第一篇：英語(yǔ)教學(xué)法考試題目

英語(yǔ)教學(xué)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(guò)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(yǔ)教學(xué)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(guò)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(gè)選擇題，20分

2.10個(gè)填空題，20分

3.簡(jiǎn)答題，3個(gè)，15分

4.寫(xiě)教案。45分

第三篇：英語(yǔ)教學(xué)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(xué)事件問(wèn)題和解決方法 Part VI.Answering the following questions 回答問(wèn)題

Part VII.Lesson Planning 教案設(shè)計(jì)

第四篇：英語(yǔ)教學(xué)法課程考試大綱

英語(yǔ)教學(xué)法課程考試大綱

一、考試目的通過(guò)學(xué)習(xí)英語(yǔ)教學(xué)法課程,檢測(cè)英語(yǔ)師范生是否樹(shù)立新課標(biāo)的交際語(yǔ)言教學(xué)觀,是否掌握外語(yǔ)教學(xué)理論和外語(yǔ)學(xué)習(xí)理論,是否具備交際語(yǔ)言教學(xué)思想及其教學(xué)技能,是否具備扎實(shí)的語(yǔ)言基本功和熟練的教學(xué)技能,是否能夠?qū)⑺鶎W(xué)的教學(xué)理論應(yīng)用實(shí)際教學(xué),幫助解決實(shí)際教學(xué)中出現(xiàn)的問(wèn)題,在實(shí)際教學(xué)過(guò)程中是否體現(xiàn)交際語(yǔ)言教學(xué)思想,以交際教學(xué)為目的進(jìn)行英語(yǔ)教學(xué),為學(xué)生設(shè)置交際語(yǔ)言環(huán)境,讓學(xué)生在使用英語(yǔ)的過(guò)程中掌握英語(yǔ)語(yǔ)言。

二、考試內(nèi)容與范圍

(1)教學(xué)理論:新課標(biāo)的交際語(yǔ)言教學(xué)觀,語(yǔ)言學(xué),心理學(xué),二語(yǔ)習(xí)得等外語(yǔ)教學(xué)和外語(yǔ)學(xué)習(xí)理論,交際語(yǔ)言課堂教學(xué)技能;英語(yǔ)教師的職業(yè)能力,外語(yǔ)教學(xué)法流派理論等。

(2)教學(xué)實(shí)踐:教案設(shè)計(jì),微格教學(xué)技能,實(shí)際教學(xué)過(guò)程中體現(xiàn)交際語(yǔ)言教學(xué)思想,以交際教學(xué)為目的進(jìn)行英語(yǔ)教學(xué),為學(xué)生設(shè)置交際語(yǔ)言環(huán)境,讓學(xué)生在使用英語(yǔ)的過(guò)程中掌握英語(yǔ)語(yǔ)言,理論應(yīng)用實(shí)踐解決教學(xué)問(wèn)題的能力,反思教學(xué)能力,語(yǔ)言基本功,教學(xué)基本技能等綜合教學(xué)能力。

三、基本試題題型、題量及分?jǐn)?shù)公布

(1)簡(jiǎn)答題：5小題，占20% ,每小題4分

(2)教學(xué)任務(wù)設(shè)計(jì):3 小題, 占30%, 每小題10分

(3)問(wèn)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(jī)占該課程成績(jī)70%)

(5)微技能教學(xué)100分，為平時(shí)成績(jī),占該課程成績(jī)30%

四、考試方法及手段

開(kāi)卷、教案設(shè)計(jì)、教學(xué)任務(wù)設(shè)計(jì),微技能教學(xué)

五、試題覆蓋面、題型比例

試題覆蓋教材所學(xué)章節(jié)內(nèi)容,包括新課標(biāo)理念,交際語(yǔ)言教學(xué)觀,外語(yǔ)教與學(xué)理論,交際語(yǔ)言教學(xué)思想貫穿實(shí)際教學(xué),理論應(yīng)用實(shí)踐,語(yǔ)言基本功,教學(xué)基本技能的綜合運(yùn)用等方面。

簡(jiǎn)答題：5小題，占20% ,每小題4分

問(wèn)答題：4題，占20%，每小題5分

教學(xué)任務(wù)設(shè)計(jì)：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(xué)滿分100分，為平時(shí)成績(jī),占總成績(jī)30%。

六、試題的信度、效度、區(qū)分度、難度

本課程的命題考試應(yīng)根據(jù)教學(xué)大綱所規(guī)定的課程內(nèi)容和考試目標(biāo)來(lái)確定考試范圍和考核要求?？荚噧?nèi)容要覆蓋到教材所學(xué)章節(jié)。試卷要合理安排題目的能力層次結(jié)構(gòu)。每份考卷中各種能力層次題目所占的比例一般為：識(shí)記占10%，領(lǐng)會(huì)占10%，簡(jiǎn)單應(yīng)用20%，綜合應(yīng)用占60%。

試卷要合理安排題目的難度結(jié)構(gòu)。題目難易程度為易、較易、較難、難四個(gè)等級(jí)。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(píng)分標(biāo)準(zhǔn)

客觀題以標(biāo)準(zhǔn)答案為準(zhǔn);主觀題評(píng)分標(biāo)準(zhǔn)要求參考學(xué)生的教學(xué)觀，語(yǔ)言觀，語(yǔ)言基本功,教學(xué)基本技能來(lái)判分,它包括新課標(biāo)理念,交際語(yǔ)言教學(xué)觀,任務(wù)型語(yǔ)言教學(xué)方法,創(chuàng)設(shè)語(yǔ)言交際環(huán)境,幫助學(xué)生構(gòu)建認(rèn)知結(jié)構(gòu),教學(xué)目的明確,圍繞教學(xué)目的開(kāi)展語(yǔ)言交際活動(dòng),語(yǔ)言表達(dá)流暢,教學(xué)方法靈活多樣等。

具體情況如下：

簡(jiǎn)答題要求概念明晰,理解正確,領(lǐng)會(huì)較好,語(yǔ)言表達(dá)達(dá)意,否則扣1-2分;問(wèn)答題,要求概念清晰,理解正確,領(lǐng)會(huì)深刻,語(yǔ)言表達(dá)流利,否則扣1-2分;教學(xué)任務(wù)設(shè)計(jì),要求教學(xué)目的明確,活動(dòng)設(shè)計(jì)緊扣教學(xué)目的,突出交 際教學(xué)思想,語(yǔ)言專業(yè)而簡(jiǎn)明達(dá)意,否則扣2-5分;論述題,要求具有新的教學(xué)理念,突出交際教學(xué)思想,具有運(yùn)用所學(xué)教學(xué)理論闡述和分析問(wèn)題的能力,否則扣2-6分,語(yǔ)言語(yǔ)法錯(cuò)誤扣1-2分,用詞不當(dāng)扣0.5-1分。

第五篇：畢業(yè)論文教學(xué)法題目

英語(yǔ)系畢業(yè)生有關(guān)教學(xué)法的論文題目

1.以學(xué)生為中心的英語(yǔ)教學(xué)的特點(diǎn) 2.漢語(yǔ)環(huán)境對(duì)英語(yǔ)學(xué)習(xí)的影響 3.論初中英語(yǔ)詞匯教學(xué)

4.如何在教學(xué)中培養(yǎng)學(xué)生的英語(yǔ)學(xué)習(xí)策略 5.CLT在口語(yǔ)教學(xué)中的應(yīng)用 6.中學(xué)英語(yǔ)語(yǔ)法教學(xué)的探討 7.中教和外教英語(yǔ)課堂教學(xué)之比較

8.課堂游戲在初中英語(yǔ)教學(xué)中的作用與運(yùn)用原則 9.初一學(xué)生英語(yǔ)學(xué)習(xí)產(chǎn)生兩極分化的原因 10.英語(yǔ)閱讀課堂中師生的互動(dòng) 11.英語(yǔ)口語(yǔ)教學(xué)中的利與弊 12.語(yǔ)音知識(shí)與中學(xué)英語(yǔ)教學(xué)

13.淺談多媒體輔助小學(xué)英語(yǔ)教學(xué)的利與弊 14.多種感官教學(xué)在中學(xué)英語(yǔ)學(xué)習(xí)中的應(yīng)用 15.英語(yǔ)詞匯教學(xué)淺議 16.初中英語(yǔ)課導(dǎo)入環(huán)節(jié)的設(shè)計(jì) 17.淺析人教版新目標(biāo)教材的新視角 18.如何利用小組合作進(jìn)行英語(yǔ)教學(xué) 19.心理學(xué)在中學(xué)英語(yǔ)教育中的運(yùn)用 20.淺談?dòng)⑽母枨谟變河⒄Z(yǔ)教育中的重要性 21.中學(xué)英語(yǔ)教學(xué)中的交際型導(dǎo)入 22.快樂(lè)教學(xué)法在初中英語(yǔ)教學(xué)中的研究 23.論情感教育在英語(yǔ)教學(xué)中的作用 24.淺談“五步教學(xué)法”

25.如何培養(yǎng)小學(xué)生的英語(yǔ)口語(yǔ)興趣

26.任務(wù)型語(yǔ)言教學(xué)在初中英語(yǔ)聽(tīng)力課堂上的應(yīng)用 27.以學(xué)生為中心的語(yǔ)法教學(xué) 28.交際法教學(xué)和任務(wù)型教學(xué)的比較 29.英語(yǔ)語(yǔ)言輸出對(duì)英語(yǔ)學(xué)習(xí)的作用

30.以學(xué)生為中心的教學(xué)法在高中教學(xué)中的應(yīng)用 31.論中學(xué)英語(yǔ)教育中肢體語(yǔ)言運(yùn)用的重要性 32.提高英語(yǔ)學(xué)習(xí)興趣的教學(xué)方法 33.中學(xué)英語(yǔ)教學(xué)課堂提問(wèn)原則 34.語(yǔ)言測(cè)試在英語(yǔ)學(xué)習(xí)中的重要性 35.家教在中學(xué)生英語(yǔ)學(xué)習(xí)中的利弊 36.文化意識(shí)在中學(xué)英語(yǔ)教學(xué)中的作用及培養(yǎng) 37.漢語(yǔ)語(yǔ)言環(huán)境對(duì)初中生英語(yǔ)口語(yǔ)的影響 38.外教在英語(yǔ)課堂中的作用

39.如何將英語(yǔ)教學(xué)與道德教育融合在一起 40.論英語(yǔ)教學(xué)中的情感效應(yīng) 41.教具在初中英語(yǔ)課堂的重要性 42.小組討論在英語(yǔ)口語(yǔ)課堂的應(yīng)用 43．激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生學(xué)習(xí)能力 44．論Internet對(duì)我國(guó)外語(yǔ)教學(xué)的影響 45．試談簡(jiǎn)筆畫(huà)教學(xué)法 46．試論英語(yǔ)教學(xué)的情景創(chuàng)設(shè)

47．談如何建立一個(gè)輕松活躍的英語(yǔ)課堂

48．重視語(yǔ)篇結(jié)構(gòu)分析，提高高中英語(yǔ)閱讀課的教學(xué)質(zhì)量 49．高中生心理特征與英語(yǔ)教學(xué) 50．外語(yǔ)教學(xué)的和諧氣氛與有效交際 51．第二語(yǔ)言習(xí)得與幼兒英語(yǔ)教育 52．試談提高初中英語(yǔ)課堂教學(xué)效率

53．在英語(yǔ)教學(xué)中如何培養(yǎng)學(xué)生的創(chuàng)新意識(shí)和能力 54．論英語(yǔ)課外活動(dòng)的開(kāi)展

55．淺談如何使用新編英語(yǔ)教材，搞好農(nóng)村初中英語(yǔ)口語(yǔ)教學(xué)