英语教学法教程试题库
Unit 1
Part I Read the following statements or questions and choose the best answer for each statement or question.
1. Much of human behavior is influenced by their_____A____
A. experiences
B. wisdom
C. knowledge
D. parents
2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? B
A. teaching attitude
B. definitions of language
C. structural view of l anguage
D. functional view
3. What does the structural view of language see language? C
A. a system of categories based on the communicative needs of the learner
B. a communicative tool to build up and maintain social relations between peo ple
C. a linguistic system made up of various subsystems
D. a linguistic system and a means for doing things
4. What does the functional view of language see language? D
A. a system of categories based on the communicative needs of the learner
B. a communicative tool to build up and maintain social relations between peo ple
C. a linguistic system made up of various subsystems
D. a linguistic system and a means for doing things
5. What does the interactional view of language see language? B
A. a system of categories based on the communicative needs of the learner
B. a communicative tool to build up and maintain social relations between peo ple
C. a linguistic system made up of various subsystems
D. a linguistic system and a means for doing things
6. Which of the following teaching method is based on the behaviorist th
eory? B
A. Grammar translation
B. Audio-lingual
C. Task-based teaching and learning
D. Communicative teaching
7. What are the characteristics of audio-lingual method? D
A. Language is learned by constant repetition and the reinforcement of the tea cher
B. Mistakes were immediately corrected, and correct utterances were immedi ately praised.
C. Students should be allowed to create their own sentences based on their u nderstanding of certain rules.
D. Both A and B.
8. Which three groups can summarize all the elements of the qualities of
a good teacher? A
A. Ethic devotion, professional qualities and personal styles
B. Ethic devotion, professional qualities and individual freedom
C. Individual freedom, professional qualities and personal styles
D. Ethic devotion, personal styles and individual freedom
9. What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? D
A. Learning from o ther’s experiences
B. Learning the received knowledge
C. Learning from one’s own experiences as a teacher
D. All of the above
10. What qualities are considered good qualities of a good teacher? D
A. Kind, humorous, well informed
B. Hard working, disciplined
C. Well prepared, dynamic and patient
D. All of the above
Part 2 Answer the following questions.
1. A good teacher should possess many good qualities. List three qualit
ies you think are the most important and explain reasons. Dynamic, well-informed and well-prepared, I think these three qualities are the most important as a teacher. Firstly, the dynamic, well-informed and
well-prepared teachers are always confident who can make the class active and interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can 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. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline.
Unit 2
1. What is the ultimate goal of foreign language teaching? A
A. Enable SS to use the foreign language in work or life.
B. Enable SS to achieve accuracy of English language structure.
C. Enable SS to achieve fluency of English language structure.
D. Enable SS to speak standard English.
2. What is the possible solution to bridge the gap between classroom la nguage teaching and real-life language use? B
A. Task-based teaching and learning
B. Communicative language teaching
C. Presentation, practice and production
D. Engage---study---activate
3. What is linguistic competence concerned with? D
A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to unde rstand them
C. Strategies one employs when there is communication breakdown due to la ck of resources
D. Knowledge of language itself, its form and meaning
4. What is pragmatic competence concerned with? A
A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to unde
rstand them
C. Strategies one employs when there is communication breakdown due to la ck of resources
D. Knowledge of language itself, its form and meaning
5. What is discourse competence concerned with? B
A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to unde rstand them
C. Strategies one employs when there is communication breakdown due to la ck of resources
D. Knowledge of language itself, its form and meaning
6. What is strategic competence concerned with? C
A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to unde rstand them
C. Strategies one employs when there is communication breakdown due to la ck of resources
D. Knowledge of language itself, its form and meaning
7. What is fluency competence concerned with? B
A. Appropriate use of the language in social context
B. Ability to link units of speech together with facility and without strain or inap propriate slowness or undue hesitation
C. Strategies one employs when there is communication breakdown due to la ck of resources
D. Knowledge of language itself, its form and meaning
8. What are the principles of communicative language teaching? A
A. Communication principle, task principle and meaningful principle
B. Communication principle, accuracy principle and meaningful principle
C. Communication principle, fluency principle and meaningful principle
D. Communication principle, task principle and purpose principle
9. What are the listening and speaking activities in traditional pedagogy ? D
A. Listen to texts either read by the teacher or pre-recorded on the tape; repe at what is heard.
B. Answer the questions according to what is heard; produce responses base d on given clues
C. Retell what is heard
D. All of the above
10. What are the five components of communicative competence? A
A. Linguistic competence, pragmatic competence, discourse competence, stra tegetic competence and fluency
B. Linguistic competence, pragmatic competence, discourse competence, str ategetic competence and accuracy
C. grammar competence, pragmatic competence, discourse competence, stra tegetic competence and fluency
D. grammar competence, pragmatic competence, discourse competence, stra tegetic competence and accuracy
Part 2 answer the following questions
1. What are the differences between language used in real life and lang
uage learned in the classroom under the traditional pedagogy?
1) In real life, language is used to perform certain communicative functions,
e.g. to give directions, to exchange information, or to make a complaint, etc;
in 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 the others. In real language use we use all skills.
3) In reality language is always used in a certain context, but traditional
pedagogy tends to isolate language from its context.
2. Four components of a task.
1) A purpose: making sure the students have a reason for undertaking the
task.
2) A content: this can be real, authentic or imaginary, and involve
sociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors.
3) A process: getting the students to use learning strategies such as problem
solving, reasoning, inquiring, conceptualizing and communicating.
4) A product: there will be some form of outcome, either visible (e.g. a written
plan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc).
Unit 3
Designing principle for the National English Curriculum for nine-year compulsory education.
1) Aim for educating all students, and emphasize quality-oriented education.
2) Promote learners centredness, and respect individual differences.
3) Develop competence-based objectives, and allow flexibility and
adaptability.
4) Pay close attention to the learning process, and advocate experiential
learning and participation.
5) Attach particular importance to formative assessment, and give special
attention to the development of competence.
6) Optimize learning resources, and maximize opportunities for learning and
using the language.
Unit 4
Part 1 Read the following statements or questions and choose the best answe r for each statement or question.
1. What should be included in a lesson plan? D
A. Aims to be achieved
B. Materials to be covered
C. Activities to be organiz ed
D. All of the above
2. What are the principles for good lesson planning? A
A. Aim, variety, flexibility, learnability and linkage
B. Aim, preparation flexibility and linkage
C. Aim, micro-planning, macro-planning and flexibility
D. Aim, micro-planning, macro-planning and variety
3. What are the guidelines for writing teaching aims in a lesson plan? D
A. Clear, brief
B. Specific, students-oriented
C. Specific, teacher-oriented
D. Both A and B
4. What are language contents? A
A. Structures, vocabulary, functions and topics
B. Pictures, vocabulary, communication and topics
C. PPT, structures, aims and summary
D. Structures, aims, functions and topics
5. What are very commonly used teaching procedures and stages? D
A. Presentation, practice and production
B. Pre-reading, while-reading and post-reading
C. Mechanical practice and meaningful practice
D. Both A and B
6. What is the function of optional activities? A
A. Backups in case the lesson goes too fast and there are a few minutes left.
B. Prepared for good students
C. Prepared for bad students
D. Used for emergency
7. Which part is to be finished after a lesson in a lesson plan? D
A. Teaching aids
B. End of a lesson summary
C. Optional activities and assignments
D. After lesson reflection
Part 2 answer the following questions
1. What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson.
Secondly, it helps teachers distinguish the various stage 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.
Thirdly, 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.
Fourthly, good planning gives teachers, especially novice teachers, confidence in class.
Fifthly,when planning the lesson, the teacher also become aware of the teaching aids that needed for the lesson
Last but not least, planning is a good practice and it’s a sign of professionalism.
2. Explain five principles for good lesson planning in detail.
Aim means the realistic goals for the lesson.
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. Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one methodology.
Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.
Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.
3. What does macro planning involve?
Macro planning involves the following:
1) Knowing about the profession.
2) Knowing about the situation.
3) Knowing about the learners.
4) Knowing about the curriculum/syllabus.
5) Knowing about the textbooks.
6) Knowing about the objectives.
4. What are components of a lesson plan?
Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.
unit 5
Part 1 Read the following statements or questions and choose the best answe r for each statement or question.
1. What are the possible roles of a teacher? D
A. Controller, assessor
B. Organizer, prompter
C. Participant, resource-provider
D. All of the above
2. What role does a teacher play in the following activity? A
The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.
A. Controller
B. Assessor
C. Organizer
D. Prompter
3. What role does a teacher play in the following activity? D
T: do you have any hobbies? S: yes, I like singing and dancing. T: Uhm, and... ? S: I also collect coins.
T: Oh, really, how many...have you already...collected?
A. Controller
B. Assessor
C. Organizer
D. Prompter
4. What role does a teacher play in the following activity? C
The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group1, and those who have drawn number 2 will fo rm group 2. Thus the students are put into five groups in a random way.
A. Controller
B. Assessor
C. Organizer
D. Prompter
5. What role does a teacher play in the following activity? B
When a student has made a sentence with borrow, “I borrowed a paper to writ e a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of pa per.”
A. Controller
B. Assessor
C. Organizer
D. Prompter
6. What role does a teacher play in the following activity? D
While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.
A. Controller
B. Assessor
C. participant
D. Resource-provider
7. What role does a teacher play in the following activity? D
The teacher asks a student a question “Have you ever bought clothes with pro blems?” If the student doesn’t seem to be ready, the teacher says “for exampl e, a shirt without...” and points to the buttons on his own shirt or jacket.
A. Controller
B. Assessor
C. Organizer
D. Prompter
8. What role does a teacher play in the following activity? B
When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a cho ice.
A. Controller
B. Assessor
C. Organizer
D. Prompter
9. What role does a teacher play in the following activity? C
When students are doing a group-work task, the teacher joins one or two grou ps for a short period of time.
A. Controller
B. Assessor
C. participant
D. Resource-provider
10. What role does a teacher play in the following activity? A
The teacher asks students to produce conversations (either orally or in writing ) by using particular patterns or expressions they have just learned.
A. Controller
B. Assessor
C. Organizer
D. Prompter
11. What role does a teacher play in the following activity? C
The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.