《英语教学法》模拟题（附答案）.doc

<p>《英语教学法》模拟试题（附答案）
一、填空题（共10小题，每小题1分，共10分）
1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Among the four skills, foreign language learners often complain that l&nbsp; &nbsp;is the most difficult to acquire.
2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We are teaching our students English not only to help them pass exams, but also to prepare them to u&nbsp; &nbsp;English in real life.
3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; In the traditional classroom, very often, too much attention has been paid to linguistic k&nbsp; , with little or no attention paid to practising language skills.
4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally become i&nbsp; &nbsp;writers.
5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w&nbsp; &nbsp;skills together.
6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; One of the general views on language is that language is a s__ of symbols.
7.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; In tr&nbsp; &nbsp;pedagogy, listening and speaking were treated as skills different from what takes place in reality.
8.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Introduction to phonetic rules should be avoided at the b&nbsp; &nbsp;stage of teaching pronunciation.
9.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; In meaningful practice the focus is on the production, comprehension or exchange of m&nbsp; .
10.&nbsp;&nbsp;&nbsp; People have d&nbsp; &nbsp;understanding of how a vocabulary item can be learned and consolidate.
二、配对题（共10小题，每小题2分，共20分）
A 组：
11. Realistic goals of teaching pronunciation
A. Using pictures, and using tongue twisters
12. Pronunciation production practice
B. Using synonyms and antonyms, using word categories, and using word net-work
13. Teaching grammar
C. Using mime or guestures, and using key phrases or key words
14. Using prompts for practice
D. Deductive teaching and inductive teaching
15. Consolidating vocabulary
E. Being smooth and natural, being understandable to the listeners, and helping to convey the intended meaning
B 组：
16. A radio news program
A. Discovering identical pairs, discovering “secrets”, and discovering differences
17. Ethic devotion, professional qualities and personal style of a teacher
B. Criterion-referenced, norm-referenced, and individual-referenced
18. Functional communicative activities
C. Formal, rehearsed, and non-interactive between the speaker and the listener
19. Social interaction activities
D. Role-playing through cues and information, and large-scale simulation activities
20. Assessment criteria
E. Kind, creative, and dynamic
三、单项选择题（共15小题，共50分）
21. In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.
&nbsp;&nbsp;&nbsp;&nbsp; A. the top-down model&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. the bottom-up model&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
&nbsp;&nbsp;&nbsp;&nbsp; C. the interactive model&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; D. all of the above
22. In English teaching classrooms very often writing is seen as “writing as language learning”, and it is believed to be ___.
&nbsp;&nbsp;&nbsp;&nbsp; A. writing for communication&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. writing for real needs&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
&nbsp;&nbsp;&nbsp;&nbsp; C. pseudo writing&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; D. authentic writing
23. To ___, it is advocated that we adopt a communicative approach to writing.
&nbsp;&nbsp;&nbsp;&nbsp; A. motivate students&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. demotivate students
&nbsp;&nbsp;&nbsp;&nbsp; C. free students from too much work&nbsp; D. keep students buzy
24. Which of the following is NOT among the features of process writing?
A. Help students to understand their own composing process.
B. Let students discover what they want to say as they write.
C. Encourage feedback both from both teacher and peers.
D. Emphasize the form rather than the content.
25. According to Willis the conditions for language learning are exposure to a rich but comprehensible language put, use of the language to do things, ___ to process and use the exposure, and instruction in language.
&nbsp;&nbsp;&nbsp;&nbsp; A. chances&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. context &nbsp;&nbsp;&nbsp; C. motivation D. knowledge
26. There are many situations in which we use more than one language skill, so it is valuable to integrate the four skills, to ___.
A. enhance the students’ communicative competence&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
B. combine pronunciation, vocabulary and grammar&nbsp;&nbsp;
C. use body language and pictures
D. use mechanical practice and meaningful practice.
27. Integration of the four skills is concerned with realistic communication, the implication of which is that we must teach English at the discourse level, that we must ___, and that we must adjust the timetable.
A. combine pronunciation, vocabulary and grammar&nbsp;&nbsp;
B. use mechanical practice and meaningful practice&nbsp;&nbsp;&nbsp;
C. use body language and pictures
D. adjust the textbook contents
28. All people involved in education, i.e. ___, teachers, parents, and students have some reasons to consider assessment necessary.
&nbsp;&nbsp;&nbsp;&nbsp; A. friends&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. businessmen&nbsp;&nbsp; C. administrators&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; D. politician
29. As far as school assessment is concerned, we have teacher’s assessment, continuous assessment, ___, and portfolios.
&nbsp;&nbsp;&nbsp;&nbsp; A. students’ self-assessment&nbsp; B. relative’s&nbsp;&nbsp; assessment &nbsp;
&nbsp;&nbsp;&nbsp;&nbsp; C. informal assessment&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; D. formal assessment
30. Because no textbooks are written for any particular class, it is ___ for teachers to adapt materials.
&nbsp;&nbsp;&nbsp;&nbsp; A. unnecessary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. necessary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; C. easy &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; D. of no use
31. Views on language and ____ both influence theories on how language should be taught.
A. views on language learning &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. views on culture learning
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; C. values of life &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; D. styles of life
32.&nbsp;&nbsp;&nbsp; According to Wang Qiang, the way a language teacher learned a language will influence the way he ____ to some extent.
A. learns a language &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; B. learns his mother tongue
C. teaches a language &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; D. obtains linguistic knowledge
33.&nbsp;&nbsp;&nbsp; One of the disadvantages of traditional pedagogy is ___.
A. it focuses on form rather than on functions
B. language is used to perform certain communicative functions
C. learners are not able to make sentences
D. learners are not able to do translation
34.&nbsp;&nbsp;&nbsp; One of the disadvantages of traditional pedagogy is ___.
A. the learners are able to use all skills, including the receptive skills and the productive skills
B. the learners are not able to use the language in an integrated way
C. the learners are not able to write
D. the learners perform well in class, but they cannot read out of class
35.&nbsp;&nbsp;&nbsp; According to Wang Qiang, to answer the question “Can the students achieve the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.
A. ethic devotion, professional qualities, and personal style

（二）DIY手工艺品的“热卖化”B. letters, phonetic transcripts, and sounds

营销环境信息收集索引C. teacher f actors, learner factors, and school factors
D. learner age, amount of exposure, and differences of individual ability

PS:消费者分析

标题：手工制作坊 &nbsp;2004年3月18日四、教案设计（20分）
Suppose you are going to teach the following lesson to Grade One students of a junior middle school, design a lesson plan for your teaching.
Total Length: 300-500 words.

（一）上海的经济环境对饰品消费的影响A photo copy of the lesson in the textbook:

调研提纲：

New words &amp; phrases:
cost, cheap, need, oh, paint brush, pay;
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; comes to, plus/minus/times/divided by
3 yuan 45 for one

情感性手工艺品。不少人把自制的手机挂坠作为礼物送给亲人朋友，不仅特别，还很有心思。每逢情人节、母亲节等节假日，顾客特别多。Useful sentences:
•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Can I help/What would you like?
•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; I’d like …/Can I have …?
•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; How much is it/are they?
•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; They are cheap/It is cheap.
•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; They cost…/it costs …

（四）大学生对手工艺制品消费的要求•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; So, that comes to…
&nbsp;
要求：

自制饰品一反传统的饰品消费模式，引导的是一种全新的饰品文化，所以非常容易被我们年轻的女生接受。必须用英语写作。

我们长期呆在校园里，没有工作收入一直都是靠父母生活，在资金方面会表现的比较棘手。不过，对我们的小店来说还好，因为我们不需要太多的投资。字数在300-500个单词之间。
答案必须写在“答卷”上。
注意：你的教案如与他人的教案雷同，将被判为零分。
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《中学英语教学法》模拟试题
答案
&nbsp;
一、填空题（共10小题，每小题1分，共10分）
1. listening 2. use 3. knowledge 4. independent 5. writing
6. set 7. traditional 8. beginning 9. meaning 10. different
二、配对题（共10小题，每小题2分，共20分）
A 组: 11- E. 12- A. 13- D. 14-C. 15-B
B 组: 16-C,&nbsp; 17- E. 18-A, 19-D, 20-B
三、单项选择题（共15小题，共50分）
21-(A) 22-(C) 23-(A) 24-(D) 25-(C)
26-(A) 27-(D) 28-(C) 29-(A) 30-(B)
31-(A) 32-(C) 33-(A) 34-(B) 35-(D)
四、教案设计（共20分）
（答案略）

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