英语教学法相关习题

A.Variety B.Linkage C.AimA.Variety B.Linkage C.Aim英语教学法复习题:一、Multiple-choicequestions()isplanningforawholeprogrammeorawhole-yearcourse.A.Microplanning B.MacronplanningC.Teaching D.LanguagelearningThe3-stagemodelispre-reading,()andpost-reading.A.practiceB.writingC.while-readingD.preparationBylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand().A.drawingB.describingC.practicingD.writingWhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents()A1984 B1985 C1983 D1986Whatshouldtheteachingofpronunciationfocusonreadingphonetictranscriptsofwordswritingphonetictranscriptsofwordsstudents’abilitytoidentifyandproduceEnglishsoundsthemselvesacquirenative-likepronunciationWhichisnotourrealisticgoalofteachingpronunciationlistedbelowA.creativityB.consistencyC.intelligibilityDcommunicativeefficiencyProperlessonplanningisessentialforbothnoviceand()teacher.A.experiencedB.youngC.old D.newTheprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,(),andlinkage.A.type B.learnabilityC.attitudeD.language()meanstherealisticgoalsforthelesson.D.LessonplanningLinkagemeansthestagesandthe()withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.A.directions B.steps C.goals D.typesIdeally,lessonplanningshouldbedoneattwolevels:macroplanningand().A.teachingplanning B.languageteachingC.assessment D.microplanningWhichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelowA.word-levelstress B.paragraph-levelstressC.phrase-levelstress D.sentence-levelstressPronunciationisdifficulttoteachwithoutsomedrillson( )A.gestures B.action C.sounds D.correctionGrammarpracticeisusuallydividedintotwocategories,theyare( )mechanicalpracticeandeffectivepracticemeaningfulpracticeandeffectivepracticecommunicativepracticeandmechanicalpracticecommunicativepracticeandeffectivepractice( )aremostfrequentlyusedinmechanicalpractice.SubstitutiondrillsandspeakingdrillsSpeakingdrillsandtransformationdrillsTransformationdrillsandcomprehensiondrillsSubstitutiondrillsandtransformationdrillsIn()drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.A.transformationB.comprehensionC.substitutionD.speakingIn( )drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.A.transformationB.comprehensionC.speakingD.substitutionPracticebasedonpromptsisusuallyconsideredas( )practice.A.meaningfulpractice B.effectivepracticeC.communicativepractice D.mechanicalpracticeTheattitudesormotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationofthewordreferto().A.denotativemeaning B.connotativemeaningC.collocations D.antonymsThemosttypicaltypeofpost-listeningtaskisthe()question.A.multiple-choicecomprehension B.open-endedC.othertypes D.answeringTherearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe()stage.A.pre-listeningB.while-listening .Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglishA.readingaloudB.givingapreparetalkC.doingadrilloftheaboveWhichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareofA.Contextualizingpractice B.Personalizingpracticeupconfidence oftheaboveReadingaloudand( )readingaretwodifferenttypesofreadingpractice.A.slow B.quick C.silent D.normalHelpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir( )skills.A.writing B.listening C.reading D.speakingWhichoftheprinciplesandmodelsforteachingreadingisfalseA.Bottom-upmodel B.Top-downmodelC.Interactivemodel D.Medium-modelA( )isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.A.portfolioB.projectworkC.peerassessmentD.continuousassessmentWordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis( ).A.synonymsB.antonymsC.hyponymsD.alltheaboveSomevocabularyconsolidationactivitiesthatcanbedoneinclassare( ).A.rebellingB.describesanddrawC.wordassociationD.AlltheaboveWhichstagedoteachersusetohelpthestudentspreparetolisten()A.Pre-listeningB.While-listeningC.Post-listeningD.When-listeningThe()stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.Thereisamethodofteachingcalled( ),whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.A.OpentheDoor thedoorC.TotalPhysicalResponse D.ListenAndActTheabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof( ).A.screenliteracy B.internetnavigationC.createone;sownfileofpictureandcardsD.imageEllis(2002)suggestsproceduresforteachinggrammarusing( )asinput.A.speaking B.readingC.writingD.listeningThedeductivemethodisonewayofgrammarpresentation,itrelieson().reasoning,analyzingandcomparing

reasoning,thinkingandcomparingdiscussing,analyzingandcomparingthinking,analyzinganddiscussing( )isanexcellentwaytomakespeakingtaskscommunicative.Information-gapactivitiesControlledroleplaysUsingcluesorpromptsforpracticesDrilling,modelingandrepetitionsWhenconductingscanningactivities,oneofthethingstheteachershouldbebearinmindistowaituntil( )ofthestudentsfinish.% B.60% C.70% %Integrationofthe( )skills/skillisconcernedwithrealisticcommunication.A.readingB.listeningandspeakingC.writingD.Allabove( )isonekindoftestformatsthatstudentsareprovidedwithasetofstatementsrelatedtothereadorheardtextsandrequiredtodecidewhethertheyaretrueorfalseaccordingtothetexts.A.Multiple-choicequestions B.MatchingquestionsC.Trueorfalsequestions D.Gap-fillingofcompletionProperlessonplanningisessentialforbothnoviceand()teacher.A.experiencedB.youngC.old D.newTheprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,(),andlinkage.A.type B.learnabilityC.attitudeD.language()meanstherealisticgoalsforthelesson.A.Variety B.LinkageC.AimD.LessonplanningLinkagemeansthestagesandthe()withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.A.directionsB.stepsC.goalsD.types

A.directionsB.stepsC.goalsD.typesIdeally,lessonplanningshouldbedoneattwolevels:macroplanningand().A.teachingplanning B.languageteachingC.assessment D.microplanningWhichisnotourrealisticgoalofteachingpronunciationlistedbelowA.creativityB.consistencyC.intelligibilityDcommunicativeefficiencyIn()drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.A.transformationB.comprehensionC.substitutionD.speaking47.In( )drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.A.transformationB.comprehensionC.speakingD.substitutionPracticebasedonpromptsisusuallyconsideredas( )practice.A.meaningfulpractice B.effectivepracticeC.communicativepractice D.mechanicalpracticeTheattitudesormotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationofthewordreferto().A.denotativemeaning B.connotativemeaningC.collocations D.antonymsWordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis( ).A.synonymsB.antonymsC.hyponymsD.alltheaboveWhichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelowA.word-levelstress B.paragraph-levelstressC.phrase-levelstress D.sentence-levelstressPronunciationisdifficulttoteachwithoutsomedrillson( )A.gesturesB.actionC.soundsD.correctionA.gesturesB.actionC.soundsD.correctionGrammarpracticeisusuallydividedintotwocategories,theyare( )mechanicalpracticeandeffectivepracticemeaningfulpracticeandeffectivepracticecommunicativepracticeandmechanicalpracticecommunicativepracticeandeffectivepractice( )aremostfrequentlyusedinmechanicalpractice.SubstitutiondrillsandspeakingdrillsSpeakingdrillsandtransformationdrillsTransformationdrillsandcomprehensiondrillsSubstitutiondrillsandtransformationdrillsInthetestformat( ),studentsareaskedtocompleteparagraphsorsentencesbyeitherfillinginwordstheythinkareappropriateorchoosingthebestfromthegivenchoices.A.Gap-fillingorcompletion B.DictationC.Matchingquestions D.questionandanswers()isplanningforawholeprogrammeorawhole-yearcourse.A.Microplanning B.MacronplanningC.Teaching D.LanguagelearningThe3-stagemodelispre-reading,()andpost-reading.A.practiceB.writingC.while-readingD.preparationBylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand().A.drawingB.describingC.practicingD.writingWhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents()A1984 B1985 C1983 D1986Whatshouldtheteachingofpronunciationfocusonreadingphonetictranscriptsofwordswritingphonetictranscriptsofwordsstudents’abilitytoidentifyandproduceEnglishsoundsthemselvesacquirenative-likepronunciationWhichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareofA.Contextualizingpractice B.PersonalizingpracticeC.Buildingupconfidence D.alloftheaboveReadingaloudand( )readingaretwodifferenttypesofreadingpractice.A.slow B.quick C.silent D.normalHelpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir( )skills.A.writing B.listening C.reading D.speaking( )isanexcellentwaytomakespeakingtaskscommunicative.Information-gapactivitiesControlledroleplaysUsingcluesorpromptsforpracticesDrilling,modelingandrepetitionsWhenconductingscanningactivities,oneofthethingstheteachershouldbebearinmindistowaituntil( )ofthestudentsfinish.% B.60% C.70% %Integrationofthe( )skills/skillisconcernedwithrealisticcommunication.A.readingB.listeningandspeakingC.writingD.Allabove( )isonekindoftestformatsthatstudentsareprovidedwithasetofstatementsrelatedtothereadorheardtextsandrequiredtodecidewhethertheyaretrueorfalseaccordingtothetexts.A.Multiple-choicequestions B.MatchingquestionsC.Trueorfalsequestions D.Gap-fillingofcompletionSomevocabularyconsolidationactivitiesthatcanbedoneinclassare( ).A.rebellingB.describesanddrawC.wordassociationD.AlltheaboveWhichstagedoteachersusetohelpthestudentspreparetolisten()A.Pre-listeningB.While-listeningC.Post-listeningD.When-listeningThe()stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.Thereisamethodofteachingcalled( ),whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.A.OpentheDoor thedoorC.TotalPhysicalResponse D.ListenAndActTheabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof( ).A.screenliteracy B.internetnavigationC.createone;sownfileofpictureandcardsD.imageEllis(2002)suggestsproceduresforteachinggrammarusing( )asinput.A.speaking B.readingC.writingD.listeningThedeductivemethodisonewayofgrammarpresentation,itrelieson().reasoning,analyzingandcomparingreasoning,thinkingandcomparingdiscussing,analyzingandcomparingthinking,analyzinganddiscussingThemosttypicaltypeofpost-listeningtaskisthe()question.A.multiple-choicecomprehension B.open-endedC.othertypes D.answeringTherearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe()stage.C.post-listeningA.pre-listeningB.while-listeningC.post-listeningWhichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglishA.readingaloudB.givingapreparetalkC.doingadrilloftheaboveInthetestformat( ),studentsareaskedtocompleteparagraphsorsentencesbyeitherfillinginwordstheythinkareappropriateorchoosingthebestfromthegivenchoices.A.Gap-fillingorcompletion B.DictationC.Matchingquestions D.questionandanswersWhichoftheprinciplesandmodelsforteachingreadingisfalseA.Bottom-upmodel B.Top-downmodelC.Interactivemodel D.Medium-modelA( )isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.A.portfolioB.projectworkC.peerassessmentD.continuousassessment二、TrueorFalseThere-stagemodelisadvisedinareadinglesion,thatis,pre-reading,while-readingandpost-reading.Attheproductionstage,thestudentsareencouragedtousewhattheyhavelearnedandpracticedtoperformcommunicativetasks.Althoughthesuccessofaspeakingtaskdependsonmanyfactors,thefollowingcharacteristicsarecommoninsuccessfulspeakingtasks(Ur,1996):maximumnativetalk,evenparticipation,highmotivation.Wholeclassworkcanbeusedwhenpresentingandexplainingnewlanguageornewinformation.Theidealsystematicevaluationofatextbookwouldbealongitudinalone,whichincludesapre-useevaluation,awhilst-useevaluationandapost-useevaluation.AccordingtoBygate(1987),thefourcommonfeaturesofspokenlanguageareusingcomplexsyntax,takingshortcuts,usingfaxedconventionalphases/chunksandusingdevicessuchasfillershesitationdevicetogivetimetothinkbeforespeaking.Littlewood(1981:12)dividescommunicativespeakingactivitiesintotwotypes:structuralactivitiesandsocialinteractionactivities.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.Criterion-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoredaregivenasthenorm.DickinsonandCarver(1980,cf.Ellisand:7))identifythreeareasforpreparinglearnerstobecomeautonomous.Theyarepsychologicalpreparation,methodologicalpreparationandpracticeinself-direction.Perceptionpracticeisaimedatdevelopingthestudents’abilitytoidentifyanddistinguishbetweendifferentsounds.Wehavelearnedtwowaysofintegratingskills:complexintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill,andsimpleintegration,whichisacombinationofactivitiesinvolvingdifferentskills,kinkedthematically.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.44.Keepingavocabularynotebookisseenasonewayofhelpingstudentsengagemoremeaningfullywiththenewwordsthattheyarebeingexposedtointheirlanguagelearningexperiences.One’soverallcompetenceinaforeignlanguageinvolvesperformingeffectivelyeachofthefourskills(listening,speaking,readingandwriting)separately.Makinginference,whichmeans“readingbetweenthelines”,isanimportantspeakingskill.Insteadofshowingavideoandthenaskquestionstocheckstudents’understanding,avideocanbeusedtoinmoremotivatingwaystogeneratealotoflearning.Usefultechniquesinclude“freezeframe”,“silentviewing”,“andlisteningwithoutviewing”.Theactivitiesprediction,settingthescene,skimmingandscanningarecommonactivitiesinWhile-readingactivities.Parentsprovidemoneyandpersonnelforeducation.Theyneedtoknowwhethertheprogramstheyhaveplannedareworkingwell.Internationalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Ifthestudenthasgotmostofhislanguagerightbuthasmadeatrivialmistake,theteachershouldinterrupthimimmediately.believesthatlanguageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.principlesmaybeusedtoguideeverylessonplanning.Theyaredescribedbelowintermsofaim,variety,flexibility,learnability,andlinkage.Perceptionpracticeisaimedatdevelopingthestudents’abilitytoidentifyanddistinguishbetweendifferentsounds.Sincetheteacher’stalkcanbegoodmodelsandusefulinput,itisbesttokeeptheteachers’talkatamaximumlevel.Aportfolioisapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesandattitudesrelatedtotheirstudy.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.One’soverallcompetenceinaforeignlanguageinvolvesperformingeffectivelyeachofthefourskills(listening,speaking,readingandwriting)separately.learnerslearnmoreeffectivelythroughbodyexperiencewhileKinestheticlearnerslearnmoreeffectivelythroughtouch(hands-on).viewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Ifthestudenthasgotmostofhislanguagerightbuthasmadeatrivialmistake,theteachershouldinterrupthimimmediately.believesthatlanguageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Theword“education”comesfromtheRussianverbeducare.principlesmaybeusedtoguideeverylessonplanning.Theyaredescribedbelowintermsofaim,variety,flexibility,learnability,andlinkage.AccordingtoBygate(1987),thefourcommonfeaturesofspokenlanguageareusingcomplexsyntax,takingshortcuts,usingfaxedconventionalphases/chunksandusingdevicessuchasfillershesitationdevicetogivetimetothinkbeforespeaking.There-stagemodelisadvisedinareadinglesion,thatis,pre-reading,while-readingandpost-reading.Attheproductionstage,thestudentsareencouragedtousewhattheyhaveLearnedandpracticedtoperformcommunicativetasks.Althoughthesuccessofaspeakingtaskdependsonmanyfactors,thefollowingcharacteristicsarecommoninsuccessfulspeakingtasks(Ur,1996):maximumnativetalk,evenparticipation,highmotivation.Wholeclassworkcanbeusedwhenpresentingandexplainingnewlanguageornewinformation.Wehavelearnedtwowaysofintegratingskills:complexintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill,andsimpleintegration,whichisacombinationofactivitiesinvolvingdifferentskills,kinkedthematically.Makinginference,whichmeans“readingbetweenthelines”,isanimportantspeakingskill.Somewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.BritishpsychologistHowardGardener(1983,1993)hasproposedthetheoryofmultiple-intelligencewhichhasprovidedanewperceptionforunderstandinghumanbeings.Theregistermeansthevocabularythatiscommonlyfoundinaspecificdiscourse.Assessmentinvolvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Researchinlisteninghasshownthatgoodlistenerisgoodpredictors.AccordingtoLittlewood(1981:86),Pre-communicativeactivitiesincludestructuralactivitiesandQuasi-communicativeactivities.TactilelearnerslearnmoreeffectivelythroughbodyexperiencewhileKinestheticlearnerslearnmoreeffectivelythroughtouch(hands-on).Makinginference,whichmeans“readingbetweent