外语系教学法考试要点及题样

Section I. Basic Theories and Principles (30 points)Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet.1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?A. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B. Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C. Lexical devices that use the repetition of key words or synonymous words to link sentences together.2. What will a good writer usually do in the pre-writing stage of the writing process?A. Make decisions on the purpose, the audience, the contents, and the outline of the writing.B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?A. Controlled writing.B. Guided writing.C. Free writing.4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?A. Descriptive grammar.B. Prescriptive grammar.C. Traditional grammar.5. When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A. Deductive grammar teaching.B. Inductive grammar teaching.C. Traditional grammar teaching.6. In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?A. Presentation Stage.B. Practice Stage.C. Production Stage.7. How can we help students to memorize a new word more effectively?A. Put the new word in a context, relate it to known words, and use illustrations.B. Pre-teach the new word of a text, pronounce it correctly, and group it.C. Put the new word in a list of unconnected words with illustrations.8. Which of the following techniques can best present the word “pollution”?A. Show or draw a picture.B. Give a definition or an example.C. Demonstrate the meaning by acting or miming.9. Whether two words go together with each other or not is an issue of what?A. Connotation.B. Register.C. Collocation.10. Among the following factors that may affect a lesson plan, which one includes classroom size?A. Human factors.B. Physical conditions.C. Syllabus and testing.11. What are the most important parts of a lesson plan?A. Textbooks and classroom aids.B. Anticipation of problems and flexibility in dealing with them.C. Objectives of the lesson and procedure to achieve them.12. Why do we need to design tasks to supplement the textbook?A. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs of their target students.C. Textbooks only cover a limited amount of language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?A. Textbook, exercise book, teacher’s book, and blackboard.B. Interaction between teacher and students.C. Arrangement of desks and chairs.14. What role does a teacher take to create an environment in which learning can take place?A. Instructor.B. Manager.C. Assessor.15. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A. People.B. Environment.C. Organization.Section II: Problem Solving (30 points)First, identify the problem.首先,确定问题所在。

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.。

电大英语教学法模拟题Information for the examinees：This examination consists of THREE sections. They are：Section I : Basic Theories and Principles (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.You must write all your answers on the Answer Sheet.注意事项一、将你的准考证号、学生证号、姓名及分校(工作站)名称填写在答题纸的规定栏内。

考试结束后，把试卷和答题纸放在桌上。

试卷和答题纸均不得带出考场。

二、仔细阅读题目的说明，并按题目要求答题。

答案一定要写在答题纸的指定位置上, 写在试卷上的答案无效。

三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。

Section I : Basic Theories and Principles30 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 students9 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 conection focus on?A.linguistic formsmunicative 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 in__________ and if they are and again and again in _____________ situations and contexts.A.context, sameB.context, differentC・ concept, difficultSection II: Problem Solving30 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 'Environmental Awareness11 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 teacher collects 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. Please design a teaching plan with the text.2. The following is an abstract from Senior II, Student Book ・ Please design a teaching plan with the text. 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.Grammar(供参考)Section I :Basic Theories and Principles30 points共30分，每题2分1. A2. C3. B4. B5. C6. C7. A8. B9. C1(). B11. C 12. A 13. B 14. A 15. BSection II:Problem Solving30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。

英语教学法考试重点（1）Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that process Four components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location theparticipants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined actsand badly behaving students(1)Act immediately(2)Stop the class(3)Rearrange the seats(4)Change the activity(5)Talk to students after class(6)Create a code of behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。

英语学科教学论考试题型和复习范围I. Abbreviations:TTT: Teacher Talking TimeSTT: Student Talking TimeESA: Engage Study ActivatePPP: Presentation Practice ProductionTBLT: Task-Based Language TeachingCLT: Communicative Language TeachingTPR: Total Physical ResponseSLT: Situational Language TeachingNLP: Neuro Linguistic ProgrammingCLL: Cooperative Language LearningLexical ApproachNatural ApproachII. Definitions:nguage acquisition and language learning：language acquisition: gaining use of a language without any conscious learning.Natural order of language learning: listening - speaking - reading - writingSecond language learning: more complexUnconscious learning in natural circumstancesContact with the language for the purpose of communicationprehensible input3.development error:4.stereotype5.attention span6.schemarmation gap8.skimming and scanning9.corpus10.gist listening11.plateau effect12.rough-tune13.interactional speech and transactional speech14.parallel writing15.strategy and skill16.accuracy and fluency17.overgeneralization18.scanning and skimmingIII. Short questions:1.List at least four principles of teaching listening.Principle 1: The tape recorder is just as important as the tape.Principle 2: Preparation is vital.Principle 3: Once will not be enough.Principle 4: Students should be encouraged to respond to the content of a listening, not just to the language.Principle 5: Different listening stages demand different listening tasks.Principle 6: Good teachers exploit listening texts to the full.2.List at least four principles of teaching speaking.1. Be aware of the differences between second language and foreignlanguage learning contexts.2. Give students practice with both fluencyand accuracy.3. Provide opportunities for students to talk by using group work or pairwork, and limiting teacher talk – diverse roles.4. Plan speaking tasks that involve negotiation for meaning.5. Design classroom activities that involve guidance and practice in bothtransactional and interactional speaking.3.List at least four principles of teaching reading.Principle 1: reading is not a passive skill.Principle 2: students need to be engaged with what they are reading.Principle 3: students should be encouraged to respond to the content of a reading text, not just to the language.Principle 4: prediction is a major factor in reading.Principle 5: match the task to the topic.Principle 6: good teachers exploit reading texts to the full.4.List at least four principles of teaching writing.1. Understand your students’ reasons for writing.2. Provide opportunities for students to write – practice writing.3. Make feedback and correction helpful and meaningful.4. Clarify for yourself, and for your students, how their writing will beevaluated.5.List at least three special features about teaching listening.1. Tapes go at the same speed for everybody.2. Students have to be encouraged to listen for general understanding first ratherthan trying to pick out details immediately.3. Spoken language has a number of unique features.6.List at least four aspects that should be included in a teaching plan.1. Who – detailed information about the students.2. What – what do the teacher and students want to do?3. How – how should the teacher and students do it?4. To predict what might go wrong and how it can be dealt with.7.List at least four teaching methods and approaches that have influenced currentteaching practice.1.Grammar-translation method2.Audio-lingualism3.Task-Based Learningmunicative Language Teaching5.PPP8.List at least four differences between teaching adults and teaching children.9.List at least three reading skills that students need to acquire and explain each ofthem.1. To scan the text for particular bits of information they are searching for.2. To skim a text to get a general idea.3. To read for detailed comprehension.10.List at least four areas that teachers should consider when choosing textbooks.1.price2.availabilityyout and design4.methodology5.skills6.syllabus7.topic8.stereotyping9.teacher’s guide11.List at least four seating arrangements in the class.Orderly rowsCircles and horseshoesSeparate tablesCircleSolowork12.List at least four pieces of equipment that you can make use of in an English class.1.the board2.the computer3.the dictionary4.the overhead projector 投影仪13.List two popular information-gap activities.1.―Describe and Draw‖2.Jigsaw activity3.Family tree activity4.Story-telling activity14.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 thetext not appropriate.1.he or she might simply decide to omit the lesson.2.replace the textbook lesson with one of the teacher’s own.3.add to what is in the book.4.for the teacher to adapt what is in the book.16.List at least four characteristics of good learners.1. a willingness to listen2. a willingness to experiment3. a willingness to ask questions4. a willingness to think about how to learn5. a willingness to accept correction17.List at least two magazines you know concerning the teaching of English.Success in English TeachingHow to Teach EnglishThe Practice of English Language TeachingPractical English Language TeachingCelce-Murcia, M. (ed.) 2001. Teaching English as a Second or Foreign Language. Third Edition. Boston, Ma: Heinle & HeinleNunan, D. 1999. Second Language Teaching and Learning. Boston, MA: Heinle & Heinle.Richards J. and W. Renandya (eds.) 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press.18.What are the four stages of choosing a textbook?1.analysis2.piloting3.consultation4.gathering opinions19.List at least three advantages of encouraging students to speak English in class.20.What is the natural order of language acquisition?1.They are usually exposed to language which they more or less understandeven if they can’t produce the same language spontaneously themselves.2.They are motivated to learn the language in order to be able to communicate.3.They have the opportunities to use the language they are learning, thus givingthemselves chances to flex their linguistic muscles—and check their own progress and abilities.21.What is the purpose of ―activate‖ activities?The purpose is to get students using languag e as freely and ―communicatively‖ as they can.22.What is the purpose of ―engage‖ activities?The purpose is to arouse the students’ interest, thus involving their emotions. 23.List at least two principles of giving instructions.1.They must be kept as simple as possible.2.They must be logical.24.What are the three basic level distinctions of language learners?1.beginner, those who don’t know any English2.intermediate suggests a basic competent in speaking and writing and anability to comprehend fairly straightforward listening and reading.3.advanced those whose level of English is competent, allowing them to readunsimplified fact and fiction and communicate fluently with native speakers. IV. Discussions:1.What is accuracy? What is fluency? How to give students practice in bothaccuracy and fluency? State your point of view.Accuracy: the extent to which students’ 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.❑Avoid interruptions and offer fluency-building practice.❑Making mistakes is a natural part of learning a new language.2.What are the key elements in a lesson plan? How to design an effective lessonplan and make it feasible in the process of teaching? State your point of view.3.What should the teacher do if the students are uncooperative in the languageclassroom?1.Talk to individuals2.Write to individualse activities4.Enlist help5.Make a language-learning contract4.Explain the differences between teaching adults and teaching children.5.Explain the theoretical basis of audiolingualism and its influence on languageteaching.It is based heavily on behaviorist theories of learning. These theories suggested that much learning is the result of habit formation through conditioning. (long repetition-drill stages).Influence:☺Priority is given to spoken rather than written language.☺Language learning is basically a matter of developing a set of habits through drilling.☺It focuses on teaching the language, not about the language. It aims to develop students’ language skills through drills and practice.☹Language learning was not purely the formation of habits. For example, students are soon able to say things they have never heard or practiced before.☹In audiolingualism students are not exposed to real or realistic language.6.Explain the boomerang sequence of classroom teaching.In this sequence the teacher is answering the needs of the students. They are not taught language until and unless they have shown that they have a need for it. In some ways, this makes much better sense because the connection between what students need to learn and what they are taught is more transparent. However it places a greater burden on the teacher since he or she will have to be able to find good teaching material based on the problems thrown up at the Activate stage. It may also be moreappropriate for students at intermediate and advanced levels since they have quite a lot of language available for them at the Activate stage.From PPT: ―Boomerang‖ procedure❑Engage: students and teacher discuss issues concerning job interviews. What makes a good interviewee? What sort of thing does the interviewer want to find out? The students get interested in the discussion.❑Activate: the teacher describes an interview situation which the students are going to act out in a role-play. The students plan the kind of questions they are going to ask and the kind of answers they might want to give. Then they role-play the interviews. While they are doing this, the teacher makes a note of English mistakes they make and difficulties they have.❑Study: when the role-play is over, the teacher works with the students on the grammar and vocabulary which caused them trouble during the role-play. They might compare their language with more correct usage and try to work out or discover where they went wrong. They might do some controlled practice of the language.❑Activate: some time later, students role-play another job interview, bringing in the knowledge they gained in the study phase.7.How to overcome student boredom in classroom teaching?1.Both for the teacher’s sanity (明智，清醒)and the students’continuinginvolvement, teachers need to violate their own behavior patterns. Each time teachers break one of their own rules, in other words, they send a ripple through the class.2.The need for surprise and variety within a fifty-minute lesson is alsooverwhelming.3.Good teachers find a balance between predictable safety and unexpectedvariety.8.Explain instrumental motivation and integrative motivation. Which is of greatersignificance in foreign language teaching and learning?1.Integrative motivation: students felt most warmly about a language and whowanted to integrate into the culture of its speakers where more highly motivated (and learnt more successfully).2.Instrumental motivation: students who were only learning language as a meansto an end.9.In teaching speaking, how to transfer from control to communication in teachingspeaking?10.What’s special about teaching adults?Adults come to lessons with a long history of learning experience. Those experiences—both bad and good—will have helped them to form strong opinions about how teaching and learning should be carried out. They also come with theirown record of success or failure.Adults are frequently more nervous of learning than younger pupils are.Adults can be disruptive and exhausting.Adults as a group have much to recommend them.Adults have much less ongoing daily discipline problems.11.How do you understand authenticity in language teaching and learning?12.What can the teacher do if the students are not willing to talk in class?Use pair work.Use acting out and reading aloud.Use role-play.Use the tape recorder.Allow them to speak in a controlled way at first.13.What can the teacher do if the students keep using their own language in class?Talk to them about the issues.Encourage them to use English appropriately.Only respond to English use.Create an English environment.Keep reminding them.14.Why do students make mistakes?In the first place, the students’ own language may get in the way. This is most obviously the case with ―false friends‖—those words which sound or look the same but mean something different.Grammatical considerations matter too.Interference from the students’ own language makes mistakes.There is a category which a number of people call ―developmental‖ errors.Some mistakes are deep-seated and need constant attention.Some seem to be more like ―slips‖ made while students are simultaneously processing information and they are therefore easier to correct quickly.15.What should the teacher do if students in the class are all at different levels?Use different materials for different groups or levels.Do different tasks with the same material.Ignore the problem.Make use of the students: better students can help weaker ones.Many teachers, faced with students at different levels, adopt a mixture of solutions like the ones we have suggested here.16.Study the following pictures carefully. How can such materials be used inclassroom teaching according to the ESA sequence? (7 points)。

外语系教学法考试要点及样题一、教学内容1．教学法流派（1）语法翻译法（2）直接法（3）听说法（4）认知法（5）自然途径（重点）（6）交际法（重点）（7）任务型教学法2．课堂教学（1）课堂教学的三个层次的练习活动（2）课堂教学设计（重点）（3）怎样教听、说、读、写（读的教学是重点）（4）怎样教语音、语法、词汇、课文（5）信息加工理论：Bottom-up Model, Top-down model, the Interactive model（6）输入、输出理论（7）语言学习、习得理论3．教材、大纲和课标（1）现行教材的编写体例（2）现行的教学大纲（3）英语课程标准（了解其理念、外语教学的目标、新的学习方式）√4．情感因素和智力因素（1）动机、态度、焦虑、自尊、兴趣（2）学能理论5．评价和测试（1）了解评价的趋势：综合性评价和形成性评价（2）水平测试（proficiency test）、成绩测试(achievement test)、诊断测试(diagnostic test) （3）好的测试的特点和要求：信度（reliability）、效度(validity)、可操作性(practicality)、区分度（discrimination）信度（reliability）---信度指考试的可靠性，也即考试结果的稳定性。

针对同一个考生，考同样一份试卷，如果几次（不同时间）考试得到的分数相差很远，那么这个考试是不可靠的。

在客观性试题占主导的考试中，信度要达到0。

90以上。

“托福”的信度大致为0。

95。

效度(validity)---效度指的是一个考试测量了它所要测量的东西的程度。

可操作性(practicality)---指考试要方便于实施。

区分度（discrimination）---指某一试题对于不同水平考生区分的能力。

二、教材1．王蔷，《英语教学法教程》2．何广铿，《英语教学法基础》三、考试大纲1.选择题15%2.填空题20%3.简答题15%4.是非判断题20%5.教学设计及教案写作30%四、样题(另附)广东教育学院业余班英语教学法样卷I. Choose the best answer for each of the following blanks: 15%1. ( ) Affective factors involved in language learning includes the followingexcept _________.a.ageb. attitudec.motivationd. self-esteem2. ( ) Which of the following belongs to mechanical practice?a. repetitionb. dramac. role playd. game3. ( ) ______ suggested that a student can acquire language on their own,provided that they get a great deal of comprehensible input.a. Krashenb. Hallidayc. Chomskyd. Bloomfield4. ( ) If we need to provide students with background knowledge, we should use______.a. Bottom-up Modelb. Top-down Modelc. Interactive Modeld. Integrated Model5. ( ) TOFLE belongs to________ test.a. diagnosticb. aptitudec. placementd. proficiency6. ( ) The purpose of a reading course is to enable students _____________.a. to get informationb. to develop reading skillc.to widen cultural eyesightd. All the above mentioned7. ( ) ________ emphasizes learning language rule and learning a languagecreatively.a. The Direct Methodb. The Cognitive Approachc. The Natural Approachd. The Situational Method8. ( ) The students should play the role of _________ in Communicative Approach.a. authorityb. communicatorc. facilitatord. receiver9. ( ) We owe Discovery Learning to the famous cognitive scholar ______ .a. Piagetb. Brunerc. Kellyd. Skinner10. ( ) The Audio-Lingual Method is based on the theory of _______.a. Acquisitionb. Behaviorismc. Cognitivismd. Socio-linguisticsII. Blank-filling:20%1.The nature of Task-based Language Teaching is _________ by doing.2.The goals of Communicative Approach is __________________________________________________________________________________.ually one’s aptitude towards learning a language includes__________ codingability, ___________ coding ability, ___________ and the ability of inductive reasoning.4.Pronunciation can be taught through _______________. V ocabulary should betaught in ____________ and grammar should be taught _____________. Text can be taught in ____________ Method.5.The test to determine how much one has learned according to a certain syllabus,textbook and classroom instruction is a kind of _____________ test.6.Learning is a _______ process while acquisition is a _______ process. Inclassroom learning, a sympathetic teacher and ___________ atmosphere is very supportive.7.Our teaching principles advocate teaching English ________________.8.According to Behaviorism, the process of learning a language is_________,________ and reinforcement.9.The most effective way of teaching reading is to use _______________Model.municative activities have three features: ___________________,______________________, _______________________.III. Answer the following questions briefly: 15%1.What are the five necessary components of a task according to David Nunan?2.What is the process/nature of reading according to Goodman?3. What does the formula i+1mean?IV. True or False judgment:20%1.When we are devising an English lesson, we’d better devise tasks or activities thatthe students will have in real world. ( )2. Learning strategies include resources-using strategies. ( )3．In order to achieve development, teachers should be encouraged to carry out reflective teaching. ( )4. When we are having an English class, we usually combine the strong points of severalteaching approaches or methods rather than use a single one.( )5. Grammar-Translation Method is totally out of use now. ( )6……V. Design a 45-minute lesson plan according to the given material, specifying learner types, lesson objectives, teaching contents, teaching procedure, tasks or activities, time allocation, teacher and student roles, etc. After that, using about 100 words to rationalize and assess your design from the perspectives of (1) lesson objectives; (2) teaching methods; (3)task or activity variation, (4)teacher and student roles.: (30%)PerspectivesOne day a father and his rich family took his young son on a trip to the country with the firm purpose to show him how poor people can be. They spent a day anda night in the farm of a very poor family. When they got back from their trip thefather asked his son, “How was the trip?”“Very good, Dad!”“Did you see how poor people can be ?” the father asked.“Yeah!”“And what did you learn?”The son answered, “ I saw that we have a dog at home, and they have four. We have a pool that reaches to the middle of the garden, they have a creek that has no end. We have imported lamps in the garden, they have the stars. Our patio reaches to the front yard, they have a whole horizon.”When the little boy was finishing, his father was speechless.His son added, “Thanks, Dad, for showing me how poor we are!” Isn’t that true that it all depends on the way you look at things? If you have love, friends, family, health, good humor and a positive attitude toward life, you’ve got everything!Answer Sheet for MethodologyClass____________ Name__________I.Multiple choice: 15%1. 2. 3. 4. 5. 6. 7. 8. 9. 10.II.Fill in the blank: 20%1.__________________2. __________________________________________________.3. ____________, ________________, ____________________.4．___________, ________________, ______________, _________________.5. ______________________________.6．__________, __________, ___________..7．___________________.8．______________, __________________.9．_______________________.10．___________, _______________, ___________.III.Answer the questions: 15%1.2.3.IV.True of False judgment: 10% 1. 2. 3. 4. 5.V. Teaching design. 30%。

英语教材教法试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应该如何引导学生进行有效的词汇学习？A. 通过大量阅读B. 通过反复听写C. 通过上下文猜测词义D. 通过词汇游戏2. 在英语教学中，哪种方法可以提高学生的口语表达能力？A. 角色扮演B. 语法练习C. 词汇测试D. 阅读理解3. 以下哪项不是英语教学法的特点？A. 以学生为中心B. 重视语言的实际应用C. 强调语法规则的掌握D. 鼓励学生自主学习4. 英语教学中，教师如何激发学生的学习兴趣？A. 增加课堂作业量B. 严格课堂纪律C. 创设情境，进行互动D. 只讲授语言知识5. 英语教学中，哪种评价方式更能促进学生全面发展？A. 单一的笔试B. 定期的口语测试C. 只关注学生的成绩D. 综合评价学生的学习过程和结果6. 英语教学中，教师应该如何处理学生的个体差异？A. 统一教学进度B. 忽视学生差异C. 根据学生能力分组教学D. 只关注优秀学生7. 以下哪种教学活动不适合提高学生的听力理解能力？A. 听英语歌曲B. 听英语广播C. 看英语电影D. 做英语语法练习8. 在英语教学中，教师如何帮助学生克服学习障碍？A. 增加作业量B. 鼓励学生提问C. 忽视学生困难D. 只关注教学进度9. 英语教学中，教师应如何培养学生的跨文化交际能力？A. 教授文化知识B. 只关注语言技能C. 组织文化交流活动D. 避免讨论文化差异10. 以下哪种教学策略不利于培养学生的批判性思维？A. 鼓励学生提出问题B. 引导学生进行辩论C. 只提供标准答案D. 鼓励学生自主探索答案：1-5：C A C D D6-10：C B D C C二、填空题（每题1分，共10分）1. 英语教学中，教师应注重培养学生的________能力，以适应未来社会的需求。

答案：综合语言运用2. 英语教学法强调学生在语言学习过程中的________角色。

答案：主体3. 在英语教学中，教师应采用________教学方法，以提高教学效果。

❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

教学法试题及答案题目一：教学法概论1. 解释教学法的概念，并举例说明其重要性。

教学法是指教师根据教育目标、教材和学生特点，采用一定的方法和策略来组织教学活动，以促进学生的学习和发展。

它是教师自觉运用教育原理和教学经验对教育过程进行合理设计和指导的重要工具。

举例说明教学法的重要性：在教授英语口语的过程中，教师可以采用游戏化教学方法，通过分组竞赛等形式激发学生的兴趣，提高学生的参与度，从而达到更好的教学效果。

2. 简要描述传统教学法和现代教学法的区别。

传统教学法主要强调以教师为中心，以知识的传授为主要目标，注重教师的讲授和学生的被动接受。

而现代教学法则更加注重学生的主动参与和探索，强调学生的自主学习和思维能力的培养。

3. 试举例说明问题解决教学法的应用场景及实施步骤。

问题解决教学法适用于培养学生解决实际问题的能力。

例如，在课堂上教授数学题目时，教师可以提供一个生活中的实际问题，引导学生思考并提出解决方法。

实施步骤包括：提出问题、收集信息、分析问题、提出解决方法、实施解决方案、评估解决效果。

题目二：教学法的分类与选择1. 介绍常见的几种教学法分类，并分别阐述其特点和适用场景。

常见的教学法分类包括讲授法、讨论法、示范法、实验法和案例分析法。

- 讲授法：教师通过讲授知识、解释概念和原理，学生被动接受。

适用于学科知识的基础掌握和概念的讲解。

- 讨论法：学生通过讨论和交流来共同解决问题，培养学生的批判性思维和合作能力。

适用于培养学生的团队合作和表达能力。

- 示范法：教师通过示范和演示来引导学生学习和模仿，帮助学生理解学习内容。

适用于技能类和实践类学科的教学。

- 实验法：学生通过实验和观察来探索和发现问题，培养学生的实验设计和数据分析能力。

适用于实验科学类学科的探究性教学。

- 案例分析法：通过分析实际案例，引导学生运用所学知识解决问题，培养学生的案例分析和判断能力。

适用于商科和法律类学科的教学。

2. 分析教学法选择的依据和注意事项。

2022年自考专业(英语)外语教学法考试真题及答案一、单项选择题 Multiple choices: (1%x20 = 20%) 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 and blacken the corresponding letter A, B, C or D on the ANSWER SHEET. One point is given to each correct choice.1、The____________saw the emergence of a new psychological school called Gestalt psychologyA.1920sB.1930sC.1940sD.1950s2、 According to ____________the conscious mind is only a very small part of the whole mind while the rest remains unconscious.A.ChomskyB.SkinnerC.FreudD.Watson3、____________tried out the Oral Method in his teaching anddid his research on the English vocabulary in his spare time.A.Daniel JonesB.Harold PalmerC.Michael WestD.C.E.ckersley4、 In the Grammar-Translation Method, the teaching materials are aranged according to a_____________system.nguageB.contentC.logicD.grammar5、 In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the______________of grammar rules with translation.A.introductionB.interpretationprehensionbination6、Of the nine fundamental principles of good language teaching and learning proposed by Palmer, ____________was the first and most important.A.vocabulary buildupB.phonetic practiceC.habit formationD.grammar acquisition7、The best-known reformer in the mid-19th century is____________who developed an approach to teaching a foreign language on the basis of his observation of child first language learning.A.PaulB.W.M.WundteniusD.F.Gouin8、_____________ideas on education justified the views on language teaching with the Direcet Method,A.Hermann PaulseniusC.F.GouinsD.W.M. Wundts9、The Oral Approach originated with the work of_______________ linguists in the 1920s and 1930s.A.AmericanB.BritishC.GermanD.French10、Two of the most important and infuential figures of the Oral Approach were Harold Palmer and____________A.A.S.HornbyB.D.JoncsC.H.SweetD.M.West11、Which of the following satements is NOT charactristic of the Audiolingual Method?____________A.It is also named the aural-oral methoB.It is also named the mim-mem methoC.Mother tongue is encouraged in the Audiolingual Method clasroomD.It emphasizes the teaching of speaking and listening before reading and writing12、One of the disadvantages of the Audiolingual Approach is that ____________A.the theory of transformational grammar was out of datenguage in the dills is not close to real lifeC.aiming at meaningful learmninD.teachers find it dfficult to seleet and prepare meaningful presentationsE.there is nothing novet about the procedures and tchniques within the framework of the method13、According to the Cognitive Approach, languages are_____________A.distinct sets of arbitrary vocal symbolsB.systems of habits acquired through conditioningC.forms of behaviorD.intricate rule based systems14、 One of the citisms against the Cognitive Approach is that_____________A.speech is ignorednguage in the drills is not close to real lifeC.it overemphasizes grammar and tanslationD.there is nothing new in the Cognitive Approach15、According to Stephen Krashen, the formula i+1means_____________A.input contains structures slighty below the learmers present leveiB.output contains structures slightly above the learners present levelC.input contains structures slightlty above the leamners present levelD.output contains structures slightly below the learners present level16、Stephen Krashen identified three kinds of affecive variables related to second language acquisition EXCEPT____________A.motivationB.self-confidenceC.anxietyD.Atitudes17、D. A. Wilkins was instrunental in setting out the fundamental consideration for a ____________approach to syllabus design based on communicative criteria.A.functional-notionalB.structuralC.cognitiveD.task-based18、_____________described seven basic functions that language performs for children leaming first languagA.CandlinB.YaldenC.HallidayD.Widdowson19、Which of the following is characteristic of the communicative view of language?____________A.The field of discourseB.The tenor of discourseC.The mode of discourseD.The function of discourse20、In the Oral Approach, the teacher does NOT perform. the role ofa_____________A.modelB.manipulatorC.monitoranizer参考答案：【一、单项选择题】1~5ACBDD6~10CDBBA11~20点击下载查看答案。

小学英语教材教法考试题库及答案1.任务：激发学生兴趣，培养自信心和研究惯，发展自主研究和合作精神，掌握英语基础知识和语言技能，培养观察、记忆、思维、想象力和创新精神，了解世界和文化差异，拓展视野，培养爱国主义精神，形成健康人生观。

2.英语课程标准基本观念：面向全体学生，注重素质教育，整体设计目标，体现灵活开放，突出学生主体，尊重个体差异，采用灵活途径，注重过程评价，开发课程资源。

3.采用分级目标结构，有利于解决学段之间缺乏衔接、教学内容重复等问题，分层教学，体现个性化研究，实现三级课程管理目标。

4.设立九个级别，适用于不同年级，从三年级开始，完成不同级别的目标，包括语言技能、语言知识、情感态度、研究策略和文化意识。

5.总体目标是培养学生的综合语言运用能力，建立在语言技能、语言知识、情感态度、研究策略和文化意识的基础上。

6.一级课程总体目标是培养学生对英语的好奇心和兴趣，能听懂简单指令，参与游戏和动作，完成简单任务，如涂颜色和连线。

将情感态度列为英语课程目标之一是因为它对学生的英语研究过程和研究效果具有重要的影响。

通过培养学生的兴趣、动机、自信、意志和合作精神等情感态度，可以提高学生的研究积极性和研究效果，从而更好地实现英语课程目标。

在任务驱动型研究中，教师的评价方式也会发生变化。

教师不再只是评价学生的语言知识和技能，更注重学生在任务完成过程中的表现和思维能力，如沟通能力、解决问题的能力、创新能力等。

同时，教师也会更多地采用自我评价、互评和小组评价的方式，鼓励学生相互研究和交流，从而促进学生的全面发展。

The new curriculum standards ___。

abilities。

nal attitudes。

and values。

Therefore。

the ___ flat。

___ of their treatment of students。

use of teaching resources。

英语教学法试题及答案一、选择题（每题2分，共20分）1. 以下哪种教学法强调学生中心？A. 传统教学法B. 交际教学法C. 语法翻译法D. 直接教学法答案：B2. 任务型语言教学法（Task-Based Language Teaching）的核心是什么？A. 语法规则B. 语言形式C. 语言功能D. 实际语言使用答案：D3. 以下哪个不是交际教学法的特点？A. 强调语言的交际功能B. 重视语言结构C. 学生参与度高D. 重视语言的实际使用答案：B4. 语言教学中，"input hypothesis"是由哪位学者提出的？A. Stephen KrashenB. Noam ChomskyC. Michael HallidayD. H. G. Widdowson答案：A5. 以下哪种教学法强调通过模仿来学习语言？A. 交际教学法B. 语法翻译法C. 直接教学法D. 行为主义教学法答案：D6. 以下哪种教学法主张通过语言的自然习得来学习？A. 交际教学法B. 自然法C. 语法翻译法D. 直接教学法答案：B7. 以下哪种教学法强调教师的引导作用？A. 交际教学法B. 直接教学法C. 自然法D. 探究式教学法答案：D8. 以下哪种教学法主张通过游戏和活动来学习语言？A. 交际教学法B. 任务型教学法C. 游戏教学法D. 直接教学法答案：C9. 以下哪种教学法强调语言的输入和输出？A. 交际教学法B. 任务型教学法C. 语法翻译法D. 直接教学法答案：B10. 以下哪种教学法主张通过母语来教授第二语言？A. 交际教学法B. 语法翻译法C. 直接教学法D. 沉浸式教学法答案：B二、填空题（每题2分，共20分）1. 交际教学法强调语言的______功能。

答案：交际2. 任务型语言教学法主张通过完成______来学习语言。

答案：任务3. "input hypothesis"认为语言习得需要______语言输入。

英语教学法试题（附答案）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. Analternative 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.。

2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案第1卷一.全考点综合测验(共20题)1.【单选题】Which of the following is NOT emphasized by traditional linguists?A.Correctness.B.The purity of a languageC.Literary excellencemunication2.【单选题】—— We have to stop talking here outside. Listen, _______! ——Hurry up, or we’ll be lateA.There goes the bellB.There does the bell goC.There the bell goesD.Goes the bell there3.【单选题】Even with the new development in research, only a tiny ________ of all tests are done without using animals.A.varietyB.amountC.plentyD.proportion4.【单选题】In the Grammar-Translation Method, understanding and memorization of_____________were regarded as important means of developing mentality.A.difficult vocabularyB.translation passagesplicated grammatical rulesD.written exercises5.【单选题】_______ for a long time, most of the crops in this area died from lacking water.A.Being no rainB.There was no rainC.To be no rainD.There being no rain6.【单选题】Overemphasis on translation will usually make thelearner________the first language in the learning of the second language.A. independent ofB.dependent ofC.independent fromD.dependent on7.【单选题】I ’ve got the order from the boss that the work _______ finished before 5 p.m. today.A. would beB.beC.will have beenD.could be8.【单选题】The theory of language underlying the Grammar-Translation Method was derived from_____Linguistics.A.Appliedparative HistoricalC.TraditionalD.Structural9.【单选题】They ________ extensive and possibly dangerous actual flight training.A.undertakeB.undergoC.underplayD.underuse10.【单选题】Don’t trust everything ________ you have read in the newspapers.A.whichB.thatC.asD.what11.【单选题】The new laws threaten to deprive many people _______ the most elementary freedoms.A.fromB.forC.ofD.about12.【单选题】—Why didn ’t you buy a new car?—I would have bought one if I _______ enough money.A.hadB.have hadC.would haveD.had had13.【单选题】This is the first time that a woman has been ________ to the post.A.grantedB.praisedC.pointedD.appointed14.【单选题】One of the disadvantages in the Grammar-Translation Method isthat the texts are taken from_____,the language of which doesn't often meetthe practical needs of the learners.A.literary worksB.newspapersC.talesD.critical reviews15.【单选题】Before the 16th century, Latin was taught and learnedfor____________.A.reading literature in LatinB.spoken and written communicationC.mastering grammarD.learning fine arts16.【单选题】The judge who was ________ to his favorite was criticized by many people.A.partialB.fairC.strictD.frank17.【单选题】It is difficult to understand this kind of _______ calculation.A.intricateB.variedC.indispensableD.equable18.【单选题】I don ’t think the charge for overhauling the equipment is excessive in _______ to its size.A.correspondenceB.equationC.proportionD.dimension19.【单选题】In the Grammar-Translation Method, grammar analysis and translation proved to be _______ in studying foreign culture through literary works.A.ineffective meansB.unaffective meansC.affective meansD.effective means20.【单选题】Some linguists thought that all languages ______ and were ruled by a common grammar.A.originated from one languageB.started as the same languageC.came from many different languagesD.borrowed words from one another第2卷一.全考点综合测验(共20题)1.【单选题】Which of the following techniques is NOT used in theGrammar-Translation Method?________A.ReadingB.TranslationC.Written workD.Oral presentation2.【单选题】________, what could we do?A.Should it rain tomorrowB.Tomorrow it should rainC.If it rains tomorrowD.If it will rain tomorrow3.【单选题】________ Tom has done really amazed everyone in his class.A.WhatB.WhichC.ThatD.Who4.【单选题】Traditional linguists believe that the written form of language is ______to the spoken form.A.seniorB.juniorC.inferiorD.superior5.【单选题】They wrote a letter of thanks to ________ had helped them.A.whoB.whomC.whomeverD.whoever6.【单选题】According to the Grammar-Translation Method, Latin grammar was considered to be the ______ grammar.A.best and oldestB.most logical and well-organizedC.most widely learnedD.most popular7.【单选题】______ he has enough money to buy the house, it doesn ’t mean he ’s going to do soA.GrantB.Granted thatC.Having Granted thatD.Grant that8.【单选题】Which of the following types of questions is NOT included in the Grammar-Translation Method?A.Questions whose answers are learner's subjective judgements.B.Questions whose answers are based on objective information in the text.C.Questions whose answers are learner's inferences based on the textD.Questions whose answers are related to learners' own experience9.【单选题】The twin sisters were identical ________ appearance and character.A. ofB.withC.inD.to10.【单选题】As activity carried ________ as one thinks fit in one’s spare time, leisure has several functions.A.onB.outC.offD.over11.【单选题】The factory _______ we ’ll visit next week is not far from here.A. whereB.to whichC.whichD.in which12.【单选题】It is believed that grammar analysis and translation began to be the basic procedures in foreign language teaching from _______.A.about 2,500 years agoB.almost 1,000 years agoC.the 16 th centuryD.the beginning of the 20 th century13.【单选题】A man flown to a time zone different by 10 hours will ________ eight days to readjust his palm sweat.A. spendB.takeC.costD.pay14.【单选题】They will get the preparation done early in May.A.他们五月初就能让别人准备完工作。

英语专业第二外语学位考试法语考核说明及样题本考试是为全国广播电视大学开放教育英语本科专业学生开设的二外法语考试，考试由中央电大统一组织命题（内容涵盖全学年），并计算学分。

该考试成绩合格是申请学位的必备条件。

考试的指定教材是《大学法语简明教程》（1-30课）。

一、教学要求第一学期应学完《大学法语简明教程》1-15课，第二学期应学完《大学法语简明教程》16—30课。

第一学期应掌握的主要语法项目有：(1) 定冠词（包括缩合冠词）、不定冠词；(2) 基数词、序数词；(3) 品质形容词、主有形容词、指示形容词；(4) 主语人称代词、重读人称代词、代词y、代词en、直接宾语人称代词、间接宾语人称代词；(5) 及物动词、不及物动词、代词式动词、无人称代词；动词的直阵式现在时、最近将来时、最近过去时、以avoir为助动词的复合过去时、动词的命令式；(6) 疑问词和疑问句。

第二学期应掌握的主要语法项目有：(1) 部分冠词；(2) 以être为助动词的复合过去时（包括代词式动词）、未完成过去时、简单将来时、过去将来时；(3) 复合时态中直接宾词代词和间接宾语代词的位置；(4) 关系代词qui, que, où和关系从句；(5) 否定短语（ne...pas / jamais / plus / rien / personne) 和否定句、限定短语（ne...que）；(6) 形容词和副词的比较级和最高级；(7) 指示代词celui等、中性代词ce, cela 。

二、试卷结构及形式试题包括五大部分，满分为100分。

考试形式为闭卷，时间为120分钟。

第一部分：语法和词汇知识（40分）此部分包括各种要求掌握的语法知识和词汇知识试题。

共20题，每题1分。

要求考生在每题3个选项中选出正确选项。

第二部分：动词时态（10分）共5题，每题2分。

考生将根据句子意思写出已给动词的正确时态。

第三部分：阅读理解（20分）共10题，每题2分。

英语教材教法试题及答案### English Language Teaching Methodology Exam Questions and Answers#### Question 1: What is the communicative approach in language teaching?The communicative approach in language teaching is a method that emphasizes the development of communicative competence in learners. It focuses on the use of the target language for meaningful communication rather than just on the mastery of grammatical structures. This approach encourages the use of authentic materials and real-life situations to facilitate language learning.Answer: The communicative approach prioritizes interaction and the practical use of language over rote learning. It involves activities such as role-plays, discussions, and problem-solving tasks that require students to use language creatively. The goal is to equip learners with the ability to communicate effectively in a variety of contexts.#### Question 2: Describe the Task-Based Language Teaching (TBLT) method.Task-Based Language Teaching (TBLT) is an instructional approach where learners perform tasks that require them to use language in order to achieve a specific outcome. Thesetasks are designed to be engaging and relevant to the learners' interests and real-life situations.Answer: TBLT involves setting up tasks that are meaningful and achievable for the learners. The tasks should require the use of language to complete, such as making a phone call, writing an email, or giving a presentation. The focus is on the process of completing the task, with language learning occurring as a byproduct of the task completion.#### Question 3: What are the benefits of using technology in language teaching?Integrating technology into language teaching can offer several benefits, including increased access to resources, personalized learning, and the ability to engage with authentic materials.Answer: The use of technology in language teaching can enhance learner engagement through interactive activities, such as online games and simulations. It also allows for the use of multimedia resources, which can cater to different learning styles. Additionally, technology can facilitate communication with native speakers through language exchange platforms and social media, providing opportunities for authentic interaction.#### Question 4: Explain the concept of scaffolding in language learning.Scaffolding in language learning refers to the supportprovided by the teacher to help learners perform tasks that are slightly beyond their current level of ability. This support is gradually reduced as the learner becomes more competent.Answer: Scaffolding is a teaching strategy that helps learners to build upon their existing knowledge and skills.It involves providing guidance, hints, or cues to assist learners in completing tasks. The teacher's role is to adjust the level of support based on the learner's progress, ensuring that the learner is always challenged but not overwhelmed.#### Question 5: How can teachers assess language proficiency in the classroom?Language proficiency can be assessed in various ways, including formal tests, informal observations, and portfolio assessments.Answer: Teachers can use a combination of assessment methods to gauge language proficiency. Formal tests may include grammar quizzes, vocabulary tests, and reading comprehension exercises. Informal observations can involve monitoring learners during class discussions and group activities. Portfolio assessments gather evidence of a learner's progress over time, including written work, audio recordings, and reflective journals.#### Question 6: What is the role of feedback in language learning?Feedback is a crucial component of language learning, as it helps learners to understand their strengths and areas for improvement.Answer: Effective feedback should be specific, timely, and constructive. It should focus on the language used by the learner, highlighting both correct usage and areas that need work. Feedback can be provided through one-on-one sessions, written comments, or peer review. It is important for feedback to be balanced, acknowledging successes as well as providing guidance for improvement.。

英语专业英语教学法试题及参考答案中央⼴播电视⼤学2004—2005学年度第⼀学期“开放专科”期末考试英语专业英语教学法试题注意事项⼀、将你的学号、姓名及分校（⼯作站）名称填写在答题纸的规定栏内。

考试结束后，把试卷和答题纸放在桌上。

试卷和答题纸均不得带出考场。

⼆、仔细阅读题⽬的说明，并按题⽬要求答题。

答案⼀定要写在答题纸的指定位置上，写在试卷上的答案⽆效。

三、⽤蓝、⿊圆珠笔或钢笔答题，使⽤铅笔答题⽆效。

Achievement Test for “Teaching English in the Primary School”3I．Choose the best answer （30%）Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the one which can best answer the question．（30 points, 2 points each）1．Which of the following is true of second language learning?A．Natural language exposure.B．Informal learning context.C．Structured input.D．Little error correction.2．What type of learners can benefit most from real object instruction?A．Individual learners.B．Tactile learners.C．Auditory learners.D．Visual learners.3．What type of intelligence is cooperative learning best suited for?A．Interpersonal intelligence.B．Intrapersonal intelligence.C．Logical intelligence.D．Linguistic intelligence.4．What does the following practise?※Peer and I went to the cinema yesterday．Peter and ※I went to the cinema yesterday．Peer and I went to the ※cinema yesterday．Peer and I went to the cinema ※yesterday．A．Stress.B．Articulation.C．Liaison.D．Intonation.5．What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right．A．Grouping.B．Collocation.C．Imitation.D．Imagery.6．Which of the following is a communication game? A．Bingo.B．Word chain.C．Rearranging and describing.D．Cross-word puzzle.7．Which of the following can help train speaking? A．Listen and follow instructions.B．Simon says.C．Pairs finding.D．Match captions with pictures.8．Which of the following activities is most appealing to children’s characteristics?A．Cross-word puzzle.B．Formal grammar instruction.C．Reciting texts.D．Role-play.9．What’s the teacher doing by saying “Who wants to have a try?”?A．Controlling discipline.B．Giving prompt.C．Evaluating students’work.D．Directing students’attention to the lesson.10．Which of the following activities is the most suitable for group work?A．Guessing game.B．Story telling.C．Information-gap.D．Drama performance.11．Which of the following belongs to learning outcomes?A．Role-plays.B．Sequencing pictures.C．Surveys.D．Worksheets.12．Which of the following best describes first language acquisition?A．Care-taker talk.B．Minimal pair practice.C．Selected input.D．Timely error correction.13．Which of the following seating arrangements is most suitable for a whole class discussion?14．What is the teacher doing in terms of error correction?“S: I go to the theatre last night．”T: You GO to the theatre last night?A．Correcting the student’s mistake.B．Hinting that there is a mistake.C．Encouraging peer correction.D．Asking the student whether he really went to the theatre．15．Which of the following questions can be used in the questionnaire for assessing participation?A．Did you get all the questions right in today’s class?B．Did you finish the task on time?C．Can you use the strategies we have learned today?D．What did you do in your group work today?II．Matching （20%）1．Match the learning styles on the left with the type of activities on the right．（4 points）1）Visual learners A．Handwork2）Kinesthetic learners B．Picture talking3）Auditory learners C．Play acting4）Tactile learners D．Song and music listening2．Match the types of intelligence on the left with the form of learning on the right．（4 points）1）Linguistic intelligence A．Doing hands-on activities2）Match and logical thinking B．Sketching3）Spatial intelligence C．Verbalizing4）Bodily/Kinesthetic inteligence D．Conceptualizing3．Match the activities on the left with the language focus on the right．（4 points）1）Grouping words together A．Reading2）Minimal pair practice B．Vocabulary learning strategy3）Labeling pictures C．Pronunciation4）Sequencing the events according to the story D．Writing4．What is the teacher doing? （4 points）1）Now, you can begin. A．Checking understanding2）All right, I think it is time. B．Ending the activity3）Can you two show us how to work? C．Demonstrating the operation4）We are going to do two D．Giving the startthings today. Tom, canyou tell us what they are?5．Match the activities with the relevant classroom arrangement．（4 points）1）Speaking chains A．Whole class work2）Role play of a dialogue B．Individual work3）Guessing the object C．Pair work4）Sentence completion D．Group workⅢ．Multiple choice questions （10%）Directions: In this part, you are given five questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the suitable answer（s）to the question．You may have more than one answer to each question．（10 points, 2 points each）1．Which of the following roles do the primary school teachers play?A．A prompter.B．A participant.C．An assessor.D．A controller.2．Which of the following features are true of children in learning a language?A．Children can not concentrate for very long．B．Children learn English because they think it interesting．C．Children are not good at planning and monitoring．D．Children are good at understanding concrete things．3．Which of the following belong to formative assessment?A．Learner portfolio.B．Test results.C．Classroom observation.D．Student diaries.4．Which statement of Chinese and English phonetic systems are right?A．English has as many as 24 vowels, while Chinese has none．B．English has a lot of combined consonants, while Chinese has none．C．Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese．D．English words often have more than one syllable, while Chinese characters usually have only one syllable．5．If the class is noisy, which of the following should you choose to settle the class?A．Ask the whole class to copy a list of food words onto a piece of paper from the board.B．Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C．Ask the children to take out their cards and do paired practice.D．Ask children to prepare the dialogue to get ready to act.Ⅳ．Short Answer Questions （20%）Directions: In this part there are four questions about English Teaching Methodology．Writedown your answers in brief．You will be assessed in the points you present and the way you present them．（20 points, 5 points each）1．Why is it necessary to use L1 in foreign language instruction? Give at least two reasons．2．What are the relationship and differences between testing and assessment?3．What does the following support, formative assessment or summative assessment? Why or why not?4．What might be the reason if your students misbehave in class? Mention at least 3 reasons．V．Activity designing （20%）Directions: In this part, you are to design a 10－minute speaking activity according to the material given．The activity should involve the function of ordering and the relevant structures．Make sure you include all the items of an activity according to the table given（objective, organization type, procedure, assumed time, predicted problems and solutions）．Make sure you give the assumed time for each step．。

英语专业英语教学法试题及答案分析英语专业英语教学法(2) 试题及答案分析Section ⅠBasic Theories and PrinciplesQuestions 1—15 are based on this part.Direction：Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet.1. What can "scrambled sentences" help to train in terms of writing?A. Unity.B. Coherence.C. Indention2. What can the following activity help to train in terms of writing?The teacher asked the students to -write two letters, one to their parents, and the other to their friends, informing them the news of his success in a competition.A. Sense of audience.B. Sense of unity.C. Sense of coherence.3. Which of the following writing activities belongs to the communicative approach of writing?A. The teacher asks the students to write on "The difference between college life and middle school life."B. The teacher asks the students to form a text from scrambled sentences.C. The teacher asks the students to write an e-mail to their parents to tell them to come to the class meeting.4. What stage can the following grammar activity be used at?The teacher asks the students to discuss the differencesbetween two paragraphs in terms of tense.A. Presentation.B. Practice.C. Production.5. Which of the following grammar activities is most communicative?A. Grammar dictation.B. Sentence completion.C. Guessing objects.6. If we are to present the meaning of abstract notion, which of the following techniques is the best?A. Translation.B. Pictures.C. Graphing.7. What vocabulary learning strategies does the following activity help to train? Arrange the following words into three different columns;Fruity apple, pear, orange, pickpocket, mugger, bank robber, profession, gardening, teaching, managingA. Collocation.B. Classification.C. Imagery.S. Which of the following is among the human factors that influence lesson planning?A. Environment conditions of the classroom.B. Students" attitude towards the kind of instruction the teacher applies.C. The type of evaluation the teacher conducts.9. What role does the teacher play in the deductive presentation of grammar?A. Instructor.B. Prompter.C. Participant.10. What is the teacher doing in terms of instruction in the following?"Now, I"d like you to answer the comprehension questions following the text to make sure that all of us understand what precisely the text is about."A. Checking understanding.B. Assigning the task.C. Monitoring the activity.11. What is the teacher doing in terms of error correction?S: My-watch was stealing.T: What happened to Jack’s watch, Jane?A. Ignoring the student"s mistake.B. Encouraging peer correction.C. Helping the student to correct his own mistake.12. What activity is following seating arrangement most suitable for?A. Group discussion.B. Acting of a play.C. Individual reading of the text.13. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.14. Which of the following activities is most suitable for whole-class work?A. Role-play of a dialogue involving the use of the passivevoice.B. Writing about the changes of one"s hometown.C. Presenting the passive voice.15. Which of the following best explains what a lesson plan involves?A. It is a reminder for the teacher, who needs to refer to the reference materials in classroom instruction.B. It is a schedule of the classroom procedure to fulfill the teaching and learning objectives.C. It is a list of activities to be conducted in a lesson.Section ⅡProblem SolvingQuestions 16—20 are based on this part.Directions: Below are five situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution(s) according to what you have learned in Book 2. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. Mr. Li will assign a writing task for each unit. Every time, he will give a topic similar to the texts they learn, like "My hometown", "Sports" and so on for students to finish after class.17. Mr. Wang always conducts grammar instruction with discovery activities. He thinks students need to get familiar with the structures through reading and writing before learning the rules of grammar.18. Mr. Deng is very pleased with his new textbook. But when he asked his students to do all the exercises in the textbook, he found he could not find enough time, and some students were not very active in the classroom activities.19. In class, Ms Zhang assigned the students to work in groups to work on an information transfer table. When time wasup, only two groups finished ahead of time, and others were still discussing.20. Jack is reporting their group task about an investigation of students" pastimes. But because he is a little nervous and not so good at speaking, he pauses here and there and always makes mistakes. To help him, the teacher inserts some correction during his report.Section ⅢMini-lesson planQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the teaching plans. Write your answer on the Answer Sheet.21. Design an activity to present the vocabulary in the following passage. It should involve the students in group discussion.My name is Adam Rous,. I"m 19 years old and I used to be a drug addict. I first started using drugs when I -was 15. 1 bought cannabis from a man in the street. I continued to buy cannabis from the same man for about six months. One day, he offered me some crack cocaine.Cocaine is a powerfully addictive drug. Some drug users inject cocaine, others smoke it. Both ways are dangerous. Users who inject the drug are also in more danger if they share needles with other users.Type of the activity (e. g. information-gap, role-play,problem-solving)Objective(s) of the activityClassroom organization of the activityTeacher"s role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicted problem(s)Solution(s)Procedure 1)2)3)4)22. Design a writing activity with the following material.Lao She wrote Teahouse in 1957. The play shows the audience life in China between 1900 and 1950. It lakes place in a teahouse in old Beijing and it tells us the story of Wang Lifa and his customers. It takes us to see the teahouse as the centre of the neighborhood. Finally, it says goodbye to old Beijing and its people.The story starts in 1898 during the Qing dynasty. It continues in 1910, and finally it brings the audience to the end of Anti-Japanese War in 1945. Then the government takes the teahouse from Wang, and he dies.Lao She was barn in 1899. He wrote many plays , novels and short stories. He was born in Beijing. His parents sent the young man to the Teacher"s School in Beijing and he learned to teach. From 1924 to 1929 he taught Chinese to the English in London. He was named a "People"s Artist" and a "Great Master of Language". He was one of the greatest Chinese -writers in the twentieth century.At Lao She "s Teahouse today, waiters bring tea to the customers and sell them delicious Chinese food. If you like Beijing Opera, folk music, acrobatics or magic shows , you can enjoy them at the teahouse. Lao She"s Teahouse gives a warmwelcome to everyone from China and from all over the world.Type of the activity (e.g. parallel writing, role-play,problem-solving)Objective(s) of the activityClassroom organization of the activityTeacher"s role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicted problem(s)Solution(s)Procedure 1)2)3)4)英语教学法(2) 试题答案及评分标准Section ⅠBasic Theories and Principles (共30分，每题2分)1. B2. A3. C4. A5. C6. A7. B8. B9. A 10. B11. B 12. A 13. A 14. C 15. BSection ⅡProblem Solving (共30分，每题6分)找出问题得2分，根据交际法原则提出合理的解决方案得2分，问题和解决方案应有适当的阐述，行文逻辑1分，语法1分．16. Problems:1) Students need writing practice in class. They need to be trained in specific writing mechanism. They need to work together with others. After-class writing assignment itself is powerless to train students" writing ability.2) The topics are too general and there is not a sense of purpose in writing.3)The topics cannot give students a sense of audience in writing,4) There should be some writing requirement in terms of the process and writing skills. Solutions:1) The teacher had better incorporate writing into the classroom instruction, integrating it with reading, listening or speaking.2) If he assigns writing as after-class homework it is better to make clear the purpose of writing. For example, are they introducing their homework to attract foreign investment or something else?3) The teacher should narrow down the topic, making it easy to handle for the middle school students.4) The teacher should make it clear who, he prospective readers might be. For example, are they introducing their hometown to foreigners or someone else?(以上两部分，各回答出两点即可得4分)17. Problems:1) It fails to consider the diverse objectives of grammar instruction. We shouldn"t always use the same kind of approach in grammar instruction. The inductive approach can"t suit all grammar instruction objectives.2) It fails to consider the diverse types of grammar items and the supporting materials. It is wrong to adopt the same approach to all grammar instruction.3) It fails to consider the learning styles of the students. Some students prefer inductive learning, while others may prefer deductive learning.Solutions:1) The teacher should first do some needs analysis. He should be clear whether the students already have relevant grammar basis. Can he make use of it?2) It is better to choose an approach correspondent to students, learning styles. With analytical learners, deductive instruction may work better.3) The teacher should vary the approach according to the materials. Inductive approach may work better with some grammar items, but worse for others.4) We should vary our approaches to grammar instruction. Sometimes, it is better to adopt the deductive approach if the students have already had the relevant grammar knowledge.(问题部分要求写出两点，解决方式可以只写一点。

外语教学法[教学法的考试重点简答]教学方法制约着学生哪些方面的发展战略：1教学法影响学生的精神面貌，制约学生个性心理的发展2教学方法影响学生的学习方法，制约中学生智力的发展3教学方法开销影响学生的学习负担，制约学生胸部的发展中小学教学方法的特点是什么：1发展性2情感性3主体性4多样性5技术性简要回答自由选择教学方法教学方法的依据：1参考教学的具体目的与任务2依据教材内容和学习性质、特点3依据学生的实际情况4依据教学原则5依据教师的素质条件6依据教学目标7依据学校的实际情况8依据教学实践和效率的要求9，依据各种教学方法的权责，适用范围和适用条件。

选择教学方法应注意哪些风险问题1注意反馈调控优化课堂结构A 选择教法要注意信息反馈B 选择教法仪轨应着眼于教学效果2注意灵活性和微调性3留意积极性与整体性4注意科学性与文学性5注意教法与学法的共管A 教法对学法具有制约和示范影响作用B 教法也受学法的制约C 教法服从学法D 设计教法要围绕宣传教育E 寓学法于教法之中运用教学方法的基本概念要求1运用教学方法观点要树立完整的论调2运用教学方法必须坚持以启发式为指导思想3要善于综合地、灵活地运用教学法，获得最优化的教学效果简要回答教学方法产业发展的基本趋势：1由以教为中心逐渐转移到以哲学博士中心2教学方法教学法由单一化发展到多样化3各种教学方法从相结合彼此孤立发展战略到相互结合简要回答启发式教学的基本内涵：就是以学生的全面发展和主要发展为，通过教师的启发诱导与学生的主动探究，实现知情意和谐发展的过程加涅把学习按照从不知道知的过程分成那几个阶段：1动机阶段2了解阶段3获得阶段4保持阶段5回忆阶段6概括阶段7操作阶段8反馈阶段布鲁纳整体结构课程和发展教学理论的基本主张是什么？：1学习的过程包括“三种几乎同时发生的过程”。

2认为学生的认知风风雨雨着“动作表征、映像表征、符号表征”三个发展阶段。

3要让学生学习应用性结构中的基本结构。