英语教学法教程试题库

英语教学法教程理论测试题

8. Which one of the following statement is NOT the principles of communicative language teaching? A. Communication principle B. Meaningfulness principle C. Activity principle D. Task principle
17. In the following example, what is the teacher’s role? The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. A. Organiser B. Participant C. Controller D. Resource-provider
4. Various theories made contributions to language
learning. Which statement of the following is NOT correct. A. Chomsky’s theory is one major cognitive theory on language acquisition. His theory accepts that language combines different kinds of behaviour, and language acquisition is the learning of those behaviour. B. Behaviourist theory believes that language is a form of behaviour which can be learned in the ways as animals are trained to respond to stimuli. C. Constructivist theory holds that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/ she already knows.

中学英语教学法试题库

中学英语教学法一.Write “T” (true) or “F” (false) in the brackets for each of the following statements according to what you’ve learned in the course book.( ）1. Knowing a word means that you know the pronunciation and meaning of it.( ) 2. Students’ errors are a very useful way of showing what they have and have not learnt. So instead of seeing errors negatively, as a sign of failure, we see them positively as an indication of what we still need to teach.( ) 3. Testing implies evaluation based on a collection of information about what students know and can do.( ) 4. Classroom climate is strongly affected by the teachers’ attitude and behaviour.( ) 5. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.( ) 6. The students’ native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 7. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.( ) 8. Students’ errors are a sign of failure, so we must correct every mistake they make.( )9.Culture is received greater attention in the Communicative Approach.( )10.Spoken language is generally produced in informal, simple or common vocabulary.( ) 11.All new words in a lesson are equally important.( )12.Classroom climate is strongly affected by both the teachers’ attitude and the students’ behavior.( ) 13. Vocabulary can be divided into productive and receptive. ( ) 14. Communicative competence refers to knowledge of the grammar and vocabulary of the language.( ) 15. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 16. Written language is generally produced in fairly simple sentence structures.( ) 17. In the Communicative Approach, both teachers and students have multiple roles.( ) 18.Spoken language is sometimes produced in incomplete sentences.( )19.The skill practised in the pre-reading stage is anticipation.( ) 20municative activities can be divided into functional communicative activities and social interaction activities.( )21. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.( )22. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.( ) 23. Reading is an active process, during which the reader tries to understand the meaning of a given text.( )24. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.( ) 25. The skill practised in the pre-reading stage is inference. ( ) 26. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary. ( ) 27. The typical example of functional communication activities is role play.( ) 28. The target language should be used not only during communicative activities, but also in explaining the activities to thestudents or in assigning homework.( ) 29. You glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 30. Types of mistakes are slips, errors and attempts.( )31. Only the new teachers benefit a lot from lesson planning, while the experienced teachers not.( )32. Threats are always constructive measures against indiscipline in class.( )33. Poor pronunciation doesn’t cause problems for the learning of other skills.( )34. Students need to be given detailed grammar rules if they want to learn a foreign language successfully.( )35. Knowing grammar is not enough for real communication. ( )36. English-English explanations are the best for vocabulary teaching.( )37. If we don’t use words, we will forget them.( )38. Group word is not much useful in designing the speaking tasks.( )39. Research has shown that good listeners are good predictors.( )40. A successful speaking task is that students talk a lot in the foreign language.( )41. Both teachers and students need to know that there is a difference between active and passive vocabulary.( )42. Motivation is one of the most important variables in language learning.( )43. ESL/EFL reading textbooks should have a great variety of authentic materials.( )44. Current methodology acknowledges that mechanical writing activities do not by themselves motivate students.( )45. One important purpose of assessment is to evaluate the existing curriculum.二.Fill in the blanks with the appropriate words from the course book1. In real life, there are two ways in which we often listen, they are______________ and _______________.2. A good speaking syllabus should include topics, ___________, ________, functions and ____________________.3.One way to help students use natural intonation is to practise saying the sentence in sections, starting with the end of the sentence and gradually working backwards to the beginning. This technique is known as ____________.4.Teaching is a three-way relationship between ___________, thematerials he or she is using, and _______________.5.The teacher divides the whole class into pairs. Every studentworks with his or her partner, and all the pairs work at the same time, it is sometimes call __________________. With pairs of students speaking in turn in front of the class is called ________________.6.The background knowledge needed to interpret a given text iscalled ___________ .7. _____________ usually contributes to the development of all thelanguage skills and may involve using other skills than just reading.8. Activities that are truly communicative have three features:____________, choice, and ________.9.Some factors will influence our lesson planning, they are______________,_____________, curriculum and ____________.10.Basic question types are________, _________ and _________.11.When we write a comment on observation, we can follow the SSSS+S process: sympathise, __________, ________,________ and _________.12.Controlled practice can be divided into two types, they are____________ and ________________.13. The rule is given first and explained. The students then have to apply the rule to given situations. This is called _______________. 14. In real life, language is used to perform certain _______________; in traditional pedagogy, the teaching focus is on_________ rather than functions.15.James Asher was the founder of_____________.16.The skill practised in the pre-reading stage is ____________.17.A lesson should involve the__________, and ____________ of bothlearners and teachers. It can be regarded as a process of ________________18.Three approaches towards reading and listening are_________________, _________________ and ________________________.19.There are a variety of elements that contribute to the qualities ofa good language teacher. These elements can be categorized into three groups: ethic devotion, ___________________ and_______________.20.In the past half century, language teaching and learning practices have been influenced by three different views of language , namely, the structural view, ____________and _____________.21.Reading is an ________ process, during which the reader tries to understand the meaning of a given text.22.Lesson planning should be done at two levels: _______________and _______________.23.The process of writing is generating ideas, _________, ___________ and ____________.24. Role play is a way of bringing situations from real life into the classroom.When we do it, we ask students to imagine. They may imagine:__________, _____________or both.25.The teacher divides the class into small groups to work together, it is called _____________.26. Littlewood (1981) proposed two main categories of communicative activities, namely: _______________ and _____________________.27.Vocabulary can be divided into two kinds, they are______________ and _____________.28municative competence is the ability not only to apply the grammatical rules of a language in order to form grammaticallycorrect sentences but also to know _______ and ________ to use these sentences and to ________.29. Knowing a word means that you know_________, __________, ___________ and _____________.30. An important feature of today’s language classroom is that students do not always study as one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are_______, ________,________ , and__________.31.The interactional view considers language as a_________ tool , whose main use is to build up and maintain___________ relations between people.32.There are three ways to show the stress pattern of words , phrases and sentences . They are: using__________, usingthe__________ and using the blackboard.33. Communicative competence includes the knowledge aboutthe___________ and the knowledge about how to___________ the language appropriately in communicative situations.34. In traditional pedagogy, the teaching focus of language ison_________ rather than____________.35. It is important to give the students a___________ of speakingactivities so that they will be able to cope withdifferent_____________ in reality.36.We have emphasized that the teaching of reading should focuson developing students’____________ skills and___________.37.Listening to passages in the classroom can be more difficultthan listening in real life, because of the lack of___________. So the teacher can help provide the___________ information to activatelearners’ schema.38.In the simple integration of the four skills, we can use a listeningtext as a model for the students’____________, and a___________text as a model for the students’ writing.39.The product-oriented method of teaching writing pays greatattention to the accuracy of the final__________ but ignoresthe____________.40. Assessment is often conducted to find out thestudents’_________, which damages the students’___________ and confidence in language learning.三.The following abbreviations are chosen from the textbook. Andplease write out the full forms of them.（下列缩略形式均来源于课本，请写出其全称。

《英语教学法》题库及答案

《英语教学法》题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching ".1.To learn a language means to learn these structural items so as to be able to understand and produce language.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language.2. Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language.3. According to cognitive theory, .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give stimulus4. By audio-lingua method, students should always .A. be allowed to create their own sentences based on their understanding of certain rulesB . be trained to form good habits in learningC . relate their rules learned to their uses in real lifeD . be able to communicate with others in practice5. Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.A. This is the interactional view of language.B . This is the functional view of language.C . This view of language has no basis of theory.D . The view may be out of date in language teaching.6. What is the main idea of Communicative Approach?A. To teach language in a global and meaningful way.B . To teach language in a communicative method.C . To teach language in training of habits.D . To teach language by asking students to repeat and memorize forms.7. What is a good language teacher?A. A person who has a good command of English.B . A person who is armed with a specific range of skills and strategies.C . A person who has ethic devotion, desirable personal styles and professional qualities.D . A person who has professional competence.8 . To attain the professional competence, a teacher should have training, learning, practice and .A. experienceB . educational psychologyC.received knowledgeD.reflection9 . According to Hymes, in a successful language communication, one' s utterance should beA. reliable and clear B . possible and feasibleC . appropriate and authenticD . possible, feasible, appropriate and really used10 . Learning a language means being able to do things with it in some sense..A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language1 1 . Behaviorist view of language holds .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give answers12. A teacher should have training, learning, practice and to attain the professional competence,.A. experienceB . educational psychologyC.received knowledgeD.reflection1 3 . Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.A. This is the view of communicative approach about competenceB . This involves the function/notion methodC . This is the view of behaviorism in language teaching.D. Not sure.1 4 . We train students to learn a language just as we train animals to do things.A. This can be classified into functional grammar.B . The typical behaviorist view of language learning.C . The view is taken by those who hold grammar-translation method.D . None in history had the view of language learning.1 5 . According to Chomsky, language is not a form of behavior; it is an intricate rule based system. A. It is still a behaviorist view.B . It is functional view of language.C . It is audio lingua method.D . It is the mentalist view.2 6 . Mistakes should immediately corrected and correct utterances should be immediately praised.A. Audio-lingual methodB . Communicative approachC . Mentalist viewD. Silent way17 . Language is a system of structurally related elements for the coding of meaning.A. Structural view.B . Mentalist view.C . Meaningful way of learningD. Natural approach18 . We all set up our own perspective of the world, through individual experiences and schema.A. Mentalist oneB . Not based on any theoryC . Typical constructivist view of learningD. Functional one19 . Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.A. Audio-lingual oneB . Constructivist viewC . Behaviorist oneD . Cognitive view of language20 . Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.A.Behaviorist view of learningB.Constructivism C . Cognitive view D. Not sure2 1. Listening activities always test the students ' memory rather than other abilities.A. The test is the typical one practiced by communicative approach.B . This kind of view is actually the way of functional method.C . Any traditional teaching way will do in this way.D . Memory training is of course the cognitive approach.2 2 . The communicative activities in classroom should be the one with.A. teacher interventionB . materials under controlC . simple language and no variantsD . content on focus not forms2 3 . Process-oriented theories are concerned with.A. how materials are organized togetherB . how hypothesis is testedC . how the mind processes new informationD . how learners receive input2 4 . Condition-oriented theories emphasize.A. the human and physical context in learningB . the nature of habit formationC . the making of inferenceD . the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick( V ) in bracket, otherwise, mark a cross( x).2 5 . Student A uses a questionnaire to interview his partner, student B, and makes notes.()2 6. As two students are talking about their experience, the teacher asks other students to take down their information.()2 7. . Listening to tapes with headphones and then answering listening comprehension questions. ()2 8 . When reading in a foreign language, students are asked to mentally translate everything in orderto understand.()2 9. “Write a composition with a t itle of 'A Day on the Factory ' in classroom "()3 0 . Information-gap activities in spoken lesson.()3 1 . Use English-English dictionary to understand the meaning of vocabulary.()3 2 . The teacher writes a set of words on the blackb oard and asks the students to find the "odd man out".()3 3 . Ask students to read phonetic transcripts of words.()3 4 . Make students in groups to say out grammatical rules.()3 5 . Teachers help learners in any way that motivates them to work with the language.()3 6 . The target language system will be learned best through the process of struggling to repeatand practice rote learning.()3 7 . Pattern drills are practiced peripherally.()3 8 . Ask students to use authentic and natural language.()3 9. In any teaching class, teachers ingrate the four skills.()4 0. In teaching we should always prevent students from making errors.()4 1 . The linguistic competence is the desired goal in teaching.()4 2 . Communicative activities come after a long process of rigid drills and exercises.()4 3 . Teachers practice bottom-up mode activity and start from a linear process in reading])4 4. To use transition device so that visualization is realized in reading.()4 5 . Working in lockstep, the teacher expresses clearly and as much as possible.()4 6. To use substitution drills and prompts in grammar teaching.()4 7. An activity in classroom for students to practice language, which involves no definite or correct answers in the task.()4 8 . Ask students to bridge their information gap in speaking.()Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation.Please choose the ones you think them correct and in accordance with what we have learnt and put a tick( V ) after them .4 9 . The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them.()5 0. A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other ' s ideas.()5 1 . The teaching activities must be designed to be done by the individual students rather than all of them, and the activities shouldalso involve the teacher correcting or evaluating how the student do these activities.()5 2. A teacher is a resource-provider.()5 3. It is not the teachers ' work to choose topics and tasks so as to activate students in teaching.()5 4 . Teachers need not have extra materials prepared to cope with slower/faster-working students.()5 5 . Different approaches stipulate different teacher roles, but there are some common roles that teachers play.()5 6 . Teachers can do nothing to increase and maintain the motivation of students by the types of tasks.()5 7 . Teaching listening should focus on the result of listening rather than the process of listening.()5 8 . The trick to working with drills is to work on individual sounds for more than few minutes a time.()5 9 . Ask students to make a list of optimal solutions to the problem addressed.()6 0 . We should require the students to acquire native-like pronunciation.()6 1 . Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom.()6 2 . The first step of lesson planning will already have been performed for you: choosing what to teach.6 3. A teacher can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time.()6 4. A normal class should be in such a way in which students can raise questions and challenges to teachers.()6 5 . Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ()6 6. In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks.()6 7 . The introduction of authentic texts into the learning situation.()6 8 . Functional grammar holds that a language will play three functions, the idea of which can beused in teaching of language skills.()6 9 . Take care of trivial details in reading and listening so that students may have a full understanding of the text.()7 0. In writing, teachers help students recognize their own composing process.()7 1 . We design speaking tasks that do allow outspoken students to dominate discussion.()7 2 . We in teaching clarify fixed rules and standards, and are consistent in applying them.()Part IV Teaching of Language and Language SkillsDirections: In this part of the test, you are to decide whether you agree or disagree.Part V Teaching PlanningDirections: In this part of the test, you are to give a "Teaching Plan ' according to the material(a text) given below. Your plan should cover 'aims, language contents, stages and procedures '.(Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wings or parachutes so that the wind can carry them easily. The second is by birds and animals.Someseeds, like the seeds of burdock stick to the fur of animals, and drop off as the animals move about. Birds carry others, such as berries. The third way is by the plant itself. The plant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds. The last is by water. The seeds float on the water either because they are very light, or because they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2 .)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I ' m so glad to see you. I ' ve got a severe pa in in my left side ” . The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month” . Then, he went away, leaving the man standing in the street with his tongue hanging out •••and a large crowdof people laughing at him. Lesson Plan AIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA) B) C) Stage 1: A) B) C)Stage 2:A)B)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 3 .)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I ' ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It ' s black and made of leather ---one of those flat sided ones.Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we ' ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I ' ll see w hat I can do.Monty: Thanks a lot. Bye.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your commentor evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2.Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or theyare behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1.Day to day language use involves activities such as offering, suggesting, advising and apologizing. Learners learn a language inorder to be able to do things with it.nguage is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. Welearn these items so as to be able to understand and produce language.3.Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4.In the whole process of language learning, stimulus-response can form very good habits which are the basis for good language training.5.When we learn language, we should always think and ask questions about not only how but also why.6.Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7.We should learn language in the way that is used in the real world and therefore we frequently bridge the gap between the use of languagein real life and the teaching or learning pedagogy in classroom.8.When learning language, we should know not only the language code or the form of language, but also what to say to whom and how to sayit appropriately in any given situation.nguage is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beingsput all the items together to understand language and produce language.nguage is seen as a linguistic system and a means for doing things. To complete these, learners need to know how to combine thegrammatical rules and the vocabulary to express notion.11.Learners have to study the patterns and rules of language above the sentence level to learn howlanguage is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1.( discovering differences )2.( pooling information to solve a problem )3.( simulation activity )4.( identifying pictures )5.( work in pairs )6.( role playing )Part III Teaching PrinciplesDirections: In this part of the test, Wallace' s 'reflective model' is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, oth ers ' knowledge, others ' experience, response and stimuli, language training, stage, goal, etc.11.The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them.()Advantages/disadvantages:12.To inspire students ' productive thoughts in group discussion by means of brainstorming topics and ideas.()Advantages/disadvantages:13.The teacher carefully designs activities for the individual students to complete the tasks and evaluates the whole process.()Advantages/disadvantages:14.To vary teaching techniques and train students learning strategy in class.()Advantages/disadvantages:15.Extra materials are prepared to cope with slower/faster-working students.()Advantages/disadvantages:Part IV Teacher ' s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in thelanguage classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant()1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.()2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn ' t seem to be ready, the teacher says “for example, a shirt without …”and points to the button on his won shirt of jacket.()3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students areput into five groups in a random way.()4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.()5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant()6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.()7. Whena student has madea sentence with “borrow" ,"I borrowed a paper to write a letter ", the teacher says, “Well, we don ' t say a paper, we say a piece of paper ”.()8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the studentsare put into five groups in a random way.()9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and …？D: I also collect coins.()10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess. Part V Teaching Planning ( 20%)Directions: In th is part of the test, you are to give a Teaching Plan ' according to the material(a text) given below. Your plan should cover 'aims, language contents, stages and procedures '.(Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moonwas behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark, silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tall man stood in front of me. His hair was while and he was dressed in black from head to foot.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching1 .B2 . D3 . B4 . B5 . A6 . A7 .C 8 . D 9 . D 10 「C 11 A 1 2 . D1 3 . A 1 4 . B 1 5 . D 1 6 . A 1 7 .A 18. C1 9 . D2 0 . A 2 1 . C 2 2 . D 23 .C 2 4. APart II Teaching Activities( 客观试题，每题1 分，共10分）2 5 . V 2 6 . V 2 7.X 2 8.X 2 9.X3 0 . V3 1 . X 3 2 . V 3 3.X 3 4.X 3 5 . V 3 6 . X3 7 . V 3 8 . V 3 9 . V4 0.X 4 1 . X 4 2 . X4 3 . X 4 4 . V 4 5.X 4 6.X 4 7.X 4 8 . VPart III T eaching Principles4 9 . V5 0 . V 5 1.X 5 2 . V 5 3.X 5 4 . V5 5 . V 56 . X 5 7.X 5 8.X 5 9 . V 6 0 . X61 . X 6 2 . V 6 3.X 6 4 . V 65.X 6 6 . V67 . V 6 8 . V 6 9.X 7 0 . V 7 1 . X 7 2 . VPart IV Teaching of Language and Language Skills7 3 . disagree 7 4 . ,d isagree 7 5 .agree a 6 . agree 77 .agree7 8 . agree 7 9 . ,disagree 8 0 . Disagree 8 1 . Agree 8 2 . agree8 3 . agree8 4 .Disagree 8 5 . Disagree 8 6. d isagree8 7 .Agree8 8 . Agree 8 9 . Agree 9 0 . Agree 9 1 . Agree 9 2 . Disagree9 3 . Agree 9 4 . Disagree 9 5 . Agree 9 6 . AgreePart V Teaching Planning1. Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, fur8)scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A)warm-up, game, picture of Nature,B)free discussion of natural phenomenon, questionsC)review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A)read aloud, general impression of the storyB)introduction, story of seedsC)vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A)write more examples in groupsB)discuss seeds and students ' own experiencesC)give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A)write natural phenomenon, papers exchange,B)use present tense to report, arguments,C)make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show 2 . Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of "to do" as objectNEWLEXIS: be annoyed, manage to, make up one' s mind, put an end to, pretend to, out of mouth… GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A)warm-up, game, picture of seeing a doctorB)free discussion of hospital or clinicC)review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A)read aloud, general impression of the storyB)introduction, story of the joke,C)vocabulary, its use in everyday life, Stage 2: PRACTICE (15min)A)write more one' s own experience in hospital in groupsB)discuss doctors and patients and students ' own experiencesC)give cues for students to add more to doctors ' way of prescription in treating patientsStage 3: PRODUCTION (10MIN)A)tell class the own story, papers exchange,B)use past tense to report, arguments,C)make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video (aims, language contents, stages and procedures '.3 . Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if can you …？PROCEDUREWARM-UP ACTIVITIES (5min)A)Listening to the dialogueB)GamesC)Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A)proper names background knowledgeB)role-play based on the dialogueC)exercise of “can I ••• .can you?"Stage 2: PRACTICE (15min)A)examples of chunks as “thanks a lot " ,"not much",..B)ellipsisC)informal style in spoken languageStage 3: PRODUCTION (10MIN)A)to design an active to practice the way of asking for help in pairsB)ask them to present their pair workC)explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation1. Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language componentsLanguage form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional2. Function/notion approach: they regard language as functions and we have some notions to realize these functions Consistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examplesto rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning3. Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situationBottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition,。

英语教学法试题及答案

英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。

《英语教学法教程》857试题库(附答案)

英语教学法教程试题库Unit1Part I Read the following statements or questions and choose the best answer for each statement or question.1.Much of human behavior is influenced by their_____A____A.experiencesB.wisdomC.knowledgeD.parents2.What is the basis for syllabus design,teaching methodology,teaching and assessment procedures in the classroom?BA.teaching attitudeB.definitions of languageC.structural view of l anguageD.functional view3.What does the structural view of language see language?CA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things4.What does the functional view of language see language?DA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things5.What does the interactional view of language see language?BA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things6.Which of the following teaching method is based on the behaviorist theory?BA.Grammar translationB.Audio-lingualC.Task-based teaching and learningmunicative teaching7.What are the characteristics of audio-lingual method?Dnguage is learned by constant repetition and the reinforcement of the tea cherB.Mistakes were immediately corrected,and correct utterances were immedi ately praised.C.Students should be allowed to create their own sentences based on their u nderstanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities ofa good teacher?AA.Ethic devotion,professional qualities and personal stylesB.Ethic devotion,professional qualities and individual freedomC.Individual freedom,professional qualities and personal stylesD.Ethic devotion,personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?DA.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher?DA.Kind,humorous,well informedB.Hard working,disciplinedC.Well prepared,dynamic and patientD.All of the abovePart2Answer the following questions.1. A good teacher should possess many good qualities.List three qualities you think are the most important and explain reasons.Dynamic, well-informed and well-prepared, I think these three qualities are the most important as a teacher. Firstly, the dynamic, well-informed andwell-prepared teachers are always confident who can make the class active and interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline.Unit21.What is the ultimate goal of foreign language teaching?AA.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom la nguage teaching and real-life language use?BA.Task-based teaching and learningmunicative language teachingC.Presentation,practice and productionD.Engage---study---activate3.What is linguistic competence concerned with?DA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning4.What is pragmatic competence concerned with?AA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning5.What is discourse competence concerned with?BA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning6.What is strategic competence concerned with?CA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning7.What is fluency competence concerned with?BA.Appropriate use of the language in social contextB.Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning8.What are the principles of communicative language teaching?Amunication principle,task principle and meaningful principlemunication principle,accuracy principle and meaningful principlemunication principle,fluency principle and meaningful principlemunication principle,task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy ?DA.Listen to texts either read by the teacher or pre-recorded on the tape;repe at what is heard.B.Answer the questions according to what is heard;produce responses base d on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?AA.Linguistic competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyB.Linguistic competence,pragmatic competence,discourse competence,str ategetic competence and accuracyC.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyD.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and accuracyPart2answer the following questions1. What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?1) In real life, language is used to perform certain communicative functions,e.g. to give directions, to exchange information, or to make a complaint, etc;in traditional language classroom, the teaching focus is often on forms rather than functions.2) For various reasons, traditional pedagogy tends to focus on one or twolanguage skills and ignore the others. In real language use we use all skills.3) In reality language is always used in a certain context, but traditionalpedagogy tends to isolate language from its context.2. Four components of a task.1) A purpose: making sure the students have a reason for undertaking thetask.2) A content: this can be real, authentic or imaginary, and involvesociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there will be some form of outcome, either visible (e.g. a writtenplan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).Unit 3Designing principle for the National English Curriculum for nine-year compulsory education.1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learners centredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility andadaptability.4) Pay close attention to the learning process, and advocate experientiallearning and participation.5) Attach particular importance to formative assessment, and give specialattention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning andusing the language.Unit4Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What should be included in a lesson plan?DA.Aims to be achievedB.Materials to be coveredC.Activities to be organiz edD.All of the above2.What are the principles for good lesson planning?AA.Aim,variety,flexibility,learnability and linkageB.Aim,preparation flexibility and linkageC.Aim,micro-planning,macro-planning and flexibilityD.Aim,micro-planning,macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?DA.Clear,briefB.Specific,students-orientedC.Specific,teacher-orientedD.Both A and B4.What are language contents? AA.Structures,vocabulary,functions and topicsB.Pictures,vocabulary,communication and topicsC.PPT,structures,aims and summaryD.Structures,aims,functions and topics5.What are very commonly used teaching procedures and stages?DA.Presentation,practice and productionB.Pre-reading,while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B6.What is the function of optional activities?AA.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency7.Which part is to be finished after a lesson in a lesson plan?DA.Teaching aidsB.End of a lesson summaryC.Optional activities and assignmentsD.After lesson reflectionPart2answer the following questions1.What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teachers distinguish the various stage of a lesson and seethe relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good planning gives teachers, especially novice teachers, confidence in class.Fifthly,when planning the lesson, the teacher also become aware of the teaching aids that needed for the lessonLast but not least, planning is a good practice and it’s a sign of professionalism.2.Explain five principles for good lesson planning in detail.Aim means the realistic goals for the lesson.Variety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students. Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one methodology.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.3.What does macro planning involve?Macro planning involves the following:1) Knowing about the profession.2) Knowing about the situation.3) Knowing about the learners.4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.6) Knowing about the objectives.4.What are components of a lesson plan?Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.unit5Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What are the possible roles of a teacher?DA.Controller,assessoranizer,prompterC.Participant,resource-providerD.All of the above2.What role does a teacher play in the following activity?AThe teacher gives students2minutes to skim a text,and when time is up,he asks students to stop and answer some questions.A.ControllerB.AssessoranizerD.Prompter3.What role does a teacher play in the following activity?DT:do you have any hobbies?S:yes,I like singing and dancing.T:Uhm,and... ?S:I also collect coins.T:Oh,really,how many...have you already...collected?A.ControllerB.AssessoranizerD.Prompter4.What role does a teacher play in the following activity?CThe teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).Each student draws one card.Those who have drawn number1will form group1,and those who have drawn number2will fo rm group2.Thus the students are put into five groups in a random way.A.ControllerB.AssessoranizerD.Prompter5.What role does a teacher play in the following activity?BWhen a student has made a sentence with borrow,“I borrowed a paper to writ e a letter”,the teacher says,“Well,we don’t say a paper,we say a piece of pa per.”A.ControllerB.AssessoranizerD.Prompter6.What role does a teacher play in the following activity?DWhile doing a writing task either individually or in groups,the students need to use a particular word they don’t know.So they ask the teacher.A.ControllerB.AssessorC.participantD.Resource-provider7.What role does a teacher play in the following activity?DThe teacher asks a student a question“Have you ever bought clothes with pro blems?”If the student doesn’t seem to be ready,the teacher says“for exampl e,a shirt without...”and points to the buttons on his own shirt or jacket.A.ControllerB.AssessoranizerD.Prompter8.What role does a teacher play in the following activity?BWhen the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a cho ice.A.ControllerB.AssessoranizerD.Prompter9.What role does a teacher play in the following activity?CWhen students are doing a group-work task,the teacher joins one or two grou ps for a short period of time.A.ControllerB.AssessorC.participantD.Resource-provider10.What role does a teacher play in the following activity?AThe teacher asks students to produce conversations(either orally or in writing )by using particular patterns or expressions they have just learned.A.ControllerB.AssessoranizerD.Prompter11.What role does a teacher play in the following activity?CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A.ControllerB.AssessorC.participantD.Resource-provider12.When is appropriate for the teacher to give classroom instructions to students?DA.Give directions to tasks or activities,checking comprehension,giving feedb ackB.Providing explanations to a concept or language structure,drawing attentio nC.Setting requirements,checking comprehension,assigning homeworkD.All of the above13.Why do novice teacher often have problems giving clear instructions ?DA.Their language proficiency is lowB.They are fresh from the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective? De simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or p airs15.Which of the following is the time when students work as a whole cla ss?AA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?BA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?CA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselve s?DA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?AA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to th e work.D.It is less stressful.20.Which of the following is the advantage of pair work? BA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.It reinforces a sense of belonging among a group of members.D.It is very stressful.Part2answer the following questions1. What six conditions have to be met in order to achieve efficient classroom management?1) The teacher plays appropriate roles.2) The teacher provides clear instructions.3) Students are grouped in a way suitable for the learning activities.4) The teacher asks appropriate questions.5) There is discipline as well as harmony in the classroom.6) The students errors are treated properly.2. Classroom instructionsClassroom instructions refers to the types of language teachers use to organize or guide learning.They include giving directions to tasks or activities, providing explanations to a concept of language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.There are rules to follow for making instructions effective:1) to use simple instructions and make them suit the comprehension level ofthe students.2) To use the mother tongue only when it is necessary.3) Teachers to be careful not to do all the talking in class.3.Bloom’s taxonomy classifies the question types into six.What are the six question types?What is the significance if each of them is used in a language classroom?The six question types proposed by Bloom are:translating, interpreting, and stating the main ideas.different contextsupport main ideas.5) Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking.6) Evaluation: present and defend opinions by making an informed judgementabout information or ideas based on a set of criteria.4. Classification of question types:(常出选择及判断题)Closed questions refer to those with only one single correct answer.Open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers,too. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.Lower-ordered questions refers to those that simplely require recalling of information or memorization of facts.Higher-ordered questions require more reasoning, analysis, and evaluation.5. Differences between errors and mistakes.A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from temporary breakdown. When a mistake is challenged or given enough attention, it could be self-corrected.An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.6. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effectiveFactors that affect discipline：1. teacher’s behaviora . choice of methodologyb. teacher’s preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surroundingUnit6Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following is true about pronunciation teaching?DA.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to English need less focus on pronunci ation.C.Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?DA.ConsistencyB.Intellegibilitymunicative efficiencyD.All of the above3.Which of the following do not belong to minimal pair?DA.Will wellB.Till tellC.Fill fellD.Well well4.Which of the following belong to pronunciation perception practice?Ding minimal pairs,odd one outB.Which order,completionC.Same or differentD.All of the above5.Which type does the following production practice belong to?AThe students repeat what the teacher says.This activity can practice individua l sounds,individual words,groups of words,and sentences.A.Listen and repeatB.Fill in the blanksC.Make up sentencesing m eaningful context6.Which type does the following production practice belong to?DShe sells sea shells on the seashore.A.Make up sentencesing meaningful contexting picturesing tongue twisters7.What are the ways of practicing stress?De gesturese the voicee the blackboardD.All of the above8.What does the falling intonation on the statement“he is moved to Glasgow.”indicate?AA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question“where do you live?”indicate?CA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have tole me before10.What is reflected as important in the following example?BA.Would you please turn down the radio a little bit?B.Sorry.↘（no,I do not want to.）Or B.Sorry?↘（what did you say?）A.Stress B.IntonationC.SoundsD.Pitch PartPart 2.Answer the following questions1.Why cannot most learners of English as a foreign language acquire na tive like English pronunciation?A Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.Unit7Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true?DA.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method? DA.Deductive methodB.Inductive methodC.Guided discovery methodmunicative teaching method3.Which of the following steps are typical for the deductive grammar tea ching method?AA.Give examples→explain rules→students do practice activitiesB.Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences(the inductive method)C.Explicit rules are give to students→Authentic language data is provided→a pply the new structure to produce sentences(the guided discovery method)D.All of the above4.What are two grammar practice activities?AA.Mechanical practice and meaningful practiceB.Volume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?AA.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD.Refereed knowledge and inferred knowledgePart II,1. The guided discovery method:Students are induced to discover rules by themselves but the process of discovery is carefully guided and assisted by the teacher. And the rules are then elicited and taught explicitly.2. Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. Explicit knowledge refers to our conscious knowledge about the language.3. Ellis suggests the following procedures for teaching grammar usinglistening as a input:1) Listen to comprehend: the focus is on the message with target structuresimbedded.2) Listening to notice: listen to more times to identify the target structureperhaps by completing a gapped version of the text to raise awareness. 3) Understanding the grammar point: the focus is on helping learnersdevelop explicit knowledge of the grammar point by discovering and analyzing the rules.4) Checking: learners are given a written text containing errors and are askedto identify t-[1x0=8再撒：哦我而是撒赖破五；2…he errors and correct them.5) Trying it out: finally, there is an opportunity for students to try out theirunderstanding of the target structure in a short production activity.4. Synthesis approach['sɪnθəsɪs]综合方法Pennington(2002)proposes a synthesis approach to grammar pedagogy. Grammar teaching should be“collocational,constructive,contextual and contr astive”,which can serve as useful guidelines for teaching grammar.Unit8Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true about vocabulary?CA.a vocabulary item can be more than one wordB.Vocabulary can not be taught.It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?DA.know its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use it。

英语教学法试题及答案

外语教学法试题及答案I. Multiple Choices: (20%)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 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 toa 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 u tterance 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 on a 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 students as “whole persons”; the refore, 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.V. Questions for Long Answers: (20%)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. Ten points are given to each question.49. What advantages can be found in the Direct Method?(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". In a few months over 500 of thecommonest 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 itand 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.50. What are the main features of the Communicative Approach?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 alsoon 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 doneis done with a Communicative intent. The teacher is concerned with the learnersthemselves, 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 importantto 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 ofauthentic materials.6.The degree of learner-centered activity depends, among other things, on the typeof 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 willbe 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 onlyon 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 Commun icative Approach” students will be more motivated to learna 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 ofclassroom 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 somebearing on the effectiveness of a given teaching strategy.11.The teacher has to possess a very high level of language competence, because she isthe 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; theteacher has to be ready to what the learners say and not just how they say it, andto 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 independentlearner.14.Truly communicative have three features: information gap, choice of form and contentand 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 smallgroups.16.Grammatical structure does not require explicit analysis or attention, and by thenecessary 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.。

《英语教学法教程》精品复习题

English Teaching MethodologyPart I Definitions（1）Denotative meaning（指示意义/外延意义）;The primary, literal meaning of a word, which is used to label real objects.（2）Connotative meaning (内涵意义/隐含意义)；The associations that are connected to a certain word or the emotional suggestions related to that word（3）implicit learning;-learning without conscious attention or awareness-Implicit learning is a passive process, where students are exposedto information, and acquire knowledge of that information simply through that exposureExample: learning new words by meeting them repeatedly（4）explicit learning;learning with conscious awareness and intention-Explicit learning is an active process where students seek out the structure of information that is presented to them.Example: learning new words by memorizing , imagining, comparing, etc.（5）synonym（同义词）;Items that mean the same, or nearly the same（6）Spontaneity for speaking（自发性）;In most situations, people do not plan ahead of time what they are going to say. The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases.（7）assessment（评估）;The collecting of information of a learner’s learning progress and achievement over a period of time for the purpose of improving teaching and learning.Not based on one test or one task, nor on a mark or grade.（8）evaluation;The systematic gathering of information for the purpose of making decisions (Weiss, 1972).（9）validity（有效正确）;The extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment.A test measures what it is supposed to measure.（10）reliability;The extent to which the results can be considered consistent (一致的) or stable.A test is reliable if it gives the same results when it is given on different occasions or when it is used by different people.（12）Washback(反驳作用);The effect that tests have on learning and teaching.It can be beneficial (positive) or detrimental (negative).（13）Portfolios（学习档案袋）;A purposeful collection of students’work that demonstrates to students and others their efforts, progress, and achievements in given areas over a period of time (Genesee & Upshur, 1996).（14）linguistic competence（语言能力）.Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language. It is in contrast to the concept of linguistic performance, the way the language system is used in communication.Part II Short-answer questions and Discussions.1.Give the differences between British English and American English.American English is evolved from British English. But the differences between them are noticeable.The differences between them:①.V ocabularya.Past Simple/Past Participlesb.Prepositions②Pronunciation（1）[ æ ]—[ɑ:]:（2）[ɑ: ]—[ ɔ] :（3） [ i l ] - [ l ]（4）[ u: ] —[ ju :]:（5）[ i: ] —[ ai ]:（6）the same word③. Spelling (suffix) 拼写（后缀）④. Grammar 语法(1)Use of present perfect tense and simple past tense.现在完成式和一般过去式(2)Verb agreement and collective nouns 主谓一致和集合名词(3)Past tense forms. 过去时态的形式First of all, the difference is vocabulary.The following verbs have two acceptable forms of the past simple/past participle in both American and British English, however, the irregular form is generally more common in British English (the first form of the two) and the regular form is more common to American English.(1)Past Simple/Past Participles⏹Dream dreamt OR dreamed⏹Lean leant OR leaned⏹Learn learnt OR learned⏹Smell smelt OR smelled⏹Spell spelt OR spelled⏹Spill spilt OR spilled⏹Burn Burnt OR burned(2) Prepositions⏹American English - on the weekendBritish English - at the weekend⏹American English - on a teamBritish English - in a team⏹American English - please write me soonBritish English - please write to me soonSecondary, the difference is pronunciation. Sometimes we usually soften or don’t read the vowel (especially the [ ə ] or [ i ] ) in the unstressed syllable out in British English, while we should read all vowels out in the American English. So Americans speak more slowly and clearly than the British people.Differences in pronunciation between American English (AmE) and British English (BrE) can be divided into:⏹Differences in accent (i.e. phoneme inventory and realisation). See differences between General Americanand Received Pronunciation for the standard accents in the United States and Britain; for informationabout other accents see regional accents of English speakers.⏹Differences in the pronunciation of individual words in the lexicon (i.e. phoneme distribution). In thisarticle, transcriptions use Received Pronunciation (RP) to represent BrE and General American (GAm)and to represent AmE.（1）[ æ ]—[ɑ:]:When the letter ― a ‖ comes before -s, -f, -th, -lf, -ph, -n , etc. we pronounce [æ] in Am.E , while [ɑ:] in Br.E.（2）[ɑ: ]—[ ɔ] : When the vowel letter ― o ‖ comes after a stressed closed syllable in a plosive , we usually pronounce it [ ɔ ] in the standard Br.E , while [ ɑ: ] in Ar.E .（3）We pronounce [ i l ] or [ l ] in Ar.E while [ ail ] in Br.E when the words end with –ile .（4）[ u: ] —[ ju :]: Americans pronounce [ u: ] while British people [ ju: ] when ― u ‖ and ― new ‖ come after n-, d-, t- etc.（5）[ i: ] —[ ai ]: We p ronounce the monogram ― ei ‖ [ i: ] in Am.E while [ ai: ] in Br.E .（6）Even though the same word , there are some pronunciation differences in Am.E and Br.E .Thirdly, the difference is spelling. In the United States’ development of language, spelling have occurred in a similar movement of our simplified characters (The simplified Spelling Movement), delete the word spelling in some of the letters are not pronounced.(1) The aphonic suffix such as -me, -ue in the English words are deleted in the American spelling.⏹Kilogramme kilogram⏹programme program⏹catalogue catalog⏹dialogue dialog⏹prologue prolog(2) There are ―our‖ at the end of the words and the aphonic letter ―u‖ is deleted in the American spelling.⏹Behaviour behavior⏹colour color⏹honour honor⏹labour labor(3) The suffix ―re‖ which is read [ə] become ―er‖.⏹centre center⏹fibre fiber⏹metre meter⏹theatre theater(4) The suffix ―ence‖ which is read [ns] become ―ense‖.⏹defence defense⏹offence offense⏹licence license⏹pretence pretense(5)The suffix ―ise‖ becomes‖ize‖ .⏹criticise criticize⏹organize organize⏹realise realize⏹recognise recognize⏹standardise standardize(6) Double ―L‖ in the British English words becomes ―L‖ in the American English words⏹councilor councilor⏹counsellor counselor⏹jeweller jeweler⏹marvellous marvelous⏹parcelled parceled⏹travelling traveling(7) Someone else.⏹Cheque check⏹Gaol jail⏹kerb curb⏹moustache mustache⏹plough plow⏹pyjamas pajamas⏹skeptical skeptical⏹erarer rubberFourthly, the difference is grammar.（1）Use of present perfect tense and simple past tense.Speakers of American English generally use the present perfect tense (have/has + past participle) far less than speakers of British English. In spoken American English it is very common to use the simple past tense as an alternative in situations where the present perfect would usually have been used in British English. （2）Verb agreement with collective nouns. In British English collective nouns, (i.e. nouns referring to particular groups of people or things), (e.g. staff , government, class, team) can be followed by asingular or plural verb depending on whether the group is thought of as one idea, or as manyindividuals , e.g.: My team is winning. The other team is all sitting down.In American English collective nouns are always followed by a singular verb, so an American wouldusually say: Which team is losing?Whereas in British English both plural and singular forms of the verb are possible, as in:Which team is/are losing?（3）Past tense forms.Below is a table showing verbs which have different simple past and past participle forms in American and British English. Note that the irregular past forms burnt, dreamt and spoilt are possible in American English, but less common than the forms ending in -ed.infinitive simple past (Br) simple past (Am) past participle (Br) past participle (Am)burn burned/burnt burned/burnt burned/burnt burned/burntbust bust busted bust busteddive dived dove/dived dived diveddream dreamed/dreamt dreamed/dreamt dreamed/dreamt dreamed/dreamtget got got got gottenlean leaned/leant leaned leaned/leant leanedlearn learned/learnt learned learned/learnt learnedplead pleaded pleaded/pled pleaded pleaded/pledprove proved proved proved proved/provensaw sawed sawed sawn sawn/sawedsmell smelled/smelt smelled smelled/smelt smelled2.The characteristics of American English（1）Reservation of the ancient English featuresIt retains and revives many of the words in that have already become "obsolete" in British English, such as“I guess“，“I think”，“Isuppose”，“Ibelieve”. Also，the American English has reservd many vivid ,imaginative ancient words,such as: “fall”, meaning "autumn", deriving from “the fall of leaves (deciduous season)”.In addition, compared with London accent , American English pronunciation is a little old-fashioned with some typical features of the British English in the 17th and 18th century.For example, the retention of retroflex R.(2)Rich creativityCreate some new words that do not exist at all.Instances :pizzazz(时髦派头的人);black hole(黑洞); space walk(太空行走);Based on the old words ,it create new words by free use of affixes, or blending (and inverse method (backformation) .Instances :defrost(除霜),racist(种族主义者),smog(烟雾)来自于smoke(烟)和fog(雾)(3)Absorption of multi-national languages①Absorption of the Indian language (Indian American)Such as moose, raccoon, opossum,squash, wigwam②Absorption of Holland languageFood vocabulary: cole slaw (sandwich Caisi), cookie (dessert), cruller (pot, cheese (fried) loaded with cheese, waffle (porcelain) waffles); and barrack (hay: farm building, stoop (HUT) corridor), saw Buck (sawbucks); there are some social attribute words, such as: boss (Foreman), patron (latifundistas)③Absorption of Germany languagebeer soup(啤味汤),blutwurst(黑香肠),diener(实验室助手),semester(学期),seminar(研讨会),hex(符咒),katzenjammer(醉汉),wunderkind(神童),zinc(锌)(4)The widely usage of slangDifferent social groups often have their own specific life circles, therefore different classes and regions will have their own different slang.Instances: He is just a booker. (He studies too much.)You are out of your tree. (You are out of mind.)3.The difficulties that the foreign language learners will learn the pronunciation of FL.Difficulties for Students:Sounds:a. the sound may not in fact exist in their native language.b. two sounds may not be differentiated in their native tongue.c. groupings of sounds or clusters may appear to very strange.Word Stressa. there is no apparent rule here, unlike many other languages.b. the meanings of words are often differentiated soled by stress(e.g. decade/decayed)Sentence Stressa. note that English is in fact stress-timed and not syllable-timed.b. Meaning is conveyed by stress.(A red book/ A red program)Intonationa. conveys the attitude and mood of the speaker.b. English uses a wide voice range and students may not understand that a narrow range can make them sound bored/rude/uninterested.c. intonation is often described as the “music”of the language.4.Please tell some basic organs for pronunciation.5.the classification of English Vowels.（1）Generally, according to their componential elements, English vowels can be classified into three categories: single vowels, diphthongs, and triphthongs.（2）Single vowelsSingle vowels contain a single element. They can be further classified according to different factors.According to the position of the highest part of tongue in producing the sound, there are:front vowels----/ i:, i, e,ε, æ ,a /central vowels----/ə:, ə, /back vowels—/u:, u, a: /According to the degree of lip rounding, there are:unrounded vowels----/i:, i, e, æ, ə:, ə, a:/rounded vowels----/u:, u /According to the tension of muscles, or the length of sounds, there are:tense vowels ----/ i:, ə:, u:, a:/ (long)lax vowels ----/ i, e, æ, ə, u, / (short)（3）DiphthongsDiphthongs contain two elements. They are produced with the tongue moving from one vowel position to the other. In English, there are 8 diphthongs: /ei, ai, au, əu, i, iə, Wə, uə/.(4) TriphthongsTriphthongs are composed of three elements. In their production, two movements of the tongue are involved. There are 3 triphthongs in English: /aiə, auə, iə/. Here, it should be pointed out that many scholars do not take triphthongs as members of basic English speech sounds. In their opinion, triphthongs are nothing but diphthongs followed by the sound /ə/.6.The appropriate attitudes to Vocabulary learning.V ocabulary items can be single words, compounds, phrases, and even sentences.Not every word has an equivalent in another language (e.g., the)V ocabulary can be taught.Both teachers and students need to know the difference between active and passive vocabulary.Translation is not the best way to explain new words.English-English explanation is better than translation, but still not the best way.An English-English dictionary is very useful.It is more effective when words of related meaning are taught and learned together.Studying vocabulary in context is more effective.Forgetting is inevitable. But if words are frequently used, they are less easy to forget.7.explain the sense relations of words.（1）Collocations 词语搭配Definition:Words that co-occur with high frequency and have been accepted as ways for the use of wordsInstances:Set phrases or constructions: in one’s opinion, after all, ask sb. to do sth.…Perform an operation /have or hold a discussionDo a lot of damage do one’s duty do wrongMake trouble make noise make an excuseAdvantage:Be able to increase fluency and appropriate language use.（2）Synonyms 同义词Definition:Items that mean the same, or nearly the sameInstances:Big-huge-large, country-nation-motherland（3）Antonyms 反义词Definition:Items that mean the opposite of a wordInstances:Big-small wide-narrow hot-cold（4）Hyponyms 下义词Definition:Words that can be grouped together under the same superordinate上位的conceptThe meaning of one word includes the meaning of the other wordInstances:8.What should we pay attention to when we learn foreign vocabulary? Please discuss it based on your experience.How to learn foreign vocabularyOnce you have got to grips with the fundamentals of a language (pronunciation, orthography and basic grammar), you can concentrate on learning vocabulary. This is probably the most important and time-consuming part of learning a language.(1)Associate the familiar with the unfamiliarTry to find word or phrases in your L1 which sound like and if possible have a similar meaning to words in your L2. Build mental images or draw pictures based on the connections. For example, the Spanish for "ice" ishielo (m), which sounds like yellow. To remember this word imagine yellow ice. This is an enjoyable method because many of the associations you think up will be silly, absurd or bizarre.(2)GendersTo remember genders try picturing a Spanish-speaking region, divide it into two and place masculine nouns on one side and feminine words on the other. In the case of ice imagine the masculine half covered in yellow ice.If your L2 has many genders, imagine a large building with many floors, assign a different gender to each floor and place words on the appropriate floor according to their gender.(3)Avoiding language mix upsAssociating words from each language you learn with places where they are spoken will help you to avoid getting your languages mixed up. For example, if you're learning French and Spanish, imagine a map of Europe and place the French words in France and the Spanish words in Spain. Alternatively you could imagine a map of North America and place the Spanish words in Mexico and the French words in Quebec.(4)Testing and revisionTo ensure the words stick in your memory, test yourself on them at regular intervals. If you learn some new words in the morning for example, check that you can still remember them later that day, the next day, a week later and a month later. If you find some words hard to recall, try thinking up different associations for them. You may need to try several different associations before you find one that works.(5)Learn related words & phrasesWhen learning the word for hand, for example, try to learn related words, such as parts of the hand; actions of the hand; other parts of the body, and things you might wear on your hands. Also try to learn words with the same rootand phrases which include the word hand.As you learn more words you will start to spot connections between words. The more words you learn the easier you will find it to guess the meanings of new words.(6)Learn words in contextLearning long lists of unrelated words is boring, difficult and doesn't help you much when you come across those words in a different context. If you focus on learning words in the context you're most likely to find them, you're more likely to recognise them when you encounter them or need to use them again.When learning food words, for example, think about when you'd be most likely to use them, i.e. when cooking, eating, shopping, etc, and learn other words related to those situations. Then try constructing sentences using the new words. Good dictionaries contain examples of usage which you can use as models for your own sentences. As your knowledge of your L2 improves, using a monolingual dictionary is a good idea. This helps you to understand words through their meaning rather than relying on translations into your L1.(7)Practice reading as much as possibleA great way to build up you vocabulary is to have a go at reading books, magazines, newspapers or comics written in your L2. Ideally look for reading material covering topics you find interesting. When reading, try to guess the meanings of any words you don't know and then check them in a dictionary to see if your guesses were correct. You don't have to look up every unfamiliar word as long as you can get the gist of the text.9.implicit teaching (内隐教学)and explicit teaching（外隐教学）(1)Implicit teaching or instruction:teaching a certain topic in a suggestive or implied manner;the objective is not plainly expressed.Students are required to infer appropriate rules by themselvesfrom examples presented by teachers.(2)Explicit teaching or instruction:directing student attention toward a specific learningobjective in a highly structured environmentStudents are taught in a logical order directed by the teacher through demonstration, explanation and practice.10.Deductive method in grammar teaching(演绎法)（1）advantages and disadvantages（2）The application of the deductive method：a.Presentation：The teacher presents the following sentences:If I had a laptop now, I would lend it to you.If you left me tomorrow, I would die.If you had studied hard, you would have passed the exam.B.explanationC.practiceThe teacher contrasts the difference between sentences of real condition and unreal condition:If we leave now, we can catch the train.(真实条件句: 可能实现）If we left now, we could catch the train.(虚拟条件句: 纯然假想、无法实现)11.Can you give some suggestions for teaching grammar?Learning grammar itself is not the ultimate goal of learning EnglishGrammar presentation methods should be varied in accordance with corresponding situations (the inductive and guided discovery method used for easily perceived structures/ the deductive method used for complex structures) Grammar presentation should include both oral and written and both form and meaning.Plenty of contextualized examples of the target structure are necessary.Comprehension should be enhanced via visual materials, such as tables, diagrams, pictures, realia, etc.Complex terminology should be avoided for younger learners, whereas commonly used terminology should be introduced for relatively advanced learners.Interaction between the teacher and the learner and between the learners should be improved.12.What are the difficulties you encounter in English listening?Insufficient resources for listening(lack of listening materials, equipment, and real-life situations)Different ways of producing the same sounds(e.g., different dialects and accents, stresses, rhythms, intonations, mispronunciations, etc)Little or no control over the speed of the inputNo chance to go backNo time to pause to work out the meaningThe influence of background noiseSimultaneous treatment with other tasks13.Explain the characteristics of listening process.（1）Spontaneity. We listen to people peaking spontaneously and informally without rehearsing what whey are going to say ahead of time.（2）Context. While listening, we know the relationship between the listener and the speaker. The situation helps to predict what we are going to hear.（3）Visual clues. Facial expression, gestures, and other body language, and the surrounding environment, these visual clues help us predict and understand what we hear.（4）Listener’s response. In a conversation, we can interrupt the speaker and ask for repetition or clarification. （5）Speaker’s adjustment. The speaker can adjust the way of speaking according to the listener’s reaction, e.g. he/she may rephrase or elaborate (to put it in more details).14.Give some examples for the activities of while-listening stage.Purpose:check comprehensionActivities:no specific responseslisten and ticklisten and sequencelisten and actlisten and drawlisten and fill (fill in the blanks)listen and take notesSummaryMost of the time, it is helpful to provide a task for the students to do something while they are listening.By providing a variety of types of tasks, students learn to listen for a variety of purposes, which better prepares them for listening in the real world outside the classroom.15.What can we do in the pre-listening stage?Purposes：Motivate studentsActivate prior knowledgeTeach key words or structuresActivities:PredictingSetting the sceneListening for the gistListening for specific informationPredictingGood listeners are good predictors.There are many different activities that can be used to encourage students to predict the content of what they are about to hear.Visual aids are immensely helpful in aiding students’comprehension. “They attract students’attention and help and encourage them to focus on the subject in hand”(Ur, 1984:30).Setting the SceneThe teacher can help provide the background information to activate learners’schema, so they will be better prepared to understand what they hear.Listening for the gistListening for the gist is similar to skimming a passage in reading. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.Notice that students can answer the gist questions even though they do not understand every word or phrase in the passage.Listening for specific informationThere are situations in real life where we listen only for some specific details and ignore the rest of the entire message. e.g. weather forecast, announcements in train stations/airportsIt is important to expose our students to a variety of types of listening texts for a variety of purposes so that they will develop a variety of listening strategies to use for different situations.Summary:We may use more than one kind of pre-listening activity;Pre-listening tasks should not take much time;The purpose of pre-listening activities is to activate the students’schema, i.e. to provide context.16.What are the differences between spoken language and written language?Spoken language Written language1. Simple form,not even correct,incomplect,short Difficult,complicate2. Convenient,efficient,ungrammatical Sentences:well-organised,carefully-constructed3. Informal,with body language,spontaneous, Formal,permanent,can be readnot recorded,expect to be understand immediatelyLanguage students must also consider who they are talking to and be able to check if they are being understood. If no, they need to be able to change strategies. In speaking, unlike writing, the speaker gets immediate feedback from the listener.17.Explain the principles for teaching speaking.Balancing accuracy with fluencyContextualizing practicePersonalizing practiceBuilding up confidenceMaximizing meaningful interactionHelping develop speaking strategiesMaking the best use of classroom learning environment(1)Balancing accuracy-based with fluency-based practicesOn one hand, we need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, we need to provide sufficient opportunities for students to develop fluency.(2)Contextualising practiceTeachers need to identify a situation in which a target structure is commonly used.(3) Personalising practiceWe need to help students learn better by personalizing the content and context so that students can talk or write about their own life experiences and their personal opinions.(4)Building up confidenceIt is very important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Don’t be afraid of making mistakes.(5) Maximising meaningful interactionsAs one of the main objectives of teaching speaking is to develop students’ability to initiate a topic, to ask questions, to take turns in speaking, to change topics and to have some control over the communication, it is best practiced within small groups or in pairs. When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum(6) Helping students develop speaking strategiesSpeaking involves strategies, such as initiating a conversation, turn taking, asking for clarification, asking for repetition, getting others’attention, getting help from others, and ending a conversation, etc.(7) Making the best use of classroom leaning environment to provide sufficient language input and practice for the students.In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to maximize learning opportunity is crucial for students.18.Explain the advantages for group work in speaking activities.More opportunities. As compared with activities for the whole class, group work enables students to talk a lot because it increases the time for each student to practise speaking in one lesson.More motivation. Group work helps students avoid losing their face in front of a whole class, and thus it makes students courageous to speak.More authenticity. Speaking in a small group is more natural than speaking in a large group, because the latter is usually more formal and requires preparation.Different levels. Students can naturally perform to their abilities more readily in small groups than in a whole class, i.e. students of different levels can participate.More cooperation. Small group work helps students learn to work cooperatively and it helps develop interpersonal skill –fostering development of tolerance, mutual respect and harmony.19. What does effective reading involve?have a clear purpose in reading;read silently;read phrase by phrase, rather than word by word;concentrate on the important bits, skim the rest, and skip the insignificant parts;use different speeds and strategies for different reading tasks;perceive the information in the target language rather than mentally translate;guess the meaning of new words from the context, or ignore them;have and use background information to help understand the text.20.Explain the principles for teaching reading.The texts and tasks should be accessible to the students.Tasks should be clearly given in advance.Tasks should be designed to encourage reading for the main meaning rather than test the students’understanding of trivial details.Tasks should help develop students’reading skills and strategies rather than test their reading comprehension. Teachers should help students develop reading strategies and abilities applicable to out-of-class situations. Teachers should help the students to read on their own, so that they eventually become independent readers.21.Explain the 3S reading methods.Setting the scenesetting the cultural scene setting the background sceneSkimming (main idea)。

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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 techniques 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. Instructor.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.C. Organization.Section II: Problem Solving (30 points)First, identify the problem.首先,确定问题所在。

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英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their_____ _____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory? BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching7.What are the characteristics of audio-lingual method?nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?A.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher? DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.Unit 21.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?A.Task-based teaching and learningB. Communicative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency competence concerned with?A. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inappropriateslowness or undue hesitationC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?munication principle, task principle and meaningful principlemunication principle, accuracy principle and meaningful principlemunication principle, fluency principle and meaningful principlemunication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan?A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents?A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, communication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities?A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan?A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson?2.Explain five principles for good lesson planning in detail.3.What does macro planning involve?4.What are components of a lesson plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher?A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity?The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity?T: do you have any hobbies?S: yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many...have you already...collected?A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity?The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 willform group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity?When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity?The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students?A. Give directions to tasks or activities, checking comprehension, giving feedbackB. Providing explanations to a concept or language structure, drawing attentionC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective?e simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselves?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work?A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What six conditions have to be met in order to achieve efficient classroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching?A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?A.ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3.Which of the following do not belong to minimal pair?A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice?ing minimal pairs, odd one outB. Which order, completionC. Same or differentD. All of the above5.Which type does the following production practice belong to?The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful contextC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress?e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement “he is moved to Gla sgow.”indicate?A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question “where do you live ?” indicate?A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry. ↘（no, I do not want to.）Or B. Sorry? ↗（what did you say?）A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true?A.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method?A.Deductive methodB. Inductive methodC. Guided discovery methodD. Communicative teaching method3.Which of the following steps are typical for the deductive grammar teaching method?A. Give examples→explain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities?A.Mechanical practice and meaningful practiceB.V olume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?A.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary?A.a vocabulary item can be more than one wordB.V ocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of “dog” is an animal with fourlegs and a tail, often kept as a pet or trained for work?A denotative meaning B. connotative meaningC. extended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of “dog”is friendship andloyalty?A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say “see a movie, watch a play, look at a picture”?A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. What do the following examples indicate?Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary?A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiar vocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。

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