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英语教学法复习题:一、Multiple-choicequestions1.()isplanningforawholeprogrammeorawhole-yearcourse.A.MicroplanningB.MacronplanningC.TeachingD.Languagelearning2.The3-stagemodelispre-reading,()andpost-reading.A.practiceB.writingC.while-readingD.preparation3.Bylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingand().A.drawingB.describingC.practicingD.writing4.WhendidHarmersuggestthefollowingmeasuresforundisciplinedactsandbadlybehavingstudents()?A1984B1985C1983D19865.Whatshouldtheteachingofpronunciationfocuson?A.readingphonetictranscriptsofwordsB.writingphonetictranscriptsofwordsC.students’abilitytoidentifyandproduceEnglishsoundsthemselvesD.acquirenative-likepronunciation6.Whichisnotourrealisticgoalofteachingpronunciationlistedbelow?A.creativityB.consistencyC.intelligibilityDcommunicativeefficiency7.Properlessonplanningisessentialforbothnoviceand()teacher.A.experiencedB.youngC.oldD.new8.Theprinciplesforgoodlessonplanningareintermsofaim,variety,flexibility,(),andlinkage.A.typeB.learnabilityC.attitudeD.language9.()meanstherealisticgoalsforthelesson.A.VarietyB.LinkageC.AimD.Lessonplanning10.Linkagemeansthestagesandthe()withineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.A.directionsB.stepsC.goalsD.types11.Ideally,lessonplanningshouldbedoneattwolevels:macroplanningand().A.teachingplanningB.languageteachingC.assessmentD.microplanning12.Whichisnotthekindofstressthatisimportanttoachievinggoodpronunciationlistedbelow?A.word-levelstressB.paragraph-levelstressC.phrase-levelstressD.sentence-levelstress13.Pronunciationisdifficulttoteachwithoutsomedrillson()A.gesturesB.actionC.soundsD.correction14.Grammarpracticeisusuallydividedintotwocategories,theyare()A.mechanicalpracticeandeffectivepracticeB.meaningfulpracticeandeffectivepracticeC.communicativepracticeandmechanicalpracticeD.communicativepracticeandeffectivepractice15.()aremostfrequentlyusedinmechanicalpractice.A.SubstitutiondrillsandspeakingdrillsB.SpeakingdrillsandtransformationdrillsC.TransformationdrillsandcomprehensiondrillsD.Substitutiondrillsandtransformationdrills16.In()drill,thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctionsinasentence.A.transformationB.comprehensionC.substitutionD.speaking17.In()drill,thestudentschangeagivenstructureinawaysothattheyareexposedtoothersimilarstructures.A.transformationB.comprehensionC.speakingD.substitution18.Practicebasedonpromptsisusuallyconsideredas()practice.A.meaningfulpracticeB.effectivepracticeC.communicativepracticeD.mechanicalpractice19.Theattitudesormotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationofthewordreferto().A.denotativemeaningB.connotativemeaningC.collocationsD.antonyms20.Themosttypicaltypeofpost-listeningtaskisthe()question.A.multiple-choicecomprehensionB.open-endedC.othertypesD.answering21.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthe()stage.A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.22.Whichofthefollowingactivitiesdoyouthinkwouldhelppreparestudentsforreal-lifespeechinEnglish?A.readingaloudB.givingapreparetalkC.doingadrillD.alloftheabove23.Whichofthefollowingprinciplesofteachingspeakingteachersshouldbeawareof?A.ContextualizingpracticeB.PersonalizingpracticeC.BuildingupconfidenceD.alloftheabove24.Readingaloudand()readingaretwodifferenttypesofreadingpractice.A.slowB.quickC.silentD.normal25.Helpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheir()skills.A.writingB.listeningC.readingD.speaking26.Whichoftheprinciplesandmodelsforteachingreadingisfalse?A.Bottom-upmodelB.Top-downmodelC.InteractivemodelD.Medium-model27.A()isapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesrelatedtohis/herstudy.A.portfolioB.projectworkC.peerassessmentD.continuousassessment28.Wordswhichcanbegroupedtogetherunderthesamesuperordinateconceptis().A.synonymsB.antonymsC.hyponymsD.alltheabove29.Somevocabularyconsolidationactivitiesthatcanbedoneinclassare().A.rebellingB.describesanddrawC.wordassociationD.Alltheabove30.Whichstagedoteachersusetohelpthestudentspreparetolisten?()A.Pre-listeningB.While-listeningC.Post-listeningD.When-listening31.The()stageisthemostdifficultfortheteachertocontrol,becausethisiswherestudentsneedtopayattentionandprocesstheinformationactively.A.pre-listeningB.while-listeningC.post-listeningD.mid-listening.32.Thereisamethodofteachingcalled(),whichconcentratesonlearninglanguagebylisteningphysicallytocommandsordirections.A.OpentheDoorB.ClosethedoorC.TotalPhysicalResponseD.ListenAndAct33.Theabilitytosurfthenetandfindtheinformationneedediswhattodayteacherswillneedtodevelop---skillof().A.screenliteracyB.internetnavigationC.createone;sownfileofpictureandcardsD.image34.Ellis(2002)suggestsproceduresforteachinggrammarusing()asinput.A.speakingB.readingC.writingD.listening35.Thedeductivemethodisonewayofgrammarpresentation,itrelieson().A.reasoning,analyzingandcomparing