1、1英语教学法教程试题库 Unit 1Part I Read the following statements or questions and choose the best answerfor each statement or question. 1. Much of human behavior is influenced by their_A_ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teachinga
2、nd assessment procedures in the classroom? BA. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? CA. a system of categories based on the communicative needs of the learner B. a communicative tool
3、to build up and maintain social relations between peopleC. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? DA. a system of categories based on the communicative needs of the learner B. a
4、communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? BA. a system of categories based on the communicative nee
5、ds of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B2A. Grammar trans
6、lation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7. What are the characteristics of audio-lingual method? DA. Language is learned by constant repetition and the reinforcement of the teacher B. Mistakes were immediately corrected, and correct utterances were immed
7、iately praised. C. Students should be allowed to create their own sentences based on their understanding of certain rules. D. Both A and B. 8. Which three groups can summarize all the elements of the qualities ofa good teacher? AA. Ethic devotion, professional qualities and personal styles B. Ethic
8、devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9. What are the purposeful preparation that a language teacher normally receives before he starts the practice of teachi
9、ng? DA. Learning from others experiences B. Learning the received knowledge C. Learning from ones own experiences as a teacherD. All of the above 10. What qualities are considered good qualities of a good teacher? DA. Kind, humorous, well informed B. Hard working, disciplined C. Well prepared, dynam
10、ic and patient D. All of the above Part 2 Answer the following questions. 1. A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons. Dynamic, well-informed and well-prepared, I think these three qualities are the most important as
11、 a teacher. Firstly, the dynamic, well-informed and well-prepared teachers are always confident who can make the class active and 3interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can distinguish the various s
12、tages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systemati
13、c knowledge of teaching and the class will be in good discipline. Unit 21. What is the ultimate goal of foreign language teaching? AA. Enable SS to use the foreign language in work or life. B. Enable SS to achieve accuracy of English language structure. C. Enable SS to achieve fluency of English lan
14、guage structure. D. Enable SS to speak standard English. 2. What is the possible solution to bridge the gap between classroom language teaching and real-life language use? BA. Task-based teaching and learning B. Communicative language teaching C. Presentation, practice and production D. Engage-study
15、-activate 3. What is linguistic competence concerned with? DA. Appropriate use of the language in social context B. Ability to create coherent written text or conversation and the ability to understand them C. Strategies one employs when there is communication breakdown due to lack of resources D. K
16、nowledge of language itself, its form and meaning 4. What is pragmatic competence concerned with? AA. Appropriate use of the language in social context B. Ability to create coherent written text or conversation and the ability to understand them 4C. Strategies one employs when there is communication
17、 breakdown due to lack of resources D. Knowledge of language itself, its form and meaning 5. What is discourse competence concerned with? BA. Appropriate use of the language in social context B. Ability to create coherent written text or conversation and the ability to understand them C. Strategies
18、one employs when there is communication breakdown due to lack of resources D. Knowledge of language itself, its form and meaning 6. What is strategic competence concerned with? CA. Appropriate use of the language in social context B. Ability to create coherent written text or conversation and the ab
19、ility to understand them C. Strategies one employs when there is communication breakdown due to lack of resources D. Knowledge of language itself, its form and meaning 7. What is fluency competence concerned with? BA. Appropriate use of the language in social context B. Ability to link units of spee
20、ch together with facility and without strain or inappropriate slowness or undue hesitation C. Strategies one employs when there is communication breakdown due to lack of resources D. Knowledge of language itself, its form and meaning 8. What are the principles of communicative language teaching? AA.
21、 Communication principle, task principle and meaningful principleB. Communication principle, accuracy principle and meaningful principle C. Communication principle, fluency principle and meaningful principle D. Communication principle, task principle and purpose principle 9. What are the listening a
22、nd speaking activities in traditional pedagogy? 5DA. Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard. B. Answer the questions according to what is heard; produce responses based on given clues C. Retell what is heard D. All of the above 10. What are the f
23、ive components of communicative competence? AA. Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluency B. Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy C. grammar competence, pragmatic competence,
24、 discourse competence, strategetic competence and fluency D. grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy Part 2 answer the following questions 1. What are the differences between language used in real life and language learned in the classroom
25、under the traditional pedagogy? 1) In real life, language is used to perform certain communicative functions, e.g. to give directions, to exchange information, or to make a complaint, etc; in traditional language classroom, the teaching focus is often on forms rather than functions.2) For various re
26、asons, traditional pedagogy tends to focus on one or two language skills and ignore the others. In real language use we use all skills.3) In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.2. Four components of a task.1) A pur
27、pose: making sure the students have a reason for undertaking the task.62) A content: this can be real, authentic or imaginary, and involve sociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.3) A process: getting the students to
28、 use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating.4) A product: there will be some form of outcome, either visible (e.g. a written plan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).Unit 3Desig
29、ning principle for the National English Curriculum for nine-year compulsory education.1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learners centredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adap
30、tability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning a
31、nd using the language.Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question. 1. What should be included in a lesson plan? DA. Aims to be achieved B. Materials to be covered C. Activities to be organized D. All of the above 2. What are the p
32、rinciples for good lesson planning? AA. Aim, variety, flexibility, learnability and linkage 7B. Aim, preparation flexibility and linkage C. Aim, micro-planning, macro-planning and flexibility D. Aim, micro-planning, macro-planning and variety 3. What are the guidelines for writing teaching aims in a
33、 lesson plan? DA. Clear, brief B. Specific, students-oriented C. Specific, teacher-oriented D. Both A and B 4. What are language contents? AA. Structures, vocabulary, functions and topics B. Pictures, vocabulary, communication and topics C. PPT, structures, aims and summary D. Structures, aims, func
34、tions and topics 5. What are very commonly used teaching procedures and stages? DA. Presentation, practice and production B. Pre-reading, while-reading and post-reading C. Mechanical practice and meaningful practice D. Both A and B 6. What is the function of optional activities? AA. Backups in case
35、the lesson goes too fast and there are a few minutes left. B. Prepared for good students C. Prepared for bad students D. Used for emergency 7. Which part is to be finished after a lesson in a lesson plan? DA. Teaching aids B. End of a lesson summary C. Optional activities and assignments D. After le
36、sson reflection Part 2 answer the following questions 1. What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teachers distinguish the various stage of a lesson and see
37、the relationship between them so that the activities of different difficulty levels 8can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that the
38、y can be prepared with some possible solutions or other options for the lesson.Fourthly, good planning gives teachers, especially novice teachers, confidence in class.Fifthly, when planning the lesson, the teacher also become aware of the teaching aids that needed for the lessonLast but not least, p
39、lanning is a good practice and its a sign of professionalism.2. Explain five principles for good lesson planning in detail. Aim means the realistic goals for the lesson. Variety means planning a number of different types of activities and where possible, introducing students to a wide selection of m
40、aterials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected si
41、tuations other than being the slaves of the written plans or one methodology.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Linkage means the stages and the steps within each stage are planned in such a way that they are som
42、eway linked with one another.3. What does macro planning involve? Macro planning involves the following:1) Knowing about the profession.2) Knowing about the situation.3) Knowing about the learners.4) Knowing about the curriculum/syllabus.95) Knowing about the textbooks.6) Knowing about the objective
43、s.4. What are components of a lesson plan? Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.unit 5 Part 1 Read the following statements or questions and choose the best answer for each sta
44、tement or question. 1. What are the possible roles of a teacher? DA. Controller, assessor B. Organizer, prompter C. Participant, resource-provider D. All of the above 2. What role does a teacher play in the following activity? AThe teacher gives students 2 minutes to skim a text, and when time is up
45、, he asks students to stop and answer some questions. A. Controller B. Assessor C. Organizer D. Prompter 3. What role does a teacher play in the following activity? DT: do you have any hobbies? S: yes, I like singing and dancing. T: Uhm, and.? S: I also collect coins. T: Oh, really, how many.have yo
46、u already.collected? A. Controller B. Assessor C. Organizer D. Prompter 4. What role does a teacher play in the following activity? CThe teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will fo
47、rm group1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way. A. Controller B. Assessor C. Organizer D. Prompter 105. What role does a teacher play in the following activity? BWhen a student has made a sentence with borrow, “I borrowed a
48、paper to write a letter”, the teacher says, “Well, we dont say a paper, we say a piece of paper.” A. Controller B. Assessor C. Organizer D. Prompter 6. What role does a teacher play in the following activity? DWhile doing a writing task either individually or in groups, the students need touse a par
49、ticular word they dont know. So they ask the teacher. A. Controller B. Assessor C. participant D. Resource-provider 7. What role does a teacher play in the following activity? DThe teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesnt seem to be ready, the teacher says “for example, a shirt without.” and points to the buttons on h
