英语教学法教程试题库完整

英语教学法教程试题库

Unit 1

Part I Read the following statements or questions and choose the best answer for each statement or question.

1. Much of human behavior is influenced by their_____ _____

A. experiences

B. wisdom

C. knowledge

D. parents

2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?

A. teaching attitude

B. definitions of language

C. structural view of language

D. functional view

3. What does the structural view of language see language?

A. a system of categories based on the communicative needs of the learner

B. a communicative tool to build up and maintain social relations between people

C. a linguistic system made up of various subsystems

D. a linguistic system and a means for doing things

4. What does the functional view of language see language?

A. a system of categories based on the communicative needs of the learner

B. a communicative tool to build up and maintain social relations between people

C. a linguistic system made up of various subsystems

D. a linguistic system and a means for doing things

5. What does the interactional view of language see language?

A. a system of categories based on the communicative needs of the learner

B. a communicative tool to build up and maintain social relations between people

C. a linguistic system made up of various subsystems

D. a linguistic system and a means for doing things

6. Which of the following teaching method is based on the behaviorist theory? B

A. Grammar translation

B. Audio-lingual

C. Task-based teaching and learning

D. Communicative teaching

7.What are the characteristics of audio-lingual method?

https://www.wendangku.net/doc/b511579046.html,nguage is learned by constant repetition and the the reinforcement of the teacher

B.Mistakes were immediately corrected, and correct utterances were immediately praised.

C.Students should be allowed to create their own sentences based on their understanding of certain rules.

D.Both A and B.

8.Which three groups can summarize all the elements of the qualities of a good teacher?

A.Ethic devotion, professional qualities and personal styles

B. Ethic devotion, professional qualities and individual freedom

C. Individual freedom, professional qualities and personal styles

D. Ethic devotion, personal styles and individual freedom

9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?

A.Learning from other’s experiences

B.Learning the received knowledge

C.Learning from one’s own experiences as a teacher

D.All of the above

10.What qualities are considered good qualities of a good teacher? D

A.Kind, humorous, well informed

B.Hard working, disciplined

C.Well prepared, dynamic and patient

D.All of the above

Part 2 Answer the following questions.

1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.

Unit 2

1.What is the ultimate goal of foreign language teaching?

A.Enable SS to use the foreign language in work or life.

B.Enable SS to achieve accuracy of English language structure.

C.Enable SS to achieve fluency of English language structure.

D.Enable SS to speak standard English.

2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?

A.Task-based teaching and learning

B. Communicative language teaching

C. Presentation, practice and production

D. Engage---study---activate

3.What is linguistic competence concerned with?

A.Appropriate use of the language in social context

B.Ability to create coherent written text or conversation and the ability to understand them

C.Strategies one employs when there is communication breakdown due to lack of resources

D.Knowledge of language itself, its form and meaning

4.What is pragmatic competence concerned with?

A. Appropriate use of the language in social context

B. Ability to create coherent written text or conversation and the ability to understand them

C. Strategies one employs when there is communication breakdown due to lack of resources

D. Knowledge of language itself, its form and meaning

5.What is discourse competence concerned with?

A. Appropriate use of the language in social context

B. Ability to create coherent written text or conversation and the ability to understand them

C. Strategies one employs when there is communication breakdown due to lack of resources

D. Knowledge of language itself, its form and meaning

6.What is strategic competence concerned with?

A. Appropriate use of the language in social context

B. Ability to create coherent written text or conversation and the ability to understand them

C. Strategies one employs when there is communication breakdown due to lack of resources

D. Knowledge of language itself, its form and meaning

7.What is fluency competence concerned with?

A. Appropriate use of the language in social context

B. Ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation

C. Strategies one employs when there is communication breakdown due to lack of resources

D. Knowledge of language itself, its form and meaning

8.What are the principles of communicative language teaching?

https://www.wendangku.net/doc/b511579046.html,munication principle, task principle and meaningful principle

https://www.wendangku.net/doc/b511579046.html,munication principle, accuracy principle and meaningful principle

https://www.wendangku.net/doc/b511579046.html,munication principle, fluency principle and meaningful principle

https://www.wendangku.net/doc/b511579046.html,munication principle, task principle and purpose principle

9.What are the listening and speaking activities in traditional pedagogy?

A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.

B.Answer the questions according to what is heard; produce responses based on given clues

C.Retell what is heard

D.All of the above

10.What are the five components of communicative competence?

A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluency

B.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy

C.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluency

D.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy

Part 2 answer the following questions

1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?

Unit 4

Part 1 Read the following statements or questions and choose the best answer for each statement or question.

1.What should be included in a lesson plan?

A.Aims to be achieved

B.Materials to be covered

(完整word版)小学英语教学法试题库

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《英语教学法教程》期末考试讲稿

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王蔷主编的《英语教学法教程》第二版-unit1

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总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：

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Process-oriented theories: are concerned with how the mind organizes new information such as habit.formation,.induction,making.inference,.hypothesis.testing.and.generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. Cognitive theory, chomsky,learning:creative process, internal factors,students are asked to thinking and allow to create their own sentence based on their understanding of certain rules ,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory,personal construction,dewey, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.learning is best achieved through dynamic interaction between the teacher&learner&between learners Language teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles Communicative Competence:Hedge,:linguistic（knowledge of the language itself,its form and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and the ability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation) Views on language.Structural view —The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。Functional view— Representative：Johnson、marrow、swain canal (the core: grammar) —The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with it .Use the linguistic structure to express functions.Interactional view — Emphasis：appropriateness — Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabulary CLT（交际英语教学）:to help the learners acquire communicative https://www.wendangku.net/doc/b511579046.html,nguage in real life is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills. Traditional pedagogy (传统教学法): focus on the forms of language.