《中学英语教学法》模拟试题(第二套)(附答案)

优秀文档，精彩无限！优秀文档，精彩无限！优质文档，精彩无限！优质文档，精彩无限！《中学英语教学法》模拟试题（第二套（附答案）一、填空题（共10小题，每小题1分，共10分）Amongthefourskills,foreignlanguagelearnersoftencomplainthatl is mostdifficulttoacquire.WeareteachingourstudentsEnglishnotonlytohelpthempassexams,buttopreparethemtou Englishinreallife.Inthetraditionalclassroom,veryoften,toomuchattentionhasbeenpaidlinguistick ,withlittleornoattentionpaidtopractisinglanguageskills.Intheprocessapproachtowriting,theteacherprovidesguidancetothestudentsthroughthewritingprocess,andgraduallywithdrawstheguidancesothatstudentsfinallybecomei writers.Ifateacherfirstasksthestudentstoreadaposter,thentohaveadiscussiontheposter,andthentomakeaposteroftheirown,wecansaythatthisteacherisintegratingreading,speakingandw skillstogether.Oneofthegeneralviewsonlanguageisthatlanguageisas ofsymbols.Intr pedagogy,listeningandspeakingweretreatedasskillsdifferentwhattakesplaceinreality.Introductiontophoneticrulesshouldbeavoidedattheb stageofteachingpronunciation.In meaningful practice the focus is on the production, comprehension exchangeofm .Peoplehaved understandingofhowavocabularyitemcanbelearnedconsolidate.二、配对题（共10小题，每小题2分，共20分）A组：11.Realisticgoalsofteaching11.RealisticgoalsofteachingpronunciationA. Using pictures, and using tonguePronunciation productionpracticeTeachinggrammartwistersB.Usingsynonymsandantonyms,usingwordcategories,andusingwordnet-workC.Usingmimeorguestures,andusingkeyphrasesorkeywordsUsingpromptsforpractice D. Deductive teaching and inductiveteachingConsolidatingvocabulary E. Being smoothunderstandable toand natural, beingthe listeners, andhelpingtoconveytheintendedmeaningB组：16.Aradionewsprogram16.AradionewsprogramA. Discovering identical pairs,discovering “secrets”, anddiscoveringdifferences17. Ethic devotion, professional B.Criterion-referenced,qualities and personal style of a norm-referenced,andteacher18. activities

communicative

individual-referencedC.Formal,rehearsed,andnon-interactivebetweenthespeakerandthelistenerSocialinteractionactivitiesAssessmentcriteria

D.Role-playingthroughcuesandinformation,andlarge-scalesimulationactivitiesE.Kind,creative,anddynamic三、单项选择题（共25小题，每小题2分，共50分）teachingreading,iftheteacherteachesthebackgroundknowledgefirstsothatthestudentscanbeequippedwithsuchknowledgeandwillbeabletomeaningfromtheprintedpage,webelievethatthisteacherisfollowing inhisteaching.thetop-downmodel B.thebottom-upmodelC.theinteractivemodel D.alloftheaboveEnglishteachingclassroomsveryoftenwritingisseenas “writingaslanguagelearning”,anditisbelievedtobe .writingforcommunication B.writingforrealneedsC.pseudowriting D.authenticwriting,itisadvocatedthatweadoptacommunicativeapproachtowriting.motivatestudents B.demotivatestudentsC.freestudentsfromtoomuchwork D.keepstudentsbuzy24.WhichofthefollowingisNOTamongthefeaturesofprocesswriting?Helpstudentstounderstandtheirowncomposingprocess.Letstudentsdiscoverwhattheywanttosayastheywrite.Encouragefeedbackbothfrombothteacherandpeers.Emphasizetheformratherthanthecontent.AccordingtoWillistheconditionsforlanguagelearningareexposuretoarichcomprehensiblelanguageput,useofthelanguagetodothings,toprocessandusetheexposure,andinstructioninlanguage.chances B.contextC.motivationD.knowledgeTherearemanysituationsinwhichweusemorethanonelanguageskill,soitvaluabletointegratethefourskills,to.enhancethestudents’communicativecompetencecombinepronunciation,vocabularyandgrammarusebodylanguageandpicturesusemechanicalpracticeandmeaningfulpractice.Integrationofthefourskillsisconcernedwithrealisticcommunication,implicationofwhichisthatwemustteachEnglishatthediscourselevel,thatwemust ,andthatwemustadjustthebinepronunciation,vocabularyandgrammarusemechanicalpracticeandmeaningfulpracticeusebodylanguageandpicturesadjustthetextbookcontentsAllpeopleinvolvedineducation,i.e. ,teachers,parents,andstudentssomereasonstoconsiderassessmentnecessary.friends B.businessmen C.administrators D.politicianAs far as school assessment is concerned, we have teacher’s continuousassessment, ,andportfolios.students’self-assessment B.assessmentC.informalassessment D.formalassessmentBecausenotextbooksarewrittenforanyparticularclass,itis forteachersadaptmaterials.unnecessary B.necessary C.easy D.ofnouseonlanguageand bothinfluencetheoriesonhowlanguageshouldtaught.viewsonlanguagelearning B.viewsonculturelearningC.valuesoflife D.stylesoflifeAccordingtoWangQiang,theway alanguageteacherlearnedalanguageinfluencethewayhe tosomeextent.learnsalanguage B.learnshismothertongueC.teachesalanguage D.obtainslinguisticknowledgeOneofthedisadvantagesoftraditionalpedagogyis .itfocusesonformratherthanonfunctionslanguageisusedtoperformcertaincommunicativefunctionslearnersarenotabletomakesentenceslearnersarenotabletodotranslationOneofthedisadvantagesoftraditionalpedagogyis .thelearnersareabletouseallskills,includingthereceptiveskillsandproductiveskillsthelearnersarenotabletousethelanguageinanintegratedwaythelearnersarenotabletowritethelearnersperformwellinclass,buttheycannotreadoutofclassAccordingtoWangQiang,toanswerthequestion“Canthestudentsachievegoalofacquiringnative-likepronunciation?”wemusttakeintoconsiderationthreethings: .ethicdevotion,professionalqualities,andpersonalstyleletters,phonetictranscripts,andsoundsteacherfactors,learnerfactors,andschoolfactorslearnerage,amountofexposure,anddifferencesofindividualabilityTheCriticalPeriodHypothesisisstillcontroversial/debated,because .thehypothesisdoesnotexitatallnoresearcheshavebeendonebothpositiveandnegativeanswershavebeengivenbyresearchersresearchersarenotinterestedinitatallItisgenerallybelievedthatgrammarteaching .shouldneverbedoneinlistening,reading,andwritingismoreimportantinlisteningandreadingthaninwritingisveryimportantinlistening,reading,andwritingislessimportantinlisteningandreadingthaninwritingAccordingtoWangQiang,inthedeductivemethodofteachinggrammar,sequenceofteachingactivitiesislikethis: .explanationoftherule →teacher’spresentationofanexample →students’practicewithgivenpromptsstudents’practicewithgivenprompts→teacher’spresentationofanexampleexplanationoftheruleteacher’spresentationofanexample→students’practicewithgivenpromptsexplanationoftheruleteacherpresentationofanexample →explanationoftherule →students’practicewithgivenpromptsOneofthereasonswhythedeductivemethodofteachinggrammariscriticizedthat inthemethod.littleattentionispaidtomeaning B.grammaristaughtinacontextC.thepracticeisoftenmeaningfulD.notenoughexamplesareprovidedAsfarasteachinggrammarisconcerned,oneofthemeritsofthedeductivemethodisthat .themethodcouldbeverysuccessfulwithallstudentsthemethodmayhelptoincreasestudent’confidenceinthoseexaminationswhichteststudents’communicativecompetencethemethodcouldsavetimewhenstudentsareconfrontedwithagrammarwhichiscomplexbutwhichhastobelearned themethodmeetstherequirementoftheNationalEnglishCurriculumStandardsAsfarasteachinggrammarisconcerned,intheinductivemethod,theteacherinducesthelearnerstorealisegrammarrules .withoutanyexplicitexplanationbyexplaininginanexplicitwaywithexplicitexplanationbytellingthemtherulesThecharacteristicsofthelisteningprocessincludespontaneity,context,visualclues,listener’sresponse,and .intonation B.bodylanguage C.speaker’sadjustment gesturesWhenteachingpronunciation,weshould .makestudentsfeelanxious B.destroystudents’confidenceC.build-upstudents’confidence D.makestudentsdistractedAccordingtoWangQiang,