11年英语教学法练习题

2011年《英语教学法》练习题

1. CLT: Communicative Language Teaching交际型语言教学 2. TBLT :Task-based Language Teaching任务型语言教学 3. PPP :Presentation, Practice and Production展示，练习，产出

(×)4. Once the students make mistakes or errors, teachers should correct them immediately.

(√)5. In designing classroom activities, there needs to be a balance between accuracy-based activities and fluency-based activities.

(√)6. The four basic language skills are listening, speaking, reading and writing. (√)7. The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary.

(×)8. A lesson plan is only necessary for novice teachers not for the experienced teachers.

(√)9. The most common student groupings are whole class work, pair work, group work and individual study.

(×)10. Teachers can only gather information of students by tests.

(Controller)11. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. (Prompter)12. 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? (Organizer)13. 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 group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.

(Assessor)14. When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”

第 1 页 共 3 页

(Resource-provider ) 15. 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. (Prompter) 16. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket. (Organizer) 17. When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.

(Participant) 18. When students are doing a group-work task, the teacher joins one or two groups for a short period of time.

(Controller) 19. The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned. (Organizer) 20. 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.

21. What are the differences between a mistake and an error according to this book?

“A mistake” refers to a performance error that is either a random guess or a “slip of tongue”, and it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error, on the other hand, has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.

22. What are the tests in language assessment? Make a list of at least six examples. Questions and answers; True or false questions; Multiple-choice questions; Gap-filling or completion; Matching questions; Dictation; Transformation; Translation; Essay writing; Interview. 23. What are the components of a lesson plan?

Background information; Teaching aims; Language contents and skills; Stages and

第 2 页 共 3 页

procedures; Teaching aids; End of lesson summary; Optional activities and assignments; After lesson reflection.

24. What are the rules for teachers to make instructions effective?

The first is to use simple instructions and make them suit the comprehension level of the students. The second is to use the mother-tongue only when it is necessary. The third is that teachers should be careful not to do all the talking in class. 25. What are the five main components of communicative competence according to Hedge?

Linguistic competence; Pragmatic competence; Discourse competence; Strategic competence; Fluency.

编写教案，参见课本62-65页

第 3 页 共 3 页

本文来源：https://www.bwwdw.com/article/jlcd.html