英语教学论练习题库及答案

华中师范大学网络教育学院

《英语教学论》练习题库及答案本科

Ⅰ

. True or

false.

Directions: Judge whether the

following

statements

are true

or false. Write a T in the

brackets after a true

statements and an F before a false statements.

1.

Language is a logical system.

2.

Language is capable of producing new forms and meanings.

3.

Minimal pairs are pairs of words that differ only in one sound.

4.

The ways in which words follow one another and are related to one another is

called the syntagmatic

dimension of language, the dimension of

“

chaining

”

or

“

sequencing

”

.

5.

In general, a rising intonation is seen as being more impolite that a falling one.

6.

Conscious knowledge of rules does not help acquisition according to Krashen.

7.

The goal of foreign language teaching is to produce over

-

users of monitor.

8.

Krashen believes that adults are better language learners, while children are better

language acquirers.

9.

For Krashen, the affective filter is the principal source of individual difference in

second language

acquisition.

10.

The natural order hypothesis is presumed by Krashen to be the result of the

learned system, operating free

of conscious grammar.

11.

One function of a language can only be expressed by one structure.

12.

A normal lesson should have the all the stages discussed in this unit and the stages

should be in fixed order.

13. Usually a lesson should focus on practicing one single skill so that the students

can develop that skill

successfully.

14.

The stages of a lesson overlap.

15.

At each stage of the lesson, activities focus on all four skills.

16.

Lesson plans are useful only before the lesson.

17.

If the teacher uses the same techniques, some students may not have the chance to

learn in the way that

suits them best.

18.

There is no one absolutely correct way to draw up a lesson plan and each teacher

will decide what suits him

or her best, but all good lesson plans give a clear picture of what the teacher intends to

do in the lesson.

19.

In order to keep students interested in learning English it is important to include a

variety of activities and

techniques in the lesson.

20.

It is enough to introduce a range of different activities into a lesson to keep the

students interested in

learning English.

21.

A real good lesson plan should be long and complicated with detailed lesson

notes.

22.

Time can be saved by deciding on a format which suits you and then keeping a

pile of blanks.

23.

All good lesson plans give a clear picture of what the teacher intends to do in the

lesson.

24.

Writing a comment after each lesson is a useful habit for a teacher to get into.

25.

It is accepted by most experts of foreign language teaching that the

Grammar

-

Translation Method

originated from the 16th century.

26.

Until the 16th century Latin was taught through active use of speech and written

text without grammar

analysis.

27.

The theory of language underlying the Grammar

-

Translation Method was derived

from Comparative

Historical Linguistics.

28.

The theory of learning underlying the Grammar

-

Translation Method was Faculty

Psychology. The Faculty

Psychologists believed that the mind of human beings had various faculties which

could be trained separately.

29.

In a grammar

-

translation method classroom, reading and writing are the major

focus; little or no systematic

attention is paid to speaking or listening, because literary language is considered

superior to spoken language

and is therefore the language students should study.

30.

The most obvious characteristics of the Communicative Approach is that almost

everything that is done is

done with a communicative intent.

31.

Feedback refers to any information which provides a report on the result of

communication which takes

place not only between the listener and the speaker.

32.

Learning is more effective when the learners are actively involved in the learning

process.

33.

With regard to syllabus design, the Communicative Approach emphasizes topics.

34.

Today both language teaching experts and classroom teachers agree that the

communicative approach is the

best.

35.

The Total Physical Response method emphasizes comprehension and the use of

physical actions to teach a

foreign language at an introductory level.

36.

The Silent Way is based on the premise that the students should be silent as much

as possible in the

classroom.

37.

In practice, Community Language Learning is most often used in the teaching of

writing skill and the

course progression is topic based.

38.

A suggestopadia course is conducted in a classroom in which students are as

comfortable as possible.

39.

The Silent Way, Community Language Learning, and Suggestopaedia all lay

emphasis on the individual

and on personal learning strategies.

40.

The vowel is produced without (or with little) restriction during its production and

is always voiced.

41.

V

owels are formed mainly by the position of the tongue and, secondarily, by the

shape of the lips and

movement of the jaw.

42.

Consonants vary depending on where and how the air stream gets through, the

place and movement of the

tongue, and also whether the voice is used or not.

43.

A phoneme is the smallest distinctive sound unit, incapable of change in different

phonetic environments. 44.

The back

-

chaining technique means the students repeat a sentence after the teacher,

starting from the end part

of the sentence and moving towards the beginning.

45.

Of the two types of sentence stress, sense stress shows contrast, while logical

stress shows meaning.

46.

Pitch is produced by frequency of vibration of the vocal cords. The higher the

frequency, the higher the

pitch.

47.

Usually low key is used for emphasis and contrast; mid key indicates an expected,

neutral attitude; and low

key provides low information.

48.

Of the four possible tune movements, high fall is used for statements and

wh

-

questions; high rise is used

for questions asking for repetition of something; low rise is for yes/no questions, etc.

and fall rise is for

corrections and polite contradictions.

49.

The most powerful signal of stress is a change of pitch on the vowel.

50.

Syllables are short when they are stressed.

51.

Techniques for grouping items of vocabulary fall into three general categories:

semantic fields,

phonological sets and grammatical sets. Grouping items related by topics, for example,

types of fruit, belongs to

the semantic fields.

52.

Metaphor is a way of talking about one thing in terms of another. It is a device for

creating and extending

meaning.

53.

The relationship between the spoken and written word is identical in English.

54.

Semantization means that every new word should be presented in such a way that

its meaning becomes

clear to the learner.

55.

Verbal presentation of new words means that the meaning of a second language

word is demonstrated

through concrete objects, visual aids, or through mime and acting.

56.

An exercise with heterogeneity gives no opportunity for the really advanced

students to exercise their

capacity.

57.

An exercise with heterogeneity can also have a positive effect on learner attitude

and motivation. It

provides an opportunity for the teacher to give slower or less confident students the

approval and

encouragement they need.

58.

In the

“

language awareness

”

exercise, the statement

“

The baby's crying

”

informs about a third person's

whereabouts.

59.

In Hammer's five

-

step model, the purpose of

“

elicitation

”< /p>

is to provide the

teacher with feed back as to

what to do next.

60.

The aim of the practice stage is to cause the learners to absorb the structure

thoroughly.

61.

If we ask the class to listen and we ask the questions afterwards, we are helping

them improve their

listening skill indeed.

62.

An important part of the skill of listening is being able to predict what the speaker

is going to say next

63.

In an English class we are usually concerned with casual listening.

64.

It is important for the teacher to show students how easy it is to understand

something from authentic

materials rather than how difficult it is to understand everything.

65.

Students almost always enjoy listening to stories.

66.

If the teacher were talking too much in class the students would not be learning.

67.

Listening activities can only be conducted with the whole class.

68.

When the students listen to recorded materials there is very little opportunity for

immediate interaction.

69. Silent reading involves looking at the text and saying the words silently to

yourself.

70.

There are no major differences between how one reads in one's mother tongue and

how one reads in a

foreign language.

71.

To understand a word, you have to read all the letters in it; to understand a

sentence you have to read all the

words in it.

72.

The teacher can help the students to read a text by reading it aloud while they

follow in their books.

73.

Normally when we read our eyes flick backwards and forwards over the text

74.

In order to understand a text well, it is absolutely necessary to understand every

word in the first place.

75. Authentic materials can only be used in the classroom for beginners.

76.

Texts are usually used in English classes for two main purposes: as a way of

developing reading

comprehension and as a way of learning new language.

77.

Through reading the students not only learn new language, but also develop their

reading skills.

78.

When the readers read to get the general picture, only the main points are what

they are interested in, not

the detail.

79.

Planned conversations usually degenerate into silence or involve only a small

number of students.

80.

If the chosen topic for a conversation lesson is too general it will not excite the

students, if it is too specific

some students will be interested, and others not.

答案：

1. F 2. T 3. T 4. T 5. F 6. T 7. F 8. T 9. T 10. F 11. F 12. F

13. F 14. T 15. F 16. F 17. T 18. T 19. T 20. F 21. F 22. T 23. T 24. T 25. F

26. T 27. T 28. T 29. T 30. T 31. T 32. T 33. F 34. F 35. T 36. F 37. F 38. T

39. T 40. T 41. T 42. T 43. F 44. T 45. F 46. T 47. F 48. T 49. T 50. F 51. T

52. T 53. F 54. T 55. F 56. F 57. T 58. F 59. T 60. T 61. F 62. T 63. F 64. T

65. T 66. F 67. F 68. T 69. F 70. F 71. F 72. F 73. T 74. F 75. F 76. T 77.

T78.T 79.T 80. T

Directions: Fill in the blanks

with

appropriate word(s).

1.

Language teaching involves three main disciplines. They are linguistics,

psychology and ____.

2.

Linguistics is the study of language as a system of human ____.

3.

Psycholinguistics is the study of the mental processes that a person uses in

producing and understanding

language, and how humans learn ____.

4.

_____ is the study of second and foreign language teaching and learning.

5.

Sociology is the study of language in relation to ____, such as social class,

educational level and so on.

6.

At a macro level, society and community influence classroom teaching ____.

7.

The making of foreign language education policy must take into consideration the

____ and educational

situation of the country.

8.

The goals for secondary education are ____ from those for higher education.

9.

Syllabus determines teaching aims, objectives, contents and ____.

10.

Teaching materials should agree with or reflect the teaching ____, aims,

objectives and teaching methods.

11. The ____ approach to language study is concerned with language as an instrument

of social interaction

rather than as a system that is viewed in isolation.

12.

The ____ approach to language is to see it in terms of the bits and pieces by

means of which it is put

together.

13.

The most common word order in English is ____, with other sentence constituents

draped around these key

parts in various ways.

14.

According to the functionalists, language has three functions: ____, expressive,

and social.

15.

____ is the study of how words combine to form sentences and the rules which

govern the formation of

sentences.

16.

According to Skinner, language behavior can only be studied through observation

of the ____ factors.

17.

According to the behaviorists, all learning takes place through ____.

18.

Mentalism holds that a human being possesses a mind which has consciousness,

ideas, etc., and the mind

can influence the ____ of the body.

19.

The interactionalist's position is that language develops as a result of the complex

____ between the

uniquely human characteristics of the child and the environment in which the child

develops.

20.

Chomsky refers to the child's innate endowment as ____, a set of principles which

are common to all

languages.

21.

If the aim of a lesson is

“

To learn the names of colours

”

the lesson may focus on

a particular ______ .

22.

The cardinal rule means _________________ .

23.

“

Knowing English

”

must mean knowing how to __________ in English.

24.

The three main things that a learner has to acquire when learning a new structure

are the form, meaning and

_____ of the structure.

25.

The attitudinal and emotional factors can be expressed in an item of vocabulary.

These are often referred to

as ____.

26.

____ refers to varieties of language defined by their topic and context of use.

27.

Animal is a super

-

ordinate term, while cow, horse, pig, dog, cat, etc. are ____.

28.

There is a lack of consistency between ____ and pronunciation in English.

29.

Grammar is a description of the ____ of a language and the way in which

linguistic units such as words and

phrases are combined to produce sentences in the language.

30.

The emphasis of the product perspective on grammar is on the component parts of

the language system,

divided up into separate forms. Each form is the ____ of the grammarian's analysis.

31.

Process teaching engages learners in ____, formulating their own meanings in

contexts over which they

have considerable control.

32.

When we teach grammar as ____, the learner is required to attend to grammar,

while working on tasks

which retain an emphasis on language use.

33.

The complex form

-

function relationship is not a simplified, a one

-

t o

-

one ____.

34.

________ are represented by phonetic symbols because there is no one

-

to

-

one

correspondence between

written letters and spoken sounds.

35.

________ is often described as the music of speech

—

the way the voice goes up

and down as we speak. 36.

Most contributors to the Communicative Approach share the view that language is

used for communication and

are more concerned with meaning than with ____________.

37.

At one time ______________ was called Classical Method since it was first used

in the teaching of the

classical languages of Latin and Greek.

38.

When we use the word __________________ we mean that an idea or theory is

being applied: that

whatever the teacher does, certain theoretical principles are always borne in mind.

39.

A __________________ is a set of procedures or a collection of techniques used

in a systematic way which

it is hoped will result in efficient learning.

40.

The three major causes for errors are: mother tongue interference,

______________________, and

inappropriate teaching materials or methods.

答案：

1. pedagogy 2. communication 3. language 4. Applied linguistics 5. social

factors

ctly 7. economic ent 9. methods 10. principles 11. functional

12 structural 13. SVO 14. descriptive 15. Syntax 16. external formation

18. behavior 19. interplay 20. universal grammar 21. topic thing at a time

23. communicate 24. use 25. connotation or affective meaning 26. Register 27.

hyponyms

28. spelling 29. structure 30. product 31. language use 32. skill

33. correspondence, or: relationship 34. Sound 35. Intonation 36. structure

37. the grammar

-

translation method 38. approach 39. method 40. overgeneralization

Ⅲ

. Term and its definition.

Directions: give briefly

explanation

of each term.

1.

approach

：

When we use the word

approach

we mean that an idea or theory is

being applied: that whatever

the teacher does, certain theoretical principles are always borne in mind.

2.

technique

：

When we talk about a

technique

, we mean a procedure used in the

classroom. Techniques are

the tricks in classroom teaching.

3.

method: A

method

is a set of procedures or a collection of techniques used in a

systematic way which it is

hoped will result in efficient learning.

4.

methodology

：

Methodology

is the principle and techniques of teaching with no

necessary reference to

linguistics.

5.

sociolinguistics:

Sociolinguistics

is the study of language in relation to

social factors, that is, social class,

educational level and type of education, age, sex, ethic origin, etc.

6.

SR

-

model:

SR-model

refers to a connection which is established between a

stimulus or stimulus situation (s)

and the organism's response (R) to this stimulus.

7.

phoneme: A

phoneme

is the smallest distinctive sound unit or minimum unit of

distinctive sound feature

8.

casual listening: When we listen with no particular purpose in mind, and without

much concentration, the

kind of listening is called

casual

listening.

Ⅳ

.

Short answers.

Directions: answer the following questions briefly.

1. How do you understand the difference between approach, method, and technique?

When we use the word

approach

we mean that an idea or theory is being applied:

that whatever the teacher

does, certain theoretical principles are always borne in mind. A

method

is a set of

procedures or a collection of

techniques used in a systematic way which it is hoped will result in efficient learning.

When we talk about a

technique,

we mean a procedure used in the classroom.

A

technique

then is the narrowest term, meaning one single procedure. A

method

will consist of a number of

techniques, probably arranged in a specific order. The word

approach

is much more

general and has the

implication that whatever method or techniques the teacher uses, he does not feel

bound by these, but only by

the theory in which he believes. If he can find new and better methods or techniques

which will fit in with his

approach, then he will adopt these.

2. What are the three views of language that support popular foreign language

teaching?

They are the structural view; the functional view and the interactional view.

3. What are the elements with which a method is concerned?

There are six elements:

1.

the nature of language;

2.

the nature of language learning;

3.

goals and objectives in teaching;

4.

the type of syllabus to use;

5.

the role of teachers, and instructional materials; and

6.

the techniques and procedures to use.

4. What are the points of concern of methodology?

The points of concern of methodology include:

a.

the study of the nature of language skills (eg. reading, writing, speaking, listening)

and procedures for

teaching them

b.

the study of the preparation of lessons plans, materials, and textbooks for teaching

language skills

c.

the evaluation and comparison of language teaching methods (eg. the Audiolingual

Method)

d.

such practices, procedures, principles, and beliefs themselves. (Richards, et al, 1985:

177)

5. Apart from a mastery of a foreign language, what other knowledge should a foreign

language teacher have in

order to do his/her job well?

He/she should have some knowledge about the related subjects such as linguistics,

psychology and pedagogy.

He should also know that a lot of variables influence classroom teaching. Factor like

foreign language