英語教學(xué)法復(fù)習(xí)題

英語教學(xué)法復(fù)習(xí)題:

一、Multiple-choicequestions

1.()isplanningforawholeprogrammeorawhole-yearcourse.

A.MicroplanningB.Macronplanning

C.TeachingD.Languagelearning

2.The3-stagemodelispre-reading,()andpost-reading.

A.practiceB.writingC.while-readingD.preparation

3.Bylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand().

A.drawingB.describingC.practicingD.writing

4.WhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents()?

A1984B1985C1983D1986

5.Whatshouldtheteachingofpronunciationfocuson?

A.readingphonetictranscriptsofwords

B.writingphonetictranscriptsofwords

C.students’abilitytoidentifyandproduceEnglishsoundsthemselves

D.acquirenative-likepronunciation

6.Whichisnotourrealisticgoalofteachingpronunciationlistedbelow?

A.creativityB.consistencyC.intelligibilityDcommunicativeefficiency

7.Properlessonplanningisessentialforbothnoviceand()teacher.

A.experiencedB.youngC.oldD.new

8.Theprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,(),andlinkage.

A.typeB.learnabilityC.attitudeD.language

9.()meanstherealisticgoalsforthelesson.

A. VarietyB.LinkageC.AimD.Lessonplanning

10.Linkagemeansthestagesandthe()withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.

A.directionsB.stepsC.goalsD.types

11.Ideally,lessonplanningshouldbedoneattwolevels:macroplanningand().

A.teachingplanningB.languageteaching

C.assessmentD.microplanning

12.Whichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelow?

A.word-levelstressB.paragraph-levelstress

C.phrase-levelstressD.sentence-levelstress

13.Pronunciationisdifficulttoteachwithoutsomedrillson()

A.gesturesB.actionC.soundsD.correction

14.Grammarpracticeisusuallydividedintotwocategories,theyare()

A.mechanicalpracticeandeffectivepractice

B.meaningfulpracticeandeffectivepractice

C.communicativepracticeandmechanicalpractice

communicativepracticeandeffectivepractice

15.()aremostfrequentlyusedinmechanicalpractice.

A.Substitutiondrillsandspeakingdrills

B.Speakingdrillsandtransformationdrills

C.Transformationdrillsandcomprehensiondrills

D.Substitutiondrillsandtransformationdrills

16.In()drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.

A.transformationB.comprehensionC.substitutionD.speaking

17.In()drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.

A.transformationB.comprehensionC.speakingD.substitution

18.Practicebasedonpromptsisusuallyconsideredas()practice.

A.meaningfulpracticeB.effectivepractice

C.communicativepracticeD.mechanicalpractice

19.Theattitudesormotionsofalanguageuserinchoosingawordandtheinfluence

oftheseonthelistenerorreader’sinterpretationofthewordreferto().

A.denotativemeaningB.connotativemeaning

C.collocationsD.antonyms

20.Themosttypicaltypeofpost-listeningtaskisthe()question.

A.multiple-choicecomprehensionB.open-ended

C.othertypesD.answering

21.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe()stage.

A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.

22.Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglish?

A.readingaloudB.givingapreparetalkC.doingadrillD.alloftheabove

23.Whichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareof?

A.ContextualizingpracticeB.Personalizingpractice

C.BuildingupconfidenceD.alloftheabove

24.Readingaloudand()readingaretwodifferenttypesofreadingpractice.

A.slowB.quickC.silentD.normal

25.Helpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir()skills.

A.writingB.listeningC.readingD.speaking

26.Whichoftheprinciplesandmodelsforteachingreadingisfalse?

A.Bottom-upmodelB.Top-downmodel

C.InteractivemodelD.Medium-model

27.A()isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.

A.portfolioB.projectworkC.peerassessmentD.continuousassessment

28.Wordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis().

A.synonymsB.antonymsC.hyponymsD.alltheabove

29.Somevocabularyconsolidationactivitiesthatcanbedoneinclassare().

A.rebellingB.describesanddrawC.wordassociationD.Alltheabove

30.Whichstagedoteachersusetohelpthestudentspreparetolisten?()

A.Pre-listeningB.While-listeningC.Post-listeningD.When-listening

31.The()stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.

A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.

32.Thereisamethodofteachingcalled(),whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.

A.OpentheDoorB.Closethedoor

C.TotalPhysicalResponseD.ListenAndAct

33.Theabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof().

A.screenliteracyB.internetnavigation

C.createone;sownfileofpictureandcardsD.image

34.Ellis()suggestsproceduresforteachinggrammarusing()asinput.

A.speakingB.readingC.writingD.listening

35.Thedeductivemethodisonewayofgrammarpresentation,itrelieson().

A.reasoning,analyzingandcomparing

B.reasoning,thinkingandcomparing

C.discussing,analyzingandcomparing

D.thinking,analyzinganddiscussing

36.()isanexcellentwaytomakespeakingtaskscommunicative.

A.Information-gapactivities

B.Controlledroleplays

C.Usingcluesorpromptsforpractices

D.Drilling,modelingandrepetitions

37.Whenconductingscanningactivities,oneofthethingstheteachershouldbebearinmindistowaituntil()ofthestudentsfinish.

A.50%B.60%C.70%D.80%

38.Integrationofthe()skills/skillisconcernedwithrealisticcommunication.

A.readingB.listeningandspeakingC.writingD.Allabove

39.()isonekindoftestformatsthatstudentsareprovidedwithasetofstatementsrelatedtothereadorheardtextsandrequiredtodecidewhethertheyaretrueorfalseaccordingtothetexts.

A.Multiple-choicequestionsB.Matchingquestions

C.TrueorfalsequestionsD.Gap-fillingofcompletion

40.Properlessonplanningisessentialforbothnoviceand()teacher.

A.experiencedB.youngC.oldD.new

41.Theprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,(),andlinkage.

A.typeB.learnabilityC.attitudeD.language

42.()meanstherealisticgoalsforthelesson.

A. VarietyB.LinkageC.AimD.Lessonplanning

43.Linkagemeansthestagesandthe()withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.

A.directionsB.stepsC.goalsD.types

54.Ideally,lessonplanningshouldbedoneattwolevels:macroplanningand().

A.teachingplanningB.languageteaching

C.assessmentD.microplanning

45.Whichisnotourrealisticgoalofteachingpronunciationlistedbelow?

A.creativityB.consistencyC.intelligibilityDcommunicativeefficiency

46.In()drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.

A.transformationB.comprehensionC.substitutionD.speaking

47.In()drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.

A.transformationB.comprehensionC.speakingD.substitution

48.Practicebasedonpromptsisusuallyconsideredas()practice.

A.meaningfulpracticeB.effectivepractice

C.communicativepracticeD.mechanicalpractice

49.Theattitudesormotionsofalanguageuserinchoosingawordandtheinfluence

oftheseonthelistenerorreader’sinterpretationofthewordreferto().

A.denotativemeaningB.connotativemeaning

C.collocationsD.antonyms

50.Wordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis().

A.synonymsB.antonymsC.hyponymsD.alltheabove

51.Whichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelow?

A.word-levelstressB.paragraph-levelstress

C.phrase-levelstressD.sentence-levelstress

52.Pronunciationisdifficulttoteachwithoutsomedrillson()

A.gesturesB.actionC.soundsD.correction

53.Grammarpracticeisusuallydividedintotwocategories,theyare()

A.mechanicalpracticeandeffectivepractice

B.meaningfulpracticeandeffectivepractice

C.communicativepracticeandmechanicalpractice

communicativepracticeandeffectivepractice

54.()aremostfrequentlyusedinmechanicalpractice.

A.Substitutiondrillsandspeakingdrills

B.Speakingdrillsandtransformationdrills

C.Transformationdrillsandcomprehensiondrills

D.Substitutiondrillsandtransformationdrills

55.Inthetestformat(),studentsareaskedtocompleteparagraphsorsentencesbyeitherfillinginwordstheythinkareappropriateorchoosingthebestfromthegivenchoices.

A.Gap-fillingorcompletionB.Dictation

C.MatchingquestionsD.questionandanswers

56.()isplanningforawholeprogrammeorawhole-yearcourse.

A.MicroplanningB.Macronplanning

C.TeachingD.Languagelearning

57.The3-stagemodelispre-reading,()andpost-reading.

A.practiceB.writingC.while-readingD.preparation

58.Bylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand().

A.drawingB.describingC.practicingD.writing

59.WhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents()?

A1984B1985C1983D1986

60.Whatshouldtheteachingofpronunciationfocuson?

A.readingphonetictranscriptsofwords

B.writingphonetictranscriptsofwords

C.students’abilitytoidentifyandproduceEnglishsoundsthemselves

D.acquirenative-likepronunciation

61.Whichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareof?

A.ContextualizingpracticeB.Personalizingpractice

C.BuildingupconfidenceD.alloftheabove

62.Readingaloudand()readingaretwodifferenttypesofreadingpractice.

A.slowB.quickC.silentD.normal

63.Helpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir()skills.

A.writingB.listeningC.readingD.speaking

64.()isanexcellentwaytomakespeakingtaskscommunicative.

A.Information-gapactivities

B.Controlledroleplays

C.Usingcluesorpromptsforpractices

D.Drilling,modelingandrepetitions

65.Whenconductingscanningactivities,oneofthethingstheteachershouldbebearinmindistowaituntil()ofthestudentsfinish.

A.50%B.60%C.70%D.80%

66.Integrationofthe()skills/skillisconcernedwithrealisticcommunication.

A.readingB.listeningandspeakingC.writingD.Allabove

67.()isonekindoftestformatsthatstudentsareprovidedwithasetofstatementsrelatedtothereadorheardtextsandrequiredtodecidewhethertheyaretrueorfalseaccordingtothetexts.

A.Multiple-choicequestionsB.Matchingquestions

C.TrueorfalsequestionsD.Gap-fillingofcompletion

68.Somevocabularyconsolidationactivitiesthatcanbedoneinclassare().

A.rebellingB.describesanddrawC.wordassociationD.Alltheabove

69.Whichstagedoteachersusetohelpthestudentspreparetolisten?()

A.Pre-listeningB.While-listeningC.Post-listeningD.When-listening

70.The()stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.

A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.

71.Thereisamethodofteachingcalled(),whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.

A.OpentheDoorB.Closethedoor

C.TotalPhysicalResponseD.ListenAndAct

72.Theabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof().

A.screenliteracyB.internetnavigation

C.createone;sownfileofpictureandcardsD.image

73.Ellis()suggestsproceduresforteachinggrammarusing()asinput.

A.speakingB.readingC.writingD.listening

74.Thedeductivemethodisonewayofgrammarpresentation,itrelieson().

A.reasoning,analyzingandcomparing

B.reasoning,thinkingandcomparing

C.discussing,analyzingandcomparing

D.thinking,analyzinganddiscussing

75.Themosttypicaltypeofpost-listeningtaskisthe()question.

A.multiple-choicecomprehensionB.open-ended

C.othertypesD.answering

76.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe()stage.

A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.

77.Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglish?

A.readingaloudB.givingapreparetalkC.doingadrillD.alloftheabove

78.Inthetestformat(),studentsareaskedtocompleteparagraphsorsentencesbyeitherfillinginwordstheythinkareappropriateorchoosingthebestfromthegivenchoices.

A.Gap-fillingorcompletionB.Dictation

C.MatchingquestionsD.questionandanswers

79Whichoftheprinciplesandmodelsforteachingreadingisfalse?

A.Bottom-upmodelB.Top-downmodel

C.InteractivemodelD.Medium-model

80.A()isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.

A.portfolioB.projectworkC.peerassessmentD.continuousassessment

二、TrueorFalse

1.There-stagemodelisadvisedinareadinglesion,thatis,pre-reading,while-readingandpost-reading.

2.At

theproductionstage,the

students

are

encouraged

to

use

what

they

havelearnedand

practiced

to

perform

communicative

tasks.

3.Althoughthesuccessofaspeakingtaskdependsonmanyfactors,thefollowingcharacteristicsarecommoninsuccessfulspeakingtasks(Ur,1996):maximumnativetalk,evenparticipation,highmotivation.

4.Wholeclassworkcanbeusedwhenpresentingandexplainingnewlanguageornewinformation.

5.Theidealsystematicevaluationofatextbookwouldbealongitudinalone,whichincludesapre-useevaluation,awhilst-useevaluationandapost-useevaluation.

6.AccordingtoBygate(1987),thefourcommonfeaturesofspokenlanguageareusingcomplexsyntax,takingshortcuts,usingfaxedconventionalphases/chunksandusingdevicessuchasfillershesitationdevicetogivetimetothinkbeforespeaking.

7.Littlewood(1981:12)dividescommunicativespeakingactivitiesintotwotypes:structuralactivitiesandsocialinteractionactivities.

8.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.

9.Criterion-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoredaregivenasthenorm.

10.DickinsonandCarver(1980,cf.EllisandSinclair.1989:7))identifythreeareasforpreparinglearnerstobecomeautonomous.Theyarepsychologicalpreparation,methodologicalpreparationandpracticeinself-direction.

11.Perceptionpracticeisaimedatdevelopingthestudents’abilityto

identifyanddistinguishbetweendifferentsounds.

12.Wehavelearnedtwowaysofintegratingskills:complexintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill,andsimpleintegration,whichisacombinationofactivitiesinvolvingdifferentskills,kinkedthematically.

13.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.

44.Keepingavocabularynotebookisseenasonewayofhelpingstudentsengagemoremeaningfullywiththenewwordsthattheyarebeingexposedtointheirlanguagelearningexperiences.

15.One’soverallcompetenceinaforeignlanguageinvolvesperformingeffectivelyeachofthefourskills(listening,speaking,readingandwriting)separately.

16.Makinginference,whichmeans“readingbetweenthelines”,isanimportantspeakingskill.

17.Insteadofshowingavideoandthenaskquestionstocheckstudents’understanding,avideocanbeusedtoinmoremotivatingwaystogeneratealotoflearning.Usefultechniquesinclude“freezeframe”,“silentviewing”,“andlisteningwithoutviewing”.

18.Theactivitiesprediction,settingthescene,skimmingandscanningarecommonactivitiesinWhile-readingactivities.

19.Parentsprovidemoneyandpersonnelforeducation.Theyneedtoknowwhethertheprogramstheyhaveplannedareworkingwell.

20.International

view

considers

language

to

be

a

communicative

tool,

whose

main

use

is

to

build

up

and

maintain

social

relations

between

people.

21.Ifthestudenthasgotmostofhislanguagerightbuthasmadeatrivialmistake,theteachershouldinterrupthimimmediately.

22.Chomsky

believes

that

language

is

not

a

form

of

behavior,

it

is

an

intricate

rule-based

system

and

a

large

part

of

language

acquisition

is

the

learning

ofthis

system.

23.Some

principles

may

be

used

to

guide

every

lesson

planning

.They

are

described

below

in

terms

of

aim

,variety,

flexibility,

learnability,

andlinkage.

24.Perceptionpracticeisaimedatdevelopingthestudents’abilityto

identifyanddistinguishbetweendifferentsounds.

25.Sincetheteacher’stalkcanbegoodmodelsandusefulinput,itisbesttokeeptheteachers’talkatamaximumlevel.

26.Aportfolioisapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesandattitudesrelatedtotheirstudy.

27.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.

28.One’soverallcompetenceinaforeignlanguageinvolvesperformingeffectivelyeachofthefourskills(listening,speaking,readingandwriting)separately.

29.TactilelearnerslearnmoreeffectivelythroughbodyexperiencewhileKinestheticlearnerslearnmoreeffectivelythroughtouch(hands-on).

30.International

view

considers

language

to

be

a

communicative

tool,

whose

main

use

is

to

build

up

and

maintain

social

relations

between

people.

31.Ifthestudenthasgotmostofhislanguagerightbuthasmadeatrivialmistake,theteachershouldinterrupthimimmediately.

32.Chomsky

believes

that

language

is

not

a

form

of

behavior,

it

is

an

intricate

rule-based

system

and

a

large

part

of

language

acquisition

is

the

learning

ofthis

system.

33.Theword“education”comesfromtheRussianverbeducare.

34.Some

principles

may

be

used

to

guide

every

lesson

planning

.They

are

described

below

in

terms

of

aim

,variety,

flexibility,

learnability,

andlinkage.

35.AccordingtoBygate(1987),thefourcommonfeaturesofspokenlanguageareusingcomplexsyntax,takingshortcuts,usingfaxedconventionalphases/chunksandusingdevicessuchasfillershesitationdevicetogivetimetothinkbeforespeaking.

36.There-stagemodelisadvisedinareadinglesion,thatis,pre-reading,while-readingandpost-reading.

37.At

theproductionstage,the

students

are

encouraged

to

use

what

they

have

Learnedand

practiced

to

perform

communicative

tasks.

38.Althoughthesuccessofaspeakingtaskdependsonmanyfactors,thefollowingcharacteristicsarecommoninsuccessfulspeakingtasks(Ur,1996):maximumnativetalk,evenparticipation,highmotivation.

39.Wholeclassworkcanbeusedwhenpresentingandexplainingnewlanguageornewinformation.

40.Wehavelearnedtwowaysofintegratingskills:complexintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill,andsimpleintegration,whichisacombinationofactivitiesinvolvingdifferentskills,kinkedthematically.

41.Makinginference,whichmeans“readingbetweenthelines”,isanimportantspeakingskill.

42.Somewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.

43.BritishpsychologistHowardGardener(1983,1993)hasproposedthetheoryofmultiple-intelligencewhichhasprovidedanewperceptionforunderstandinghumanbeings.

44.Theregistermeansthevocabularythatiscommonlyfoundinaspecificdiscourse.

45.Assessmentinvolvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.

46.Researchinlisteninghasshownthatgoodlistenerisgoodpredictors.

47.AccordingtoLittlewood(1981:86),Pre-communicativeactivitiesincludestructuralactivitiesandQuasi-communicativeactivities.

48.Tactilelearnerslearnmoreeffecti