《英语教学理论及方法》课程试卷有答案

1、英语教学理论及方法课程试卷有答案英语教学理论及方法课程试卷有答案 编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（英语教学理论及方法课程试卷有答案）的内容能够给您的工作和学习带来便利。同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快 业绩进步，以下为英语教学理论及方法课程试卷有答案的全部内容。21（完整word版）英语教学理论及方法课程试卷（b卷)有答案亲爱的读者：本文内容由我

2、和我的同事精心收集整理后编辑发布到文库，发布之前我们对文中内容进行详细的校对，但难免会有错误的地方，如果有错误的地方请您评论区留言，我们予以纠正，如果本文档对您有帮助，请您下载收藏以便随时调用.下面是本文详细内容。最后最您生活愉快 o(_）o 考试答案不得超过此线安庆师范学院外国语学院20072008学年度第二学期期末考试英语教学理论及方法课程试卷（b卷）注 意 事 项1. 本试卷共四大题, 第i 、ii大题做在客观题答题卡上,第iii 、iv大题做在主观题答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。2.考生答卷时必须准确填写院系、班级、姓名、学号等栏目，字迹要清楚

3、、工整。i。 multiple choices directions： in this part, you are given twenty questions or incomplete sentences which are followed by four choices marked a， b， c and d。 read the choices carefully and choose the one which can best answer the question or complete the sentence. mark the corresponding letter o

4、n the answer sheet for the objective items (30 points; 1。5 points each）.1。 which of the following statement about task-based language teaching is not true?a. students should be given tasks to perform or problems to solve in the classroom.b。 students are task-driven。c. taskbased language teaching is

5、student-centered. d. taskbased language teaching follows the ppp model。2. what type of learners can benefit most from acting things out or miming things with their bodies？ a. kinesthetic learners. b. tactile learners。 c. auditory learners。 d. visual learners.3。 what type of intelligence are problems

6、olving activities best suited for? a。 interpersonal intelligence。 b。 intrapersonal intelligence。 c。 logical/mathematical intelligence. d。 linguistic intelligence.4 the _ view of language sees language as a linguistic system but also as a means for doing things。 most of our day-to-day language use in

7、volves functional activities: offering, suggesting， advising， apologizing， etc。 a. structural b. functional c. mentalist d. interactional5。 the role of the teacher changes following the aims of the class。 the teacher may function more as a(n) if he is mainly doing presentation of new language points

8、, whereas he is more of a resource or prompter or participant once a communicative activity starts.a. controller b。 resourceprovider c。 participant d. organizer6which of the following activities is not suitable for consolidating vocabulary?a. labelling。 b. using minimal pairs. c. odd man out。 d. wor

9、d association。7. the behaviorist theory of language learning was initiated by ， who applied watson and raynors theory of conditioning to the way human acquire language. a。 harmer b。 skinner c. hymes d。 chomsky8. which of the following statements about assessment is not true?a. summative assessment i

10、s mainly based on testing.b. testing is part of assessment， only one means of gathering information about a student.c. individual-reference assessment is based on how well the learner is performing relative to his or her own previous performance， or relative to an estimate of his or her individual a

11、bility.d. formative assessment focuses on the final product or result of learning rather than the process of learning.9。 which one of the main components of communicative competence is concerned with the appropriate use of language in social context？a。 linguistic competence。 b. pragmatic competence。

12、c。 discourse competence。 d。 strategic competence.10integration of the four skills is concerned with realistic communication. this means that we are teaching 。a。 at the discourse level b。 at the sentence levelc. at the level of phrases d。 at the level of individual words11. when a student has made a

13、sentence “i go to the theatre last night.， the teacher says, “you go to the theatre last night?”。 what is the teacher doing in terms of error correction？a。 correcting the students mistake。b. hinting that there is a mistake。c. encouraging peer correction。d. asking the student whether he really went t

14、o the theatre.12。 considering our english learning context， our realistic goals of teaching pronunciation should include the following except 。a. consistency b. intelligibilityc. communicative efficiency d. nativelike pronunciation13。 which of the following is not one of the major objectives of pr-l

15、istening activities?a。 to activate students prior knowledge about the topic。b. to smooth away linguistic difficulties。c。 to provide a variety of types of tasks for the students to do while they are listening。d. to motivate the students.14。 which of the following activities can help students prepare

16、for spontaneous speech?a. reading aloud。 b. giving a prepared talk。c。 doing a drill. d。 interviewing someone， or being interviewed.15. based on our understanding of the nature of reading， we believe effective readers do the following except 。a。 they have a clear purpose in reading.b. they read silen

17、tly。c. they have and use background information to help understand the text.d. when reading in english， they mentally translate everything in order to understand.16。 one excellent way to make speaking tasks communicative is to use activities, in which the student have different information and they

18、need to obtain information from each other to finish a task。a. role-playing b. bingo c。 informationgap d. simulation17. one of the major principles behind good lesson planning is , which means the contents and the tasks planned for the lesson should be within the capability of the students, followin

19、g the principle of i+1。 a. variety b。 flexibility c. learnability d. linkage18。 in what situation does the following conversation involve the correct register use？_ hi, charlie, can you give a hand?_ sure， peter. whats up？_ i cant get this to work。_why dont you try to use a screwdriver？a. wife to hu

20、sbandb. friend to friendc. management to staffd. man speaking to stranger19which of the following is not considered to be a essential condition for language learning？a。 exposure to a rich but comprehensible input of real spoken and written language in use.b。 use of the language to do things (i.e. ex

21、change meanings)。c. motivation to listen to and read the language and speak and write it (i。e. to process and use the exposure)。d. instruction in language (i.e。 chances to focus on form）.20。 the new national english curriculum is designed to promote the students overall language ability， which is co

22、mposed of five interrelated components, namely, language skills， language knowledge, affects, learning strategies and .a. cultural understanding b。 motivation c. confidence d. intelligenceii. true or falsedirections： in this part， you are given thirty statements about english teaching. read these st

23、atements carefully and decide whether they are true or false. mark “a” for “true”, “b” for “false” on the answer sheet for the objective items （30 points； 1 point each).21. the understanding of the nature of language provides the basis for a particular teaching method。 different views on language ge

24、nerate different teaching methodologies.22. discourse features include aspects such as： the way the text is organized, its layout, the style of the language and the register23. based on the theory of conditioning， skinner suggested language is also a form of behavior. it can be learned the same way

25、as an animal is trained to respond to stimuli。 this theory of learning is referred to as cognitivism.24. the goal of communicative language teaching is to develop students communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language a

26、ppropriately in communicative situations。25. in hymess words， there are “rules of use without which the rules of grammar would be useless， which simply means， besides grammatical rules, language use is governed by rules of use.26. generally speaking, in communicative language teaching， the teacher i

27、s a facilitator of students learning。 his role is less dominant than in a teachercentred method。27. stress and intonation are as important as the sounds themselves and should be taught from the very beginning。28. taskbased language teaching is, in fact, a further development of communicative languag

28、e teaching. however， it stresses the importance to combine formfocused teaching with communication-focused teaching。29. an important feature of todays language classroom is that students do not always study as one big group. rather， for much of the class time， students are broken down to groups of d

29、ifferent sizes。 the most common student groupings are whole class work, pair work, group work， and individual work。30. it is very important to make students aware that not all words are equally important and that effective ways of vocabulary learning help to reduce forgetting.31. the presentation st

30、age of the ppp model is for the teacher to present the new language to the students in meaningful contexts and make sure they understand what it means and how it is used. so this stage is usually teacher-controlled and there is much emphasis on accuracy at this stage.32. good teachers plan their cla

31、sses minutely so that everything they do is prearranged， and once they are in the classroom, they follow their plan without deviation。33. an important type of pre-reading activity is setting the scene， which means getting the students familiarized with the cultural and social background knowledge re

32、levant to the reading text。34. the way to transfer information from one form to another is called a transition device. in teaching reading， when information in text form is transferred to visual form, it can be more effectively processed and retained。35. roleplay is a very common language learning a

33、ctivity where students play different roles and interact from the point of view of the roles they play.36. a ppp cycle leads from accuracy to fluency， a tbl cycle leads from fluency to accuracy (combined with fluency）.37. when a communicative activities starts, the teacher is left nothing to do, sin

34、ce non-teacher-intervention is important in a genuine communicative activity。 he can sit in front of the class and do some private reading until the time is up.38. postreading activities usually contribute to the development of all the language skills and may involve using other skills than just rea

35、ding.39. pronunciation is an umbrella term covering many interrelated aspects besides sounds and phonetic symbols, such as stress, intonation, and rhythm。40. children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.4

36、1. the bottomup model of teaching reading reflects the belief that ones background knowledge plays a more important role than new words and new structures in reading comprehension.42. there are many opportunities to integrate listening with the practice of other language skills， especially at the po

37、stlistening stage.43. the fact that speech is spontaneous means that it is full of false stats, repetitions, incomplete sentences， and short phrases.44. the theory of multiple intelligences implies that our teaching should be able to develop as much as possible students different potentials in their

38、 intelligences, giving everyone the chance to demonstrate and use their potentials to the fullest possible。 45. the process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what the students do before they start writing

39、and after they finish writing。46. although popular, the three ps model is not always applicable in various language classes, especially the skilloriented lessons. 47. making errors will lead to bad habit formation， so we should correct them whenever they occur。 48. teachers have the responsibility t

40、o provide multiple opportunities for their students to develop different learning styles。49. language acquisition is a subconscious process where language is acquired as a result of natural and largely random exposure to language.50. in the following activity the teacher acts as an assessor: t： do y

41、ou have any hobbies？ s: yes, i like singing and dancing. t： uhm, and ？ s： i also collect coins。 iii. short answer questionsdirections: in this part, there are two questions about english teaching。 choose one of them and write down your answers in brief。 you will be assessed in the points you present

42、 and the way you present them （15 points).1. what are the reasons for using group work in the language teaching classroom, especially in speaking tasks？2。 some teachers say, “during a communicative activity, whenever a teacher finds a mistake， no matter in what sense， grammatical or cultural or any

43、other aspect, he should stop the student and correct it. do you think it is the correct thing for the teacher to do in class？ give your reasons。iv。 lesson planning direction: suppose you are to teach a class of 40 senior middle school students。 design an outline lesson plan of the first 45minute per

44、iod for the reading text given。 make sure you include clear objectives， reasonable procedure (stages and steps）, assumed time, organization type, clear instructions， teaching aids， etc。 (25 points). 考试答案不得超过此线安庆师范学院20072008学年度第二学期期末考试英语教学理论及方法（b卷)主观题答题纸院系 班级 姓名 学号题号iiiiiiiv总分得分 注 意 事 项1。本试卷共四大题， 第i

45、、ii大题做在客观题答题卡上，第iii 、iv大题做在此答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。2。考生答卷时必须准确填写院系、班级、姓名、学号等栏目，字迹要清楚、工整。得分 iii. short answer questions (15 points)得分 iv。 lesson planning (25 points） 英语教学理论及方法(b卷）参考答案及评分标准i. 本题为选择题，20小题，每小题1。5分，共30分.1. d2. a3。 c4. b5。 a6。 b7。 b8.d9. b10。 a11. b12. d13。 c14。 d15. d16.c17.

46、 c18. b19。 d20。 a ii. 本题为正误判断，在客观题答题卡上正确的划“a”, 错误的划“b, 30小题,每小题1分，共30 分。21. a22。 a 23。 b24。 a25。 a 26. a27. a 28. a29。 a30. a31。 a32. b33. a34. a35。 a36。 a37。 b38.a39. a40. b41。 b42。 a43。 a44. a45。 a46。a47.b48.a49。a50.biii. 本题为简答题, 两题任选一题，共15分。观点正确，回答问题切中要点,语言表达准确无错误,15 -12 分；观点基本正确,回答问题基本切中要点,有少量语言

47、错误，119分；观点基本正确，回答问题不够切中要点，语言表达有些错误，86 分；观点不够正确，回答问题没切中要点，语言表达错误较多,50 分;参考答案如下：1。 group work is valuable in a language classroom, especially in speaking tasks, for several reasons: firstly, in successful speaking tasks， the students talk a lot in the foreign language。 this is the strongest argument f

48、or using small group work because it increases the time for each student to practice speaking in one lesson。 a second reason for designing speaking tasks to be completed in small groups is that often students are afraid of criticism or losing face or they simply feel shy about speaking in a foreign

49、language in front of a whole class。 speaking in small groups is more natural, and is often relaxing。 thirdly, different small groups can work at different levels if the teacher groups them according to language level。 if teachers modify a given task to make it easier for slower students and more cha

50、llenging for more advanced students, then all students will continue learning and remain more motivated. fourthly, small group work helps students learn to work cooperatively and it helps them develop interpersonal skills.2. this statement describes inappropriate behavior for the teacher. in a commu

51、nicative activity， it is advisable that the teacher waits until the activity has been completed and then gives feedback on both the performance and the language. if he does it during the process of communication, the intervention may divert the students attention from negotiating and exchanging information. if