英语教学法模拟试题二Word格式.docx

1、The teacher asks students to do information gap. A. presentation B. production C. practice D. B & C （ ） 4. What learning strategy do the following activity help to train in vocabulary teaching? The teacher creates a situation for students to use the new words in. A. imagery B. association C. context

2、ualization D. translation （ ） 5. Which role does the teacher play in the following activities?When the students are doing a group-work task, the teacher joins one or two groups for a short period of time.A.source of helpB.controllerC.participantD.assessor （ ） 6. The activity “skimming to find the ma

3、in idea” is used at _ stage. A. pre-reading B. while-reading C. post-reading D. both B & C（ ） 7. What strategy do the following activity help to train reading? Locating the specific information A. skimming B. scanning C. word-guessing D. inferring（ ）8. In teaching grammar, what stage can the teacher

4、 use for following activity? The teacher asks the students to bring out their things from their schoolbags and compare whose are longer, newer, better? A. presentation B. practice C. application D. production（ ） 9. What approach do the following activity reflect? Writing is a once-for-all action. Th

5、e first draft is the last and writing is often assigned as homework.A. Product-oriented approachB.Content-oriented approachC.Communication-oriented approachD.Process-oriented approach（ ） 10. What items are assessed in the following questions? How well did you work in your group tasks?B.improvement i

6、n strategies （ ） 11. What is the teacher doing? S: I go to the cinema yesterday.T: You went to the cinema yesterday.A. helping the students to correct her mistakes .B. giving hints that there are some mistakes in her speech.C. encouraging others to correct the mistakes.D.just leaving the mistakes al

7、one.（ ） 12. Which reading skill is the teacher using in reading?The teacher asks the students to try to guess information or ideas that go beyond the literal meaning of the text. A.inferring or reading between the linesB.recognizing organization of the textC.predictingD.scanning （ ） 13. How is the f

8、ollowing activity organized? The teacher asks all the students to do completion exercises. A. pair workB.whole-class workC.individual D.group work（ ） 14. What instruction does the teacher give in class? Choose from the options what the teacher wants to do.Quiet now, please.A.get the class to stop ta

9、lking.B. help the student to correct the mistakes.C. change roles in pair work.D. tell the pupils to get into pairs for pair work.（ ） 15. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to talk about what the boy is doing according to the pict

10、ure.A. practice B. productionC. warm up D. presentation II: Write “T” for True and “F” for False. （14%）Which of the followings are true of First Language acquisition. Write “T” for True and “F” for False.（ ） 1. rich language environment（ ） 2. conscious learning of language structures（ ） 3. long time

11、 of listening before speaking（ ） 4. little error correction（ ） 5. more focus on form（ ） 6. learning for communication（ ） 7. more instrumentally motivatedIII: Match （16%） 1Match Childrens characteristics with the suggestions for teachers.（4%） Childrens characteristics（ ）1. Children like to feel secur

12、e with achievable learning. （ ） 2. Children like to do things with their hand, bodies and minds.（ ） 3. Children are easily distracted. They are less able to regulate and organized themselves.（ ） 4. Children are imaginative, creative. They like new things and like participating in activities. Suggest

13、ions for teachers:A.Teachers should design tasks which children can be involved in with their hands and bodies and minds.B. Teachers should not make tasks too difficult for children to finish. This will help children to have a secure sense to take part in activity.C. Give children the opportunity to

14、 be imaginative and creative, e.g. ask children to make their own drawings of a monster.D. Teachers need to make different patterns of organization such as group work, pair work to let children join the activity. The time for the activity should not be too long. 2Matching the Description of a person

15、 with. Multiple Intelligence （4%）the description of a person（ ） 1. The person would prefer going to a party rather than spending the evening home alone.（ ） 2. The person can calculate numbers easily in his mind. （ ） 3. The person often uses music and chants in his lesson plans.（ ） 4. The person is g

16、ood at doing a hands-on work.Multiple IntelligenceA. Bodily/Kinesthetic IntelligenceB. Musical intelligenceC. Logical/Mathematical IntelligenceD. Interpersonal Intelligence 3Match the activities preferred by person with the persons learning styles.the activities preferred by person（ ） 1. The person

17、often thinks more before he does things. He needs the time to make decisions. （ ） 2. The person likes acting things out best.（ ） 3. The person likes to draw, write words down and make little things with his hands.（ ） 4. The person likes to see cartoon pictures, photos, picture books and nice posters

18、.the persons learning styles.A. Visual learnerB. Kinesthetic learnerC Reflective learnerD . Tactile learner 4Match grammar activity with the features of grammatical practice. （4%）grammar activity（ ） 1. multiple choice question（ ） 2. interviewing future plans（ ）3. using the presented structure to ans

19、wering questions（ ） 4. describing ones childhood using past tensethe features of grammatical practiceA.mechanical practiceB. communicative activityC. quasi-communicative activityD.interactive activity IV: 名词解释（用中文回答）20%1目标需求 2互动教学模式3教学行为研究 4定标 5学习需求 6横向联想 7演绎式语法教学 8结果定向的写作教学模式 9显性和隐性语法教学 10评估 V: Act

20、ivity designing （20%） In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given （objective, organization type, procedure （a

21、t least 3 procedures）, assumed time, predicted problems and solutions）. Make sure you give the assumed time for each step. TEXTA.Look, there he is.B.Who?A. Robert, the guy Ive been telling you about.B. Oh. The guy youre going out with?A. I wish. The guy I want to go out with.B. Oh, he hes really han

22、dsome. Um, lets go talk to him.A. Oh, OK. Ill introduce you. I think youll really like himHi, Robert.C. Oh, hi.A. Have you met my friend, Jean?B. Im afraid not. A. Hey, Jean, this is Robert. Robert, this is Jean.C.Nice to meet you, Jean.B. Nice to meet you . Robert. Please design a 10-minute communi

23、cative speaking activity according to the material given. In this speaking activity, you can ask the students to learn how to make introduction. 1. Objectives （2%）。要求：活动目的描述清楚，与活动相适应得2分，不符合活动要求不得分: _2.Classroom organization （2%）。活动组织形式与活动内容相适应得2分，否则不得分。_3. Assumed time （1%）。给出活动的总时间即可。 _4. Procedure（ 9%）。活动的程序描述要清楚，一般至少要有三个步骤组成，其中每一步骤要描述清楚教师的指令和学生行为。每一步骤能清楚地描述得分，（共9分）。 （1）_ _ （2） _ （3） _5. Predicted problems（3%）。 要求：预测问题符合学生的具体情况，符合活动的特点得3分。预测的问题可以是12个。 _6. Solutions （3%）。解决方式适合问题类型得3分。解决的方式可以是12个。 _