外语教学法部分问答题及答案

全国2018年10月高等教育自学考试外语教学法试题课程代码：00833Write all your answers on the Answer Sheet!Ⅰ. Multiple Choice:(15%)Directions: In this section, you are given 15 questions beneath each of which are four choices marked A,B,C and D. Your are to make the best choice either to complete theincomplete statement or to answer the question. One point is given to each correctchoice.1. What is Stephen Krashen?A. He is a language teacher.B. He is an applied linguist.C. He is an anthropologist.D. He is a grammarian.2. The general objectives of the Total Physical Response Method are to teach _______proficiency at a beginning level.A. oralB. readingC. auralD. writing3. It is believed that grammar analysis and translation began to be the basic procedures in foreignlanguage teaching from _______.A. about 2,500 years agoB. almost 1,000 years agoC. the 16th centuryD. the beginning of the 20th century4. Palmer viewed that classroom language teaching should follow the _______ principles oflanguage learning.A. naturalisticB. mentalisticC. cognitiveD. understanding5. The Oral Approach was developed by _______.A. American structuralistsB. British applied linguistsC. cognitive scienceD. transformational grammar6. Which of the following do Krashen and Terrell NOT emphasize?A. CommunicationB. V ocabularyC. MeaningD. Grammar7. In the Grammar-Translation Method, grammar analysis and translation proved to be _______ instudying foreign culture through literary works.A. ineffective meansB. unaffective meansC. affective meansD. effective means8. In the Oral Approach, procedures at any level aim to move from _______ to _______ practice ofstructures.A. freer, controlledB. controlled, freerC. controlled, more controlledD. free, freer9. One of the most prominent contributions made by Palmer is _______ of vocabulary.A. the oral skillsB. frequency accountsC. the ideal presentationD. the efficient recitation10. Which of the following types of questions is NOT included in the Grammar-TranslationMethod?A. Questions whose answers are learner's subjective judegments.B. Questions whose answers are based on Dbjective information in the text.C. Questions whose answers are learner's inferences based on the text.D. Questions whose answers are related to learners' own experience.11. In _______ English became a formal requirement for the entrance examination in China andbegan to appear in the curriculum for the 4th and 5th year of primary schools.A. 1952B. 1962C. 1972D. 198212. The natural order hypothesis means _______.A. people acquire language rules in a predictable orderB. language rules must be taught in a certain orderC. language rules must be learned in a certain orderD. people tend to acquire simple rules early and difficult rules late.13. The input involves the following issues EXCEPT _______ .A. people acquire language best by understanding input slightly above their present level ofcompetenceB. the learner's ability to speak fluently cannot be taught directlyC. people must study grammar in order to express themselves correctlyD. with sufficient quantity of comprehensible input, i+l will usually be provided automatically14. The Silent Way is considered suitable for _______.A. more advanced learnersB. beginnersC. more advanced classes as well as for students at the beginning stagesD. learners' interactions with each other15. Which of the following statements is true in the Grammar-Translation Method?A. L1 was maintained as the reference system in the acquisition of L2.B. L2 was maintained as the reference system in the acquisition of L1.C. Latin was maintained as the reference system in the acquisition of L2.D. Latin was maintained as the reference system in the acquisition of L1.Ⅱ. Filling Blanks:(20%)Directions: In this section there are 15 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.16. In the Direct Method only ________ vocabulary and sentences are taught.17. The ________ Method advocated the priority of oral skills for the first time in the languageteaching field.18. The idea of conditioning is based on the theory that you can train an animal to do anything ifyou follow a certain procedure which has three major stages:________,________, and reinforcement.19. In his review of Skinner's Verbal Behaviour, Chomsky explained his rejection of thebehaviourist model of language acquisition on the basis of his model of competence and ________.20. According to Canal and Swain, ________ competence refers to the interpretation of individualmessage elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text.21. According to Canal and Swain, ________ refers to an understanding of the social contexts inwhich communication takes place.22. ________ is vital element in the learning process, because it increases the likelihood that thebehaviour will occur again and eventually become a habit.23. In 1957, Noam Chomsky published his book ________ ________.24. Piaget considers that conceptual growth occurs because the child, while actively attempting toadapt to the environment, organizes actions into schemata through the processes of ________ and accommodation.25. In the behaviorist view, it was the ________ conditions that would cause animals as well ashuman beings to behave in a particular way.26. ________ analysis is the study of how sentences in spoken and ________ language form largermeaningful units such as paragraphs, conversations, and interviews.27. To teach a foreign language well, we must divide it into small ________ units.28. Behaviourist psychology states that human and animal behaviour can and should be studied interms of ________ processes only.29. The emphasis on the ________ with new language items and on language skills, rather than onlanguage ________, is important in achieving automaticity of using the target language.30. The generative linguist is interested not only in ________ language but also in explaininglanguage. In other words, they attempt to find the what as well as the ________ in the study of language.Ⅲ. Matching:(15%)Directions: This section consists of three groups of pairs listed in two columns, A and B. You are to match the one marked ①，②，③，④,and ⑤in Column A with the onemarked a, b, c, d, and e in Column B. One point is given to each pair you match.31. A B①the theory of language underlying the a. problem solving activitiesnatural approach b. to help the students to develop basic②the theory of learning underlying the communication skillsnatural approach c. class time being devoted primarily to③one of the objectives of the natural providing input for acquisitionapproach d. communication as the primary function of④one of the techniques of the natural approach language⑤one of the main features of the natural e. the monitor modelapproach32. A B①the theory of language underlying the a. language best learned through use in socialcommunicative approach context②the theory of learning underlying the b. to develop the students' communicativecommunicative approach competence③one of the objectives of the c. role playcommunicative approach④one of the techniques of the d. the introduction of authentic texts into thecommunicative approach learning situation⑤one of the main features of the e. functional linguisticscommunicative approach33. A B①the theory of language underlying the a. translationgrammar-translation method②the theory of learning underlying the b. the emphasis on the teaching of the secondgrammar-translation method language grammar③one of the techniques of the grammar- c. superiority of the written form over the spokentranslation method form of the language④one of the techniques of the grammar- d. the faculty of psychologytranslation method⑤one of the main features of the e. enabling the learners to read and translate thegrammar-translation method literature of the target languageⅣ. Question for Brief Answers:(30%)Directions: This section has six questions. You are to briefly answer them. Five points are given to each question.34. What is the major difference between American Structuralism and British Structuralism?35. What are the roles of the learner in the communicative approach?36. When do most experts of foreign language teaching believe the Grammar-Translation Methodbegan to become a formal foreign language teaching method?37. What are the objectives of language teaching according to cognitive proponents?38. What are the four issues related to the input hypothesis of Krashen's monitor model of L2learning theory?39. Name some negative psychological factors in accordance with the acculturation theory.Ⅴ. Questions for Long Answers:(20%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned. Tenpoints are given to each question.40. Compared with the Communicative Approach, the Oral Approach is still not enough to developlearners' communicative competence, why?41. What procedures were followed by the ELT method in the late 19th century and what were themajor features of the method used in the 1950s and 1960s in China?。

简答题1.What are the qualities of a good language teacher?a. non-intellectual qualitiesPsychological qualities are essential factors. strong will-power（顽强的意志品质）good motivation（明确的动机）good motivation（明确的动机）perseverance （持之以恒的精神）out-going characteristics（外向的性格）b. Intellectual qualitiesLanguage learning abilitySelf-study abilityFour language skills abilityApplication of CAIc. Application of CAI( computer-assisted instruction)d. Teaching practice qualitiese. self-assessment qualities2.What are the difference between linguistic competence andcommunicative competence? What is communicative competence?1)2)It covers a variety of development in syllabus design and in themethodology of foreign language teaching and includes bothknowledge about how to use the language appropriately incommunicative situation.3. What is deductive method of teaching grammar? What is inductive method of teaching grammar?1)Deductive method: it refers on reasoning, analysing and comparison.First ,the teacher write an example on board or draws attention to anexample in the textbook. Then the teacher explains the underlyingrules regarding the forms and positions of certain structural word.2)Inductive method: in the inductive method ,the teacher provideslearners with authentic language data and induces the learners torealise grammar rules without any form of explicit explanation. It isbelieved that the rules will become evident if the students are givenenough appropriate examples.3.What are the principles for good lesson planning?1)Variety:Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning isalways interesting, motivating and never monotonous for the students. 2)Flexibility:Planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3)Linkage:The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.4)Learnability:The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’coping ability will diminish their motivation.4.What are the difference between macro planning and micro planning?Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.5.What are the components of a lesson plan?1)Teaching aims:The first thing to do in lesson planning is to decide theaims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.2)Language contents and skills:language contents: structures (grammar),vocabulary,functions,topics and so on. Language skills: communicative skills involved in listening, speaking reading and writing3)Teaching stages and procedures:Teaching stages are the major stepsthat language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.The most popular language teaching stages are the three P’s model, which include presentation, practice and production.6.What are the aspects of pronunciation?Pronunciation is an umbrella term covering mang aspects besides sound and phonetic symbols, such as stress, intonation, and rhythm.7.What are the principles for teaching listening?1　Focus on process2　Combine listening with other skills3　Focus on the comprehension of meaning4　Grade difficulty level appropriately8.What are the purposes for pre-listening, while-listening and post-listening activities?1)Pre-listening:To spark interest and motivate students to attend to thespoken message,To activate or build students' prior topical and linguistic knowledge,To set purposes for listening.2)While-Listening: To foster students' comprehension of the speaker'slanguage and ideas, To focus students' attention on such things as the speaker's organizational patterns, To encourage students' critical reactions and personal responses to the speaker's ideas and use of language.3)Post-listening: To examine relationships between prior knowledgeand experience, and new ideas and information gained from the speaker or discussion ,To invite and encourage student reflection and response,To clarify and extend comprehension beyond the literal level to the interpretive and critical levels.9.Can you name some types of speaking activities?1　Controlled activities: it mainly focuses on form and accuracy.2　Semi-controlled activities: it focuses on more on meaning and communication.3　Communicative activities: it allows for real information exchange.10.What is the bottom-up model of teaching reading?11.What is the top-down model of teaching reading?12.What are the purposes of pre-reading activities?To interest and motivate studentsTo activate students’ prior knowledge13.What is the process approach to writing?14.What is the interrelationship between listening and speaking? What isthe interrelationship between reading and writing?15.Why should we integrate the four skills? What is skills integration?a.Skills integration generally refers to linking two or more of thetraditional four skills of language learning: reading, writing, listening, and speaking.There are many situations in which we use more than one language skill .b.An integrating approach for the development of communicative skillsin the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together.16.What are the conditions for language learning according to JaneWillis’ Framework for Task-Based Leaning? What are the essential conditions and what is the desirable condition?a.Essential and desirableb.Essential: 1.Exposure to a rich but comprehensible input of realspoken and written language in use e of the language to do things 3 Motivation to listen to and read the language and to speak and write itC . Desirable: instruction in language (i.e. chances to focus on form)17.What are the means to integrate the four skills in teaching?1　Simple integration2　Complex integration18.What are the methods of assessment?Positive assessment;neglect assessment;teacher’s assessment;continuous assessment;Ss’self-assessment;portfolios (个人成长档案)19.What are the criteria for assessment?1.Criterion-referenced assessment2.Norm-referenced assessment3.Individual-referenced assessment20.What are the features of good textbooks?21.What are the methods of adapting textbooks? What are the 8 optionsin adapting textbooks?。

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.。

1-What are the function and result of the two controversies in ancient Greece? 古希腊两个著名论争的功能和结果？One controversy was between the naturalists and the conventionalists. The naturalists argued that the form of words reflected the nature of objects. The conventionalists thought that language was conventional and there was no logic connection between form and meaning of words. The other controversy was between the analogiata and the anomalists on the regularities of language. The analogists claimed language was regular and there were rules for people to follow. The anomalists maintained there were no rules . Their debate roused people’s interest in language and led them to the detailed study of Greek. The direct result was the appearance of a book of Greek grammar.2 What are the main features of traditional linguistics? 传统语言学的主要特征Traditional Linguistics was practical in nature. People made a study of language in order to read classic works. Traditional linguists believed that the written form of language was superior to spoken form. They tried to set up principles and standards for people to use language correctly.3-What are the contributions made by Franz Boas, Edward Sapir and Leonard Bloomfield to the development of American structuralism? Franz Boas, Edward Sapir and Leonard Bloomfield对美国结构主义发展的贡献Franz Boas and Edward Sapir were forerunners of American structuralism. Boas studied the American Indians’ languages and found that the traditional grammatical model could not be used to analyse the structure of those languages. He had to describe those language as they were used. This started American structuralism. Leonard Bloomfield accepted the theories and principles of Franz Boas. He argued that linguists should describe instead of prescribing what people say and should take an inductive approach in analyzing data. In 1933, he published the book Language. It soon became the bible of American structuralism.Why is the first language forbidden in a Direct Method classroom?---The direct methodologists consider foreign language learning as similar to first language acquisition. The leaner should try to establish a direct association between language forms and meanings in the target language. The foreign language is considered an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learner learn the language rules, but to provide direct practice in listening and speaking through imitation and repetition.4-What is the influence of behaviorism over American structuralism? 行为主义对美国结构主义的影响In 1933, the American psychologist John Watson published an article entitled Psychology as Behaviorist Views It . This was the formal introduction behaviorism. Watson believed we had no direct way to observe the animal’s mind. We could only observe the animal’s behavior and the external environmental conditions. Behaviorists studied the relation between stimuli and responses. They divided learning process into two kinds. One kind is now called classic conditioning. The other is called operant conditioning. Behaviorism helped the development of structuralism.5-- What is Chomsky’s explanation of the first language ac quisition process? 乔姆斯基对母语获得的解释Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of a set of general principles called universal grammar. When the child is born, the particular language environment will trigger the LAD. Children’s language acquisition process completes when the universal grammar is successfully transformed into the grammar of a particular language.6-What is the difference between linguistic competence and linguistic performance? 语言能力和语言应用的不同Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses. Linguistic performance refers to the actural utterance produced by the native speakers.7-How does transformational generative linguistics differ in research methods? 在研究方法上转换生成语言学有什么不同？Transformational generative linguistics opposes the structuralist method of taking linguistic performance as the goal. It also attacks the inductive approach. It believes that linguistics should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.8--What is the main feature of functional linguistics? 功能语言学的特征Functiona l linguistics, founded by Malinowski and developed by Firth, believes “the meaning of any single word is to a high degree dependent on its context” It introduced the phrase “context of situation”. The theory is based on the notion of function in context. Its point of view is that linguistic events should be accounted for at three primary levels: substance, form and context. The theory also divides a particular situation type into three dimensions.9--What is the basic theory of Gestalt psychology? 格式塔心理学的主要理论Gestalt psychology appeared in the 1920s. Its research was focused on the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptional experience. It claimed that peoplereceived objects and scenes as organized wholes before they noticed their component parts. The word Gestalt means “organized shape” or “whole form ” in English.10--What is the basic theory of psychoanalysis? 心里分析的主要理论The basic theory of psychoanalysis is put forward by Freud. The theory divided the mind into conscious and unconscious mind. The conscious mind is only a very small part of the whole mind while the rest remains unconscious. Psychoanalysis aims to analyse the irrational behavor of patients.11--What are the principles of behaviorism? 行为主义的原则The principles of behaviorism are as follow: Psychologists should study what could be observed publicly and objectively instead of considering animal’s mental events because these things could not be seen. Behaviorism believes that the study should be focused on learning and the relation between stimuli and responses.12--What is the difference between classical conditioning and operant conditioning? 经典性和操作性条件反射的区别Classical conditioning means the stimulus that does not elicit a response comes to elicit a response after it is paired several times with a stimulus that already elicited a response. Operant conditioning means the occurrence of a response will be determined by the consequence of the response.13-- What are the three factors that have helped to set up the cognitive psychology? 认知心理学发展的三个前提条件The three factors are the development of computer technology, Jean Piaget’s research work on the reasoning abilities of children, and the work of the American linguist Chomsky.14--How does the cognitive psychology explain the acquisition of knowledge? 认知心理学如何解释知识获得The term cognitive means knowledge and cognitive psychology can be defined as the study of people’s ability to acquire, organize, remember and use knowledge to guide their behaviour. As for the acquisition of knowledge, cognitive psychology believes that there are two principal types of cognitive structures which are called schemas and concepts. The schemas refer to sets of rules that define categories of behaviour and concepts are rules that describe properties of events and their relations with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes — assimilation and accommodation.15--How does the habit-formation theory explain the second language acquisition process? 习惯养成论如何解释二语获得过程Habit-formation theory was put forward by a group of behaviorists. According to their theory, learning a second language means the formation of a new set of linguistic habits. Imitation and practice play n important role in the process of habit-formation. Imitation will help learners identify the association between stimuli and responses while practice will reinforce the association and help learners to form the new linguistic habit.16--how does the hypothesis of linguistic universals explain the second language acquisition process? 语言共性说如何解释二语习得？The hypothesis says there exist certain linguistic properties which are true to all natural languages into core grammar and peripheral grammar. Human beings are born with a language acquisition device (LAD). The second language learners usually acquire the core grammar of the target language and then the peripheral grammar. The core grammar of the learner’s mother tongue will help t he learners to learn the target language.17--How does the acculturation theory explain the second language acquisition? 文化传递说如何解释二语习得？Acculturation means individuals of one culture have to go through the process of modification in attitudes, knowledge and behavior in order to do well in another culture. It believes that second language acquisition is just one aspect of acculturation and the degree of acculturation will control the degree of second language acquisition. 18--How does the discourse theory explain the second language acquisition process? 话语情境说如何解释二语习得？The discourse theory argues that there is little difference between the first language acquisition process and the process of the second language acquisition –only through communication discourse can the learner acquire the second language.19---What are the five hypothesis of the monitor theory? 自我检测说的五个假设是？They are the acquisition –learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.20--How does the cognitive theory explain the second language acquisition process? 认知说如何解释二语习得？The cognitive theory claims that second language learning should be regarded as the acquisition of a complex cognitive skill. The process of second language acquisition is a process in which the internal representations are being restructured constantly. The acquisition involves two process- automaticity and restructuring. Language learning at the beginning stage involves none of the process of restructuring.21-What are the principles and consequences of the Reform Movement? 外语教学与改革运动的原则和结果？The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the language teaching process, and the absolute priority of an oral method in the classroom. The consequences were great. Many people took part in the reform and movement. A lot of book were published. An applied linguistic approach to language teaching began to take shape.22--Wh at’s the contribution made by Daniel Jones and Harold Palmer to the development of Daniel Jones teaching? 琼斯和帕尔默对琼斯教学的贡献？Daniel Jones was the first one that helped to make a profession the teaching of English as a second /foreign language. And he did a lot of research on the profession of foreign language teaching. He wrote a number of books from his research. Harold Palmer tried out the Oral Method in his teaching and did his research on the English vocabulary. He published a lot of books on methods of language teaching and textbooks.23 What are the reasons for the rise and fall of Audiolingual Method? 听说法兴起于衰落的原因？Audiolingual Method comes from the theories and ideas of behaviourism and structurism. It was very popular in the 1950s. Towards the end of the 1950s, transformational generative linguistics started a war against it and finally brought it down from its dominant position.24-What are the main trends of applied linguistic research in the present period?应用语言学在现今社会的主要探索趋势？In the present period, applied linguists have began to study foreign language teaching from different perspectives. New ideas and new trends appear very quickly. The new trends include communicative language teaching, new approaches to language syllabus and exploration of human relations, in foreign language teaching.1-How did the Grammar-Translation Method develop into its present form?Before the 16th century, Latin was the language of communication in the Western World. Then in the 16th century, modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. With the development of modern languages, Latin gradually became displaced as a living language. The main purpose of learning Latin was to study the classical culture. Grammar analysis and translation proved to be effective means in study foreign culture through literary works. The mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms and translation between languages. Grammar analysis and translation became the basic procedures in the 18th century. Thus the Grammar-Translation Method became the principal method of teaching modern languages in schools.2-What is the focus of a Grammar-Translation classroom?It is the teaching of the foreign language grammar. Grammar is the core of language, and teaching materials are arranged according to the grammatical system. The processing of learning grammar is considered an important means of training mental abilities.3-What language skills are emphasized?Reading and writing are emphasized in a Grammar-Translation classroom because literary language is regarded as superior to spoken language. Therefore the language learners should study written language. The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.4-What is the main technique used in a Grammar-Translation classroom?Translation is the main techniques used in a Grammar-translation classroom. General speaking, literary translation should be followed by free translation; and sentence translation followed by passage translation. AGrammar-Translation teacher also uses the following techniques: reading passages from literary works; teaching grammar using a deductive approach; analyzing and comparing difficult sentences with students’ first language; memorizing word lists with the first language translation; and memorizing grammar rules and paradigms; using questions to check students’ comprehension of the reading passage; using fill-in-the-blank exercises, making up sentences and writing composition.5-What is the most important aspect of language according to the Grammar-Translation Method? According to the Grammar-Translation Method, grammar is the most important aspect of language, which is viewed as a system of rules. Systematic study of grammatical rules play an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. Understanding and mastering the morphology and syntax will develop students’ ability of analyzing and solving problems.6-Are the techniques of Grammar-Translation acceptable to you? Why?I don’t think the techniques of Grammar-translation are acceptable to us. We can find some disadvantages in the Grammar-Translation Method. First, overemphasis on translation can never emancipate the learners from dependence on the first language. Second, it put too much emphasis on reading and writing and neglects listening and speaking. Third, knowing a large number of grammatical rules can not ensure that students use them appropriately in real communicative situation. The texts are mostly taken from literary works. The language learned often doesn’t meet the pr actical needs of the learners. Last, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.7-Which of the principles of the Grammar-Translation Method do you think are still applicable in modern language teaching?We can discover some valuable principles of the Grammar-Translation Method are still applicable in modern language teaching and learning, such as knowledge of grammar (language rules) facilitates learning. The term “grammar” is so familiar to linguists, language teachers and learners that it is sometimes difficult to stand back and look at it clearly. Some linguists have argued that grammar teaching is unnecessary, and emphasis should not be put on the teaching of grammar. On the other hand, other linguists have argued that grammar is an immensely pervasive phenomenon. It is an integral part of language, so that the more we can find out about how grammar is learned and used, the better placed we will be to teach it effectively. We learners consider that grammar is not only necessary, but also very important in language teaching and learning. The understanding of grammar helps us build up confidence in using the target language and encourages us to use the language accurately and appropriately. We think that grammar teaching and learning can be useful in learning the target language. But we also think that grammar teaching and learning should focus on developing the learners’ communicative ability more than presenting and explaining grammatical rules. Nevertheless, we feel that there is still room for improvement, especially the design of the exercises in the materials since we have not yet experienced the effecton listening and speaking in grammar teaching.习题-Do you think the Direct Method could be used by all foreign language teachers at all levels? Why or Why not?No, we don’t think so. The Direct Method requires native teachers or teachers who have native-speaker-like fluency in the target language. In the Direct Method classroom, the teacher should present sections of a text or the whole text by direct association between the target language and meaning. The teacher should deal with specific language items which the students ask her to explain. The teacher should ask comprehension question about the text, making sure that students have a thorough understanding of the text. The teacher should ask students questions about everyday life, etc. In a word, in the Direct Method classroom, teachers should have a high abilityto use the target language organizing the classroom activities. The Direct Method places a High demand on the teachers.---How should language rules be learned according to the Direct Method?---language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to other previously learned and to formulate their observations into the rule governing those examples. In other words,students have to induce grammatical rules from examples in the text. A language could best learned by being used actively in the classroom.--Name at least five techniques a Direct Method teacher usually uses.---A Direct Method teacher usually uses the following techniques: (1) Direct association; (2)Question and answer exercises; (3)Conversation practice; (4) Error correction; (5) Dictation; (6) Inductive teaching of grammar; （7）Listening comprehension tasks; (8) Graded composition.--How do you understand the concept of “direct” in the Direct Method?---The Direct Method assumes that meanings of the target language should be connected directly with the physical world: its actions, objects, persons, situations, etc. without translating or r eferring to the learners’ mother tongue. Only the target language should be used in the classroom in communicating meaning . Foreign language learning should follow the natural process of first language acquisition where a direct association between language forms and meanings is established.--What areas of language are considered more important?---Oral practice in the target language is often used in the Direct Method classroom. Speech patterns and structures, rather than grammar, are considered fundamental since the spoken language came into being before the written language. The sentence is regarded as a more useful unit of language instruction than the word. Between vocabulary and grammar, the former comes before the latter.--What language skills are emphasized?---Listening and speaking skills are emphasized, though the teaching of all four skills is not neglected. Regarding listening and speaking as the basis of reading and writing is strategic in fostering the four skills. Designing listening comprehension tasks is one of the ways to establish a favorable classroom climate in the Direct method. It mainly uses such techniques as question-and answer, dictation and conversation practice. Special attention paid to pronunciation and intonation is desirable in teaching spoken language. Reading and writing exercises should be based upon what the students have practiced orally first.--What techniques are useful in modern language teaching?---Such teaching techniques as question-and-answer, dictation and conversation practice are useful in modern language teaching. The Direct Method advocates the language should be learned through direct association of form and meaning. It mainly uses the teaching techniques above which are still widely used in foreign language teaching classroom today. The forms of dictation and compound dictation are also appeared in the College English Test.--Why first language is forbidden?---The direct methodologists consider foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language forms and meanings in the target language. The first language is considered an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learner learn the language rules, but to provide direct practice in listening and speaking through imitation and repetition. The best method of teaching meaning is to make students listen, look and say, i.e. using learners’ sensory experience, generally visual perception.--What areas of language are emphasized by the Oral Approach? What language skills are emphasized?--- Vocabulary and grammar are emphasized by the Oral Approach. A knowledge of 2000 common core words is believed to assist foreign language learning. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs. All the four basic skills are considered important, however, oral proficiency is seen as basic. Before students learn any words and grammar rules, the teacher should teach them orally first.-characteristics make it so distinctive from the Direct Method?---The Oral Approach insists that new language points be taught situationally. It is this characteristic that gained the approach the name “situational language teaching”. The Direct Method holds that meanings and the target language should be associated directly w ithout referring to students’ first language.--How dose an Oral Approach teacher respond to students’ errors?--- Errors are to be avoided at all costs. Accuracy in both pronunciation and grammar is regarded as crucial. The teacher is ever on the lookout for grammatical and structural errors. She will indicate students’ error and correct it either by herself or get students to correct themselves.-language skills are emphasized?--- All the four basic skills are considered important, however, oral proficiency is seen as basic. Before students read and write any words and grammar rules, the teacher should teach them orally first.---Is there any similarities and differences between the Oral Approach and Audiolingual Methodin terms of language theories and learning theories?---In terms of language theories, there exist little differences between the Oral Approach and the Audiolingual Method. The two approaches have the following similarities: Both hold a structural view of language. Structural linguistics views language as a system of structurally related elements for the expression of meaning. Both identifylanguage with speech, and speech ability is approached though oral practice of structure. However, the Oral Approach was developed by British applied linguists, while the Audiolingual Method was developed by the American structuralists.How does the Cognitive Approach make up for all the disadvantage of the Audiolingual Method?As the Audiolingual Method1.W2. 2.N3. 3.L4.T5.T6.---Oral Approach and Audiolingual Method: Similarities and differences in terms of learning theories?--- In terms of learning theories, the two methods-the Oral Approach and the Audiolingual Method also have something in common: Both believe in a theory of learning that is based on a type of behaviourist habit-formation theory. Foreign language learning is considered basically a process of habit formation. However, there are also differences between them: While both methods emphasize the establishment of good speech habits through repetition of sentence patterns, the Oral Approach holds that new language points should be introduced and practised situationally, that is, in meaningful context, not be taught as isolated, disconnected elements. And the Oral Approach encouraged direct and spontaneous use of the target language in the classroom. The Audiolingual Method holds learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation. It overemphasizes language form, not language content, students are not expected to make spontaneous, personal contributions, etc.Is there anything in Audiolingual Method useful you find in your teaching? Why or why not？---Yes, there are many useful things we can learn from the Audiolingual Method.(1) It states language is a structured system and rule governed. If a language learning were organized according to its structure, language learning would be easier, especially to adult learners.(2)The Audiolingual Mtethod considers language ability made up of four skills and these skills can be taught separately. Since the natural order of skill acquisition is listening, speaking, reading and writing, the Method gives the primary stress to the first two of the four skills. Speech is more basic to language than the written form, andlistening and speaking are the basic form of verbal communication. In the classroom, the language skills are taught in the order of listening ,speaking ,reading and writing.(3)Using pattern drills is the center of practice in Audiolingual Mtethod. It can help students not only gain control over grammatical structures, but also develop their oral ability.(4)The Audiolingual Mtethod also provides language teachers with many useful techniques. The simple drilling technique provide varied, graded and intensive practice of specific features of the language. The simple and direct approach is especially appropriate foe young students and less gifted ones. Moreover, the teaching techniques with tape recordings and languages lab drills offer practice in speaking and listening which are considered of primary importance in language learning.-What are the principles of language content in language teaching according to the Oral Approach?---The principles for selecting vocabulary is that an essential core vocabulary is covered. Learners should learn the most frequently used words, about 2000 common core words. The English vocabulary needed for teaching as a foreign language is chosen for the following criteria: a. They are the words most frequently used by people whose native language is English. b. They include all the structural words. c. They include words useful in explaining the meaning of other frequently used words. d. They include words that are useful because other words can be built from them. The items of grammar are graded following the principles that simple forms should be taught before complex ones. And grammar should be taught inductively and students learn to use a few patterns at a time. These patterns should be interesting and be presented in a carefully ordered sequence.--What is the goal of teachers?--- The goal of teachers who use the Oral Approach is to help the students to get a practical command of the four basic skills of language through structures. Among the four skills(listening, speaking, reading and writing), oral skill is seen as basic. Before learners read and write new structures and new vocabulary, the teacher should teach them orally. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.-- What conditions are needed if you want to apply the Audiolingual Method in your teaching?---The general objective of the Audiolingual Method is to enable the students to use the target language communicatively. They should be able to respond quicklyand accurately in speech situations. Therefore, teaching materials should be structurally-based, the chief means of presenting the language should be the use of dialogues. And it is better to have tape recorders and other audiovisual equipment which often have central roles in an。

2003年7月Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor?A. personality of the teacherB. class sizeC. course requirement2. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent4．Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.7. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues8. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules9. Which of the following activity is most demanding?A. list what you can buy at a supermarketB. list what you can buy at a supermarket in five minutesC. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing13. tell you what you should use in order to produce accurate utterances.A. The descriptive grammarB. The prescriptive grammarC. The traditional grammar14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed inand if they are and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultSection Ⅱ：Problem Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "Environmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the 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.Write about a well-known person from Chinese history.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Section Ⅰ：Basic Theories and Principles 30 points1．A 2．C 3．B 4．B 5．C6．C 7．A 8．B 9．C 10．B11．C 12．A 13．B 14．A 15．BSection Ⅱ：Problem Solving 30 points共30分，每题6分(找出问题得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。

中学英语教材教法考试试题及答案一、选择题（每题2分，共20分）1. 以下哪种教学方法属于直接法？A. 语法翻译法B. 情境教学法C. 直接法D. 任务型教学法答案：C2. 以下哪个阶段是英语教学中的关键阶段？A. 初中阶段B. 高中阶段C. 小学阶段D. 大学阶段答案：A3. 以下哪个教学方法强调以学生为中心？A. 语法翻译法B. 情境教学法C. 直接法D. 任务型教学法答案：D4. 在英语教学中，以下哪个环节最为关键？A. 课堂导入B. 课堂讲解C. 课堂练习D. 课堂总结答案：C5. 以下哪个课程是中学英语教学的核心课程？A. 阅读课B. 听力课C. 写作课D. 口语课答案：A6. 以下哪个教学方法适用于英语口语教学？A. 情境教学法B. 语法翻译法C. 任务型教学法D. 直接法7. 以下哪个教学方法强调学生自主学习？A. 任务型教学法B. 语法翻译法C. 直接法D. 情境教学法答案：A8. 在英语教学中，以下哪个环节最能激发学生的学习兴趣？A. 课堂导入B. 课堂讲解C. 课堂练习D. 课堂总结答案：A9. 以下哪个教学方法适用于英语听力教学？A. 直接法B. 情境教学法C. 任务型教学法D. 语法翻译法10. 以下哪个教学方法强调教师的主导地位？A. 语法翻译法B. 情境教学法C. 直接法D. 任务型教学法答案：A二、简答题（每题10分，共30分）1. 简述任务型教学法的优点。

答案：任务型教学法的优点包括：（1）强调学生为中心，注重培养学生的实际语言运用能力；（2）以任务为驱动，激发学生的学习兴趣和动机；（3）注重培养学生的合作精神和团队意识；（4）有利于提高学生的综合素质，如思维能力、创新能力等。

2. 简述语法翻译法的缺点。

答案：语法翻译法的缺点包括：（1）过分强调语法知识，忽视实际语言运用能力；（2）课堂氛围较为枯燥，容易导致学生失去学习兴趣；（3）教学效果难以检测，不利于学生能力的全面发展；（4）忽视语言的文化背景，难以培养学生的跨文化交际能力。

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。

英语教材教法试题及答案一、选择题（每题2分，共20分）1. 在英语教学中，以下哪项不是有效的教学方法？A. 直接教学法B. 任务型教学法C. 翻译教学法D. 交际教学法答案：C2. 英语教材中，通常用来激发学生兴趣和参与度的活动是？A. 语法练习B. 词汇测试C. 角色扮演D. 阅读理解答案：C3. 英语教学中，下列哪项是对学生进行听力训练的？A. 看图说话B. 听写练习C. 口语交流D. 写作练习答案：B4. 在英语教材中，以下哪项不是语言技能？A. 听B. 说C. 读D. 写答案：无正确答案（以上都是语言技能）5. 英语教材编写时，以下哪项不是考虑因素？A. 学生年龄B. 学生兴趣C. 教师经验D. 教学目标答案：C6. 英语教学中，以下哪项是对学生进行口语训练的？A. 听力理解B. 词汇记忆C. 口头报告D. 书面表达答案：C7. 英语教材中，通常用来培养学生阅读能力的练习是？A. 听力练习B. 口语练习C. 阅读理解D. 写作练习答案：C8. 在英语教学中，以下哪项是对学生进行写作训练的？A. 填空题B. 选择题C. 完形填空D. 作文答案：D9. 英语教材中，以下哪项不是教学资源？A. 教科书B. 练习册C. 教学挂图D. 学生手册答案：D10. 在英语教学中，以下哪项是对学生进行词汇训练的？A. 听力练习B. 口语练习C. 词汇游戏D. 写作练习答案：C二、填空题（每题2分，共20分）1. 英语教学中，教师应鼓励学生进行________，以提高他们的语言运用能力。

答案：交际互动2. 英语教材的编写应遵循________原则，以满足不同学生的需求。

答案：因材施教3. 在英语教学中，________是一种有效的教学方法，它能够提高学生的语言表达能力。

答案：角色扮演4. 英语教材中，________是培养学生写作能力的重要练习。

答案：写作指导5. 在英语教学中，________是提高学生听力理解能力的有效手段。

英语教法技能试题及答案一、选择题（每题2分，共20分）1. 在英语教学中，以下哪项不是有效的教学方法？A. 直接教学法B. 任务型教学法C. 完全沉浸法D. 翻译教学法2. 以下哪种教学活动适合培养学生的听力理解能力？A. 角色扮演B. 听力练习C. 写作练习D. 阅读理解3. 英语教学中，教师应该如何处理学生的语法错误？A. 立即纠正B. 忽略C. 鼓励学生自己发现错误D. 课后纠正4. 以下哪项不是英语教学中常用的评价方法？A. 形成性评价B. 总结性评价C. 自我评价D. 家长评价5. 英语教学中，教师应该如何激发学生的学习兴趣？A. 只关注语法和词汇教学B. 使用多媒体教学资源C. 只进行书面测试D. 忽略学生的兴趣和需求6. 英语教学中，以下哪项不是教学目标的组成部分？A. 知识目标B. 技能目标C. 情感目标D. 社会目标7. 在英语教学中，教师应该如何处理学生的个体差异？A. 采用统一的教学方法B. 根据学生的能力分组教学C. 忽视学生的差异D. 只关注优秀学生8. 以下哪项不是英语教学中的交际能力？A. 听说能力B. 读写能力C. 翻译能力D. 交流能力9. 英语教学中，教师应该如何组织课堂活动？A. 只进行教师讲授B. 鼓励学生参与C. 完全由学生自主学习D. 限制学生的发言机会10. 以下哪项是英语教学中常用的教学辅助工具？A. 黑板B. 电子白板C. 教科书D. 所有选项答案：1-5 DBBCB6-10 DCDCB二、简答题（每题10分，共20分）11. 请简述英语教学中任务型教学法的特点。

答：任务型教学法是一种以学生为中心的教学方法，它强调通过完成具有实际意义的任务来学习语言。

这种教学法的特点包括：（1）任务具有真实性，与学生的生活经验和兴趣相关；（2）学生在完成任务的过程中使用语言，从而提高语言实际运用能力；（3）任务设计要具有挑战性，能够激发学生的学习兴趣；（4）教师的角色是指导者和协助者，而不是单纯的知识传授者。

全国自考《外语教学法》真题试卷及答案解析卷面总分：82分答题时间：60分钟试卷题量：41题一、单选题（共41题，共82分）1.One of the disadvantages in the Grammar-Translation Method is thatthe texts are taken from _____, the language of which doesn't often meet the practical needs of the learners.• A. literary works• B.newspapers• C.tales• D.critical reviews正确答案：A2.The theory of language underlying the Grammar-Translation Methodwas derived from _____ Linguistics.• A.Applied• parative Historical• C.Traditional• D.Structural正确答案：B3.Which of the following is NOT emphasized by traditional linguists?• A.Correctness.• B.The purity of a language• C.Literary excellence• munication正确答案：D4._______ the first language is used in the teaching of the secondlanguage in the Grammar-Translation Method.• A.A lot of• B.A little of• C.Little of• D.Not any正确答案：A5.The ultimate goal of learning a foreign language in aGrammar-Translation classroom is to enable the students to ______ its literature.• A. translate and write• B.read• C.read and write• D.read and translate正确答案：D6.Some linguists thought that all languages ______ and were ruled by acommon grammar.• A.originated from one language• B.started as the same language• C.came from many different languages• D.borrowed words from one another正确答案：A7.It is believed that grammar analysis and translation began to be thebasic procedures in foreign language teaching from _______.• A.about 2,500 years ago• B.almost 1,000 years ago• C.the 16 th century• D.the beginning of the 20 th century正确答案：C8.In the Grammar-Translation Method, grammar analysis and translationproved to be _______ in studying foreign culture through literary works.• A. ineffective means• B.unaffective means• C.affective means• D.effective means正确答案：D9.Which of the following types of questions is NOT included in theGrammar-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 text • D.Questions whose answers are related to learners' own experience 正确答案：A10.Before the 16th century, Latin was taught and learned for____________.• A.reading literature in Latin• B.spoken and written communication• C.mastering grammar• D.learning fine arts正确答案：B11.Overemphasis on translation will usually make the learner________thefirst language in the learning of the second language.• A. independent of• B.dependent of• C.independent from• D.dependent on正确答案：D12.In the Grammar-Translation Method, understanding andmemorization of_____________were regarded as important means ofdeveloping mentality.• A.difficult vocabulary• B.translation passages• plicated grammatical rules• D.written exercises正确答案：C13.Traditional linguists believe that the written form of language is______to the spoken form.• A.senior• B.junior• C.inferior• D.superior正确答案：D14.Which of the following techniques is NOT used in theGrammar-Translation Method?________• A.Reading• B.Translation• C.Written work• D.Oral presentation正确答案：D15.According to the Grammar-Translation Method, Latin grammar wasconsidered to be the ______ grammar.• A.best and oldest• B.most logical and well-organized• C.most widely learned• D.most popular正确答案：B16.They wrote a letter of thanks to ________ had helped them.• A. who• B.whom• C.whomever• D.whoever正确答案：D17.________ T om has done really amazed everyone in his class.• A.What• B.Which• C.That• D.Who正确答案：A18.________, what could we do?• A.Should it rain tomorrow• B.Tomorrow it should rain• C.If it rains tomorrow• D.If it will rain tomorrow正确答案：A19.In our department, every student _________ after-school activities.• A. go in for• B.goes in for• C.take part• D.takes part正确答案：B20.Don’t trust everything ________ you have read in the newspapers.• A.which• B.that• C.as• D.what正确答案：B21.—Why didn ’t you buy a new car?—I would have bought one if I _______ enough money.• A.had• B.have had• C.would have• D.had had正确答案：D本题解析：第一个had 是过去完成时，第二个had 表示“有”。