《英语教学法》题库及答案

1、英语教学法题库及答案Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of“A Course in English L

2、anguage Teaching".1. To learn a language means to learn these structural items so as to be able to understand and produce language.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view

3、 of language.2 . Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of languag

4、e.D . This is the interactive view of language.3 . According to cognitive theory, .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give stimulus4 . By audio-lingua

5、method, students should always .A. be allowed to create their own sentences based on their understanding of certain rulesB . be trained to form good habits in learningC . relate their rules learned to their uses in real lifeD . be able to communicate with others in practice5 . Language is regarded a

6、s a communicative tool, whose main use to build up and maintain social relations between people.A. This is the interactional view of language.B . This is the functional view of language.C . This view of language has no basis of theory.D . The view may be out of date in language teaching.6 . What is

7、the main idea of Communicative Approach?A. To teach language in a global and meaningful way.B . To teach language in a communicative method.C . To teach language in training of habits.D . To teach language by asking students to repeat and memorize forms.7 . What is a good language teacher?A. A perso

8、n who has a good command of English.B . A person who is armed with a specific range of skills and strategies.C . A person who has ethic devotion, desirable personal styles and professional qualities.D . A person who has professional competence.8 . To attain the professional competence, a teacher sho

9、uld have training, learning, practice and .A. experienceB . educational psychologyC. received knowledgeD. reflection9 . According to Hymes, in a successful language communication,one' s utterance should beA. reliable and clearB . possible and feasibleC . appropriate and authenticD . possible, fe

10、asible, appropriate and really used1 0 . Learning a language means being able to do things with it in some sense.A. This is the behaviorist view of language.B . This is the structural view of language.C . This is the functional view of language.D . This is the interactive view of language1 1 . Behav

11、iorist view of language holds .A. students learn language by repeating what teachers sayB . students are asked to think and createC . students learn a language as animals do thingsD . students respond when teachers give answers12. A teacher should have training, learning, practice and to attain the

12、professional competence,.A. experienceB . educational psychologyC. received knowledgeD. reflection1 3 . Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.A. This is the view of communicative approach about competenceB . This involves th

13、e function/notion methodC . This is the view of behaviorism in language teaching.D. Not sure.1 4 . We train students to learn a language just as we train animals to do things.A. This can be classified into functional grammar.B . The typical behaviorist view of language learning.C . The view is taken

14、 by those who hold grammar-translation method.D . None in history had the view of language learning.1 5 . According to Chomsky, language is not a form of behavior; it is an intricate rule based system. A. It is still a behaviorist view.B . It is functional view of language.C . It is audio lingua met

15、hod.D . It is the mentalist view.2 6 . Mistakes should immediately corrected and correct utterances should be immediately praised.A. Audio-lingual methodB . Communicative approachC . Mentalist viewD. Silent way1 7 . Language is a system of structurally related elements for the coding of meaning.A. S

16、tructural view.B . Mentalist view.C . Meaningful way of learningD. Natural approach1 8 . We all set up our own perspective of the world, through individual experiences and schema.A. Mentalist oneB . Not based on any theoryC . Typical constructivist view of learningD. Functional one1 9 . Changes in b

17、ehavior are observed, and used as indicators as to what is happening inside the learner's mind.A. Audio-lingual oneB . Constructivist viewC . Behaviorist oneD . Cognitive view of language2 0 . Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes

18、automatic.A. Behaviorist view of learningB. Constructivism C . Cognitive view D. Not sure2 1. Listening activities always test the students' memory rather than other abilities.A. The test is the typical one practiced by communicative approach.B . This kind of view is actually the way of function

19、al method.C . Any traditional teaching way will do in this way.D . Memory training is of course the cognitive approach.2 2 . The communicative activities in classroom should be the one with.A. teacher interventionB . materials under controlC . simple language and no variantsD . content on focus not

20、forms2 3 . Process-oriented theories are concerned with.A. how materials are organized togetherB . how hypothesis is testedC . how the mind processes new informationD . how learners receive input2 4 . Condition-oriented theories emphasize.A. the human and physical context in learningB . the nature o

21、f habit formationC . the making of inferenceD . the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick( V ) in bracket, otherwi

22、se, mark a cross( x).2 5 . Student A uses a questionnaire to interview his partner, student B, and makes notes.()2 6. As two students are talking about their experience, the teacher asks other students to take down their information.()2 7. . Listening to tapes with headphones and then answering list

23、ening comprehension questions. ()2 8 .When reading in a foreignlanguage, students are asked to mentally translate everything in orderto understand.()2 9.“Write a composition with a title of'A Day on the Factory ' in classroom "()3 0 . Information-gap activities in spoken lesson.()3 1 .

24、Use English-English dictionary to understand the meaning of vocabulary.()3 2 . The teacher writes a set of words on the blackboard and asks the students to find the"oddman out".()3 3 . Ask students to read phonetic transcripts of words.()3 4 . Make students in groups to say out grammatical

25、 rules.()3 5 .Teachers help learners in any way that motivates them to work with the language.()3 6 .The target language system will be learned best through the process of struggling to repeatand practice rote learning.()3 7 . Pattern drills are practiced peripherally.()3 8 . Ask students to use aut

26、hentic and natural language.()3 9.In any teaching class, teachers ingrate the four skills.()4 0.In teaching we should always prevent students from making errors.()4 1 . The linguistic competence is the desired goal in teaching.()4 2.Communicative activities come after a long process of rigid drills

27、and exercises.()4 3.Teachers practice bottom-up mode activity and start from a linear process inreading)4 4.To use transition device so that visualization is realized in reading.()4 5.Working in lockstep, the teacher expresses clearly and as much as possible.()4 6. To use substitution drills and pro

28、mpts in grammar teaching.()4 7. An activity in classroom for students to practice language, which involves no definite or correct answers in the task.()4 8 . Ask students to bridge their information gap in speaking.()Part III Teaching PrinciplesDirections: In this part of the test, there are some Te

29、aching Principles that need your evaluation.Please choose the ones you think them correct and in accordance with what we have learnt and put a tick( V ) after them .4 9 . The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students

30、 aware of them.()5 0. A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other' s ideas.()5 1 . The teaching activities must be designed to be done by the individual students rather than all of them, and the

31、activities should also involve the teacher correcting or evaluating how the student do these activities.()5 2. A teacher is a resource-provider.()5 3. It is not the teachers ' work to choose topics and tasks so as to activate students in teaching.()5 4 . Teachers need not have extra materials pr

32、epared to cope with slower/faster-working students.()5 5 . Different approaches stipulate different teacher roles, but there are some common roles that teachers play.()5 6 . Teachers can do nothing to increase and maintain the motivation of students by the types of tasks.()5 7 . Teaching listening s

33、hould focus on the result of listening rather than the process of listening.()5 8 . The trick to working with drills is to work on individual sounds for more than few minutes a time.()5 9 .Ask students to make a list of optimal solutions to the problem addressed.()6 0 .We should require the students

34、 to acquire native-like pronunciation.()6 1 . Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom.()6 2 . The first step of lesson planning will already have been performed for you: choosing what to teach.6 3. A teache

35、r can play the roles as controller, assessor, organizer, prompter, participant andresources provider, but they should not play all of them at one time.()6 4. A normal class should be in such a way in which students can raise questions and challenges to teachers.()6 5 . Emotions cannot run high whene

36、ver language learners are asked to develop new pronunciation habits. ()6 6. In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks.()6 7 .The introduction of authentic texts into the learning situation.()6 8 .Functional

37、grammar holds that a language will play three functions, the idea of which can beused in teaching of language skills.()6 9 . Take care of trivial details in reading and listening so that students may have a full understanding of the text.()7 0. In writing, teachers help students recognize their own

38、composing process.()7 1 . We design speaking tasks that do allow outspoken students to dominate discussion.()7 2 . We in teaching clarify fixed rules and standards, and are consistent in applying them.()Part IV Teaching of Language and Language SkillsDirections: In this part of the test, you are to

39、decide whether you agree or disagree.Statements to be judged for youAgree/Disagree73. Languages consist of'words' with eq uivalents from onelangue to another.74. Students need to be given detailed grammar rules if they want to learn a foreign language successfully75. Bad intonationand wrong

40、stress lead to seriousmisunderstandings.76. If necessary, disagree with the interviewer.77.To provide learners with a sense of accomplishment78. The teacher can provide an action and learner write down what they think it is.79. Languages can be translated with reference to their equivalents.80.If St

41、udents want to learn a foreign language successfully they need to study detailed grammar rules81. Serious misunderstandings occur at least in part due to bad intonation and wrong stress.82. We interruptinterviewees to have more meaningfulcommunication.83. To use pictures to facilitate speaking activ

42、ities.84.To understand the implicitly stated information.85. In listening,we try to understand the relationship betweenthe speaker and his degree background.86. The discourse has nothing to do with teaching.87. Students predict what they are reading.88. We make inferences while reading or listening.

43、89. Main idea and supporting details are distinguished.90. Teachers choose tasks to activate students.91. While reading, we recognize indicators in texts.92. We should confirm but not reject the predictions.93. Register is taken into consideration in teaching.94. Students may not pretend to be someo

44、ne else.95. Students are asked to reconstruct the text they hear.96. Getting information is not the only purpose.Part V Teaching PlanningDirections: In this part of the test, you are to give a"Teaching Plan ' according to the material(a text) given below. Your plan should cover'aims, la

45、nguage contents, stages and procedures '.(Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wings or parachutes so that the wind can carry them easily. The second is

46、by birds and animals.Someseeds, like the seeds of burdock stick to the fur of animals, and drop off as the animals move about. Birds carry others, such as berries. The third way is by the plant itself. The plant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds.

47、The last is by water. The seeds float on the water either because they are very light, or because they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2 .)A doctor

48、 working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh,

49、 doctor, I ' m so glad to see you. I ' ve got a severe pa in in my left side ” . The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month” . Then, he went away, leaving the man standing in the street with his tongue hanging outand a large crowdo

50、f people laughing at him. Lesson Plan AIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA) B) C) Stage 1: A) B) C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 3 .)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I ' ve lost my briefcase.C

51、lerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It ' s black and made

52、 of leather-one of those flat sided ones.Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we' ll let you know. Where can we ring you?Monty: At my office-the number is 483 7692.Clerk: Right, Mr. Ball. I ' ll see w hat I can do.Monty: Thanks a l

53、ot. Bye.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your commentor evaluation on the following terms in language t

54、eaching.1. PrompterMacro planningTraditional pedagogyLanguage formRole-plays2. Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3. Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirec

55、tions: In this part, there are ten statements about language and language learning, You are tomake your judgment whether they are structural view, functional view, interactional view, or theyare behaviorist theory, cognitive theory or communicative view and write down your answers after these statem

56、ents.1. Day to day language use involves activities such as offering, suggesting, advising and apologizing. Learners learn a language in order to be able to do things with it.2. Language is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence.

57、 Welearn these items so as to be able to understand and produce language.3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4. In the whole process of language learning, stimulus-response can form very good habits which are the basis for good language training.5. When we learn language, we should always think and ask questions about not only how but also why.6. Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty