857英语教学法真题库详解

1、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 AA. experiences B. wisdom C. knowledge D. parents2. What is the basis for syllabus design, teaching methodology, teaching and a

2、ssessment procedures in the classroom?BA. teaching attitude B. definitions of language C. structural view of l anguage D. functional view3. What does the structural view of language see language? CA. a system of categories based on the communicative needs of the learnerB. a communicative tool to bui

3、ld up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language? DA. a system of categories based on the communicative needs of the learnerB. a communic

4、ative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language? BA. a system of categories based on the communicative needs of the

5、learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist th eory? BA. Grammar translationB. Audi

6、o-lingualC. Task-based teaching and learning D. Communicative teaching7. What are the characteristics of audio-lingual method? DA. Language is learned by constant repetition and the reinforcement of the tea cherB. Mistakes were immediately corrected, and correct utterances were immedi ately praised.

7、C. Students should be allowed to create their own sentences based on their u nderstanding of certain rules.D. Both A and B.8. Which three groups can summarize all the elements of the qualities ofa good teacher? AA. Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professi

8、onal qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9. What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? DA. Learning from

9、 other ' experiences B. Learning the received knowledgeC. Learning from one' own experiences as a teacherD. All of the above10. What qualities are considered good qualities of a good teacher? DA. Kind, humorous, well informed B. Hard working, disciplinedC. Well prepared, dynamic and patient

10、D. All of the abovePart 2 Answer the following questions.1. A good teacher should possess many good qualities. List three qualit ies you think are the most important and explain reasons.Dynamic, well-informed and well-prepared, I think these three qualities are the most important as a teacher. First

11、ly, the dynamic, well-informed and well-prepared teachers are always confident who can make the class active and interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can distinguish the various stages of a lesson

12、and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of tea

13、ching and the class will be in good discipline.Unit 21. What is the ultimate goal of foreign language teaching? AA. Enable SS to use the foreign language in work or life.B. Enable SS to achieve accuracy of English language structure.C. Enable SS to achieve fluency of English language structure.D. En

14、able SS to speak standard English.2. What is the possible solution to bridge the gap between classroom la nguage teaching and real-life language use? BA. Task-based teaching and learning B. Communicative language teachingC. Presentation, practice and production D. Engage-study-activate3. What is lin

15、guistic competence concerned with? DA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itse

16、lf, its form and meaning4. What is pragmatic competence concerned with? AA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of r

17、esourcesD. Knowledge of language itself, its form and meaning5. What is discourse competence concerned with? BA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is comm

18、unication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning6. What is strategic competence concerned with? CA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Stra

19、tegies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning7. What is fluency competence concerned with? BA. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and with

20、out strain or inap propriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning8. What are the principles of communicative language teaching? AA. Communication principle, task prin

21、ciple and meaningful principleB. Communication principle, accuracy principle and meaningful principleC. Communication principle, fluency principle and meaningful principleD. Communication principle, task principle and purpose principle9. What are the listening and speaking activities in traditional

22、pedagogyA. Listen to texts either read by the teacher or pre-recorded on the tape; repea t what is heard.B. Answer the questions according to what is heard; produce responses base d on given cluesC. Retell what is heardD. All of the above10. What are the five components of communicative competence?

23、AA. Linguistic competence, pragmatic competence, discourse competence, stra tegetic competence and fluencyB. Linguistic competence, pragmatic competence, discourse competence, str ategetic competence and accuracyC. grammar competence, pragmatic competence, discourse competence, stra tegetic competen

24、ce and fluencyD. grammar competence, pragmatic competence, discourse competence, stra tegetic competence and accuracyPart 2 answer the following questions1. What are the differences between language used in real life and lang uage learned in the classroom under the traditional pedagogy?1) In real li

25、fe, language is used to perform certain communicative functions,e.g. to give directions, to exchange information, or to make a complaint, etc;in traditional language classroom, the teaching focus is often on forms rather than functions.2) For various reasons, traditional pedagogy tends to focus on o

26、ne or two language skills and ignore the others. In real language use we use all skills.3) In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from Is context.2. Four components of a task.1) A purpose : making sure the students have a reason fo

27、r undertaking the task.2) A content : this can be real, authentic or imaginary, and involve sociolinguistic issues, such as the location, the participates and their relationship, the time and othe门mportant factors.3) A process : getting the students to use learning strategies such as problem solving

28、, reasoning, inquiring, conceptualizing and communicating.4) A product : there will be some form of outcome, either visible (e.g. a written plan, a play, a letter, etc) o门nvisible (e.g. enjoying a story, leaning about another country, etc).Unit 3Designing principle for the National English Curriculu

29、m for nine-year compulsory education.1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learners centredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning p

30、rocess, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning andusing the language.Unit 4Part 1 Read the follow

31、ing statements or questions and choose the best answe r for each statement or question.1. What should be included in a lesson plan? DA. Aims to be achieved B. Materials to be covered C. Activities to be organiz ed D. All of the above2. What are the principles for good lesson planning? AA. Aim, varie

32、ty, flexibility, learnability and linkageB. Aim, preparation flexibility and linkageC. Aim, micro-planning, macro-planning and flexibilityD. Aim, micro-planning, macro-planning and variety3. What are the guidelines for writing teaching aims in a lesson plan? DA. Clear, briefB. Specific, students-ori

33、entedC. Specific, teacher-oriented D. Both A and B4. What are language contents? AA. Structures, vocabulary, functions and topicsB. Pictures, vocabulary, communication and topicsC. PPT, structures, aims and summaryD. Structures, aims, functions and topics5. What are very commonly used teaching proce

34、dures and stages?DA. Presentation, practice and productionB. Pre-reading, while-reading and post-readingC. Mechanical practice and meaningful practiceD. Both A and B6. What is the function of optional activities? AA. Backups in case the lesson goes too fast and there are a few minutes left.B. Prepar

35、ed for good studentsC. Prepared for bad studentsD. Used for emergency7. Which part is to be finished after a lesson in a lesson plan? DA. Teaching aidsB. End of a lesson summaryC. Optional activities and assignments D. After lesson reflectionPart 2 answer the following questions1. What benefits can

36、language teachers get from planning a lesson?Firstly , a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.Secondly , it helps teachers distinguish the various stage of a lesson and see the relationship between them so that the activities of different difficul

37、ty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly , proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the le

38、sson.Fourthly , good planning gives teachers, especially novice teachers, confidence in class.Fifthly, when planning the lesson, the teacher also become aware of the teaching aids that needed for the lessonLast but not least, planning is a good practice and it's a sign of professionalism.2. Expl

39、ain five principles for good lesson planning in detail.Aim means the realistic goals for the lesson.Variety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never

40、monotonous for the students.Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one metho

41、dology.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.3. What does macro planning involve?Macro

42、planning involves the following:1) Knowing about the profession.2) Knowing about the situation.3) Knowing about the learners.4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.6) Knowing about the objectives.4. What are components of a lesson plan?Background information, teachin

43、g aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.unit 5Part 1 Read the following statements or questions and choose the best answe r for each statement or question.1. What are the possible roles of a teacher? DA. Contro

44、ller, assessor B. Organizer, prompterC. Participant, resource-provider D. All of the above2. What role does a teacher play in the following activity? AThe teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A. Controller B. Assesso

45、r C. Organizer D. Prompter3. What role does a teacher play in the following activity? DT: do you have any hobbies? S: yes, I like singing and dancing. T: Uhm, and.? S: I also collect coins.T: Oh, really, how many.have you already.collected?A. Controller B. Assessor C. Organizer D. Prompter4. What ro

46、le does a teacher play in the following activity? CThe teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group1, and those who have drawn number 2 will fo rm group 2. Thus the students

47、 are put into five groups in a random way.A. Controller B. Assessor C. Organizer D. Prompter5. What role does a teacher play in the following activity? BWhen a student has made a sentence with borrow, “I borrowed a paper to writ e a letter t”, he teacher says, “ Wellw, e dont say a paper, we say a p

48、iece of pa per. ”A. Controller B. Assessor C. Organizer D. Prompter6. What role does a teacher play in the following activity? DWhile doing a writing task either individually or in groups, the students need to use a particular word they dont know. So they ask the teacher.A. Controller B. Assessor C.

49、 participant D. Resource-provider7. What role does a teacher play in the following activity? DThe teacher asks a student a question “ Haveyou ever bought clothes with pro blems?” If the student doesnt seem to be ready, the teacher says “ foerxampl e, a shirt wi thout. a”nd points to the buttons on h

50、is own shirt or jacket.A. Controller B. Assessor C. Organizer D. Prompter8. What role does a teacher play in the following activity? BWhen the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a cho ice.A. Controll

51、er B. Assessor C. Organizer D. Prompter9. What role does a teacher play in the following activity? CWhen students are doing a group-work task, the teacher joins one or two grou ps for a short period of time.A. Controller B. Assessor C. participant D. Resource-provider10. What role does a teacher pla

52、y in the following activity? AThe teacher asks students to produce conversations (either orally or in writing ) by using particular patterns or expressions they have just learned.A. Controller B. Assessor C. Organizer D. Prompter11. What role does a teacher play in the following activity? CThe teach

53、er has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. Controller B. Assessor C. participant D. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students? DA. Give directions to tasks or acti

54、vities, checking comprehension, giving feedb ackB. Providing explanations to a concept or language structure, drawing attentio nC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13. Why do novice teacher often have problems giving clear instructions? DA. Their lan

55、guage proficiency is lowB. They are fresh from the universityC. Their instructions are too shortD. They are not able to target their instructions to the level of the learners14. What are not good rules to follow for making instructions effective?DA. Use simple instructions and make them suit the com

56、prehension level of the studentsB. Use the mother tongue only when it is necessaryC. Use body language to assist understandingD. Not model the task or activity before letting students move into groups or p airs15. Which of the following is the time when students work as a whole cla ss? AA. When all

57、the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed16. Which of the following is the time when students work in a pair?BA. When all the stude

58、nts are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17. Which of the following is the time when students work in groups?CA. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work