中学英语教学法试题库

中学英语教学法一.Write“T”(true)or“F”(false)inthebracketsforeachofthefollowingstatementsaccordingtowhatyou’velearnedinthecoursebook.(）1.Knowingawordmeansthatyouknowthepronunciationandmeaningofit.()2.Students’errorsareaveryusefulwayofshowingwhattheyhaveandhavenotlearnt.Soinsteadofseeingerrorsnegatively,asasignoffailure,weseethempositivelyasanindicationofwhatwestillneedtoteach.()3.Testingimpliesevaluationbasedonacollectionofinformationaboutwhatstudentsknowandcando.()4.Classroomclimateisstronglyaffectedbytheteachers’attitudeandbehaviour.()5.IntheCommunicativeApproach,ateacherisdescribedasan“instructor”andstudentsas“listeners”inclass.()6.Thestudents’nativelanguagehasnoparticularroleintheCommunicativeApproach.Thetargetlanguageshouldbeusednotonlyduringcommunicativeactivities,butalsoinexplainingtheactivitiestothestudentsorinassigninghomework.()7.Wordswhichwewantstudentstounderstand,butwhichtheywillnotneedtousethemselves.Wecallthispassivevocabulary.()8.Students’errorsareasignoffailure,sowemustcorrecteverymistaketheymake.()9.CultureisreceivedgreaterattentionintheCommunicativeApproach.()10.Spokenlanguageisgenerallyproducedininformal,simpleorcommonvocabulary.()11.Allnewwordsinalessonareequallyimportant.()12.Classroomclimateisstronglyaffectedbyboththeteachers’attitudeandthestudents’behavior.()13.Vocabularycanbedividedintoproductiveandreceptive.()14.Communicativecompetencereferstoknowledgeofthegrammarandvocabularyofthelanguage.()15.Post-readingworkusuallycontributestothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.()16.Writtenlanguageisgenerallyproducedinfairlysimplesentencestructures.()17.IntheCommunicativeApproach,bothteachersandstudentshavemultipleroles.()18.Spokenlanguageissometimesproducedinincompletesentences.()19.Theskillpractisedinthepre-readingstageisanticipation.()20.Communicativeactivitiescanbedividedintofunctionalcommunicativeactivitiesandsocialinteractionactivities.()21.Onewaytoteachreadingisfollowingtheframework:presentation,practiceandproduction.Eachstagehasadifferentgoalanddealswithdifferentreadingstrategies.()22.Studentsaregiventhestructureincontextandareaskedtoworkouttheruleforthemselves.Theyaregivenguidancefromtheteacherinusingevidencefromthecontexttoworkouttheusageofthestructure.Thisiscalledtheinductivemethod.()23.Readingisanactiveprocess,duringwhichthereadertriestounderstandthemeaningofagiventext.()24.Iftheaimofactivityistocheckthatstudentscanusetheverbscorrectly,youhavetocorrectanymajorerrors,especiallythoseinvolvingtheverbsyouhavetaught,ortheactivitywillloseitspoint.()25.Theskillpractisedinthepre-readingstageisinference.()26.Wordswhichwewantstudentstounderstand,butwhichtheywillnotneedtousethemselves.Wecallthisactivevocabulary.()27.Thetypicalexampleoffunctionalcommunicationactivitiesisroleplay.()28.Thetargetlanguageshouldbeusednotonlyduringcommunicativeactivities,butalsoinexplainingtheactivitiestothestudentsorinassigninghomework.()29.Youglancequicklythroughatextinordertofindaspecificpieceofinformation,thisskilliscalledscanning.()30.Typesofmistakesareslips,errorsandattempts.()31.Onlythenewteachersbenefitalotfromlessonplanning,whiletheexperiencedteachersnot.()32.Threatsarealwaysconstructivemeasuresagainstindisciplineinclass.()33.Poorpronunciationdoesn’tcauseproblemsforthelearningofotherskills.()34.Studentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.()35.Knowinggrammarisnotenoughforrealcommunication.()36.English-Englishexplanationsarethebestforvocabularyteaching.()37.Ifwedon’tusewords,wewillforgetthem.()38.Groupwordisnotmuchusefulindesigningthespeakingtasks.()39.Researchhasshownthatgoodlistenersaregoodpredictors.()40.Asuccessfulspeakingtaskisthatstudentstalkalotintheforeignlanguage.()41.Bothteachersandstudentsneedtoknowthatthereisadifferencebetweenactiveandpassivevocabulary.()42.Motivationisoneofthemostimportantvariablesinlanguagelearning.()43.ESL/EFLreadingtextbooksshouldhaveagreatvarietyofauthenticmaterials.()44.Currentmethodologyacknowledgesthatmechanicalwritingactivitiesdonotbythemselvesmotivatestudents.()45.Oneimportantpurposeofassessmentistoevaluatetheexistingcurriculum.二.Fillintheblankswiththeappropriatewordsfromthecoursebook1.Inreallife,therearetwowaysinwhichweoftenlisten,theyare______________and_______________.2.Agoodspeakingsyllabusshouldincludetopics,___________,________,functionsand____________________.Onewaytohelpstudentsusenaturalintonationistopractisesayingthesentenceinsections,startingwiththeendofthesentenceandgraduallyworkingbackwardstothebeginning.Thistechniqueisknownas____________.Teachingisathree-wayrelationshipbetween___________,thematerialsheorsheisusing,and_______________.Theteacherdividesthewholeclassintopairs.Everystudentworkswithhisorherpartner,andallthepairsworkatthesametime,itissometimescall__________________.Withpairsofstudentsspeakinginturninfrontoftheclassiscalled________________.Thebackgroundknowledgeneededtointerpretagiventextiscalled___________.7._____________usuallycontributestothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.8.Activitiesthataretrulycommunicativehavethreefeatures:____________,choice,and________.9.Somefactorswillinfluenceourlessonplanning,theyare______________,_____________,curriculumand____________.10.Basicquestiontypesare________,_________and_________.11.Whenwewriteacommentonobservation,wecanfollowtheSSSS+Sprocess:sympathise,__________,________,________and_________.12.Controlledpracticecanbedividedintotwotypes,theyare____________and________________.13.Theruleisgivenfirstandexplained.Thestudentsthenhavetoapplytheruletogivensituations.Thisiscalled_______________.14.Inreallife,languageisusedtoperformcertain_______________;intraditionalpedagogy,theteachingfocusison_________ratherthanfunctions.15.JamesAsherwasthefounderof_____________.Theskillpractisedinthepre-readingstageis____________.Alessonshouldinvolvethe__________,and____________ofbothlearnersandteachers.Itcanberegardedasaprocessof________________18.Threeapproachestowardsreadingandlisteningare_________________,_________________and________________________.19.Thereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion,___________________and_______________.20.Inthepasthalfcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,____________and_____________.21.Readingisan________process,duringwhichthereadertriestounderstandthemeaningofagiventext.Lessonplanningshouldbedoneattwolevels:_______________and_______________.23.Theprocessofwritingisgeneratingideas,_________,___________and____________.24.Roleplayisawayofbringingsituationsfromreallifeintotheclassroom.Whenwedoit,weaskstudentstoimagine.Theymayimagine:__________,_____________orboth.25.Theteacherdividestheclassintosmallgroupstoworktogether,itiscalled_____________.26.Littlewood(1981)proposedtwomaincategoriesofcommunicativeactivities,namely:_______________and_____________________.27.Vocabularycanbedividedintotwokinds,theyare______________and_____________.28.Communicativecompetenceistheabilitynotonlytoapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknow_______and________tousethesesentencesandto________.29.Knowingawordmeansthatyouknow_________,__________,___________and_____________.30.Animportantfeatureoftoday’slanguageclassroomisthatstudentsdonotalwaysstudyasonebiggroup.Rather,formuchoftheclasstime,studentsarebrokendowntogroupsofdifferentsizes.Themostcommonstudentgroupingsare_______,________,________,and__________.31.Theinteractionalviewconsiderslanguageasa_________tool,whosemainuseistobuildupandmaintain___________relationsbetweenpeople.32.Therearethreewaystoshowthestresspatternofwords,phrasesandsentences.Theyare:using__________,usingthe__________andusingtheblackboard.33.Communicativecompetenceincludestheknowledgeaboutthe___________andtheknowledgeabouthowto___________thelanguageappropriatelyincommunicativesituations.34.Intraditionalpedagogy,theteachingfocusoflanguageison_________ratherthan____________.35.Itisimportanttogivethestudentsa___________ofspeakingactivitiessothattheywillbeabletocopewithdifferent_____________inreality.36.Wehaveemphasizedthattheteachingofreadingshouldfocusondevelopingstudents’____________skillsand___________.37.Listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,becauseofthelackof___________.Sotheteachercanhelpprovidethe___________informationtoactivatelearners’schema.38.Inthesimpleintegrationofthefourskills,wecanusealisteningtextasamodelforthestudents’____________,anda___________textasamodelforthestudents’writing.39.Theproduct-orientedmethodofteachingwritingpaysgreatattentiontotheaccuracyofthefinal__________butignoresthe____________.40.

Assessmentisoftenconductedtofindoutthestudents’_________,whichdamagesthestudents’___________andconfidenceinlanguagelearning.三.Thefollowingabbreviationsarechosenfromthetextbook.Andpleasewriteoutthefullformsofthem.（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.TranslatethefollowingEnglishtermsaboutteachingmethodologyintoChinese.（翻译下列英语教学法术语为汉语）1.reliability2.standardtest3.validity4.testing5.evaluation6.assessment7.deductivemethod8.inductivemethod9.meaningfulpractice10.mechanicalpractice11.macroplanning12.microplanning13.linguisticcompetence14.reflectiveteaching15.naturalapproach16.silentway17.totalphysicalresponse18.cognitivetheory19.process-orientedtheory20.behavioristtheory21.interactionalview22.functionalview23.structuralview24.brainstorm25.targetlanguage26.syllabusdesign27.skimming28.condition-orientedtheory29.teachingaids30.teachingprocedures31.classroom-basedassessment32.transitiondevice33.substitution34.criterion-referenced35.norm-referenced36.individual-referenced37.reflectiveteaching38.portfolio39.naturalapproach40.behavioristtheory41.informationgap42.groupwork43.communicativeapproach44.learnability45.structuralview46.viewsoflanguage47.interactionalview48.communicativecompetence49.audiolingualmethod50.settingthescene五.Answerthefollowingquestionsaccordingtotheknowledgethatyou’velearnedinthetextbook.1.WhatisthemaincontentoftheaffectivefilterHypothesisproposedbyKrashen？

2.WhatarethefiveslogansthatexpressthetheoreticalprinciplesoftheAudiolingualMethod？

3.Howdoyouunderstandtherelationshipbetweenthegrammaticalformsofalanguageandtheircommunicativefunctions？

4.Howdoesthehypothesisoflinguisticuniversalsexplainthesecondlanguageacquisitionprocess？

5.Howdoesthecognitivetheoryexplainthesecondlanguageacquisitionprocess？

6.Whatarethemaintrendsofappliedlinguisticresearchinthepresentperiod？1.InBreen’sopinion,whendesigningtasks,howmanysetsofquestionsshouldteachersconsiderAndwhatarethey1.Whatrolesdoteachersplayinthelanguageclassroom2.Inthepastcentury,whatviewsaffectedlanguageteachingandlanguagepractice2.Whenteachersteachpronunciation,whatshouldbeteachers’realisticgoals3.Whenteachersteachspeaking,whatgeneralprincipleshouldtheybeawareof六、配对题Readandmatch.Part11.Wordswhichwewantstudentstounderstand,butwhichtheywillnotneedtousethemselves.2.Thisviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.3.Learnershavetheopportunitytointegratethenewlanguageitemswiththeoldthroughactivitiesthatgivefreeandextensiveexpressionaimedatdevelopingfluencyskills.Ithinkthemeaningofthetextismorethanthesumoftheindividualwordsandsentences.Whenreadingatext,Istartbypredictingtheprobablemeaning,thenIgettoreadandunderstandthewordsandphrasesinthetexttocheckwhetherthatisreallywhatthewritermeans.SometimesIgotheotherwayround.That’stosay,Icombinetheabove2waysinmyreading.Thisviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.6.Iusuallystartreadingatextbyrecognisingwords,wordconnections,andphrasepatternsaswellassentencepatterns,thenIcanrapidlyandautomaticallygetmeaningfromthetext7.Thisviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.8.Whenreadingatext,Ifirstidentifythetopic,purposeandstructureofthetext,thenImakeguesses,predictionsduringreading.Inthisway,Icreatemeaningfromthetextasawhole.9.Studentsaregiventheopportunitiestousethenewlypresentedlanguageitemsinacontrolledframework.Thismaybedonebydrills,orbyrepeatingpartsofthedialoguepresentedinthefirststage.Thisstageisintendedtodevelopaccuracyskills.10.Wordswhichstudentswillneedtounderstandandalsousethemselves.a.Activevocabulary()b.Structuralview()c.Interactionalview()d.Passivevocabulary()e.Thebottom-upmodel()f.Functionalview()g.Thetop-downmodel()h.Theinteractivemodel()i.Intheproductionstage()j.Inthepresentationstage()k.Inthepracticestage()Part2Thefollowingarethingsthatteachersoftendointhelanguageclassroom.Decidewhatroletheteacherisplayingineachactivity.Putnumber1-6inthebrackets.Whenyouhavefinished,workingroupsandcompareyouranswers.1.controller2.assessor3.organiser4.prompter5.participant6.resource-provider()a.Theteachergivesstudentstwominutestoskimatext,andwhentimeisup,he/sheasksstudentstostopandanswersomequestions.()b.T:DoyouhaveanyhobbiesS:Yes,Ilikesinginganddancing.T:Uhm,and…S:Ialsocollectcoins.()c.Theteacherwritesoneoffivenumbers(1—5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup1,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.()d.Whenastudenthasmadeasentencewith“borrow”,“Iborrowedapapertowritealetter”,theteachersays,“Well,wedon’tsayapaper,wesayapieceofpaper”.()e.Theteacherasksthestudentstotaketurnstomakesentenceswithanewlylearnedstructure.Ifsomeonemakesanerror,theteacheraskshimorhertorevise.()f.Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydon’tknow.Sotheyasktheteacher.()g.Theteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems”Ifthestudentdoesn’tseemtobeready,theteachersays“forexample,ashirtwithout…”andpointstothebuttonsonhisownshirtorjacket.()h.Whenthestudentshaveingroupsdecidedwheretogoforaspringouting,theteacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.()i.Whenstudentsaredoingagroup-worktask,theteacherjoinsoneorywogroupsforashortperiodoftime.()j.Theteacherasksthestudentstoproduceconversations(eitherorallyorinwriting)byusingparticularpatternsorexpressionstheyhavejustlearned.七、简答题Answerthefollowingquestions.Whydoteachersaskquestionsinclass2.Whatarethecausesofmistakes3.Whatdoes‘knowingaword’meanHowcouldyouwritesomethingontotheblackboardbutstillkeeptheattentionoftheclass5.Howtodevelopyourself-evaluation6.Therearedifferenttypesofframeworksforplanningalesson.Whatarethey7.Herearesomewaysofpracticingthestructure:substitution,freesubstitution,repetition,picturepromptsandsinglewordprompts.Puttheminorderofdifficultyandgiveyourreasons.8.Whatisasuccessfulspeakingactivity9、Howtopresentastructure10.Describethefollowingquestioningstrategies.11.Whatdoesalessonplanconsistof12.WhataretheadvantagesofusingpairworkandgroupworkWhatproblemsmighttherebe13.Whyarestage1andstage2interrelatedbyadoublearrowlineWhyarepracticeandreflectionconnectedbyacircle14.Writedownfiveimportantcharacteristicsofgoodteachingandbadteaching.Thenevaluateyourself.Howfararethesefivecharacteristicstrueofyourownteaching15.Howtoorganizepairwork16.Whatarethebasicprinciplesofpositiveerrorcorrection17.Howtoanalyzetheaimsofalesson18.Whydopeoplelisten19.Listfivetypesofactivitiesdoneinthewhile-readingstage.20.Listfivetypesofactivitiesdoneinthepost-readingstage.21.TherearefivestepsintheteachingofJEFC.WhataretheyReview,presentation,drill,practice,consolidation22.Listeightvocabularyconsolidationactivitiesthatcanbedoneinclass.23.WhatislinguisticcompetenceWhatiscommunicativecompetence24.Whatareprinciplesforgoodlessonplanning25.Whataretheprinciplesforteachinglistening26.Whatareassessmentmethods27.Whatarethepossibleadvantagesanddisadvantages28.Howcanonebecomeagoodlanguageteacher八、简笔画Drawafewpicturesthatfitthedialogue.1．MissGao:WhosesweatersaretheseHanMei:Theirs,Ithink.MissGao:They’rethetwins’sweatersHanMei:Yes.MissGao:Thankyou,HanMei.MissGao:LucyandLily!Comehere,please.ArethesesweatersyoursTwins:Yes,they’reours.MissGao:Hereyouare.Youmustlookafteryourclothes.Twins:Yes,thankyou,MissGao.2．Ann:Hi,LingFeng!That’sanicekite.Ling:DoyouwantagoAnn:OK.Ling:Runwithitlikethis.Ann:LikethisLing:Yes.That’sright.Ann:It’stoohard.Oh,dear!