英语教学法复习题.docx

英语教学法复习题.docx

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英语教学法复习题

复习题1

PartIChoosethebestanswerfromthefourchoices.

1.Properlessonplanningisessentialforbothnoviceand（）teacher.

A.experiencedB.youngC.oldD.new

2.Theprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,（）,andlinkage.

A.typeB.learnabilityC.attitudeD.language

3.（）meanstherealisticgoalsforthelesson.

A.VarietyB.LinkageC.AimD.Lessonplanning

4.Linkagemeansthestagesandthe（）withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.

A.directionsB.stepsC.goalsD.types

5.Ideally,lessonplanningshouldbedoneattwolevels:

macroplanningand（）.

A.teachingplanningB.languageteaching

C.assessmentD.microplanning

6.（）isplanningforawholeprogrammeorawhole-yearcourse.

A.MicroplanningB.Macronplanning

C.TeachingD.Languagelearning

7.The3-stagemodelispre-reading,（）andpost-reading.

A.practiceB.writingC.while-readingD.preparation

8.Bylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand（）.

A.drawingB.describingC.practicingD.writing

9.WhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents（）?

A1984B1985C1983D1986

10.Whatshouldtheteachingofpronunciationfocuson?

A.readingphonetictranscriptsofwords

B.writingphonetictranscriptsofwords

C.students’abilitytoidentifyandproduceEnglishsoundsthemselves

D.acquirenative-likepronunciation

11.Whichisnotourrealisticgoalofteachingpronunciationlistedbelow?

A.creativityB.consistencyC.intelligibilityDcommunicativeefficiency

12.Whichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelow?

A.word-levelstressB.paragraph-levelstress

C.phrase-levelstressD.sentence-levelstress

13.Pronunciationisdifficulttoteachwithoutsomedrillson（）

A.gesturesB.actionC.soundsD.correction

14.Grammarpracticeisusuallydividedintotwocategories,theyare（）

A.mechanicalpracticeandeffectivepractice

B.meaningfulpracticeandeffectivepractice

C.communicativepracticeandmechanicalpractice

D.communicativepracticeandeffectivepractice

15.（）aremostfrequentlyusedinmechanicalpractice.

A.Substitutiondrillsandspeakingdrills

B.Speakingdrillsandtransformationdrills

C.Transformationdrillsandcomprehensiondrills

D.Substitutiondrillsandtransformationdrills

16.In（）drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.

A.transformationB.comprehensionC.substitutionD.speaking

17.In（）drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.

A.transformationB.comprehensionC.speakingD.substitution

18.Practicebasedonpromptsisusuallyconsideredas（）practice.

A.meaningfulpracticeB.effectivepractice

C.communicativepracticeD.mechanicalpractice

19.Theattitudesormotionsofalanguageuserinchoosingawordandtheinfluence

oftheseonthelistenerorreader’sinterpretationofthewordreferto（）.

A.denotativemeaningB.connotativemeaning

C.collocationsD.antonyms

20.Wordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis（）.

A.synonymsB.antonymsC.hyponymsD.alltheabove

21.Somevocabularyconsolidationactivitiesthatcanbedoneinclassare（）.

A.rebellingB.describesanddrawC.wordassociationD.Alltheabove

22.Whichstagedoteachersusetohelpthestudentspreparetolisten?

（）

A.Pre-listeningB.While-listeningC.Post-listeningD.When-listening

23.The（）stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.

A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.

24.Thereisamethodofteachingcalled（）,whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.

A.OpentheDoorthedoor

C.TotalPhysicalResponseD.ListenAndAct

25.Themosttypicaltypeofpost-listeningtaskisthe（）question.

A.multiple-choicecomprehensionB.open-ended

C.othertypesD.answering

26.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe（）stage.

A.pre-listeningB.while-listening.

27.Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglish?

A.readingaloudB.givingapreparetalkC.doingadrilloftheabove

28.Whichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareof?

A.ContextualizingpracticeB.Personalizingpractice

upconfidenceoftheabove

29.Readingaloudand（）readingaretwodifferenttypesofreadingpractice.

A.slowB.quickC.silentD.normal

30.Helpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir（）skills.

A.writingB.listeningC.readingD.speaking

31.Whichoftheprinciplesandmodelsforteachingreadingisfalse?

A.Bottom-upmodelB.Top-downmodel

C.InteractivemodelD.Medium-model

32.A（）isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.

A.portfolioB.projectworkC.peerassessmentD.continuousassessment

33.Theabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof（）.

A.screenliteracyB.internetnavigation

C.createone;sownfileofpictureandcardsD.image

34.Ellis（2002）suggestsproceduresforteachinggrammarusing（）asinput.

A.speakingB.readingC.writingD.listening

35.Thedeductivemethodisonewayofgrammarpresentation,itrelieson（）.

A.reasoning,analyzingandcomparing

B.reasoning,thinkingandcomparing

C.discussing,analyzingandcomparing

D.thinking,analyzinganddiscussing

36.（）isanexcellentwaytomakespeakingtaskscommunicative.

A.Information-gapactivities

B.Controlledroleplays

C.Usingcluesorpromptsforpractices

D.Drilling,modelingandrepetitions

37.Whenconductingscanningactivities,oneofthethingstheteachershouldbebearinmindistowaituntil（）ofthestudentsfinish.

%B.60%C.70%%

38.Integrationofthe（）skills/skillisconcernedwithrealisticcommunication.

A.readingB.listeningandspeakingC.writingD.Allabove

39.（）isonekindoftestformatsthatstudentsareprovidedwithasetofstatementsrelatedtothereadorheardtextsandrequiredtodecidewhethertheyaretrueorfalseaccordingtothetexts.

A.Multiple-choicequestionsB.Matchingquestions

C.TrueorfalsequestionsD.Gap-fillingofcompletion

40.Inthetestformat（）,studentsareaskedtocompleteparagraphsorsentencesbyeitherfillinginwordstheythinkareappropriateorchoosingthebestfromthegivenchoices.

A.Gap-fillingorcompletionB.Dictation

C.MatchingquestionsD.questionandanswers

PartIITrueorFalseQuestions

 view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.

42.Ifthestudenthasgotmostofhislanguagerightbuthasmadeatrivialmistake,theteachershouldinterrupthimimmediately.

 believes that language is not a form of behavior, it is an intricate rule-based 

system and a large part of language acquisition is the learning ofthis system.

44.Theword“education”comesfromtheRussianverbeducare.

 principles may be used to guide every lesson planning .They are described below in terms of aim ,variety, flexibility, learnability, andlinkage.

46.AccordingtoBygate（1987）,thefourcommonfeaturesofspokenlanguageareusingcomplexsyntax,takingshortcuts,usingfaxedconventionalphases/chunksandusingdevicessuchasfillershesitationdevicetogivetimetothinkbeforespeaking.

47.There-stagemodelisadvisedinareadinglesion,thatis,pre-reading,while-readingandpost-reading.

48.At theproductionstage,the students are encouraged to use what they have

 Learnedand practiced to perform communicative tasks. 

49.Althoughthesuccessofaspeakingtaskdependsonmanyfactors,thefollowingcharacteristicsarecommoninsuccessfulspeakingtasks（Ur,1996）:

maximumnativetalk,evenparticipation,highmotivation.

50.Wholeclassworkcanbeusedwhenpresentingandexplainingnewlanguageornewinformation.

51.Perceptionpracticeisaimedatdevelopingthestudents’abilityto

identifyanddistinguishbetweendifferentsounds.

52.Wehavelearnedtwowaysofintegratingskills:

complexintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill,andsimpleintegration,whichisacombinationofactivitiesinvolvingdifferentskills,kinkedthematically.

53.Deductivemethod,inductivemethodandguideddiscoverymethodarethefrequentlyusedwaysofpresentinggrammarintheclassroom.

54.Keepingavocabularynotebookisseenasonewayofhelpingstudentsengagemoremeaningfullywiththenewwordsthattheyarebeingexposedtointheirlanguagelearningexperiences.

55.One’soverallcompetenceinaforeignlanguageinvolvesperformingeffectivelyeachofthefourskills（listening,speaking,readingandwriting）separately.

56.Researchinlisteninghasshownthatgoodlistenerisgoodpredictors.

57.AccordingtoLittlewood（1981:

86）,Pre-communicativeactivitiesincludestructuralactivitiesandQuasi-communicativeactivities.

58.TactilelearnerslearnmoreeffectivelythroughbodyexperiencewhileKinesthetic