中學(xué)英語(yǔ)教學(xué)法試題庫(kù)

一.Write“T”(true)followingstatementbook.中學(xué)英語(yǔ)教學(xué)法一.Write“T”(true)followingstatementbook.or"F”(false)inthebracketsforeachofthesaccordingtowhatyou,velearnedinthecourse)1.Knowingawordmeansthatyouknowthepronunciationandmeaningofit.)2.Students,errorsareaveryusefulwayofshowingwhattheyhaveandhavenotlearnt.Soinsteadofseeingerrorsnegatively,asasignoffailure,weseethempositivelyasanindicationofwhatwestillneedtoteach.)3.Testingimpliesevaluationbasedonacollectionofinformationaboutwhatstudentsknowandcando.)4.Classroomclimateisstronglyaffectedbytheteachers,attitudeandbehaviour.)5.IntheCommunicativeApproach,ateacherisdescribedasan“instructor”andstudentsas“l(fā)isteners”inclass.)6.Thestudents,nativelanguagehasnoparticularroleintheCommunicativeApproach.Thetargetlanguageshouldbeusednotonlyduringcommunicativeactivities,butalsoinexplainingtheactivitiestothestudentsorinassigninghomework.)7.Wordswhichwewantstudentstounderstand,butwhichtheywillnotneedtousethemselves.Wecallthispassivevocabulary.)8.Students,errorsareasignoffailure,sowemustcorrecteverymistaketheymake.)9.CultureisreceivedgreaterattentionintheCommunicativeApproach.)10.Spokenlanguageisgenerallyproducedininformal,simpleorcommonvocabulary.)11.Allnewwordsinalessonareequallyimportant.)12.Classroomclimateisstronglyaffectedbyboththeteachers,attitudeandthestudents,behavior.)13.Vocabularycanbedividedintoproductiveandreceptive.)14.Communicativecompetencereferstoknowledgeofthegrammarandvocabularyofthelanguage.)15.Post-readingworkusuallycontributestothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.)16.Writtenlanguageisgenerallyproducedinfairlysimplesentencestructures.)17.IntheCommunicativeApproach,bothteachersandstudentshavemultipleroles.)18.Spokenlanguageissometimesproducedinincompletesentences.)19.Theskillpractisedinthepre-readingstageisanticipation.)20.Communicativeactivitiescanbedividedintofunctionalcommunicativeactivitiesandsocialinteractionactivities.)21.Onewaytoteachreadingisfollowingtheframework:presentation,practiceandproduction.Eachstagehasadifferentgoalanddealswithdifferentreadingstrategies.)22.Studentsaregiventhestructureincontextandareaskedtoworkouttheruleforthemselves.Theyaregivenguidancefromtheteacherinusingevidencefromthecontexttoworkouttheusageofthestructure.Thisiscalledtheinductivemethod.)23.Readingisanactiveprocess,duringwhichthereadertriestounderstandthemeaningofagiventext.)24.Iftheaimofactivityistocheckthatstudentscanusetheverbscorrectly,youhavetocorrectanymajorerrors,especiallythoseinvolvingtheverbsyouhavetaught,ortheactivitywillloseitspoint.)25.Theskillpractisedinthepre-readingstageisinference.)26.Wordswhichwewantstudentstounderstand,butwhichtheywillnotneedtousethemselves.Wecallthisactivevocabulary.)27.Thetypicalexampleoffunctionalcommunicationactivitiesisroleplay.)28.Thetargetlanguageshouldbeusednotonlyduringcommunicativeactivities,butalsoinexplainingtheactivitiestothestudentsorinassigninghomework.)29.Youglancequicklythroughatextinordertofindaspecificpieceofinformation,thisskilliscalledscanning.)30.Typesofmistakesareslips,errorsandattempts.)31.Onlythenewteachersbenefitalotfromlessonplanning,whiletheexperiencedteachersnot.)32.Threatsarealwaysconstructivemeasuresagainstindisciplineinclass.()33.Poorpronunciationdoesn,tcauseproblemsforthelearningofotherskills.()34.Studentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.)35.Knowinggrammarisnotenoughforrealcommunication.)36.English-Englishexplanationsarethebestforvocabularyteaching.)37.Ifwedon,tusewords,wewillforgetthem.)38.Groupwordisnotmuchusefulindesigningthespeakingtasks.)39.Researchhasshownthatgoodlistenersaregoodpredictors.)40.Asuccessfulspeakingtaskisthatstudentstalkalotintheforeignlanguage.)41.Bothteachersandstudentsneedtoknowthatthereisadifferencebetweenactiveandpassivevocabulary.)42.Motivationisoneofthemostimportantvariablesinlanguagelearning.)43.ESL/EFLreadingtextbooksshouldhaveagreatvarietyofauthenticmaterials.)44.Currentmethodologyacknowledgesthatmechanicalwritingactivitiesdonotbythemselvesmotivatestudents.)45.Oneimportantpurposeofassessmentistoevaluatetheexistingcurriculum..FillintheblankswiththeappropriatewordsfromthecoursebookInreallife,therearetwowaysinwhichweoftenlisten,theyareand.Agoodspeakingsyllabusshouldincludetopics,,,functionsandOnewaytohelpstudentsusenaturalintonationistopractisesayingthesentenceinsections,startingwiththeendofthesentenceandgraduallyworkingbackwardstothebeginning.Thistechniqueisknownas.Teachingisathree-wayrelationshipbetween,thematerialsheorsheisusing,and.Theteacherdividesthewholeclassintopairs.Everystudentworkswithhisorherpartner,andallthepairsworkatthesametime,itissometimescall.Withpairsofstudentsspeakinginturninfrontoftheclassiscalled.Thebackgroundknowledgeneededtointerpretagiventextiscalled.usuallycontributestothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.Activitiesthataretrulycommunicativehavethreefeatures:,choice,andSomefactorswillinfluenceourlessonplanning,theyare,,curriculumand.Basicquestiontypesare,and..Whenwewriteacommentonobservation,wecanfollowtheSSSS+Sprocess:sympathise,,,and..Controlledpracticecanbedividedintotwotypes,theyareand..Theruleisgivenfirstandexplained.Thestudentsthenhavetoapplytheruletogivensituations.Thisiscalled..Inreallife,languageisusedtoperformcertain;intraditionalpedagogy,theteachingfocusisonratherthanfunctions..JamesAsherwasthefounderof..Theskillpractisedinthepre-readingstageis..Alessonshouldinvolvethe,andofbothlearnersandteachers.Itcanberegardedasaprocessof.Threeapproachestowardsreadingandlisteningare,and..Thereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion, and.20.Inthepasthalfcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,and.Readingisanprocess,duringwhichthereadertriestounderstandthemeaningofagiventext..Lessonplanningshouldbedoneattwolevels:and..Theprocessofwritingisgeneratingideas,,and.Roleplayisawayofbringingsituationsfromreallifeintotheclassroom.Whenwedoit,weaskstudentstoimagine.Theymayimagine:,orboth..Theteacherdividestheclassintosmallgroupstoworktogether,itiscalled.Littlewood(1981)proposedtwomaincategoriesofcommunicativeactivities,namely:and..Vocabularycanbedividedintotwokinds,theyareand..Communicativecompetenceistheabilitynotonlytoapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowandtousethesesentencesandto..Knowingawordmeansthatyouknow,,and..Animportantfeatureoftoday,slanguageclassroomisthatstudentsdonotalwaysasonebiggroup.Rather,formuchoftheclasstime,studentsarebrokendowntogroupsofdifferentsizes.Themostcommonstudentgroupingsare,,,and..Theinteractionalviewconsiderslanguageasatool,whosemainuseistobuildupandmaintainrelationsbetweenpeople..Therearethreewaystoshowthestresspatternofwords,phrasesandsentences.Theyare:using,usingtheandusingtheblackboard..Communicativecompetenceincludestheknowledgeabouttheandtheknowledgeabouthowtothelanguageappropriatelyincommunicativesituations..Intraditionalpedagogy,theteachingfocusoflanguageisonratherthan..Itisimportanttogivethestudentsaofspeakingactivitiessothattheywillbeabletocopewithdifferentinreality..Wehaveemphasizedthattheteachingofreadingshouldfocusondevelopingstudents5skillsand..Listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,becauseofthelackof.Sotheteachercanhelpprovidetheinformationtoactivatelearners,schema..Inthesimpleintegrationofthefourskills,wecanusealisteningtextasamodelforthestudents5,andatextasamodelfOrthestudents,writing..Theproduct-orientedmethodofteachingwritingpaysgreatattentiontotheaccuracyofthefinalbutignoresthe.Assessmentisoftenconductedtofindoutthestudents5,whichdamagesthestudents5andconfidenceinlanguagelearning.EE.Thefollowingabbreviationsarechosenfromthetextbook.Andpleasewriteoutthefullformsofthem.（下列縮略形式均來(lái)源于課本，請(qǐng)寫出其全稱。）1.ELT:MOE:NFLTRA:PPP:TBLT:5、TTT:6.TESOL:7、CALL:8、ESL:9.SEdC:10、EFL:11、EFP:12.JEFC:13、ESOL:14、TESL:15、TPR:16.CLT:17TEFL:四.TranslatethefollowingEnglishtermsaboutteachingmethodologyintoChinese.（翻譯下列英語(yǔ)教學(xué)法術(shù)語(yǔ)為漢語(yǔ)）reliabilitystandardtestvaliditytestingevaluationassessmentdeductivemethodinductivemethodmeaningfulpracticemechanicalpracticemacroplanningmicroplanninglinguisticcompetencereflectiveteachingnaturalapproachsilentwaytotalphysicalresponsecognitivetheoryprocess-orientedtheorybehavioristtheoryinteractionalviewfunctionalviewstructuralviewbrainstormtargetlanguagesyllabusdesignskimmingcondition-orientedtheoryteachingaidsteachingproceduresclassroom-basedassessmenttransitiondevicesubstitutioncriterion-referencednorm-referencedindividual-referencedreflectiveteachingportfolionaturalapproachbehavioristtheoryinformationgapgroupworkcommunicativeapproach44.learnabilitystructuralview46.viewsoferactionalmunicativecompetence.audiolingualmethod.settingthescene五.Answerthefollowingquestionsaccordingtotheknowledgethatyou,velearnedinthetextbook.WhatisthemaincontentoftheaffectivefilterHypothesisproposedbyKrashen?WhatarethefiveslogansthatexpressthetheoreticalprinciplesoftheAudiolingualMethod?Howdoyouunderstandtherelationshipbetweenthegrammaticalformsofalanguageandtheircommunicativefunctions?Howdoesthehypothesisoflinguisticuniversalsexplainthesecondlanguageacquisitionprocess?Howdoesthecognitivetheoryexplainthesecondlanguageacquisitionprocess?Whatarethemaintrendsofappliedlinguisticresearchinthepresentperiod?InBreen,sopinion,whendesigningtasks,howmanysetsofquestionsshouldteachersconsider?Andwhatarethey?Whatrolesdoteachersplayinthelanguageclassroom?Inthepastcentury,whatviewsaffectedlanguageteachingandlanguagepractice?Whenteachersteachpronunciation,whatshouldbeteachers,realisticgoals?Whenteachersteachspeaking,whatgeneralprincipleshouldtheybeawareof?六、配對(duì)題Readandmatch.Wordswhichwewantstudentstounderstand,butwhichtheywillnotneedtousethemselves.Thisviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Learnershavetheopportunitytointegratethenewlanguageitemswiththeoldthroughactivitiesthatgivefreeandextensiveexpressionaimedatdevelopingfluencyskills.Ithinkthemeaningofthetextismorethanthesumoftheindividualwordsandsentences.Whenreadingatext,Istartbypredictingtheprobablemeaning,thenIgettoreadandunderstandthewordsandphrasesinthetexttocheckwhetherthatisreallywhatthewritermeans.SometimesIgotheotherwayround.That,stosay,Icombinetheabove2waysinmyreading.Thisviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Iusuallystartreadingatextbyrecognisingwords,wordconnections,andphrasepatternsaswellassentencepatterns,thenIcanrapidlyandautomaticallygetmeaningfromthetextThisviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Whenreadingatext,Ifirstidentifythetopic,purposeandstructureofthetext,thenImakeguesses,predictionsduringreading.Inthisway,Icreatemeaningfromthetextasawhole.Studentsaregiventheopportunitiestousethenewlypresentedlanguageitemsinacontrolledframework.Thismaybedonebydrills,orbyrepeatingpartsofthedialoguepresentedinthefirststage.Thisstageisintendedtodevelopaccuracyskills.Wordswhichstudentswillneedtounderstandandalsousethemselves.Activevocabulary( )Structuralview ( )TOC\o"1-5"\h\zInteractionalview ( )Passivevocabulary ( )Thebottom-upmodel ( )Functionalview ( )Thetop-downmodel ( )Theinteractivemodel ( )Intheproductionstage ( )Inthepresentationstage ( )Inthepracticestage ( )Thefollowingarethingsthatteachersoftendointhelanguageclassroom.Decidewhatroletheteacherisplayingineachactivity.Putnumber1-6inthebrackets.Whenyouhavefinished,mpter5.participant6.resource-provider( )a.Theteachergivesstudentstwominutestoskimatext,andwhentimeisup,he/sheasksstudentstostopandanswersomequestions.( )b.T:Doyouhaveanyhobbies?S:Yes,Ilikesinginganddancing.T:Uhm,and…？S:Ialsocollectcoins.( )c.Theteacherwritesoneoffivenumbers(1—5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup1,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.( )d.Whenastudenthasmadeasentencewith“borrow”,“Iborrowedapapertowritealetter”,theteachersays,“Well,wedon,tsayapaper,wesayapieceofpaper”.( )e.Theteacherasksthestudentstotaketurnstomakesentenceswithanewlylearnedstructure.Ifsomeonemakesanerror,theteacheraskshimorhertorevise.( )f.Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydon,tknow.Sotheyasktheteacher.( )g.Theteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems?”Ifthestudentdoesn,tseemtobeready,theteachersays“forexample,ashirtwithout…”andpointstothebuttonsonhisownshirtorjacket.( )h.Whenthestudentshaveingroupsdecidedwheretogoforaspringouting,theteacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.( )i.Whenstudentsaredoingagroup-worktask,theteacherjoinsoneorywogroupsforashortperiodoftime.( )j.Theteacherasksthestudentstoproduceconversations(eitherorallyorinwriting)byusingparticularpatternsorexpressionstheyhavejustlearned.七、簡(jiǎn)答題Answerthefollowingquestions.1、Whydoteachersaskquestionsinclass?Whatarethecausesofmistakes?Whatdoes‘knowingaword,mean?Howcouldyouwritesomethingontotheblackboardbutstillkeeptheattentionoftheclass?Howtodevelopyourself-evaluation?Therearedifferenttypesofframeworksforplanningalesson.Whatarethey?Herearesomewaysofpracticingthestructure:substitution,freesubstitution,repetition,picturepromptsandsinglewordprompts.Puttheminorderofdifficultyandgiveyourreasons.Whatisasuccessfulspeakingactivity?9、Howtopresentastructure?Describethefollowingquestioningstrategies.Whatdoesalessonplanconsistof?Whataretheadvantagesofusingpairworkandgroupwork?Whatproblemsmighttherebe?Whyarestage1andstage2interrelatedbyadoublearrowline?Whyarepracticeandreflectionconnectedbyacircle?Listfivetypesofactivitiesdoneinthewhile-readingstage.Listfivetypesofactivitiesdoneinthepost-readingstage.TherearefivestepsintheteachingofJEFC.Whatarethey?Review,presentation,drill,practice,consolidationListeightvocabularyconsolidationactivitiesthatcanbedoneinclass.Whatislinguisticcompetence?Whatiscommunicativecompetence?Whatareprinciplesforgoodlessonplanning?Whataretheprinciplesforteachinglistening?Whatareassessmentmethods?Whatarethepossibleadvantagesanddisadvantages?Howcanonebecomeagoodlanguageteacher?八、簡(jiǎn)筆畫Drawafewpicturesthatfitthedialogue.MissGao:Whosesweatersarethese?HanMei:Theirs,Ithink.MissGao:They,rethetwins,sweaters?HanMei:Yes.MissGao:Thankyou,HanMei.MissGao:LucyandLily!Comehere,please.Arethesesweatersyours?Twins:Yes,they,reours.MissGao:Hereyouare.Youmustlookafteryourclothes.Twins:Yes,thankyou,MissGao.Ann:Hi,LingFeng!That,sanicekite.Ling:Doyouwantago?Ann:OK.Ling:Runwithitlikethis.Ann:Likethis?Ling:Yes.That,sright.Ann:It,stoohard.Oh,dear!Isitbroken?Ling:No,it,sOK.Ann:Thankgoodness!Ling:Letmehelpyou.Doitlikethis.See?Ann:Ah!Yes.Oh,look!It,shigh.Ling:Yousee,it'seasy.Run!Good!Ann:Great!Look!Icandoit,too.OnedaytPhulaandRiehurddeeiiicdtoTiiak^akite*Firstrheywent<ni[ndfoumlt4tt；iitiliI>-1nt'fhrn+e 卜一The、1HuiiyhI<111L111LaekImu}tiedIIninnil'll口pitirofinfi.ttlie:hape*)i'amn：：、Tlirntheyinukjrinrciri'ngJiitiuTrli]litIjl-(Lehtur?if]Jjrrnk.1-Ij]*rr\TJirn.IJie\sprrad'linn-1-ni^hI1\'ijiu]nbrn\rrthrIr;imeandirhir'dlI.iriuimlIhe>1jinu；-Ihi-vinka1：iiljiinA+./i'paperLn：menl'tlircorners,and(ietlah>ngstringtodieceiilrt?ofhchckite.Ontfirn?1vi lonkihr、Lit(1tc讓hillin-irikrirh力hij"七、活動(dòng)設(shè)計(jì).Presentthestructure“too…t”,followingthestagesSituationaandexampletoshowmeaning;Modelthestructure;ModeltheexampleontheboardandOtherexamples.Thenpractiseitmeaningfully.Designsixtasksforpre-readingstage,while-readingstageandpost-reading.MeiLanfangwa$barnon22October1894inJiangsuprovince.Bothhisfatherandgrandfatherw”已famoiis叩日收singers.M(?iLanfangbetjanEarningBeijingattheageofeight.HejoinedXilianchengTheatricalCompanyattheageof14andstartedperforminginShanghaiando±ercities.Hebecameiamouspehteric[舊由edtheage所邱.MeiLaniangwasmostfamousforplayingfemater&ies.Healso白tidednewelementssuchasChmesekunghi0nd苜nemmusical theartofEtiji叫Opera.Duringhisactingca『ee「』pplayedmnrethan口n好hundredidea.Heilan加ngthefirstpersontoi由。duceBdjii嗎Operatootherpartsofthewld.HevisitedcountrieslikeJapan,theUnitedStatesandRussia.DuringhisfirstvisittoJapenin191曳由白peopletherepraisedhim番％nnutsEn出ngperformerofOrientalarf.HemadeagreatcontributiontotheculturalexchangebetweenChinaandtheWest.DuringtheAnti-JapaneseWar,MejLanfangrefusedtoperformfortheJapanesearmy.Peopleadmiredhisstrong]ovefor用scountry.M由jLarifangdiedoti7August;961inBeijing.Hisfamousplaysinclude'Farewell,wiy匚。neu旨in啟'TnrHrnnkpriRppiifv''F>r^nrinnFlri'xpr'i'ptrDesignfivereadingtasksforpre-readingstage,while-readingstageandpostreading-stage.mithefifthdayofthefifthlunarmonthintliatyear.pFmithefifthdayofthefifthlunarmonthintliatyear.pFNowadays,peopleeatricedumplings1asandhaveDraeon130mtracestocelebratethisfestival.Qu-yuanwanbornaroundtwothousandyearsa^oinCTnina.Iliiijtibwastogiveadvir?totheemperor.Theemperoralwaystookhisadvice.IIcwevei;theemperordiedandthenewemperordidnotlikelisteningtoQu-yuan,Qu-yuaiifinallylostliisjob.Qit-yuarLwasverygoodatwritingpoems.11cbecaancafamouspoet,Howcvci;hewasalwayssad.『liewassadbetciusetinenewernpenoTciidriotLakehisadviceandtheoovintryMlostabattle.lAHejumpedintoariveranddied.ItwasLookatthetextbelow,whichistekenfromoneoftheschooltextbooks