电大《英语教学法1》考试复习题.docx

电大《英语教学法1》考试复习题.docx

《电大《英语教学法1》考试复习题.docx》由会员分享，可在线阅读，更多相关《电大《英语教学法1》考试复习题.docx（13页珍藏版）》请在冰豆网上搜索。

电大《英语教学法1》考试复习题

《英语教学法1》考试复习题

SectionI:

BasicTheoriesandPrinciples

Directions:

ChoosethebestanswerfromA,BorCforeachquestionandwriteyouranswersontheAnswerSheet.

1.ForateacherwhoteachesyounglearnersEnglishpronunciation,whichprincipleishesuggestedtofollowC

A.Maximumquantityofspokeninput.

B.Consciouseffort.

C.Toleranceoferrorsincontinuousspeech.

。

2.WhichofthefollowingstatementsaboutcoursedesignisNOTtrueB

A.Thegeneralgoalsofacourseshouldbespecifiedbasedonthelearners'needs.

B.Thecontentsofacourseshouldbeselectedtofitinwiththelearningexperiences.

C.Theassessmentactivitiesshouldreflectthosetaughtinacourse.

3.WhatpurposedoesNOTpost-listeningactivitiesserveC

A.Helpingstudentsrelatethetextwiththeirpersonalexperience.

B.Offeringstudentstheopportunitiesofextendingotherlanguageskills.

C.Practisingstudents'abilityofmatchingthepre-listingpredictionswithcontentsofthetext.

，

4．WhichofthefollowingactivitiesiscommunicativeC

A.jigsawlistening

B.sentencemaking

C.drillingexercises

5.WhichofthefollowingbelongstothecommunicativeapproachB

A.focusonaccuracy

B.focusonfluency

C.focusonstrategies

^

6.WhichofthefactorsappliestothelaterstageofthePPPModelC

A.Accuracy.

B.Classwork.

C.Delayedcorrection.

7.WhichofthefollowinggenerallydoesNOTdescribeaCLTsyllabusC

A.Thevocabularyandgrammarstructuresneededforcommunicativeobjectives（e.g.tellingdirections,requestinginformation,expressingagreement,etc.）.

B.Theskillsrequiredintypicalsituations（e.g.listening,speakingorwritingskills）.

C.Thegrammarruleappropriateforsocialoccasions（e.g.ataconference,ataparty,inagrocerystore,etc.）

…

8.WhichofthefollowingischaracteristicofacquisitionC

A.form-focused

B.accuracy-oriented

C.meaning-focused

Unit1Self-introduction

Unit2Greetings

Unit3Askingtheway

Unit4Makingapologies

（

Unit5Inviting

Unit6Extendingthanks

9.WhatsyllabusdoesthefollowingpresentC

~

A.structuralsyllabus

B.topicsyllabus

C.functionalsyllabus

10.Whenateacherinstructsthestudentstomatchthetopicsentenceswithproperparagraphs,whichoneoftheskillsisheintendingtodevelopofhisstudentsA

A.Skimming.

B.Scanning.

。

C.Inferring.

11.WhichofthefollowingismostsuitableforthecultivationoflinguisticcompetenceA

A.sentence-making

B.cue-carddialogue

C.simulateddialogue

12.WhichofthefollowingactivitiesistypicaloftheGrammar-translationMethodC

A.Thestudentslistentoandactoncommandsinthetargetlanguage.

B.Thestudentswhispertheirwordsinthemothertonguetotheteacherwhothentranslatethemintothetargetlanguage.

\

C.Thestudentstranslatesomesentencesinthetextintotheirmothertongue.

13.WhichofthefollowingemphasizesmeaningfulnessprincipleC

A.TPR

B.Audio-LingualMethod

C.CommunicativeApproach

14.WhichofthefollowingistrueaccordingtoKrashenB

A.Babieslearntheirmothertongue.

B.Languageacquisitioncanbeachievedevenwithoutconsciouseffort.

（

C.Aforeignlanguagelearnershoulddevelophislanguageskillsintheorderoflistening,reading,speakingandwriting.

15.WhichofthefollowingistheteacherexpectedtodoinacommunicativeactivityB

A.Toofferthestudentsaslittlehelpaspossible.

B.Tocheckifthestudentshaveunderstoodtheinstructionsbeforetheactivitystarts.

C.Tocorrectthestudents'errorsimmediatelyaftertheyoccur.

16.WhatshouldtheteachertrytoavoidwhenselectinglisteningmaterialsB

A.Tetextsscriptedandrecordedinthestudio.

B.Thetextswithimplicatedconceptsbeyondthecomprehensionofstudents.

）

C.ThetextsdeliveredthroughtheaccentsotherthanRPorStandardAmericanPronunciation.

17.WhichisthecorrectorderofthefollowingthreespeakingactivitiesalongtheControl-CommunicationContinuumB

A.Scrambleddialogue,prompteddialogue,gappeddialogue.

B.Gappeddialogue,scrambleddialogue,prompteddialogue.

C.Prompteddialogue,gappeddialogue,Scrambleddialogue.

18.Whenareadertriestoguessthemeaningofanewwordbasedonthecontextualclue,whichoneofthefollowingapproachesisheusingB

A.Bottom-upApproach.

B.Top-downApproach.

`

C.InteractiveApproach.

19.WhichofthefollowingactivitiesistypicaloftheGrammar-translationMethodC

A.Thestudentslistentoandactoncommandsinthetargetlanguage.

B.Thestudentswhispertheirwordsinthemothertonguetotheteacherwhothentranslatethemintothetargetlanguage.

C.Thestudentstranslatesomesentencesinthetextintotheirmothertongue.

20.WhichofthefollowingistrueaccordingtoKrashenB

A.Babieslearntheirmothertongue.

B.Languageacquisitioncanbeachievedevenwithoutconsciouseffort.

《

C.Aforeignlanguagelearnershoulddevelophislanguageskillsintheorderoflistening,reading,speakingandwriting.

21.WhichofthefollowingstatementsaboutcoursedesignisNOTtrueB

A.Thegeneralgoalsofacourseshouldbespecifiedbasedonthelearners"needs.

B.Thecontentsofacourseshouldbeselectedtofitinwiththelearningexperiences.

C.Theassessmentactivitiesshouldreflectthosetaughtinacourse.

22.WhichofthefollowinggenerallydoesNOTdescribeaCLTsyllabusC

A.Thevocabularyandgrammarstructuresneededforcommunicativeobjectives（e.g.tellingdirections,requestinginformation,expressingagreement,etc.）.

B.Theskillsrequiredintypicalsituations（e.g.listening,speakingorwritingskills）.

'

C.Thegrammarruleappropriateforsocialoccasions（e.g.ataconference,ataparty,inagrocerystore,etc.）

23.WhichofthefollowingistheteacherexpectedtodoinacommunicativeactivityB

A.Toofferthestudentsaslittlehelpaspossible.

B.Tocheckifthestudentshaveunderstoodtheinstructionsbeforetheactivitystarts.

c.Tocorrectthestudents"errorsimmediatelyaftertheyoccur.

24.Whichofthefollowingactivitiesiscommunicative.C

A.Thestudentsarerequiredtoanswerthequestionsaboutatext,

B.Thestudentsarerequiredtomakesentencesusingthegivenwordsorsentencestructures.

-

C.Thestudentsarerequiredtopresenttheirideasonatopic.

25.Whenareadertriestoguessthemeaningofanewwordbasedonthecontextualclue,whichoneofthefollowingapproachesisheusingB

A.Bottom-upApproach.

B.Top-downApproach.

C.InteractiveApproach.

26.Whenaresearcherreadsanacademicpapertoseeifitisrelevanttohisfieldofinterest,whichoneofthereadingskillsisheusingA

A.Skimming.

B.Scanning.

；

C.Inferring.

27.Whenateacherinstructsthestudentstomatchthetopicsentenceswithproperparagraphs,whichoneoftheskillsisheintendingtodevelopofhisstudentsA

A.Skimming.

B.Scanning.

C.Inferring.

28.WhichofthefollowingactivitiesisdesignedtopractisetheskillofListeningforGistB

A.Afterlistening,thestudentsarerequiredtofillintheblankswiththewordsinthetext.

B.Afterlistening,thestudentsarerequiredtowriteasummaryofthetext.

；

C.Afterlistening,thestudentsarerequiredtomakeadialoguebasedonthetext.

29.WhatshouldtheteachertrytoavoidwhenselectinglisteningmaterialsB

A.Tetextsscriptedandrecordedinthestudio.

B.Thetextswithimplicatedconceptsbeyondthecomprehensionofstudents.

C.ThetextsdeliveredthroughtheaccentsotherthanRPorStandardAmericanPronunciation.

30.WhatpurposedoesNOTpost-listeningactivitiesserveC

A.Helpingstudentsrelatethetextwiththeirpersonalexperience.

B.Offeringstudentstheopportunitiesofextendingotherlanguageskills.

?

C.Practisingstudents"abilityofmatchingthepre-listingpredictionswithcontentsofthetext.

31.WhichofthefactorsappliestothelaterstageofthePPPModelC

A.Accuracy.

B.Classwork.

C.Delayedcorrection.

32.WhichisthecorrectorderofthefollowingthreespeakingactivitiesalongtheControl-CommunicationContinuumB

A.Scrambleddialogue,prompteddialogue,gappeddialogue.

B.Gappeddialogue,scrambleddialogue,prompteddialogue.

…

C.Prompteddialogue,gappeddialogue,Scrambleddialogue.

33.ForateacherwhoteachesyounglearnersEnglishpronunciation,whichprincipleishesuggestedtofollowC

A.Maximumquantityofspokeninput.

B.Consciouseffort.

C.Toleranceoferrorsincontinuousspeech.

SectionII:

ProblemSolving

Directions:

Belowarefivesituationsintheclassroom.Eachhasaproblem.First,identifytheproblem.Second,provideyoursolutionaccordingtothecommunicativelanguageteachingprinciples.Youshouldelaborateontheproblem（s）andsolution（s）properly.

}

1.Inaspeakinglesson,ateacherasksstudentstoreadthemodeldialogueafterherthreetimes,andthenasksthestudentstoreadthedialogueinpairsforthreetimes.Next,theteacherexplainsthedialoguewordbywordtomakesurethestudentsunderstandall.

Problem：

Foraspeakinglesson,thereshouldbemoreopportunitiesforstudentstoconductoralactivities,especiallycommunicativeactivities.Butthislessonisfullofmechanicalpractice,anddeductiveexplanationofwordsandexpressions.Thefocusofthelessonisnotappropriate.

Solution：

Reducetheamountofmechanicalreading.Imitatingmodelpronunciationandintonationisimportant,butitshouldnottakeuptoomuchtime.Itisnecessarytoincludesomecommunicativeactivities.

2.Afterpresentingthemodeldialogueinaspeakinglesson,theteacherasksthestudentstowor