英语教学法复习题

英语教学法复习题英语教学法复习题英语教学法复习题英语教学法复习题编制仅供参考审核批准生效日期地址：电话：传真:邮编:英语教学法复习题:一、Multiple-choicequestions1.()isplanningforawholeprogrammeorawhole-yearcourse.A.MicroplanningB.MacronplanningC.TeachingD.Languagelearning2.The3-stagemodelispre-reading,()andpost-reading.A.practiceB.writingC.while-readingD.preparation3.Bylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand().A.drawingB.describingC.practicingD.writing4.WhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents()A1984B1985C1983D19865.WhatshouldtheteachingofpronunciationfocusonA.readingphonetictranscriptsofwordsB.writingphonetictranscriptsofwordsC.students’abilitytoidentifyandproduceEnglishsoundsthemselvesD.acquirenative-likepronunciation6.WhichisnotourrealisticgoalofteachingpronunciationlistedbelowA.creativityB.consistencyC.intelligibilityDcommunicativeefficiency7.Properlessonplanningisessentialforbothnoviceand()teacher.A.experiencedB.youngC.oldD.new8.Theprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,(),andlinkage.A.typeB.learnabilityC.attitudeD.language9.()meanstherealisticgoalsforthelesson.A. VarietyB.LinkageC.AimD.Lessonplanning10.Linkagemeansthestagesandthe()withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.A.directionsB.stepsC.goalsD.types11.Ideally,lessonplanningshouldbedoneattwolevels:macroplanningand().A.teachingplanningB.languageteachingC.assessmentD.microplanning12.WhichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelowA.word-levelstressB.paragraph-levelstressC.phrase-levelstressD.sentence-levelstress13.Pronunciationisdifficulttoteachwithoutsomedrillson()A.gesturesB.actionC.soundsD.correction14.Grammarpracticeisusuallydividedintotwocategories,theyare()A.mechanicalpracticeandeffectivepracticeB.meaningfulpracticeandeffectivepracticeC.communicativepracticeandmechanicalpracticecommunicativepracticeandeffectivepractice15.()aremostfrequentlyusedinmechanicalpractice.A.SubstitutiondrillsandspeakingdrillsB.SpeakingdrillsandtransformationdrillsC.TransformationdrillsandcomprehensiondrillsD.Substitutiondrillsandtransformationdrills16.In()drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.A.transformationB.comprehensionC.substitutionD.speaking17.In()drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.A.transformationB.comprehensionC.speakingD.substitution18.Practicebasedonpromptsisusuallyconsideredas()practice.A.meaningfulpracticeB.effectivepracticeC.communicativepracticeD.mechanicalpractice19.Theattitudesormotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationofthewordreferto().A.denotativemeaningB.connotativemeaningC.collocationsD.antonyms20.Themosttypicaltypeofpost-listeningtaskisthe()question.A.multiple-choicecomprehensionB.open-endedC.othertypesD.answering21.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe()stage.A.pre-listeningB.while-listening.22.Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglishA.readingaloudB.givingapreparetalkC.doingadrilloftheabove23.WhichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareofA.ContextualizingpracticeB.Personalizingpracticeupconfidenceoftheabove24.Readingaloudand()readingaretwodifferenttypesofreadingpractice.A.slowB.quickC.silentD.normal25.Helpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir()skills.A.writingB.listeningC.readingD.speaking26.WhichoftheprinciplesandmodelsforteachingreadingisfalseA.Bottom-upmodelB.Top-downmodelC.InteractivemodelD.Medium-model27.A()isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.A.portfolioB.projectworkC.peerassessmentD.continuousassessment28.Wordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis().A.synonymsB.antonymsC.hyponymsD.alltheabove29.Somevocabularyconsolidationactivitiesthatcanbedoneinclassare().A.rebellingB.describesanddrawC.wordassociationD.Alltheabove30.Whichstagedoteachersusetohelpthestudentspreparetolisten()A.Pre-listeningB.While-listeningC.Post-listeningD.When-listening31.The()stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.32.Thereisamethodofteachingcalled(),whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.A.OpentheDoorthedoorC.TotalPhysicalResponseD.ListenAndAct33.Theabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof().A.screenliteracyB.internetnavigationC.createone;sownfileofpictureandcardsD.image34.Ellis(2002)suggestsproceduresforteachinggrammarusing()asinput.A.speakingB.readingC.writingD.listening35.Thedeductivemethodisonewayofgrammarpresentation,itrelieson().A.reasoning,analyzingandcomparingB.reasoning,thinkingandcomparingC.discussing,analyzingandcomparingD.thinking,analyzinganddiscussing36.()isanexcellentwaytomakespeakingtaskscommunicative. A.Information-gapactivitiesB.ControlledroleplaysC.UsingcluesorpromptsforpracticesD.Drilling,modelingandrepetitions37.Whenconductingscanningactivities,oneofthethingstheteachershouldbebearinmindistowaituntil()ofthestudentsfinish.%B.60%C.70%%38.Integrationofthe()skills/skillisconcernedwithrealisticcommunication.A.readingB.listeningandspeakingC.writingD.Allabove39.()isonekindoftestformatsthatstudentsareprovidedwithasetofstatementsrelatedtothereadorheardtextsandrequiredtodecidewhethertheyaretrueorfalseaccordingtothetexts.A.Multiple-choicequestionsB.MatchingquestionsC.TrueorfalsequestionsD.Gap-fillingofcompletion40.Properlessonplanningisessentialforbothnoviceand()teacher.A.experiencedB.youngC.oldD.new41.Theprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,(),andlinkage.A.typeB.learnabilityC.attitudeD.language42.()meanstherealisticgoalsforthelesson.A. VarietyB.LinkageC.AimD.Lessonplanning43.Linkagemeansthestagesandthe()withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.A.directionsB.stepsC.goalsD.types54.Ideally,lessonplanningshouldbedoneattwolevels:macroplanningand().A.teachingplanningB.languageteachingC.assessmentD.microplanning45.WhichisnotourrealisticgoalofteachingpronunciationlistedbelowA.creativityB.consistencyC.intelligibilityDcommunicativeefficiency46.In()drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.A.transformationB.comprehensionC.substitutionD.speaking47.In()drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.A.transformationB.comprehensionC.speakingD.substitution48.Practicebasedonpromptsisusuallyconsideredas()practice.A.meaningfulpracticeB.effectivepracticeC.communicativepracticeD.mechanicalpractice49.Theattitudesormotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationofthewordreferto().A.denotativemeaningB.connotativemeaningC.collocationsD.antonyms50.Wordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis().A.synonymsB.antonymsC.hyponymsD.alltheabove51.WhichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelowA.word-levelstressB.paragraph-levelstressC.phrase-levelstressD.sentence-levelstress52.Pronunciationisdifficulttoteachwithoutsomedrillson()A.gesturesB.actionC.soundsD.correction53.Grammarpracticeisusuallydividedintotwocategories,theyare()A.mechanicalpracticeandeffectivepracticeB.meaningfulpracticeandeffectivepracticeC.communicativepracticeandmechanicalpracticecommunicativepracticeandeffectivepractice54.()aremostfrequentlyusedinmechanicalpractice.A.SubstitutiondrillsandspeakingdrillsB.SpeakingdrillsandtransformationdrillsC.TransformationdrillsandcomprehensiondrillsD.Substitutiondrillsandtransformationdrills55.Inthetestformat(),studentsareaskedtocompleteparagraphsorsentencesbyeitherfillinginwordstheythinkareappropriateorchoosingthebestfromthegivenchoices.A.Gap-fillingorcompletionB.DictationC.MatchingquestionsD.questionandanswers56.()isplanningforawholeprogrammeorawhole-yearcourse.A.MicroplanningB.MacronplanningC.TeachingD.Languagelearning57.The3-stagemodelispre-reading,()andpost-reading.A.practiceB.writingC.while-readingD.preparation58.Bylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand().A.drawingB.describingC.practicingD.writing59.WhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents()A1984B1985C1983D198660.WhatshouldtheteachingofpronunciationfocusonA.readingphonetictranscriptsofwordsB.writingphonetictranscriptsofwordsC.students’abilitytoidentifyandproduceEnglishsoundsthemselvesD.acquirenative-likepronunciation61.WhichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareofA.ContextualizingpracticeB.PersonalizingpracticeC.BuildingupconfidenceD.alloftheabove62.Readingaloudand()readingaretwodifferenttypesofreadingpractice.A.slowB.quickC.silentD.normal63.Helpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir()skills.A.writingB.listeningC.readingD.speaking64.()isanexcellentwaytomakespeakingtaskscommunicative. A.Information-gapactivitiesB.ControlledroleplaysC.UsingcluesorpromptsforpracticesD.Drilling,modelingandrepetitions65.Whenconductingscanningactivities,oneofthethingstheteachershouldbebearinmindistowaituntil()ofthestudentsfinish.%B.60%C.70%%66.Integrationofthe()skills/skillisconcernedwithrealisticcommunication.A.readingB.listeningandspeakingC.writingD.Allabove67.()isonekindoftestformatsthatstudentsareprovidedwithasetofstatementsrelatedtothereadorheardtextsandrequiredtodecidewhethertheyaretrueorfalseaccordingtothetexts.A.Multiple-choicequestionsB.MatchingquestionsC.TrueorfalsequestionsD.Gap-fillingofcompletion68.Somevocabularyconsolidationactivitiesthatcanbedoneinclassare().A.rebellingB.describesanddrawC.wordassociationD.Alltheabove69.Whichstagedoteachersusetohelpthestudentspreparetolisten()A.Pre-listeningB.While-listeningC.Post-listeningD.When-listening70.The()stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.71.Thereisamethodofteachingcalled(),whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.A.OpentheDoorthedoorC.TotalPhysicalResponseD.ListenAndAct72.Theabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof().A.screenliteracyB.internetnavigationC.createone;sownfileofpictureandcardsD.image73.Ellis(2002)suggestsproceduresforteachinggrammarusing()asinput.A.speakingB.readingC.writingD.listening74.Thedeductivemethodisonewayofgrammarpresentation,itrelieson().A.reasoning,analyzingandcomparingB.reasoning,thinkingandcomparingC.discussing,analyzingandcomparingD.thinking,analyzinganddiscussing75.Themosttypicaltypeofpost-listeningtaskisthe()question.A.multiple-choicecomprehensionB.open-endedC.othertypesD.answering76.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe()stage.A.pre-listeningB.while-listeningC.post-listening.77.Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglishA.readingaloudB.givingapreparetalkC.doingadrilloftheabove78.Inthetestformat(),studentsareaskedtocompleteparagraphsorsentencesbyeitherfillinginwordstheythinkareappropriateorchoosingthebestfromthegivenchoices.A.Gap-fillingorcompletionB.DictationC.MatchingquestionsD.questionandanswers79WhichoftheprinciplesandmodelsforteachingreadingisfalseA.Bottom-upmodelB.Top-downmodelC.InteractivemodelD.Medium-model80.A()isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.A.portfolioB.projectworkC.peerassessmentD.continuousassessment二、TrueorFalse1.There-stagemodelisadvisedinareadinglesion,thatis,pre-reading,while-readingandpost-reading.2.At

theproductionstage,the

students

are

encouraged

to

use

what

they

havelearnedand

practiced

to

perform

communicative

tasks.

3.Althoughthesuccessofaspeakingtaskdependsonmanyfactors,thefollowingcharacteristicsarecommoninsuccessfulspeakingtasks(Ur,1996):maximumnativetalk,evenparticipation,highmotivation.4.Wholeclassworkcanbeusedwhenpresentingandexplainingnewlanguageornewinformation.5.Theidealsystematicevaluationofatextbookwouldbealongitudinalone,whichincludesapre-useevaluation,awhilst-useevaluationandapost-useevaluation.6.AccordingtoBygate(1987),thefourcommonfeaturesofspokenlanguageareusingcomplexsyntax,takingshortcuts,usingfaxedconventionalphases/chunksandusingdevicessuchasfillershesitationdevicetogivetimetothinkbeforespeaking.7.Littlewood(1981:12)dividescommunicativespeakingactivitiesintotwotypes:structuralactivitiesandsocialinteractionactivities.8.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.9.Criterion-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoredaregivenasthenorm.10.DickinsonandCarver(1980,cf.Ellisand:7))identifythreeareasforpreparinglearnerstobecomeautonomous.Theyarepsychologicalpreparation,methodologicalpreparationandpracticeinself-direction.11.Perceptionpracticeisaimedatdevelopingthestudents’abilitytoidentifyanddistinguishbetweendifferentsounds.12.Wehavelearnedtwowaysofintegratingskills:complexintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill,andsimpleintegration,whichisacombinationofactivitiesinvolvingdifferentskills,kinkedthematically.13.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.44.Keepingavocabularynotebookisseenasonewayofhelpingstudentsengagemoremeaningfullywiththenewwordsthattheyarebeingexposedtointheirlanguagelearningexperiences.15.One’soverallcompetenceinaforeignlanguageinvolvesperformingeffectivelyeachofthefourskills(listening,speaking,readingandwriting)separately.16.Makinginference,whichmeans“readingbetweenthelines”,isanimportantspeakingskill.17.Insteadofshowingavideoandthenaskquestionstocheckstudents’understanding,avideocanbeusedtoinmoremotivatingwaystogeneratealotoflearning.Usefultechniquesinclude“freezeframe”,“silentviewing”,“andlisteningwithoutviewing”.18.Theactivitiesprediction,settingthescene,skimmingandscanningarecommonactivitiesinWhile-readingactivities.19.Parentsprovidemoneyandpersonnelforeducation.Theyneedtoknowwhethertheprogramstheyhaveplannedareworkingwell.20.International

view

considers

language

to

be

a

communicative

tool,

whose

main

use

is

to

build

up

and

maintain

social

relations

between

people.21.Ifthestudenthasgotmostofhislanguagerightbuthasmadeatrivialmistake,theteachershouldinterrupthimimmediately.

believes

that

language

is

not

a

form

of

behavior,

it

is

an

intricate

rule-based

system

and

a

large

part

of

language

acquisition

is

the

learning

ofthis

system.

principles

may

be

used

to

guide

every

lesson

planning

.They

are

described

below

in

terms

of

aim

,variety,

flexibility,

learnability,

andlinkage.24.Perceptionpracticeisaimedatdevelopingthestudents’abilitytoidentifyanddistinguishbetweendifferentsounds.25.Sincetheteacher’stalkcanbegoodmodelsandusefulinput,itisbesttokeeptheteachers’talkatamaximumlevel.26.Aportfolioisapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesandattitudesrelatedtotheirstudy.27.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.28.One’soverallcompetenceinaforeignlanguageinvolvesperformingeffectivelyeachofthefourskills(listening,speaking,readingandwriting)separately.learnerslearnmoreeffectivelythroughbodyexperiencewhileKinestheticlearnerslearnmoreeffectivelythroughtouch(hands-on).

view

considers

language

to

be

a

communicative

tool,

whose

main

use

is

to

build

up

and

maintain

social

relations

between

people.31.Ifthestudenthasgotmostofhislanguagerightbuthasmadeatrivialmistake,theteachershouldinterrupthimimmediately.

believes

that

language

is

not

a

form

of

behavior,

it

is

an

intricate

rule-based

system

and

a

large

part

of

language

acquisition

is

the

learning

ofthis

system.33.Theword“education”comesfromtheRussianverbeducare.

principles

may

be

used

to

guide

every

lesson

planning

.They

are

described

below

in

terms

of

aim

,variety,

flexibility,

learnability,

andlinkage.35.AccordingtoBygate(1987),thefourcommonfeaturesofspokenlanguageareusingcomplexsyntax,takingshortcuts,usingfaxedconventionalphases/chunksandusingdevicessuchasfillershesitationdevicetogivetimetothinkbeforespeaking.36.There-stagemodelisadvisedinareadinglesion,thatis,pre-reading,while-readingandpost-reading.37.At

theproductionstage,the

students

are

encouraged

to

use

what

they

have

Learnedand

practiced

to

perform

communicative

tasks.

38.Althoughthesuccessofaspeakingtaskdependsonmanyfactors,thefollowingcharacteristicsarecommoninsuccessfulspeakingtasks(Ur,1996):maximumnativetalk,evenparticipation,highmotivation.39.Wholeclassworkcanbeusedwhenpresentingandexplainingnewlanguageornewinformation.40.Wehavelearnedtwowaysofintegratingskills:complexintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill,andsimpleintegration,whichisacombinationofactivitiesinvolvingdifferentskills,kinkedthematically.41.Makinginference,whichmeans“readingbetweenthelines”,isanimportantspeakingskill.42.Somewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.43.BritishpsychologistHowardGardener(1983,1993)hasproposedthetheoryofmultiple-intelligencewhichhasprovidedanewperceptionforunderstandinghumanbeings.44.Theregistermeansthevocabularythatiscommonlyfoundinaspecificdiscourse.45.Assessmentinvolvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.46.Researchinlisteninghasshownthatgoodlistenerisgoodpredictors.47.AccordingtoLittlewood(1981:86),Pre-communicativeactivitiesincludestructuralactivitiesandQuasi-communicativeactivities.48.Tactilelearnerslearnmoreeffectivelythroughbody