英语教学法试题及答案
英语教学法试题及答案
【篇一：英语教学法考试题目】
xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?
1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.
2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions
3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.
1． list different views on language learning.
behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?
ethic devotion, professional quality and personal styles.
how can one become a good language teacher?
wallace?s reflective model
stage 1: language development stage 2: learning, practice, reflection goal:development of professional
1). learn from others experience
2). learn received knowledge
3). learn from ones own experience
pseudo practice and the real classroom teaching
3． what is communicative competence?
communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguistic
competence, pragmatic competence , discourse competence, strategic competence, fluency
4． what is clt? comment on clt.
communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.
5． what is tblt? comment on tblt.
task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
task is meant the hundred and one things people do in everyday life,at work.at play and in between.4 component:a purpose,a context,a process,a product.
6． what are the limitations of clt tblt under the chinese foreign language setting? problems with clt :
1. the very first and forceful argument is whether it is culturally appropriate
2. the second problem of clt relate to the design the syllabus for teaching purpose in the classroom.
3. the third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.
constraints of tblt
the first is it may not be effective for presenting new language items
the second constraint is time as teachers have to prepare task-based activities very carefully.
the third is the culture of learning
the forth is level of difficulty
7． the main components of the english teaching objectives in the national english curriculum. the overall language ability required in the 2001 national english curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.
8． what is a lessen plan? why is it important?
a lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it
proper lesson plan is essential for both novice and experienced teachers. language teachers benefit from lesson planning in a number of ways.
1. makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;
2. helps teachers distinguish the various stages 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;
3. gives teachers the opportunity to anticipate potential problems so that they can be prepared;
4. 4. gives teachers, esp. novice ones, confidence in class;
5. raises teachers? awareness of the teaching aids needed;
11.list the principles for good lesson planning.
1. aim:
2.variety:
3.flexibility
4.learnability
5. linkage
9． what is bottom-up model and top-down model? how to apply them to language learning? bottom-up model reading follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. 2. top-down model one?s background knowledge plays a more important role than new words and structures in reading comprehension. reading is ?a psycholinguistic guessing game? 10． list the principles for teaching speaking.
1)balancing accuracy-based with fluency-based practices
2)contextualizing practice
3)personalizing practice 4)building up confidence
3)maximizing meaningful interactions
5)helping ss develop speaking strategies 6)making the best use of classroom learning environment to provide sufficient language input and practice for students (159)
11． list the principles and models for teaching reading.
principles for teaching reading (184) 1. the selected texts and attached tasks should be
accessible to the ss. 2. tasks should be clearly given in advance. 3. tasks should be designed to encourage selective
and intelligent reading for the main meaning rather than ss? understanding of trivial details. 4. tasks should help develop ss? reading skills rather than test their reading comprehension.
5. the teacher should help ss develop reading strategies and reading ability in general.
6. the teacher should provide
enough guidance and assistance at the beginning but gradually withdraw guidance as ss progress.
models for teaching reading 1. bottom-up model 2. top-down model 3. interactive model
12． what is the communicative approach to writing? what is the process
approach to writing? try to comment on them.
ss are motivated by authentic writing tasks that have some communicative elements. with different audiences and
different purposes, the writing piece could vary greatly. writing activities can be “writing for learning”, “writing for
com munication” and somewhere between.
the ?process approach?（过程研究法is defined as an approach to the teaching of writing which stresses the creativity of the individual writer, and which pays attention to the development of good writing practices rather than the imitation of models.
16.what is the simple integration and what is the complex integration?
simple integration: integration within the same medium (either oral or written), from receptive to productive skills
complex integration: constructing a series of activities that use a variety of skills
why integrate the four skills?
when we communicate, we often use more than a single language skill. what skills do we need in our daily communication? integrating the skills means that we are working at the level of realistic communication, which is the aim of communicative approach and an integral part of essential conditions for language learning.
13． what are the limitations of integrating the skills?
benefit: help the development of ss? communicative competence;
limitations: 1. no separate focus on individual aspects of vocabulary, grammar and skills
2. integration can be demanding of the teacher.
3. the problem of designing suitable materials that take into account ss? different skill levels.
14． design a 45-minute teaching plan for any type of lesson, such as listening, speaking, reading,
and writing.
【篇二：英语教学法简答题及答案】
hat are the qualities of a good language teacher?
a. non-intellectual qualities
? psychological 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 qualities
language learning ability
self-study ability
four language skills ability
application of cai
c. application of cai
( computer-assisted instruction)
d. teaching practice qualities
e. self-assessment qualities
2. what are the difference between linguistic competence and communicative competence? what is communicative competence?
1)
2) it covers a variety of development in syllabus design and in the
methodology of foreign language teaching and includes both knowledge about how to use the language appropriately in
communicative 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 an
example in the textbook. then the teacher explains the underlying
rules regarding the forms and positions of certain structural word.
2) inductive method: in the inductive method ,the teacher provides
learners with authentic language data and induces the learners to
realise grammar rules without any form of explicit explanation. it is
believed that the rules will become evident if the students are given
enough 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 is
always 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 the
aims 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 writing
3) teaching stages and procedures:teaching stages are the major steps
that 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 process
② combine listening with other skills
③ focus on the comprehension of meaning
④ grade difficulty level appropriately
8. 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 the
spoken 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 speakers
language and ideas, to focus students attention on such things as the speakers organizational patterns, to encourage students critical reactions and personal responses to the speakers ideas and use of language.
3) post-listening: to examine relationships between prior knowledge
and 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?
【篇三：王蔷《英语教学法》模拟题(附答案)】
=txt>一、填空题（共10小题，每小题1分，共10分）
1. difficult to acquire.
2. we are teaching our students english not only to help them pass exams, but also to
3. in the traditional classroom, very often, too much attention has been paid to linguistic , with little or no attention paid to practising language skills.
4. in the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally
5. if a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating skills together.
6.7.pedagogy, listening and speaking were treated as skills different from what takes place in reality.
8. introduction to phonetic rules should be avoided at the of teaching pronunciation.
9. in meaningful practice the focus is on the production, comprehension or exchange of .
10.
二、配对题（共10小题，每小题2分，共20分）
a
b
三、单项选择题（共15小题，共50分） 21. in teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.
a. the top-down model
b. the bottom-up model
c. the interactive model
d. all of the above
22. in english teaching classrooms very often writing is seen as “writing as language learning”, and it is believed to be ___.
a. writing for communication
b. writing for real needs
c. pseudo writing
d. authentic writing
23. to ___, it is advocated that we adopt a communicative approach to writing.
a. motivate students
b. demotivate students
c. free students from too much work
d. keep students buzy
24. which of the following is not among the features of
process writing?
a. help students to understand their own composing process.
b. let students discover what they want to say as they write.
c. encourage feedback both from both teacher and peers.
d. emphasize the form rather than the content.
25. according to willis the conditions for language learning are exposure to a rich but comprehensible language put, use of
the language to do things, ___ to process and use the exposure, and instruction in language.
a. chances
b. context
c. motivation
d. knowledge
26. there are many situations in which we use more than one language skill, so it is valuable to integrate the four skills, to
___.
a. enhance the students’ communicative competence
b. combine pronunciation, vocabulary and grammar
c. use body language and pictures
d. use mechanical practice and meaningful practic
e.
_, and that we must adjust the timetable.
a. combine pronunciation, vocabulary and grammar
b. use mechanical practice and meaningful practice
c. use body language and pictures
d. adjust the textbook contents
28. all people involved in education, i.e. ___, teachers, parents, and students have some reasons to consider assessment necessary.
a. friends
b. businessmen
c. administrators
d. politician
29. as far as school assessment is concerned, we have teacher’s assessment, continuous assessment, ___, and portfolios.
a. students’ self-assessment
b. relative’sassessment
c. informal assessment
d. formal assessment
30. because no textbooks are written for any particular class, it is ___ for teachers to adapt materials.
a. unnecessary
b. necessary
c. easy
d. of no use
31. views on language and ____ both influence theories on how language should be taught.
a. views on language learning
b. views on culture learning
c. values of life
d. styles of life
32. according to wang qiang, the way a language teacher learned a language will influence
the way he ____ to some extent.
a. learns a language
b. learns his mother tongue
c. teaches a language
d. obtains linguistic knowledge
33. one of the disadvantages of traditional pedagogy is ___.
a. it focuses on form rather than on functions
b. language is used to perform certain communicative functions
c. learners are not able to make sentences
d. learners are not able to do translation
34. one of the disadvantages of traditional pedagogy is ___.
a. the learners are able to use all skills, including the receptive skills and the productive skills
b. the learners are not able to use the language in an integrated way
c. the learners are not able to write
d. the learners perform well in class, but they cannot read out of class
35. according to wang qiang, to answer the question “can the students achieve the goal of
acquiring native-like pronun ciation?” we must take into consideration three things: ___.
a. ethic devotion, professional qualities, and personal style
b. letters, phonetic transcripts, and sounds
c. teacher f actors, learner factors, and school factors
d. learner age, amount of exposure, and differences of individual ability
四、教案设计（20分）
suppose you are going to teach the following lesson to grade one students of a junior middle school, design a lesson plan
for your teaching.
total length: 300-500 words.
a photo copy of the lesson in the textbook:
new words phrases:
cost, cheap, need, oh, paint brush, pay; comes to,
plus/minus/times/divided by
3 yuan 45 for one
useful sentences:
? can i help/what would you like? ? i’d like …/can i have …? ? how much is it/are they?
? they are cheap/it is cheap. ? they cost…/it costs …
? so, that comes to…