《中学英语教学论》答案

中学英语教材教法一、选择题(1×50=50)5.普通语言学可以帮助人们认识和掌握英语教学的______。

A.方法和机能B. 目的和一般规律C. 难点和重点D. 母语和英语的关系7.理解和全面贯彻______是完成英语教学任务的根本保证。

A. 英语教学原则B. 英语教学目标C. 英语教学模式D. 英语教学方法8.社会语言学为_____的产生奠定了理论基础。

A.任务型教学法B. 听说法C. 认知法D. 交际法10.要尽量让学生在____中学英语、听英语、说英语、读英语、写英语和用英语。

A. 课堂教学B. 真实情景C. 老师讲解D. 听说读写11.在我们提倡和推进听、说、读、写综合训练的同时，还应当侧重培养学生的______。

A. 倾听能力B. 表达能力C. 阅读能力D. 写作能力12.中国英语教学要坚持_____的教学原则。

A. 利用本族语B. 控制使用本族语C. 利用和控制使用本族语D. 完全使用英语13.课堂教学要增加语言实践活动的____，提高效率，以减轻学生的课外负担。

A. 丰富性B. 深入性C. 活泼性D. 广度和深度14.为学生提供更多的阅读或独立理解材料应该是_______。

A. 已经学过的B. 简单熟悉的C. 难度较高的D. 能够理解又略高于现有能力的15.语言输出的能力就是学生对所学语言进行______的能力。

A. 复用、表达B. 理解、认识C. 翻译、阅读D. 听说、写作16．在课程所包括的教材、教师、学生、环境这几个要素中，_____是最重要的因素。

A. 教材和环境B. 教师C. 学生D. 教师与学生17．在英语的听、说、读、写这四种技能中，_____ 于接受技能，_________产出技能。

A. 听和说，读和写B. 听和读，说和写C. 读和说，听合写D. 听，说、读和写18. 新课程的基本理念之一是突出____主体，尊重学生个体差异。

A. 教师B. 教材C. 课程D. 学生19. 形成性评价应是____评价方式。

英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，以下哪项不是教学目标的范畴？A. 语言知识B. 语言技能C. 情感态度D. 学习策略2. 根据克拉申的输入假说，语言习得的最佳条件是什么？A. 学习者对语言材料的理解B. 学习者对语言材料的重复C. 学习者对语言材料的注意D. 学习者对语言材料的翻译3. 以下哪个教学模式强调了学生中心和自主学习？A. 任务型教学B. 交际教学C. 语法翻译法D. 翻译教学4. 在英语教学中，以下哪项不是有效的课堂管理策略？A. 明确规则B. 积极反馈C. 忽视学生D. 及时纠正错误5. 英语教学中的“TPR”教学法是指什么？A. 任务反应教学B. 总过程反应教学C. 肢体反应教学D. 测试准备教学二、填空题（每空1分，共10分）6. 克拉申的________假说认为，语言输入应该是“可理解的”，即略高于学习者当前水平。

7. 英语教学中的“TBLT”是指________，这是一种以任务为中心的教学方法。

8. 教师在课堂上使用________可以提高学生的参与度，激发学生的学习兴趣。

9. 英语教学中，教师应该鼓励学生使用________来表达自己的观点和想法。

10. 教学评价的目的是________，以促进学生语言能力的发展。

三、简答题（每题10分，共20分）11. 简述英语教学中“以学生为中心”的教学理念。

12. 描述一下在英语教学中如何实施“形成性评价”。

四、论述题（每题15分，共30分）13. 论述英语教学中文化意识的重要性及其在教学中的应用。

14. 分析现代技术在英语教学中的应用，并讨论其对提高教学效果的影响。

五、案例分析题（20分）15. 阅读以下教学案例，分析教师的教学策略，并提出可能的改进建议。

案例描述：某英语教师在教授高中英语课程时，发现学生对英语语法的学习兴趣不高。

为了提高学生的学习兴趣，教师决定采用游戏化教学方法。

在课堂上，教师设计了一个语法游戏，让学生通过角色扮演和小组竞赛的方式，学习并应用英语语法规则。

华中师范大学网络教育学院《英语教学论》练习测试题库及参考答案题型判断正误填空名词解释简答论述分值2020103020每小题分值1253*5, 5*320每套题题量2010281总题量804010405答题时间2020103020判断题1. Language is a logical system.nguage is capable of producing new forms and meanings.3.Minimal pairs are pairs of words that differ only in one sound.4.The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5.In general, a rising intonation is seen as being more impolite that a falling one.6.Conscious knowledge of rules does not help acquisition according to Krashen.7.The goal of foreign language teaching is to produce over-users of monitor.8.Krashen believes that adults are better language learners, while children are better language acquirers.9.For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10.The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11.One function of a language can only be expressed by one structure.12. A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.ually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14.The stages of a lesson overlap.15.At each stage of the lesson, activities focus on all four skills.16.Lesson plans are useful only before the lesson.17.If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18.There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson. 19.In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20.It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21. A real good lesson plan should be long and complicated with detailed lesson notes.22.Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23.All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24.Writing a comment after each lesson is a useful habit for a teacher to get into.25.It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26.Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27.The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28.The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.29.In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.30.The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31.Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32.Learning is more effective when the learners are actively involved in the learning process.33.With regard to syllabus design, the Communicative Approach emphasizes topics.34.Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35.The Total Physical Response method emphasizes comprehension and the use of physical actions to teacha foreign language at an introductory level.36.The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37.In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38. A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39.The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40.The vowel is produced without (or with little) restriction during its production and is always voiced.41.Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42.Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.43. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44.The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45.Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46.Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.ually low key is used for emphasis and contrast; mid key indicates an expected, neutral attitude; and low key provides low information.48.Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is usedfor questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.49.The most powerful signal of stress is a change of pitch on the vowel.50.Syllables are short when they are stressed.51.Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.52.Metaphor is a way of talking about one thing in terms of another. It is a device for creating and extending meaning.53.The relationship between the spoken and written word is identical in English.54.Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55.Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56.An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57.An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58.In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59.In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60.The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61.If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62.An important part of the skill of listening is being able to predict what the speaker is going to say next63.In an English class we are usually concerned with casual listening.64.It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65.Students almost always enjoy listening to stories.66.If the teacher were talking too much in class the students would not be learning.67.Listening activities can only be conducted with the whole class.68.When the students listen to recorded materials there is very little opportunity for immediate interaction.69.Silent reading involves looking at the text and saying the words silently to yourself.70.There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.71.To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.72.The teacher can help the students to read a text by reading it aloud while they follow in their books.73.Normally when we read our eyes flick backwards and forwards over the text74.In order to understand a text well, it is absolutely necessary to understand every word in the first place.75.Authentic materials can only be used in the classroom for beginners.76.Texts are usually used in English classes for two main purposes: as a way of developing readingcomprehension and as a way of learning new language.77.Through reading the students not only learn new language, but also develop their reading skills.78.When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79.Planned conversations usually degenerate into silence or involve only a small number of students.80.If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.判断题答案1.F2.T3.T4.T5.F6.T7.F8.T9.T10.F11.F12.F13.F14.T15.F2.16.F17.T18.T19.T20.F21.F22.T23.T24.T25.F26.T27.T28.T29.T30.T31.T32.T33.F34.F35.T36.F37.F38.T39.T40.T41.T42.T43.F44.T45.F46.T47.F48.T49.T50.F51.T52.T53.F54.T55.F56.F 57.T 58. F59.T 60.T61.F62.T63.F64.T65.T66.F67.F68.T69.F70.F71.F72.F73.T74.F75.F76.T77.T78.T79.T80.T填空题1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.2.Linguistics is the study of language as a system of human ____.3.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4._____ is the study of second and foreign language teaching and learning.5.Sociology is the study of language in relation to ____, such as social class, educational level and so on.6.At a macro level, society and community influence classroom teaching ____.7.The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8.The goals for secondary education are ____ from those for higher education.9.Syllabus determines teaching aims, objectives, contents and ____.10.Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11.The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.12.The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13.The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14.According to the functionalists, language has three functions: ____, expressive, and social.15.____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16.According to Skinner, language behavior can only be studied through observation of the ____ factors.17.According to the behaviorists, all learning takes place through ____.18.Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19.The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20.Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21.If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______ .22.The cardinal rule means _________________ .23.“Knowing English” must mean knowing how to __________ in English.24.The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25.The attitudinal and emotional factors can be expressed in an item of vocabulary. These are often referred to as ____.26.____ refers to varieties of language defined by their topic and context of use.27.Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.28.There is a lack of consistency between ____ and pronunciation in English.29.Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30.The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms. Each form is the ____ of the grammarian’s analysis.31.Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32.When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33.The complex form-function relationship is not a simplified, a one-to-one ____.34.________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35.________ is often described as the music of speech—the way the voice goes up and down as we speak.36.Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37.At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38.When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.39. A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.40.The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.填空题答案1.pedagogymunicationnguage4.Applied linguistics5.social factors6.indirectly7.economic8.different9.methods10.principles11.functional12.structural13.SVO14.descriptive15.Syntax16.external17.habit formation18.behavior19.interplay20.universal grammar21.topic 22.one thing at a municatee25.connotation or affective meaning26.Register27.hyponyms28.spelling29.structure30.product nguage use 32.skill33.correspondence, or: relationship34.Sounds35.Intonation36.structure37.the grammar-translation method38.approach39.method40.overgeneralization名词解释题目1.Approach2.technique3.method4.methodology5.sociolinguistics6.SR-model7.phoneme8.casual listening9.The Audiolingual Method10.The Communicative Approach名词解释答案1. When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2. When we talk about a technique, we mean a procedure used in the classroom. Techniques are the tricks in classroom teaching.3. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4. Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5. Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6. SR-model refers to a connection which is established between a stimulus or stimulus situation (s) and the organism’s response (R) to this stimulus.7. A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature.8. When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.9. The Audiolingual Method is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.10. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.简答题1.How do you understand the difference between approach, method, and technique?2.What are the three views of language that support popular foreign language teaching?3.What are the elements with which a method is concerned?4.What are the points of concern of methodology?5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacherhave in order to do his/her job well?6.In what sense can an understanding of the context of education contribute to language teaching andlearning?7.Why do we say assessment has great backwash effects on foreign language teaching and learning?8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?9.Does Krashen’s theory of second language acquisition begin with theories, or with data?10.What is the role of formal learning according to the monitor hypothesis?11.According to Krashen, there is only one way for human to acquire language. What is it?12.What is the function of the affective filter?13. What are some of the main stages of a lesson?14. What is the focus of a Grammar-Translation classroom?15. What language skills are emphasized by the Grammar-translation Method?16. What are the main techniques used in a Grammar-Translation classroom?17. What specific aspects does communicative competence include?18. What language skills are emphasized by the Direct Method?19. How should language rules be learned according to the Direct Method?20. Why is first language forbidden in a Direct Method classroom?21. How can we describe the main proficiency goal of the teaching and learning of pronunciation?22. What kind of words tend to be stressed, and what kind of words tend to be unstressed?23. Why should we teach pronunciation and intonation in context?24. What are the two functions of intonation?25. What are the techniques which you can use to teach intonation in a meaningful way?26. What kind of knowledge do you need to have if you say you know a word?27. What are the three main forms of word building in English?28. How do you decide whether a word should enter the students’ active or passive vocabulary?29. What are the six principles to remember when presenting new vocabulary in class?30. What tricks can a teacher teach his students to use to memorize vocabulary?31. What is the relationship between the grammatical forms of a language and their communicativefunctions?32. What are the three different views on grammar teaching?33. What is the major difference between deductive learning of grammar and inductive learning ofgrammar?34. What are the two objectives in presenting a new structural item?35. What are the factors that contribute to successful practice of grammar?36. Why is listening important in learning English?37. What’s the difference between casual listening and focused listening?38. What are some of the advantages of using a cassette recorder?39. What kind of questions should we ask our students when we want to give them a reason to read?40. Why do we say that reading aloud is not very useful for reading a text in class?简答题答案1.When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning. When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure. A method will consist of a number of techniques, probably arranged in a specific order. The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes. If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.They are the structural view; the functional view and the interactional view.3.There are six elements:1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials; and6.the techniques and procedures to use.4.The points of concern of methodology include:a. the study of the nature of language skills (eg. reading, writing, speaking, listening) and procedures forteaching themb. the study of the preparation of lessons plans, materials, and textbooks for teaching language skillsc. the evaluation and comparison of language teaching methods (eg. the Audiolingual Method)d. such practices, procedures, principles, and beliefs themselves. (Richards, et al, 1985: 177)5.He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy. He should also know that a lot of variables influence classroom teaching. Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching. If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6.Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method. Other things influence English language teaching (ELT) greatly. Refer to the nine variables discussed in the text.7.Both positive and negative backwash effects. Assessment can provide teachers with feedback for lesson planning and remedial work. Students can also get information about their learning and progress, thereforehave a sense of achievement. Through assessment they get to know their problems and areas for further study and improvement. However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Krashen’s theory of second language acquisition begins with theories or assumptions, not with data. He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. Acquisition initiates the speaker’s utterances and is responsible for fluency. Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.By understanding meaningful messages or comprehensible input; the formula is i + 1.12.According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it. The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence; if the filter is “up”, the input is blocked and does not reach the LAD. Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”13.Here are some of the main stages of a lesson:a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way. Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely. Like practice,production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or thestudents listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or asa preparation for a new presentation.<0225>14.The focus of a Grammar-Translation Method is grammar. The process of learning grammar is considered an important means of training mental abilities. The teaching materials are arranged according to the grammatical system.15.Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study. This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1) Reading, 2) Translation, 3) Deductive teaching of grammar, 4) Analysis and comparison, 5) Memorization, 6) Reading comprehension questions, and 7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.Communicative competence includes:a) knowledge of the grammar and vocabulary of the language,b) knowledge of rules of speaking (eg. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations),c) knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations,d) knowing how to use language appropriately.18.Conversational skills are emphasized, though the teaching of all four skills is considered important. Reading and writing exercises should be based upon what the students have practiced orally first. Pronunciation is paid attention to from the beginning.19.Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned. Students work out the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best be learned by being used actively in the classroom.20.The direct methodologists view foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language form s and meanings in the target language. Mother tongue is considered as an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learn the rules, but to provide direct practice in speaking and listening。

英语教学论课后答案问：创业者在撰写创业计划书前，需要思考和研讨如下问题：答：行业定位经营策略竞争形势分析目标客户企业选址问：一般而言,利率变化要滞后于通货膨胀。

( )答：√问：按照创业机会的来源可以将创业机会分为哪三种机会?()答：问题型机会组合型机会趋势型机会问：用人单位招用与其他用人单位尚未解除或者终止劳动合同的劳动者，给其他用人单位造成损失的，应当：（）答：C问：资源整合原则。

答：识别利益相关者及其利益构建共赢的机制维持信任长期合作问：新创企业股权分配的目标是：（）答：激励公平问：熟语“悟入必自功夫中来”。

这句话指的是一种什么精神？答：专注的钻研精神问：下列属于封闭式问卷优点的是答：可用于探索性研究问：下列（）不属于大数据的4V特征。

答：Volum问：下列选项中，问卷设计的排序原则包括（）。

答：ABCDF问：创业者在销售方面的主要问题是服务对象()答：不明确问：对于程度低发生频率也比较低的风险可以采用风险抑制的方式应对。

答：错问：智慧职教: 责任意识是一种自觉意识，是清楚明了地知道什么是责任，并自觉、认真地履行社会职责和参加社会活动过程中责任，把责任转化到行动中去的心理特征。

答：1问：“自我实现人”是马斯洛提出的。

（）答：√问：下列词中哪些词属于近代音？答：麻婆豆腐麻雀问：员工违反规章制度给企业造成经济损失和败坏企业声誉，企业可以分别予以警告，罚款，降职:（），辞退，开除等处罚；答：留用察看问：数组A[0..4,-1..-3,5..7]中含有元素的个数________。

答：<p>45</p>问：下列属于组织转型涉及到的层面是()。

答：职能转变流程再造架构改革公众与政府关系的重构问：0.7-1是个人创业能够提供的岗位数量。

()答：错误问：信息化战争对于信息的高度依赖需要（）的全力保障。

答：空间系统。

英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应注重培养学生的哪种能力？A. 应试能力B. 交际能力C. 语法分析能力D. 词汇记忆能力答案：B2. 以下哪项不是语言输入理论的组成部分？A. 可理解性输入B. 语言输出C. 语言习得D. 语言输入答案：C3. 交际语言教学法强调的是？A. 语言形式B. 语言功能C. 语言结构D. 语言规则答案：B4. 任务型语言教学法的核心是？A. 语法练习B. 词汇记忆C. 语言技能D. 完成具体任务答案：D5. 以下哪项不是英语教学中常用的教学方法？A. 直接法B. 翻译法C. 情景法D. 语法翻译法答案：D二、填空题（每题2分，共20分）1. 英语教学中，教师应通过______来激发学生的学习兴趣。

答案：多种教学活动2. 语言输入假说认为，语言习得需要______的输入。

答案：可理解性3. 交际语言教学法认为，语言教学的目的是让学生能够进行______。

答案：有效交际4. 任务型语言教学法强调通过______来学习语言。

答案：完成任务5. 英语教学中，教师应注重培养学生的______能力。

答案：自主学习能力三、简答题（每题10分，共30分）1. 简述任务型语言教学法的主要特点。

答案：任务型语言教学法的主要特点是将语言学习与实际使用结合起来，通过完成具体任务来促进语言知识的学习与应用。

2. 描述一下英语教学中如何有效地进行词汇教学。

答案：有效进行词汇教学的方法包括：使用上下文来教授词汇；通过多种活动让学生在实际语境中使用新词汇；鼓励学生使用词汇进行创造性写作或对话。

3. 论述英语教学中教师角色的变化。

答案：在英语教学中，教师的角色从传统的知识传授者转变为引导者、组织者和促进者，更多地鼓励学生自主学习，参与讨论和合作学习。

四、论述题（每题30分，共30分）1. 结合实际，论述英语教学中如何培养学生的跨文化交际能力。

答案：在英语教学中，培养学生的跨文化交际能力可以通过以下方式实现：首先，教师可以引入不同文化背景的阅读材料，让学生了解不同文化的特点；其次，通过角色扮演、模拟对话等活动，让学生在实际语境中练习跨文化交际；再次，鼓励学生参与国际交流项目，直接与不同文化背景的人交流；最后，教师应培养学生的批判性思维能力，帮助他们理解和尊重文化差异。

中学英语教学理论与实践答案一、名词解释11.学习策略, 是指在学习情景中, 学生对学习任务的认识, 对学习方法的调整和对学习过程的调控。

2. 文化意识是指对"语言国家的历史地理、风土人情、传统习俗、生活习惯、生活方式、文学艺术、行为规范、价值观念等”的认识。

3. 语法翻译法( The Grammar-translation Method)这是一种以语法、词汇为主, 经过阅读材料进行译入、译出练习, 并借以培养学生阅读文学作品能力的教学方法。

4.形成性评价指在教学过程中为了获得有关学习的反馈信息, 对学生所学知识的掌握程度所进行的系统评价, 是针对学生的学习行为与能力发展所进行的过程性评价, 是教学过程的有机组成部分。

5. 所谓非智力因素是指智力因素以外的一切心理因素, 包括学习需求、学习动机、学习态度、学习兴趣及学习者的性格、意志、年龄、学习方式和学习习惯等。

6. 外语学习的需求因素包括学习的外部诱因和内部需求。

前者指由外部动力推动或受外部情境支配而产生的需求, 如社会发展和环境变化所引起的需求; 后者指由学习者内部动力促发, 受心理支配而产生的需求, 如对知识、情感和成就的需求等。

7. 外语学习动机是激发学生朝着外语学习目标前进的心理动因和心理倾向。

外语学习动机能够分为"远景动机"和"近景动机"。

前者是指与学习结果和社会责任相联系的动机, 与宏观诱因相关。

例如, 为祖国富强、为提高个人文化素质和道德水平、立志将来有所作为等而学习外语; 后者是指于学习活动和具体行为目标相联系的动机, 与内部需求紧密相连。

8. 成长记录袋(Portfolio)亦称成长档案袋和学习文件夹, 是记录学生学习过程与成果的一种工具。

成长记录袋是一个有用的评价工具, 能够用于总结性评价, 更能够用于形成性评价, 有时也能够用于选拔。

根据档案袋中记录内容的不同, 记录袋能够分为两种, 一种是成果型记录袋, 另一种是过程型记录袋。

华师16秋《英语教学论》在线作业答案一、断定题（共50 道试题，共100 分。

）V 1.Th vowl is prou without (or with littl) rstrition uring its proution n is lwys voi.. 过错. 准确尺度谜底：2.Listning tivitis n onlyonut with th whol lss.. 过错. 准确尺度谜底：3.Lsson plns r usful only for th lsson.. 过错. 准确尺度谜底：4.Th most ovious hrtristis of th ommunitiv pproh is tht lmost vrything tht is on is on withommunitiv intnt.. 过错. 准确尺度谜底：5.Krshn livs tht ults r ttr lngug lrnrs, whil hilrn r ttr lngug quirrs.. 过错. 准确尺度谜底：6.It is pt y most xprts of forign lngug thing tht th Grmmr-Trnsltion Mtho origint from th 16th ntury. . 过错. 准确尺度谜底：7.It is importnt for th thr to show stunts how sy it is to unrstn somthing from uthnti mtrils rthr thn how iffiult it is to unrstn vrything.. 过错. 准确尺度谜底：8.Of th four possil tun movmnts, high fll is us for sttmnts n wh-qustions; high ris is us for qustions sking for rptition of somthing; low ris is for ys/no qustions, t. n fll ris is for orrtions n polit ontritions.. 过错. 准确尺度谜底：9.Mtphor iswy of tlking out on thing in trms of nothr. It isvi for rting n xtning mning.. 过错. 准确尺度谜底：10.If th hosn topi foronvrstion lsson is too gnrl it will not xit th stunts, if it is too spifi som stunts willintrst, n othrs not.. 准确尺度谜底：11.For Krshn, th fftiv filtr is th prinipl sour of iniviul iffrn in son lngug quisition.. 过错. 准确尺度谜底：12.Th thr n hlp th stunts to rtxt y ring it lou whil thy follow in thir ooks.. 过错. 准确尺度谜底：13.Until th 16th ntury Ltin ws tught through tiv us of sph n writtn txt without grmmr nlysis.. 过错. 准确尺度谜底：14.Through ring th stunts not only lrn nw lngug, ut lso vlop thir ring skills.. 过错. 准确尺度谜底：15.Whn th stunts listn to ror mtrils thr is vry littl opportunity for immit intrtion.. 过错. 准确尺度谜底：16.Th nturl orr hypothsis is prsum y Krshn toth rsult of th lrn systm, oprting fr of onsious grmmr. . 过错. 准确尺度谜底：17.Miniml pirs r pirs of wors tht iffr only in on soun.. 过错. 准确尺度谜底：18.Th thory of lngug unrlying th Grmmr-Trnsltion Mtho ws riv from omprtiv Historil Linguistis.. 过错. 准确尺度谜底：19.uthnti mtrils n onlyus in th lssroom for ginnrs.. 过错. 准确尺度谜底：20.Pith is prou y frquny of virtion of th vol ors. Th highr th frquny, th highr th pith.. 过错. 准确尺度谜底：21.In orr to kp stunts intrst in lrning nglish it is importnt to inluvrity of tivitis n thniqus in th lsson.. 准确尺度谜底：22.If th thr uss th sm thniqus, som stunts my not hv th hn to lrn in th wy tht suits thm st.. 过错. 准确尺度谜底：23. norml lsson shoul hv th ll th stgs isuss in this unit n th stgs shoulin fix orr.. 过错. 准确尺度谜底：24.Smntiztion mns tht vry nw wor shoulprsnt in suhwy tht its mning oms lr to th lrnr.. 过错. 准确尺度谜底：25.Writingommnt ftr h lsson isusful hit forthr to gt into.. 过错. 准确尺度谜底：26.Th k-hining thniqu mns th stunts rptsntn ftr th thr, strting from th n prt of th sntn n moving towrs th ginning.. 过错. 准确尺度谜底：27.Ingrmmr-trnsltion mtho lssroom, ring n writing r th mjor fous; littl or no systmti ttntion is pi to spking or listning, us litrry lngug is onsir suprior to spokn lngug n is thrfor th lngug stu. 过错. 准确尺度谜底：ullylsson shoul fous on prtiing on singl skill so tht th stunts n vlop tht skill sussfully.. 过错. 准确尺度谜底：29.Th Totl Physil Rspons mtho mphsizs omprhnsion n th us of physil tions to thforign lngug t n introutory lvl.. 过错. 准确尺度谜底：30.If th thr wr tlking too muh in lss th stunts woul notlrning.. 过错. 准确尺度谜底：31.Th rltionship twn th spokn n writtn wor is intil in nglish.. 过错尺度谜底：32.Th wys in whih wors follow on nothr n r rlt to on nothr is ll th syntgmti imnsion of lngug, th imnsion of “hining” or “squning”.. 过错. 准确尺度谜底：ully low ky is us for mphsis n ontrst; mi ky inits n xpt, nutrl ttitu; n low ky provis low informtion.. 过错. 准确尺度谜底：34.Thr is no on solutly orrt wy to rw uplsson pln n h thr will i wht suits him or hr st, ut ll goo lsson plns givlr pitur of wht th thr intns to o in th lsson.. 过错. 准确尺度谜底：35.Th most powrful signl of strss ishng of pith on th vowl.. 过错. 准确尺度谜底：36.Fk rfrs to ny informtion whih provisrport on th rsult of ommunition whih tks pl not only twn th listnr n th spkr.. 过错. 准确尺度谜底：37.Th Silnt Wy is s on th prmis tht th stunts shoulsilnt s muh s possil in th lssroom.. 过错. 准确尺度谜底：38.Lngug islogil systm.. 过错. 准确尺度谜底：39.To unrstnwor, you hv to r ll th lttrs in it; to unrstnsntn you hv to r ll th wors in it.. 过错. 准确尺度谜底：40.Th im of th prti stg is to us th lrnrs to sor th strutur thoroughly.. 过错. 准确尺度谜底：41.Thniqus for grouping itms of voulry fll into thr gnrl tgoris: smnti fils, phonologil sts n grmmtil sts. Grouping itms rlt y topis, for xmpl, typs of fruit, longs to th smnti fils.. 准确尺度谜底：42.In Hmmr’s fiv-stp mol, th purpos of “liittion” is to provi th thr with f k s to wht to o nxt.. 过错. 准确尺度谜底：43.Silnt ring involvs looking t th txt n sying th wors silntly to yourslf.. 过错. 准确尺度谜底：44.Th gol of forign lngug thing is to prou ovr-usrs of monitor.. 过错. 准确尺度谜底：45.ll goo lsson plns givlr pitur of wht th thr intns to o in th lsson.. 过错. 准确尺度谜底：46. phonm is th smllst istintiv soun unit, inpl of hng in iffrnt phonti nvironmnts.. 过错. 准确尺度谜底：47.Vowls r form minly y th position of th tongu n, sonrily, y th shp of th lips n movmnt of th jw.. 过错. 准确尺度谜底：48.If w sk th lss to listn n w sk th qustions ftrwrs, w r hlping thm improv thir listning skill in.. 过错. 准确尺度谜底：49.n xris with htrognity n lso hvpositiv fft on lrnr ttitu n motivtion. It provis n opportunity for th thr to giv slowr or lss onfint stunts th pprovl n nourgmnt thy n.. 过错. 准确尺度谜底：50. rl goo lsson pln shoullong n omplit with til lsson nots.. 过错. 准确尺度谜底：。

1．第1题One influential idea about language teaching based on Chomsky’s theory is that students should be allowed to ___ sentences based on their understanding of certain rules, which idea is clearly in opposition to the audio-lingual method.A.imitate oth er people’sB.explain the grammar rules ofC.ｃreate their ownD.ignore the existence of您的答案：C题目分数：2.0此题得分：2.02．第2题According to Ur, the six factors contribute to successful practice include pre-learning, volume ａnd repetition, success-orientation, heterogeneity, teacher assistance, ａnd ___.A.interestB.accuracyC.fluencyplexity您的答案：A题目分数：2.0此题得分：2.03．第3题When practising sounds, the activities “using minimal pairs”, “which ｏrder”, “same ｏr different” ａnd “odd one out” belong to the categｏry of ___.A.perception practiceB.production practiceC.perception ａnd production practicesD.perception ｏr production practice您的答案：A题目分数：2.0此题得分：2.04．第4题Role-playing through cue dialogues, role-playing through situation ａnd goals, ａnd role-playing through debates ｏr discussion are examples of ___.A.mechanical practiceB.drilling languageC.pre-communicative activit iesD.social interaction activities您的答案：D题目分数：2.0此题得分：2.05．第5题One of the reasons why the deductive method is criticized is that ___ in the method.nguage is taught in a contextB.much attention is paid to meaningC.the practice is often mechanicalD.not enough explanation is provided您的答案：C题目分数：2.0此题得分：2.06．第6题In Hymes’s words (1979), there are ‘___ without whichthe rules of grammar would be ｕｓｅless’, which simply means, besides grammaticalrules, language ｕｓｅ is governed by rules of ｕｓｅ, which ensures that the desiredor intended functions are performed ａnd the language ｕｓｅd is appropriate to thecontext.A.rules of formsB.rules of ｕｓｅC.formsD.functions您的答案：B题目分数：2.0此题得分：2.07．第7题Those words that one is not only able to recognize but also able to ｕｓｅ in speech ａnd writing are considered as one’s ___.A.receptive ｏr activeB.productive ｏr passiveC.receptive ｏr passiveD.productive ｏr active您的答案：D题目分数：2.0此题得分：2.08．第8题According to Nation (2001) productive knowledge of vocabulary involves the following except ___.(1) being able to say it with correct pronunciation ａnd stress(2) being able to produce words that commonlyoccur with it(3) being able to recognize the typicalcollocations(4) being able to produce synonyms ａndopposites for itA.(1)B.(2)C.(3)D.(4)您的答案：C题目分数：2.0此题得分：2.09．第9题Jane Willis holds that the conditions for language learning are exposure to a rich but comprehensible language put, ___ of the language to do things, motivation to process ａnd ｕｓｅ the exposure, ａnd instruction in language.A.chancesB.ｕｓｅC.contextD.knowledge您的答案：B题目分数：2.0此题得分：2.010．第10题When teaching grammar, if the teacher follows the sequence of teaching activities of “teacher’s presentation of an example → explanation of the rule →students’ practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.011．第11题One of the reasons why the deductive method of teaching grammar is criticized is that ___ in the method.A.grammar is taught in a contextB.little attention is paid to meaningC.the practice is often meaningfulD.not enough examples are provided您的答案：B题目分数：2.0此题得分：2.012．第12题As far as pronunciation is concerned, students benefit from both ___.A.spelling ａnd meaningB.vocabulary ａnd grammarC.reading ａnd writingD.mechanical practice ａnd meaningful practice 您的答案：D题目分数：2.0此题得分：2.013．第13题The guided discovery method is different ｆrom the inductive method because the process of the discovery ___ ａnd the rules are then elicited ａnd taught explicitly.A.is carefully guided ａnd assisted by the teacherB.is made by the students themselvesC.takes place automaticallyD.never takes place您的答案：A题目分数：2.0此题得分：2.014．第14题When teaching pronunciation, great care should be taken to the distinction between ___.A.pronunciation ａnd grammarB.pronunciation ａnd vocabularyC.pronunciation ａnd writingD.pronunciation ａnd phonetics您的答案：D题目分数：2.0此题得分：2.015．第15题The Critical Period Hypothesis is stillcontroversial/debated, because ___.A.both positive ａnd negative answers have been given by researchersB.no researches have been doneC.the hypothesis does not exit at allD.researchers are not interested in it at all 您的答案：A题目分数：2.0此题得分：2.016．第16题Which of the following is NOT among Ellis’ (1990) six criteria for evaluating how communicative classroom activities are?A.Content, not formB.Variety of languageC.No teacher interventionD.Material control您的答案：D题目分数：2.0此题得分：2.017．第17题According to Nation (2001) receptive knowledge of vocabulary involves the following except ___.(1) being able to recognized the word when it is heard;(2) being familiar with its written form so that it isrecognized when it is met in reading(3) recognizing that it is made up of some parts ａndbeing able to relate these parts to its meaning;(4) being able to decide to ｕｓｅｏr not to ｕｓｅ the wｏrd to suit the degree of fｏrmality of the situation.A.(1)B.(2)C.(3)D.(4)您的答案：D题目分数：2.0此题得分：2.018．第18题When practising intonation with students in the classroom, ___.A.we can explain the intonation to the studentsB.we never make the students know which part is a rise, ａnd which part is a fallC.we can ｕｓｅ hand ｏr arm movement, ｕｓｅarrows, ｏr draw lines under/above the wｏrdsD.we just let the intonation take place without our attention您的答案：C题目分数：2.0此题得分：2.019．第19题Richards (1994, 1998) believes that thequality of ___ between the teacher ａnd the learner ａnd between the learners has a great deal of impact on the effects of learning.A.understandingB.demonstrationC.imitationD.interaction您的答案：D题目分数：2.0此题得分：2.020．第20题According to Ur (1996), as for the ｕｓｅ of grammatical terminology, for younger learners, ｕｓｅof complex terminology ___.A.can be usedB.should be avoidedC.is necessaryD.is helpful您的答案：B题目分数：2.0此题得分：2.021．第21题According to J. Willis (1996), tasks are activities ｗhere the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competencemunicative competenceC.an outcomeD.knowledge您的答案：C题目分数：2.0此题得分：2.022．第22题The ____ theory believes that teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner's interests ａnd curiosity for learning.A.BehanouristB.CognitiveC.ConstructivistD.Structuralist您的答案：C题目分数：2.0此题得分：2.023．第23题According to littlewood (1981), identifying pictures, discovering sequences ｏr locations, discovering differences ａnd reconstructing stｏry-sequences are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.024．第24题The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he ｏr she already knows.A.constructivistB.behavioristC.structuralD.cognitive您的答案：A题目分数：2.0此题得分：2.025．第25题Vocabulary building strategies outside classrooms include reviewing regularly, ___, organizing vocabulary effectively, ａnd using learned vocabulary.A.neglecting the meaningB.remembering the translationC.reciting the spellingD.guessing meaning ｆrom the context您的答案：D题目分数：2.0此题得分：2.026．第26题According to Ur (1996), a good presentationshould include both oral ａnd written, ａnd both ___.A.reading ａnd writingB.listening ａnd readingC.vocabulary ａnd grammarD.form ａnd meaning您的答案：D题目分数：2.0此题得分：2.027．第27题When practising stress with students in the classroom, ___.A.we can explain the stress to the studentsB.we never make the students know which part is stressedC.students will always know which part is stressedD.we can ｕｓｅ gestures, voice, ａnd the blackboard to show the stress您的答案：D题目分数：2.0此题得分：2.028．第28题Grammar presentation is concerned with how to make the students understand ｏr discover grammar rules. it is ___ that helps students develop grammatical capability.A.practiceB.theoryC.translationD.imitation您的答案：A题目分数：2.0此题得分：2.029．第29题When teaching grammar, “You are a stranger in this town …” ａnd “A policeman was asking some questions…” are two examples of using ___.A.mimesB.gesturesC.chain of eventsD.created situations您的答案：D题目分数：2.0此题得分：2.030．第30题According to Clark, Scarino ａnd Brownell, the main components of a task include ____.A.exercises, exercise-tasks ａnd tasksB.new language items, time ａnd learning cultureC.a purpose, a context, a process ａnd a product/outcomeD.pre-task, task cycle ａnd language focus您的答案：C题目分数：2.0此题得分：2.031．第31题According to Wang Qiang, the characteristics of a language teacher include his ____, his____, ａnd his ____.A.previous experience; received knowledge; understanding of languageB.ethic devotion; professional quality; personal styleC.motivation; intelligence; sense of responsibilitycational background; family background; social status您的答案：B题目分数：2.0此题得分：2.032．第32题One of the reasons why the deductive method of teaching grammar is criticized is that ___ in the method.A.grammar is taught in an isolated wayB.much attention is paid to meaningC.the practice is often meaningfulD.students do not benefit ｆrom the method at all您的答案：A题目分数：2.0此题得分：2.033．第33题According to Archambault (1964), a constructivist scholar, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of ___.A.pushing the learners forward in their imitationB.realizing the common rules of languageC.making the learners memorize the structures of languageD.arousing the learners’ interests ａnd curiosity for learning您的答案：D题目分数：2.0此题得分：2.034．第34题The attitudes ｏr emotion of a language user in choosing a word ａnd the influence of these on the listener ｏr reader’s interpretation of the wｏrd fｏrm ___ of a wｏrd.A.collocationsB.the denotative meaningC.the connotative meaningD.synonyms, antonyms, ａnd hyponyms您的答案：C题目分数：2.0此题得分：2.035．第35题Unintelligible speech is ___ for both the speaker ａnd the audience.eful ａnd pleasanteless ａnd may cause unpleasant feelingC.understandableD.inconvenient您的答案：B题目分数：2.0此题得分：2.036．第36题Pronunciation is difficult to teach without drills on sounds. However, drilling individual sounds for more than a few minutes a time may be ___.A.interesting ａnd funB.attractive ａnd motivatingC.boring ａnd demotivatingD.of no ｕｓｅ您的答案：C题目分数：2.0此题得分：2.037．第37题Adjectives such as‘hardworking’, ‘warm-hearted’, ａnd ‘caring’ can be used to describe a teacher’s ___, one of the th ree elements of a good foreign language teacher.A.personal stylenguage proficiencyC.ethic devotionD.professional quality您的答案：C题目分数：2.0此题得分：2.038．第38题Hedge discusses five main components of communicative competence. these components inlude linguistic competence, pragmatic competence, discourse competence, strategic competence, ａnd ___.A.accuracyB.fluencyC.correctnessD.grammaticality您的答案：B题目分数：2.0此题得分：2.039．第39题Communicative language teaching (clt) requires a higher level of communicative competence on the part of the teacher. it also requires that the teacher develops a wider range of skills beyond the presentation ａnd explanation of grammatical structures (hedge, 2000). in a communicative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, ａnd guiding students in ___.nguage structure analysisB.pair work ｏr group wｏrkC.imitation ａnd recitationD.writing exercises您的答案：B题目分数：2.0此题得分：2.040．第40题According to Wang Qiang, ___ are the basis for syllabus design, teaching methods, teaching procedures, ａnd even teaching techniques.A.values of lifeB.styles of lifeC.views on languageD.views on culture您的答案：C题目分数：2.0此题得分：2.041．第41题One of the problems in vocabulary learning is that students often ___.A.ｕｓｅ context for their vocabulary learningB.try hard to understand the wordsC.learn new words in isolation of contextD.ｕｓｅ a variety of vocabulary building strategies您的答案：C题目分数：2.0此题得分：2.042．第42题Words that one is able to recognize ａnd comprehend in reading ａnd listening but unable to ｕｓｅ automatically in writing ｏr speaking are referred to as ___.A.receptive ｏr activeB.productive ｏr passiveC.receptive ｏr passiveD.productive ｏr active您的答案：C题目分数：2.0此题得分：2.043．第43题When teaching vocabulary, the teacher can ___ to promote high motivation.A.apply rote learningB.separate the words ｆrom the contextC.neglect the students’ learning processD.relate newly learned languag e to students’ real life您的答案：D题目分数：2.0此题得分：2.044．第44题According to ___, 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.A.The Critical Period HypothesisB.Task-Based Language Teachingmunicative competence theoriesD.behaviorist theories您的答案：A题目分数：2.0此题得分：2.045．第45题There are two kinds of stress that are important to achieving good pronunciation, i.e. ___.A.mechanical stress ａnd meaningful stressB.perception stress ａnd production stressC.word-level stress ａnd phrase-level ｏr sentence-level stressD.syllable-level stress ａnd word-level ｏr phrase-level stress您的答案：C题目分数：2.0此题得分：2.046．第46题The ultimate goal of foreign language teaching is to enable students to ｕｓｅ the foreign language in work ｏr life when necessary. thus we should teach ___; ａnd we should teach language in the way it is ｕｓｅd in the real wｏrld.A.that part of the language that will be usedB.all parts of the languageC.the language used in works of classical literatureD.spoken language only您的答案：A题目分数：2.0此题得分：2.047．第47题The term communicative competence ___ chomsky’s term linguistic competence, the latter meaning knowledge of the language system, ｏr grammatical knowledge in other wｏrds.A.is smaller in scope thanB.is larger in scope thanC.has nothing to do withD.is exactly the same as您的答案：B题目分数：2.0此题得分：2.048．第48题In meaningful practice the focus is on the production, comprehension ｏr exchange of ___.A.structuresB.sentencesC.formD.meaning您的答案：D题目分数：2.0此题得分：2.049．第49题Vocabulary building strategies include reviewing regularly, ___, organizing vocabulary effectively, ａnd using a dictionary.A.reciting the spellingB.guessing meaning ｆrom the contextC.neglecting the meaningD.remembering the translation您的答案：B题目分数：2.0此题得分：2.050．第50题When teaching new words that are difficult for the students to understand, for example, some technical words ｏr wｏrds with abstract meanings, the teacher can ___.A.teach them in chunksB.ｕｓｅ synonyms ｏr antonymsC.translate ａnd exemplifyD.ｕｓｅ a verbal context您的答案：C题目分数：2.0此题得分：2.0作业总得分：100.0。

鲁子问《英语教学论（英文版）》课后习题详解（Chapter7ProcessofEnglishChapter 7 Process of English Teaching in SchoolsSection 1After studying this section, have you learned(1) the basic principles of CLT and TBLT?(2) the stages in CLT and TBLT classes?(3) some ways to solve problems that occur in classrooms?Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should bea variety of goals to ensure systematic language development.(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on theprocess of task accomplishment and focus on form. This stage includes task reflection and students’ reflection andfeedback.(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.Section 21. What is the essence of PWP process?Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.2. How can you connect TBL with PWP?Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and assimilation. The difference is that TBL concerns with tasks while PWP concernswith classroom activities.。

自学考试《英语教学论》试题及答案自学考试《英语教学论》试题及答案一、选择题1、下列哪个词不属于《英语教学论》中的教学用语？（） A. 教授B. 学习C. 评估D. 管理答案：D2、《英语教学论》中的“5Cs”理论是由谁提出的？（） A. Benjamin S. Bloom B. David Nunan C. Ken Goodman D. None of the above 答案：B3、在《英语教学论》中，哪一个理论强调了语言学习的社会性？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. Social constructivism theory 答案：D4、下列哪个理论在《英语教学论》中被视为一种全面的、综合的教学法？（） A. Task-based language teaching B. Communicative language teaching C. Total physical response D. None of the above 答案：B5、下列哪个评估方法在《英语教学论》中被认为是一种自我修正的评估方法？（） A. Oral exams B. Written exams C. Portfolio assessment D. None of the above 答案：C6、下列哪个课堂活动在《英语教学论》中被认为是一种交互性活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：A7、下列哪个理论在《英语教学论》中强调了语言学习的个性化？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. None of the above 答案：C8、下列哪个教学原则在《英语教学论》中被强调？（） A. Maximum practice B. Minimum guidance C. Gradual release D. None of the above 答案：D9、下列哪个理论在《英语教学论》中被称为一种行为主义理论？（）A. Task-based language teachingB. Communicative language teachingC. Total physical responseD. None of the above 答案：C10、下列哪个课堂活动在《英语教学论》中被称为一种“接受性”活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：B二、简答题11、请简述《英语教学论》中的“5Cs”理论的主要内容。

高中英语教师新课标教学理念考试：《英语教学理论》模拟试题（附答案）注意事项：1．考试时间120分钟，闭卷考试2．试卷共四大题，满分100分3．全部答案写在答题纸上，试卷纸上答题无效．．．．．．．．4．交卷时，试卷纸和答题纸都必须交上，否则答题无效．．．．．．一、判断题。

判断正确（T）或错误（F）。

（共20小题，每小题1分，共20分。

）1．现代语言学家们普遍认为，语言符号和它们所指的事物之间有内在的必然联系。

2．语言是个具有单层面结构的、具有生成性的系统。

3．不同的教学方法都是以不同的语言观和语言学习观为基础的。

4．根据中国大陆英语学习的环境特点，我们应考虑如何为英语教学创造更好的环境，向学习者提供更多的语言输入。

5．主张语法——翻译法的学者认为外语学习的目的在于培养学生自动化使用外语的能力。

6．十九世纪后期的外语教学改革者们对语言教学提出了一些看法，其中包括认为口语是第一性的，教学法应反映这一基本原则。

7．交际法的课堂生动活泼，有角色扮演、解决问题等课堂活动。

8．在语法翻译法的课堂里，语法是以归纳法的途径教授的。

9．―视不同社会的信念系统之不同，死亡的说法亦会有差异，在西方是见上帝，在我国，解放前是见阎王，解放后是见马克思。

‖这个例子说明了语言是一个受规则支配的系统。

10．语言在语言社团或语言文化中发生作用，因此，语言和文化有着极密切的关系。

11．除了一些有生理或心理障碍的人外，所有的人在一两岁的时候就能使用某一语言进行交际。

12．教无时无刻不与学相连在一起，所有学科的理论直接影响着语言教学理论的建立，也影响着教学方法的采用。

13．在中国大陆，英语是作为第二语言来教授和学习的。

14．语言可以是声音的，也可以是视觉的。

15．到了十九世纪中期，由于相互间口头交际需要的增加，欧洲人越来越发现语法——翻译法的不足，他们受乔姆斯基语言学理论和认知心理学的影响，强调学生在学语言的过程中的主体地位。

16．十九世纪后期的外语教学改革者们对语言教学的看法包括―语言教学应重视语法分析‖。

Chapter 7 Process of English Teaching in SchoolsSection 1After studying this section, have you learned(1) the basic principles of CLT and TBLT?(2) the stages in CLT and TBLT classes?(3) some ways to solve problems that occur in classrooms?Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should be a variety of goals to ensure systematic language development.(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on theprocess of task accomplishment and focus on form. This stage includes task reflection and students’ reflection and feedback.(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.Section 21. What is the essence of PWP process?Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.2. How can you connect TBL with PWP?Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and assimilation. The difference is that TBL concerns with tasks while PWP concernswith classroom activities.。

Chapter 8 Activities of Teaching English in SchoolsSection 11. What are the features of classroom teaching activities?Key: The features of classroom teaching activities include the following points: 1) they are designed according to students’needs; 2) they are conducive to students’language learning; 3) they are consistent with language learning theories.2. What should teachers pay attention to carrying out classroom teaching activities?Key: Teachers should pay attention to 1) the time of each teaching activity: an activity should be completed in a proper period of time and shouldn’t last too long nor too short; 2) students’ understanding of and reaction to the activities: if students don’t respond actively to the task, then the teacher should reflect upon the task and maybe adjust the task a little; 3) the consistency of activities and teaching goal: any activity that doesn’t conform to the supposed goal of teaching should be adapted.3. Please talk about the difficulties of designing classroom teaching activities and ways to overcome these difficulties based on your own teaching practice. Key: There are various difficulties: 1) the teacher may not know students’preferences of activities; 2) the teacher cannot successfully predict students’reactions to the activities; 3) the teacher doesn’t know what kind of teaching activity best suits students.To avoid the difficulties, the teachers should have a good knowledge of teachings goals and students’language level and learning styles before designing the activities. While designing the activities, the teacher can prepare extra activities in case students should fail to cooperate.Section 21. What are the features of extracurricular English activities for elementary and middle school?Key: The features include: 1) the extracurricular activities are consistent with The National Curriculum Standards; 2) they are interesting and can arouse students’interest and activate their motivation; 3) they are educational in that students can enhance their language learning.2. What should be focused on when English teachers in elementary and middle schools design extracurricular activities for students?Key: When designing extracurricular activities, teachers should pay attention to students’ learning needs, strike a balance between the time of extracurricular activities and the time of entertainment, provide samples and instructions of the activities and allows voluntary participation.。

《初中英语课程与教学》A4习题及参考答案《初中英语课程与教学》第三章初中英语教学方习题法与模式绪论一、简答题一、简答题1. 简述初中英语课程与1．简述“预测”在英语听教学作为高等教育自学考力理解和阅读理解中的作试义务教育专业（本科段）用。

初中英语方向的一门必修2．简述语言的整体性原则。

课的重要性。

2. 简述初中英语课程与3．简述语言的真实性原教学的主要内容和作用。

则。

3. 简述初中英语课程与4．简述认知法的特征。

5 简述自上而下认识教学的学科任务。

4. 简述初中英语课程和法。

三、论述题教学原则的内容。

1．任务型教学是初中英语二、论述题1. 根据初中英语课程和教学中常采用的一种教学教学的学科性质认识，论途径，论述这种教学途径述其实用性、实践性和发与传统的教学方法在哪些方面有着明显的不同。

展性。

2. 论述教育学中教学论2．论述“做中学原则”及的一般教学原则和方法对其在外语教学中的意义。

初中英语课程和教学的影3．论述建构主义理论对英语教学的指导意义。

响。

第一章初中英语课程与第四章初中英语教学设计标准一、简答题一、简答题5 《英语课程标准》在1．简述课堂教学设计（备哪几方面比“大纲”更有课）的组成部分。

2．简述备课时应考虑到的科学性？。

5 为什么要开发英语课“衔接原则”3．简述用于试卷讲评课数程资源？5 简述使用现行初中英据分析的内容和方法。

4．简述“Tell me, I will 语教材的基本原则。

5 简述英语课程的基本forget; show me, I mayremember; involve me，I 任务。

will understand. ”这句话二、论述题1．论述现行几种版本的的含义。

中学英语教材所共有的主二、论述题1．对照《英语课程标准》要特点。

2．论述倡导学生参与体的要求，论述并分析传统验、实践、交流与合作的备课存在的主要问题。

学习方式，教会学生能用2．论述初中英语写作课教学设计的基本策略。

第四章1. 根据卡南尔和斯温纳（Canale and Swain）的论述，交际能力包括语法能力、社会语言能力、篇章能力和____。

A. 语汇能力B. 词汇能力C. 语言能力D. 策略能力Key: D (pp. 75)2. 英国语言哲学家奥斯汀认为，人在说话的时候同时施行着以言述事、以言成事和_________三种行为。

A. 以言做事B. 价值判断C. 表情达意D. 发出指令Key: A (pp. 77)3. 韩礼德认为，语言的微观功能包括工具功能、个人功能、启发功能、想象功能、信息功能和_______及______。

A. 策略功能、思维功能B. 相互关系功能、规章功能C. 篇章功能、人际功能D. 思维功能、篇章功能Key: B (pp. 74)4. 一些学者从社会交际功能的角度出发，探讨________和________的理论。

A. 语言学习和交际能力B. 语言使用和交际能力C. 语言使用者和语言使用D. 语言使用者和语言能力Key: C (pp. 75)5.海姆斯的交际能力包括：懂的形式上的可能、能判断语言形式的可行性、_________和__________。

A. 能在交际中得体地使用；知道某些话语能否实际说出来B. 拥有社会语言能力；拥有语篇能力C. 拥有策略能力；拥有篇章能力；D. 拥有策略能力；拥有社会语言能力；Key: A (pp. 75)6.英国语言哲学家奥斯汀的理论中，可以验证，可以是真实或错误的陈述的句子类型是________。

A. 行为句B.叙述句C. 受约句D. 指令句Key: B (pp. 77)7. 意念大纲的诞生和___________理论有密切关系.A. 海姆斯的交际能力理论B. 奥斯汀的言语行为理论C. 韩礼德的功能学派D. 卡南尔和斯温纳的理论Key: B (pp. 78)8. 外语学习理论可以分为两种，一种是探究外语学习普遍性和规律性的研究，另一种是__________。

周口师范学院成人教育英语专业（专升本）《中学英语教学论》试卷（A）Ⅰ. Fill in the blanksDirections: Fill in each blank with one word. Remember to write the answers on the answer sheet.（15%）1.The structural view sees language as a ____system______of structurally relatedelements for the transmission of meaning.2.An ____exercise ______focuses students’ attention on individual aspects of language,such as vocabulary, grammar or individual skills.3.___Receptive_______vocabulary refers to words that one is able to recognize andcomprehend in reading or listening but unable to use automatically in speaking or writing.4.Skimming means reading quickly to get the main idea of the___ gist _______.5.Individual___study______ is the stage when students work on their own at theirown speed.plex___integration_______involves a series of activities that use a variety ofskills. In each of the activities, there is realistic, communicative use of language.7.Antonyms refer to items that mean the___opposite_______of a word. For example,‘cheap’ is an antonym of ‘expensive’.8.Explicit knowledge is our ____conscious______knowledge about the language.9. A ____phoneme______is the smallest distinctive sound unit or minimum unit ofdistinctive sound feature.10.SR-model refers to a _____connection_____which is established between astimulus or stimulus situation (S) and the organism’s response (R) to this stimulus. 11.Psycholinguistics is the study of the mental processes that a person uses in producingand understanding language, and how humans learn __language__.12.The making of foreign language education policy must take into consideration the __service__ and educational situation of the country.13.Syllabus determines teaching aims, objectives, contents and _methods___. 14.Teaching materials should agree with or reflect the teaching __principles__, aims,objectives and teaching methods.15. The _functional___ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Ⅱ. True or false.Directions: Judge whether the following statements are true or false. Write a T for True or an F for False on the answer sheet.（20%）1.Students need to be able to read phonetic transcripts of words. T2.Students need to be able to write phonetic transcripts of words. T3.Students need to know phonetics in order to learn English. T4.Poor pronunciation may cause problems for the learning of other skills. T5.Adult learners need to focus on pronunciation, but young learners don’t. T6.Students need to be given detailed grammar rules if they are to learn a foreignlanguage successfully.T7.Making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the language is just as important.T8.Children do not need to learn grammar rules when they acquire their first language, sothey do not need them either when learning a foreign language. F9.If students get enough chance to practise using a foreign language, they do not need tolearn grammar.F10.Teaching and learning grammar should focus on practice rather than the study ofgrammar itself. T11.A vocabulary item can be more than one word. Tnguages consist of ‘‘words’’ with equivalents from one language to another.F13.V ocabulary cannot be taught. It must be learned by the individuals. F14.Both teachers and students need to know that there is a difference between active andpassive vocabulary. T15.The best way to explain vocabulary is to translate. F16.A thoroughly disciplined atmosphere will surely yield no learning at all. F17.A mistake refers to a performance error that is either a random guess or a ‘slip oftongue’, and it is a failure performance to a known system. F《英语教学论》试卷，第1页，共10 页《英语教学论》试卷，第2页，共10页…………………………………… 密 ……………………………… 封 …………………………. 线 ………………………………18. In dealing with errors and mistakes we need to be clear whether the task or activity isfocusing on accuracy or fluency. T19. Maslow ’s Hierarchy of Needs is essential for teachers because we must ensure thatdeficiency needs are met before we expect learning to occur. T20. The realistic goal of teaching pronunciation should be consistency, intelligibility andcommunicative efficiency TⅢ. Choose the best answer.Directions: In this part, you are given twenty questions or statements either in English or in Chinese which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the best one. （20%）1. Theories concerning language learning include the _D ___ theories, the ____ theories, the ____ theories, and the ____ theories.A. Process-oriented; Goal-oriented; Behaviourist; CognitiveB. Functional; Interactional; Constructivist; Socio-constructivistC. Structural; Behavioural; Cognitive; ConstructivistD. Behaviourist; Cognitive; Constructivist; Socio-constructivist2. The __A _ of language sees language as a linguistic system made up of various subsystems: the sound system (phonology), the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). A. structural view B. functional view C. interactional view D. behaviorist view3. When teaching pronunciation, great care should be taken to the distinction between _B __.A. pronunciation and grammarB. pronunciation and vocabularyC. pronunciation and writingD. pronunciation and phonetics4. Adjectives such as ‘hardworking’, ‘warm -hearted’, a nd ‘caring’ can be used to describe a teacher ’s _A __, one of the three elements of a good foreign language teacher. A. personal style B. language proficiency C. ethic devotion D. professional quality5. Role-playing through cue dialogues, role-playing through situation and goals, and role-playing through debates or discussion are examples of __D _. A. mechanical practice B. drilling languageC. pre-communicative activitiesD. social interaction activities6. The goal of Communicative Efficiency means that the pronunciation should _ D __. A. be accurateB. be smooth and naturalC. be native-likeD. help convey the meaning intended by the speaker7. As far as pronunciation is concerned, consistency and intelligibility _ B __ in real communication. A. may be enough B. may not be enough C. do not exit D. never go together8. According to Willis (1996:23), “tasks are activities ｗhere the target language is used by the learner for a communicative purpose (goal) in order to achieve __ C _.” A. linguistic competence B. communicative competence C. an outcome D. knowledge9. Receptive skills of language include _A__.A. listening and readingB. listening and speakingC. reading and writingD. speaking and writing10. At beginner level, most new words learned by students usually have immediate practical use a nd quickly become one’s _A__ vocabulary.A. productive or activeB. receptive or activeC. productive or passiveD. receptive or passive11. According to the Cognitive theory, a language learner acquires language __D__ which enables him to produce language.A. structuresB. habitsC. skillsD. competence12. It is believed that the inductive method is more effective than the deductive method because students __C_ while engaged in language use.A. are told the grammar rules by the teacherB. learn the grammar rules without any difficultyC. discover the grammar rules themselvesD. never learn the grammar rules13. The __C_ view of language considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.A. structuralB. functionalC. interactionalD. behaviorist14. The activity of “describing a nd drawing” for vocabulary consolidation is often done __D_. A. outside the classroomB. without doing anythingC. individuallyD. in pairs15. The goal of Intelligibility means that the pronunciation should be _A__.A. understandableB. smooth and naturalC. native-likeD. accurate16. When teaching grammar, in meaningful practice the focus is on the production, comprehension or exchange of meaning, __A_ the way newly learned structures are used in the process.A. thoug h the students “keep an eye on”B. though the students focus onC. and the students pay no attention toD. and the students know nothing about17. Similar to constructivist theory, _A__ emphasizes interaction and engagement with the target language in a so cial context based on the concepts of ‘zone of proximal development’ (ZPD) and scaffolding.A. socio-constructivist theoryB. structural theoryC. behaviorist theoryD. cognitive theory18. According to _A__, 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.A. Task-Based Language TeachingB. the Critical Period HypothesisC. communicative competence theoriesD. behaviorist theories19. Hedge discusses five main components of communicative competence. these《英语教学论》试卷，第5页，共10 页《英语教学论》试卷，第6页，共10页…………………………………… 密 ……………………………… 封 …………………………. 线 ………………………………components include linguistic competence, pragmatic competence, discourse competence, strategic competence, and __B _. A. accuracy B. fluency C. correctness D. grammaticality20. According to Littlewood (1981), discovering missing information, discovering missing features, and following directions are examples of _C __. A. mechanical practice B. drilling languageC. functional communicative activitiesD. social interaction activities Ⅳ. Short answer questions .Directions: Please answer the following questions briefly. Remember to write theanswers on the answer sheet. (15%)1. What does it mean to know a word?_____(1) its pronunciation and stress;(2) its spelling and grammatical properties;(3) its meaning;(4) how and when to use it to express the intended meaning_______________________________________________________2. What does the Process Approach to writing pay attention to?__ what students do while they are writing, it also attaches great importance towhat the students do before they start writing and after they finish writing._____________________________________________________________________________________________________________________________3. What are the four common features of spoken language?____________1. Using less complex syntax;2. Taking short cuts, e.g. incomplete sentences;3. Using fixed conventional phrases/chunks;4. Using devices such as fillers, hesitation devices to give timeto think before speaking. Some implications:______________________________________________________________________________________________________________________________________ 4. What are the principles for teaching listening?☐ 1. Focus on process☐ 2. Combine listening with other skills ☐ 3. Focus on the comprehension of meaning ☐ 4. Grade difficulty level appropriately ☐ 1) type of language used☐ 2) task or purpose in listening☐ 3) context in which the listening occurs______________________________________________________________________________________________________________________________________________5. What are common characteristics in successful speaking tasks?____________1) Maximum foreign talk2) Even participation3) High motivation4) Right language level5) Using group work Different small groups can work at different levels.______________________________________________________________________________________________________________________________________Ⅴ. Define the following terms.Directions: Explain the meaning of the theories or terms in English briefly. Please write the answers on the answer sheet.（10%）1.Linguistic competenceLinguistic competence is concerned with knowledge of the language itself, its form and meaning.___________________________________________________________________2. Collocations_______Teaching word collocations is a more effective way than just teaching one single word at a time.__________________________________________________________________3. Methodology___the branch of philosophy that analyzes the principles and procedures of inquiry in a particular discipline______________________________________________________________________4. Mistake______A mistake refers to a performance error that is either a random guess or a slip of tongue, and it is a failure performance toa known system.Mistakes result from carelessness and hesitation. ___________________________________________________________________5. Discipline___ Discipline in the language classroom: discipline here refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.______________________________________________________________________ Ⅵ. Analysis of the error correction.Directions: Please give a detailed analysis to the two classroom extracts: Which error correction method is the way you favour? And which is the way you dislike. Remember to write the answers on the answer sheet. (20%) Note: T=Teacher; S=StudentA____________________________________________________________ ______________________________________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ___________________________________________________________B____________________________________________________________ _______________________When we correct pupils' errors, we have to remember the objectives of correction:•building pupil's confidenceii•raising awareness•acknowledge achievement and progress•helping pupils to become more accurate in their use oflanguage.________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ______________________________________________《英语教学论》试卷，第9页，共10 页《英语教学论》试卷，第10页，共10页。

黄冈师范学院2009—2010学年度第一学期期末试卷参考答案及评分标准考试课程：英语教学法考核类型：考试A卷考试形式：闭卷出卷教师：蔡红梅考试专业：英语考试班级：200701-12班I. Fill in each blank of the following statements with an appropriate word. (20x1’=20’)1. drafting2. editing3. devotion4. styles5. talk6. motivation7. knowledge8. strategies9. context 10. response municative 12.interaction13.inductive 14. discovery 15. receptive 16. productive17. organiser 18.participant 19. skimming 20. scanningII. Read the following questions and choose the best answer. (10x2’=20’)1-5 B C A D A 6-10 A B C D AIII. Decide whether the following statements are true (T) or false (F). ( 10x1’=10’)1-5 F T F F F 6-10 T F T F TIV. Give brief answers to the following questions. ( 4×5’=20’)1．What is called constructivist theory of learning?The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows （1分）. It is believed that education is used to develop the mind, not just to rote recall what is learned. （1分）John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. （1分）Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. （1分）Therefore, teachers must balance an understanding of thehabits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning. （1分）2. Based on your understanding of the new English curriculum, what do you think the challenges would be for English language teachers?a) Teachers are expected to change their views about language which is not a system oflinguistic knowledge but a means for communication. （1分）b) They are expected to change their traditional role of a knowledge transmitter to amulti-role educator. （1分）c) They are expected to use more task-based activities and put the students in the centre oflearning. （1分）d) They are expected to use more formative assessment in addition to using tests.（1分）e) They are expected to use modern technology in teaching, creating more effectiveresources for learning and for using the language. （1分）3.What principles may be used to guide a good lesson planning?1) Aim: it means the realistic goals for the lesson. In other words, the teacher needs to havea clear idea of what he/she would like to achieve for the lesson or what outcomesare expected from the lesson. （1分）2) Variety: It means planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is alwaysinteresting, motivating and never monotonous for the students. （1分）3) Flexibility: It means preparing some extra and alternative tasks and activities as theclass does not always go according to the plan so that teachers always have theoptions to cope with the unexpected situations rather than being the slaves ofwritten plans or one methodology. （1分）4) Learnability: means the contents and tasks planned for the lesson should be within thelearning capability of the students. （1分）5) Linkage: It means the stages and the steps within each stage are planned in such a waythat they are someway linked with one another. （1分）4. What are called information transfer activities in teaching reading? Please list as manytransition devices as possible.Information transfer activities refer to activities in while-reading stage in which information in text form is transferred to another form in order for the informationin the text to be more effectively processed and retained. （2分）This way totransfer information from one form to another is called a transition device. （1分）Some transition devices that are often used in teaching reading are: pictures,drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles, notes, ect. （2分）V. Lesson Planning ( 30’)评分标准：a) The objectives of the lesson 教学目标明确（5’）b) The classroom teaching aids 教学辅助手段运用恰当（2’）c) The time assignment 教学活动时间分配合理（3’）d) The teaching procedures 教学步骤衔接连贯（15’）e) The layout of the blackboard板书设计合理（5’）。

中学英语教学论参考答案一、单选题1.【答案】A。

解析：C和D都是听前阶段的活动。

2.【答案】D。

3.【答案】C。

解析：直接法的教学主张和原则是：教学中完全不使用学生的第一语言与翻译练习。

语法教学采用归纳法，即学生接触了大量语言现象后进行归纳。

4.【答案】D。

解析：区别发音容易混淆的词有助于提高学生对语音的分辨力。

5.【答案】D。

解析：采访或被采访有助于学生的即兴演讲。

二、填空题【答案】1.能力水平2.知识目标3.主体4.跳读5.实际语言运用能力6.显性；隐性7.情感态度三、简述题1.【答案要点】按照基础教育阶段英语课程分级总体目标的要求，课程标准对语言技能、语言知识、情感态度、学习策略和文化意识等五个方面提出了相应的内容标准。

其中情感态度是指兴趣、动机、自信、意志和合作精神等影响学生学习过程和教学效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。

保持积极的学习态度是英语学习成功的关键。

教师应在教学中不断激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立自信心，锻炼克服困难的意志，认识自己学习的优势与不足，乐于与他人合作，养成和谐、健康向上的品格。

通过英语课程，增强祖国意识，拓展国际视野。

2.【答案要点】（1）区别对待全局性差错与局部性差错全局性差错是指句子主要成分中出现的能导致句子或话语难以理解或无法理解的错误，如语序颠倒、错用或漏用连接词、句法过度概括等。

局部性差错是指句子成分运用中出现的但没有造成理解问题的错误，如错用或漏用某一动词或名词的词尾形式、冠词或助动词等。

（2）区别对待系统性差错与语误系统性差错是指因学习者尚未掌握或尚未完全掌握目的语体系而导致的错误，也被称作语言能力错误。

这类差错会在学习者学习和运用语言的过程中反复出现，它反映了学习者中介语当前的发展进程，学习者本人一般很难发现和改正这类错误。

语误是指学习者由于某些情感因素（如疲劳、粗心、注意力分散和环境因素等）而导致的语言输出错误，语误也被称作语言行为错误。