?判断主张并简要说明理由：
Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.
International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.
?What makes a good language teacher?
These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.
?教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)
答：The development of professional competence including three parts: Stage1,Stage2 and Goal.
I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.
II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,
III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.
?真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)
Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:
(1)In real life,language is used to perform certain communication functions;in a 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 two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.
(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.
?交际教学法的目标
The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.
★★★交际的五个方面（名词解释or简答）
There are five main components of communicative https://www.doczj.com/doc/78892649.html,ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.
Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)
Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)
Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.)
Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.
Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.
?Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.
(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.
(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.
?交际教学法&语言技能的关系(CLT and the teaching of language skills )
(听说读写在交际教学法中怎样。可能出听OR 读OR说OR写）Communicative competence in language teaching practice is to develop learners' language skills,such as listening,speaking,reading and writing.
In traditional pedagogy,listening and speaking activities involves use of language in a completely different way from how language is used in reality.The listening skill has received special attention in CLT.Listening shares a number of features with reading since.Listening is not only as the counterpart of speaking but as an independent skills with its own objectives.In real life,there are situation in which we act as listeners only,for example as audience for radio,television,lecture,films,etc.
The reading skills is redefined to focus on the purpose of reading.Traditionally the purpose of reading is to learn language,namely vocabulary,grammar,etc.In CLT,reading is to extract meaning or information.With Different reading purpose,students use different skills,such as skimming,scanning,etc.
In CLT,the writing skill has been expanded to focus on its communicative goals.Students should practice writing what people write in every day life abd writing in the way people write in reality.Students should write to express their own feelings or describe their own experiences.
In a word,CLT only expanded the areas:language content,learning process,and product.CLT requires a higher level of communicative competence on the part of the teacher.
?Six criteria for evaluating how communicative classroom activities:
(怎样判断XX是不是一个好的交际活动）
(1)Communicative purpose;The activity must involve the students in performing a real communicative purpose.In order for this to occur there must be some kind of"information gap" that students seek to bridge when they are communicate.
(2)Communicative desire:The activity must create a desire to communicate in the students.
(3)Content,not form:When the students are doing the activity,they must be concentrating on what they are saying.They must have some "message"that they want to communicate.
(4)Variety of language:The activity must involve the students in using a variety of language, not just one specific language form.The students should feel free to improvise,using whatever resources
(5)Not teacher intervention:The activity must be designed to be done by the students working by themselves rather than with the teacher.This assessment should be based on whether the student have achieved the communicative purpose.
(6)No materials control:The activity should not be designed to control what language the students should be use.The choice about what language to use should be rest with（取决于）the students.
?Task-based language teaching is a further development of communicative language teaching. Its considers that language should be learned as closed as possible to how it is in real life.
Four components of a task:a purpose,a context,a process,a product.
?PPP and TBL Presentation, Practice and production
A typical PPP lesson would start by the teacher introduce a new language item in a context followed by some controlled practice,such as drilling,repetition,dialogue reading,etc.Students then move on to produce the language in a more meaningful way ,such as a role play,a drama,an interview,etc.
(1)The way students use and experience in TBL is radically different from PPP. —All three components(task,planing and report) are genuinely free of language control and leaners rely on their own linguistic resources.
—The task supplies a genuine need to use language to communicate,and the other components follow on naturally from the task.
—In all three components language is used for a genuine purpose—there are outcomes to achieve for the task and the purpose of the planning stage is to adjust their language for the report stage.
—The report allows a free exchange of ideas,summarizing leaner's achievements. —The planing stage encourages leaners to consider appropriateness and accuracy of language form in general.
—There is a genuine need to strive for accuracy and fluency as leaners prepare to "go public" for the report stage,it is not a question of either accuracy or fluency at any one point in the cycle.
（2）TBL can provide a context for grammar teaching and form-focused activities.PPP is different in this aspect.
—In a PPP cycle,with the presentation of the target language coming first,this context has to be invented.In a TBL framework,the context is already established by the task itself.
—The process of consciousness raising used in the TBL language focus activities encourage students to think and analyse,not simply to repeat,manipulate and apply. —Listening and reading of the TBL framework provide a more varied exposure to natural language.
—The exposure in the TBL framework will include a whole range of words,collocation,lexical phrases and pattern in addition to language than verb tenses and new word.
—In a PPP cycle,it is the teacher who are pre-selects the language to be taught.During the TBL analysis stage,leaners are free to ask about any aspects of language they notice.
—A PPP cycle leads from accuracy to fluency;a TBL cycle leads from fluency to accuracy.
—In TBL,all four skills--listening,speaking,reading and writing--are naturally integrated.PPP only provides a paradigm for grammar and form-focused lessons;it need to be supplemented by skills lessons to give leaners practice in listening and reading and more exposure to language.
As we can see from the above discussions,PPP offers a simplified approach to language learning.It is based upon the idea that you an present language in a neat and clear way.And your language develops by adding new forms from one lesson to the N.
?How to design tasks?（5个）
(1)Think about students' needs,interests, and abilities.
What are the needs,interests and abilities of the students?What kind of things do they like to do?What can they handle?
(2)Brainstorm possible tasks.
Brainstorm a list of communicative tasks for the topic(s) listed in your textbooks that students may be interested in doing.
(3)Evaluate the list.
After you have brainstormed the possible tasks,you can use the following criteria to evaluate them.
—Educational value.
—Appropriateness to the students' needs,interests and anilities
—Availability of suitable resources.
—Time available.
You might need to modify some of the tasks and reduce some others.Then order the tasks according to their levels of difficulty.
(4)Choose the language items.
You need to analyse the language items required by the tasks at two stages.
In the first stage,you need to consider the level of linguistic difficulty in order to decide whether to accept,reject or modify a task that you originally planned.
The second stage is when you have drawn up your
Final list of tasks.You need to work out the possible language knowledge and skills needed to accomplish the task.
(5)Preparing materials.
At this stage,you need to prepare the materials that the students need to carry out the tasks.As tasks involve the holistic use of communicative language,the students are going to need support in this aspect.
?名解Lesson Plan ning定义：
A lesson plan is a framework of a lesson that in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.
?教案的六个好处？
1.a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.
2.it 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 lesson can move smoothly from one stage to another.
3.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.
4.good planning gives teachers, especially novice teachers, confidence in class.
5.when planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.
6.planning is a good practice and a sign of professionalism.
?好的教案的五个原则【principles for good lesson planning】
1、aim means the realistic goals for the lesson.
2、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.
3、Flexibility means preparing some extra and alternative tasks and activities as the class does
not always go according to the plan.
4、Learnability means the contents and tasks planned for the lesson should be within the learning
capability of the students.
5、Linkage means the stages and the steps within each stage are planned in such a way that they
are someway linked with one another.
?名解
?Macro planning: planning over a longer period of time.
?Micro planning: planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.
?Components of a language plan(6点)
A language lesson plan usually has the following components:
(1)background information,(2)teaching aims,(3)language contents and skills,stages and procedure(4)teaching aids(5)assignments(6)teacher's after-lesson reflection.
?良好导入的作用
A starter can be used to develop early levels of engagement and motivation;
to help get all students quickly on task;
to inject a sense of pace in the lesson;
to create an expectation that students will think and participate in the lesson;
to create a climate of interaction and involvement;
to make use of students' prior knowledge to introduce new topics.
第五单元：
?名解classroom management班级管理: the way teachers organize what goes on in the classroom.
?简答或问题解决题The different roles that teachers play in the language classroom
（老师的角色:应用题）
1.controller: control time; equal chance; make sure the students use certain target language
items and their reproduction has a degree of accuracy.
2.assessor: correcting mistakes; organizing feedback.
https://www.doczj.com/doc/78892649.html,anizer: organize tasks.
4.prompter: give appropriate prompts when students are not sure how to start an activity, or
what to do or see next.
5.participant: participate in students’ activities as an ordinary student.
6.resource-provider.
?名解classroom instructions:refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework.
?简答：如何使教师用语更加有效？[rules to follow for making instructions effective]
1.To use simple instructions and make them suit the comprehension level of the students.
2.to use the mother-tongue only when it is necessary.
3.give students time to get used to listening to English instructions and help them make an effort
to understand them.
4.to model the task/activity before letting students move into groups or pairs.
?理解即可student grouping: whole class work; pair work; group work; individual study
?名解discipline: a code of conduct which binds a teacher and a group of students together so that learning can be more effective.
?用英语讲课的好处：
1、help teacher become accurate fluent in the use of English for teaching.
2、Help both teacher and students gain the confidence in speaking English.
3、Help the students to recognize if you want to use English after class they must practice it in
class.
4、It can help the teacher provide the genuine situation in class that arise the classroom far
meaningful language practice.
?简答：学生在什么情况下遵守纪律？投入学习【engaged in learning】
1、They are clear about its purpose because the work has been well explained;
2、The work builds on their prior attainment; they are able to do the work but find it challenging;
3、They are emotionally, physically and intellectually involved by the tasks;
4、The presentation, variety and structure of the work and activities generate curiosity and
interest;
5、They have opportunities to ask questions and try out ideas;
6、They can see what they have achieved and how they have made progress;
7、They get a feeling of satisfaction and enjoyment from the work.
?名解Questioning is a critical skill for teachers because it is the most common form of interaction between the teacher and the students in the classroom.
提问的目的：teachers use questions to focus students’attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge students, and to assess learning.
?提问技巧（提问时应注意哪些？）：questions should be wise and purposeful, contributing to the overall objectives of the lesson, stimulating the development of knowledge and thinking, as well as helping to maintain effective interaction.
?如何使提问更加有效：【some tips for making questioning more effective.】
1、questions should be closely linked to the learning objectives in the lesson;
2、questions should be staged so that the level of challenge increases as the lesson proceeds;
3、there should be a balance between closed and open, lower-order and higher-order questions;
4、wait time is important to allow students to think through their answers;
5、students should be provided opportunities to ask their own questions and seek their own
answers;
6、a secure and relaxed atmosphere of trust is needed and students’opinions and ideas are
valued.
?名解或判断：
Mistake: a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system.
Error: has direct relation with the learners’ language competence.
?【the ways to correct】分别说清direct 和indirect
1、direct teacher correction; 老师直接改正法
2、indirect teacher correction;老师间接改正法
3、self correction;自我改正
4、peer correction;同伴改正
5、whole class correction.全班改正
英语教学法考试重点精 选文档 TTMS system office room 【TTMS16H-TTMS2A-TTMS8Q8-
判断主张并简要说明理由： Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts. What makes a good language teacher? These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles. 教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence) 答：The development of professional competence including three parts: Stage1,Stage2 and Goal. I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end. II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice, III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting. 真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.) Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:
英语教学法重点 Unit 1 Language and Learning ？1.1 How do we learn languageWe learn language at different ages People have different experiences People learn languages for different reasons People learn languages in different ways People have different capabilities in language learning Learning can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality. 1. 2 What are the major views of language? 1) Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is
英语教学法与测试 课程编码：209009 课程英文名称：En glish Teachi ng Methodology and Evaluati on 课程类别：英语专业学科基础选修课开课对象：英语专业三年级学生 开课学期：第六学期学分：2 总学时：32 教材： 王蔷，2000.《英语教学法教程》北京：高等教育出版社 参考书： 1. Jeremy Harmer. 1983. The Practice of En glish Lan guage Teachi ng. London: Lon gma n. 2. Tang Lixing. 198 3. TEFL in China: Methods and Teaching. Shanghai: Shanghai Foreign Lan guage Educati on Press. 3. Richards, J. C. & David Nuan. 2000. Second Language Teacher Education. Beijing: Foreign Lan guage Teach ing and Research Press. 4. Fang Yi & Rui Yuping. 1998. Way Out. Chongqing: Chongqing Publish House. 一、课程的性质、目的和任务 英语教学法与测试是英语专业语言学方向课程之一，主要内容为英语教学与测试理论、课堂教学设计的方法、课堂教学技巧等。本课程还介绍与英语教学法与测试相关的假设、热点论题和现有的教学模式。课程的主要目的在于引导学生了解英语教学与测试的主要理论，掌握课堂设计和课堂教学的设计和操作技巧，使学生能够针对特定的学生、根据特定的学生备课和教学。 二、课程的基本要求： 要求学生通过本课程的学习，基本了解英语教学和测试的基本方法，了解有关的重要理 论和其主要内容，熟悉一些主要术语；了解英语教学和测试的主要研究方向和前沿动态。掌握英语教学的主要方法，应用到将来的教学实践中去。 三、课程基本内容和学时分配 1. The Development, system and present status of English teaching methodology and the relati on betwee n it and other discipli nes (2h); 2. Foreig n Ian guage lear ning theories (2h); 3. Con trast an alysis and error an alysis (2h); 4. Major schools of foreig n Ian guage teach ing in the world (2h); 5. Teachers and stude nts in En glish Ian guage teach ing (2h); 6. ELT and men tal developme nt (2h); 7. En glish teach ing syllabus and textbook in middle schools (2h); 8. Prin ciples of ELT in middle schools (2h); 9. Classroom teach ing of En glish (2h); 10. Teachi ng of En glish kno wledge (2h); 11. Practice methods of En glish lin guistic compete nee (2h); 12. Electrical teachi ng of En glish (2h); 13. Second classroom activities of English (2h); 14. Artistic teachi ng of En glish (2h); 15. English test and evaluation (2h); 16. Research of ELT (2h). 四、习题及课外教学要求：
（开放专科）英语教学法期末复习资料 Ⅰ. Choose the best answer Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question. 1. Which of the following is characteristic of children in learning a foreign language? A. They pay more attention to meaning than to form. B. They have a clear purpose in learning a foreign language. C. They can monitor their own learning. D. They can concentrate for a long time in class. 2. Which of the following is focused on writing? A. Labeling pictures according to their contents. B. Sequencing the pictures according to the story. C. Matching the pictures with the headings. D. Commenting on the pictures. 3. Which of the following activities helps train logical thinking best*. A. Story telling. B. Finding patterns. C. Interviewing. D. Mind mapping. 4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence? A. Performance in a discussion. B. Posters. C. Learning diaries. D. Performance in an interview. 5. What does the following practise? I want you to send ^ it out in ^ a minute. I have collected a ^ lot^ of monkey stamps. A. Stress. B. Intonation. C. Pronunciation. D. Liaison. 6. Which of the following can help to present A. Realia. B. Miming. C. Examples. D. Pictures. 7. What strategy does "creating a situation for students to use the words" help to train? A. Association. B. Association. C. Contextualization. D. Collocation. 8. Which of the following activities can be used at the practice stage of vocabulary instruction? A. Completion exercises. B. Reading to discover the meaning of words. C. Cross-word puzzles. D. Teacher explaining the usage of words. 9. Which of the following is a communication activity? A. Bingo. B. Information transfer. C. Substitution. D. Twenty questions. 10. Which of the following can train oral proficiency? A. Flow chart dialogue. B. Distant dictation. C. Sequencing pictures. D. Labeling pictures. 11. Which of the following activities help to train reading? A. Drawing according to oral instructions. B. Designing praising cards.
What makes a good qualified english teacher? A plan of given material. 1 CLT :Communicative Language Teaching 2 TBLT:Task-based Language Teaching 3 PPP:Presentation,Practice and Production. 3P教学法 4 Macro Planning 宏观计划 It plans over a longer period of time，for instance, planning for a whole programme or a whole-year course. 5 6 Micro planning 微观计划 It plans for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. 7 The guided discovery method 指导发现法 It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. 8 Implicit knowledge It refers to knowledge that unconsciously exists in our mind,which we can make use of automatically without making any effort. 9 Explicit Knowledge It refers to our conscious knowledge about the language. 10 Bottom-up model 自上而下/文本驱动模式 The way teaches reading always reflects the way one understands reading and the reading process. 11 Top-down model 图示驱动模式 One's background knowledge plays a more important role than new words and new structures in reading comprehension. 12 Interactive model 交互模式 The current theory views reading as an interactive process. That is to say,the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. 13 Assessment It involves the collecting of information or evidence of a leaner's learning progress and achievement over a period of time for the purposes of improving teaching and learning.
自考英语教学法知识点总结
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。
泛读就是广泛地阅读，大量地阅读，快速地阅读。 默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。 实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。 写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表示，如作文，写信，写日记等。 心理控制法：即惊异，悬念，满足。 密度：指单位时间所授教学内容。 广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。 深度：就是课堂教学内容要有一定的难度。 灵活度：指在练习中学生所表现的理解的多层次程度和表示的多样化程度。 独立度：指教师指导的程度和学生独立的程度。 测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。 资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。 诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。 综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能
《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
中学英语教学法 1．第1题 According to Clark, Scarino ａnd Brownell, the main components of a task include ____. A.exercises, exercise-tasks ａnd tasks B.new language items, time ａnd learning culture C.a purpose, a context, a process ａnd a product/outcome D.pre-task, task cycle ａnd language focus 您的答案：C 题目分数：2.0 此题得分：2.0 2．第2题 As far as vocabulary teaching is concerned, which of the following is NOT the uncertainty that still remains? A.which vocabulary items should be taught ａnd learned. B.how vocabulary can be taught ａnd learned most effectively. C.whether vocabulary should be taught ｏr not. D.What constitute a vocabulary item. 您的答案：C 题目分数：2.0 此题得分：2.0 3．第3题 According to the Cognitive theory, a language learner acquires language ____ which enables him to produce language. A.structures B.habbits C.skills https://www.doczj.com/doc/78892649.html,petence 您的答案：D 题目分数：2.0 此题得分：2.0 4．第4题 Which of the following are not one of the principles of communicative language teaching proposed by Richards ａnd Rodgers (1986)? https://www.doczj.com/doc/78892649.html,munication principle B.Task principle C.Meaningfulness principle
小学英语教学法期末复习题库 一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，
英语教学法试题（1） Information for the examinees: This examination consists of THREE sections. They are: Section I: Multiple-choice Questions (30 points, 20 minutes) Section Ⅱ: Problem Solving (30 points, 50 minutes) Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes) The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours. Section I: Multiple-choice Questions（30 points） Questions 1 -- 15 are based on this part. Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet. 1. Which of the following belongs to the communicative approach? A. focus on accuracy B. focus on fluency C. focus on strategies 2. Which of the following is characteristic of acquisition? A. form-focused B. accuracy-oriented C. meaning-focused 3. Which of the following statements about course design is NOT true? A. The general goals of a course should be specified based on the learners’ needs. B. The contents of a course should be selected to fit in with the learning experiences. C. The assessment activities should reflect those taught in a course. 4. Which of the following generally does NOT describe a CLT syllabus? A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.). B. The skills required in typical situations (e. g. listening, speaking or writing skills). C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.) 5. Which of the following is most suitable for the cultivation of linguistic competence? A. sentence-making B. cue-card dialogue C. simulated dialogue 6. Which of the following activities is most likely interactive? A. mimicking B. role play C. problem solving 7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? A. Bottom-up Approach. B. Top-down Approach C. Interactive Approach. 8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using? A. Skimming. B. Scanning. C. Inferring. 9. Which of the following activities can be adopted at the pre-reading stage? A. re-arranging the materials B. brainstorming the topic C. writing a summary of the text 10. Which of the following activities can be used to get the main idea of a passage? A. reading to decide on the title B. reading to sequence the events C. reading to fill in the charts 11. What should the teacher try to avoid when selecting listening materials? A. The texts scripted and recorded in the studio.
《小学英语教学法教程》期末复习知识点 Unit1 children as language learners 1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ...... Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning 2、What are the differences and similarities between learning L1 and L2?(p6 D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction with others ,etc.are important in learning any languages . 3、Children ’s characteristics/suggestions for teachers(p10) 4、Ways to nurture children ’s motivation (p11 五点会判断即可 ) 5、P12 discussion point 、p20 1.5.1 (理解、会判断即可 ) 6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children. Discussion point : Children need to learn to try new languages and
Unit 1 Language and Learning 1.1 How do we learn language？ We learn language at different ages People have different experiences People learn languages for different reasons People learn languages in different ways People have different capabilities in language learning Learning can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality. 1. 2 What are the major views of language? 1) Structural view: Language is a linguistic system made up of various subsystems: phonology, 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, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. 3) Interactional view: