英语教学法教程试题库Unit1Part I Read the following statements or questions and choose the best answer for each statement or question.1.Much of human behavior is influenced by their_____A____A.experiencesB.wisdomC.knowledgeD.parents2.What is the basis for syllabus design,teaching methodology,teaching and assessment procedures in the classroom?BA.teaching attitudeB.definitions of languageC.structural view of l anguageD.functional view3.What does the structural view of language see language?CA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things4.What does the functional view of language see language?DA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things5.What does the interactional view of language see language?BA.a system of categories based on the communicative needs of the learnerB.a communicative tool to build up and maintain social relations between peo pleC.a linguistic system made up of various subsystemsD.a linguistic system and a means for doing things6.Which of the following teaching method is based on the behaviorist theory?BA.Grammar translationB.Audio-lingualC.Task-based teaching and learningmunicative teaching7.What are the characteristics of audio-lingual method?Dnguage is learned by constant repetition and the reinforcement of the tea cherB.Mistakes were immediately corrected,and correct utterances were immedi ately praised.C.Students should be allowed to create their own sentences based on their u nderstanding 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 stylesB.Ethic devotion,professional qualities and individual freedomC.Individual freedom,professional qualities and personal stylesD.Ethic devotion,personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?DA.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher?DA.Kind,humorous,well informedB.Hard working,disciplinedC.Well prepared,dynamic and patientD.All of the abovePart2Answer 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 a teacher. Firstly, the dynamic, well-informed andwell-prepared teachers are always confident who can make the class active and interesting. 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 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. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline.Unit21.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 language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom la nguage teaching and real-life language use?BA.Task-based teaching and learningmunicative language teachingC.Presentation,practice and productionD.Engage---study---activate3.What is linguistic competence concerned with?DA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning4.What is pragmatic competence concerned with?AA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning5.What is discourse competence concerned with?BA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning6.What is strategic competence concerned with?CA.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to unde rstand themC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning7.What is fluency competence concerned with?BA.Appropriate use of the language in social contextB.Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitationC.Strategies one employs when there is communication breakdown due to la ck of resourcesD.Knowledge of language itself,its form and meaning8.What are the principles of communicative language teaching?Amunication principle,task principle and meaningful principlemunication principle,accuracy principle and meaningful principlemunication principle,fluency principle and meaningful principlemunication principle,task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogyDA.Listen to texts either read by the teacher or pre-recorded on the tape;repe at what is heard.B.Answer the questions according to what is heard;produce responses base d on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?AA.Linguistic competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyB.Linguistic competence,pragmatic competence,discourse competence,str ategetic competence and accuracyC.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and fluencyD.grammar competence,pragmatic competence,discourse competence,stra tegetic competence and accuracyPart2answer the following questions1. What are the differences between language used in real life and language learned in the classroom 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 reasons, traditional pedagogy tends to focus on one or twolanguage 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 traditionalpedagogy tends to isolate language from its context.2. Four components of a task.1) A purpose: making sure the students have a reason for undertaking thetask.2) A content: this can be real, authentic or imaginary, and involvesociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there will be some form of outcome, either visible (e.g. a writtenplan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).Unit 3Designing 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 andadaptability.4) Pay close attention to the learning process, and advocate experientiallearning and participation.5) Attach particular importance to formative assessment, and give specialattention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning andusing the language.Unit4Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What should be included in a lesson plan?DA.Aims to be achievedB.Materials to be coveredC.Activities to be organiz edD.All of the above2.What are the principles for good lesson planning?AA.Aim,variety,flexibility,learnability and linkageB.Aim,preparation flexibility and linkageC.Aim,micro-planning,macro-planning and flexibilityD.Aim,micro-planning,macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?DA.Clear,briefB.Specific,students-orientedC.Specific,teacher-orientedD.Both A and B4.What are language contents? AA.Structures,vocabulary,functions and topicsB.Pictures,vocabulary,communication and topicsC.PPT,structures,aims and summaryD.Structures,aims,functions and topics5.What are very commonly used teaching procedures and stages?DA.Presentation,practice and productionB.Pre-reading,while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B6.What is the function of optional activities?AA.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency7.Which part is to be finished after a lesson in a lesson plan?DA.Teaching aidsB.End of a lesson summaryC.Optional activities and assignmentsD.After lesson reflectionPart2answer the following questions1.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 seethe 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.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they 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, planning is a good practice and it’s 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 materials 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 situations 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 someway 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.5) Knowing about the textbooks.6) Knowing about the objectives.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.unit5Part1Read the following statements or questions and choose the best answe r for each statement or question.1.What are the possible roles of a teacher?DA.Controller,assessoranizer,prompterC.Participant,resource-providerD.All of the above2.What role does a teacher play in the following activity?AThe teacher gives students2minutes to skim a text,and when time is up,he asks students to stop and answer some questions.A.ControllerB.AssessoranizerD.Prompter3.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 you already...collected?A.ControllerB.AssessoranizerD.Prompter4.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 number1will form group1,and those who have drawn number2will fo rm group2.Thus the students are put into five groups in a random way.A.ControllerB.AssessoranizerD.Prompter5.What role does a teacher play in the following activity?BWhen a student has made a sentence with borrow,“I borrowed a paper to writ e a letter”,the teacher says,“Well,we don’t say a paper,we say a piece of pa per.”A.ControllerB.AssessoranizerD.Prompter6.What role does a teacher play in the following activity?DWhile doing a writing task either individually or in groups,the students need to use a particular word they don’t know.So they ask the teacher.A.ControllerB.AssessorC.participantD.Resource-provider7.What role does a teacher play in the following activity?DThe teacher asks a student a question“Have you ever bought clothes with pro blems?”If the student doesn’t seem to be ready,the teacher says“for exampl e,a shirt without...”and points to the buttons on his own shirt or jacket.A.ControllerB.AssessoranizerD.Prompter8.What role does a teacher play in the following activity?BWhen the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a cho ice.A.ControllerB.AssessoranizerD.Prompter9.What role does a teacher play in the following activity?CWhen students are doing a group-work task,the teacher joins one or two grou ps for a short period of time.A.ControllerB.AssessorC.participantD.Resource-provider10.What role does a teacher play in the following activity?AThe teacher asks students to produce conversations(either orally or in writing )by using particular patterns or expressions they have just learned.A.ControllerB.AssessoranizerD.Prompter11.What role does a teacher play in the following activity?CThe teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A.ControllerB.AssessorC.participantD.Resource-provider12.When is appropriate for the teacher to give classroom instructions to students?DA.Give directions to tasks or activities,checking comprehension,giving feedb ackB.Providing explanations to a concept or language structure,drawing attentio nC.Setting requirements,checking comprehension,assigning homeworkD.All of the above13.Why do novice teacher often have problems giving clear instructions DA.Their language proficiency is lowB.They are fresh from the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective? De simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or p airs15.Which of the following is the time when students work as a whole cla ss?AA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?BA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?CA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselve s?DA.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?AA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to th e work.D.It is less stressful.20.Which of the following is the advantage of pair work? BA.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.It reinforces a sense of belonging among a group of members.D.It is very stressful.Part2answer the following questions1. What six conditions have to be met in order to achieve efficient classroom management?1) The teacher plays appropriate roles.2) The teacher provides clear instructions.3) Students are grouped in a way suitable for the learning activities.4) The teacher asks appropriate questions.5) There is discipline as well as harmony in the classroom.6) The students errors are treated properly.2. Classroom instructionsClassroom instructions refers to the types of language teachers use to organize or guide learning.They include giving directions to tasks or activities, providing explanations to a concept of language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.There are rules to follow for making instructions effective:1) to use simple instructions and make them suit the comprehension level ofthe students.2) To use the mother tongue only when it is necessary.3) Teachers to be careful not to do all the talking in class.3.Bloom’s taxonomy classifies the question types into six.What are the six question types?What is the significance if each of them is used in a language classroom?The six question types proposed by Bloom are:translating, interpreting, and stating the main ideas.different contextsupport main ideas.solutions, creative thinking.about information or ideas based on a set of criteria.4. Classification of question types:(常出选择及判断题)Closed questions refer to those with only one single correct answer.Open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers,too. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.Lower-ordered questions refers to those that simplely require recalling of information or memorization of facts.Higher-ordered questions require more reasoning, analysis, and evaluation.5. Differences between errors and mistakes.A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from temporary breakdown. When a mistake is challenged or given enough attention, it could be self-corrected.An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.6. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effectiveFactors that affect discipline：1. teacher’s behaviora . choice of methodologyb. teacher’s preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surroundingUnit6Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following is true about pronunciation teaching?DA.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to English need less focus on pronunci ation.C.Beginning Chinese learners of English need a certain degree of focus on pr onunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?DA.ConsistencyB.Intellegibilitymunicative efficiencyD.All of the above3.Which of the following do not belong to minimal pair?DA.Will wellB.Till tellC.Fill fellD.Well well4.Which of the following belong to pronunciation perception practice?Ding minimal pairs,odd one outB.Which order,completionC.Same or differentD.All of the above5.Which type does the following production practice belong to?AThe students repeat what the teacher says.This activity can practice individua l sounds,individual words,groups of words,and sentences.A.Listen and repeatB.Fill in the blanksC.Make up sentencesing m eaningful context6.Which type does the following production practice belong to?DShe sells sea shells on the seashore.A.Make up sentencesing meaningful contexting picturesing tongue twisters7.What are the ways of practicing stress?De gesturese the voicee the blackboardD.All of the above8.What does the falling intonation on the statement“he is moved to Glasgow.”indicate?AA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question“where do you live?”indicate?CA.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have tole me before10.What is reflected as important in the following example?BA.Would you please turn down the radio a little bit?B.Sorry.↘（no,I do not want to.）Or B.Sorry?↘（what did you say?）A.Stress B.IntonationC.SoundsD.Pitch PartPart 2.Answer the following questions1.Why cannot most learners of English as a foreign language acquire na tive like English pronunciation?A Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.Unit7Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true?DA.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method? DA.Deductive methodB.Inductive methodC.Guided discovery methodmunicative teaching method3.Which of the following steps are typical for the deductive grammar tea ching method?AA.Give examples→explain rules→students do practice activitiesB.Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences(the inductive method)C.Explicit rules are give to students→Authentic language data is provided→a pply the new structure to produce sentences(the guided discovery method)D.All of the above4.What are two grammar practice activities?AA.Mechanical practice and meaningful practiceB.Volume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?AA.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD.Refereed knowledge and inferred knowledgePart II,1. The guided discovery method:Students are induced to discover rules by themselves but the process of discovery is carefully guided and assisted by the teacher. And the rules are then elicited and taught explicitly.2. Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. Explicit knowledge refers to our conscious knowledge about the language.3. Ellis suggests the following procedures for teaching grammar usinglistening as a input:1) Listen to comprehend: the focus is on the message with target structuresimbedded.2) Listening to notice: listen to more times to identify the target structureperhaps by completing a gapped version of the text to raise awareness. 3) Understanding the grammar point: the focus is on helping learnersdevelop explicit knowledge of the grammar point by discovering and analyzing the rules.4) Checking: learners are given a written text containing errors and are askedto identify t-[1x0=8再撒：哦我而是撒赖破五；2…he errors and correct them.5) Trying it out: finally, there is an opportunity for students to try out theirunderstanding of the target structure in a short production activity.4. Synthesis approach['sɪnθəsɪs]综合方法Pennington(2002)proposes a synthesis approach to grammar pedagogy. Grammar teaching should be“collocational,constructive,contextual and contr astive”,which can serve as useful guidelines for teaching grammar.Unit8Part1Read the following statements or questions and choose the best answe r for each statement or question.1.Which of the following statement is not true about vocabulary?CA.a vocabulary item can be more than one wordB.Vocabulary can not be taught.It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?DA.know its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use it。