第一篇：英語教學法考試題目

英語教學法考試題目及答案

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?（過程研究法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.

第二篇：英語教學法考試

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?（過程研究法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.題型

1.10個選擇題，20分

2.10個填空題，20分

3.簡答題，3個，15分

4.寫教案。45分

第三篇：英語教學法考試題型

Part I.Definitions 定義

Part II.Choose the best choice單選

Part III.Multiple choices多選

Part IV.Decide the following sentence true [T] or false [F] 正誤判斷 Part V.Problems and solutions 教學事件問題和解決方法 Part VI.Answering the following questions 回答問題

Part VII.Lesson Planning 教案設計

第四篇：英語教學法課程考試大綱

英語教學法課程考試大綱

一、考試目的通過學習英語教學法課程,檢測英語師范生是否樹立新課標的交際語言教學觀,是否掌握外語教學理論和外語學習理論,是否具備交際語言教學思想及其教學技能,是否具備扎實的語言基本功和熟練的教學技能,是否能夠將所學的教學理論應用實際教學,幫助解決實際教學中出現的問題,在實際教學過程中是否體現交際語言教學思想,以交際教學為目的進行英語教學,為學生設置交際語言環境,讓學生在使用英語的過程中掌握英語語言。

二、考試內容與范圍

(1)教學理論:新課標的交際語言教學觀,語言學,心理學,二語習得等外語教學和外語學習理論,交際語言課堂教學技能;英語教師的職業能力,外語教學法流派理論等。

(2)教學實踐:教案設計,微格教學技能,實際教學過程中體現交際語言教學思想,以交際教學為目的進行英語教學,為學生設置交際語言環境,讓學生在使用英語的過程中掌握英語語言,理論應用實踐解決教學問題的能力,反思教學能力,語言基本功,教學基本技能等綜合教學能力。

三、基本試題題型、題量及分數公布

(1)簡答題：5小題，占20% ,每小題4分

(2)教學任務設計:3 小題, 占30%, 每小題10分

(3)問答題：4題，占20%，每小題5分

(4)論述題: 2題,占30%,每小題15分(試卷考試成績占該課程成績70%)

(5)微技能教學100分，為平時成績,占該課程成績30%

四、考試方法及手段

開卷、教案設計、教學任務設計,微技能教學

五、試題覆蓋面、題型比例

試題覆蓋教材所學章節內容,包括新課標理念,交際語言教學觀,外語教與學理論,交際語言教學思想貫穿實際教學,理論應用實踐,語言基本功,教學基本技能的綜合運用等方面。

簡答題：5小題，占20% ,每小題4分

問答題：4題，占20%，每小題5分

教學任務設計：3小題, 占30%, 每小題10分

論述題：2題，占30%，每小題15分

微技能教學滿分100分，為平時成績,占總成績30%。

六、試題的信度、效度、區分度、難度

本課程的命題考試應根據教學大綱所規定的課程內容和考試目標來確定考試范圍和考核要求。考試內容要覆蓋到教材所學章節。試卷要合理安排題目的能力層次結構。每份考卷中各種能力層次題目所占的比例一般為：識記占10%，領會占10%，簡單應用20%，綜合應用占60%。

試卷要合理安排題目的難度結構。題目難易程度為易、較易、較難、難四個等級。每份考卷中各種難易程度題目的比例一般為：易占20%，較易30%，較難占30%，難占20%。

七、評分標準

客觀題以標準答案為準;主觀題評分標準要求參考學生的教學觀，語言觀，語言基本功,教學基本技能來判分,它包括新課標理念,交際語言教學觀,任務型語言教學方法,創設語言交際環境,幫助學生構建認知結構,教學目的明確,圍繞教學目的開展語言交際活動,語言表達流暢,教學方法靈活多樣等。

具體情況如下：

簡答題要求概念明晰,理解正確,領會較好,語言表達達意,否則扣1-2分;問答題,要求概念清晰,理解正確,領會深刻,語言表達流利,否則扣1-2分;教學任務設計,要求教學目的明確,活動設計緊扣教學目的,突出交 際教學思想,語言專業而簡明達意,否則扣2-5分;論述題,要求具有新的教學理念,突出交際教學思想,具有運用所學教學理論闡述和分析問題的能力,否則扣2-6分,語言語法錯誤扣1-2分,用詞不當扣0.5-1分。

第五篇：畢業論文教學法題目

英語系畢業生有關教學法的論文題目

1.以學生為中心的英語教學的特點 2.漢語環境對英語學習的影響 3.論初中英語詞匯教學

4.如何在教學中培養學生的英語學習策略 5.CLT在口語教學中的應用 6.中學英語語法教學的探討 7.中教和外教英語課堂教學之比較

8.課堂游戲在初中英語教學中的作用與運用原則 9.初一學生英語學習產生兩極分化的原因 10.英語閱讀課堂中師生的互動 11.英語口語教學中的利與弊 12.語音知識與中學英語教學

13.淺談多媒體輔助小學英語教學的利與弊 14.多種感官教學在中學英語學習中的應用 15.英語詞匯教學淺議 16.初中英語課導入環節的設計 17.淺析人教版新目標教材的新視角 18.如何利用小組合作進行英語教學 19.心理學在中學英語教育中的運用 20.淺談英文歌曲在幼兒英語教育中的重要性 21.中學英語教學中的交際型導入 22.快樂教學法在初中英語教學中的研究 23.論情感教育在英語教學中的作用 24.淺談“五步教學法”

25.如何培養小學生的英語口語興趣

26.任務型語言教學在初中英語聽力課堂上的應用 27.以學生為中心的語法教學 28.交際法教學和任務型教學的比較 29.英語語言輸出對英語學習的作用

30.以學生為中心的教學法在高中教學中的應用 31.論中學英語教育中肢體語言運用的重要性 32.提高英語學習興趣的教學方法 33.中學英語教學課堂提問原則 34.語言測試在英語學習中的重要性 35.家教在中學生英語學習中的利弊 36.文化意識在中學英語教學中的作用及培養 37.漢語語言環境對初中生英語口語的影響 38.外教在英語課堂中的作用

39.如何將英語教學與道德教育融合在一起 40.論英語教學中的情感效應 41.教具在初中英語課堂的重要性 42.小組討論在英語口語課堂的應用 43．激發學生學習興趣，提高學生學習能力 44．論Internet對我國外語教學的影響 45．試談簡筆畫教學法 46．試論英語教學的情景創設

47．談如何建立一個輕松活躍的英語課堂

48．重視語篇結構分析，提高高中英語閱讀課的教學質量 49．高中生心理特征與英語教學 50．外語教學的和諧氣氛與有效交際 51．第二語言習得與幼兒英語教育 52．試談提高初中英語課堂教學效率

53．在英語教學中如何培養學生的創新意識和能力 54．論英語課外活動的開展

55．淺談如何使用新編英語教材，搞好農村初中英語口語教學