23.Which of the following seating arrangements is most suitable fora whole class discussion?24・ What is the teacher doing in terms of error correction? \T: You GO to the theatre last night?A. CorrectingXB. Hinting that there is a mistake.C. Encouraging peer correctio n.D. Asking the Student whether he really went to the theatre.15. Which of the following questions can be used in the questiorinaire for assessing participation?A. Did you get all the questions right in today\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. Matchi ng (20%)1.Match the learning styles on the left with the type of activities on the right. (4 points)1)Visual lear ne「s A. Handwork 2) Kin esthetic learners B. Picturetalking 3) Auditory learners C. Play acting4) Tactile learners D. Song and music listening2.Match the types of intelligence on the left with the form of learning on the right. (4 points) 1) Linguistic intelligence A. Doing hands-on activities2) Match and logical B. Sketching thinking3)Spatial intelligence C. Verbalizing 4) Bodily/Kinesthetic D. Conceptualizing inteligenee3.Match the activities on the left with the Ianguage focus on the right.(4 points) 1) Grouping words together A・ Reading2)Minimal pair practice B. Vocabulary learning strategy 3) Labeling pictures C. Pronunciation 4) Sequencing the events D. Writing according to the story4.What is the teacher doing? (4 points)1)Now, you can begin. A. Checking understanding 2) All right, I think it is time・ B・ Ending the activity3)Can you two show us how to work? C・Dem on strating the operation 4) We are going to do two D. Giving the start things today. Tom, can you tell us what they are?5.Match the activities with the releva nt classroom arrangement. (4? points) 1) Speaking chains A. Whole class work 2) Role play of a dialogue B. Individual work 3) Guessing the object C. Pair work 4) Sente nee completi on D. Group work III. Multiple choice questi ons (10 %)Directions: In this part, you are given five questions which are followed by 4 choicesmarked 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. (20 points? 2 points each) 2. 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 Ianguage? 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 un d erst a nding con crete things. 3. Which of the followi ng 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 cons on ants, 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. IV: 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)2.Why is it necessary to use LI in foreign Ianguage 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. No 1.丨was able to select a story I am interested in. □ □ □ 2・丨tried to guess from the context when I met [] □ 0 new words in the story. 3. When I [ailed to guess out the words, I referred □ 0 □ to the Chinese version for reference・4.1 skimmed the story to first find what it is □ □ [] mainly abou匸5.1 then read the story carefully, interested in□□ □ some of the details. 6. When I was requir ed to retell a character I like [][][] best or a happening which attracted my attention, I seanned the story again for some details. 7. In the discussion with others I found that I was □ 0 □ able to get the right information very quickly as I read in the w ay I had learnt. 8.丨am satisfied with my reading this time・□ □□4. What might be the reason if your students misbehave in class? Mention at least 3 reasons.Directio ns:In this part, you are to design a IO--minute speaking activity according to the material given. The activity should involve tile function of ordering and the r e leva nt 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.参考答案I ・ Choose the best answer本题为单选题，共15个小题，30分，每题2分。
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英语教学法试卷(附答案)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.skills/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html petence 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 communicative language teaching proposed by Richards ａnd Rodgers (1986)?/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html 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 their appropriate forms(4) being able to recognize that the word has been used correctly in the sentence 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When teaching grammar, “You are a stranger in this town …”ａnd “A policeman was 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 structural rules ａnd vocabulary. the communicative ｏr notional-functional view adds the need to know how to ___ the rules ａnd vocabulary to do whatever it 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 learner constructs 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, discovering sequences 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 grammar include collocational, constructive, contextual, ａnd ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html municative/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html plexityC.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 of contextualized examples of the target structure are necessary, ａnd ___ can aid comprehension.A.visual materials/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html plex 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 ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage /doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html rmationC.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 ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html 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 part is a fallC.we can ｕｓｅhand ｏr arm movement, ｕｓｅarrows, ｏr draw lines 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 the pronunciation 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, making inference, 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 reviewing regularly, ___, 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 ___./doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html ing pictures ａnd tongue twisters/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html ing 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 style/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage 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 knowledge/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage ｕｓｅ/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html nguage 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 competence/doc/1c1d60835122aaea998fcc22bcd126fff6055d5d.html municative 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, the word “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 activities of “teacher?s presentation 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：2.036．第36题According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar point”, ___.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。