英語(yǔ)教學(xué)法試題及答案

實(shí)用文檔英語(yǔ)教學(xué)法試題及答案【篇一：英語(yǔ)教學(xué)法考試題目】xt>1.inthepastcentury,languageteachingandlearningpracticehasbeeninfluencedbythreedifferentviewsonlanguage.whatarethey?whatistheirmainideaoflanguage?1)structuralview:languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntacx.tolearnalanguageistolearnitsvocabularyandstructuralrules.2)functionalview:languageisalinguisticsystemaswellasameansfordoingthings.learnerslearnalanguageinordertobeabletodothingswithit(useit).toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions3)interactionalview:languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.1．listdifferentviewsonlanguagelearning.behavioristtheorycognitivetheoryconstructivisttheorysocio-constructivisttheory2．whatarethequalitiesofagoodlanguageteacher?ethicdevotion,professionalqualityandpersonalstyles.howcanonebecomeagoodlanguageteacher?wallace?sreflectivemodelstage1:languagedevelopmentstage2:learning,practice,reflectiongoal:developmentofprofessional1).learnfromothersexperience2).learnreceivedknowledge3).learnfromonesownexperiencepseudopracticeandtherealclassroomteaching3．whatiscommunicativecompetence?communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.fivecomponentsofcommunicativecompetence:linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,fluency4．whatisclt?commentonclt.communicativelanguageteachingisanapproachtoteachingofforeignlanguagethatemphasizeinteractionasboththemeansandultimategoaloflearningalanguage.itisalsoreferredtoascommunicativeapproachtotheteachingofforeignorsimplythecommunicativeapproach.5．whatistblt?commentontblt.task-basedlanguageteaching，tbltisafurtherdevelopmentofclt.itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching。taskismeantthehundredandonethingspeopledoineverydaylife,atwork.atplayandinbetween.4component:apurpose,acontext,aprocess,aproduct.6．whatarethelimitationsofclttbltunderthechineseforeignlanguagesetting?problemswithclt:1.theveryfirstandforcefulargumentiswhetheritisculturallyappropriate2.thesecondproblemofcltrelatetothedesignthesyllabusforteachingpurposeintheclassroom.3.thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.constraintsoftbltthefirstisitmaynotbeeffectiveforpresentingnewlanguageitemsthesecondconstraintistimeasteachershavetopreparetask-basedactivitiesverycarefully.thethirdisthecultureoflearningtheforthislevelofdifficulty7．themaincomponentsoftheenglishteachingobjectivesinthenationalenglishcurriculum.theoveralllanguageabilityrequiredinthe2001nationalenglishcurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandculturalunderstanding.8．whatisalessenplan?whyisitimportant?alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveitproperlessonplanisessentialforbothnoviceandexperiencedteachers.languageteachersbenefitfromlessonplanninginanumberofways.1.makesteachersawareoftheaimsandlanguagecontentsofthelesson,soastoplantheactivitiesandchoosethetechniquesaccordingly;2.helpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother;3.givesteacherstheopportunitytoanticipatepotentialproblemssothattheycanbeprepared;4.4.givesteachers,esp.noviceones,confidenceinclass;5.raisesteachers?awarenessoftheteachingaidsneeded;11.listtheprinciplesforgoodlessonplanning.1.aim:2.variety:3.flexibility4.learnability5.linkage9．whatisbottom-upmodelandtop-downmodel?howtoapplythemtolanguagelearning?bottom-upmodelreadingfollowsalinearprocessfromtherecognitionofletterstowords,tophrases,tosentences,toparagraphs,andthentothemeaningofthewholetext.2.top-downmodelone?sbackgroundknowledgeplaysamoreimportantrolethannewwordsandstructuresinreadingcomprehension.readingis?apsycholinguisticguessinggame?10．listtheprinciplesforteachingspeaking.1)balancingaccuracy-basedwithfluency-basedpractices2)contextualizingpractice3)personalizingpractice4)buildingupconfidence3)maximizingmeaningfulinteractions5)helpingssdevelopspeakingstrategies6)makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforstudents(159)11．listtheprinciplesandmodelsforteachingreading.principlesforteachingreading(184)1.theselectedtextsandattachedtasksshouldbeaccessibletothess.2.tasksshouldbeclearlygiveninadvance.3.tasksshouldbedesignedtoencourageselectiveandintelligentreadingforthemainmeaningratherthanss?understandingoftrivialdetails.4.tasksshouldhelpdevelopss?readingskillsratherthantesttheirreadingcomprehension.5.theteachershouldhelpssdevelopreadingstrategiesandreadingabilityingeneral.6.theteachershouldprovideenoughguidanceandassistanceatthebeginningbutgraduallywithdrawguidanceasssprogress.modelsforteachingreading1.bottom-upmodel2.top-downmodel3.interactivemodel12．whatisthecommunicativeapproachtowriting?whatistheprocessapproachtowriting?trytocommentonthem.ssaremotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.withdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.writingactivitiescanbe“writingforlearning”,“writingforcommunication”andsomewherebetween.the?processapproach?（過程研究法isdefinedasanapproachtotheteachingofwritingwhichstressesthecreativityoftheindividualwriter,andwhichpaysattentiontothedevelopmentofgoodwritingpracticesratherthantheimitationofmodels.16.whatisthesimpleintegrationandwhatisthecomplexintegration?simpleintegration:integrationwithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskillscomplexintegration:constructingaseriesofactivitiesthatuseavarietyofskillswhyintegratethefourskills?whenwecommunicate,weoftenusemorethanasinglelanguageskill.whatskillsdoweneedinourdailycommunication?integratingtheskillsmeansthatweareworkingatthelevelofrealisticcommunication,whichistheaimofcommunicativeapproachandanintegralpartofessentialconditionsforlanguagelearning.13．whatarethelimitationsofintegratingtheskills?benefit:helpthedevelopmentofss?communicativecompetence;limitations:1.noseparatefocusonindividualaspectsofvocabulary,grammarandskills2.integrationcanbedemandingoftheteacher.3.theproblemofdesigningsuitablematerialsthattakeintoaccountss?differentskilllevels.14．designa45-minuteteachingplanforanytypeoflesson,suchaslistening,speaking,reading,andwriting.【篇二：英語(yǔ)教學(xué)法簡(jiǎn)答題及答案】hatarethequalitiesofagoodlanguageteacher?a.non-intellectualqualities?psychologicalqualitiesareessentialfactors.strongwill-power（頑強(qiáng)的意志品質(zhì)）goodmotivation（明確的動(dòng)機(jī)）goodmotivation（明確的動(dòng)機(jī)）perseverance（持之以恒的精神）out-goingcharacteristics（外向的性格）b.intellectualqualitieslanguagelearningabilityself-studyabilityfourlanguageskillsabilityapplicationofcaic.applicationofcai(computer-assistedinstruction)d.teachingpracticequalitiese.self-assessmentqualities2.whatarethedifferencebetweenlinguisticcompetenceandcommunicativecompetence?whatiscommunicativecompetence?1)2)itcoversavarietyofdevelopmentinsyllabusdesignandinthemethodologyofforeignlanguageteachingandincludesbothknowledgeabouthowtousethelanguageappropriatelyincommunicativesituation.3.whatisdeductivemethodofteachinggrammar?whatisinductivemethodofteachinggrammar?1)deductivemethod:itrefersonreasoning,analysingandcomparison.first,theteacherwriteanexampleonboardordrawsattentiontoanexampleinthetextbook.thentheteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralword.2)inductivemethod:intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.3.whataretheprinciplesforgoodlessonplanning?1)variety:planninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.2)flexibility:planningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.3)linkage:thestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.languagelearningneedsrecyclingandreinforcement.4)learnability:thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.ofcourse,thingsshouldnotbetooeasyeither.doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.4.whatarethedifferencebetweenmacroplanningandmicroplanning?ideally,lessonplanningshouldbedoneaytwolevels:macroplanningandmicroplanning.theformerisplanningovertime,forinstance,theplanningforamonth,aterm,orthewholecourse.thelatterisplanningforaspecificlesson,whichusuallylasts40or50minutes.ofcourse,thereisnoclearcutdifferencebetweenthesetwotypesofplanning.microplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.5.whatarethecomponentsofalessonplan?1)teachingaims:thefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.2)languagecontentsandskills:languagecontents:structures(grammar),vocabulary,functions,topicsandsoon.languageskills:communicativeskillsinvolvedinlistening,speakingreadingandwriting3)teachingstagesandprocedures:teachingstagesarethemajorstepsthatlanguageteachersgothroughintheceduresarethedetailedstepsineachteachingstage.themostpopularlanguageteachingstagesarethethreep’smodel,whichincludepresentation,practiceandproduction.6.whataretheaspectsofpronunciation?pronunciationisanumbrellatermcoveringmangaspectsbesidessoundandphoneticsymbols,suchasstress,intonation,andrhythm.7.whataretheprinciplesforteachinglistening?①focusonprocess②combinelisteningwithotherskills③focusonthecomprehensionofmeaning④gradedifficultylevelappropriately8.whatarethepurposesforpre-listening,while-listeningandpost-listeningactivities?1)pre-listening:tosparkinterestandmotivatestudentstoattendtothespokenmessage,toactivateorbuildstudentspriortopicalandlinguisticknowledge,tosetpurposesforlistening.2)while-listening:tofosterstudentscomprehensionofthespeakerslanguageandideas,tofocusstudentsattentiononsuchthingsasthespeakersorganizationalpatterns,toencouragestudentscriticalreactionsandpersonalresponsestothespeakersideasanduseoflanguage.3)post-listening:toexaminerelationshipsbetweenpriorknowledgeandexperience,andnewideasandinformationgainedfromthespeakerordiscussion,toinviteandencouragestudentreflectionandresponse,toclarifyandextendcomprehensionbeyondtheliteralleveltotheinterpretiveandcriticallevels.9.canyounamesometypesofspeakingactivities?①controlledactivities:itmainlyfocusesonformandaccuracy.②semi-controlledactivities:itfocusesonmoreonmeaningandcommunication.③communicativeactivities:itallowsforrealinformationexchange.10.whatisthebottom-upmodelofteachingreading?【篇三：王薔《英語(yǔ)教學(xué)法》模擬題(附答案)】=txt>一、填空題（共10小題，每小題1分，共10分）1.difficulttoacquire.2.weareteachingourstudentsenglishnotonlytohelpthempassexams,butalsoto3.inthetraditionalclassroom,veryoften,toomuchattentionhasbeenpaidtolinguistic,withlittleornoattentionpaidtopractisinglanguageskills.4.intheprocessapproachtowriting,theteacherprovidesguidancetothestudentsthroughthewritingprocess,andgraduallywithdrawstheguidancesothatthestudentsfinally5.ifateacherfirstasksthestudentstoreadaposter,thentohaveadiscussionabouttheposter,andthentomakeaposteroftheirown,wecansaythatthisteacherisintegratingskillstogether.6.7.pedagogy,listeningandspeakingweretreatedasskillsdifferentfromwhattakesplaceinreality.8.introductiontophoneticrulesshouldbeavoidedattheofteachingpronunciation.9.inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeof.10.二、配對(duì)題（共10小題，每小題2分，共20分）ab三、單項(xiàng)選擇題（共15小題，共50分）21.inteachingreading,iftheteacherteachesthebackgroundknowledgefirstsothatthestudentscanbeequippedwithsuchknowledgeandwillbeabletoguessmeaningfromtheprintedpage,webelievethatthisteacherisfollowing___inhisteaching.a.thetop-downmodelb.thebottom-upmodelc.theinteractivemodeld.alloftheabove22.inenglishteachingclassroomsveryoftenwritingisseenas“writingaslanguagelearning”,anditisbelievedtobe___.a.writingforcommunicationb.writingforrealneedsc.pseudowritingd.authenticwriting23.to___,itisadvocatedthatweadoptacommunicativeapproachtowriting.a.motivatestudentsb.demotivatestudentsc.freestudentsfromtoomuchworkd.keepstudentsbuzy24.whichofthefollowingisnotamongthefeaturesofprocesswriting?a.helpstudentstounderstandtheirowncomposingprocess.b.letstudentsdiscoverwhattheywanttosayastheywrite.c.encouragefeedbackbothfrombothteacherandpeers.d.emphasizetheformratherthanthecontent.25.accordingtowillistheconditionsforlanguagelearningareexposuretoarichbutcomprehensiblelanguageput,useofthelanguagetodothings,___toprocessandusetheexposure,andinstructioninlanguage.a.chancesb.contextc.motivationd.knowledge26.therearemanysituationsinwhichweusemorethanonelanguageskill,soitisvaluabletointegratethefourskills,to___.a.enhancethestudents’communicativecompetenceb.combinepronunciation,vocabularyandgrammarc.usebodylanguageandpicturesd.usemechanicalpracticeandmeaningfulpractice._,andthatwemustadjustthetimetable.a.combinepronunciation,vocabularyandgrammarb.usemechanicalpracticeandmeaningfulpracticec.usebodylanguageandpicturesd.adjustthetextbookcontents28.allpeopleinvolvedineducation,i.e.___,teachers,parents,andstudentshavesomereasonstoconsiderassessmentnecessary.a.friendsb.businessmenc.administratorsd.politician29.asfarasschoolassessmentisconcerned,wehaveteacher’sassessment,continuousassessment,___,andportfolios.a.students’self-assessmentb.relative’sassessmentc.informalassessmentd.formalassessment30.becausenotextbooksarewrittenforanyparticularclass,itis___forteacherstoadaptmaterials.a.unnecessaryb.necessaryc.easyd.ofnouse31.viewsonlanguageand____bothinfluencetheoriesonhowlanguageshouldbetaught.a.vie