第四章 外语教学的理论基础 期末题目

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。

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。

课程与教学论：基础、方法和应用期末试题一一、单项选择题(本大题共30小题，每小题1分，共30分)在每小题列出的四个备选项中只有一个是符合题目要求的，请将其代码填写在题后的括号内。

错选、多选或未选均无分。

1.提出课程开发的“工作分析”方法的教育家是( )Ａ.查特斯 B.奥利沃C.博比特D.施瓦布2.10世纪50年代末至60年代末，西方世界发生了一场指向于教育内容现代化的“学科结构运动”，在这场运动中诞生了一种新的课程形态，即( )A.进步主义课程B.要素主义课程C.永恒主义课程D.学术中心课程3.在教育史上第一个倡导教学论的教育家是( )A.拉特克B.赫尔巴特C.夸美纽斯D.斯太克4.赫尔巴特提出的教学的“形式阶段”包括明了、联合、系统和( )A.复习B.呈现C.拓展D.方法5.杜威在其1902年出版的著作中曾针对传统教学割裂儿童与学科而使儿童完整的经验被肢解的问题，提出在经验的基础上真正使儿童与学科统一起来。

这本不朽名著是( ) A.《儿童与课程》 B.《民主主义与教育》C.《我的教育信条》D.《明日之学校》6.现代课程之父泰勒在20世纪初所创立的课程开发模式被看作是课程开发科学化运动的产物。

其课程开发模式被称为( )A.目标模式B.过程模式C.表现模式D.普遍模式7.斯藤豪斯认为，课程开发的任务就是要选择活动内容，建立关于学科的过程、概念与标准等知识形式的课程，并提供实施的( )A.目标原则B.过程原则C.评价原则D.组织原则8.奥苏贝尔学习理论最根本的特点是关注课堂教学中学生真实的学习状况，提出了( )A.接受学习B.发现学习C.有意义学习D.解决问题学习9.“学生渴望认知、理解和掌握知识，以及陈述和解决问题的倾向”，指的是奥苏贝尔所说的( )A.好奇心B.认知驱力C.附属驱力D.自我驱力10.维果茨基在其“文化—历史心理理论”的基础上提出了著名的假设理论是( )A.潜在发展区B.实际发展区C.最近发展区D.现有发展区11.奥苏贝尔讲解式教学的设计原则是( )A.高速度原则B.高难度原则C.小步子原则D.逐渐分化原则12.“是教育情境的产物和问题解决的结果，是学生和教师关于经验和价值观生长的‘方向感’。

可编辑修改精选全文完整版绪论单元测试1【判断题】 (2分)英语学科教学论，是介绍英语知识的一门课。

A.对B.错2【判断题】 (2分)英语学科教学论，是一门介绍如何教英语的课。

A.对B.错3【判断题】 (2分)关于教英语，需要了解相关的语言和语言学习的理论。

A.错B.对4【判断题】 (2分)关于教英语，还需要了解相关的教学方法、了解课堂管理的内容、学习教学设计的理念等。

A.错B.对5【判断题】 (2分)听说读写看的教学，是关于语言技能的教学。

A.错B.对第一章测试1【单选题】 (2分)Which is not the view of language? ( )A.Interactional ViewB.Structural ViewC.Functional ViewD.Constructive View2【单选题】 (2分)Which is not the view of language Learning? ( )A.Behaviorist TheoryB.Cognitive TheoryC.Schema TheoryD.Socio-constructive Theory3【单选题】 (2分)Which is from social-constructivist theory?A.stimulusB.ZPDC.reinforcementD.automatic response4【多选题】 (2分)For new language learning, the aspects that students need to do with are ( )A.Understand the formB.Understand the meaningC.Go abroad for studyingD.Practice the language5【多选题】 (2分)Which belong to process-oriented theory? ( )A.Socio-constructivist TheoryB.Schema TheoryC.Behaviorist TheoryD.Cognitive Theory6【多选题】 (2分)Which belong to condition-oriented theory? ( )A.Constructivist TheoryB.Behaviorist TheoryC.Socio-constructivist TheoryD.Cognitive Theory7【判断题】 (2分)The structural view of language is that language is a system of structurally related ele ments for the transmission of meaning. （）A.错B.对8【判断题】 (2分)The functional view only sees language as a means for doing things. ( )A.对B.错9【判断题】 (2分)For behaviorist theory, mistakes should be immediately corrected, and the correction s hould be immediately praised. ( )A.对B.错10【判断题】 (2分)Learning should be achieved via the dynamic interaction between the teacher and th e learner and between learners. ( )A.错B.对第三章测试1【判断题】 (2分)Teacher Talk Time means teacher should talk more in class and do not leave silence g ap in class. ( )A.对B.错2【判断题】 (2分)Remembering and understanding belong to the higher order thinking ability. ( )A.对B.错3【单选题】 (2分)Which one does not belong to the Bloom’s Taxonomy (2001)? ( )A.ApplyingB.AnalyzingC.RememberingD.Summarizing4【单选题】 (2分)For cognitive level of evaluating, the teacher may ask students the question like ( ).A.What is the relationship between A and B?B.How would you use this?C.Which is more interesting?D.What is the main idea of this paragraph?5【单选题】 (2分)For cognitive level of analyzing, the teacher may ask students the question like ( ).A.Which is more interesting, A or B?B.Can you compare A and B?C.Is there a better solution to this?D.What is an alternative method for this?6【多选题】 (2分)Which belong to teacher’s role? ( )A.controllerB.assessorC.prompterD.organizer7【多选题】 (2分)Teachers as facilitators means ( ).A.to guide them in planning and assessing their own learningB.to use various strategies to motivate learnersC.to develop their learning strategiesD.to create a positive learning environment8【多选题】 (2分)What are the two things that the teacher does as an assessor? ( )A.organizing feedbackB.controlling the paceC.correcting mistakesD.making research on student’s performance9【判断题】 (2分)Even the clearest instructions can be hard to grasp so, after you've given them, it's wo rth checking that they have been understood. ( )A.对B.错10【判断题】 (2分)Allow learners in class the time and the quiet they need, because they need time to thi nk, to prepare what they are going to say and how they are going to say it. ( )A.对B.错第四章测试1【单选题】 (2分)For WHERETO teaching design principle, W refers to ( ).A.allow students to evaluate their work and its implication’sB.be tailored (personalized) to the different needs, interests, and abilities of learnersC.equip students, help them experience the key ideas and explore the issuesD.help the students know where the unit is going and what is expected2【单选题】 (2分)For WHERETO teaching design principle, R refers to ( ).A.help the students know where the unit is going and what is expectedB.allow students to evaluate their work and its implication’sC.equip students, help them experience the key ideas and explore the issuesD.provide opportunities to rethink and revise their understandings and work3【单选题】 (2分)Which belongs to teaching design principle? ( )A.WHERETOB.ESAC.SMARTD.ABCD4【多选题】 (2分)What does WHERETO teaching design principle refer? ( )A.equip students, help them experience the key ideas and explore the issuesB.help the students know where the unit is going and what is expectedC.allow students to evaluate their work and its implication’sD.hook all students and hold their interest5【多选题】 (2分)What are the frequently applied teaching models? ( )A.WHERETO ModelB.Backward Design ModelC.ASSURE ModelD.ADDIE Model6【多选题】 (2分)What are the four elements of articulating learning objectives? ( )A.ConditionB.AudienceC.DegreeD.Behavior7【判断题】 (2分)Develop student’s reading skills. This learning objective is appropriately presented. ( )A.错B.8【判断题】 (2分)SMART is the method for articulating learning objectives. ( )A.对B.错9【判断题】 (2分)Activation of prior knowledge means activating cognitive structures that relate to the to pics and tasks to be studied and completed. ( )A.错B.对10【判断题】 (2分)The purpose of teaching design is to implement teaching effectively. ( )A.B.对第五章测试1【单选题】 (2分)What is used to express meanings in many subtle ways such as surprise, complaint, s arcasm, delighted, threats, etc.? ( )A.PronunciationB.morphologyC.PhonologyD.Intonation2【单选题】 (2分)What is the best age to start learning to read through phonics? ( )A.4-6B.C.1-2D.2-33【单选题】 (2分)After learning the individual letters’ sounds, it is natural to learn the sounds o f ? ( )A.consonant lettersB.blending lettersC.all of the aboveD.vowel letters4【多选题】 (2分)Which generally should be pronounced as weak form while reading aloud? ( )A.Auxiliary wordB.C.VerbD.Preposition5【多选题】 (2分)Phonics is a method for teaching and of the English language by develo ping learners' phonemic awareness—the ability to hear, identify, and manipulate phon emes—in order to teach the correspondence between these sounds and the spelling p atterns that represent them. ( )A.speakingB.writingC.listeningD.reading6【多选题】 (2分)Sound /k/ can be spelled as ? ( )A.kB.chC.ckD.c7【判断题】 (2分)Research has shown that children who have not developed reading skills by second gr ade, will experience an overall delay in learning throughout their school life. ( )A.对B.错8【判断题】 (2分)Understanding phonics will also help children know which letters to use when they ar e writing words. ( )A.对B.错9【判断题】 (2分)A lot of people start the journey of teaching kids phonics through the traditional ways, l ike teaching them to read, and this is the best way to follow. ( )A.错B.对10【判断题】 (2分)Written language can be compared to a code, so knowing the sounds of individual lett ers and how those letters sound when they’re combined will help children code word s as they read. ( )A.对B.错第六章测试1【单选题】 (2分)What does the first aspect of vocabulary learning involve according to Hedge (200 0)? ( )A.The sense relations among words.B.Connotative meaning.C.Denotative meaning.D.Denotative and connotative meaning.2【单选题】 (2分)Which is not the appropriate way of consolidating vocabulary? ( )A.Play a game.B.Categories.C.Spot the difference.D.Guessing.3【单选题】 (2分)Which is not a collocation? ( )A.See a movie.B.Watch a play.C.Movie.D.Look at a picture.4【多选题】 (2分)According to Hedge (2000), what does the second aspect of vocabulary learning invol ve? ( )A.Spelling and PronunciationB.Collocations.C.Synonyms, antonyms and hyponyms.D.Receptive and productive vocabulary.5【多选题】 (2分)What does knowing a word involve? ( )A.How and when to use it to express the intended meaning.B.Its meaning.C.Its spelling and grammatical properties.D.Its pronunciation and stress.6【多选题】 (2分)Which belong to vocabulary learning strategies? ( )A.Use a dictionary.B.Review regularly.C.Guessing from context.D.Presenting vocabulary.7【判断题】 (2分)Denotative meaning refers to those words that we use to label things as regards real o bjects, such as a name or a sign, etc. in the physical world. ( )A.错B.对8【判断题】 (2分)Antonyms refer to the sameness or close similarity of meaning or we can say that wor ds are close in meaning. ( )A.对B.错9【判断题】 (2分)Receptive/passive vocabulary refers to words that one is able to recognize and compr ehend in reading or listening but unable to use automatically in speaking or writing. ( )A.错B.对10【判断题】 (2分)Collocations refer to words that co-occur with high frequency and have been accepte d as ways for the use of words. ( )A.对B.错第七章测试1【单选题】 (2分)Deductive reasoning is essentially a approach which moves from the more gen eral to the more specific. ( )A.gameB.down-topC.traditionalD.top-down2【单选题】 (2分)is an approach that removes you, the teacher, from the main role of “explainer” and ex tends to the students the opportunity to question and discover the target grammar. ( )A.The guided discovery methodB.Mechanical practiceC.Deductive methodD.Inductive method3【单选题】 (2分)usually comes after mechanical practice. ( )A.The guided discovery methodB.Meaningful practiceC.Deductive methodD.Inductive method4【多选题】 (2分)Although a little less effective than inductive teaching, benefits to the deductive approa ch are: ( )A.It encourages faster learning of material and understand the meaningB.Time in the classroom is spent only on the language principle.C.Most material can be easily taught this way.D.Students can have lots of interaction with others in a meaningful context.5【多选题】 (2分)Although inductive teaching takes longer than deductive, many educators agree it i s a very efficient method in the long run. Benefits include: ( )A.Students rely on their critical thinking to figure out the language.B.Students can gain deeper understanding of the language.C.Students can get more interaction and participation among each other.D.No material can be easily taught this way.6【多选题】 (2分)Using prompts has proved to be an effective way of grammar practice. The prompts ca n be: ( )A.picturesB.tablesC.key wordsD.mines7【判断题】 (2分)The deductive and inductive teaching methods can be illustrated in this picture. ( )A.对B.错8【判断题】 (2分)That the students are asked to produce language based on pictures and key phrase s provided by the teacher is using chained phrases for storytelling. ( )A.对B.错9【判断题】 (2分)In mechanical practice the focus is on the production, comprehension or exchange o f meaning through the students “keep an eye on” the way newly learned structures ar e used in the process. ( )A.对B.错10【判断题】 (2分)Grammar practice is usually divided into two categories, mechanical practice and mea ningful practice. ( )A.错B.对第八章测试1【单选题】 (2分)Which is not involved in bottom-up processing while listening? ( )A.Recognizing phrases.B.Referring meaning from background knowledge.C.Recognizing structures.D.Recognizing sounds of words.2【单选题】 (2分)Which is not the stage of listening teaching? ( )A.While-listening.B.Predicting.C.Pre-listening.D.Post-listening.3【单选题】 (2分)Which is not the main listening difficulty of learners? ( )A.Quickly forget what is heard.B.Neglect the next part when thinking about meaning.C.Able to form a mental representation from words heard.D.Do not recognize words they know.4【多选题】 (2分)What are two models that are frequently used to describe different processes of listeni ng? ( )A.Top-up model.B.Top-down model.C.Bottom-up model.D.Bottom-down model.5【多选题】 (2分)Which belong to principles for teaching listening? ( )A.Focus on process.B.Combine listening with other skills.C.Focus on the comprehension of meaning.D.Grade difficulty level appropriately.6【多选题】 (2分)What are three main categories that affect the difficulty level of listening tasks accordin g to Anderson and lynch (1988)? ( )A.Context in which the listening occurs.B.Bottom-up and top-down approaches.C.Type of language used.D.Task or purpose in listening.7【判断题】 (2分)Bottom-up and top-down these two processes are mutually dependent. ( ）A.对B.错8【判断题】 (2分)It is important to develop listening skills together with other skills because ordinarily list ening is not an isolated skill. ( )A.错B.对9【判断题】 (2分)Multiple-choice tests play a decisive role in helping students develop good listening ha bits and strategies. ( )A.错B.对10【判断题】 (2分)In the top-down model, listening for gist and making use of the contextual clues and ba ckground knowledge to construct meaning are emphasized. ( )A.对B.错第九章测试1【单选题】 (2分)Which is not the principle for teaching speaking? ( )A.Maximizing meaning interactions.B.Problem-solving activities.C.Personalizing practice.D.Contextualizing practice.2【单选题】 (2分)Which practice is not structure-based with a focus on forms? ( )A.Grammar learning.B.Syntax learning.C.Providing sufficient opportunities for students to develop fluency.D.Vocabulary learning.3【单选题】 (2分)Which of the following activities is often used to develop students’ speaking accurac y? ( )A.Acting out the dialogue in the text.B.Having discussions in groups.C.Describing people in pair.D.Identifying and correcting oral mistakes.4【多选题】 (2分)Like all the other skills, what strategies does speaking involve?( )A.Turn taking.B.Asking for clarification.C.Initiating a conversation.D.Ending a conversation.5【多选题】 (2分)Which belong to common features of spoken language according to Bygate (1987)? ( )A.Using devices such as fillers, hesitation device to give time to think before speaking.B.Taking short cuts, e.g. incomplete sentences.C.Using less complex syntax.D.Using fixed conventional phrases or chunks.6【多选题】 (2分)Which belong to typical speaking tasks? ( )A.Problem-solving activities.B.Dialogues and role-plays.C.Doing translation exercises.D.Information-gap activities.7【判断题】 (2分)Maintaining a balance between accuracy-based and fluency-based practices is essenti al in teaching speaking.( )A.对B.错8【判断题】 (2分)Speaking is the skill that the students will be judged upon most in simulated situation s. ( )A.错B.对9【判断题】 (2分)Problem-solving activities tend to be productive because there is a clear objective to b e reached or problem to be solved and require a higher level of language proficienc y. ( )A.错B.对10【判断题】 (2分)Designing speaking activities that maximize students’ opportunity to speak is one of th e central tasks for language teachers. ( )A.错B.对第十章测试1【单选题】 (2分)Which is not the teaching step of viewing teaching? ( )A.What message does the image transmit?B.What do you feel?C.What can you touch?D.What can you see?2【单选题】 (2分)Which is not the three-dimension paradigm by Serafini (2014)? ( )A.StructuralB.IntellectualC.IdeologicalD.Perceptual3【单选题】 (2分)What is the definition of Visual literacy? ( )A.With technology, images and visual presentations are flourishing more than ever.B.It means student's ability to “use, interpret, analyze, and think critically about visual images and the signi ficance of what they are seeing”.C.This involves exploring how ideas and emotions are expressed and the use of lighting to create an emoti onal or physiological point.D.Visual literacy is based on the idea that can be "read" and that meaning can be through a process of re ading.4【多选题】 (2分)Which are the teaching steps of viewing teaching? ( )A.What can you touch?B.What is the image trying to tell us?C.What can you see?D.What do you feel?5【多选题】 (2分)What are the pedagogical questions that the teacher can use in class to develop learn ers’ visual literacy? ( )A.How could you change/improve this image?B.What more can we find out?C.What does this image say to us?D.Where has this image come from?6【多选题】 (2分)What can be used as visual literacy clues to facilitate identifying the visual products? ( )A.ColorB.ShapeC.GestureD.Lighting7【判断题】 (2分)We need to consider the active viewer as well and engage the students' creative or cur ative responses to the image. ( )A.错B.对8【判断题】 (2分)One of the most effective ways to encourage information to make that important jump f rom the limited short-term memory to the more powerful long-term memory is to pair te xt with images. ( )A.错B.对9【判断题】 (2分)As these students travel on their road to fluency in English, images can provide an eff ective bridge in that learning process. ( )A.错B.对10【判断题】 (2分)Information presented visually is processed extremely quickly by the brain. ( )A.对B.错第十一章测试1【单选题】 (2分)When expectations are set up, what kind of process of reading is ready to begin? ( )A.ForcedB.PassiveC.NegativeD.Active2【单选题】 (2分)What does bottom-up model mean? ( )A.The teacher should teach the background knowledge first, so that students equipped with such knowled ge will be able to guess meaning from the printed page.B.The teacher teaches reading by introducing vocabulary and new words first and then going over the tex t sentence by sentence.C.None of the above.D.Not only linguistic knowledge but also background knowledge is involved in reading.3【单选题】 (2分)Which is not the reading skill that the learners should be developed in reading clas s? ( )A.Making prediction based on vocabulary or titleB.Guessing the word’s meaningC.Cooperating with othersD.Making inference4【多选题】 (2分)What are the principles for reading teaching? ( )A.Prediction is a major factor in reading.B.Students should be encouraged to respond to the content of a reading text, not just to the language.C.Students need to be engaged with what they are reading.D.Good teachers exploit reading texts to the full.5【多选题】 (2分)What are the models for reading teaching? ( )A.Top-down ModelB.Discovery ModelC.Interactive ModelD.Bottom-up Model6【多选题】 (2分)Find out the reading skills that the learners should be cultivated in reading class. ( )A.Making inferenceB.SkimmingC.ScanningD.Guessing the word’s meaning7【判断题】 (2分)As with everything else in lessons, students who are not engaged with the reading tex t will not actively interested in what they are doing. ( )A.错B.对8【判断题】 (2分)In the Top-down Model, the teacher teaches reading by introducing vocabulary and ne w words first and then going over the text sentence by sentence. ( )A.错B.对9【判断题】 (2分)According to the Interactive Model of reading, when one is reading, the brain receive s visual information, and at the same time, interprets or reconstructs the meaning tha t the writer had in mind when he wrote the text. ( )A.错B.对10【判断题】 (2分)Reading comprehension involves extracting the relevant information from the text as e fficiently as possible, connecting the information from the written message with one’s o wn knowledge to arrive at an understanding. ( )A.错B.对第十二章测试1【单选题】 (2分)Which will not help teachers motivate students to write? ( )A.Encourage collaborative group writing as well as individual writing.B.Leave students less room for creativity and imagination.C.Make the topic of writing as close as possible to students' life.D.Provide constructive and positive feedback.2【单选题】 (2分)What product-oriented method of teaching writing mean? ( )A.Writing activities should serve to encourage a process of brainstorming, drafting, writing, feedback, revis ing and editing, which proceeds in a cyclical fashion resembling the writing process of a real writer.B.It pays great attention to the accuracy of the final product but ignores the process, which the students g o through to reach the final goal.C.The process approach to writing does not only pay attention to what students do while they are writing, i t also attaches great importance to what they and the teacher do before they start writing and after they f inish writing.D.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.3【单选题】 (2分)What does process approach to writing mean? ( )A.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.B.Encourage feedback both from themselves.C.Do not give students time to discover what they want to say as they write.D.Teaching writing pays great attention to the accuracy of the final product but ignores the process.4【多选题】 (2分)Which principles can help teachers motivate students to write? ( )A.Leave students enough room for creativity and imagination.B.Provide opportunities for students to share their writings.C.Make the topic of writing as close as possible to students' life.D.Encourage collaborative group writing as well as individual writing.5【多选题】 (2分)Which principles will motivate students to write? ( )A.Give students a sense of achievement from time to time.B.Leave students less room for creativity and imagination.C.。

小学英语教师教材教法理论考试试题(及答案)单位姓名分数（课程标准部分65分）一、选择题：根据新课程标准，选择正确答案（15分）（）1、评价一节课是否符合新课标精神，应该，看学生思考的层次和看老师否创造性地运用了教材。

A、看学生主动性是否被调动起来B、看老师是否讲解到位C、看学生是否注意力集中D、看老师是否运用了先进的教学手段（）2、是实施新课程改革的主力军，是新课程实施的研究者、开发者和具体。

A、教师，实施者B、学生，参与者C、行政领导，参与者D、校长，实施者（）3、课程目标的级别不完全等同于基础教育阶段的各个年级。

从3年级开设英语课程的学校，3、4年级应完成，5、6年级完成；A、第五册—第八全册B、第九—第十二全册C、一级目标，二级目标D、二级目标，三级目标（）4、各地区可以根据国家课程的有关政策规定，根据当地的条件和需要，适当调整相应学段英语课程的目标。

A．县级管理 B.一级管理 C.二级管理 D.三级管理（）5、语言技能一级目标中读写要求：能看图识字；能在指认物体的前提下认读所学词语；能在图片的帮助下读懂简单的小故事; 能正确。

A、朗读课文B、背默课文C、表演小节目D、书写字母和单词（）6、语言技能一级目标中说唱要求的第一个要求是。

A、能根据录音模仿说英语B、讲述简单的小故事C、能说最常用的日常套语D、能唱一首英语歌（）7、语言技能一级目标中玩演的要求：能用英语做游戏并在游戏中用；能做简单的角色表演；能表演英文歌曲及简单的童话剧等。

A、英语进行简单的交际B、用简单的英语讲简单的故事C、表演小故事或童话剧D、能看懂英文动画片（）8、教师要积极利用各种教学资源，教材，设计适合学生发展的教学过程。

A、合理地教B、创造性地使用C、按照要求使用D、按部就班地用（）9、课程目标二级要求能在图片的帮助下听懂、、并讲述简单的故事。

A、读懂B、写出C、背诵D、描写（）10、课程目标二级要求能根据图片或提示。

期末考试《英语课程与教学论》满分100分I. Multiple ChoiceSelect the best answer for each of the questions, and there is only one correct answer to each question. (每题2分，共40分)1. Emphasizing on certain practice techniques such as mimicry; memorization and pattern drills is the featureof ＿＿＿＿＿＿.A. The Direct MethodB. The Audio-lingual MethodC. Situational Language TeachingD. Communicative Language Teaching2. The emphasis on learning to communicate through interaction in the target language shows the feature of ＿＿＿＿＿＿.A. The Direct MethodB. The Audio-lingual MethodC. Situational Language TeachingD. Communicative Language Teaching3. ＿＿＿＿＿＿is supported by the fact that learners from the same language background may come up withdifferent errors, and conversely speakers of different language backgrounds can make similar errors.A. The teacher-centerednessB. The student-centerednessC. The hypothesis-testing processD. The structural syllabus4. The latter has evolved into a learner-centered approach to encompass not only the student as a learner, butalso the teacher, the parents and the citizen of the ＿＿＿＿＿＿of the learning process.A. Social contextB. Educational contextC. Smaller contextD. Larger context5. Which of the following expressions is not correct? ＿＿＿＿＿＿A. Different sentences structures can be used to express the same concept.B. One sentence structure can have more than one communicative function.C. One communicative function be expressed by a number of linguistic forms.D. One form can have more than one meaning, but one meaning or concept can be expressed by only one form.6. Which of the following sounds does not have the pronunciation /u:/?＿＿＿＿＿＿A. foodB. stoodC. chooseD. smooth7. Among the following examples of integration, which one is the example of integrating speaking with listening?A. dictationB. answer questions orallyC. discussion followed by readingD. note-taking while listening8.Every good writing assignment includes several elements, in the following, which one is one of those elements?A. missionB. audienceC. materialsD. topic9.Which of the following is NOT one of the hypotheses put forward by Stephen Krashen?A. The acquisition-learning hypothesis.B. The natural order hypothesis.C. The input hypothesis.D. The hypothesis of linguistic universals.10. In the Natural Approach, the teacher can make use of various ways except ＿＿＿＿＿＿in order to help the students to be successful.A. keeping their attention on key lexical itemsB. explaining grammatical rulesC. using appropriate gesturesD. using context to help them understand11. At which stage does the teacher provide opportunities for the students to use language as a vehicle for communication? ＿＿＿＿＿＿A. at the warming-up stageB. at the presentation stageC. at the practice stageD. at the production stage12. Effective learning depends to a large extent on＿＿＿＿＿＿of the class.A. course arrangementB. learners’ performanceC. encouraging atmosphereD. teacher’s management13. ＿＿＿＿＿＿are popular among students because they are associated with fun and games and they are considered to be fashionable.A.tape recordersB. walkmansC. video playersD. computers14.＿＿＿＿＿＿makes the web more easily interactive than a book or magazine.A. telephone numberB. publisher’s addressC. e-mail addressD. postcode15.Observe materials used in class teaching carefully with the purpose of identifying the teaching goals they achieve. Those materials may include except＿＿＿＿＿＿.A. excerpts from other didactic materialsB. learners’ bookC. adapted materials in the foreign languageD. complementary materials to the book16.When w e talk about the teachers’ body language, which one is not the proper＿＿＿＿＿＿.A. “bury yourself” in your notes and plansB. do not stand in one place for a long timeC. make frequent eye contact with all students in the classD. let your body posture exhibit an air of confidence17. Which kind of techniques can not be used to get formative assessment? ＿＿＿＿＿＿A. observationB. classroom discussionC. questioningD. results from oral tests18.Summative assessment is used to assess learners’＿＿＿＿＿＿over a period of time.A. knowledgeB. skillsC. abilitiesD. achievements19.＿＿＿＿＿＿relates to the truthfulness of the data.A. ValidityB. reliabilityC. subjectD. Object20.＿＿＿＿＿＿is an intensive study of a specific individual or specific context, which is usually based on the assumptionA. Action researchB. Teaching journalC. Lesson reportD. A case studyII. Multiple ChoiceSelect the best answer for each of the questions, and there are more than one correct answer to each question. （每题2分，共20分)1. The decision of language policy includes＿＿＿＿＿＿.A. at what age to begin the course of a foreign languageB. the number of hours per week devoted to teaching itC. whether it will be made available to all or only certain students in the school systemD. how many children should be involved2. Which of the following is true?A. Interlanguage is a product of communicative strategies of the learner.B. Interlanguage is a product of mother tongue interference.C. Interlanguage is a product of overgeneralization of the target language rules.D. Interlanguage is the representation of learners’ unsystematic L2 rules.E. Interlanguage is the representation of learners’ unsystematic L1 rules.3. Contents of structural syllabus usually consist of discrete sentences, yes/no and questions, ＿＿＿＿＿＿, ＿＿＿＿＿＿, ＿＿＿＿＿＿, and relative clauses; plus inductively or deductively, presented pedagogic“grammar points”,with structures being generally presented one at a tim e.A. articlesB. situationsC. prepositionsD. conditionals4. There are three strategies for expanding your English vocabulary, they are＿＿＿＿＿＿A. contextualizationB. discriminationC. affixationD. substitution5. When students do listening exercises, what may make them feel it’s difficult to do listening comprehension? ＿＿＿＿＿＿.A. Inadequate vocabularyB. Inability to perform tasksC. Anxiety and nervousnessD. Lack of face-to-face interaction6. What are the challenges in teaching large classes? ＿＿＿＿＿＿A. Let every student like you.B. Keep good discipline.C. Give individual student attention.D. Manage classroom disruption.7. By＿＿＿＿＿＿and ＿＿＿＿＿＿, EFL students can communicate with people they have never met and who they will probably never meet.sending e-mails B. telephoningC. joining newsgroupsD. introduction8. As teachers, we need to know when students are more likely to be engaged in learning. Generally, they become engaged when＿＿＿＿＿＿.A. the work builds on their prior attainment; they are able to do the work but find it challenging.B. they have opportunities to ask questions and try out ideas.C. they get a feeling of satisfaction and enjoyment from the work.D. they are emotionally, physically and intellectually involved by the tasks.9. When carry out an assessment, which of the following factors should be taken into consideration＿＿＿＿＿＿.A. cultureB. genderC. family D community situations10. Which procedures are recommended in preparing self-report forms (Richards and Lockhart, 1996)A. identify in as much as possible the philosophy underlying the courseB. identify different kinds of teaching activities, proceduresC. prepare a lesson report formD. prepare videosIII. True or False1分，共10分）1. Sociolinguistics is a branch of science where sociology and linguistics meet.2. A general assumption is that the learning that takes place in natural and educational settings are the same in nature.3. In student-centered approach, students are treated as “empty vessels” and learning is viewed as an additive process with new information that is geared to the “average” s tudents.4. Discrimination can be used as a strategy to expand your English vocabulary.5. Good writing begins with good assignments.6.Teacher should present herself to students as a person rather than just a reader of texts and a vessel of knowledge7.The use of the Internet is not advisable because it cannot help improve the students’ English level.8. The physical feature of learning environment cannot offer clues about the teaching.9. The diagnostic use of assessment to provide feedback to teachers and students over the course of instruction is called summative assessment.10. The simplest type of experiment involves two “equivalent” groups.III. Answer the questions (每题15分，共30分)1. Case analysisMiss Li. is an English major student who wants to be an English teacher, but she doesn’t know how to strive for it. Can you help her?Because Mr. Wang is all in Chinese, Mr. Wang is not an English teacher.Because the English teacher is a student's brother, Lee teacher is a woman, so the teacher is not the Englishteacher.So English teacher can only be Liu.Also because the teacher Li asked the math teacher a question, it is impossible that Li is a maths teacher.The math teacher can only be a teacher.Therefore, Li is a Chinese teacher.2. It is very important to show meanings of a lexical item in the process of teaching; can you talk about how to show to show meanings of a lexical item?Vocabulary teaching is an important part of English teaching, in the primary stage, vocabulary is the most frequent contact with the primary school students in English learning, will encounter a variety of problems, especially vocabulary. Now, in the majority of primary school English vocabulary teaching, our teacher or the most use a traditional way of vocabulary teaching: first to read over the vocabulary pronunciation, students read several times, finally in class by rote or copying to memory words. Under the influence of the traditional English vocabulary teaching, students can only rely on one letter of the machine to memorize vocabulary, not only difficult but also easy to forget. This teaching method makes students into a boring vocabulary memory. How to help students to memorize and master the word efficiently becomes an urgent problem to be solved.。

教学论期末考试试题一、选择题1. 教学论是一门研究教育过程中教师与学生互动规律的学科，以下哪项不是其研究内容？A. 教学目标的确定B. 教学方法的选择C. 教学评价的实施D. 学生家庭背景的分析2. 在教学过程中，教师应如何根据学生的认知差异进行教学？A. 使用统一的教学方法B. 忽略学生个体差异C. 采用分层教学D. 只关注优秀学生3. 以下哪项不是现代教学论提倡的教学原则？A. 学生中心B. 知识传授C. 互动参与D. 创新实践二、简答题1. 简述教学论中“教学目标”的重要性及其对教学过程的影响。

2. 描述“以学生为中心”的教学理念，并解释其在现代教育中的意义。

三、论述题1. 论述在信息技术快速发展的今天，教学论如何指导教师有效利用多媒体教学资源。

2. 分析当前教育中存在的“应试教育”现象，并从教学论的角度提出改进建议。

四、案例分析题案例：某班级在进行数学教学时，教师发现学生对抽象概念的理解存在困难。

请分析可能的原因，并结合教学论提出解决方案。

参考答案：1. D2. C3. B简答题参考答案：1. 教学目标是教学活动的出发点和归宿，它明确了教学的方向和预期效果。

教学目标的确定直接影响教学内容的选择、教学方法的采用以及教学评价的实施。

一个清晰、具体、可衡量的教学目标有助于教师有针对性地进行教学设计，同时也为学生提供了明确的学习方向，有助于提高教学效果。

2. “以学生为中心”的教学理念强调教育活动应以学生的需求、兴趣和能力为基础，教师的角色是引导者和支持者。

这种理念认为每个学生都是独特的个体，具有不同的学习风格和认知发展水平。

在现代教育中，这种理念有助于培养学生的自主学习能力、批判性思维和创新精神，是实现个性化教育和终身学习的关键。

论述题参考答案：1. 在信息技术快速发展的今天，教学论指导教师有效利用多媒体教学资源，首先要明确多媒体资源在教学中的作用，如激发学生兴趣、辅助知识理解、丰富教学手段等。

作业1．第2题认为学习外语的目的是通过学习外语培养其阅读文学作品的能力。

为达到此目的，学生必须掌握外语的词汇和语法规则。

A.语法翻译法B.直接法C.认知法D.交际法答案:A标准答案：A您的答案：题目分数：此题得分：2．第3题根据韩礼德对语言的交际功能的分类，如果一个小孩想要他的爸爸带他去公园玩，因此他对爸爸说“Dad, today is Sunday.”而他爸爸听后明白了他的用意，我们可以说，这时候小孩所使用的语言具有___功能。

A.相互关系B.想象C.工具D.描述功能答案:C标准答案：C您的答案：题目分数：此题得分：3．第4题根据Canale 和Swain的交际能力理论，如果一个人具有社会语言能力，那么他那就___。

A.能建立良好的社会关系B.具有较高的社会交际能力C.能根据他所处的社会环境和语言的交际功，恰当地选择语言形式D.知道哪些话语是可行的，哪些话语是不可行的答案:C标准答案：C您的答案：题目分数：此题得分：4．第5题美国结构主义语言学家认为语言可视为一个___的系统，这个系统由结构相关的成分构成。

A.具有生成性B.具有交际功能C.把意义编成了语码D.把语码转换成了意义答案:C标准答案：C您的答案：题目分数：此题得分：5．第6题在“___”模式中，属于语言学习活动的有：1）使用控制性练习帮助学生掌握要学习的结构、词汇和功能；2）使用聚焦语言成分活动练习语言，结合真实性的听力练习加深语言成分在语境使用的认识。

A.强交际派B.弱交际派C.强任务派D.弱任务派答案:D标准答案：D您的答案：题目分数：此题得分：6．第7题该教学方法于十九世纪开始用于教学现代语言，如法语、德语和英语，至今还在许多国家应用。

它是欧洲教授拉丁语和希腊语的传统方法。

A.语法翻译法B.直接法C.情景法D.听说法答案:A标准答案：A您的答案：题目分数：此题得分：7．第8题与情景法一样，在教学法在语言学习理论方面，也是以行为主义的学习理论为依据的。

第1题在该教学法的课堂里，一般来说，教师是命令的发出者，学生则是对命令作出反应的人或者是命令的发出者。

D.全身反应法第2题主张该教学方法的学者认为口语是第一性的，外语学习和母语学习相似，语言学习过程可用联想心理学（associationist psychology）解释。

B.直接法第3题由于在该教学法中使用了语言与行动的结合，从语言学习层面上它还与心理学中的记忆痕迹理论、降低忧虑、紧张有利语言学习等观点有联系。

D.全身反应法第4题在该教学方法的课堂中，声音、简单句子会与教室、家庭、街道等不同环境中的实物和人物等联系进行教学。

B.直接法第5题该教学法又称口语法，是20世纪20年代至60年代期间由英国应用语言学家创立起来的英语教学法。

C.情景法第6题 1966年，美国语言学家乔姆斯基发表了“语言学理论”，认为“___”，语言像人类的其他行为一样，受着规则的支配，且具有生成性。

B.语言不是习惯的结构第7题该教学法的教学活动的特点之一是：教师要求学生在提问或对教师的问题作答时，均以完整的句子说出问句或答句。

A.直接法第8题如果说，在该教学法的第二阶段中，练习是紧扣课文、围绕课文的语言点进行，并且控制性较大的话，那么，在该教学法的第三阶段中，教学活动应该是控制性不很大，使学生享有更大自主权的交际性练习。

B.认知法第9题根据克拉申（S. Krashen）的情感过滤假设，语言输入在进入大脑中的“语言习得机制”（LAD）的时候，会受到___的影响。

B.自信心、焦虑程度和动机第10题在“___”模式中，属于语言学习活动的有：1）在聚焦语言阶段使用增强意识活动，让学生在教师指导下分析和发现语言特点；2）之后，设计练习让学生练习语言点。

C.强任务派第11题该教学法的三个原则包括：交际性原则、任务性原则和意义原则。

B.交际法第12题该教学法的创始人Asher把刺激—反应看作语言教学方法的学习理论。

因此，我们可以认为，该教学法体现了以语法为基础的语言观和行为主义的语言学习观。

第一章对外汉语教育是一门专门的学科第一节对外汉语教育的学科名称一、语言教学中有关语言的几个基本概念1、第一语言和第二语言——这是按人们获得语言的先后顺序来区分的两个概念。

(1)第一语言是指人出生以后首先接触并获得的语言；(2)第二语言指人们在获得第一语言以后再学习和使用的另一种语言。

有的幼儿出生以后同时获得两种或两种以上的语言叫双语或多语现象。

2、母语和外语——这是按国家的界限来划分的。

(1)母语是指本国、本民族的语言；一般情况下，母语是指人们的第一语言，但不能等同。

(2)外语是指外国的语言。

3、本族语和非本族语——这是按言语社团，通常是按民族的界限来分的。

（1）本族语就是本民族的语言，这一术语可以与“母语”通用。

（2）非本族语是指本族以外的语言，可能是外语，也可能是指本国其他民族的语言。

4、目的语——这是指人们正在学习并希望掌握的语言。

第二节对外汉语教育的学科任务和学科体系一、对外汉语教育的学科任务内部因素：A学习与教学活动的主体——学习者和教师，包括学习者心理、生理策略等个体因素和教师的基本素质。

B学习与教学活动的客体——所教的目的语，即作为第二语言的汉语➢C学习与教学活动的本身——包括总体设计、教材编写、课堂教学和测试评估等环节和理论。

二、对外汉语教育的学科体系1、对外汉语教学学科体系（三个层次）第一层次：理论基础部分。

➢理论基础部分提出与本学科发展关系最为密切的七个基础学科：语言学、心理学、教育学、文化学、社会学、横断学科、哲学。

➢第二层次：学科理论体系——属于本学科范围内的学科理论体系包括：基础理论和应用研究。

➢第三层次：教育实践第三节对外汉语教育的学科性质和学科特点一、对外汉语教学的性质和特点1、对外汉语教学的性质（简答题）对外汉语教学是一种第二语言教学，也是一种外语教学。

⑴、对外汉语教学首先是语言教学。

语言教学的根本任务是教好语言。

语言教学也必然涉及到一定的文化内容，也必须包括一定的文化因素的教学，但文化因素的教学必须为语言教学服务。

小学英语教师教材教法理论考试试题(及答案)单位姓名分数（课程标准部分65分）一、选择题：根据新课程标准，选择正确答案（15分）（）1、评价一节课是否符合新课标精神，应该，看学生思考的层次和看老师否创造性地运用了教材。

A、看学生主动性是否被调动起来B、看老师是否讲解到位C、看学生是否注意力集中D、看老师是否运用了先进的教学手段（）2、是实施新课程改革的主力军，是新课程实施的研究者、开发者和具体。

A、教师，实施者B、学生，参与者C、行政领导，参与者D、校长，实施者（）3、课程目标的级别不完全等同于基础教育阶段的各个年级。

从3年级开设英语课程的学校，3、4年级应完成，5、6年级完成；A、第五册—第八全册B、第九—第十二全册C、一级目标，二级目标D、二级目标，三级目标（）4、各地区可以根据国家课程的有关政策规定，根据当地的条件和需要，适当调整相应学段英语课程的目标。

A．县级管理 B.一级管理 C.二级管理 D.三级管理（）5、语言技能一级目标中读写要求：能看图识字；能在指认物体的前提下认读所学词语；能在图片的帮助下读懂简单的小故事; 能正确。

A、朗读课文B、背默课文C、表演小节目D、书写字母和单词（）6、语言技能一级目标中说唱要求的第一个要求是。

A、能根据录音模仿说英语B、讲述简单的小故事C、能说最常用的日常套语D、能唱一首英语歌（）7、语言技能一级目标中玩演的要求：能用英语做游戏并在游戏中用；能做简单的角色表演；能表演英文歌曲及简单的童话剧等。

A、英语进行简单的交际B、用简单的英语讲简单的故事C、表演小故事或童话剧D、能看懂英文动画片（）8、教师要积极利用各种教学资源，教材，设计适合学生发展的教学过程。

A、合理地教B、创造性地使用C、按照要求使用D、按部就班地用（）9、课程目标二级要求能在图片的帮助下听懂、、并讲述简单的故事。

A、读懂B、写出C、背诵D、描写（）10、课程目标二级要求能根据图片或提示。

yingyu英语学科教学整理一．缩写PPP: presentation, practice, and productionTTT : Teacher Talking TimeSTT: Student Talking TimeEAP：English for Academic PurposesESP：English for Specific PurposesESEA: Engage-Study-Engage-ActivateIATEFL: The International Association of Teachers of English as a Foreign LanguageTESOL: Teachers of English to Speakers of Other Languages (P185)EFL: teacher a teacher who teaches English as a foreign language p2ESA：engage study activateTQ：teaching aidsSA: means stages where the teacher leads a question and answer session with the studentsSS: means pairworkTQ---SA: it means stages where the teacher leads a question and answer session withthe studentsOHP: the overhead projector二．Definition1.Schema: schema is a structured cluster of pre-conceived ideas about a specific theme, it helpsus to organize our background knowledge about the reading material.2. skimming and scanning：Skimming is a kind of reading skill which means getting a general idea of what the reading material is about. Scanning is a kind of reading skill which meanssearching for particular bits of information.3. language acquisition and language learning：language acquisition: gaining use of a language without any conscious learning4. Stereotype: Stereotype is a popular and highly exaggerated concept of a particular group of people. Concentrating on just a few features of the particular group, it is an image, conception, orbelief which exaggerates, oversimplifies, and thus distorts the characteristics of people and theirbehavior. For example, one group might consider another to be backward, belligerent, sexy, or arrogant. In those traditional Chinese films, thieves and criminals are always those who have uglyfaces and look violent. But in reality, people with ugly faces may also have a kind heart like thecartoon film “The Beauty and the Beast”. This kind of misconception is the result of stereotype.5. Gist listening: Listening exercise which require students to listen for the main idea6. comprehensible input: language which is certainly above the students’productive level, butwhich they can more or less understand7. attention span: the length of time you can concentrate on some idea or activity(internet P11)8. plateau effect: the phenomenon that people sometimes find they don’t improve much or as fastas before.(P13)9. rough-tune: exaggerate the voice tone and gesture to help get the meaning across/ rough-toningis that unconscious simplification which both parents and teacher use by exaggerating tones ofvoice, speaking with less complex grammatical structures than they would if they were talking toadults. When rough-toning, their vocabulary is generally more restricted. They don’t set out to getthe level of language exactly correct for their audience, but to rely on a general perception of whatis being understood by the people listening to them. (P3)10. Interactional speech and transactional speechInteractional speech: communicating with someone for social purposes. It includesboth establishing and maintaining social relationships. It is more unpredictablepattern.Transactional speech: communicating to get something done, including the exchangeof goods or services. It is a highly predictable11.Parallel writing (P81): where students stick closely to a model they have been given, andwhere the model guides their own efforts. It is especially useful for the kind of formulaic writingrepresented by postcards, certain kinds of letters, announcements and invitations, for example12.Accuracy and fluency : Accuracy: the extent to which students’ speech matches what people actually say when they use the target language. Fluency: the extent to which speakers usethe language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.13.overgeneralization: A process in which a learner extends the use of a grammatical rule oflinguistic item beyond its accepted uses, generally by making words or structures follow a moreregular pattern. For example, use mans instead of men for the plural of man.14.Development error: An error in learner language that does not result from first languageinfluence but rather reflects the learner's gradual discovery of the second language system. Theseerrors are often similar to those made by children learning the language as their mother tongue.15.Corpus: In linguistics, a corpus (plural corpora) or text corpus is a large and structured set oftexts (now usually electronically stored and processed). They are used to do statistical analysis and hypothesis testing, checking occurrences or validating linguistic rules on a specific universe. Acorpus may contain texts in a single language (monolingual corpus) or text data in multiplelanguages (multilingual corpus). Multilingual corpora that have been specially formatted forside-by-side comparison are called aligned parallel corpora.rmation gap: Two speakers have different parts of information making up a whole. Oneperson has information that the other lacks. The speaker has the information which the listenerdoes not know or the speaker wants to know information that the listener has. They have different information, and there is a gap between them. Students need to negotiate. In the classroom, thesame kind of information gap will have to be created if we are to encourage real communication.17.Strategy and skill: strategy:a systimatic and elaborate plan to achieve particular purposesskill:an ability that has been acquired by training三．Short questions:1.List at least four principles of teaching listening.①The tape recorder is just as important as the tape.②Preparation is vital.③Once will not be enough.④Students should be encouraged to respond to the content of a listening, not just to thelanguage.⑤Different listening stages demand different listening tasks.⑥Good teachers exploit listening texts to the full.2.List at least four principles of teaching speaking.①Be aware of the differences between second language and foreign languagelearning contexts.②Give students practice with both fluency and accuracy.③Plan speaking tasks that involve negotiation for meaning.④Design classroom activities that involve guidance and practice in both transactionaland interactional speaking.3.List at least four principles of teaching reading.①reading is not a passive skill②students need to be engaged with what they are reading③students should be encouraged to respond to the content of a reading text, not just to the language.④prediction is a major factor in reading⑤match the task to the topic⑥good teachers exploit reading texts to the full4.List at least four principles of teaching writing.1)The type of writing we get students to do will depend on their age, interests and level. Our decisions will be based on how much language the students know, what their interests are and what we think will not only be useful for them but also motivate them as well.2) Provide opportunities for students to write -practice writing.3) Make feedback and correction helpful and meaningful: over-correction ; Over-correction canhave a very demotivating effect. As with all types of correction, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other. One way of avoiding the 'over-correction' problem is for teacher totell their students that for a particular piece of work they are only going to correct mistakes of punctuation, or spelling, or grammar etc. This has two advantages: it makes students concentrateon that particular aspect, and it cuts down on the correction.4)Written symbolsAnother technique which many teachers use is to agree on a list of written symbols (S = spelling,WO = word order etc.). When they come across a mistake they underline it discreetly and writethe symbol in the margin.This makes correction look less damaging.5)Write a comment at the end of a piece of written work.Different forms of feedback are also very important.6)Correcting is important, but it can be time-consuming and frustrating. Common sense and talking to students about it are the only solutions here.7)Correction is worthless if students just put their corrected writing away and never look at it again.5.List at least three special features about teaching listening.①Tapes go at the same speed for everybody.②Students have to be encouraged to listen for general understanding first rather than trying to pick out details immediately.③Spoken language has a number of unique features.6..List at least four aspects that should be included in a teaching plan.It needs to contain detailed information about the students.It has to contain what the teachers/students want to do.It will say how the teacher/students should do it.It will talk about what might go wrong (and how it can be dealt with) and how the lesson fits in with lessons before and after it.6.7.List at least four teaching methods and approaches that have influenced currentteaching practice.Grammar-translation, audio-lingualism, PPP(presentation practice production) , task-based learning, communicative language teaching8.List at least four differences between teaching adults and teaching children.(P11)A.The first difference between adults and younger ages is that the former come to lessonswith a long history of learning experience.B.Adolescents have their own histories.C.Adults are frequently more nervous of learning than younger pupils are.D.It is hard for the teachers of adolescents to control the class.E.The adults may have a view of the importance of learning which makes them stick to acourse of study in a specifically adult way.F.The adults do not necessarily need their learning to be camouflaged.9.List at least three reading skills that students need to acquire and explain each of them.①To scan the text for particular bits of information they are searching for. This skill means thatstudents do not need to read every word and line, but to search for particular information.②To skim a text to get a general idea. This skill means that students should not try to gather all details or concentrate too hard on specifics. Students need to skim to get a general idea of what the reading material is about.③To read for detailed comprehension. When looking for details, students are expected to concentrate on the minutiae of what they are reading.10.List at least four areas that teachers should consider when choosing textbooks.1. price2. availability3. layout and design4. methodology5. skills6. syllabus7. topic8. stereotyping9. teacher’s guide11.List at least four seating arrangements in the class.Orderly rows, circle, horseshoe, separate tables(P18)12.List at least four pieces of equipment that you can make use of in an English class.the board; the computer; the dictionary; the overhead projector pictures and cards; the tape recorder; the video playback machine; the video camera13.List two popular information-gap activities.Two sets –set A and set B making up a whole. Each set carries part of the information neededto solve a problem.Describe and DrawOne student has a picture.The partner has to draw the picture without looking at the original.The one with the picture will give instructions and descriptions, and the “artist”will ask questions and draw.It is highly motivating, there is a real purpose for the communication (the information gap, completion of the task), and almost any language can be used. Remember to exchange the students’roles if the activity is used more than once.14.List three types of writing rubrics.1)Non-weighted rubric2)Weighted rubric3)Holistic rubric15.List the four alternatives that Neville Grant suggests when the teacher finds the text notappropriate.Neville Grant’s suggestionsOmission replacement addition adaptation16.List at least four characteristics of good learners. (P10)a willingness to listen; a willingness to experiment; a willingness to ask questions; a willingness to think about how to learn; a willingness to accept correction17.List at least two magazines you know concerning the teaching of English.TESOL in Context (Australia)ELT News and Views (Argentina)JALT News (Japan)Israel English Teaching Journal (Israel)UK journals:ELT Journal (published by Oxford University Press)Modern English Teacher (published by Prentice Hall Europe)English Teaching Professional (published by First Person Publishing)US journals:English Teaching Forum (published by the United States Information Service )TESOL Journal18.What are the four stages of choosing a textbook?Analysis, Piloting, Consultation, Gathering opinions19.List at least three advantages of encouraging students to speak English in class.①Rehearsal: A free discussion outside the classroom and a real-life role-play inside the classroommay help students understand what communication is.②Feedback: Speaking activities may provide feedback, which is beneficial to both students andteachers.③Engagement: Speaking activities can be highly motivating and involve more participation and enjoyment.20.What is the natural order of language acquisition?(P24)Be exposed to itUnderstand its meaningUnderstand its formPractice it21.What is the purpose of “activate” activities?(P26)Get the students using language as freely and “communicatively” as they can.Offer the students a chance to try out real langue use with little or no restriction—a kind of rehearsal for the real world.22.What is the purpose of “engage” activities?Arouse the students’ interest, thus involving their emotions so that they can learn better.23.List at least two principles of giving instructions.⑴The instructions must be kept as simple as possible.⑵The instructions must be logical.⑶The instructions must be clear and well stated.⑷It is important for the teachers to check that the students have understood what they havebeing asked to do. P424.What are the three basic level distinctions of language learners?(P13)Beginners; intermediate students; advanced students四. Discussions:1.What is accuracy? What is fluency? How to give students practice in both accuracy andfluency? State your point of view.Accuracy: the extent to which st udents’ speech matches what people actually say when they use the target language.Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.My point of view is to avoid interruptions and offer fluency-building practice. Making mistakes isa natural part of learning a new language. When students are repeating sentences trying to get theirpronunciation exactly right, then the teacher will often correct appropr iately every time there’s a problem. But if students were involved in a passionate discussion, the teacher shouldn’t i Otherwise the conversational flow may be destroyed.2.What are the key elements in a lesson plan? How to design an effective lesson plan andmake it feasible in the process of teaching? State your point of view.Coherence , variety。

教学论期末考试试题及答案一、选择题（每题2分，共20分）1. 教学论是研究什么的学科？A. 教学方法B. 教学策略C. 教学理论D. 教学实践答案：C2. 教学论的核心是什么？A. 学生B. 教师C. 教学内容D. 教学环境答案：A3. 教学目标的设定应该基于以下哪项？A. 教师的个人偏好B. 学生的学习需求C. 学校的教育政策D. 社会的需求答案：B4. 以下哪项不是教学设计的基本要素？A. 教学目标B. 教学内容C. 教学方法D. 教学评价答案：D5. 教学评价的目的是什么？A. 惩罚学生B. 激励学生C. 了解学生D. 以上都是答案：D6. 教学方法包括哪些类型？A. 讲授法B. 讨论法C. 合作学习D. 以上都是答案：D7. 教学互动的类型包括以下哪项？A. 教师与学生的互动B. 学生与学生的互动C. 教师与教师的互动D. 以上都是答案：D8. 教学反思的目的是什么？A. 增加教师的知识B. 提高教学质量C. 促进学生的发展D. 以上都是答案：D9. 教学资源包括以下哪项？A. 教材B. 教具C. 多媒体技术D. 以上都是答案：D10. 教学策略的选择应该基于以下哪项？A. 教师的个人偏好B. 教学目标C. 学生的接受能力D. 教学环境答案：B二、简答题（每题10分，共30分）1. 简述教学论的主要研究内容。

答案：教学论主要研究教学理论、教学方法、教学策略、教学设计、教学评价等方面，旨在提高教学效果，促进学生全面发展。

2. 描述教学设计的基本步骤。

答案：教学设计的基本步骤包括：确定教学目标、分析学习者特征、选择教学内容、确定教学方法、设计教学过程、实施教学活动、进行教学评价。

3. 阐述教学评价的类型及其作用。

答案：教学评价的类型包括形成性评价和总结性评价。

形成性评价在教学过程中进行，旨在及时了解学生的学习情况，调整教学策略；总结性评价在教学结束后进行，用于评估学生的学习成果，为教学改进提供依据。

现代外语教学复习资料绪论我国外语教学存在的问题：（P2-P5）1. theoretical researches are weak2. teachers' faculty is not strong3. schools are short of teaching resources4. teaching concepts lag behind the society5. education is mainly exam-oriented6. the interference related to power and money is serious第二章1.外语教学研究的三个层次：（P32-P38）ontology: essential characteristics of language itself and language teaching 2.语言的本质特点：1). the most important tool to communicate2). a linguistic system made up of various subsystems3). a tool to think and a carrier for culture4). require special physiological basis2.外语教学研究的三个层次：（P32-P38）② positivism: principles of foreign language teachinga. systematic principleb. communicative principlec. cognitive principled. cultural principlee. affective principle外语教学研究的三个层次：（P32-P38）③ methodology: organization, strategies and methods of foreign language teaching存在的问题：a. exclusivenessb. one-sidednessc. intricacy第三章1.外语学习者的生理和认知因素：（P46-P52）② intelligence：a. take different steps to students of different level of intelligenceb. general intelligence → communicationhigher intelligence → form2.外语学习者的生理和认知因素：（P46-P52）③aptitude：a. phonetic coding abilityb. grammatical sensitivityc. inductive sensitivity3.外语学习者的生理和认知因素：（P46-P52）④cognitive style：a. field dependenceb. field independence4. 外语学习者的情感因素：（P52-P55）①motivation and attitude:a. Brown: global motivationsituational motivationtask motivationb. Gardner and Lambert: integrative motivationinstrumental motivation②personality:extrovert vs. introvert5. 对教学的启示：a. strengthen students' merits in different occasionsb. change students of different personality to the contrary6. 理想的外语学习者：（P55-P56）（二语习得P122）a. group dynamicsb. use the target languagec. attend to meaning rather than to formd. use of study techniquese. the early stages of grammatical developmentf. analytic skillsg. integrative motivation/ task motivationh . take risksi. adapt to different learning conditions7. EA的一般步骤：（P62）（二语习得P52）a. a corpus of language is seletedb. the errors in the corpus are identifiedc. the errors are classifiedd. the errors are explainede. the errors are evaluated8. EA的作用：（P62）a. recognize which stages are students in/ how much contents are remainedb. evidence of how the learners learn or aquire languagec. a means used to aquire language/ a means used to inspect the essence of the language9.EA的局限性：（P64-P65）a. it's difficult to define and distinguish errorsb. lack of a common standard to classify errorsc. it's difficult to distinguish avoidence from errors10. 中介语的特点：（P66）a. openb. flexiblec. systematic11. 中介语构建的手段：（P67）a. language transferb. overgeneralization of target language rulesc . transfer of trainingd. trategies of L2 learninge. strategies of L2 communication12. 成功的外语学习者所采用的五大策略：（P71）a. participate language learning positively by searching and ultilizing favourable learning environmentb. set language as a system of formsc. set language as a tool to communicated. accept and deal with the affective needs during the learning processe. expand and revise the foreign language system by inferencing and monitoring.13. 学习者策略对外语教学的启发：（P83）a. guide students to make the best use of existing knowledgeb. make the best use of learning strategies to improve language learning abilitiesc. help learners use communicative strategies correctly第四章1. CLT的理论基础：（P89-P90）a. theories of language communication:a system made up of basic unitsfundamental function is communicationthe language structure reflect the function and communicative uasge the basic units of language are showed in the communicative functions of discourese rather than just grammatical rules and structural characteristics②learning theories:communicative principletask principlemeaningful principle2. 语法编写的原则：（P103）a. systematic principleb. communicative principlec. contrastive principled. cognitive principle3. 词汇教学的原则：（P108-P109）a. systematic principleb. communicative principlec. cultural principled. cognitive principlee. affeive principle3. 影响听力的重要因素：（P111-P115）a. the characteristics of listening materials (speed/pause/hesitation)b. the characteristics of the speakers (sex/authority of the speaker)c. the characteristics of the tasksd. the charateristics of the learnerse. the charateristics of the process4. 外语阅读和母语阅读不同特点的比较：（P118-P119）a. the positive transfer has its limits/ language rules and pragmatic principleb. the shortcomings of the abilities and skills on mother-tongue reading influence the process of positive transfer and the improvement of reading abilities in foreign languagec. affective factors also influence the process of reading5. 语言和文化的关系：（P128-P129）a. language is a part of cultureb. langauge is the carrier of culturec. culture is the base of language6. 文化导入的必要性和重要意义：（P130）a. cultural knowledge and accommodation ability are important parts of communicative competenceb. communicative competence is the essential base and method to acquire further cultural languagec. adapt to the requirements of special positions7. 文化导入的重要原则：（P132-P133）a. practical principleb. stage principlec. accommodation principle8. 文化导入的主要方法：（P133-P134）a. annotationb. fusionc. practiced. comparisone. specifically explanation第五章1. 课程设计的阶段：（P136）a. fact-findingb. the theory and practical evidence of course design and syllabus designc. make the goals to plans, recognize the aims and contentsd. prepare the materials and compile the textbook2. 教材编写的原则：（P144）a. authentic principleb. gradual principlec. interesting principled. diverse principlee. modern principlef. practical principle3. 合格的外语教师应具备的素质：（P151）a. solid professional knowledge and skillsb. abilities of classroom management and implementc. good characters and delightful personalitiesd. systematic knowledge of modern languagee. considerable knowledge of foreign language acqu isition theoriesf. knowledge of foreign language teaching4. 外语教学的实施的主要过程：（P155）a. needs analysisb. curriculum designc. material developmentd. classroom instructionf. course evaluation5. 传统课堂教学模式（PPP）的不足：（P156-157）a. teaching model is teacher-centredb. the result of PPP model is exam-oriented educationc. students haven't received enough inputd. mislead students to a worry learning way6. 课堂教学最基本目标：（P159-162）a. cultivate students' interestsb. provide authentic language inputc. help students use learning strategies which are benefit to foreignlanguage learningd. help students overcome the difficulties during the learning process7. 外语测试的类型：（P167-170）a. 测试目的：aptitude testachivement testdiagnostic testproficiency testexit testb. 外语测试的类型：（P167-170）②测试的方法和方式：direct testingindirect testing③测试题型：a. discrete-point testingb. integrative testingc. 外语测试的类型：（P167-170）④考试成绩判别的标准：norm-referenced testingcriterion-referenced testing⑤判卷标准：a. subjective testingb. objective testing8. 效度(test validity)：（P170）a. whether the test can test what it meant to exactlyb. content validityc. criterion-related validityd. construct validitye. face validity9. 信度(test reliability)：（P172）a. whether the result of the test are reliableb. test itselfc. marking of papers第六章1. 外语教学法的主要流派：（P180-P206）a. The Oral Approach and the situational Language Teachingb. The Audiolingual Meathodc. Communicative Approachd. Total Physical Responsee. The Silent Wayf. Community Language Learningg. The natural Approachh. Suggestopedia2. 任务型教学的原则：（P209-P210）a. interactive principleb. authentic in linguistic materialsc. process principled. emphasize the improvement made by learners' experiencef. classroom language learning is related to language application outside the class3. 任务型教学的优点：（P221）a. reflect new ideas about language learning and teachingc. shorten the distance between class and lifed. it aims at cultivating students' learning capacity/ cooperative learning4. 任务型教学的局限性：（P221-P222）a. the recognition of language learning is extremeb. the randomness of task selectingc. the limitation of application scoped. instead special tests of whether the tasks have been accomplished。

中学英语教师教材教法理论考试试题及答案一、选择题（每题2分，共20分）1. 以下哪项是英语教学中的“三维目标”？A. 知识与技能、过程与方法、情感态度与价值观B. 听、说、读、写C. 语法、词汇、语音、语用D. 课堂管理、课程设计、教学评价答案：A2. 以下哪项是任务型教学法的核心思想？A. 学生中心B. 教师中心C. 任务驱动D. 语法驱动答案：C3. 以下哪个阶段是英语教学的关键期？A. 小学阶段B. 初中阶段C. 高中阶段D. 大学阶段答案：B4. 以下哪项是英语教学评价的基本原则？A. 客观、公正、公平B. 灵活、多样、创新C. 简洁、明了、易懂D. 全面、发展、激励答案：D5. 以下哪个教学方法注重培养学生的自主学习能力？A. 任务型教学法B. 交际法C. 情境教学法D. 指导教学法答案：A6. 以下哪个是英语课程教学的总目标？A. 培养学生的英语素养B. 提高学生的英语成绩C. 提升学生的综合素质D. 培养学生的跨文化交际能力答案：A7. 以下哪个是英语教学评价的主要形式？A. 课堂提问B. 课堂观察C. 作业批改D. 测试答案：D8. 以下哪个是英语教学设计的基本原则？A. 实用性B. 创新性C. 可行性D. 系统性答案：D9. 以下哪个是英语课堂教学的基本环节？A. 导入B. 新课讲解C. 练习D. 总结答案：D10. 以下哪个是英语教学评价的目的是？A. 了解学生的学习情况B. 提高学生的英语成绩C. 促进学生的全面发展D. 检验教师的教学水平答案：C二、简答题（每题10分，共40分）1. 请简要阐述任务型教学法的特点。

答案：任务型教学法的特点如下：（1）以学生为中心，关注学生的需求和兴趣；（2）强调真实的语言环境，培养学生的语言运用能力；（3）注重交际，强调语言的实用性；（4）以任务为驱动，激发学生的学习兴趣和积极性；（5）教学过程具有灵活性，可根据实际情况进行调整。

2. 请简要介绍英语教学评价的基本原则。

语教论期末考试试题及答案# 语教论期末考试试题及答案一、选择题（每题2分，共20分）1. 语言教学中，以下哪项不是语言教学的基本原则？A. 学生中心B. 教师主导C. 交际法D. 语法翻译法答案：B2. 以下哪个理论不是第二语言习得理论？A. 行为主义理论B. 认知主义理论C. 社会文化理论D. 行为主义心理学答案：D3. 在语言教学中，"TPRS"指的是什么？A. 任务型语言教学B. 交际法C. 故事法D. 教学过程反思答案：C4. 语言教学中，"CLT"代表什么？A. 交际语言教学B. 内容与语言整合教学C. 任务型语言教学D. 直接教学法答案：A5. 以下哪个是语言教学中常用的评估方法？A. 观察B. 测试C. 访谈D. 所有选项答案：D二、简答题（每题10分，共30分）6. 简述语言教学中“输入假说”的基本观点。

答案：输入假说是由Stephen Krashen提出的，主张语言习得是通过接受可理解的输入（i+1）来实现的，即输入应略高于学习者当前的语言水平，以促进语言能力的提升。

7. 解释什么是“任务型语言教学”及其在教学中的应用。

答案：任务型语言教学（TBLT）是一种以完成具体任务为中心的教学方法，强调通过完成具有实际意义的任务来促进语言学习。

在教学中，教师设计各种真实或模拟的任务，让学生在完成任务的过程中使用语言，从而提高语言能力。

8. 描述“内容与语言整合教学”（CLIL）的主要特点。

答案：内容与语言整合教学是一种将学科内容教学与语言学习相结合的教学方法。

其主要特点是：1) 学科内容和语言学习同步进行；2) 语言作为学习学科内容的工具；3) 强调学科知识的深入理解和语言能力的提高。

三、论述题（每题25分，共50分）9. 论述语言教学中“交际法”的基本理念及其对教学实践的影响。

答案：交际法是一种以培养学习者交际能力为目标的教学方法。

它强调语言的实际使用，而不是语法规则的掌握。

英语教学法基础课后题英语教学法基础课后习题【思考与练习】第1章导言1、什么是英语教学法？它的研究对象和研究内容是什么？英语教学法是一门独立的学科，研究英语教与学，目的在于探讨英语教学的内部规律，从而为更好、更快、更有效地教授与学习英语提出有关的理论和方法。

它的研究对象是英语教学，具体地说，就是人们是怎样学习英语的，人们又应该如何去教英语。

它涉及以下内容：语言是什么？学习英语是一个怎样的过程？学习英语有什么样的规律？教授英语应该遵循什么样的原则？教学过程是怎样的、有什么特点？教授英语可使用什么样的方法和技巧？英语教学与语言环境有何关系？教与学存在着什么样的关系？等等。

2、人们是怎样研究英语教学法的？英语教学法是个实验性强的学科，它的研究遵循着科学的实验的方法。

研究可以通过实验进行。

人们一般是通过观察或归纳、总结有关语言教学的现象，提出假设，然后通过控制有关变量对假设进行检验，最后作出实验的结论。

研究还可以通过自然观察和有目的的调查进行，对语言错误、某种教学策略或学习的策略，可以通过观察和调查，把它记录下来，进行分析、归纳和总结，最后提出研究的结论。

3、为什么说英语教师也要掌握与语言教学相关的学科如教育学、心理学、语言学、哲学等有关知识？英语教学法应用语言学、心理学、教育学等学科的理论以及与这些学科有关的其它学科的理论，如心理语言学、社会语言学等，来研究教与学的内容、教与学的过程、教与学的规律、教与学的技巧和方法等等问题。

然而，尽管英语教与学与一些学科有密切的联系，但是应用相关科学理论于英语教学的实践时，还需要应用语言学家或是外语教师的中介作用或努力。

虽然英语教师进行的主要是英语教学工作，但是他们要不断研究教学法，也要了解教学法与相关学科的理论问题。

因此，对英语教师来说，加强有关的理论学习，掌握英语教学法的理论是相当重要的。

4、你能说出语言是什么吗？母语学习的环境与第二语言和外语学习的环境有什么不同？语言有以下特征：1、语言是个系统，而且是个生成系统，它有着自身的结构（PSMWS）2、语言是一套随意性的（arbitrary）的符号，这些符号可以是声音符号，但也可能是视觉符号。

第四章外语教学的理论基础一、选择题1、美国结构主义认为，一个语言系统包括它的音位系统、______和句法系统。

A 短语系统B 句型系统C 词素系统D 语境系统答案：C （p70）2、美国结构主义认为，为了预测学习某一外语会碰到的困难和问题，可使用_____方法去比较母语与外语在结构层面上的异同。

A 情景分析法B 比较分析法C 结构分析法D 对比分析法答案：D （P70）3、英国结构主义语言学家在研究英语解耦股时特别注意________之间的关系。

A 语言结构和结构使用情景B 语法结构和句型结构C 语言结构和语言功能D 语言结构和交际功能答案：A （ P72）4 、英国结构主义学家弗斯制定了描述语境的三个特点：分别是____、相关目的和语言行为的效果。

A 参与者有关特点B 语境特点C 句法规则D 结构特点答案：A （P72）5、在韩礼德看来，语言的描述应在三个层面上进行：实体（声音的或书面的）、结构和______.A 语境B 句型C 语法D 词汇答案：A （P72）6、乔姆斯基认为，_______和_________是语言的两个重要特征。

A 结构性和语境性B 规则性和创造性C 实体性和规则性D 创造性和结构性答案：B（P73）7、乔姆斯基的转换生成语法中，___占据核心地位。

A 句法规则B 转换规则C 重写规则D 规章规则答案：A （P73）8、韩礼德认为，___是儿童在学习母语的初级阶段出现的。

A 微观功能B 宏观功能C 想象功能D 个人功能答案：A （P74）9、以下哪一种不属于韩礼德提出的语言功能的微观功能？A 规章功能B 工具功能C 启发功能D 思维功能答案：D（P74）10、以下一种不属于韩礼德提出的语言功能的宏观功能？A 思维功能B 篇章功能C 相互关系功能D 人际功能答案：C （P74）11、韩礼德认为，____是可以用来组织语言使用者对真实世界或幻想世界的经验。

A 思维功能B 想象功能C 启发功能 C 篇章功能答案：A （P74）12、韩礼德认为，______是使用语言来表达自己的感情意义。