英语教学法考试题型

第一篇：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

第二篇：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

第三篇：教师资格证考试教学法重点题型

教学法（单选）

1、教学方法的表达手段是语言

2、当代教育的一个重大课题是教会学生学习

3、教学方法的物质手段是实物

4、教学方法依存的形式是活动

5、进行教学改革最容易着手的是教学方法的改革

6、斯金纳提出的教学理论是程序教学理论

7、布鲁纳所提倡的学习方法是发现学习法

8、心理学家维特海默、苛勒、科夫卡提出的学习理论是格式塔学习理论

9、场学习理论的主要代表人物是德国的拓扑心里学家勒温

10、联结学习理论的主要代表人物是美国的心里学家桑代克

11、加涅认为学习的最主要的外部条件是教学设计

12、美国著名的心理学家、教育学教罗杰斯教学理论的突出特点是以学生为中心

13、教学过程最优化教学理论的代表人物是前苏联教育家巴班斯基

14、认为人类和高级动物的学习，根本不是对个别刺激的个别反应、而是对整个情境做有反应过程、这种学说被称为顿悟说

15、社会学习理论的代表人物是班杜拉

16、符号（信号）学习理论的主要代表人物是美国心理学家托尔曼

17、美国心理学家布鲁姆提出的学习理论是掌握学习理论

18、中国社会科学院卢仲衡提出的教学模式是自学辅导教学模式

19、湖南师范大学郑和钧及其研究人员所提出的教学模式是协同教学模式

20、暗示教学模式的提出者是洛扎诺夫

21、教学论专家瓦、根舍因提出来的教学模式是范例教学模式

22、教学模式创新必须具备的软环境是正确的教育观念

23、江苏省南通师范就第二附属小学特级教师李吉林老师创建的教学模式是情境教学模式

24、教学模式的生命力所在是它的优效性

25、上海北京东路小学在教育教学改革实践中提出的教学模式是互动教学模式

26、教师叙述事实材料或描绘所讲对象向学生传递知识的一种教学方法是讲述法

27、演示教学的主要特点是直观性强

28、教师深入分析和论证事实，对事实和问题作出科学结论的方法是讲演法

29、根据练习的目的的不同进行分类，练习应包括掌握知识的练习、形成技能技巧的练习和发现和发展潜能练习

30、教师根据教学目的要求，向学生提出问题，引导学生概括已有的知识、经验，积极思考，从而使学生得出结论、获得新知识和技能的教学方法是谈话法 31、20世纪70年代兴起于美国的学习方法是合作学习

32、衡量默读能力的主要标准是对内容的理解

33、研究性学习强调以学生为主

34、在理解和不漏内容的情况下，快速吸取书中内容的读书方法是速读

35、根据艾宾浩斯曲线，遗忘具有先快后慢的规律，因此，复习必须及时

36、教师在课堂教学活动开始时，有意识、有目的地引导学生进入新的学习情境的一种技能是导入技能

37、用线条、箭头、符号等组成某种文字图形的板书方式是图示式板书

38、备课最深入、最具体的一步是编写教案

39、教师在课堂上利用幻灯、实验、图画、挂图、游戏等各种手段导入的教学称为情境式导入

40、意在引导学生从不同方向、不同角度、不同侧面进行思考的提问方式是扩展式提问

41、教师采用讲故事、做游戏、放录像等方式结尾称为趣味式结尾

42、根据学生的回答进行追问，一直达到理想结果的提问方法是跟踪式提问法

43、教育中应用最为广泛的评价方法是纸笔测验（多选）

1、影响教学方法内容和结构的前提条件主要有教学目标、教学内容、教学对象、教学氛围、教师素质

2、教学方法的内容要素主要有语言、实物、活动

3、桑代克根据对动物的研究提出的学习规律是效果律、练习律、准备律

4、班杜拉认为人类观察学习的过程包括注意过程、保持过程、动作再现过程、动机过程

5、范例教学内容确定的基本原则是基本性原则、基础性原则、范例性原则

6、教学模式设计的步骤主要包括设计预期教学目标、设计教学结构、设计教学方法、设计对教学结果的测量与评价

7、讲授法具体可划分为讲述法、讲解法、讲读法、讲演法

8、课后复习的主要方法有回忆、看书、整理笔记、看参考书

9、合作学习的基本理念有互相观、目标观、师生观、形式观、情境观

10、理答的形式有提示、探究、转引、回问、延伸

11、根据提问的信息交流形式，提问可以分为特指式提问、泛指式提问、重复式提问、反诘式提问、自答式提问

12、成长记录袋评价的基本特点是全面性、科学性、开放性、反思性

13、纸笔测验的特点包括可操作性、可比较性、测验范围较广

14、多媒体教学课件的主要特点是操作方便、丰富的表现力、交互性强、共享性好

15、多媒体教学课件的基本类型有操练复习型、个别化指导型、模拟实验型、教学游戏型、模拟探索型

16、现代教学媒体选择的方法有问卷选择法、矩阵选择法、流程图选择法（名词解释）

1、教学方法：教学方法是在教学过程中教师和学生为实现教学目的、完成教学任务而采取的各种活动方式、手段和程序的总称。

2、教学氛围：教学氛围指的是对教学活动产生直接影响的课堂内外部氛围、场景等。

3、启发式教学：启发式教学就是以学生的全面发展和主动发展为目标，通过教师的启发诱导与学生的主动探究，实现知情意和谐发展的过程。

4、教学模式：教学模式是在一定的教育思想观念或教学理论指导下建立起来的较为稳定的教学活动的结果框架和活动程序。

5、读书指导法：读书指导法是在教师的指导下学生阅读课本或课外读物，以获得知识、巩固知道、形成能力的一种方法。

6、演示法：演示法是教师在课堂上通过展示各种实物、直观教具，或进行示范性实验，让学生通过观察获得感性认识，掌握知识的一种教学方法。

7、调研学习法：调研学习法就是调查研究学习法的简称，它是指学生亲自去熟悉和了解学习对象的一种学习方法。

8、研究性学习：研究性学习是指学生基于自身兴趣，在教师指导下，从自然、社会和学习自身生活中选择和确定研究专题，主动地获得知识、应用知识、解决问题的学习活动。（研究性学习的实质和概念为一体）

9、教学技能：教学技能是教师在教学过程中，运用与教学有关的知识与经验，促进学生学习，达成教学目标的能力和技巧。

10、评价方法：评价方法是指收集教学的信息、对评价对象进行价值判断时所采用的工具和手段的总称。

11、成长记录袋：成长记录袋是显示学生学习成就信息的一连串表现、作品、评价结果以及其他相关记录和资料的汇集。

12、合作评价：合作评价是指多个评价主体从多角度、多渠道获取关于学生的多方面信息以判断学生发展情况的评价活动方式。

13、教学媒体：教学媒体是指在教学过程中，教师与学生之间传递以教学为目的的信息所使用的媒介工具。

14、网络教学：网络教学是基于信息技术支持的采用新型教学模式和教学方法的教学形式。

（简答简述题）：

1、教学方法制约着学生哪些方面的发展：1教学方法影响学生的精神面貌，制约学生个性心理的发展2教学方法影响学生的学习方法，制约学生智力的发展3教学方法影响学生的学习负担，制约学生身体的发展

2、中小学教学方法的特点是什么： 1发展性2情感性3主体性4多样性5技术性

3、简要回答选择教学方法的依据：1依据教学的具体目的与任务2依据教材内容和学习性质、特点3依据学生的实际情况4依据教学原则5依据教师的素质条件6依据教学目标7依据学校的实际情况8依据教学实践和效率的要求

4、简要回答教学方法发展的基本趋势：1由以教为中心逐渐转移到以学位中心2教学方法由单一化发展到多样化3各种教学方法从彼此孤立发展到相互结合

5、布鲁纳结构课程和发展教学理论的基本主张是什么？1学习的过程包括“三种几乎同时发生的过程”。2认为学生的认知经历着“动作表征、映像表征、符号表征”三个发展阶段。3要让学生学习学科知识的基本结构。4教学促进学生智力的发展。5注意对儿童的早期教育。6注意学生的内部动机。7强调发现学习的方法。

6、简述赞科夫的教学新体系原则。1高难度进行教学原则2高速度进行教学原则3理论知足起主导作用原则4使学生理解学习过程的原则5使全班学生包括差生都得到发展的原则

7、简述罗杰斯以学生为中心的教学观：1“以学生为中心”的培养目标2“以学生为中心”的教学目标3建立新型师生关系4“以学生为中心”的教学过程观

8、选择和运用教学模式应注意的问题是什么？1综合性2发展性3递补性

9、简要说明尝试教学模式的教学程序：1出示尝试题2自学课本3尝试练习4学生讨论5教师讲解

10、简要回答构建教学模式应遵循的基本原则。1创新的原则2满足学生心理需要原则3全程参与全员参与的原则4突出学生主体原则5开放的原则6实践探究原则

11、简要回答“尝试回授—反馈调节”教学模式的教学程序：1诱导——启发诱导，创设问题情境2尝试——探究知识的尝试3归纳——归纳结论，纳入知识系统4变式——变式练习的尝试5回授——回授尝试效果，组织质疑和讲解6调节——单元教学结果的回授调节

12、简要回答暗示教学模式的教学策略：1创设优雅的教学外部环境2学前动员3采用各种暗示手段

13、中小学教学的基本方法有哪些？1以语言传递信息为主的教学方法2以直观感知为主的教学方法3以实际训练为主的教学方法

14、中小学学习的基本方法有哪些？1.读书学习法2.讨论学习法3.调研学习法4.实践学习法5.循环学习法

15、运用读书指导法的要求有哪些？1读书要明确目的2读书要学会使用工具书3读书要动脑筋4读书要不耻下问5读书要学用一致5读书要有创造

16、学习方法指导内容包括哪些方面：1创设学习条件的方法指导（创设良好的学习环境、创设良好的学习条件、进行体育锻炼）2心理调节的方法指导3掌握知识的方法指导4学习各环节的方法指导5学习各具体学科的方法指导

17、指导学生提高上课效率包括哪些方面：1课前准备（用品、知识、体力、心理）2专心听3仔看4善于想5敢于问6勤于解7重点记

18、简要回答教学技能的特点：1.教学技能具有目标指向性2.教学技能的形式是以知识经验为基础3.教学技能是学习与训练的结果4.教学技能具有不可操作性

19、备课包括哪些内容？备课的内容包括做好三项工作，写出三种计划:三项工作即钻研教材、了解学生、考虑教法。三种计划即学期或学年教学进度计划、单元教学计划、课时计划。

20、钻研课程标准应该包括哪些内容？1通过整个课程标准，保证课程标准的学科体系2了解相关的课程标准，了解各学科之间的横向联系3精度课程标准的每一部分。

21、运用提问技能应遵循哪些原则？1目标性原则2启发性原则3明确性原则4适宜性原则5多样性原则6普遍性原则

22、在理答教学过程中，教师运用哪些方法进行提示？1在实际的教学中，教师可以通过提供或缩小学生的思考范围2引出部分答案3提供与问题答案相关的旧知识4指明思考问题的方向5把一个较大的问题分解成几个较小的问题6从难度较大的问题退回难度相对较小的问题等方法进行提示

23、中小学基本的评价方法有哪些？1纸笔测验2课堂观察3学生成长记录袋评价

24、简述纸笔测验命题的原则：1体现多维目标2适当确定各学习领域的比例3试题选择与试卷呈现方式丰富多彩

25、课堂观察学生学习状态包括哪些方面？1学生的参与状态2学生的交往状态3学生的思维状态4学生的情绪状态5学生问题的生成状态

26、如何实施课堂观察？1明确观察对象和观察内容2确定观察内容的基本维度

27、简要回答建立成长记录袋的基本步骤1确定评价目的和目标2选择记录的工具3收集资料，组成成长记录袋和形成性反馈

28、简述当前教学媒体发展的主要趋势：是传统教学媒体与现代教学媒体的融合，逐渐形成一个完整的教学媒体体系。教学日益多媒化、综合化，即日益注意综合运用多种媒体进行教学，以不断提高教学的效率和效益。

29、多媒体教学课件有哪些主要特点？1丰富的表现力2交互性强3共享性好

30、简述网络教学的功能和作用1网络教学改变学习方式 2网络教学有利于突出表现教材中的难点和重点3网络教学促进的教学内容和目标结构的变革4网络教学可以节约和优化社会资源（综合应用题）：

1、结合实际分析素质教育对中小学教学改革的新要求。答：1突出“启发式”教学思想{坚持“启发式”教学指导思想，按照引导学生主动积极学习的要求来选用和设计教学方法，是实施素质教育进行教学方法改革的一个重点}2强调教学生学会学习{教会学生学习是学生素质发展的内在策略，是提高学业成绩的根本途径之一，也是教育面向现代化，面向世界，面向未来的重要对策之一}3注重研究学法{实施素质教育，改革教学方法就应以过去只研究教学逐步过渡到即研究教法，又研究学法，使教与学统一起来}4促使学生知情意和谐发展{教学方法改革要注意培养学生的积极情感和良好学习态度，注重激情引趣}5实现教学方法最优化{教学方法的改革或优化不在于剔除或偏爱哪些方法，而在于如何依据不同的制约因素对教学方法作出最佳选择

2、结合实际分析启发式教学的基本理念1教学目的观：全面发展与主动发展的全面统一2教学过程观：启发式教学过程是教师主导与学生主体双边互动的过程，是知情意和谐发展的过程，是解决知与不知矛盾统一的过程，是教会学生学习的过程，是传授知识与发展能力相统一的过程，是认识与实践相统一的过程。3教学对象观：学生具有发展的潜能，是潜在的主体；在坚持学生具有共同性的基础上，承认学生存在着差异性。4教师观：教师是知识的传播者、转化者，是积极的学习者、研究者和创造者。5知识观：坚持知识的获得过程是传授与发现过程的统一，是现代启发式教学知识观的重要特征。

3、结合实际分析研究性学习的基本特点。1研究性以项目、课题、主题或问题为载体，超越严密的学科知识体系和书本中心。{发现问题、提出问题并在一定程度上探究问题，是研究性学习的基本活动。}2研究性学习是一种以“研究”或“探究”为中心的实践性学习活动，强调学生综合实践能力、情感、态度和价值观的发展。{研究学习活动包括观察、考察、归纳、实验等等。通过这些活动，发展学生的开放的学习环境中收集处理信息的能力、发现问题的能力、探究能力和解决问题的能力。}3研究性学习是重视学习过程而不是偏重结果的学习活动，强调学生经历和体验研究或探究的过程。{在学习过程和学习结果问题上，研究性学习重视学习过程，让学生经历和体验研究过程，形成问题意识和探究意识，以及实事求是的科学态度和科学精神}

4、结合实际分析中小学教师为什么要掌握教学技能(意义）答：1有利于教学效率和质量的提高。教学技能综合反映了教师的教学能力和教学水平，如教师深入地钻研教材、分析教材，正确地把握教材知识的重点、难点；运用生动形象的语言，深入浅出的讲解；控制课堂教学节奏，调动学生的情绪和兴趣等等。这对教学效果、效率和质量具有决定性意义2有利于促进学生能力的发展。如教师从不同角度、不同方面，运用不同的方式提出各种问题，能够促进学生思维能力、分析和判断能力的提高和发展；通过演示教学，能够促进学生观察能力、想象能力的发展；联系实际进行结课，可以培养学生运用理论知识解决实际问题的能力等3有利于教学方法的创新。教师具有一定教学技巧，就能够打破常规，摆脱传统教学方法的束缚和羁绊，用新颖的形式、巧妙的方法、奇特的实例去展示教学过程的矛盾，引起学生的认知冲突，刺激学生产生疑问和探索的欲望

5、结合实际分析教学评价方法改革的基本趋势。答：1以质性评价统整替代量化评价。{随着评价内容的综合化，以量化的方法评价学生的发展状况所表现的僵化、简单化和表面化的局限日益突出。质性的评价范式抓住学生发展中最有意义、最根本的内容加以评价，起到了促进学生综合发展的目的}2评价的功能由侧重甄别、选拔转向侧重发展。{淡化甄别与选拔，关注学生的发展是新课程评价功能转变的关键点}3评价体现以人为本的思想，尊重学生的个性特点与个别差异。{发展性学生评价要求改变划一的评价方式，重视学生在评价中积极的、个性化反应。突出强调在评价中尊重学生的个别差异和个别特点}4强调评价问题的情境性和真实性。{测验的试题不能孤立于学生的生活情境和问题情境，要富有真是性}5强调评价主体的多元化。{评价主体的多元化有助于避免单一的评价带来的误差，可以更全面地了解学生}6强调评价方式的多样化。{评价方式的多样化是新课程改革对学生评价的客观要求。}

第四篇：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.

第五篇：《信息科技英语》考试题型

《信息科技英语》考试题型

I.Dictation: fill in the blanks based on what you have heard.（本大题共10小题，每小题2分，共20分）基于课件中的视频和音频。

II.Vocabulary: translate the following terms into English.（本大题共20小题，每小题1分，共20分）基于课件中的VOCABULARY部分。

III.Reading comprehension: answer the questions based on what you read.（本大题共6小题，共20分）选自课外材料。

IV.Figure-based Writing: write an article at least 200 words long, exposing ******* below.General requirements on expository essay shall be observed.（本大题共1小题，共20分）基于课件中对若干图表所作的说明。

V.Translation: translate the following passage into Chinese.Faithfulness and smoothness shall be observed.（本大题共1小题，共20分）基于教材上的PASSAGE及其参考译文。