英语教学法真题库详解

英语教学法教程试题库Unit1PartIReadthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Muchofhumanbehaviorisinfluencedbytheir_A_A.experiencesB.wisdomC.knowledgeD.parents2.Whatisthebasisforsyllabusdesign,teachingmethodology,teachingandassessmentproceduresintheclassroom? BA.teachingattitudeB.definitionsoflanguageC.structuralviewoflanguageD.functionalview3.Whatdoesthestructuralviewoflanguageseelanguage?CA.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings4.Whatdoesthefunctionalviewoflanguageseelanguage?DA.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings5.Whatdoestheinteractionalviewoflanguageseelanguage?BA.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings6.Whichofthefollowingteachingmethodisbasedonthebehavioristtheory?BA.Grammartranslation B.Audio-lingualC.Task-basedteachingandlearningD.Communicativeteaching7.Whatarethecharacteristicsofaudio-lingualmethod?DA.LanguageislearnedbyconstantrepetitionandthereinforcementoftheteacherB.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.C.Studentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.D.BothAandB.8.Whichthreegroupscansummarizealltheelementsofthequalitiesofagoodteacher?AA.Ethicdevotion,professionalqualitiesandpersonalstylesB.Ethicdevotion,professionalqualitiesandindividualfreedomC.Individualfreedom,professionalqualitiesandpersonalstylesD.Ethicdevotion,personalstylesandindividualfreedom9.Whatarethepurposefulpreparationthatalanguageteachernormallyreceivesbeforehestartsthepracticeofteaching?DA.LearningfromothersexperiencesB.LearningthereceivedknowledgeC.LearningfromonesownexperiencesasateacherD.Alloftheabove10.Whatqualitiesareconsideredgoodqualitiesofagoodteacher?DA.Kind,humorous,wellinformedB.Hardworking,disciplinedC.Wellprepared,dynamicandpatientD.AlloftheabovePart2Answerthefollowingquestions.1. Agoodteachershouldpossessmanygoodqualities.Listthreequalitiesyouthinkarethemostimportantandexplainreasons.Dynamic, well-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 the 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 participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline. Unit21.Whatistheultimategoalofforeignlanguageteaching?AA.EnableSStousetheforeignlanguageinworkorlife.B.EnableSStoachieveaccuracyofEnglishlanguagestructure.C.EnableSStoachievefluencyofEnglishlanguagestructure.D.EnableSStospeakstandardEnglish.2.Whatisthepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse?BA.Task-basedteachingandlearningB.CommunicativelanguageteachingC.Presentation,practiceandproductionD.Engage-study-activate3.Whatislinguisticcompetenceconcernedwith?DA.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning4.Whatispragmaticcompetenceconcernedwith?AA.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning5.Whatisdiscoursecompetenceconcernedwith?BA.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning6.Whatisstrategiccompetenceconcernedwith?CA.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning7.Whatisfluencycompetenceconcernedwith?BA.AppropriateuseofthelanguageinsocialcontextB.AbilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitationC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning8.Whataretheprinciplesofcommunicativelanguageteaching?AA.Communicationprinciple,taskprincipleandmeaningfulprincipleB.Communicationprinciple,accuracyprincipleandmeaningfulprincipleC.Communicationprinciple,fluencyprincipleandmeaningfulprincipleD.Communicationprinciple,taskprincipleandpurposeprinciple9.Whatarethelisteningandspeakingactivitiesintraditionalpedagogy?DA.Listentotextseitherreadbytheteacherorpre-recordedonthetape;repeatwhatisheard.B.Answerthequestionsaccordingtowhatisheard;produceresponsesbasedongivencluesC.RetellwhatisheardD.Alloftheabove10.Whatarethefivecomponentsofcommunicativecompetence?AA.Linguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencyB.Linguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracyC.grammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencyD.grammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracyPart2answerthefollowingquestions1. Whatarethedifferencesbetweenlanguageusedinreallifeandlanguagelearnedintheclassroomunderthetraditionalpedagogy?1) In real life, 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 one 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 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 sociolinguistic 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 form 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 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 process, 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 and using the language.Unit4Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whatshouldbeincludedinalessonplan?DA.AimstobeachievedB.MaterialstobecoveredC.ActivitiestobeorganizedD.Alloftheabove2.Whataretheprinciplesforgoodlessonplanning?AA.Aim,variety,flexibility,learnabilityandlinkageB.Aim,preparationflexibilityandlinkageC.Aim,micro-planning,macro-planningandflexibilityD.Aim,micro-planning,macro-planningandvariety3.Whataretheguidelinesforwritingteachingaimsinalessonplan?DA.Clear,brief B.Specific,students-orientedC.Specific,teacher-oriented D.BothAandB4.Whatarelanguagecontents? AA.Structures,vocabulary,functionsandtopicsB.Pictures,vocabulary,communicationandtopicsC.PPT,structures,aimsandsummaryD.Structures,aims,functionsandtopics5.Whatareverycommonlyusedteachingproceduresandstages?DA.Presentation,practiceandproductionB.Pre-reading,while-readingandpost-readingC.MechanicalpracticeandmeaningfulpracticeD.BothAandB6.Whatisthefunctionofoptionalactivities?AA.Backupsincasethelessongoestoofastandthereareafewminutesleft.B.PreparedforgoodstudentsC.PreparedforbadstudentsD.Usedforemergency7.Whichpartistobefinishedafteralessoninalessonplan?DA.Teachingaids B.EndofalessonsummaryC.OptionalactivitiesandassignmentsD.AfterlessonreflectionPart2answerthefollowingquestions1.Whatbenefitscanlanguageteachersgetfromplanningalesson?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 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 that 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 the lessonLast but not least, planning is a good practice and its a sign of professionalism.2.Explainfiveprinciplesforgoodlessonplanningindetail.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 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 methodology.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.Whatdoesmacroplanninginvolve?Macro 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.Whatarecomponentsofalessonplan?Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.unit5Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whatarethepossiblerolesofateacher?DA.Controller,assessorB.Organizer,prompterC.Participant,resource-providerD.Alloftheabove2.Whatroledoesateacherplayinthefollowingactivity?ATheteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.A.ControllerB.AssessorC.OrganizerD.Prompter3.Whatroledoesateacherplayinthefollowingactivity?DT:doyouhaveanyhobbies?S:yes,Ilikesinginganddancing.T:Uhm,and.?S:Ialsocollectcoins.T:Oh,really,howmany.haveyoualready.collected?A.ControllerB.AssessorC.OrganizerD.Prompter4.Whatroledoesateacherplayinthefollowingactivity?CTheteacherwritesoneoffivenumbers(1-5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohave drawnnumber1willformgroup1,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.A.ControllerB.AssessorC.OrganizerD.Prompter5.Whatroledoesateacherplayinthefollowingactivity?BWhenastudenthasmadeasentencewithborrow,“Iborrowedapapertowritealetter”,theteachersays,“Well,wedontsayapaper,wesayapieceofpaper.”A.ControllerB.AssessorC.OrganizerD.Prompter6.Whatroledoesateacherplayinthefollowingactivity?DWhiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydontknow.Sotheyasktheteacher.A.ControllerB.AssessorC.participantD.Resource-provider7.Whatroledoesateacherplayinthefollowingactivity?DTheteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems?”Ifthestudentdoesntseemtobeready,theteachersays“forexample,ashirtwithout.”andpointstothebuttonsonhisownshirtorjacket.A.ControllerB.AssessorC.OrganizerD.Prompter8.Whatroledoesateacherplayinthefollowingactivity?BWhenthestudentshaveingroupsdecidedwheretogoforaspringouting,theteacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.A.ControllerB.AssessorC.OrganizerD.Prompter9.Whatroledoesateacherplayinthefollowingactivity?CWhenstudentsaredoingagroup-worktask,theteacherjoinsoneortwogroupsforashortperiodoftime.A.ControllerB.AssessorC.participantD.Resource-provider10.Whatroledoesateacherplayinthefollowingactivity?ATheteacherasksstudentstoproduceconversations(eitherorallyorinwriting)byusingparticularpatternsorexpressionstheyhavejustlearned.A.ControllerB.AssessorC.OrganizerD.Prompter11.Whatroledoesateacherplayinthefollowingactivity?CTheteacherhasawordinhismindandasksstudentstoguessbyaskingonlyYes/Noquestionsuntiltheymakethecorrectguess.A.ControllerB.AssessorC.participantD.Resource-provider12.Whenisappropriatefortheteachertogiveclassroominstructionstostudents?DA.Givedirectionstotasksoractivities,checkingcomprehension,givingfeedbackB.Providingexplanationstoaconceptorlanguagestructure,drawingattentionC.Settingrequirements,checkingcomprehension,assigninghomeworkD.Alloftheabove13.Whydonoviceteacheroftenhaveproblemsgivingclearinstructions?DA.TheirlanguageproficiencyislowB.TheyarefreshfromtheuniversityC.TheirinstructionsaretooshortD.Theyarenotabletotargettheirinstructionstothelevelofthelearners14.Whatarenotgoodrulestofollowformakinginstructionseffective?DA.UsesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudentsB.UsethemothertongueonlywhenitisnecessaryC.UsebodylanguagetoassistunderstandingD.Notmodelthetaskoractivitybeforelettingstudentsmoveintogroupsorpairs15.Whichofthefollowingisthetimewhenstudentsworkasawholeclass?AA.WhenallthestudentsareunderthecontroloftheteacherB.WhenstudentsworkinpairsonanexerciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed16.Whichofthefollowingisthetimewhenstudentsworkinapair?BA.WhenallthestudentsareunderthecontroloftheteacherB