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英语教学法理论题


Part I Multiple Choices
I. This section focuses on your teaching knowledge. Choose the best one from the given choices. (30×1) 1. If a teacher thinks that the learner’s first language pl

ays a central role in the teaching, he or she will be likely to use ______ method. A. Presentation, Practice and Production (PPP) B. Task-based Learning (TBL) C. Grammar-Translation D. Total Physical Response (TPR) 2. Which of the following focuses on controlled oral practice? A. We had a discussion about the advantages and disadvantages of the Internet. B. We had to shout out “right” or “wrong” to the sentences the teacher read out. C. We talked about an interesting newspaper article in groups at the beginning. D. We had to ask our partner five questions about their abilities, using “can”. 3. The students are going to take a public examination soon. The teacher gives them an example paper to do under test conditions. The reason for the assessment is ______. A. to show students how well they have learned specific language B. to familiarize students with the test format C. to allow students to assess each other D. to meet the needs of the students 4. Oral fluency is ______. A. speaking without making any mistakes B. speaking naturally without hesitating too much C. speaking without considering the listener D. speaking as quickly as possible 5. Interactive listening is ______. A. listening, responding and giving feedback B. listening for detail, mood and attitude C. listening and identifying word stress and linking D. listening and finishing exercises 6. Skimming is ______. A. reading a text quickly to find the main facts or ideas in it B. reading a text quickly to find specific information C. reading a text quickly to identify the writer’s attitude D. reading a text carefully to check if there is something wrong 7. Paraphrasing is ______. A. using phrases to say something instead of using complete sentences B. connecting sentences together in speech or writing by using conjunctions C. finding another way to say something when you cannot think of the right language D. consulting reference resources and expressing something 8. A student says the word “August” with poor pronunciation, in an open class. It would be appropriate for the teacher to ______. A. say the word correctly, and asks the student to repeat it B. ask the student to spell the word and to write it on the blackboard C. ask the student to say the word again, with no correction, and then moves on

D. ask the student to sit down without correcting it 9. Group work is useful because ______. A. it improves classroom discipline B. it makes all students work as hard as they can C. every student takes an active part in it D. it reduces teacher talking time 10. If you note mistakes from students’ written word and use them to prepare a language quiz for students to do in teams, you aim to ______. A. focus on rare language mistakes that bright students make in their writing B. encourage students to learn to edit their own work C. encourage students to create a positive attitude to writing D. focus on common language mistakes that students often make in their writing 11. ______ is a group of words which together means something different from the meanings of the individual words. A. An idiom B. A phrase C. A clause D. A proverb 12. If a teacher wants to control what the students do as much as possible, it’s best to do ______. A. whole class work B. team activities C. pair work D. group work 13. Which of the following has something to do with Lesson Aim(s)? A. Tell students to listen a second time and answer the questions. B. Pre-teach the words they may not know in the listening, e.g. whisper, uniform. C. Reduce teacher talking time and involve more, especially answering questions. D. Give students practice in the sub-skills of prediction, listening for gist and listening for specific information. 14. Your class has recently finished a unit of the course book which focused on the use of the present prefect simple with “for” and “since”. You give the class a surprise test on this in order to ______. A. assess students’ progress on a continuous basis B. motivate the students to revise a particular language area C. show students how well they have learned specific language D. make them understand that you want them to learn better 15. If a teacher says to the students “Why don’t you just get into pairs or a small group, if you like, and discuss a few of the questions for a little bit?” the teacher ______. A. gives a clear instruction B. puts forward a suggestion C. gives them a meaningful task to do D. does not tell them exactly what to do 16. If you ask students to translate the meaning of new words, you are ______. A. checking spelling B. checking memorizing C. checking pronunciation D. checking understanding 17. When you put students into groups of three for a role-play, you act as ______. A. an actor B. a manager C. a provider D. a planner 18. When a teacher invites students to suggest topics for course content, he or she tries to _____. A. find out the needs and interests of students B. manage students and activities during class time

C. give expert information about target language D. choose materials or methodology before the lesson 19. If you ask the students to discuss the problem with your partner and try to find the solution, you are _________. A. checking knowledge of functional exponents B. check grammatical knowledge C. assess oral fluency D. assess gist reading skills 20. If you ask the students to work in large groups to brainstorm ideas on different roles, and then form new groups for a role-based discussion, you are trying to ______. A. to train them to learn autonomously B. give them oral fluency practice C. raise their awareness of how to form paragraphs D. provide controlled practice 21. If you say to the student “Can you give me another word with the same meaning?”, you are ________. A. concept checking B. explaining the meaning C. using aids to convey meaning D. focusing on pronunciation 22. Pair work is helpful for _________. A. encouraging shy learners B. practicing fluency C. getting one’s attention D. checking fluency 23. If a learner does not hear the instructions the teacher gives, he needs to ________. A. express his disagreement B. ask for repetition C. make a suggestion D. offer an opinion 24. Scanning is _______. A. reading a text quickly to get the general idea. B. reading a text quickly to find specific information. C. reading a text quickly to identify the writer’s attitude. D. reading a text carefully to check if there is something wrong.. 25. Being exposed to the right level of language helps learners _______. A. acquire more language B. increase their interaction C. check their own progress D. solve their problems 26. Acquiring language involves _______. A. studying the grammar carefully B. listening just to language-focused exercises C. memorizing the new words D. learning language just by hearing or reading it. 27. When we focus on the form of language, we _______. A. listen to videos and audio cassettes B. pay attention to accuracy and use C. talk with classmates D. enlarge our vocabulary 28. If you say “I don’t think that’s a very good idea”, you are ________. A. describing feelings B. disagreeing with the idea C. clarifying the idea D. comparing the idea 29. If a learner wants to encourage a shy learner in group work, he needs to ________. A. give an example B. check information C. invite him to speak D. ask for clarification 30. You are _______ when you encourage all the students to take part in the activity in class. A. an informer B. a monitor C. an involver D. a manager

1-5 CDBBA 6-10 ACADD 11-15 AADCD 21-25 ADBBA 26-30 DBBCC

16-20 DBACB

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