中学英语教学法试题库.doc

中学英语教学法一.Write “T” (true) or “F” (false) in the brackets for each of the following statements according to what youve learned in the course book. ( ）1. Knowing a word means that you know the pronunciation and meaning of it.( ) 2. Students errors are a very useful way of showing what they have and have not learnt. So instead of seeing errors negatively, as a sign of failure, we see them positively as an indication of what we still need to teach. ( ) 3. Testing implies evaluation based on a collection of information about what students know and can do.( ) 4. Classroom climate is strongly affected by the teachers attitude and behaviour.( ) 5. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.( ) 6. The students native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 7. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.( ) 8. Students errors are a sign of failure, so we must correct every mistake they make.( )9.Culture is received greater attention in the Communicative Approach.( )10.Spoken language is generally produced in informal, simple or common vocabulary.() 11.All new words in a lesson are equally important.( )12.Classroom climate is strongly affected by both the teachers attitude and the students behavior.( ) 13. Vocabulary can be divided into productive and receptive.( ) 14. Communicative competence refers to knowledge of the grammar and vocabulary of the language. ( ) 15. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 16. Written language is generally produced in fairly simple sentence structures.( ) 17. In the Communicative Approach, both teachers and students have multiple roles.( ) 18.Spoken language is sometimes produced in incomplete sentences.( )19.The skill practised in the pre-reading stage is anticipation.( ) 20.Communicative activities can be divided into functional communicative activities and social interaction activities.( )21. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.( )22. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.( ) 23. Reading is an active process, during which the reader tries to understand the meaning of a given text.( )24. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.( ) 25. The skill practised in the pre-reading stage is inference.( ) 26. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.( ) 27. The typical example of functional communication activities is role play.( ) 28. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework. ( ) 29. You glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 30. Types of mistakes are slips, errors and attempts.( )31. Only the new teachers benefit a lot from lesson planning, while the experienced teachers not.( )32. Threats are always constructive measures against indiscipline in class.( )33. Poor pronunciation doesnt cause problems for the learning of other skills.( )34. Students need to be given detailed grammar rules if they want to learn a foreign language successfully.( )35. Knowing grammar is not enough for real communication.( )36. English-English explanations are the best for vocabulary teaching.( )37. If we dont use words, we will forget them.( )38. Group word is not much useful in designing the speaking tasks.( )39. Research has shown that good listeners are good predictors.( )40. A successful speaking task is that students talk a lot in the foreign language.( )41. Both teachers and students need to know that there is a difference between active and passive vocabulary.( )42. Motivation is one of the most important variables in language learning.( )43. ESL/EFL reading textbooks should have a great variety of authentic materials.( )44. Current methodology acknowledges that mechanical writing activities do not by themselves motivate students.( )45. One important purpose of assessment is to evaluate the existing curriculum.二.Fill in the blanks with the appropriate words from the course book 1. In real life, there are two ways in which we often listen, they are_ and _. 2. A good speaking syllabus should include topics, _, _, functions and _.3. One way to help students use natural intonation is to practise saying the sentence in sections, starting with the end of the sentence and gradually working backwards to the beginning. This technique is known as _. 4. Teaching is a three-way relationship between _, the materials he or she is using, and _.5. The teacher divides the whole class into pairs. Every student works with his or her partner, and all the pairs work at the same time, it is sometimes call _. With pairs of students speaking in turn in front of the class is called _. 6. The background knowledge needed to interpret a given text is called _ . 7. _ usually contributes to the development of all the language skills and may involve using other skills than just reading. 8. Activities that are truly communicative have three features: _, choice, and _. 9.Some factors will influence our lesson planning, they are _,_, curriculum and _.10.Basic question types are_, _ and _.11.When we write a comment on observation, we can follow the SSSS+S process: sympathise, _, _,_ and _.12.Controlled practice can be divided into two types, they are _ and _.13. The rule is given first and explained. The students then have to apply the rule to given situations. This is called _.14. In real life, language is used to perform certain _; in traditional pedagogy, the teaching focus is on_ rather than functions.15.James Asher was the founder of_.16. The skill practised in the pre-reading stage is _. 17. A lesson should involve the_, and _ of both learners and teachers. It can be regarded as a process of _18.Three approaches towards reading and listening are _, _ and _.19.There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, _ and_.20.In the past half century, language teaching and learning practices have been influenced by three different views of language , namely, the structural view, _and _.21.Reading is an _ process, during which the reader tries to understand the meaning of a given text. 22. Lesson planning should be done at two levels: _ and _. 23.The process of writing is generating ideas, _, _ and _.24. Role play is a way of bringing situations from real life into the classroom.When we do it, we ask students to imagine. They may imagine:_, _ or both.25.The teacher divides the class into small groups to work together, it is called _.26. Littlewood (1981) proposed two main categories of communicative activities, namely: _ and _.27.Vocabulary can be divided into two kinds, they are_ and _.28.Communicative competence is the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know _ and _ to use these sentences and to _. 29. Knowing a word means that you know_, _, _ and _. 30. 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 different sizes. The most common student groupings are_, _,_ , and_.31.The interactional view considers language as a_ tool , whose main use is to build up and maintain_ relations between people.32.There are three ways to show the stress pattern of words , phrases and sentences . They are: using_, using the_ and using the blackboard.33. Communicative competence includes the knowledge about the_ and the knowledge about how to_ the language appropriately in communicative situations.34. In traditional pedagogy, the teaching focus of language is on_ rather than_.35. It is important to give the students a_ of speaking activities so that they will be able to cope with different_ in reality.36.We have emphasized that the teaching of reading should focus on developing students_ skills and_.37.Listening to passages in the classroom can be more difficult than listening in real life, because of the lack of_. So the teacher can help provide the_ information to activate learners schema.38.In the simple integration of the four skills, we can use a listening text as a model for the students_, and a_ text as a model for the students writing.39.The product-oriented method of teaching writing pays great attention to the accuracy of the final_ but ignores the_.40.Assessment is often conducted to find out the students_, which damages the students_ and confidence in language learning.三.The following abbreviations are chosen from the textbook. And please write out the full forms of them.（下列缩略形式均来源于课本，请写出其全称。）1.ELT: 1. MOE: 2. NFLTRA: 3. PPP: 4. TBLT: 5、TTT:6.TESOL: 7、CALL:8、ESL:9.SEdC: 10、EFL:11、EFP:12.JEFC: 13、ESOL:14、TESL:15、TPR:16.CLT: 17TEFL:四. Translate the following English terms about teaching methodology into Chinese.（翻译下列英语教学法术语为汉语）1. reliability 2. standard test 3. validity 4. testing 5. evaluation 6. assessment 7. deductive method 8. inductive method 9. meaningful practice 10. mechanical practice 11. macro planning 12. micro planning 13. linguistic competence 14. reflective teaching 15. natural approach 16. silent way 17. total physical response 18. cognitive theory 19. process-oriented theory 20. behaviorist theory 21. interactional view 22. functional view 23. structural view 24. brainstorm 25. target language 26. syllabus design 27. skimming 28. condition-oriented theory 29. teaching aids 30. teaching procedures 31. classroom-based assessment 32. transition device 33. substitution 34. criterion-referenced 35. norm-referenced 36. individual-referenced 37. reflective teaching 38. portfolio 39. natural approach 40. behaviorist theory 41. information gap 42. group work 43.communicative approach 44.learnability 45.structural view 46.views of language 47.interactional view 48.communicative competence 49.audio lingual method 50.setting the scene 五. Answer the following questions according to the knowledge that youve learned in the textbook. 1. What is the main content of the affective filter Hypothesis proposed by Krashen？2. What are the five slogans that express the theoretical principles of the Audiolingual Method？3. How do you understand the relationship between the grammatical forms of a language and their communicative functions ？4. How does the hypothesis of linguistic universals explain the second language acquisition process ？5. How does the cognitive theory explain the second language acquisition process？6. What are the main trends of applied linguistic research in the present period？1. In Breens opinion, when designing tasks, how many sets of questions should teachers consider? And what are they? 1. What roles do teachers play in the language classroom? 2. In the past century, what views affected language teaching and language practice? 2. When teachers teach pronunciation, what should be teachers realistic goals? 3. When teachers teach speaking, what general principle should they be aware of? 六、 配对题 Read and match.Part 11. Words which we want students to understand, but which they will not need to use themselves. 2.This view sees language as a linguistic system but also as a means for doing things.3. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills.4. I think the meaning of the text is more than the sum of the individual words and sentences. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. Thats to say, I combine the above 2 ways in my reading.5. This view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.6. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text7. This view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.8. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole.9. Students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills. 10. Words which students will need to understand and also use themselves. a. Active vocabulary ( )b. Structural view ( )c. Interactional view ( )d. Passive vocabulary ( )e. The bottom-up model ( ) f. Functional view ( ) g. The top-down model ( ) h. The interactive model ( )i. In the production stage ( )j. In the presentation stage ( )k. In the practice stage ( )Part 2 The following are things that teachers often do in the language classroom. Decide what role the teacher is playing in each activity. Put number 1-6 in the brackets. When you have finished, work in groups and compare your answers. 1. controller 2. assessor 3. organiser 4. prompter 5. participant 6. resource-provider ( ) a. The teacher gives students two minutes to skim a text, and when time is up, he/she asks students to stop and answer some questions. ( ) b. T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Uhm, and? S: I also collect coins. ( ) c. The 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 group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.( ) d. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we dont say a paper, we say a piece of paper”. ( ) e. The teacher asks the students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to revise.( ) f. While 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.( ) g. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesnt