英语教学法试题及答案.docx

1、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】xt1.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: phonolog

2、y, 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, lear

3、ners 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

4、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 go

5、od 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 wh

6、at 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 compet

7、ence, 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

8、 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 t

9、eaching。 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 argume

10、nt 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 th

11、e 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 n

12、ational 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 fram

13、ework 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 th

14、e 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 le

15、sson 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 l

16、esson 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 the

17、n 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-bas

18、ed 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

19、 the principles and models for teaching reading. principles for teaching reading (184) 1. the selected texts and attached tasks should beaccessible 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

20、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

21、 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 ta

22、sks 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 communication” and somewhere between. the ?process approach?（过程研究法is defined as an approach to the teaching

23、 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

24、 (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?

25、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? communi

26、cative 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 t

27、ype 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

28、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

29、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 situa

30、tion. 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 und

31、erlying 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 rul

32、es 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 isalways 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 met