英语教学法试卷(附答案)

《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题1分，共10分）1.??????? Among the four skills, foreign language learners often complain that l? ?is the most difficult toacquire.2.??????? We are teaching our students English not only to help them pass exams, but also to prepare themto u? ?English in real life.3.??????? In the traditional classroom, very often, too much attention has been paid to linguistic k? , withlittle or no attention paid to practising language skills.4.??????? In the process approach to writing, the teacher provides guidance to the students through thewriting process, and gradually withdraws the guidance so that the students finally become i? ?writers.5.??????? If a teacher first asks the students to read a poster, then to have a discussion about the poster,and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w? ?skills together.6.??????? One of the general views on language is that language is a s__ of symbols.7.??????? In tr? ?pedagogy, listening and speaking were treated as skills different from what takes place inreality.8.??????? Introduction to phonetic rules should be avoided at the b? ?stage of teaching pronunciation.9.??????? In meaningful practice the focus is on the production, comprehension or exchange of m? .10.??? People have d? ?understanding of how a vocabulary item can be learned and consolidate.二、配对题（共10小题，每小题2分，共20分）A 组：B 组：三、单项选择题（共15小题，共50分）21.In teaching reading, if the teacher teaches the background knowledge first so that the students canbe equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.???? A. the top-down model?????????????? B. the bottom-up model????????? C. the interactive model?????????????? D. all of the above22.In English teaching classrooms very often writing is see n as “writing as language learning”, and itis believed to be ___.???? A. writing for communication?????? B. writing for real needs????????? C. pseudo writing??????????????????????? D. authentic writing23.To ___, it is advocated that we adopt a communicative approach to writing.???? A. motivate students????????????????????????????????? B. demotivate students???? C. free students from too much work? D. keep students buzy24.Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.25.According to Willis the conditions for language learning are exposure to a rich but comprehensiblelanguage put, use of the language to do things, ___ to process and use the exposure, and instruction in language.???? A. chances???????????? B. context ??? C. motivation D. knowledge26.There are many situations in which we use more than one language skill, so it is valuable to integratethe four skills, to ___.A. enhance the students’ communicative competence???????B. combine pronunciation, vocabulary and grammar??C. use body language and picturesD. use mechanical practice and meaningful practice.27.Integration of the four skills is concerned with realistic communication, the implication of which isthat we must teach English at the discourse level, that we must ___, and that we must adjust the timetable.A. combine pronunciation, vocabulary and grammar??B. use mechanical practice and meaningful practice???C. use body language and picturesD. adjust the textbook contents28.All people involved in education, i.e. ___, teachers, parents, and students have some reasons toconsider assessment necessary.???? A. friends??????? B. businessmen?? C. administrators????????????? D. politician29.As far as school assessment is concerned, we have teacher’s assessment, continuous assessment,___, and portfolios.???? A. students’ self-assessment? B. relative’s?? assessment ????? C. informal assessment??????????????? D. formal assessment30.Because no textbooks are written for any particular class, it is ___ for teachers to adapt materials. ???? A. unnecessary????????????? B. necessary???????? C. easy ??????? D. of no use31.Views on language and ____ both influence theories on how language should be taught.A. views on language learning ?????????B. views on culture learning?????? C. values of life ????????????????????????????????????? D. styles of life32.??? According to Wang Qiang, the way a language teacher learned a language will influence the way he____ to some extent.A. learns a language ????????????????B. learns his mother tongueC. teaches a language ?????????????D. obtains linguistic knowledge33.??? One of the disadvantages of traditional pedagogy is ___.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation34.??? One of the disadvantages of traditional pedagogy is ___.A. the learners are able to use all skills, including the receptive skills and the productive skillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class35.??? According to Wang Qiang, to answer the question “Can the students achieve the goal ofacquiring native-like pronunciation?” we must take into consideration three things: ___.A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher f actors, learner factors, and school factorsD. learner age, amount of exposure, and differences of individual ability四、教案设计（20分）Suppose you are going to teach the following lesson to Grade One students of a junior middle school, design a lesson plan for your teaching.Total Length: 300-500 words.A photo copy of the lesson in the textbook:New words & phrases:cost, cheap, need, oh, paint brush, pay;?????? comes to, plus/minus/times/divided by3 yuan 45 for oneUseful sentences:???????? Can I help/What would you like????????? I’d like …/Can I have …????????? How much is it/are they????????? They are cheap/It is cheap.???????? They cost…/it costs …???????? So, that comes to…要求：必须用英语写作。

英语教学法试题及答案一、选择题1. What is the importance of using visuals in language teaching?a) They help create a more engaging and memorable learning experience.b) They replace the need for spoken language in the classroom.c) They can be used as a substitute for actual language practice.d) They hinder students' ability to understand concepts.答案: a) They help create a more engaging and memorable learning experience.2. Why is it important to create a learner-centered classroom environment?a) It allows the teacher to have more control over the students.b) It encourages passive learning among students.c) It promotes active participation and critical thinking.d) It reduces students' responsibility for their own learning.答案: c) It promotes active participation and critical thinking.3. Which of the following is an effective way to assess students' speaking skills?a) Multiple-choice tests.b) Memorization of vocabulary lists.c) Group discussions and presentations.d) Filling in the blanks in a sentence.答案: c) Group discussions and presentations.4. What is the significance of integrating listening, speaking, reading, and writing skills in language teaching?a) It increases the workload for both teachers and students.b) It allows students to focus on one skill at a time.c) It reflects real-life language use and promotes holistic learning.d) It hinders students' ability to develop individual skills.答案: c) It reflects real-life language use and promotes holistic learning.5. What is the role of error correction in language teaching?a) To embarrass and criticize students for their mistakes.b) To discourage students from experimenting with the language.c) To provide constructive feedback and foster learning.d) To promote rote memorization of grammar rules.答案: c) To provide constructive feedback and foster learning.二、简答题1. Explain the concept of scaffolding in language teaching.答案: Scaffolding refers to the support and guidance provided by the teacher to help students develop their language skills. It involves breaking down complex tasks into smaller, more manageable steps and gradually removing the support as students gain proficiency. Scaffolding can include providing clear instructions, modeling language use, using visual aids, offering personalized feedback, and encouraging independent thinking and problem-solving.2. Describe the role of technology in modern English language classrooms.答案: Technology plays a significant role in modern English language classrooms. It provides access to authentic materials, interactive learning resources, and digital platforms for communication and collaboration. Technology can enhance language learning through multimedia presentations, online language practice, virtual language exchanges, and self-paced learning modules. It also promotes digital literacy skills, critical thinking, and creativity among students.3. Discuss the advantages and disadvantages of teacher-centered instruction.答案: Teacher-centered instruction refers to a more traditional approach where the teacher has full control over the learning process. Advantages of this approach include the teacher's expert knowledge and guidance, efficient time management, and a structured learning environment. However, it may limit students' active participation and critical thinking, discourage autonomy and creativity, and result in passive learning. Teacher-centered instruction may also overlook individual student needs and preferences.4. How can assessment be used as a tool for both learning and motivation in language teaching?答案: Assessment can be used as a tool for learning and motivation by providing students with feedback on their progress and areas for improvement. It can help students identify their strengths and weaknesses, set learning goals, and track their own development. Effective assessments also promote a growth mindset, where students see mistakes as opportunities for growth rather than failures. Furthermore, assessment can motivate students by recognizing their achievements, fostering a sense of accomplishment, and creating a supportive and competitive learning environment.5. Explain the concept of communicative language teaching (CLT) and its main principles.答案: Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes communication as the primary goal of language learning. The main principles of CLT include using authentic language in meaningful contexts, promoting interactive and collaborative activities, focusing on fluency rather than grammatical accuracy, and integrating all four language skills. CLT encourages real-life language use, develops students' ability to negotiate meaning, and prepares them for effective communication in diverse situations.。

英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。

英语教学法考试题及答案2003年7月Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor?A. personality of the teacherB. class sizeC. course requirement2. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent4．Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.7. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues8. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules9. Which of the following activity is most demanding?A. list what you can buy at a supermarketB. list what you can buy at a supermarket in five minutesC. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing13. tell you what you should use in order to produce accurate utterances.A. The descriptive grammarB. The prescriptive grammarC. The traditional grammar14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed inand if they are and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultSection Ⅱ：Problem Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "EnviroXXXental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teachercollects the writings.Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity.Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section Ⅲ：Mini-lesson Plan 40 pointsDirections：Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior Ⅰ, Student Book. Pl ease design a teaching plan with the text.Write about a well-known person from Chinese history.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Section Ⅰ：Basic Theories and Principles 30 points1．A 2．C 3．B 4．B 5．C6．C 7．A 8．B 9．C 10．B11．C 12．A 13．B 14．A 15．BSection Ⅱ：Problem Solving 30 points共30分，每题6分(找出咨询题得3分，依照交际法原则提出合理的解决方案得3分，咨询题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。

I. Multiple Choices: (30%)Directions: In this section, you are given 20 questions, beneath each of which are four choices marked A, B,C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point five points is given to each correct choice.1. According to the records available, human beings have been involved in the study of language for ___________ years.A. 1,000B. 1,500C. 2,000D. 2,5002. By the mid-_________ the upheaval（剧变/动荡） in linguistics and psycholinguistics created by Chomsky’s transformational-generative grammar had begun to affect language pedagogy（教学法）.A. 1940sB. 1950sC. 1960sD. 1970s3. The Natural Approach（自然教学法）believes that the teaching of_________（口语教学） should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing4. The generative-transformational school of linguistics emerged through the influence of __________ .A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner5. In foreign language teaching, the target language was interpreted （理解）as a system of rules to be observed in texts and sentences, and to be related to the first language __________ and meaning.A. wordsB. rulesC. sentencesD. context6. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination7. In the Direct Method, teachers encourage learners to _______ rules of grammar through active use of the target language in the classroom.A. applyB. analyzeC. induceD. paraphrase8. _________can be introduced as a means of consolidation and evaluation in the Direct Method.A. ReadingB. ListeningC. SpeakingD. Writing9. The psychological theory underlying the Grammar-Translation Method was _________ Psychology.A. DevelopmentalB. ChildC. FacultyD. Adult10. In the opinion of Palmer and some other linguists of his time,_________ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric11. _________ is NOT one of the systematic principles the Oral Approach involves?A. SelectionB. TranslationC. GradationD. Presentation12. In which book did Skinner apply the theory of conditioning to the way humans acquire language?A. Lado English SeriesB. Toward a Theory of InstructionC. Language Teaching AnalysisD. Verbal Behavior13. According to the behaviorist, a _________ is formed when a correct response to a stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction14. Materials in the Audiolingual Method（听说教学法）are primarily _________.A. instruction-orientedB. student-orientedC. teacher-oriented （教师为中心）D. habit-oriented15. _________ is NOT discussed in the book Foreign Language Teaching Methodology?A. The nature of foreign language teaching methodologyB. The history of foreign language teachingC. Theories of foreign language teaching methodologyD. The history of the English language16. Piaget saw cognitive development as essentially a process of__________ within which genetics and experience interact.A. maturationB. accommodationC. comprehensionD. assimilation17. Georgi Lozanov asserts（声称）that the reason for our inefficiency is that we __________.A. lay too much emphasis on oral performanceB. ignore the needs of learnersC. set up psychological barriers to learningD. give students little room and time to learn18. Krashen believes that acquisition of a language refers to the__________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious19.Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s20. With regard to syllabus design（教学大纲）, the Communicative Approach （交际法）lays special emphasis on _________ .A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ rolesII. Filling Blanks: (20%)Directions: In this section, there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.21. ___Latin__ was a language of communication that people widely studied in the Western world before the 16th century.22. In Malinowski’s opinion, an utterance has no ___meaning__ at all if it is out of the context of situation.23. Behaviorism believes that basic learning processes could be described in terms of stimuli and__response__.24. Some linguists thought that all languages originated from one language and were ruled by a common _grammar__ .25. The combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the __Audiolingual__ Method.26. The formula __ "I + 1" __, advocated by Krashen, means input that contains structures slightly above the learner’s present level.27. In the Direct Method, the target language is used __exclusively__in the language classroom as a means of instruction and communication.28. In a suggestopaedic（提示学习法） course, direct and indirect positive__suggestions__ are made to enhance students’ self-confidence and to convince them that success is attainable（可达到的）.29. Chomsky divides the grammar of a natural language into __core__ grammar and peripheral(次要的) grammar.30. The Direct Method advocates the importance of oral language and believes that language should be learned through direct _association_ of form and meaning.31. The Direct Method believes in the _natural_ process of language learning and in the inductive teaching of grammar.32. The Oral Approach believes in a theory of learning that is based ona type of behaviorist _habit-formation__theory.33. The Cognitive Approach(认知法) lays emphasis on innate organizing principles（天生的/固有的组织原则） in human perception（知觉/感知）and__learning__.34. In a typical Audiolingual lesson the following procedures can be observed: recognition, imitation and repetition, __pattern__ drills（模式训练/句型操练）, and follow-up activities（后续活动）.35. At the level of classroom teaching, the Communicative Approach holds that activities should provide opportunities for learners to __use__ the language.36. The Cognitive Approach holds that learning a language is a process of acquiring __mental___control of the phonological, grammatical and lexical patterns（词汇模式） of a second language, largely through study and analysis of these patterns as a body of knowledge.37. Krashen sees the learner’s emotional state or attitudes as an adjustable ___filter__（过滤器）_ that freely passes or blocks input necessary to acquisition.38. Gattegno anticipates（预见） that using the Silent Way（默教法）would require most teachers to change their perception of their __role__.39. Community Language Learning （交际式语言学习）advises teachers to consider their studen ts as “whole persons”; therefore, the method is sometimes cited as an example of a “__humanistic__ approach”（人文主义教学方法）.40. British linguists of structuralism（构造主义） believed that__elements__ in a language were rule-governed.III. Questions for Long Answers: (50%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned.41. What advantages can be found in the Direct Method? (20%)(1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning.(2) It is an activity method facilitating alertness and participation of the pupils.(3) According to Macnee, "It is the quickest way of getting started". Ina few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning.(4) Due to application of the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt.(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.(6) This method can be usefully employed from the lowest to the highest class.(7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed.42. What are the main features of the Communicative Approach?(30%)1. David Nunan offers five points to characterize the Communicative Approach:①According to the CA, an emphasis on learning to communicate through interaction in the target language. ②The introduction of authentic texts into the learning situation. ③The provision of opportunities for learners to focus, not only on language but also on the learning process itself. ④An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.⑤An attempt to link classroom language learning with language activation outside the classroom.2. The most obvious characteristics of the CA is that almost everything that is done with a Communicative intent. The teacher is concerned with the learners themselves, their feelings and ideas. The classroom activities are learner-centered.3. Students use the language a great deal through communicative activities such as games,role-plays, and problem-solving tasks. In this process, the focus is on meaning, rather than on language form.4. For learners who are studying in a non-English-speaking setting, it is very important to experience real communicative situations in which they learn to express their own views and attitudes, and in which they are taken seriously as people.5. Another characteristic of the teaching / learning process of the CA is the use of authentic materials.6. The degree of learner-centered activity depends, among other things, on the type of material they are working on. Unlike some contemporary methodologies such as Community Language Learning, practitioners of Communicative Approach view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use.7. There are three kinds of materials currently used in the Communicative Approach will be introduced and they are labeled “ text-based”, “task-based”, and “realia”.(1). Text-based materials(2). Task-based materials(3). Realia-------Many proponents of the Communicative Approach have advocated the use of “authentic” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers or graphic and visual sources around which communicative activities can be built.8. Learner-centred activities provide opportunities for learners to focus, not only on language, but also on the learning process itself. This type of activities involve students in doing and making things. This practice agrees with one of the basic assumptions of the Communicative Approach” students will be more motivated to learn a foreign language if they feel they are learning to do something with the language.9. The role of the teacher:① a facilitator of students’ learning; ②a manager of classroom activities;③ an advisor of students’ questions;④ a co-communicator in the communicative activity.10. The teacher’s level of proficiency in the target language and her stamina have some bearing on the effectiveness of a given teaching strategy.11. The teacher has to possess a very high level of language competence, because she is the main source of input, at least in the beginning stage and, especially, in the foreign language context.12. In a Communicative Approach classroom, lessons tend to be less predictable; the teacher has to be ready to what the learners say and not just how they say it, and to interact with them in as “natural” a way as possible; she has to use a wider range of management skills than in the traditional teacher-dominated classroom. 13. The role of the learner: a negotiator; a communicator; a contributor; an independent learner.14. Truly communicative have three features: information gap, choice of form and content and feedback. An information gap exists when one person in the exchange knows something that the other person doesn’t know and he wants to know. 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.15. Activities in the Communicative Approach are often carried out by students in small groups.16. Grammatical structure does not require explicit analysis or attention, and by the necessary grammatical structure are automatically provided in the input. 17. Classroom environment in the Communication Approach:①cooperation and empathy;② learner-centred; ③tolerance of errors; ④working in small groups.。

英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。

《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 1Part 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. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teachingand assessment procedures in the classroom? BA. teaching attitudeB. definitions of languageC. structural view of l anguageD. functional view3. What does the structural view of language see language? CA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language? DA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language? BA. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peo pleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist th1D. Communicative teachingUnit 2rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning5. What is discourse competence concerned with? BA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning6. What is strategic competence concerned with? CA. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to unde rstand themC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning7. What is fluency competence concerned with? BA. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to la ck of resourcesD. Knowledge of language itself, its form and meaning8. What are the principles of communicative language teaching? AA. Communication principle, task principle and meaningful principleB. Communication principle, accuracy principle and meaningful principleC. Communication principle, fluency principle and meaningful principleD. Communication principle, task principle and purpose principle 4C. Retell what is heard2. What are the principles for good lesson planning? A6A. Aim, variety, flexibility, learnability and linkageB. Aim, preparation flexibility and linkageB. Specific, students-orientedD. Both A and BA. Structures, vocabulary, functions and topicsB. Pictures, vocabulary, communication and topicsC. PPT, structures, aims and summaryB. Pre-reading, while-reading and post-readingC. Mechanical practice and meaningful practiceD. Both A and B4) Knowing about the curriculum/syllabus.5) Knowing about the textbooks.1. What are the possible roles of a teacher? DA. Controller, assessorB. Organizer, prompter A. Controller B. AssessorC. OrganizerD. Prompter5. What role does a teacher play in the following activity? BWhen a student has made a sentence with borrow, “b I orrowed a paper to writ e a letter t”he,teacher says, “We l w, e don’t say a paper, we say a piece of pa per. ”A. ControllerB. AssessorC. OrganizerD. Prompter6. What role does a teacher play in the following activity? DWhile doing a writing task either individually or in groups, the students need touse a particular word they don’k t now. So they ask the teacher.A. ControllerB. AssessorC. participantD. Resource-provider7. What role does a teacher play in the following activity? DThe teacher asks a student a question “Haveyou ever bought clothes with pro blems?”If the student doesn’t seem to be ready, the teacher says “f o e r xampl e, a shirt without... an”d points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8. What role does a teacher play in the following activity? BWhen the students have in groups decided where to go for a spring outing,the teacher asks each group to tell the others why they have made such a cho ice.A. ControllerB. AssessorC. OrganizerD. Prompter9. What role does a teacher play in the following activity? CWhen students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10. What role does a teacher play in the following activity? AThe teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A. ControllerB. AssessorC. OrganizerD. Prompter11. What role does a teacher play in the following activity? CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.102. Classroom instructionsThere are rules to follow for making instructionsabout information or ideas based on a set of criteria.5. Differences between errors and mistakes.a . choice of methodologyPart 1 Read the following statements or questions and choose the best answe r for each statement or question.1. Which of the following is true about pronunciation teaching? DA. Learners whose native language has similar sounds are less likely to have problems with pronunciation.B. Learners who have more exposure to English need less focus on pronunci ation.C. Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D. All of the above2. What is the realistic goal of teaching pronunciation? DA. ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3. Which of the following do not belong to minimal pair?A. Will wellB. Till tellC. Fill fellD. Well well4. Which of the following belong to pronunciation perception practice?DD/doc/2f9c8ba276232f60ddccda38376baf1ffd4fe3b9.html ing minimal pairs, odd one out C. Same or differentB. Which order, completion D. All of the above5. Which type does the following production practice belong to? AThe students repeat what the teacher says. This activity can practice individua l sounds, individual words, groups of words, and sentences.A. Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using m eaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.DA. Make up sentences C. Using picturesB. Using meaningful context D. Using tongue twisters7. What are the ways of practicing stress? DA. Use gesturesB. Use the voiceC. Use the blackboardD. All of the above8. What does the falling intonation on the statement “heis moved to Gla15A. I am telling you something you do not knowB. I have not finished yet A . I am telling you something you do not know B. I have not finished yetD. Communicative teaching methodD. Mechanical practice and success oriented practice5. What are two broad categories of knowledge? AA. Implicit knowledge and explicit knowledgeB. Obvious knowledge and unobvious knowledgeC. Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgePart II,4. Synthesis approach ['s ?nθ?s?s] 综合⽅法B. know its spelling and grammatical propertiesC. know its meaning and know when and how to use it18B. connotative meaning 内涵意义D. inspired meaning ed meaningB. connotative meaning D. synonyms。

小学英语教学法试题一、填空1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。

2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。

3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。

5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。

情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。

6、教学是教师的教和学生的学的统一活动。

就英语教学而言，教学的实质就是一种特殊的认识过程。

英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。

7、学生认识的客体是英语，教师认识的客体是教学规律。

教学双方都为对方提供信息，英语就是为了促进交流。

8、教学的最终任务是培养学习者的交际能力。

9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。

10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。

11、语言教学的内容包括语言知识和语言技能两个方面12、体态语是指说话时的表情、手势、动作等。

13、在教学中写有两方面的含义：一是书写，二是写作。

14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。

15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。

16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果.17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。

18、英语课堂教学的实质是交际。

初中英语教材教法试题及答案一、单项选择题1. — _____ you like some tea?— Yes, please.A. AreB. WouldC. Do答案：B2. Lucy _____ from Canada. She is from Australia.A. isn'tB. doesn'tC. wasn't答案：A3. I can't find my keys. Can you help me _____?A. find themB. to find themC. found them答案：A4. Daniel _____ every day, but he can't swim.A. practicedB. is practicingC. practices答案：C5. — _____ are the strawberries?— They are 2 dollars per pound.A. How manyB. How muchC. How long答案：B二、完形填空题阅读下面的短文，从每题所给的三个选项中选择一个最佳答案。

Do you like basketball? I 6 a big fan of it. Many people love basketball 7 it is exciting. Sometimes, when we watch the players from our 8 team doing a good job on TV, it makes us happy.I also 9 playing basketball. I played on my school team last year. I practiced every day. My coach told me that I 10 work harder than some others because I wasn't as tall as them. I 11 him and my teammates proud. At the end of the school year, we won the championship!Basketball is a team sport. It is important to 12 together. It is not only about the height; it is about skills and teamwork. I learned that 13 playing basketball. We have to pass the ball and help each other to get points.14 now, I am in high school. I still love basketball and though I am very busy with my 15 , I always find time to play it.6. A. is B. am C. was答案：B7. A. since B. but C. because答案：C8. A. favorite B. lucky C. first答案：A9. A. dislike B. enjoy C. hate答案：B10. A. must B. can C. should答案：C11. A. made B. let C. watched答案：A12. A. work B. play C. study答案：B13. A. from B. of C. about答案：C14. A. On B. In C. At答案：C15. A. family B. friends C. schoolwork答案：C三、阅读理解题阅读下列短文，根据短文内容，从每题所给的三个选项中选择一个最佳答案。

广西高校教师资格证考试《英语教学法》练习题及答案一、选择题1. 下列哪个是英语教学法的基本原则？A. 知识主导B. 教师主导C. 学生主导D. 竞争主导答案：C2. 针对不同学生的研究特点，英语教师可以采用的教学策略是：A. 同一教学方法B. 不同教学方法C. 教师中心教学D. 学生中心教学答案：B3. 英语教学法中的课堂控制指的是：A. 教师严格控制学生B. 学生完全自由控制C. 教师和学生相互控制D. 提供一种积极、稳定、和谐的教学环境，教师有序地组织学生的研究活动答案：D二、问答题1. 请简要说明英语教学法的概念和作用。

答案：英语教学法是指教师在英语教学中所运用的一系列教学原则、方法、手段和策略的总和。

它对于指导英语教学具有重要的作用，可以帮助教师更好地组织教学内容和教学过程，提高学生的研究效果和英语应用能力。

2. 请列举并简要说明英语教学法中的一种教学策略。

答案：其中一种教学策略是学生中心教学。

这种教学策略强调以学生为中心，关注学生的研究兴趣、需求和能力，通过激发学生的研究动机和积极性，培养他们自主探究、合作研究和解决问题的能力。

3. 简述如何提高英语教学中的课堂控制能力。

答案：提高英语教学中的课堂控制能力可以从以下几个方面入手：建立积极的教室氛围，包括热情友好的教师形象和和谐的师生关系；合理规划教学内容和教学步骤，确保教学有序进行；灵活运用教学方法和工具，提高学生参与度和研究效果；及时引导和管理学生的行为，保持课堂纪律和秩序。

以上为《英语教学法》的一部分练题及答案，希望对您的复有所帮助！---参考资料：根据广西高校教师资格证考试《英语教学法》相关知识整理而成。