最新《英语教学法教程》857试题库(附答案)

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____

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

D. Communicative teaching

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

A. Language 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

experiences B. Learning the received knowledge

A. Learning from o ther’ｓ

own experiences as a teacher

C. Learning from one’ｓ

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 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.

Unit 2

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

B. Communicative 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

A. Communication principle, task principle and meaningful principle

B. Communication principle, accuracy principle and meaningful principle

C. Communication principle, fluency principle and meaningful principle

D. Communication 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

Part 2 answer 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.

Unit 4

Part 1 Read 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

D. Used 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

Part 2 answer 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

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Unit 1 Language and language learning 1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。语言学习目标是掌握这些元素。 In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际 / 功能观，语言是表达功能性意义的载体。虽然语法特点依然包括在内，但更强调语言的语义和交际层面。因此语言学习目标是学习表达通讯功能和意义类别。The last one is the interactional view of language, it sees language is the means for establishing and maintaining relationship between people, and for performing social transactions between individuals. So the target of language learning is initiate and maintain conversations with others. 交际观，语言是建立和维持人与人关系，执行社交的方法。语言学习目标，发起并维持对话 1.3 views on language learning and learning in general 课本定义 1.4 elements contribute to qualities of a good language teacher 1.5 how can one become a good language teacher? Unit 2 Communicative principles and task-based language teaching The ultimate goal of foreign language teaching is: to enable the learners to use the foreign language in work or life. 2.2 communicative competence

王蔷主编的《英语教学法教程》第二版-unit1

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英语教学法教程-王蔷主编

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