《英语教学法教程》857试题库(附答案)
英语教学法教程试题库
Unit1
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____
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?B
A.teaching attitude
B.definitions of language
C.structural view of l anguage
D.functional view
3.What does the structural view of language see language?C
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 peo ple
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?D
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 peo ple
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?B
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 peo ple
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 th
eory?B
A.Grammar translation
B.Audio-lingual
C.Task-based teaching and learning
https://www.wendangku.net/doc/b86350048.html,municative teaching
7.What are the characteristics of audio-lingual method?D
https://www.wendangku.net/doc/b86350048.html,nguage is learned by constant repetition and the reinforcement of the tea cher
B.Mistakes were immediately corrected,and correct utterances were immedi ately praised.
C.Students should be allowed to create their own sentences based on their u nderstanding 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
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?D
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
Part2Answer the following questions.
1. A good teacher should possess many good qualities.List three qualit
ies you think are the most important and explain reasons.
Dynamic, well-informed and well-prepared, I think these three qualities are the most important as a teacher. Firstly, the dynamic, well-informed and
well-prepared teachers are always confident who can make the class active and interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline.
Unit2
1.What is the ultimate goal of foreign language teaching?A
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 la nguage teaching and real-life language use?B
A.Task-based teaching and learning
https://www.wendangku.net/doc/b86350048.html,municative language teaching
C.Presentation,practice and production
D.Engage---study---activate
3.What is linguistic competence concerned with?D
A.Appropriate use of the language in social context
B.Ability to create coherent written text or conversation and the ability to unde rstand them
C.Strategies one employs when there is communication breakdown due to la ck of resources
D.Knowledge of language itself,its form and meaning
4.What is pragmatic competence concerned with?A
A.Appropriate use of the language in social context
B.Ability to create coherent written text or conversation and the ability to unde
rstand them
C.Strategies one employs when there is communication breakdown due to la ck of resources
D.Knowledge of language itself,its form and meaning
5.What is discourse competence concerned with?B
A.Appropriate use of the language in social context
B.Ability to create coherent written text or conversation and the ability to unde rstand them
C.Strategies one employs when there is communication breakdown due to la ck of resources
D.Knowledge of language itself,its form and meaning
6.What is strategic competence concerned with?C
A.Appropriate use of the language in social context
B.Ability to create coherent written text or conversation and the ability to unde rstand them
C.Strategies one employs when there is communication breakdown due to la ck of resources
D.Knowledge of language itself,its form and meaning
7.What is fluency competence concerned with?B
A.Appropriate use of the language in social context
B.Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitation
C.Strategies one employs when there is communication breakdown due to la ck of resources
D.Knowledge of language itself,its form and meaning
8.What are the principles of communicative language teaching?A
https://www.wendangku.net/doc/b86350048.html,munication principle,task principle and meaningful principle
https://www.wendangku.net/doc/b86350048.html,munication principle,accuracy principle and meaningful principle
https://www.wendangku.net/doc/b86350048.html,munication principle,fluency principle and meaningful principle
https://www.wendangku.net/doc/b86350048.html,munication principle,task principle and purpose principle
9.What are the listening and speaking activities in traditional pedagogy ?D
A.Listen to texts either read by the teacher or pre-recorded on the tape;repe at what is heard.
B.Answer the questions according to what is heard;produce responses base d on given clues
C.Retell what is heard
D.All of the above
10.What are the five components of communicative competence?A
A.Linguistic competence,pragmatic competence,discourse competence,stra tegetic competence and fluency
B.Linguistic competence,pragmatic competence,discourse competence,str ategetic competence and accuracy
C.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and fluency
D.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and accuracy
Part2answer the following questions
1. What are the differences between language used in real life and lang
uage learned in the classroom under the traditional pedagogy?
1) In real life, language is used to perform certain communicative functions,
e.g. to give directions, to exchange information, or to make a complaint, etc;
in traditional language classroom, the teaching focus is often on forms rather than functions.
2) For various reasons, traditional pedagogy tends to focus on one or two
language skills and ignore the others. In real language use we use all skills.
3) In reality language is always used in a certain context, but traditional
pedagogy tends to isolate language from its context.
2. Four components of a task.
1) A purpose: making sure the students have a reason for undertaking the
task.
2) A content: this can be real, authentic or imaginary, and involve
sociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.
3) A process: getting the students to use learning strategies such as problem
solving, reasoning, inquiring, conceptualizing and communicating.
4) A product: there will be some form of outcome, either visible (e.g. a written
plan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).
Unit 3
Designing principle for the National English Curriculum for nine-year compulsory education.
1) Aim for educating all students, and emphasize quality-oriented education.
2) Promote learners centredness, and respect individual differences.
3) Develop competence-based objectives, and allow flexibility and
adaptability.
4) Pay close attention to the learning process, and advocate experiential
learning and participation.
5) Attach particular importance to formative assessment, and give special
attention to the development of competence.
6) Optimize learning resources, and maximize opportunities for learning and
using the language.
Unit4
Part1Read the following statements or questions and choose the best answe r for each statement or question.
1.What should be included in a lesson plan?D
A.Aims to be achieved
B.Materials to be covered
C.Activities to be organiz ed
D.All of the above
2.What are the principles for good lesson planning?A
A.Aim,variety,flexibility,learnability and linkage
B.Aim,preparation flexibility and linkage
C.Aim,micro-planning,macro-planning and flexibility
D.Aim,micro-planning,macro-planning and variety
3.What are the guidelines for writing teaching aims in a lesson plan?D
A.Clear,brief
B.Specific,students-oriented
C.Specific,teacher-oriented
D.Both A and B
4.What are language contents? A
A.Structures,vocabulary,functions and topics
B.Pictures,vocabulary,communication and topics
C.PPT,structures,aims and summary
D.Structures,aims,functions and topics
5.What are very commonly used teaching procedures and stages?D
A.Presentation,practice and production
B.Pre-reading,while-reading and post-reading
C.Mechanical practice and meaningful practice
D.Both A and B
6.What is the function of optional activities?A
A.Backups in case the lesson goes too fast and there are a few minutes left.
B.Prepared for good students
C.Prepared for bad students
https://www.wendangku.net/doc/b86350048.html,ed for emergency
7.Which part is to be finished after a lesson in a lesson plan?D
A.Teaching aids
B.End of a lesson summary
C.Optional activities and assignments
D.After lesson reflection
Part2answer the following questions
1.What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.
Secondly, it helps teachers distinguish the various stage of a lesson and see
the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.
Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.
Fourthly, good planning gives teachers, especially novice teachers, confidence in class.
Fifthly,when planning the lesson, the teacher also become aware of the teaching aids that needed for the lesson
Last but not least, planning is a good practice and it’s a sign of professionalism.
2.Explain five principles for good lesson planning in detail.
Aim means the realistic goals for the lesson.
Variety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students. Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one methodology.
Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.
Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.
3.What does macro planning involve?
Macro planning involves the following:
1) Knowing about the profession.
2) Knowing about the situation.
3) Knowing about the learners.
4) Knowing about the curriculum/syllabus.
5) Knowing about the textbooks.
6) Knowing about the objectives.
4.What are components of a lesson plan?
Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.
unit5
Part1Read the following statements or questions and choose the best answe r for each statement or question.
1.What are the possible roles of a teacher?D
A.Controller,assessor
https://www.wendangku.net/doc/b86350048.html,anizer,prompter
C.Participant,resource-provider
D.All of the above
2.What role does a teacher play in the following activity?A
The teacher gives students2minutes to skim a text,and when time is up,he asks students to stop and answer some questions.
A.Controller
B.Assessor
https://www.wendangku.net/doc/b86350048.html,anizer
D.Prompter
3.What role does a teacher play in the following activity?D
T:do you have any hobbies?S:yes,I like singing and dancing.T:Uhm,and... ?S:I also collect coins.
T:Oh,really,how many...have you already...collected?
A.Controller
B.Assessor
https://www.wendangku.net/doc/b86350048.html,anizer
D.Prompter
4.What role does a teacher play in the following activity?C
The teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).Each student draws one card.Those who have drawn number1will form group1,and those who have drawn number2will fo rm group2.Thus the students are put into five groups in a random way.
A.Controller
B.Assessor
https://www.wendangku.net/doc/b86350048.html,anizer
D.Prompter
5.What role does a teacher play in the following activity?B
When a student has made a sentence with borrow,“I borrowed a paper to writ e a letter”,the teacher says,“Well,we don’t say a paper,we say a piece of pa per.”
A.Controller
B.Assessor
https://www.wendangku.net/doc/b86350048.html,anizer
D.Prompter
6.What role does a teacher play in the following activity?D
While doing a writing task either individually or in groups,the students need to use a particular word they don’t know.So they ask the teacher.
A.Controller
B.Assessor
C.participant
D.Resource-provider
7.What role does a teacher play in the following activity?D
The teacher asks a student a question“Have you ever bought clothes with pro blems?”If the student doesn’t seem to be ready,the teacher says“for exampl e,a shirt without...”and points to the buttons on his own shirt or jacket.
A.Controller
B.Assessor
https://www.wendangku.net/doc/b86350048.html,anizer
D.Prompter
8.What role does a teacher play in the following activity?B
When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a cho ice.
A.Controller
B.Assessor
https://www.wendangku.net/doc/b86350048.html,anizer
D.Prompter
9.What role does a teacher play in the following activity?C
When students are doing a group-work task,the teacher joins one or two grou ps for a short period of time.
A.Controller
B.Assessor
C.participant
D.Resource-provider
10.What role does a teacher play in the following activity?A
The teacher asks students to produce conversations(either orally or in writing )by using particular patterns or expressions they have just learned.
A.Controller
B.Assessor
https://www.wendangku.net/doc/b86350048.html,anizer
D.Prompter
11.What role does a teacher play in the following activity?C
The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.
A.Controller
B.Assessor
C.participant
D.Resource-provider
12.When is appropriate for the teacher to give classroom instructions to students?D
A.Give directions to tasks or activities,checking comprehension,giving feedb ack
B.Providing explanations to a concept or language structure,drawing attentio n
C.Setting requirements,checking comprehension,assigning homework
D.All of the above
13.Why do novice teacher often have problems giving clear instructions ?D
A.Their language proficiency is low
B.They are fresh from the university
C.Their instructions are too short
D.They are not able to target their instructions to the level of the learners
14.What are not good rules to follow for making instructions effective? D
https://www.wendangku.net/doc/b86350048.html,e simple instructions and make them suit the comprehension level of the students
https://www.wendangku.net/doc/b86350048.html,e the mother tongue only when it is necessary
https://www.wendangku.net/doc/b86350048.html,e body language to assist understanding
D.Not model the task or activity before letting students move into groups or p airs
15.Which of the following is the time when students work as a whole cla ss?A
A.When all the students are under the control of the teacher
B.When students work in pairs on an exercise or a task
C.When students work in small groups
D.When students are expected to work on their own at their own speed
16.Which of the following is the time when students work in a pair?B
A.When all the students are under the control of the teacher
B.When students work in pairs on an exercise or a task
C.When students work in small groups
D.When students are expected to work on their own at their own speed
17.Which of the following is the time when students work in groups?C
A.When all the students are under the control of the teacher
B.When students work in pairs on an exercise or a task
C.When students work in small groups
D.When students are expected to work on their own at their own speed
18.Which of the following is the time when students study by themselve s?D
A.When all the students are under the control of the teacher
B.When students work in pairs on an exercise or a task
C.When students work in small groups
D.When students are expected to work on their own at their own speed
19.Which of the following is the advantage of whole class work?A
A.It is an ideal way to show materials and do presentations together.
B.It allows students to work together rather than under teacher’s guidance.
C.There is always a great chance of different opinions and contributions to th e work.
D.It is less stressful.
20.Which of the following is the advantage of pair work? B
A.It is an ideal way to show materials and do presentations together.
B.It allows students to work together rather than under teacher’s guidance.
C.It reinforces a sense of belonging among a group of members.
D.It is very stressful.
Part2answer the following questions
1. What six conditions have to be met in order to achieve efficient class
room management?
1) The teacher plays appropriate roles.
2) The teacher provides clear instructions.
3) Students are grouped in a way suitable for the learning activities.
4) The teacher asks appropriate questions.
5) There is discipline as well as harmony in the classroom.
6) The students errors are treated properly.
2. Classroom instructions
Classroom instructions refers to the types of language teachers use to organize or guide learning.They include giving directions to tasks or activities, providing explanations to a concept of language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.
There are rules to follow for making instructions effective:
1) to use simple instructions and make them suit the comprehension level of
the students.
2) To use the mother tongue only when it is necessary.
3) Teachers to be careful not to do all the talking in class.
3.Bloom’s taxonomy classifies the question types into six.What are the six question types?What is the significance if each of them is used in a language classroom?
The six question types proposed by Bloom are:
translating, interpreting, and stating the main ideas.
different context
support main ideas.
5) Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking.
6) Evaluation: present and defend opinions by making an informed judgement
about information or ideas based on a set of criteria.
4. Classification of question types:(常出选择及判断题)
Closed questions refer to those with only one single correct answer.
Open questions may invite many different answers.
Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers,too. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.
Lower-ordered questions refers to those that simplely require recalling of information or memorization of facts.
Higher-ordered questions require more reasoning, analysis, and evaluation.
5. Differences between errors and mistakes.
A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from temporary breakdown. When a mistake is challenged or given enough attention, it could be self-corrected.
An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.
6. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective
Factors that affect discipline：
1. teacher’s behavior
a . choice of methodology
b. teacher’s preparation for the learners
c. interpersonal relationship with the learners
2. motivation/ purpose/ desire/ surrounding
Unit6
Part1Read the following statements or questions and choose the best answe r for each statement or question.
1.Which of the following is true about pronunciation teaching?D
A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.
B.Learners who have more exposure to English need less focus on pronunci ation.
C.Beginning Chinese learners of English need a certain degree of focus on pr onunciation.
D.All of the above
2.What is the realistic goal of teaching pronunciation?D
A.Consistency
B.Intellegibility
https://www.wendangku.net/doc/b86350048.html,municative efficiency
D.All of the above
3.Which of the following do not belong to minimal pair?D
A.Will well
B.Till tell
C.Fill fell
D.Well well
4.Which of the following belong to pronunciation perception practice?D
https://www.wendangku.net/doc/b86350048.html,ing minimal pairs,odd one out
B.Which order,completion
C.Same or different
D.All of the above
5.Which type does the following production practice belong to?A
The students repeat what the teacher says.This activity can practice individua l sounds,individual words,groups of words,and sentences.
A.Listen and repeat
B.Fill in the blanks
C.Make up sentences
https://www.wendangku.net/doc/b86350048.html,ing m eaningful context
6.Which type does the following production practice belong to?D
She sells sea shells on the seashore.
A.Make up sentences
https://www.wendangku.net/doc/b86350048.html,ing meaningful context
https://www.wendangku.net/doc/b86350048.html,ing pictures
https://www.wendangku.net/doc/b86350048.html,ing tongue twisters
7.What are the ways of practicing stress?D
https://www.wendangku.net/doc/b86350048.html,e gestures
https://www.wendangku.net/doc/b86350048.html,e the voice
https://www.wendangku.net/doc/b86350048.html,e the blackboard
D.All of the above
8.What does the falling intonation on the statement“he is moved to Gla
sgow.”indicate?A
A.I am telling you something you do not know
B.I have not finished yet
C.I am asking a genuine question
D.I know you have told me before
9.What does the falling intonation on the question“where do you live?”indicate?C
A.I am telling you something you do not know
B.I have not finished yet
C.I am asking a genuine question
D.I know you have tole me before
10.What is reflected as important in the following example?B
A.Would you please turn down the radio a little bit?
B.Sorry.↘（no,I do not want to.）Or B.Sorry?↘（what did you say?）A.Stress B.Intonation
C.Sounds
D.Pitch Part
Part 2.Answer the following questions
1.Why cannot most learners of English as a foreign language acquire na tive like English pronunciation?
A Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.
Unit7
Part1Read the following statements or questions and choose the best answe r for each statement or question.
1.Which of the following statement is not true?D
A.Grammatical competence is essential for communication
B.There is a positive role of instruction for grammar learning
C.Grammar teaching can enhance learner proficiency
D.Grammar learning is completely useless for children.
2.Which of the following is not grammar presentation method? D
A.Deductive method
B.Inductive method
C.Guided discovery method
https://www.wendangku.net/doc/b86350048.html,municative teaching method
3.Which of the following steps are typical for the deductive grammar tea ching method?A
A.Give examples→explain rules→students do practice activities
B.Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences(the inductive method)
C.Explicit rules are give to students→Authentic language data is provided→a pply the new structure to produce sentences(the guided discovery method)
D.All of the above
4.What are two grammar practice activities?A
A.Mechanical practice and meaningful practice
B.Volume practice and communicative practice
C.Interest practice and meaningful practice
D.Mechanical practice and success oriented practice
5.What are two broad categories of knowledge?A
A.Implicit knowledge and explicit knowledge
B.Obvious knowledge and unobvious knowledge
C.Inductive knowledge and deductive knowledge
D.Refereed knowledge and inferred knowledge
Part II,
1. The guided discovery method:
Students are induced to discover rules by themselves but the process of discovery is carefully guided and assisted by the teacher. And the rules are then elicited and taught explicitly.
2. Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. Explicit knowledge refers to our conscious knowledge about the language.
3. Ellis suggests the following procedures for teaching grammar using
listening as a input:
1) Listen to comprehend: the focus is on the message with target structures
imbedded.
2) Listening to notice: listen to more times to identify the target structure
perhaps by completing a gapped version of the text to raise awareness. 3) Understanding the grammar point: the focus is on helping learners
develop explicit knowledge of the grammar point by discovering and analyzing the rules.
4) Checking: learners are given a written text containing errors and are asked
to identify t-[1x0=8再撒：哦我而是撒赖破五；2…he errors and correct them.
5) Trying it out: finally, there is an opportunity for students to try out their
understanding of the target structure in a short production activity.
4. Synthesis approach['s?nθ?s?s]综合方法
Pennington(2002)proposes a synthesis approach to grammar pedagogy. Grammar teaching should be“collocational,constructive,contextual and contr astive”,which can serve as useful guidelines for teaching grammar.
Unit8
Part1Read the following statements or questions and choose the best answe r for each statement or question.
1.Which of the following statement is not true about vocabulary?C
A.a vocabulary item can be more than one word
B.Vocabulary can not be taught.It must be learned by the individuals.
C.Words is best learned in context
D.An English-English dictionary is an important aid for students.
2.What does it mean to know a word?D
A.know its pronunciation and stress
B.know its spelling and grammatical properties
C.know its meaning and know when and how to use it
D.all of the above
3.what meaning is referred to if we say the meaning of“dog”is an anim al with four legs and a tail,often kept as a pet or trained for work?A
A.denotative meaning外延意义
B.connotative meaning内涵意义
C.extended meaning
D.inspired meaning
4.What meaning is referred to if we say the meaning of“dog”is friends hip and loyalty?B
A denotative meaning B.connotative meaning C.literal meaning https://www.wendangku.net/doc/b86350048.html,bel ed meaning
5.What is referred to if we say“see a movie,watch a play,look at a pictu re”?C
A.denotative meaning
B.connotative meaning
C.collocations搭配
D.synonyms
6.What do the following examples indicate?Big,huge;enormous,imm ense;male,masculine A
A.synonyms
B.antonyms
C.hyponyms下位词
D.collocations
7. What are two categories of vocabulary?A
A. Receptive vocabulary and productive vocabulary
B.innate vocabulary and learned vocabulary
C.familiar vocabulary and unfamiliar vocabulary
D.new vocabulary and old vocabulary
Part II
Denotative meaning外延意义: refers to those words that we use to label things as regards real objects.
Connotative meaning内涵意义：refers to ‘the attitudes or emotions of a language user in a word and the influence of these on the listener
or reader’s interpretation of a word’.
Collocations搭配：refer to words that co-occur with high frequency and have been accepted as ways for the use of words.
Hyponyms下位词：refer to words which can be grouped together under the same superordinate concept.
Receptive/passive vocabulary: refer to words that one is able to recognize and comprehend in reading or listening, but unable to use
automatically in speaking or writing.
Productive/active vocabulary: refer to those words that one is not only able to recognize but also able to use in speech and writing.
Ways of presenting vocabulary P124
Ways of consolidating vocabulary P126-129
Developing vocabulary learning strategies P129-133
Unit 9
1. Why does listening seem so difficult?
The difficulties:
A, Quickly forget what is heard
B, Don’t recognize words they know
C, Understand the words but not the intended message
D, Neglect the next part when thinking about meaning,
E, Unable to form the mental representation from words heard.
F. Do not understand subsequent parts of input because of earlier problems.
2. What are the characteristics of the listening process?
1) Spontaneity
2) Content
3) Visual clues
4) Listener’s response
5) Speaker’s adjustment
3. What are the principles and models of teaching listening?
1) Focus on process:People must do many things to process information
that they are receiving. First they have to hear what is being said, then they have to pay attention, and construct a meaningful message in their mind by relating what they hear to what they already know.
2) Combine listening with other skills:
3)
4)
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（教师资格证考试）教育学简答题： 1、教育学的产生和发展经历了哪三个阶段？萌芽阶段；形成阶段；科学教育学阶段 2、古代学校教育具有哪些基本特征？（１）阶级性，等级性（２）非生产性（３）专门化（４）教育内容具有明显的分化趋向和知识化趋向 3、近代学校教育具有哪些基本特征？生产性；普及性；系统性；双轨制 4、现代学校教育的发展呈现出了哪些基本特征？（１）与社会联系的普遍性和直接性，（２）学制的开放性，梯形化和弹性化（３）教育的现代化（４）教育的民主化（５）科学精神和人文精神的统一性 5、生产力与教育之间的辩证关系：（１）生产力对教育的制约作用主要表现在：生产力的性质和发展水平制约着教育的类型和结构；生产力的发展水平决定和制约着教育发展的规模和速度；生产力发展水平还制着教育目的和部分教育内容；还制约着教育方法、手段、设施及形式等；（２）教育对生产力的促进作用主要表现在：教育是劳动力再生产的重要条件；教育是实现科学知识社会化和使现代科技由可能生产力转化为现实生产力的桥梁和关键；教育还是实现科学知识再生产和生产技术更新的重要手段。 6、政治与教育之间的辩证关系：政治与教育的制约作用具体表现在以下几个方面（１）影响教育目的的制定（２）影响教育制度的形成和变化（３）影响教育财政状况（４）影响受教育权利。教育具有政治功能，对政治会有一定的反作用，这种反作用主要表现在影响社会政治延续和推动社会政治生活两个方面。 7、人口对教育的影响主要表现在哪些方面？（１）人口数量影响教育发展的战略目标和战略重点的制定和实现（２）人口结构及其分布状况影响教育结构及学校布局状况。（３）学龄人口数量影响教育规模及经费使用。 8、教育对人口的影响具体体现在哪些方面？教育具有控制人口增长的作用；教育具有提高人口素质的作用；教育具有使人口结构合理化的作用。 9、童年期教育需要做好哪些方面的工作？重视培养学习习惯和学习能力；呵护儿童健康；着力增强动手能力；特别关注学习态度 10、少年期的教育应该注意些什么？重视青春期教育；丰富精神生活；鼓励独立判断独立思考 11、青年期教育主要应该注意哪三个方面？（１）学会正确认识和处理自我秘社会的关系（２）树立事业心、责任心、提高从事社会职业的素养、从事创造性活动的意识和能力（３）正确处理友谊、爱情和婚姻
教育学选择题题库
不定项选择题 1、教育学成为一门独立学科,以(B)得《大教学论》得发表为标志。 Ａ赫尔巴特Ｂ夸美纽斯Ｃ凯洛夫Ｄ苏霍姆林斯基 2、确定德育内容得依据就是(ABCD)。 Ａ当前形势得需要Ｂ德育得任务Ｃ青少年学生思想实际Ｄ学生年龄特征 3、学生就是人,就是教育得对象,因而她们(B)。 Ａ消极被动地接受教育Ｂ对外界得教育影响有选择性Ｃ毫无顾及地接受教育Ｄ能动地接受教育 4、根据教学大纲得要求,在校内外组织学生进行实际操作,将书本知识运用于实践得方法就是(D)。 Ａ练习法Ｂ实验法Ｃ试验法Ｄ实习法 5、作为一名教师,要使工作取得满意结果必须了解与研究学生,而了解与研究学生就是指了解(ABC)。 Ａ学生思想Ｂ学生品德Ｃ学生现有知识水平Ｄ学生身体素质 6、人民教师职业道德法得核心就是( C )。 Ａ热爱学生Ｂ为人师表Ｃ忠诚于人民得教育事业Ｄ团结互助 7、我国得主要教学组织形式就是(B)。 Ａ个别教学Ｂ班级授课制Ｃ现场教学Ｄ启发式教学 8、“教学与发展”得思想就是(D)提出来得。 Ａ赫尔巴特Ｂ巴班斯基Ｃ布鲁纳Ｄ赞可夫 9、课得类型就是根据( AB )来确定得。 Ａ教学目得Ｂ课得具体任务Ｃ学科特点Ｄ教学内容 10、学校教学工作得基本组织形式就是( C )。 Ａ电化教学Ｂ复式教学Ｃ课堂教学Ｄ现场教学 11、教育目得指明了受教育者得(AC)。 Ａ发展方向Ｂ发展阶段Ｃ发展结果Ｄ发展进程 12、学校得中心工作就是( B )。 Ａ思想品德教育工作Ｂ教学工作Ｃ校外活动Ｄ教师得培养工作 13、青少年身心发展得规律有:( ABCD ) Ａ顺序性与阶段性Ｂ稳定性与可变性Ｃ发展得不均衡性Ｄ个别差异性 14、下列哪些因素制约着教学内容得制定(ABCD)。 Ａ教育目得Ｂ生产力发展水平Ｃ儿童得年龄特征Ｄ教师实际水平 15、“罗森塔尔效应”反映了( D )就是教师上好课得关键。 Ａ内容正确Ｂ方法恰当Ｃ目得明确Ｄ情感深厚 16、世界上最早得教育理论著作就是( C)。 Ａ《论语》Ｂ《理想国》Ｃ《学记》Ｄ《大教学论》 17、人民教师职业道德法得核心就是(C)。 Ａ热爱学生Ｂ为人师表Ｃ忠诚于人民得教育事业Ｄ团结互助 18、课得类型就是根据( AB )来确定得。 Ａ教学目得Ｂ课得具体任务Ｃ学科特点Ｄ教学内容 19、按教学得任务分,课得类型有( CD )。 Ａ谈话法Ｂ复习课Ｃ单一课Ｄ综合课 20、最早应用“启发式”进行教学得中外教育家分别就是( A )。 Ａ孔子苏格拉底Ｂ孔子亚里斯多德Ｃ孟子柏拉图Ｄ朱喜苏格拉底 21、“教学过程最优化”得思想就是( C )提出来得。 Ａ赫尔巴特Ｂ布鲁纳Ｃ巴班斯基Ｄ赞可夫 22、班集体形成得条件与前进得动力就是( A )。 Ａ共同得奋斗目标Ｂ班主任得要求Ｃ班级内部得矛盾斗争Ｄ共同得活动 23、美育就就是对学生进行( A )。 Ａ审美教育Ｂ五讲四美教育Ｃ美好生活教育 D 美好思想教育 24、“体者,载知识之车寓道德之舍也。”这话就是( B )说得。 Ａ周恩来Ｂ毛泽东Ｃ蔡元培Ｄ王国维 25、一学生决心改掉迟到得毛病,遵守学校纪律,可冬天一到、她迟迟不肯起床,结果又迟到了。对该生得教育应该培养( C )。
王蔷主编的《英语教学法教程》第二版-unit1
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
(完整版)旅游学概论期末试题(附答案)
旅游学概论期末试题（附答案） 旅游学概论题库六 一.填空 1. _______________________________________ 促发一个人进行旅游活动的内在因素是 ______________________ 。 2. ___________________________________________ 人类历史上最早的旅游活动始于经济目的的 __________________ 旅行， 而非 ___ 旅行。 3. ________________ 在西方国家中，人们往往根据旅行社的业务范围，将其划分为旅游批发商和。 4. _________________________ 我国最早成立的旅行社是年成立的 _________________________ 5. ________________________ 在所有旅游收入中储蓄量及用于进口和其他对外支付的数量越大，乘数效应也就越。 6. ___ 以为观因素为标准对旅游市场进行划分是一种侧重于的划分。 7. ___________________________________ 旅游资源在开发首要遵守的原则是 _________________________ ，它影响与决定 着旅游业的生存与发展。 二. ___________________________ 单选 1. _________________________ 一个人的收入扣除全部纳税以及
社会消费和日常生活之必须消费之后所余下的收入是。 A.可支配收入 B.可随意支配合收入 C.旅游消费 D.收入水平 2. 延长旅游点生命周期的根本办法，是 A.市场宣传 B.降价出售 C.连续发展 D.延长成熟期 3. 下列划分旅游市场的标准中，属于微观标准的是 A.游客的来访目的 B.省行政区划 C.市行政区划 D.地区行政区划 4. 从来华旅游人次的绝对数上看，据我国旅游业的第一大客源国的是 A.美国 B.英国C德国D.日本 5. 判定一个企业或行业是否属劳动密集型的标准是 A.其雇用的职工人数的多少 B.其工资成本在其全部营业成本 中所占比例的高低 C.工资成本的多少 D.其投资数额与职工人数的比例大小 6. 旅游现象的____ 特征将要在旅游高等教育的教学和学术 活动中反映出来，这个特征将使旅游高等教育涉及较多的专业范围 A.经济 B.多元系统结构 C.文化 D.社会 7. 德国学者葛留克斯曼( G .Glvcksmann )认为，应当从_______ 的角度去考察旅游现象 A.经济学 B.人类学 C.不同科学 D.社会学 8.1855年，托马斯?库克组织了从英国华斯特前往法国巴黎的旅游，开创了 _________ A.洲际旅游 B.国际旅游 C.国际包价旅游 D.团体旅游
教育学题库(含答案)
一、解释概念术语 1、教育学：教育学是研究教育现象、揭示教育规律的一门育人科学。 2、教育：教育是一种培养人的社会实践活动。 3、广义的教育：泛指一切有意识影响人、培养人的活动，包括个体从出生到死亡所接受的一切有目的的社会生活影响的总和。 4、狭义的教育：是指通过专门的教育机构（学校）进行的有目的、有计划、有组织的教育过程，即教育者根据一定社会（或阶级）的需要，根据受教育者身心发展的规律，在受教育者积极参与下，对受教育者施加有目的有计划有组织的影响，使其成为一定社会所需要的人的社会实践活动。 5、基础教育：又称国民基础教育，是培养公民基本素质的教育，是对国民实施的基本普通文化教育，也是为继续升学和就业打好基础的教育。 6、素质教育：素质教育是以开发儿童身心潜能，完善和全面提高新一代合格公民应具备的基本素质为出发点和根本目的的教育。 7、义务教育：义务教育是国家用法律形式予以规定，要求适龄儿童、少年必须接受，国家、社会、学校、家庭必须予以保证的国民教育。 8、人的社会化：指通过教育活动使人的发展符合社会的要求，从自然人发展为社会人。 9、教育先行：就是要求教育要面向未来，使教育在适应现存生产力和政治经济发展水平的基础上，适当超前发展。其一是教育投资增长速度上适当超前，其二是在人才培养的目标和内容上适当超前。 10、教育的相对独立性：是指教育一方面随社会的演变而发展变化，另一方面教育又有其自身的规律，具有相对独立性。教育的相对独立性有两层意思：一是指每一时代的教育与先前时代的教育有历史继承关系，与同时代不同社会的教育有相互交流和借鉴的关系；二是指教育与同一时期的生产力和社会政治经济制度之间的不平衡性。 11、人（儿童）的发展：是指一个人（儿童）从出生到成熟随年龄增长身体和心理两方面发生的不断发展完善的变化过程。身体的发展包括机体的正常发育和体质的增强；心理的发展包括智力和个性心理品质的发展。 12、年龄特征：年龄特征是指人（儿童）在身心发展的一定年龄阶段中表现出来的一般的、典型的、本质的特征。 13、教育方针：教育方针是国家在一定历史时期提出的教育工作发展的总方向和总目标，是教育基本政策的总概括。 14、教育目的：教育目的是教育主体对于其所希望达成的结果的设定，是培养人才的总的质量标准和规格要求。教育目的是一切教育活动的出发点和归宿。 15、培养目标：培养目标是各级各类学校培养人才的质量规格，是教育目的的具体体现。 16、人的全面发展：是指人的体力和智力的充分、自由的发展和运用，同时也包括思想道德、审美情趣、个性品质等多方面的充分发展。 17、全面发展的教育：是指为促使人的身心全面发展而实施的教育。全面发展的教育包括德育、智育、体育、美育和劳动技术教育。 18、德育：德育是使受教育者形成一定思想品德的教育。包括思想教育、政治教育、道德教育、法纪教育和心理品质教育。
英语教学法教程-王蔷主编
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：
《旅游学概论》总复习题及参考答案
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