电大《英语教学法1》考试复习题.docx
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电大《英语教学法1》考试复习题.docx
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电大英语教学法电大英语教学法1考试复习题考试复习题英语教学法英语教学法1考试复习题考试复习题SectionI:
BasicTheoriesandPrinciplesDirections:
ChoosethebestanswerfromA,BorCforeachquestionandwriteyouranswersontheAnswerSheet.1.ForateacherwhoteachesyounglearnersEnglishpronunciation,whichprincipleishesuggestedtofollow?
CA.Maximumquantityofspokeninput.B.Consciouseffort.C.Toleranceoferrorsincontinuousspeech.2.WhichofthefollowingstatementsaboutcoursedesignisNOTtrue?
BA.Thegeneralgoalsofacourseshouldbespecifiedbasedonthelearnersneeds.B.Thecontentsofacourseshouldbeselectedtofitinwiththelearningexperiences.C.Theassessmentactivitiesshouldreflectthosetaughtinacourse.3.WhatpurposedoesNOTpost-listeningactivitiesserve?
CA.Helpingstudentsrelatethetextwiththeirpersonalexperience.B.Offeringstudentstheopportunitiesofextendingotherlanguageskills.C.Practisingstudentsabilityofmatchingthepre-listingpredictionswithcontentsofthetext.4Whichofthefollowingactivitiesiscommunicative?
CA.jigsawlisteningB.sentencemakingC.drillingexercises5.Whichofthefollowingbelongstothecommunicativeapproach?
BA.focusonaccuracyB.focusonfluencyC.focusonstrategies6.WhichofthefactorsappliestothelaterstageofthePPPModel?
CA.Accuracy.B.Classwork.7.WhichofthefollowinggenerallydoesNOTdescribeaCLTsyllabus?
CA.Thevocabularyandgrammarstructuresneededforcommunicativeobjectives(e.g.tellingdirections,requestinginformation,expressingagreement,etc.).B.Theskillsrequiredintypicalsituations(e.g.listening,speakingorwritingskills).C.Thegrammarruleappropriateforsocialoccasions(e.g.ataconference,ataparty,inagrocerystore,etc.)8.Whichofthefollowingischaracteristicofacquisition?
CA.form-focusedB.accuracy-orientedC.meaning-focused9.Whatsyllabusdoesthefollowingpresent?
CUnit1Self-introductionUnit2GreetingsUnit3AskingthewayUnit4MakingapologiesUnit5InvitingUnit6ExtendingthanksA.structuralsyllabusB.topicsyllabusC.functionalsyllabus10.Whenateacherinstructsthestudentstomatchthetopicsentenceswithproperparagraphs,whichoneoftheskillsisheintendingtodevelopofhisstudents?
AA.Skimming.B.Scanning.C.Inferring.11.Whichofthefollowingismostsuitableforthecultivationoflinguisticcompetence?
AA.sentence-makingB.cue-carddialogueC.simulateddialogue12.WhichofthefollowingactivitiesistypicaloftheGrammar-translationMethod?
C第2页共2页A.Thestudentslistentoandactoncommandsinthetargetlanguage.B.Thestudentswhispertheirwordsinthemothertonguetotheteacherwhothentranslatethemintothetargetlanguage.C.Thestudentstranslatesomesentencesinthetextintotheirmothertongue.13.Whichofthefollowingemphasizesmeaningfulnessprinciple?
CA.TPRB.Audio-LingualMethodC.CommunicativeApproach14.WhichofthefollowingistrueaccordingtoKrashen?
BA.Babieslearntheirmothertongue.B.Languageacquisitioncanbeachievedevenwithoutconsciouseffort.C.Aforeignlanguagelearnershoulddevelophislanguageskillsintheorderoflistening,reading,speakingandwriting.15.Whichofthefollowingistheteacherexpectedtodoinacommunicativeactivity?
BA.Toofferthestudentsaslittlehelpaspossible.B.Tocheckifthestudentshaveunderstoodtheinstructionsbeforetheactivitystarts.C.Tocorrectthestudentserrorsimmediatelyaftertheyoccur.16.Whatshouldtheteachertrytoavoidwhenselectinglisteningmaterials?
BA.Tetextsscriptedandrecordedinthestudio.B.Thetextswithimplicatedconceptsbeyondthecomprehensionofstudents.C.ThetextsdeliveredthroughtheaccentsotherthanRPorStandardAmericanPronunciation.17.WhichisthecorrectorderofthefollowingthreespeakingactivitiesalongtheControl-CommunicationContinuum?
BA.Scrambleddialogue,prompteddialogue,gappeddialogue.B.Gappeddialogue,scrambleddialogue,prompteddialogue.C.Prompteddialogue,gappeddialogue,Scrambleddialogue.18.Whenareadertriestoguessthemeaningofanewwordbasedonthecontextualclue,whichoneofthefollowingapproachesisheusing?
BA.Bottom-upApproach.B.Top-downApproach.C.InteractiveApproach.19.WhichofthefollowingactivitiesistypicaloftheGrammar-translationMethod?
CA.Thestudentslistentoandactoncommandsinthetargetlanguage.B.Thestudentswhispertheirwordsinthemothertonguetotheteacherwhothentranslatethemintothetargetlanguage.C.Thestudentstranslatesomesentencesinthetextintotheirmothertongue.20.WhichofthefollowingistrueaccordingtoKrashen?
BA.Babieslearntheirmothertongue.B.Languageacquisitioncanbeachievedevenwithoutconsciouseffort.C.Aforeignlanguagelearnershoulddevelophislanguageskillsintheorderoflistening,reading,speakingandwriting.21.WhichofthefollowingstatementsaboutcoursedesignisNOTtrue?
BA.Thegeneralgoalsofacourseshouldbespecifiedbasedonthelearnersneeds.B.Thecontentsofacourseshouldbeselectedtofitinwiththelearningexperiences.C.Theassessmentactivitiesshouldreflectthosetaughtinacourse.22.WhichofthefollowinggenerallydoesNOTdescribeaCLTsyllabus?
CA.Thevocabularyandgrammarstructuresneededforcommunicativeobjectives(e.g.tellingdirections,requestinginformation,expressingagreement,etc.).B.Theskillsrequiredintypicalsituations(e.g.listening,speakingorwritingskills).C.Thegrammarruleappropriateforsocialoccasions(e.g.ataconference,ataparty,inagrocerystore,etc.)23.Whichofthefollowingistheteacherexpectedtodoinacommunicativeactivity?
BA.Toofferthestudentsaslittlehelpaspossible.B.Tocheckifthestudentshaveunderstoodtheinstructionsbeforetheactivitystarts.c.Tocorrectthestudentserrorsimmediatelyaftertheyoccur.24.Whichofthefollowingactivitiesiscommunicative.CA.Thestudentsarerequiredtoanswerthequestionsaboutatext,B.structures.ThestudentsarerequiredtomakesentencesusingthegivenwordsorsentenceC.Thestudentsarerequiredtopresenttheirideasonatopic.25.Whenareadertriestoguessthemeaningofanewwordbasedonthecontextualclue,whichoneofthefollowingapproachesisheusing?
BA.Bottom-upApproach.B.Top-downApproach.C.InteractiveApproach.26.Whenaresearcherreadsanacademicpapertoseeifitisrelevanttohisfieldofinterest,whichoneofthereadingskillsisheusing?
AA.Skimming.B.Scanning.C.Inferring.27.Whenateacherinstructsthestudentstomatchthetopicsentenceswithproperparagraphs,whichoneoftheskillsisheintendingtodevelopofhisstudents?
AA.Skimming.B.Scanning.C.Inferring.28.WhichofthefollowingactivitiesisdesignedtopractisetheskillofListeningforGist?
BA.Afterlistening,thestudentsarerequiredtofillintheblankswiththewordsinthetext.B.Afterlistening,thestudentsarerequiredtowriteasummaryofthetext.C.Afterlistening,thestudentsarerequiredtomakeadialoguebasedonthetext.29.Whatshouldtheteachertrytoavoidwhenselectinglisteningmaterials?
BA.Tetextsscriptedandrecordedinthestudio.B.Thetextswithimplicatedconceptsbeyondthecomprehensionofstudents.C.ThetextsdeliveredthroughtheaccentsotherthanRPorStandardAmericanPronunciation.30.WhatpurposedoesNOTpost-listeningactivitiesserve?
CA.Helpingstudentsrelatethetextwiththeirpersonalexperience.B.Offeringstudentstheopportunitiesofextendingotherlanguageskills.C.Practisingstudentsabilityofmatchingthepre-listingpredictionswithcontentsofthetext.31.WhichofthefactorsappliestothelaterstageofthePPPModel?
CA.Accuracy.B.Classwork.C.Delayedcorrection.32.WhichisthecorrectorderofthefollowingthreespeakingactivitiesalongtheControlCommunicationContinuum?
BA.Scrambleddialogue,prompteddialogue,gappeddialogue.B.Gappeddialogue,scrambleddialogue,prompteddialogue.C.Prompteddialogue,gappeddialogue,Scrambleddialogue.33.ForateacherwhoteachesyounglearnersEnglishpronunciation,whichprincipleishesuggestedtofollow?
CA.Maximumquantityofspokeninput.B.Consciouseffort.C.Toleranceoferrorsincontinuousspeech.SectionII:
ProblemSolvingDirections:
Belowarefivesituationsintheclassroom.Eachhasaproblem.First,identifytheproblem.Second,provideyoursolutionaccordingtothecommunicativelanguageteachingprinciples.Youshouldelaborateontheproblem(s)andsolution(s)properly.1.Inaspeakinglesson,ateacherasksstudentstoreadthemodeldialogueafterherthreetimes,andthenasksthestudentstoreadthedialogueinpairsforthreetimes.Next,theteacherexplainsthedialoguewordbywordtomakesurethestudentsunderstandall.Problem:
Foraspeakinglesson,thereshouldbemoreopportunitiesforstudentstoconductoralactivities,especiallycommunicativeactivities.Butthislessonisfullofmechanicalpractice,anddeductiveexplanationofwordsandexpressions.Thefocusofthelessonisnotappropriate.Solution:
Reducetheamountofmechanicalreading.Imitatingmodelpronunciationandintonationisimportant,butitshouldnottakeuptoomuchtime.Itisnecessarytoincludesomecommunicativeactivities.2.Afterpresentingthemodeldialogueinaspeakinglesson,theteacherasksthestudentstoworkinpairstorole-playaself-createdparalleldialogueinfrontoftheclass.Problem:
Itstoobigaleapfrompresentationtoproduction.Thereshouldbesomecontrolledorsemi-controlledactivitiestoprovidesomebasisforlaterproductiveactivities.Activitiesinclassshouldbegraded.Solution:
Theteachercanincludesomereadingactivitiesinbetween,andalsoconductsomecomprehensionactivities.Beforeaskingstudentstowriteandrole-playtheirowndialogues,itisnecessarytoconductsomeactivitiestomakethestudentsunderstandthemodeldialogue,inducenewsentencepatternsandpracticethe
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