电大《英语教学法1》考试复习题

1、精选优质文档-倾情为你奉上精选优质文档-倾情为你奉上专心-专注-专业专心-专注-专业精选优质文档-倾情为你奉上专心-专注-专业英语教学法1考试复习题Section I: Basic Theories and Principles Directions: Choose the best answer from A, B or C for each question and write your answers on the Answer Sheet. 1. For a teacher who teaches young learners English pronunciation, which

2、principle is he suggested to follow? CA. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.2. Which of the following statements about course design is NOT true? B A. The general goals of a course should be specified based on the learners needs. B. The c

3、ontents of a course should be selected to fit in with the learning experiences. C. The assessment activities should reflect those taught in a course.3. What purpose does NOT post-listening activities serve? C A. Helping students relate the text with their personal experience. B. Offering students th

4、e opportunities of extending other language skills.C. Practising students ability of matching the pre-listing predictions with contents of the text.4Which of the following activities is communicative? CA. jigsaw listening B. sentence makingC. drilling exercises 5. Which of the following belongs to t

5、he communicative approach? BA. focus on accuracy B. focus on fluencyC. focus on strategies6. Which of the factors applies to the later stage of the PPP Model? C A. Accuracy. B. Class work. C. Delayed correction.7. Which of the following generally does NOT describe a CLT syllabus? C A. The vocabulary

6、 and grammar structures needed for communicative objectives(e. g. telling directions, requesting information, expressing agreement, etc. ). B. The skills required in typical situations (e. g. listening, speaking or writing skills). C. The grammar rule appropriate for social occasions (e. g. at a con

7、ference, at a party, in a grocery store, etc.)8. Which of the following is characteristic of acquisition? CA. form-focused B. accuracy-orientedC. meaning-focusedUnit 1 Self-introductionUnit 2 GreetingsUnit 3 Asking the wayUnit 4 Making apologiesUnit 5 InvitingUnit 6 Extending thanks9. What syllabus

8、does the following present? CA. structural syllabus B. topic syllabusC. functional syllabus10. When a teacher instructs the students to match the topic sentences with proper paragraphs, which one of the skills is he intending to develop of his students? A A. Skimming. B. Scanning. C. Inferring.11. W

9、hich of the following is most suitable for the cultivation of linguistic competence? AA. sentence-making B. cue-card dialogueC. simulated dialogue12. Which of the following activities is typical of the Grammar-translation Method? C A. The students listen to and act on commands in the target language

10、. B. The students whisper their words in the mother tongue to the teacher who then translate them into the target language. C. The students translate some sentences in the text into their mother tongue.13. Which of the following emphasizes meaningfulness principle? CA. TPR B. Audio-Lingual MethodC.

11、Communicative Approach14. Which of the following is true according to Krashen? B A. Babies learn their mother tongue. B. Language acquisition can be achieved even without conscious effort. C. A foreign language learner should develop his language skills in the order of listening, reading, speaking a

12、nd writing.15. Which of the following is the teacher expected to do in a communicative activity? B A. To offer the students as little help as possible. B. To check if the students have understood the instructions before the activity starts. C. To correct the students errors immediately after they oc

13、cur.16. What should the teacher try to avoid when selecting listening materials? B A. Te texts scripted and recorded in the studio. B. The texts with implicated concepts beyond the comprehension of students. C. The texts delivered through the accents other than RP or Standard American Pronunciation.

14、17. Which is the correct order of the following three speaking activities along the Control-Communication Continuum? B A. Scrambled dialogue, prompted dialogue, gapped dialogue. B. Gapped dialogue, scrambled dialogue, prompted dialogue.C. Prompted dialogue, gapped dialogue, Scrambled dialogue.18. Wh

15、en a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? B A. Bottom-up Approach. B. Top-down Approach. C. Interactive Approach.19. Which of the following activities is typical of the Grammar-translation Method? C A. The st

16、udents listen to and act on commands in the target language. B. The students whisper their words in the mother tongue to the teacher who then translate them into the target language. C. The students translate some sentences in the text into their mother tongue.20. Which of the following is true acco

17、rding to Krashen? B A. Babies learn their mother tongue. B. Language acquisition can be achieved even without conscious effort. C. A foreign language learner should develop his language skills in the order of listening, reading, speaking and writing.21. Which of the following statements about course

18、 design is NOT true? B A. The general goals of a course should be specified based on the learners needs. B. The contents of a course should be selected to fit in with the learning experiences. C. The assessment activities should reflect those taught in a course.22. Which of the following generally d

19、oes NOT describe a CLT syllabus? C A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc. ). B. The skills required in typical situations (e. g. listening, speaking or writing skills). C. The grammar

20、rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc. )23. Which of the following is the teacher expected to do in a communicative activity? B A. To offer the students as little help as possible. B. To check if the students have understood the instruction

21、s before the activity starts. c. To correct the students errors immediately after they occur.24. Which of the following activities is communicative. C A. The students are required to answer the questions about a text, B. The students are required to make sentences using the given words or sentence s

22、tructures. C. The students are required to present their ideas on a topic.25. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? B A. Bottom-up Approach. B. Top-down Approach. C. Interactive Approach.26. When a rese

23、archer reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using? A A. Skimming. B. Scanning. C. Inferring.27. When a teacher instructs the students to match the topic sentences with proper paragraphs, which one of the skills is he intendi

24、ng to develop of his students? A A. Skimming. B. Scanning. C. Inferring.28. Which of the following activities is designed to practise the skill of Listening for Gist? B A. After listening, the students are required to fill in the blanks with the words in the text. B. After listening, the students ar

25、e required to write a summary of the text. C. After listening, the students are required to make a dialogue based on the text.29. What should the teacher try to avoid when selecting listening materials? B A. Te texts scripted and recorded in the studio. B. The texts with implicated concepts beyond t

26、he comprehension of students. C. The texts delivered through the accents other than RP or Standard American Pronunciation.30. What purpose does NOT post-listening activities serve? C A. Helping students relate the text with their personal experience. B. Offering students the opportunities of extendi

27、ng other language skills. C. Practising students ability of matching the pre-listing predictions with contents of the text.31. Which of the factors applies to the later stage of the PPP Model? C A. Accuracy. B. Class work. C. Delayed correction.32. Which is the correct order of the following three s

28、peaking activities along the Control- Communication Continuum? B A. Scrambled dialogue, prompted dialogue, gapped dialogue. B. Gapped dialogue, scrambled dialogue, prompted dialogue. C. Prompted dialogue, gapped dialogue, Scrambled dialogue.33. For a teacher who teaches young learners English pronun

29、ciation, which principle is he suggested to follow? C A. Maximum quantity of spoken input. B. Conscious effort. C. Tolerance of errors in continuous speech.Section II: Problem SolvingDirections: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, prov

30、ide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. 1. In a speaking lesson, a teacher asks students to read the model dialogue after her three times, and then asks the students to read the dialogue in pairs

31、for three times. Next, the teacher explains the dialogue word by word to make sure the students understand all.Problem：For a speaking lesson, there should be more opportunities for students to conduct oral activities, especially communicative activities. But this lesson is full of mechanical practic

32、e, and deductive explanation of words and expressions. The focus of the lesson is not appropriate.Solution：Reduce the amount of mechanical reading. Imitating model pronunciation and intonation is important, but it should not take up too much time. It is necessary to include some communicative activi

33、ties.2. After presenting the model dialogue in a speaking lesson, the teacher asks the students to work in pairs to role-play a self-created parallel dialogue in front of the class.Problem：Its too big a leap from presentation to production. There should be some controlled or semi- controlled activit

34、ies to provide some basis for later productive activities. Activities in class should be graded.Solution：The teacher can include some reading activities in between, and also conduct some comprehension activities. Before asking students to write and role-play their own dialogues, it is necessary to c

35、onduct some activities to make the students understand the model dialogue, induce new sentence patterns and practice the new patterns.3. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background informationProblem: The

36、teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real life.Solution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pr

37、e-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some referring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making references ba

38、sed on the contextual clues. 4. The following activity is designed by a teacher for the production stage of a speaking lesson：Students work in pairs to talk about the pictures of a students family members using the following questions：1) Whose father/mother is he/she?2) Whose brother/ sister is the

39、boy/girl?3) How old is he/she?Problem：The activity is a little much too controlled. Students have no scope for imagination, thus may get decorticated. At the production stage, students should be able to apply what theyve learnt to new situations instead of doing mechanical structural drills like pre

40、sented here.Solution：This activity can be used at the practice stage. For the production stage, the teacher can ask students to work in pairs to ask about each others father, mother, etc, and then report to class the Information they get from their talk. The teacher can also conduct interviews, aski

41、ng one or two students to interview others about their family.5. The following material is used as a listening material with junior middle school students of Grade Two. A teacher uses the following dialogue as a listening text to develop students understanding of oral English： A: Yes, I think it has

42、 all the possibilities of a distinguished criminal. I should be sorry for anyone who gets into his bad books. B: Is he the man, or am I mixing up with someone else? Is he the man who brought out a History of Witchcraft some time back - ten years or more? A: Thats the man; do you remember the reviews

43、 of it? B: Certainly I do; and whats equally to the point, I knew the author of the most incisive of the lot. So did you.Problem：The listening material is too difficult for the students, full of new words and expressions. Besides, the topic is not within junior middle school students experience. The

44、re is no introduction to the dialogue. It is very difficult for students to understand what it means at the beginning.Solution：The teacher can adapt the material, making it simpler. Replace the difficult words with everyday word or just leave out the difficult words. As the topic is not appealing to

45、 the students, it is necessary to change the listening material. When teachers select materials for students, they should bear in mind the learners needs, their current proficiency level and also the course requirement.6. The following sequence of activities is what a teacher adopted in a reading cl

46、ass. A. instruct the students to read aloud the text B. explain paragraph by paragraph the new words or sentence structures C. ask the students some comprehensive questions about the text D. require the students to translate some Chinese sentences into English using the key Words or sentence pattern

47、sProblem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the

48、 students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading-checking the predictions. Such activities can also activate the students schemata about the topic that can facilitate

49、their understanding of the text. Or ii necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students skills of skimming

50、, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the la

51、nguage they learnt from the text in speaking or writing contexts.7. The following sequence of activities is what a teacher adopted in a speaking class. A. write the topic for discussion on the blackboard B. instruct the students to discuss the topic in groups C. move from group to group correcting t

52、he students language errors whenever he catches them D. express to the class his views on the topicProblem; The lesson started with the third stage of the PPP Model-the stage of production but skipped the two important stages before it-the stages of presentation and practice.Solution; Before the stu

53、dents are asked :to talk freely about a topic, they should have relevant language input. Thereore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating op

54、inions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accura

55、cy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to de

56、velop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.8. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.Problem: The teacher sho

57、uld not stop the tape time and again to explain a word or information point, because this is not the way people listen in real life Solution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening

58、 activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the

59、contextual cues.9. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students home assignments till the time for this activity was up.Problem: The teacher only performed the role of a manager but neglected some other significant roles such as th

60、ose of a prompter, assessor, resource person, etc.Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teachers importance in the class, but puts a hig