我們在一些事情上受到啟發(fā)后，應(yīng)該馬上記錄下來，寫一篇心得體會，這樣我們可以養(yǎng)成良好的總結(jié)方法。大家想知道怎么樣才能寫得一篇好的心得體會嗎？下面小編給大家?guī)黻P(guān)于學習心得體會范文，希望會對大家的工作與學習有所幫助。
英語教學法課程心得體會篇一
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小學英語教學法期末復習題庫
一、填空
1、小學生具有無意注意占主導，有意注意有一定發(fā)展、注意不夠穩(wěn)定，常常帶有情結(jié)色彩、注意的品質(zhì)較差等特點和優(yōu)越條件。
2、小學英語課堂教學的特點是重視培養(yǎng)和激發(fā)學生學習英語的深厚興趣，在教學活動中要有和諧的語言教學氛圍，要重視學生基本技能和學習習慣的培養(yǎng)。
3、基礎(chǔ)教育階段英語課程的總體目標是培養(yǎng)學生的綜合語言運用能力。
4、《英語新課程標準》提出學生的發(fā)展是英語課程的出發(fā)點和歸宿。
5、語言知識和語言技能是綜合語言運用能力的基礎(chǔ)，文化意識是得體運用語言的保證。情感態(tài)度是影響學生學習和發(fā)展的重要因素，學習策略是提高學習效率、發(fā)展自主學習能力的保證。
6、教學是教師的教和學生的學的統(tǒng)一活動。就英語教學而言，教學的實質(zhì)就是一種特殊的認識過程。英語教學過程就是生生之間和師生之間的共同參與、合作、交流的活動過程。
7、學生認識的客體是英語，教師認識的客體是教學規(guī)律。教學雙方都為對方提供信息，英語就是為了促進交流。
8、教學的最終任務(wù)是培養(yǎng)學習者的交際能力。
9、交際性原則提出的主要依據(jù)有三點：第一，語言是表達意義的體系；第二，語言的主要功能是交際功能；第三，語言的主要單位不僅是語法、結(jié)構(gòu)特征，還包括功能范疇。
10、情景教學的原則提出的主要依據(jù)有三點：第一小學生的心理和年齡特點；第二，語言的習得規(guī)律；第三，小學生的學習規(guī)律。
11、語言教學的內(nèi)容包括語言知識和語言技能兩個方面
12、體態(tài)語是指說話時的表情、手勢、動作等。
13、在教學中寫有兩方面的含義：一是書寫，二是寫作。
14、良好的課堂氣氛是搞好課堂教學，保證教學質(zhì)量的關(guān)鍵。
15、備課的主要任務(wù)是熟悉教材、寫出具體教案、確定課時教學目標、教學方法、板書計劃、課內(nèi)練習題等。
16、教學效果不取決于教師,也不取決于學生,而是雙方共同活動的結(jié)果.
17、小學英語教學的原則包括：交際性原則、聽說領(lǐng)先的原則、情境教學原則和趣味性原則。
18、英語課堂教學的實質(zhì)是交際。
19、遵循視聽說與讀寫結(jié)合的原則，教學要采用聽說領(lǐng)先、讀寫跟上的方法。
20.小學階段的英語小學目標（教學目標）是：通過聽、說、玩、看等教學活動，激發(fā)和培養(yǎng)學生的學習興趣，使其養(yǎng)成良好的學習習慣；通過學習使學生獲取對英語的一些感性認識，掌握一定的語言基本技能，培養(yǎng)初步運用英語進行聽、說的交際能力；開發(fā)智力，發(fā)展包括觀察、記憶、思維和想象等內(nèi)容的思維能力，培養(yǎng)學生建立科學的世界觀、人生觀、價值觀、對通過英語傳遞的思想、文化、情感等有初步的跨文化認知的意識；培養(yǎng)學生的愛國主義精神以及世界公民的意識。
21、小學英語教學法是研究小學英語教學的理論和實踐，是研究小學英語教學的全部過程及其規(guī)律的一個科學體系。
22、教師在教學活動之前主要應(yīng)編寫好三種計劃：學期教學進度計劃，單元教學計劃，課時計劃。
23、備好課，必須做好如下三方面的工作：了解學生，鉆研教材，制定教學計劃。
24、新課程設(shè)置是按九年一貫制設(shè)置義務(wù)教育階段課程的方式，小學階段以綜合課程為主，初中階段以綜合和分科并行，高中階段以分科為主。
25、教師在教學過程中應(yīng)與學生積極交往、共同發(fā)展，要處理好傳播知識與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學生的獨立性和自主性，引導學生質(zhì)疑、調(diào)查、探究，在實踐中學習，促進學生在教師指導下主動地、富有個性的學習。
26、根據(jù)歸因理論，學生把學習結(jié)果良好歸因為自己努力的結(jié)果，屬于內(nèi)在——可控性歸因。
27、新課程的核心理念是——一切為了每一個孩子的發(fā)展。
28、素質(zhì)教育以培養(yǎng)學生的創(chuàng)新能力和實踐能力為重點。
29、課程改革的核心目標是實現(xiàn)課程功能的轉(zhuǎn)變。 30、課改成功的重要標志是教師教學行為和學生學習方式的改變。
31、教學工作的基本環(huán)節(jié)：備課、上課、課外作業(yè)的布置和批改、課外輔導、學業(yè)成績的評定。
32、評價的根本目的是促進學生的發(fā)展。
33、職業(yè)教育是以生產(chǎn)勞動的知識和技能為主要教學內(nèi)容，以就業(yè)為主要目標的學校教育。
34、教育目的的層次包括國家的教育目的、各級各類學校的培養(yǎng)目標和教師的教學目標。
35、從課程任務(wù)角度，課程可分為基礎(chǔ)型課程、拓展性課程和研究性課程三種類型。
36、學校工作必須堅持“以教學為主，全面安排”的原則。
37、班級授課制是把一定數(shù)量的學生按年齡和知識程度編成固定的班級，集體上課。我國最早采用班級授課制的是清政府于1862年設(shè)立于北京的京師同文館。
38、教學策略的基本特征有綜合性、可操作性和靈活性。
39、游戲教學的結(jié)構(gòu)有：游戲任務(wù)、游戲行為、游戲信號物和游戲規(guī)則。
40、課堂教學的基本環(huán)節(jié)：組織教學、導入、促進對新材料的感知和理解、鞏固所學的知識、作業(yè)的布置和批改。
41、游戲教學應(yīng)遵循一定的規(guī)則：時間限制規(guī)則、角色表演規(guī)則、內(nèi)容呈現(xiàn)規(guī)則和競賽規(guī)則。
42、認識法的理論基礎(chǔ)為結(jié)構(gòu)主義語言學和行為主義心理學。
43、簡筆畫教學最為顯著的特點為生動具體、形象直觀。
44、板書設(shè)計的原則有明確的目的性與針對性、條理性和系統(tǒng)性、靈活性和藝術(shù)性。
45、教師和學生的共同成長是新課改的核心價值追求。
46、英語學習的策略包括認知策略、調(diào)控策略、交際策略和資源策略。
47、在任務(wù)型語言教學中任務(wù)的設(shè)計應(yīng)遵循情境性原則、真實性原則、整合性原則、可行性原則、綜合能力培養(yǎng)原則和結(jié)果可評價原則。
48、在人類語言的交際活動中，聽說占了人類語言交際活動的%，所以在小學階段，在英語基本技能培養(yǎng)方面，我們應(yīng)該堅持聽說領(lǐng)先、讀寫跟上的原則。
49、在英語口語教學中，我們可以采用復述法。復述法可以分兩步來實施：第一步是機械性復述，第二步是活性復述。50、英語新課程倡導的學習方式有自主學習方式、合作學習方式和探究學習方式。
51、在任務(wù)型語言教學中，課外作業(yè)應(yīng)以項目為主導。
52、主要的外語教學法有語法翻譯法、直接法、聽說法、全身反應(yīng)法和交際語言教學。
53、語言的學習過程是一個學生不斷犯錯誤的過程，老師只有注意建立和諧、寬松、民主的教學氛圍，學生才能增加語言實踐的機會，都有提高語言的可能。
54、對學生文化意識的培養(yǎng)包括兩個方面的內(nèi)容：一是文化知識的傳授；二是跨文化意識的培養(yǎng)。
二、名詞解釋：
1、功能法是第二語言教學法的主要流派之一。它是以語言功能項目為綱，有針對性地培養(yǎng)學生的交際能力，實行交際化教學過程的一種教學法。功能法強調(diào)并十分重視語言的交際功 能，主張學習語言從功能到形式。功能法的理論基礎(chǔ)是社會語言學和功能語言學。培養(yǎng)學生的交際能力是功能法所要達到的教學目的。從功能法的理論基礎(chǔ)出發(fā)，功能法體現(xiàn)了自身的教學原則和特點。同時，功能法也表現(xiàn)出不足和缺點，在教學實踐中，存在取與舍的問題。
2、習得指借助學習增大反應(yīng)強度，增添新的反應(yīng)方式。即知識的掌握。
3、互動教學模式互動是建立在個體活動基礎(chǔ)之上的集體活動。互動式教學主要表現(xiàn)為交流、合作、展示、補充、完善、深化自我學習成果，解決自我學習中不能解決的困難的過程。互動教學一般由導學、自學、小組研討、組際交流和
總結(jié)
評價幾個階段組成。課堂活動以學生與學生、學生與教師間的互動為主。4、任務(wù)型教學是指在教學活動中設(shè)定一定的任務(wù)，讓學生在完成任務(wù)的過程中習得語言知識，進而培養(yǎng)學生的交際能力。它是以具體任務(wù)為學習動機、以完成任務(wù)的過程為學習過程、以展示任務(wù)成果的方式體現(xiàn)教學成就的教學活動。
5、全身反應(yīng)法教師把教學內(nèi)容設(shè)計成一系列指令式語言項目，然后再讓學生對這些項目用身體做出反應(yīng)的課堂教學方法。
6、演繹式語法教學在演繹式語法教學中，教師首先展示語法規(guī)則并舉例說明，然后由學生將所展示的語法規(guī)則運用于新的語言環(huán)境。演繹式語法教學方式注重的是形式而不是運用。
7、反思性教學反思性教學是外語教師自身發(fā)展的有效途徑，是教師獨立地、自覺地調(diào)節(jié)和管理自己的教學實踐活動的過程。反思性教學中，教師的研究以改進自己的教學行為、提高自己的職業(yè)能力為出發(fā)點，通過觀察、思考、反思、分析自己的教學行為，在實踐中不斷檢驗、修正、調(diào)整自己的教學行為，內(nèi)化相關(guān)理論和思想，從而促進自身的發(fā)展。
英語教學法課程心得體會篇二
《小學英語教學法教程》讀后感（2篇）
這個寒假度過的還是挺愉悅的，不僅在物質(zhì)上品嘗到了那熟悉的家鄉(xiāng)風味，在精神上閱讀了《小學英語教學法教程》，也感悟良多。特別是在書中讀到母語與英語在小學英語課堂上的使用問題時，回想自己在給學生上課的點點滴滴。記得當初在大學上有關(guān)教學方面的課程時，書本上對我們的要求是要對學生進行全英文授課，而自己在實驗學校上課的時候，尤其是在常態(tài)課時，課堂上使用全英語授課的次數(shù)不多。在小學英語課堂上，在多大程度上使用英語進行教學，在多大程度上使用母語進行教學和解答問題，是每個英語教師必須面對的問題。其實在小學英語教學中，英語和母語是既相互干擾，又相輔相成的關(guān)系。不要把英語和母語對立起來，應(yīng)該認識到英語和母語都是我們了解和認識世界的一種方法和渠道。
在小學的低年級階段，母語對英語學習有明顯的干擾作用。處于低年級段的學生就更是如此。他們初學英語，也初學拼音，拼音和英語都是由字母組成的，所以低年級的學生容易混淆。尤其是英語當中的二十六個字母和漢語當中的聲母與韻母的差別，低年級的學生往往會把他們的讀音弄反。同時英語句子的組成順序和中文的順序有一定的區(qū)別，這個對于學生的翻譯又會有很大的影響。記得有些同學在做翻譯
題目時犯過這樣的錯誤。用母語的思維把下面兩個句子理解成了：how are you?(怎么是你？)how old are you?(怎么老是你？)所以在低年級階段進行全英文教學反而效果會更低。
在小學的高年級階段，對學生進行全英文授課很有必要。在中國學習英語，最大的障礙就是缺乏一個語言學習環(huán)境。英語的教學目的是要培養(yǎng)學生運用英語的能力。所以在小學英語教學中，盡量使用英語，控制使用漢語，是英語教學目的所決定的。而高年級的學生對母語已經(jīng)有了一個全方位的認識了，在課堂上進行全英文授課，提供學生一個學習英語的環(huán)境，培養(yǎng)其預感，這樣學習起來效果更佳，他們的積極性也更高。我們只有在教學中加強英語實踐，多使用英語，讓學生大量接觸英語，并沉浸在使用英語的氛圍中，才能有效地排除母語的干擾，培養(yǎng)運用英語的能力。
在英語教學中盡量使用英語，一般可運用以下一些方法：
1、盡量使用英語組織課堂教學。例如，在教學的各個環(huán)節(jié)可多使用英語課堂用語。凡能用英語表述的，如講解、練習、測試和安排、布置家庭作業(yè)以及獎勵、評講等，都盡量用英語，避免使用漢語。例如我們學校很普遍的課堂組織用語:one，two, three, a, b, c!當希望重復的時候可以教導學生用again。當讓學生讀課文的時候可以告訴他這時候
應(yīng)該說reading。
2、使用直觀手段，如實物、圖片、教師的動作、表情和課文情景等。學生可以跳過母語，直接把英語和客觀事物聯(lián)系起來。看見直觀教具和表演就能與英語發(fā)生聯(lián)想，鞏固記憶，提高運用英語的本領(lǐng)。特別是在入門階段，所教的單詞一般都是詞義具體的單詞，所教的句子一般也緊密聯(lián)系具體生活實際。因此，少用或基本不用母語是完全可能的。
在小學英語教學中，英語和母語是既相互干擾，又相輔相成的關(guān)系。不要把英語和母語對立起來，應(yīng)該認識到英語和母語都是我們了解和認識世界的一種方法和渠道。我們不能簡單地認為英語教學中母語的運用是一種思維的干擾，相反，適當運用母語于外語教學之中，不僅可以提高課堂教學效率，而且還可以作為學生的一種學習策略加以培養(yǎng)，有效地提高其學習效率。母語在英語教學中既不能過多，也不能排斥。母語的恰當運用有助于降低課堂教學難度；多數(shù)學生希望能夠利用母語幫助外語學習。
英語教學法課程心得體會篇三
..英語教學法教程試題庫
unit 1 part i read the following statements or questions and choose the best answer for each statement or of human behavior is influenced by their_____ _____ ences ledge s is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom? ng attitude tions of language ural view of language onal view does the structural view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the functional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the interactional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things of the following teaching method is based on the behaviorist theory? b r translation -lingual -based teaching and learning icative teaching are the characteristics of audio-lingual method? ge is learned by constant repetition and the the reinforcement of the teacher es were immediately corrected, and correct utterances were immediately ts should be allowed to create their own sentences based on their understanding of certain a and three groups can summarize all the elements of the qualities of a good teacher? devotion, profeional qualities and personal styles devotion, profeional qualities and inspanidual freedom dual freedom, profeional qualities and personal styles devotion, personal styles and inspanidual freedom are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? word教育資料
..ng from other’s experiences ng the received knowledge ng from one’s own experiences as a teacher of the above qualities are considered good qualities of a good teacher? d , humorous, well informed working, disciplined prepared, dynamic and patient of the above part 2 answer the following questions.1.a good teacher should poe many good three qualities you think are the most important and explain 2 is the ultimate goal of foreign language teaching? ss to use the foreign language in work or ss to achieve accuracy of english language ss to achieve fluency of english language ss to speak standard is the poible solution to bridge the gap between claroom language teaching and real-life language use? -based teaching and learning icative language teaching tation, practice and production ---study---activate is linguistic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is pragmatic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is discourse competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources word教育資料
..dge of language itself, its form and meaning is strategic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is fluency competence concerned with? riate use of the language in social context y to link units of speech together with facility and without strain or inappropriate slowne or undue hesitation gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning are the principles of communicative language teaching? ication principle, task principle and meaningful principle ication principle, accuracy principle and meaningful principle ication principle, fluency principle and meaningful principle ication principle, task principle and purpose principle are the listening and speaking activities in traditional pedagogy? to texts either read by the teacher or pre-recorded on the tape;repeat what is the questions according to what is heard;produce responses based on given clues what is heard of the above are the five components of communicative competence? stic competence, pragmatic competence, discourse competence, strategetic competence and fluency stic competence, pragmatic competence, discourse competence, strategetic competence and accuracy r competence, pragmatic competence, discourse competence, strategetic competence and fluency r competence, pragmatic competence, discourse competence, strategetic competence and accuracy part 2 answer the following questions are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?
unit 4 part 1 read the following statements or questions and choose the best answer for each statement or question. should be included in a leon plan? s to be achieved word教育資料
..als to be covered ties to be organized of the above are the principles for good leon planning? , variety, flexibility, learnability and linkage , preparation flexibility and linkage , micro-planning, macro-planning and flexibility , micro-planning, macro-planning and variety are the guidelines for writing teaching aims in a leon plan? , brief ic, students-oriented ic, teacher-oriented a and b are language contents? ures, vocabulary, functions and topics es, vocabulary, communication and topics , structures, aims and summary ures, aims, functions and topics are very commonly used teaching procedures and stages? tation, practice and production -reading, while-reading and post-reading ical practice and meaningful practice a and b is the function of optional activities? s in case the leon goes too fast and there are a few minutes ed for good students ed for bad students for emergency part is to be finished after a leon in a leon plan? ng aids of a leon summary al activities and aignments leon reflection part 2 answer the following questions benefits can language teachers get from planning a leon? n five principles for good leon planning in detail. does macro planning involve? are components of a leon plan?
unit 5 part 1 read the following statements or questions and choose the best answer for each statement or question. are the poible roles of a teacher? ller, aeor zer, prompter ipant, resource-provider of the above role does a teacher play in the following activity? the teacher gives students 2 minutes to skim a text, and when time is up, word教育資料
..he asks students to stop and answer some questions.ller zer er role does a teacher play in the following activity? t: do you have any hobbies? s: yes, i like singing and dancing.t: uhm, and...? s: i also collect coins.t: oh, really, how many...have you already...collected? ller zer er role does a teacher play in the following activity? the teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).each student draws one who have drawn number 1 will form group, and those who have drawn number 2 will form group the students are put into five groups in a random way.ller zer er role does a teacher play in the following activity? when a student has made a sentence with borrow, “i borrowed a paper to write a letter”, the teacher says, “well, we don’t say a paper, we say a piece of paper.” ller zer er role does a teacher play in the following activity? while doing a writing task either inspanidually or in groups, the students need to use a particular word they don’t they ask the teacher.ller ipant ce-provider role does a teacher play in the following activity? the teacher asks a student a question “have you ever bought clothes with problems?” if the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.ller zer er role does a teacher play in the following activity? when the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.ller zer er role does a teacher play in the following activity? when students are doing a group-work task, the teacher joins one or two word教育資料
..groups for a short period of ller ipant ce-provider role does a teacher play in the following activity? the teacher asks students to produce conversations(either orally or in writing)by using particular patterns or expreions they have just learned.ller zer er 1 role does a teacher play in the following activity? the teacher has a word in his mind and asks students to gue by asking only yes/no questions until they make the correct ller ipant ce-provider is appropriate for the teacher to give claroom instructions to students? directions to tasks or activities, checking comprehension, giving feedback ing explanations to a concept or language structure, drawing attention g requirements, checking comprehension, aigning homework of the above do novice teacher often have problems giving clear instructions? language proficiency is low are fresh form the university instructions are too short are not able to target their instructions to the level of the learners 1 are not good rules to follow for making instructions effective? simple instructions and make them suit the comprehension level of the students the mother tongue only when it is neceary body language to aist understanding model the task or activity before letting students move into groups or pairs 1 of the following is the time when students work as a whole cla? all the students are under the control of the teacher students work in pairs on an exercise or a task word教育資料
.. students work in small groups students are expected to work on their own at their own speed 1 of the following is the time when students work in a pair? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students work in groups? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students study by themselves? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the advantage of whole cla work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s is always a great chance of different opinions and contributions to the is le of the following is the advantage of pair work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s reinforces a sense of belonging among a group of is very 2 answer the following questions six conditions have to be met in order to achieve efficient claroom management?
unit 6 part 1 read the following statements or questions and choose the best answer for word教育資料
..each statement or of the following is true about pronunciation teaching? rs whose native language has similar sounds are le likely to have problems with rs who have more exposure to english need le focus on ing chinese learners of english need a certain degree of focus on pronunciation. of the above is the realistic goal of teaching pronunciation? tency egibility icative efficiency of the above of the following do not belong to minimal pair? well tell fell well of the following belong to pronunciation perception practice? minimal pairs, odd one out order, completion or different of the above type does the following production practice belong to? the students repeat what the teacher activity can practice inspanidual sounds, inspanidual words, groups of words, and sentences. and repeat in the blanks up sentences meaningful context type does the following production practice belong to? she sells sea shells on the up sentences meaningful context pictures tongue twisters are the ways of practicing stre? gestures the voice the blackboard of the above does the falling intonation on the statement “he is moved to glasgow.” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have told me before word教育資料
.. does the falling intonation on the question “where do you live ?” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have tole me before is reflected as important in the following example? you please turn down the radio a little bit? .↘（no, i do not want to.）or ? ↗（what did you say?） tion part 2 answer the following questions cannot most learners of english as a foreign language acquire native like english pronunciation?
unit 7 part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true? tical competence is eential for communication is a positive role of instruction for grammar learning r teaching can enhance learner proficiency r learning is completely usele for of the following is not grammar presentation method? ive method ive method discovery method icative teaching method of the following steps are typical for the deductive grammar teaching method? examples→explain rules→students do practice activities tic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences it rules are give to students→authentic language data is provided→apply the new structure to produce sentences of the above are two grammar practice activities? ical practice and meaningful practice word教育資料
.. practice and communicative practice st practice and meaningful practice ical practice and succe oriented practice are two broad categories of knowledge? it knowledge and explicit knowledge s knowledge and unobvious knowledge ive knowledge and deductive knowledge ed knowledge and inferred knowledge
unit 8 part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true about vocabulary? a.a vocabulary item can be more than one word lary can not be must be learned by the is best learned in context english-english dictionary is an important aid for does it mean to know a word? dge its pronunciation and stre its spelling and grammatical properties its meaning and know when and how to use it of the above meaning is referred to if we say the meaning of “dog” is an animal with four legs and a tail, often kept as a pet or trained for work? a denotative meaning ative meaning ed meaning ed meaning meaning is referred to if we say the meaning of “dog” is friendship and loyalty? a denotative meaning ative meaning l meaning d meaning is referred to if we say “see a movie, watch a play, look at a picture”? tive meaning ative meaning ations ms do the following examples indicate? big, huge;enormous, immense;male, masculine word教育資料
..ms ms ms ations are two categories of vocabulary? ive vocabulary and productive vocabulary vocabulary and learned vocabulary ar vocabulary and unfamiliar vocabulary vocabulary and old vocabulary word教育資料
英語教學法課程心得體會篇四
英語教學法教程試題庫
unit 1 part i read the following statements or questions and choose the best answer for each statement or of human behavior is influenced by their__________ ences
ledge
s is the basis for syllabus design, teaching methodology, teaching and aement procedures in the claroom? ng attitude
tions of language
ural view of language
onal view does the structural view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the functional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things does the interactional view of language see language? a.a system of categories based on the communicative needs of the learner b.a communicative tool to build up and maintain social relations between people c.a linguistic system made up of various subsystems d.a linguistic system and a means for doing things of the following teaching method is based on the behaviorist theory? b r translation
-lingual
-based teaching and learning
icative teaching are the characteristics of audio-lingual method? ge is learned by constant repetition and the the reinforcement of the teacher es were immediately corrected, and correct utterances were immediately ts should be allowed to create their own sentences based on their understanding of certain a and three groups can summarize all the elements of the qualities of a good teacher? devotion, profeional qualities and personal styles devotion, profeional qualities and inspanidual freedom dual freedom, profeional qualities and personal styles devotion, personal styles and inspanidual freedom are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? ng from other’s experiences ng the received knowledge ng from one’s own experiences as a teacher of the above qualities are considered good qualities of a good teacher? d , humorous, well informed working, disciplined prepared, dynamic and patient of the above part 2 answer the following questions.1.a good teacher should poe many good three qualities you think are the most important and explain 2 is the ultimate goal of foreign language teaching? ss to use the foreign language in work or ss to achieve accuracy of english language ss to achieve fluency of english language ss to speak standard is the poible solution to bridge the gap between claroom language teaching and real-life language use? -based teaching and learning icative language teaching tation, practice and production ---study---activate is linguistic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is pragmatic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is discourse competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is strategic competence concerned with? riate use of the language in social context y to create coherent written text or conversation and the ability to understand them gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning is fluency competence concerned with? riate use of the language in social context y to link units of speech together with facility and without strain or inappropriate slowne or undue hesitation gies one employs when there is communication breakdown due to lack of resources dge of language itself, its form and meaning
are the principles of communicative language teaching? ication principle, task principle and meaningful principle ication principle, accuracy principle and meaningful principle ication principle, fluency principle and meaningful principle ication principle, task principle and purpose principle are the listening and speaking activities in traditional pedagogy? to texts either read by the teacher or pre-recorded on the tape;repeat what is the questions according to what is heard;produce responses based on given clues what is heard of the above are the five components of communicative competence? stic competence, pragmatic competence, discourse competence, strategetic competence and fluency stic competence, pragmatic competence, discourse competence, strategetic competence and accuracy r competence, pragmatic competence, discourse competence, strategetic competence and fluency r competence, pragmatic competence, discourse competence, strategetic competence and accuracy part 2 answer the following questions are the differences between language used in real life and language learned in the claroom under the traditional pedagogy?
unit 4
part 1 read the following statements or questions and choose the best answer for each statement or question. should be included in a leon plan? s to be achieved als to be covered ties to be organized of the above are the principles for good leon planning? , variety, flexibility, learnability and linkage , preparation flexibility and linkage , micro-planning, macro-planning and flexibility , micro-planning, macro-planning and variety are the guidelines for writing teaching aims in a leon plan? , brief
ic, students-oriented ic, teacher-oriented a and b
are language contents? ures, vocabulary, functions and topics es, vocabulary, communication and topics , structures, aims and summary ures, aims, functions and topics are very commonly used teaching procedures and stages? tation, practice and production -reading, while-reading and post-reading ical practice and meaningful practice a and b is the function of optional activities? s in case the leon goes too fast and there are a few minutes ed for good students ed for bad students for emergency part is to be finished after a leon in a leon plan? ng aids
of a leon summary
al activities and aignments leon reflection part 2 answer the following questions benefits can language teachers get from planning a leon? n five principles for good leon planning in detail. does macro planning involve? are components of a leon plan?
unit 5
part 1 read the following statements or questions and choose the best answer for each statement or question. are the poible roles of a teacher? ller, aeor
zer, prompter ipant, resource-provider
of the above role does a teacher play in the following activity? the teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.ller zer er role does a teacher play in the following activity? t: do you have any hobbies? s: yes, i like singing and dancing.t: uhm, and...? s: i also collect coins.t: oh, really, how many...have you already...collected? ller
zer
er role does a teacher play in the following activity? the teacher writes one of five numbers(1-5)on a number of cards(the same number as the students).each student draws one who have drawn number 1 will form group, and those who have drawn number 2 will form group the students are put into five groups in a random way.ller
zer
er role does a teacher play in the following activity? when a student has made a sentence with borrow, “i borrowed a paper to write a letter”, the teacher says, “well, we don’t say a paper, we say a piece of paper.”
ller
zer
er
role does a teacher play in the following activity?
while doing a writing task either inspanidually or in groups, the students need to use a particular word they don’t they ask the teacher.ller
ipant
ce-provider role does a teacher play in the following activity? the teacher asks a student a question “have you ever bought clothes with problems?” if the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.ller
zer
er
role does a teacher play in the following activity?
when the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.ller
zer
er
role does a teacher play in the following activity?
when students are doing a group-work task, the teacher joins one or two groups for a short period of ller
ipant
ce-provider role does a teacher play in the following activity?
the teacher asks students to produce conversations(either orally or in writing)by using particular patterns or expreions they have just learned.ller
zer
er
11.
what role does a teacher play in the following activity?
the teacher has a word in his mind and asks students to gue by asking only yes/no questions until they make the correct ller
ipant
ce-provider is appropriate for the teacher to give claroom instructions to students? directions to tasks or activities, checking comprehension, giving feedback
ing explanations to a concept or language structure, drawing attention g requirements, checking comprehension, aigning homework of the above
do novice teacher often have problems giving clear instructions? language proficiency is low are fresh form the university instructions are too short are not able to target their instructions to the level of the learners 1 are not good rules to follow for making instructions effective? simple instructions and make them suit the comprehension level of the students the mother tongue only when it is neceary body language to aist understanding model the task or activity before letting students move into groups or pairs 1 of the following is the time when students work as a whole cla? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed 1 of the following is the time when students work in a pair? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students work in groups? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the time when students study by themselves? all the students are under the control of the teacher students work in pairs on an exercise or a task students work in small groups students are expected to work on their own at their own speed of the following is the advantage of whole cla work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s is always a great chance of different opinions and contributions to the is le of the following is the advantage of pair work? is an ideal way to show materials and do presentations allows students to work together rather than under teacher’s reinforces a sense of belonging among a group of is very 2 answer the following questions six conditions have to be met in order to achieve efficient claroom management?
unit 6
part 1 read the following statements or questions and choose the best answer for each statement or of the following is true about pronunciation teaching? rs whose native language has similar sounds are le likely to have problems with rs who have more exposure to english need le focus on ing chinese learners of english need a certain degree of focus on pronunciation. of the above is the realistic goal of teaching pronunciation? tency
egibility icative efficiency
of the above of the following do not belong to minimal pair? well
tell fell
well
of the following belong to pronunciation perception practice? minimal pairs, odd one out order, completion
or different
of the above
type does the following production practice belong to? the students repeat what the teacher activity can practice inspanidual sounds, inspanidual words, groups of words, and sentences. and repeat
in the blanks
up sentences meaningful context type does the following production practice belong to? she sells sea shells on the up sentences
meaningful context pictures
tongue twisters are the ways of practicing stre? gestures
the voice the blackboard of the above does the falling intonation on the statement “he is moved to glasgow.” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have told me before does the falling intonation on the question “where do you live ?” indicate? a.i am telling you something you do not know b.i have not finished yet c.i am asking a genuine question d.i know you have tole me before is reflected as important in the following example? you please turn down the radio a little bit? .↘（no, i do not want to.）or ? ↗（what did you say?） tion part 2 answer the following questions cannot most learners of english as a foreign language acquire native like english pronunciation?
unit 7
part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true? tical competence is eential for communication is a positive role of instruction for grammar learning r teaching can enhance learner proficiency r learning is completely usele for of the following is not grammar presentation method? ive method ive method
discovery method
icative teaching method of the following steps are typical for the deductive grammar teaching method? examples→explain rules→students do practice activities tic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences
it rules are give to students→authentic language data is provided→apply the new structure to produce sentences of the above
are two grammar practice activities? ical practice and meaningful practice practice and communicative practice st practice and meaningful practice ical practice and succe oriented practice are two broad categories of knowledge? it knowledge and explicit knowledge s knowledge and unobvious knowledge ive knowledge and deductive knowledge ed knowledge and inferred knowledge
unit 8 part 1 read the following statements or questions and choose the best answer for each statement or of the following statement is not true about vocabulary? a.a vocabulary item can be more than one word lary can not be must be learned by the is best learned in context english-english dictionary is an important aid for does it mean to know a word? dge its pronunciation and stre its spelling and grammatical properties its meaning and know when and how to use it of the above
meaning is referred to if we say the meaning of “dog” is an animal with four legs and a tail, often kept as a pet or trained for work? a denotative meaning
ative meaning ed meaning ed meaning meaning is referred to if we say the meaning of “dog” is friendship and loyalty? a denotative meaning
ative meaning l meaning
d meaning is referred to if we say “see a movie, watch a play, look at a picture”? tive meaning
ative meaning ations ms the following examples indicate? big, huge;enormous, immense;male, masculine ms ms ms ations are two categories of vocabulary? ive vocabulary and productive vocabulary vocabulary and learned vocabulary arvocabulary and unfamiliar vocabulary vocabulary and old vocabulary
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