最新英语教学法教程期末考试题大全(7篇)
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英语教学法教程期末考试题篇一
英语教学法课程考试大纲——考试目的通过学习英语教学法课程,检测英语师范生是否树立新课标的交际语言教学观,是否掌握外语教学理论
和外语学习理论,是否具备交际语言教学思想及其教学技能,是否具备扎实的语言基本功和熟练的教学技能,是否能够将所学的教学理论应用实际教学,帮助解决实际教学中出现的问题,在实际教学过程中是否体现
交际语言教学思想,以交际教学为目的进行英语教学,为学生设置交际语言环境,让学生在使用英语的过程
中掌握英语语言。
英语教学法课程考试大纲——考试内容与范围
教学理论:新课标的交际语言教学观,语言学,心理学,二语习得等外语教学和外语学习理论,交际语
言课堂教学技能;英语教师的职业能力,外语教学法流派理论等。
(2)教学实践:教案设计,微格教学技能,实际教学过程中体现交际语言教学思想,以交际教学为目的进
行英语教学,为学生设置交际语言环境,让学生在使用英语的过程中掌握英语语言,理论应用实践解决教学
问题的能力,反思教学能力,语言基本功,教学基本技能等综合教学能力。
英语教学法课程考试大纲——基本试题题型、题量及分数公布
(1)简答题：5小题，占20% ,每小题4分
(2)教学任务设计:3 小题, 占30%, 每小题10分
(3)问答题：4题，占20%，每小题5分
(4)论述题: 2题,占30%,每小题15分(试卷考试成绩占该课程成绩70%)
(5)微技能教学100分，为平时成绩,占该课程成绩30% 英语教学法课程考试大纲——考试方法及手段 开卷、教案设计、教学任务设计,微技能教学
英语教学法课程考试大纲——试题覆盖面、题型比例
试题覆盖教材所学章节内容,包括新课标理念,交际语言教学观,外语教与学理论,交际语言教学思想贯
穿实际教学,理论应用实践,语言基本功,教学基本技能的综合运用等方面。
简答题：5小题，占20% ,每小题4分
问答题：4题，占20%，每小题5分
教学任务设计：3小题, 占30%, 每小题10分
论述题：2题，占30%，每小题15分
微技能教学满分100分，为平时成绩,占总成绩30%。
英语教学法课程考试大纲——试题的信度、效度、区分度、难度
本课程的命题考试应根据教学大纲所规定的课程内容和考试目标来确定考试范围和考核要求。考试内
容要覆盖到教材所学章节。
试卷要合理安排题目的能力层次结构。每份考卷中各种能力层次题目所占的比例一般为：识记占
10%，领会占10%，简单应用20%，综合应用占60%。
试卷要合理安排题目的难度结构。题目难易程度为易、较易、较难、难四个等级。每份考卷中各种难
易程度题目的比例一般为：易占20%，较易30%，较难占30%，难占20%。
英语教学法课程考试大纲——评分标准
客观题以标准答案为准;主观题评分标准要求参考学生的教学观，语言观，语言基本功,教学基本技能
来判分,它包括新课标理念,交际语言教学观,任务型语言教学方法,创设语言交际环境,帮助学生构建认知
结构,教学目的明确,围绕教学目的开展语言交际活动,语言表达流畅,教学方法灵活多样等。
具体情况如下：
简答题要求概念明晰,理解正确,领会较好,语言表达达意,否则扣1-2分;问答题,要求概念清晰,理解正
确,领会深刻,语言表达流利,否则扣1-2分;教学任务设计,要求教学目的明确,活动设计紧扣教学目的,突出
交 际教学思想,语言专业而简明达意,否则扣2-5分;论述题,要求具有新的教学理念,突出交际教学思想,具
有运用所学教学理论阐述和分析问题的能力,否则扣2-6分,语言语法错误扣1-2分,用词不当扣0.5-1分。
英语教学法教程期末考试题篇二
英语教学法课程考试大纲
一、考试目的通过学习英语教学法课程,检测英语师范生是否树立新课标的交际语言教学观,是否掌握外语教学理论和外语学习理论,是否具备交际语言教学思想及其教学技能,是否具备扎实的语言基本功和熟练的教学技能,是否能够将所学的教学理论应用实际教学,帮助解决实际教学中出现的问题,在实际教学过程中是否体现交际语言教学思想,以交际教学为目的进行英语教学,为学生设置交际语言环境,让学生在使用英语的过程中掌握英语语言。
二、考试内容与范围
(1)教学理论:新课标的交际语言教学观,语言学,心理学,二语习得等外语教学和外语学习理论,交际语言课堂教学技能;英语教师的职业能力,外语教学法流派理论等。
(2)教学实践:教案设计,微格教学技能,实际教学过程中体现交际语言教学思想,以交际教学为目的进行英语教学,为学生设置交际语言环境,让学生在使用英语的过程中掌握英语语言,理论应用实践解决教学问题的能力,反思教学能力,语言基本功,教学基本技能等综合教学能力。
三、基本试题题型、题量及分数公布
(1)简答题：5小题，占20% ,每小题4分
(2)教学任务设计:3 小题, 占30%, 每小题10分
(3)问答题：4题，占20%，每小题5分
(4)论述题: 2题,占30%,每小题15分(试卷考试成绩占该课程成绩70%)
(5)微技能教学100分，为平时成绩,占该课程成绩30%
四、考试方法及手段
开卷、教案设计、教学任务设计,微技能教学
五、试题覆盖面、题型比例
试题覆盖教材所学章节内容,包括新课标理念,交际语言教学观,外语教与学理论,交际语言教学思想贯穿实际教学,理论应用实践,语言基本功,教学基本技能的综合运用等方面。
简答题：5小题，占20% ,每小题4分
问答题：4题，占20%，每小题5分
教学任务设计：3小题, 占30%, 每小题10分
论述题：2题，占30%，每小题15分
微技能教学满分100分，为平时成绩,占总成绩30%。
六、试题的信度、效度、区分度、难度
本课程的命题考试应根据教学大纲所规定的课程内容和考试目标来确定考试范围和考核要求。考试内容要覆盖到教材所学章节。试卷要合理安排题目的能力层次结构。每份考卷中各种能力层次题目所占的比例一般为：识记占10%，领会占10%，简单应用20%，综合应用占60%。
试卷要合理安排题目的难度结构。题目难易程度为易、较易、较难、难四个等级。每份考卷中各种难易程度题目的比例一般为：易占20%，较易30%，较难占30%，难占20%。
七、评分标准
客观题以标准答案为准;主观题评分标准要求参考学生的教学观，语言观，语言基本功,教学基本技能来判分,它包括新课标理念,交际语言教学观,任务型语言教学方法,创设语言交际环境,帮助学生构建认知结构,教学目的明确,围绕教学目的开展语言交际活动,语言表达流畅,教学方法灵活多样等。
具体情况如下：
简答题要求概念明晰,理解正确,领会较好,语言表达达意,否则扣1-2分;问答题,要求概念清晰,理解正确,领会深刻,语言表达流利,否则扣1-2分;教学任务设计,要求教学目的明确,活动设计紧扣教学目的,突出交 际教学思想,语言专业而简明达意,否则扣2-5分;论述题,要求具有新的教学理念,突出交际教学思想,具有运用所学教学理论阐述和分析问题的能力,否则扣2-6分,语言语法错误扣1-2分,用词不当扣0.5-1分。
英语教学法教程期末考试题篇三
英语教学法考试题目及答案
the past century, language teaching and learning practice has been influenced by three different views on 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 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 rs 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 expre notions that perform the functions 3)interactional view: language is a communicative tool to build up and maintain social relations between rs 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 orist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher? ethic devotion, profeional quality and personal can one become a good language teacher? wallace‟s reflective model
stage 1: language development stage 2: learning, practice, reflection goal:development of profeional
1).learn from others experience 2).learn received knowledge
3).learn from ones own experience pseudo practice and the real claroom 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 components of communicative competence:linguistic competence, pragmatic competence , discourse competence, strategic competence, fluency 4． what is clt? comment on icative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a is also referred to as "communicative approach to the teaching of foreign" or simply the "communicative approach".5． what is tblt? comment on -based language teaching，tblt is a further development of shares the same belief in the use of language in real life, but strees 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 play and in between.4 component:a purpose,a context,a proce,a product.6． what are the limitations of clt & tblt under the chinese foreign language setting? problems with clt :
very first and forceful argument is whether it is culturally appropriate
second problem of clt relate to the design the syllabus for teaching purpose in the claroom.3.
the third problem is that whether such an approach is suitable for all age level of learners or all competence level of aints 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 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 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 leen plan? why is it important?
a leon plan is a framework of a leon in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it
proper leon plan is eential for both novice and experienced ge teachers benefit from leon planning in a number of teachers aware of the aims and language contents of the leon, so as to plan the activities and choose the techniques accordingly;
teachers distinguish the various stages of a leon and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the leon can move smoothly from one stage to another;
teachers the opportunity to anticipate potential problems so that they can be prepared;
teachers, ones, confidence in cla; teachers‟ awarene of the teaching aids needed;
the principles for good leon : y: ility bility e
9． what is bottom-up model and top-down model? how to apply them to language learning? bottom-up model reading follows a linear proce from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.-down model one‟s background knowledge plays a more important role than new words and structures in reading g is „a psycholinguistic gueing 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 develop speaking strategies 6)making the best use of claroom learning environment to provide sufficient language input and practice for students(159)
11． list the principles and models for teaching ples for teaching reading(184) selected texts and attached tasks should be
acceible to should be clearly given in should be designed to encourage selective and intelligent reading for the main meaning rather than ‟ understanding of trivial should help develop ‟ reading skills rather than test their reading teacher should help develop reading strategies and reading ability in teacher should provide enough guidance and aistance at the beginning but gradually withdraw guidance as for teaching reading -up model -down model ctive model 12． what is the communicative approach to writing? what is the proce approach to writing? try to comment on are motivated by authentic writing tasks that have some communicative different audiences and different purposes, the writing piece could vary g activities can be “writing for learning”, “writing for communication” and somewhere „proce approach‟（过程研究法is defined as an approach to the teaching of writing which strees the creativity of the individual writer, and which pays attention to the development of good writing practices rather than the imitation of 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 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 eential conditions for language learning.13． what are the limitations of integrating the skills? benefit: help the development of ‟ communicative competence;
limitations: separate focus on individual aspects of vocabulary, grammar and skills ation can be demanding of the problem of designing suitable materials that take into account ‟ different skill levels.14． design a 45-minute teaching plan for any type of leon, such as listening, speaking, reading, and writing.
英语教学法教程期末考试题篇四
1． in the past century, language teaching and learning practice has been influenced
by three different views on 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 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 rs 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 expre notions that perform the functions
3)interactional view: language is a communicative tool to build up and maintain social relations between rs 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 orist theorycognitive theoryconstructivist theorysocio-constructivist theory 3． what are the qualities of a good language teacher?
ethic devotion, profeional quality and personal can one become a good language teacher?
wallace‟s reflective model
stage 1: language development stage 2: learning, practice, reflectiongoal:development of profeional
1).learn from others experience
2).learn received knowledge
3).learn from ones own experience
pseudo practice and the real claroom 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 components of communicative competence:linguistic competence, pragmatic competence , discourse competence, strategic competence, fluency
5． what is clt? comment on icative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a is also referred to as "communicative approach to the teaching of foreign" or simply the "communicative approach".6． what is tblt? comment on -based language teaching，tblt is a further development of shares the same belief in the use of language in real life, but strees 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 play and in between.4 component:a purpose,a context,a proce,a product.7． what are the limitations of clt & tblt under the chinese foreign language setting? problems with clt :
very first and forceful argument is whether it is culturally appropriate
second problem of clt relate to the design the syllabus for teaching purpose in the
third problem is that whether such an approach is suitable for all age level of learners or all competence level of aints 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 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 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 leen plan? why is it important?
a leon plan is a framework of a leon in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it
proper leon plan is eential for both novice and experienced ge teachers benefit from leon planning in a number of teachers aware of the aims and language contents of the leon, so as to plan the activities and choose the techniques accordingly;
teachers distinguish the various stages of a leon and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the leon can move smoothly from one stage to another;
teachers the opportunity to anticipate potential problems so that they can be prepared;
teachers, ones, confidence in cla;
teachers‟ awarene of the teaching aids needed;
the principles for good leon : y:ility bility e
12． what is bottom-up model and top-down model? how to apply them to language learning? bottom-up model reading follows a linear proce from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.-down model one‟s background knowledge plays a more important role than new words and structures in reading g is „a psycholinguistic gueing 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 develop speaking strategies 6)making the best use of claroom learning environment to provide sufficient language input and practice for students(159)
14． list the principles and models for teaching ples for teaching reading(184) selected texts and attached tasks should be acceible to should be clearly given in should be designed
to encourage selective and intelligent reading for the main meaning rather than ‟ understanding of trivial should help develop ‟ reading skills rather than test their reading teacher should help develop reading strategies and reading ability in teacher should provide enough guidance and aistance at the beginning but gradually withdraw guidance as for teaching reading -up model -down ctive model
15． what is the communicative approach to writing? what is the proce
approach to writing? try to comment on are motivated by authentic writing tasks that have some communicative different audiences and different purposes, the writing piece could vary g activities can be “writing for learning”, “writing for communication” and somewhere „proce approach‟（过程研究法is defined as an approach to the teaching of writing which strees the creativity of the individual writer, and which pays attention to the development of good writing practices rather than the imitation of 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 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 eential conditions for language learning.16． what are the limitations of integrating the skills?
benefit: help the development of ‟ communicative competence;
limitations: separate focus on individual aspects of vocabulary, grammar and skills
ation can be demanding of the problem of designing suitable materials that take into account ‟ different skill levels.17． design a 45-minute teaching plan for any type of leon, such as listening, speaking, reading，and writing.题型
1.10个选择题，20分
2.10个填空题，20分
3.简答题，3个，15分
4.写教案。45分
英语教学法教程期末考试题篇五
英语教学法考试试题
information for the examinees: this examination consists of three are: section t: basic theories and principles(30 points, 20 minutes)section il: problem solving(30 points, 50 minutes)section ih: mini-leon plan(40 points, 50 minutes)the total marks for this examination are 100 allowed for completing this examination is 2 n i: basic theories and principles questions 1--15 are based on this ions: choose the best answer from a, b or c for each your answers on the answer kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?（）
ve devices that indicate meaning relationships between or within sentences,such as apart from, in order to, since, homever, not only, and but tical devices that establish links to form the cohesion of a text, such as ix,this, the, here, that, and so l devices that use the repetition of key words or synonymous words to link sentences will a good writer usually do in the pre-writing stage of the writing proce?（）
decisions on the purpose, the audience, the contents, and the outline of the trate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until p a revising checklist to pinpoint the weaknees of his/her writing and focus on the flaws likely to appear in their g exercises like completion, reproduction, compreion, and transformation are mainly the type of exercises used in which writing task?（）
lled type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?（）ptive iptive ional students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?（）ive grammar ive grammar ional grammar which stage of the presentation-practice-production approach will students have the chance to use the new language freely and incorporate it into their existing language?（）tation ce tion can we help students to memorize a new word more effectively?（）
the new word in a context, relate it to known words, and use -teach the new word of a text, pronounce it correctly, and group the new word in a list of unconnected words with of the following techniques can best present the word"pollution"?（）
or draw a a definition or an trate the meaning by acting or r two wordsgo together with each other or not is an iue:0[ what?（）
the following factors that may affect a leon plan, which one includes claroom size（） al us and are the most important parts of a leon plan?（）oks and claroom aids,.pation of problems and flexibility in dealing with ives of the leon and procedure to achieve do we need to design tasks to supplement the textbook?（）oks usually are not well oks need adaptations to fit the needs 0f their target oks only cover a limited amount 0f language the five subcategories of claroom management, that is people, language, environment, organization and tools, which o[ the following elements can be claified under environment?（）
ok, exercise book, teacher"s book;" and blackboard, ction between teacher and ement of desks and role does a teacher take to create an environment in which learning can take place?（） cla teaching, pair work, group work, and games are activities under which subcategory of claroom management?（）n ii..problem solving questions 16—18are based on this ions: below are five situations in the has a , identify the problem second, provide your solution according to the communicative language teaching should elaborate on the problem(s)and solution(s) your answer on the answer a writing cla, the teacher asks the students to write an article about their help the students, the teacher also provides a well-written article about hometown by a famous writer as a ts are instructed to follow the style and the organization of ideas of the sample a grammar cla, the teacher teaches the use of "some" and "any" in the following way: ns the rules of their es some examples to illustrate the usage of the two the students to do pattern the students to apply the rules to given teaching a new reading paage, the teacher writes all the new words on the blackboard and asks the students to look them up in the teacher explains the meaning of these new words in simple english, usually by providing some examples of their mes, the teacher may provide the chinese versions for these dealing with the vocabulary, the teacher will then shih ~heir focus to the reading paage.英语教学法试题答案
section i: basic theories and principles 30 points 1.b 2.a 3.b 4.a 5.b 6.c 7.a 8.b 9.c 10.b 11.c 12.b 13.c 14.b 15.c
section ⅱ: problem solving 30 points m: the teacher"s instruction to the students is too general and it may leave
the students with too much room to choose is no help provided for the students
to develop a sense of purpose and a sense of t a sense of purpose and
audience, the students may either feel confused by all poible things that could be included in the writing, or just follow the contents covered in the sample on: the teacher could first narrow down the topic by providing a situation for the
students, such as writing a tour guide for their , help the students to work
out poible contents that could be included in the writing, such as location, population，resources for tourism, places of interests, teacher could also help the students to
decide the writing style based on their writing purpose and targeted m: the teacher teaches grammar in a deductive approach is usually
mechanical and students learn the rules paively with little involvement in the
proce of working them rules are sometimes too restrictive, there are lots of
exceptions that may confuse the method is usually more concerned with form
than students meet the new structure in isolated sentences, they may not get a feel
for when and how to use the are still very likely to go on using it on: bring in the inductive grammar teaching combining the two
ways of teaching grammar together, the teacher can achieve a much better result than using either way teacher could first give the students a context and ask them to
work out the collecting the students" suggestions, the teacher could then tell
them the existing rules and explain exceptions to the way, the students will be
actively involyed in the thinking proce and may understand the rules will also
be aware of the fact that grammar rules are worked out by people observing the use of
language, so they may change as people"s use of language may m: the students taught in this way are mainly receiving paive knowledge
from the merely learn to understand these vocabularies, rather than how to
use new words are not taught from a context, and there is no practiee of using
them in an authentic or a near authentic students will not learn these new
words in an efficient on: the students need to learn paive knowledge and active knowledge at the
same teacher could use various means to help the students to understand the
vocabulary, for some, they can use illustrations, for some, they can use definitions, and for
others, they can gue from the teacher could also use different ways to help
the students to use the new ses like information gap, croword, quiz, or
recording new words all can help the students to learn vocabulary in a more efficient way.
英语教学法教程期末考试题篇六
英语教学法（2）课程考核说明
一、考核制定依据
依据英语教学法（2）教学大纲制定本考核说明
二、考核对象
广播电视大学专科起点的本科开放教育英语（本科）专业的学生。
三、课程总成绩的计算方法
本课程的测试由形成性考核和课程终结考试两部分组成，形成性考核占总成绩20%，课程终结考试占80%。
（一）形成性考核的要求和形式
形成性考核以完成《英语教学法（2）形成性考核及学习档案》的情况为依据得分。《形成性考核及学习档案》由“自我评价”、以单元为单位的单元活动和学习记录、以及“课堂表现记录”组成。任课教师将按照各部分的分值标准对各部分打分，得出学员的形成性考核总成绩。
（二）终结性考核的要求和形式
课程终结考试为笔试，由中央电大统一命题，考试时间为90分钟。具体命题内容及形式参照“英语教学法”课程考核说明。
1.命题原则
考察学生对本课程的基本原理、基本知识的记忆、理解、掌握程度及基本技能的运用。
2.考核形式及时限
课程终结考试为笔试，由中央电大统一命题，考试时间为90分钟。
3.试题类型及结构
section le choice questions(40 points)
section -leon plan(60 points)
具体命题内容及形式参照“英语教学法”课程平时作业说明。
英语教学法教程期末考试题篇七
英语测试
姓名：_____________成绩：_____________
一、按顺序默写出我们所学的前十五个音标。（每个4分，共60分）____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
二、根据汉语意思写出单词，或根据单词写出汉语意思。（每个4分，共40分）
蜜蜂：（）
five :（）
bed：（）
goose：（）
书：（）
星星：（）
cup：（）
cat：（）
girl：（）
fish：（）