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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
2、;by their_A_ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, te
3、aching and assessment procedures in the classroom? BA. teaching attitude B. definitions of language C. structural view
4、;of language D. functional view 3. What does the structural view of language see language? CA. a system of categories based on the communicative
5、;needs of the learner B. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystems D. a lingu
6、istic system and a means for doing things 4. What does the functional view of language see language? DA. a system of categories based on the communicative need
7、s of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a ling
8、uistic system and a means for doing things 5. What does the interactional view of language see language? BA. a system of categories based on the communicative
9、needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a
10、linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation &
11、#160; B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching
12、60; 7. What are the characteristics of audio-lingual method? DA. Language is learned by constant repetition and the reinforcement of the teacher B. Mistakes were i
13、mmediately corrected, and correct utterances were immediately praised. C. Students should be allowed to create their own sentences based on their understanding of certain rules.
14、60;D. Both A and B. 8. Which three groups can summarize all the elements of the qualities of a good teacher? AA. Ethic devotion, professional qualities and per
15、sonal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles
16、 and individual freedom 9. What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? DA. Learning from
17、0;others experiences B. Learning the received knowledge C. Learning from ones own experiences as a teacherD. All of the above 10. What qualities are considered good quali
18、ties of a good teacher? D A. Kind, humorous, well informed B. Hard working, disciplined C. Well prepared, dynamic and patient D. All of the above Part 2 Answer&
19、#160;the following questions. 1. A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons. Dynamic, well-
20、informed and well-prepared, I think these three qualities are the most important as a teacher. Firstly, 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 th
21、e goal according to the teaching plan. Thirdly, They can distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Fourthly, they can part
22、icipate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline. Unit 21. What is the ultimate goal of foreign language teaching? AA. Enable SS
23、60;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
24、160;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?
25、 BA. Task-based teaching and learning B. Communicative language teaching C. Presentation, practice and production D. Engage-study-activate 3. What is linguistic competence
26、 concerned with? DA. Appropriate use of the language in social context B. Ability to create coherent written text or conversation and the ability to understand them
27、 C. Strategies one employs when there is communication breakdown due to lack of resources D. Knowledge of language itself, its form and meaning 4. What is prag
28、matic competence concerned with? AA. Appropriate use of the language in social context B. Ability to create coherent written text or conversation and the ability to
29、;understand them C. Strategies one employs when there is communication breakdown due to lack of resources D. Knowledge of language itself, its form and meaning 5. W
30、hat is discourse competence concerned with? BA. Appropriate use of the language in social context B. Ability to create coherent written text or conversation and the
31、;ability to understand them C. Strategies one employs when there is communication breakdown due to lack of resources D. Knowledge of language itself, its form and meaning
32、 6. What is strategic competence concerned with? C A. Appropriate use of the language in social context B. Ability to create coherent written text or conversation
33、160;and the ability to understand them C. Strategies one employs when there is communication breakdown due to lack of resources D. Knowledge of language itself, its form&
34、#160;and meaning 7. What is fluency competence concerned with? BA. Appropriate use of the language in social context B. Ability to link units of speech together
35、60;with facility and without strain or inappropriate slowness or undue hesitation C. Strategies one employs when there is communication breakdown due to lack of resources D.
36、160;Knowledge of language itself, its form and meaning 8. What are the principles of communicative language teaching? AA. Communication principle, task principle and meaning
37、ful principle B. Communication principle, accuracy principle and meaningful principle C. Communication principle, fluency principle and meaningful principle D. Communication principle, task
38、principle and purpose principle 9. What are the listening and speaking activities in traditional pedagogy? DA. Listen to texts either read by the teacher or pre-recorded
39、 on the tape; repeat what is heard. B. Answer the questions according to what is heard; produce responses based on given clues C. Retell what is heard D. A
40、ll of the above 10. What are the five components of communicative competence? AA. Linguistic competence, pragmatic competence, discourse competence, strategetic competence and flu
41、ency B. Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy C. grammar competence, pragmatic competence, discourse competence, strategetic comp
42、etence and fluency D. grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy Part 2 answer the following questions 1. What are the differenc
43、es between language used in real life and language learned in the classroom under the traditional pedagogy? 1) In real life, language is used to perform certain communicative functions, e.g. to give directions, to e
44、xchange information, or to make a complaint, etc; in traditional language classroom, the teaching focus is often on forms rather than functions.2) For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others. In real language use we use all skills.3) I
45、n reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.2. Four components of a task.1) A purpose: making sure the students have a reason for undertaking the task.2) A content: this can be real, authentic or imaginary, and involve s
46、ociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.3) A process: getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating.4) A product: there will be some f
47、orm of outcome, either visible (e.g. a written plan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).Unit 3Designing principle for the National English Curriculum for nine-year compulsory education.1) Aim for educating all students, and emphasize quali
48、ty-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 process, and advocate experiential learning and participation.5) Attach particular importanc
49、e to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.Unit 4Part 1 Read the following statements or questions and choose
50、160;the best answer for each statement or question. 1. What should be included in a lesson plan? D A. Aims to be achieved B. Materials to be covered C.
51、60;Activities to be organized D. All of the above 2. What are the principles for good lesson planning? A A. Aim, variety, flexibility, learnability and linkage B.
52、160;Aim, preparation flexibility and linkage C. Aim, micro-planning, macro-planning and flexibility D. Aim, micro-planning, macro-planning and variety 3. What are the guidelines for wri
53、ting teaching aims in a lesson plan? D A. Clear, brief B. Specific, students-oriented C. Specific, teacher-oriented D. Both A and B 4. What are language con
54、tents? AA. Structures, vocabulary, functions and topics B. Pictures, vocabulary, communication and topics C. PPT, structures, aims and summary D. Structures, aims, functions and topics&
55、#160;5. What are very commonly used teaching procedures and stages? DA. Presentation, practice and production B. Pre-reading, while-reading and post-reading C. Mechanical practice
56、;and meaningful practice D. Both A and B 6. What is the function of optional activities? AA. Backups in case the lesson goes too fast and there are
57、a few minutes left. B. Prepared for good students C. Prepared for bad students D. Used for emergency 7. Which part is to be finished after a lesson in
58、0;a lesson plan? D A. Teaching aids B. End of a lesson summary C. Optional activities and assignments D. After lesson reflection Part 2 answer the
59、0;following questions 1. What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teachers distinguish the v
60、arious stage of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems tha
61、t may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good planning gives teachers, especially novice teachers, confidence in class.Fifthly, when planning the lesson, the teacher also become aware of the teaching aids that needed for
62、 the lessonLast but not least, planning is a good practice and its a sign of professionalism.2. Explain five principles for good lesson planning in detail. Aim means the realistic goals for the lesson. Variety means planning a number of different typ
63、es of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according t
64、o the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one methodology.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Linkage means the
65、stages and the steps within each stage are planned in such a way that they are someway linked with one another.3. What does macro planning involve? Macro planning involves the following:1) Knowing about the profession.2) Knowing about the situation.3) Knowing about the
66、learners.4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.6) Knowing about the objectives.4. What are components of a lesson plan? Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, option
67、al activities and assignments, after lesson reflection.unit 5 Part 1 Read the following statements or questions and choose the best answer for each statement or question. 1. What are th
68、e possible roles of a teacher? DA. Controller, assessor B. Organizer, prompter C. Participant, resource-provider D. All of the above 2. What&
69、#160;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 st
70、op and answer some questions. A. Controller B. Assessor C. Organizer D. Prompter 3. What role does a teacher play in the following activity? DT: do you&
71、#160;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 &
72、#160; B. Assessor C. Organizer D. Prompter 4. What role does a teacher play in the following activity? CThe teacher writes one of f
73、ive 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
74、;those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way. A. Controller B. Assessor C. Or
75、ganizer D. Prompter 5. What role does a teacher play in the following activity? BWhen a student has made a sentence with borrow, “I borrowed a pap
76、er to write a letter”, the teacher says, “Well, we dont say a paper, we say a piece of paper.” A. Controller B. Assessor C. Organizer
77、D. Prompter 6. What role does a teacher play in the following activity? DWhile doing a writing task either individually or in groups, the students need to
78、0;use a particular word they dont know. So they ask the teacher. A. Controller B. Assessor C. participant D. Resource-provider 7. What role does
79、;a teacher play in the following activity? DThe teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesnt seem to b
80、e ready, the teacher says “for example, a shirt without.” and points to the buttons on his own shirt or jacket. A. Controller B. Assessor C. Organ
81、izer D. Prompter 8. What role does a teacher play in the following activity? BWhen the students have in groups decided where to go for a spring
82、60;outing, the teacher asks each group to tell the others why they have made such a choice. A. Controller B. Assessor C. Organizer D. Prompter
83、160; 9. What role does a teacher play in the following activity? CWhen students are doing a group-work task, the teacher joins one or two groups for a sho
84、rt period of time. A. Controller B. Assessor C. participant D. Resource-provider 10. What role does a teacher play in the following activity? A
85、The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned. A. Controller B.
86、60;Assessor C. Organizer D. Prompter 11. What role does a teacher play in the following activity? CThe teacher has a word in his mind and&
87、#160;asks students to guess by asking only Yes/No questions until they make the correct guess. A. Controller B. Assessor C. participant D. Resource-provid
88、er 12. When is appropriate for the teacher to give classroom instructions to students? DA. Give directions to tasks or activities, checking comprehension, giving feedback
89、0; B. Providing explanations to a concept or language structure, drawing attention C. Setting requirements, checking comprehension, assigning homework D. All of the above
90、60;13. Why do novice teacher often have problems giving clear instructions? DA. Their language proficiency is low B. They are fresh from the university C. Their instructi
91、ons are too short D. They are not able to target their instructions to the level of the learners 14. What are not good rules to follow for making instructi
92、ons effective? DA. Use simple instructions and make them suit the comprehension level of the students B. Use the mother tongue only when it is necessary C. Use
93、 body language to assist understanding D. Not model the task or activity before letting students move into groups or pairs 15. Which of the following is the tim
94、e when students work as a whole class? AA. When all the students are under the control of the teacher B. When students work in pairs on an exercise o
95、r a task C. When students work in small groups D. When students are expected to work on their own at their own speed 16. Which of the following is the
96、 time when students work in a pair? B A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small
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