英语教学法考试

第一篇：英语教学法考试

1． 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: 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: 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 how it is appropriate to use them.2． List different views on language learning.Behaviorist theoryCognitive theoryConstructivist theorySocio-constructivist theory 3． What are the qualities of a good language teacher?

ethic devotion, professional quality and personal styles.How can one become a good language teacher?

Wallace‟s Reflective model

Stage 1: language development Stage 2: learning, practice, reflectiongoal:development of professional

1).learn from others' experience

2).learn received knowledge

3).learn from one's own experience

pseudo practice and The real classroom teaching

4． What 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 competence, Strategic competence, Fluency

5． 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 foreign” or simply the “communicative approach”.6． 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 teaching。

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.7． What are the limitations of CLT & TBLT under the Chinese foreign language setting? Problems with CLT :

1.The very first and forceful argument 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

The 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

8． Design a teaching plan by adopting CLT.9． Design a teaching Plan by adopting TBLT.10． The main components of the English teaching objectives in the National 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.11． What is a lessen plan? Why is it important?

A lesson plan is a framework 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 the 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 lesson 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 lesson planning.1.Aim: 2.Variety:3.Flexibility 4.Learnability 5.Linkage

12． 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 then 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‟13． List the principles for teaching speaking.1)Balancing accuracy-based with fluency-based 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)

14． List the principles and models for teaching reading.Principles for teaching reading(184)1.The selected texts and attached tasks should be accessible 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 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 beginning but gradually withdraw guidance as ss progress.Models for teaching reading 1.Bottom-up model 2.Top-down model3.Interactive model

15． 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 tasks 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 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(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? 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.16． What are the limitations of integrating the skills?

Benefit: help the development of ss‟ communicative 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.17． Design a 45-minute teaching plan for any type of lesson, such as listening, speaking, reading,and writing.题型

1.10个选择题，20分

2.10个填空题，20分

3.简答题，3个，15分

4.写教案。45分

第二篇：英语教学法考试题型

Part I.Definitions 定义

Part II.Choose the best choice单选

Part III.Multiple choices多选

Part IV.Decide the following sentence true [T] or false [F] 正误判断 Part V.Problems and solutions 教学事件问题和解决方法 Part VI.Answering the following questions 回答问题

Part VII.Lesson Planning 教案设计

第三篇：英语教学法考试题目

英语教学法考试题目及答案

1.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: 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: 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 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 good 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 one's own experience pseudo practice and The real classroom teaching

3． What 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 competence, 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 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 teaching。

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 argument 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

The 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 National 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 framework 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 the 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 lesson 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 lesson 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 then 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-based 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 the principles and models for teaching reading.Principles for teaching reading(184)1.The selected texts and attached tasks should be

accessible 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 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 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 tasks 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 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(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? 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‟ communicative 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 type of lesson, such as listening, speaking, reading, and writing.

第四篇：英语教学法课程考试大纲

英语教学法课程考试大纲

一、考试目的通过学习英语教学法课程,检测英语师范生是否树立新课标的交际语言教学观,是否掌握外语教学理论和外语学习理论,是否具备交际语言教学思想及其教学技能,是否具备扎实的语言基本功和熟练的教学技能,是否能够将所学的教学理论应用实际教学,帮助解决实际教学中出现的问题,在实际教学过程中是否体现交际语言教学思想,以交际教学为目的进行英语教学,为学生设置交际语言环境,让学生在使用英语的过程中掌握英语语言。

二、考试内容与范围

(1)教学理论:新课标的交际语言教学观,语言学,心理学,二语习得等外语教学和外语学习理论,交际语言课堂教学技能;英语教师的职业能力,外语教学法流派理论等。

(2)教学实践:教案设计,微格教学技能,实际教学过程中体现交际语言教学思想,以交际教学为目的进行英语教学,为学生设置交际语言环境,让学生在使用英语的过程中掌握英语语言,理论应用实践解决教学问题的能力,反思教学能力,语言基本功,教学基本技能等综合教学能力。

三、基本试题题型、题量及分数公布

(1)简答题：5小题，占20% ,每小题4分

(2)教学任务设计:3 小题, 占30%, 每小题10分

(3)问答题：4题，占20%，每小题5分

(4)论述题: 2题,占30%,每小题15分(试卷考试成绩占该课程成绩70%)

(5)微技能教学100分，为平时成绩,占该课程成绩30%

四、考试方法及手段

开卷、教案设计、教学任务设计,微技能教学

五、试题覆盖面、题型比例

试题覆盖教材所学章节内容,包括新课标理念,交际语言教学观,外语教与学理论,交际语言教学思想贯穿实际教学,理论应用实践,语言基本功,教学基本技能的综合运用等方面。

简答题：5小题，占20% ,每小题4分

问答题：4题，占20%，每小题5分

教学任务设计：3小题, 占30%, 每小题10分

论述题：2题，占30%，每小题15分

微技能教学满分100分，为平时成绩,占总成绩30%。

六、试题的信度、效度、区分度、难度

本课程的命题考试应根据教学大纲所规定的课程内容和考试目标来确定考试范围和考核要求。考试内容要覆盖到教材所学章节。试卷要合理安排题目的能力层次结构。每份考卷中各种能力层次题目所占的比例一般为：识记占10%，领会占10%，简单应用20%，综合应用占60%。

试卷要合理安排题目的难度结构。题目难易程度为易、较易、较难、难四个等级。每份考卷中各种难易程度题目的比例一般为：易占20%，较易30%，较难占30%，难占20%。

七、评分标准

客观题以标准答案为准;主观题评分标准要求参考学生的教学观，语言观，语言基本功,教学基本技能来判分,它包括新课标理念,交际语言教学观,任务型语言教学方法,创设语言交际环境,帮助学生构建认知结构,教学目的明确,围绕教学目的开展语言交际活动,语言表达流畅,教学方法灵活多样等。

具体情况如下：

简答题要求概念明晰,理解正确,领会较好,语言表达达意,否则扣1-2分;问答题,要求概念清晰,理解正确,领会深刻,语言表达流利,否则扣1-2分;教学任务设计,要求教学目的明确,活动设计紧扣教学目的,突出交 际教学思想,语言专业而简明达意,否则扣2-5分;论述题,要求具有新的教学理念,突出交际教学思想,具有运用所学教学理论阐述和分析问题的能力,否则扣2-6分,语言语法错误扣1-2分,用词不当扣0.5-1分。

第五篇：英语教学法考试复习资料

英语教学法上册

P.10

问3.What effect did the formation of the European Common Market have on the teachingof foreign languages in Europe?(答案见P.13 feedback 3即功能概念法产生的背景)

4.What is a functional-notional syllabus?（答案见P.13 feedback 4 第一句不要）

P.49 What is Communicative Competence?

Dell Hymes added the term “communicative competence ” to the language of Applied Linguistics , it includes appropriacy, accuracy, fluency.In short, a child becomes able to use the language to do things for himself, and to measurehis success or failure by the response of others.This competence is called communicative competence.P.50 Task 6 下方的 feedback 那个表格（交际能力发展因素）

P.60 Which features distinguish spoken text from written text?(口头语与书面文本的区别)【答案均可在书P.60中找到原句】

1.Some would say spoken language is simpler than written language.2.It is argued by researchers that in terms of productive skills(writing and speaking skills), the two modes of language, written and spoken, indicate two different kinds of complexity: the spoken language is complex in the way clauses are linked together, while the written language is complex at the level of clause.3.The second feature to distinguish written language from spoken language is the heavier lexical density, which makes writing seem more complex.4.The third feature is the tendency to use nouns instead of verbs in written language.5.The fourth important difference comes from the fact that writing is often less dependent on immediate context that speech.P.66名词解释 Authenticity

---------We usually describe a text in a foreign language as authentic if it is written for native speakers to read or spoken for native speakers to listen to.It is not simplified in any way for the convenience of learners of the language.This can include a very wide variety of texts, authenticity in the language classroom includes the use of authentic materials, designing authentic classroom activities, and the teacher speaking authentically to the students.P.79 The Nature of Communicative Activities(问答题)

答案见P.80-P.81 feedback1—6斜体字

英语教学法下册

P.63 feedback 2个名词解释

①Deductive Grammar Teaching

②Inductive Grammar Teaching

P.1072个名词解释

Denotation------The most specific or direct meaning of a word, in contrast to its figurative, implied or associated meanings.(For example ,the word “professional” has its denotation of“belong to one profession”.)

Connotation------A quality or idea that a word makes you think of is more that its basic meaning.(For example, the word “professional” has its connotation of“being skillful ” and “excellence”.)

P.111 What does “Knowing a word ” mean?(答案见P.111 feedback)P.1122个名词解释

Active words---------Active words are in our active knowledge, we are able to use them in speaking and writing.Passive words----------Passive words are in our passive knowledge.We can recognize them in written and spoken context and understand from the contexts what they mean.P.1381个名词解释

Register-----------Resgister means language style.It includes three aspects: formal, neutral and informal.For example: kids-children-offspring.Kids is informal, “children” is neutral, “offspring” is formal.P.167What are the benefits of a lesson plan?(答案见该页第二个Feedback)

P.168 What are the main factors that influence a lesson plan?

There are 3 kinds of factors that influence on lesson plans, they are physical conditions, human factors, syllabus&testing.Physical conditions: class size, length of a lesson, time of day, size of classroom, practical constraints.Human factors: different personalities of teachers, varied needs and attitudes of students, the students’ present level, the students’ language learning background.Syllabus&testing: change of syllabus might lead to the adjustment of a teaching plan;a lesson plan sometimes has to be readjusted in order to meet the needs of different examinations.(参见书上P.169-170 feedback)

P.218 名词解释

Classroom management-------(书上P.218 feedback第六行开始Classroom management is precisely….至该段结束。)

P.241 How to estabish a good relationship between students and teachers?

1.We should treat our students the way we ourselves want to be treated, and we should not treat our students in any way that we ourselves do not want to be treated.(可参见书上P.242 黑粗体字部分)

2.The following conditions positively affect the relationship between people and thus have a stimulating effect on one’s performance(7): ﹡feeling mutual respect and trust

﹡feeling we make useful contributions

﹡feeling that what we do makes sense

﹡feeling appreciated and encouraged

﹡not feeling embarrassed by our shortcomings

﹡not feeling treatened by aggression（可参见书上P.242）

3.Building up a good relationship with your students cannot be achieved in a few hours’ time: a relationship and building it up lasts as long as you are teacher and students.And even longer.考试 设计教案的模板可参考 所发材料中P.226的教学设计