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英语教学法试题及答案

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

英语教学法试题 (附答案)

英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。

英语教学法试题及答案

英语教学法试题及答案一、选择题（每题2分，共20分）1. 以下哪种教学法强调通过语言的自然习得过程来教授语言？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：B2. 交际语言教学法的核心理念是什么？A. 语言学习是为了通过考试B. 语言学习是为了进行有效沟通C. 语言学习是为了掌握语法规则D. 语言学习是为了提高词汇量答案：B3. 在英语教学中，哪种活动可以提高学生的口语表达能力？A. 词汇记忆B. 语法练习C. 角色扮演D. 阅读理解答案：C4. 根据克拉申的输入假说，学习者应该接收到哪种水平的语言输入？A. 低于他们当前水平的语言B. 略高于他们当前水平的语言C. 与他们当前水平相等的语言D. 远高于他们当前水平的语言答案：B5. 以下哪种教学策略强调学生在学习过程中的主动性和参与性？A. 教师主导B. 学生中心C. 传统教学D. 考试导向答案：B6. 哪种教学法主张通过模仿和重复来学习语言？A. 认知法B. 行为主义法C. 交际法D. 任务型教学法答案：B7. 在英语教学中，哪种方法可以帮助学生更好地理解和记忆单词？A. 死记硬背B. 联想记忆C. 机械重复D. 随机记忆答案：B8. 以下哪种教学方法强调通过真实或模拟的交际情境来教授语言？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：D9. 哪种教学法鼓励学生通过完成具体任务来学习语言？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：D10. 以下哪种教学策略认为语言学习是一个自然的过程，应该在有意义的语境中进行？A. 语法翻译法B. 直接法C. 情景法D. 任务型语言教学法答案：C二、填空题（每题2分，共20分）1. 语言教学中的“TPR”方法是指__________。

答案：全身反应法2. 克拉申的“i+1”理论中的“i”代表__________。

答案：学习者当前的语言水平3. 在交际语言教学中，“四技能”指的是__________。

英语教学法试题及答案

英语教学法试题及答案一、选择题（每题2分，共20分）1. 以下哪种教学法强调学生中心？A. 传统教学法B. 交际教学法C. 语法翻译法D. 直接教学法答案：B2. 任务型语言教学法（Task-Based Language Teaching）的核心是什么？A. 语法规则B. 语言形式C. 语言功能D. 实际语言使用答案：D3. 以下哪个不是交际教学法的特点？A. 强调语言的交际功能B. 重视语言结构C. 学生参与度高D. 重视语言的实际使用答案：B4. 语言教学中，"input hypothesis"是由哪位学者提出的？A. Stephen KrashenB. Noam ChomskyC. Michael HallidayD. H. G. Widdowson答案：A5. 以下哪种教学法强调通过模仿来学习语言？A. 交际教学法B. 语法翻译法C. 直接教学法D. 行为主义教学法答案：D6. 以下哪种教学法主张通过语言的自然习得来学习？A. 交际教学法B. 自然法C. 语法翻译法D. 直接教学法答案：B7. 以下哪种教学法强调教师的引导作用？A. 交际教学法B. 直接教学法C. 自然法D. 探究式教学法答案：D8. 以下哪种教学法主张通过游戏和活动来学习语言？A. 交际教学法B. 任务型教学法C. 游戏教学法D. 直接教学法答案：C9. 以下哪种教学法强调语言的输入和输出？A. 交际教学法B. 任务型教学法C. 语法翻译法D. 直接教学法答案：B10. 以下哪种教学法主张通过母语来教授第二语言？A. 交际教学法B. 语法翻译法C. 直接教学法D. 沉浸式教学法答案：B二、填空题（每题2分，共20分）1. 交际教学法强调语言的______功能。

答案：交际2. 任务型语言教学法主张通过完成______来学习语言。

答案：任务3. "input hypothesis"认为语言习得需要______语言输入。

93《英语教学法》课程网上考试题库

《英语教学法》课程网上考试题库第一章Introduction I & II一、选择题（每题2分）1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.A. PedagogyB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguisticsAnswer: A2. _____ is the study of second and foreign language teaching and learning.A. PragmaticsB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguistics Answer: B3. Sociology is the study of language in relation to ____, such as social class, educational level and so on.A. ageB. genderC. professionD.social factorsAnswer: D4.Foreign language teaching is sometimes discussed in terms of three related aspects: approach, ____, and technique.A. methodB. aimC. methodologyD. hypothesisAnswer: A5. At the level of approach there are at least three different theoretical views of language explicitly or implicitly underlying currently popular language teaching methods: ____, functional view and interactional view.A.the linking of structuralismB. behaviorismC. structural viewD. audiolingualismAnswer: C6. ____ focus on the patterns of moves, acts and exchanges in communication.A.structural theoriesB. functional theoriesC. interactional theoriesD. behaviourismAnswer: C7.____ is the principle and techniques of teaching with no necessary reference to linguistics.A. methodB. aimC. methodologyD. hypothesisAnswer: C二、判断题（每题1.5分）1. The goal of foreign language teaching is to produce over-users of monitor.Answer: F2. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.Answer: F3. The word approach we mean that an idea or theory is being appliedAnswer: T4.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn language.Answer: T第二章Theories of Language and Language Learning I & II & III一、选择题（每题2分）1. Language is a set of arbitrary symbols which are primarily ____, but may also be visual.A. vocalB. oralC. audibleD. comprehensibleAnswer: A2. Psycholinguistics includes the study of _______ perception, the role of memory, concepts and other processes in language use, and how social and psychological factors affect the use of language.A. listeningB. understandingC. speechD. writingAnswer: C3. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.A. SVB. SVPC. SVOD. SVOCAnswer: C4. According to the functionalists, language has three functions: ____, expressive, and social.A. descriptiveB. phaticC. informativeD. interrogativeAnswer: A5. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.A.syntaxB. pragmaticsC. phoneticsD. phonologyAnswer: A6. ____ refers to varieties of language defined by their topic and context of use.A. stressB. toneC. registerD. intonationAnswer: C7. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.A. hypernymB. synonymC. homonymD. hyponymsAnswer: D8. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.A. abilityB. methodC. knowledgeD. skillAnswer: D9. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.A. meaningB. signC. soundsD. formAnswer: C10. ________ is often described as the music of speech—the way the voice goes up and down as we speak.A.intonationB. toneC. stressD. registerAnswer: A11. ________ is the pronunciation of a word or syllable with more force than the surrounding words or syllables.A. intonationB. toneC. stressD. registerAnswer: C12. The vowel is produced without (or little) restriction during its ________ and is always voiced.A. pronunciationB. speakingC. productionD. articulationAnswer: C13. Allophones are varied realizations of the same ________ .A. phoneB. morphemeC. phonemeD. tagmemeAnswer: C14. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.A. conditionB. developmentC. growthD.behaviorAnswer: D15. The mentalists suggest that the learner processes new data in his/her mind and comes up with a succession of ________ that produce new patterns in the target language.A. rulesB. principlesC. methodsD. waysAnswer: A16. Behavioristic ideas about language learning are based mainly on a theory of learning, in which the focus is mainly on the role of the __________, both verbal and non-verbal.A. contextB. environmentC. conditionD. factorAnswer: B17. Behaviorism sees learning in terms of habit formation. The habits are formed by __________ and reinforced by repetition.A. habit formationB. imitationC. memorizationD. pattern practiceAnswer: B18. According to the behaviorists, all learning takes place through ____.A. habit formationB. memorizationC. imitationD. pattern practiceAnswer: A19. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.A. patternB. signC. pronunciationD. useAnswer: D20. Language learning and teaching must be viewed in a __________, setting, or background.A. textbookB. societyC. classD.contextAnswer: D21. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.A. language acquisition deviceB. innate knowledgeC. universal grammarD. basic grammarAnswer: C22.Which of the following is true of second language learning?A.Natural language exposurermal learning contextC.Structured inputD.Little error correctionAnswer: C23.Every language has a relatively small set of sounds that can distinguish meaning, or phonemes. English has ____, in most dialects.A. 44B. 42C. 40D.28Answer: A二、判断题（每题1.5分）1. Language is capable of producing new forms and meanings.Answer: T2. Minimal pairs are pairs of words that differ only in one sound.Answer: T3. One function of a language can only be expressed by one structure.Answer: F4. The vowel is produced without (or with little) restriction during its production and is always voiced.Answer: T5. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.Answer: T6. Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.Answer: T7. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.Answer: F8. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.Answer: T9. The most powerful signal of stress is a change of pitch on the vowel.Answer: T10. Syllables are short when they are stressed.Answer: F11. Lexical competence implies more than just knowing what a word means.Answer: T第三章Lesson Planning I & II一、选择题（每题2分）1. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.A. environmentalB. economicC. politicalD. socialAnswer: B2. Syllabus determines teaching aims, objectives, contents and ____.A. approachesB. principlesC. methodsD. qualityAnswer: C3.A lesson may focus on language, ____, or function.A. topicB. skillC. structureD. methodAnswer: B4.Any lesson we teach naturally divide into different stages of activity and the main stages are: presentation, practice, production, reading, listening and ____.A.speakingB. writingC. comprehensionD. revisionAnswer: D5.The ____ of writing a lesson plan is one to give proper consideration to what the teacher is going to do in that lesson.A.aimB. processC. principleD. methodAnswer: B6.As for the general aim of a lesson, it may focus on the following ones except:A.A particular topicB.A particular structureC.A skillD.The main stages of the lessonAnswer: D二、判断题（每题1.5分）1. Lesson plans are useful only before the lesson.Answer: F2. There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.Answer: T3. A real good lesson plan should be long and complicated with detailed lesson notes.Answer: F第四章The Grammar - Translation Method一、选择题（每题2分）1. At one time _____was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.A. communicative approachB. the audiolingual methodC. the direct methodD. the grammar-translation methodAnswer: D2. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and ____ its literature.A. writeB. translateC. speakD. listenAnswer: B3.____ is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.A. The Grammar-Translation MethodB. The Audiolingual MethodC. The Communicative ApproachD. The Direct MethodAnswer: A4.The fundamental purpose of learning Latin was to study the classical ____ , which was worshipped in the Renaissance.A. languageB. cultureC. customD. heritageAnswer: B5.Different questions are designed for students to answer to check the understanding of the reading passage. One type of questions are questions of ____ to which answers are directly and explicitly available in the text.A. inferenceB. personal responseC. literal comprehensionD. detailed informationAnswer: C6. Under the guidance of Grammar-Translation Method, the teacher uses the ____ language of the students as the main medium of instruction in the classroom.A.nativeB. secondC. foreignD. accentAnswer: A二、判断题（每题1.5分）1. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.Answer: F2. In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.Answer: T3. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.Answer: T4. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties whichcould be trained separately.Answer: T第五章The Audiolingual Method一、选择题（每题2分）1. The Audiolingual Method uses ________ as the main form of language presentation and drills as the main training techniques.A. dialoguesB. passagesC. sentencesD. phrasesAnswer: A2. _______develops the separation of the language skills into a pedagogical device.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D3.Structural linguistics views language as a system of structurally related elements for the expression of meaning. These elements are phonemes, morphemes, words, _______, and sentence types.A. structuresB. phrasesC. clausesD. sentencesAnswer: A4.The structural linguists believed that the primary medium of language is _______.A.visualB. auditoryC. writtenD. oralAnswer: D5.The use of drills and pattern practice is a distinctive feature of _______.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D6._______ is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D二、判断题（每题1.5分）1. Dialogues and drills form the basis of audiolingual classroom practice.Answer: T2.The Audiolingual Method uses passages as the main form of language presentation. Answer: F3.When a teacher uses the Audiolingual Method in the class, mother tongue is discouraged. Answer: T第六章The Communicative Approach一、选择题（每题2分）1. The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.A. functionalB. structuralC. interactionalD. communicativeAnswer: A2. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.A. functionalB. structuralC. interactionalD. communicativeAnswer: B3. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is ________________ .A. functionalB. structuralC. communicative competenceD. interactionalAnswer: C4. “Knowing English” must mean knowing how to __________ in English.A. speakB. learnC. writeD. communicateAnswer: D5. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ________.A. formB. functionC. structureD. usageAnswer: C6. Closely related to Communicative Language Teaching is ________, the study of the use of language in communication.A. pragmaticsB. linguisticsC. phoneticsD. phonologyAnswer: A7. Which of the following is a communication game?A.BingoB.Word chainC.Rearranging and describingD.Cross-word puzzleAnswer: C二、判断题（每题1.5分）1. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.Answer: T2. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.Answer: F3. Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T4.Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T5.According to Canale and Swain (1980), communicative competence entails three dimensions. Answer: F第七章The Direct Method一、选择题（每题2分）1. The neogrammarians, represented by Hermann Paul, formed the main ________ base of the Direct Method.A.linguisticB. psychologicalC. language teachingD. phonologicalAnswer: A2. Direct association of language with objects and persons of the immediate environment is emphasized in ________ .A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: C3. The syllabus used in the Direct Method is arranged semantically according to _______.A. teaching aimB. teaching methodsC. teaching materialD. situations or topicsAnswer: D4.The teaching of all four basic language skills is not neglected, but _______ exercises should be based upon what the students practice orally first.A. reading and writingB. reading and speakingC. speaking and listeningD. speaking and writingAnswer: A5. In order to reinforce and test what the students have learned, _______is frequently used in the Direct Method.A.dictationB. testC. quizD. examinationAnswer: A6.The rapid development of _______, psychology and education greatly stimulated the establishment of the Direct Method.A.pragmaticsB. applied linguisticsC. linguisticsD. phonologyAnswer: C二、判断题（每题1.5分）1. The Direct Method was developed as a reaction against the Grammar-Translation Method and out of the need for better language learning.Answer: T2.This method aims at developing the students' ability to write in the target language.Answer: F3. Correct pronunciation and grammar are emphasized by the Direct Methodologists.Answer: T第八章Four New Approaches一、选择题（每题2分）1. When we use the word _____ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A. methodB. approachC. techniqueD. methodologyAnswer: B2. A ________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.A. approachB. techniqueC. waysD. methodAnswer: D3. A ________ is based on systematic principles and procedures, i.e., it is an application of views on how a language is best taught and learned.A. methodB. approachC. techniqueD. methodologyAnswer: A二、判断题（每题1.5分）1. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.Answer: T2.The Silent Way is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.Answer: T3. Community Language Learning advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.Answer: T第九章The Teaching and Learning of Pronunciation一、选择题（每题2分）1. There is a lack of consistency between ____ and pronunciation in English.A. spellingB. writingC. listeningD. meaningAnswer: A2. Pronunciation teaching should include the static forms such as individual sounds and word stresses, as well the _______ forms such as intonation, sentence stress and rhythm.A. systemicB. implicitC. explicitD.dynamicAnswer: D3.When we produce _______ , there is no obstruction or narrowing in the air passage, no audible friction, especially in the mouth, or air stream.A. consonantsB. vowelsC. pure vowelsD. diphthongsAnswer: B4.A _______ is the smallest distinctive sound unit or minimum unit of distinctive sound feature.A.morphemeB. allophoneC. phonemeD. tagmemeAnswer: C5.The importance of pronunciation lies in mastering the _______distinctions and the different meanings that are signaled by the phonetic features.A.grammaticalB. syntacticC. functionalD. LexicalAnswer: A6. _______ advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.A. The Silent WayB. The Total Physical Response MethodC. The Direct MethodD. The Community Language LearningAnswer: D二、判断题（每题1.5分）1. The teacher will have to concentrate on the important phonemic contrasts and select allophonic variations to ensure intelligibility, not to achieve a total set of native-speaker-like variations. Answer: T2. In any language, speech sounds are classified into two kinds: vowels and consonants. Answer: T3.The teaching of pronunciation needs to be related to the learners' ability to develop reading competence.Answer: F4.The structure of the sound system involves not only the vowels and consonants --- the segmental features, but also stress and intonation --- the supra-segmental features.Answer: T第十章The Teaching and Learning of Vocabulary一、选择题（每题2分）1. The two basic guidelines on the choice of vocabulary are: _______, students’ need and level.A. difficultyB. meaningC. frequencyD. usageAnswer: C2. The structural view holds that language is a ______ of structurally related elements for the coding of meaning.A. unitB. partC. systemD. cohortAnswer: C3. There are three main forms of word building or word formation which are characteristic of English: ______, compounding and conversion.A.affixationB. prefixionC. suffixionD. derivationAnswer: A4. ______refers to words which the students understand, can pronounce correctly and use constructively in speaking and writing.A. active vocabularyB. passive vocabularyC. new vocabularyD. old vocabularyAnswer: A5.______ is a device for creating and extending meaning, and it is is an imaginative way of describing something by referring to something else which is the same in a particular way.A. personificationB. ironyC. euphemismD. metaphorAnswer: D6. _______refers to a single word form that has several different meanings which are not closely related.A. superordinateA.synonymB.polysemyC.homonymyAnswer: D二、判断题（每题1.5分）1. Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.Answer: T2.Knowing a word involves knowing its meaning, its form and its structure.Answer: F3. It is a relationship between the content of a message, its sender and receiver, its situation and purpose, and how it is communicated.Answer: T4.To understand a word fully, a student must know not only what it refers to, but also where the boundaries are that separate it from words of related meaning.Answer: T第十一章The Teaching and Learning of Grammar一、选择题（每题2分）1.______ is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.A. lexiconB. syntaxC. grammarD. cohesionAnswer: C2.______ is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. A.deductive learning B. inductive learningC. inference learningD. summarized learningAnswer: A3.______ engages learners in language use, formulating their own meanings in contexts over which they have considerable control, and in so doing, drawing on grammar as an on going resource.A. skill teachingB. product teachingC. process teachingD. theory teachingAnswer: C4.Repetition (choral or individual) is the most often used technique for ______.A.lead-inB. elicitationC. explanationD. accurate reproductionAnswer: D5. The aim of the ______ is to get the learners to perceive the structure --- its form and meaning --- in both speech and writing and to take it into short-term memory.A.isolationB. explanationC. presentationD. practiceAnswer: C二、判断题（每题1.5分）1. It usually takes into account the meanings and functions sentences have in the overall system of the language.Answer: T2.A product perspective on grammar is dynamic.Answer: F3. Accuracy work is only used to give the practice in grammar and vocabulary.Answer: F4. Techniques for lead-in could be brainstorming, questions, discussions, and so on.Answer: T第十二章Teaching Listening一、选择题（每题2分）1. When we listen for a particular purpose, to find information we need to know, the kind of listening we are involved in is called _______ listening.A. centralB. focusedC. bottom-upD. top-downAnswer: B2.Sometimes we listen with no particular purpose in mind, and often without much concentration. This kind of listening is called _______.A. casual listeningB. focused listeningC. extensive listeningD. intensive listeningAnswer: A3.We cannot develop speaking skills unless we also develop _______ skills.A.listeningB. readingC. writingD. understandingAnswer: A4. What should a teacher try to avoid when selecting listening materials?A.The texts scripted and recorded in the studioB.The texts with implicated concepts beyond the comprehension of studentsC. The texts delivered through the accents other than RP or Standard American PronunciationD. The texts including structures and vocabulary beyond the ability level of the students Answer: B二、判断题（每题1.5分）1. An important part of the skill of listening is being able to predict what the speaker is going to say next.Answer: T2. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.Answer: F3. Listening activities can only be conducted with the whole class.Answer: F4. When the students listen to recorded materials there is very little opportunity for immediate interaction.Answer: T第十三章Teaching Reading一、选择题（每题2分）1. _______ is the activity we normally engage in when we read books, newspapers, road signs, etc. It involves looking at the sentences and understanding the message they convey.A. reading aloudB. reading for meaningC. silent readingD. reading for informationAnswer: B2. A teacher can use a range of techniques before reading a text which will make it easier for students to understand the text and to help them focus attention on it as they read, and they are: presenting new vocabulary, introducing the text and_______.A. giving guiding questionsB. going through the textC. checking detailed comprehensionD. focusing on important new vocabularyAnswer: A3.When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A.skimmingB. scanningC. inferringD. inductionAnswer: A4.Which of the following activities can be adopted at the pre-reading stage?A.rearranging the materialsB. brainstorming the topicC. writing a summary of the textD. giving a quizAnswer: B5. Which of the following activities can be used to get the main idea of a passage?A.reading to decide on the titleB.reading to sequence the eventsC.reading to fill in the chartsD.reading to summary the passageAnswer: A二、判断题（每题1.5分）1. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.Answer: F2. To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.Answer: F3. In order to understand a text well, it is absolutely necessary to understand every word in the first place.Answer: F4. Through reading the students not only learn new language, but also develop their reading skills. Answer: T第十四章Teaching Speaking一、选择题（每题2分）1. In real communication we have a ________ for using the language and we use a variety of language form to achieve our communicative purposes.A. purposeB. methodC. wayD. principleAnswer: A2. Natural conversation outside the classroom is ________ .A. intentionalB. spontaneousC. dynamicD. staticAnswer: B3. Fluency activities usually form what is called the ________ stage of the lesson.A. preparationB. endingC. revision D productionAnswer: D。

《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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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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