我們?cè)谝恍┦虑樯鲜艿絾l(fā)后，應(yīng)該馬上記錄下來(lái)，寫一篇心得體會(huì)，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(huì)嗎？下面小編給大家?guī)?lái)關(guān)于學(xué)習(xí)心得體會(huì)范文，希望會(huì)對(duì)大家的工作與學(xué)習(xí)有所幫助。
英語(yǔ)教學(xué)法課程心得體會(huì)篇一
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小學(xué)英語(yǔ)教學(xué)法期末復(fù)習(xí)題庫(kù)
一、填空
1、小學(xué)生具有無(wú)意注意占主導(dǎo)，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(diǎn)和優(yōu)越條件。
2、小學(xué)英語(yǔ)課堂教學(xué)的特點(diǎn)是重視培養(yǎng)和激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的深厚興趣，在教學(xué)活動(dòng)中要有和諧的語(yǔ)言教學(xué)氛圍，要重視學(xué)生基本技能和學(xué)習(xí)習(xí)慣的培養(yǎng)。
3、基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。
4、《英語(yǔ)新課程標(biāo)準(zhǔn)》提出學(xué)生的發(fā)展是英語(yǔ)課程的出發(fā)點(diǎn)和歸宿。
5、語(yǔ)言知識(shí)和語(yǔ)言技能是綜合語(yǔ)言運(yùn)用能力的基礎(chǔ)，文化意識(shí)是得體運(yùn)用語(yǔ)言的保證。情感態(tài)度是影響學(xué)生學(xué)習(xí)和發(fā)展的重要因素，學(xué)習(xí)策略是提高學(xué)習(xí)效率、發(fā)展自主學(xué)習(xí)能力的保證。
6、教學(xué)是教師的教和學(xué)生的學(xué)的統(tǒng)一活動(dòng)。就英語(yǔ)教學(xué)而言，教學(xué)的實(shí)質(zhì)就是一種特殊的認(rèn)識(shí)過(guò)程。英語(yǔ)教學(xué)過(guò)程就是生生之間和師生之間的共同參與、合作、交流的活動(dòng)過(guò)程。
7、學(xué)生認(rèn)識(shí)的客體是英語(yǔ)，教師認(rèn)識(shí)的客體是教學(xué)規(guī)律。教學(xué)雙方都為對(duì)方提供信息，英語(yǔ)就是為了促進(jìn)交流。
8、教學(xué)的最終任務(wù)是培養(yǎng)學(xué)習(xí)者的交際能力。
9、交際性原則提出的主要依據(jù)有三點(diǎn)：第一，語(yǔ)言是表達(dá)意義的體系；第二，語(yǔ)言的主要功能是交際功能；第三，語(yǔ)言的主要單位不僅是語(yǔ)法、結(jié)構(gòu)特征，還包括功能范疇。
10、情景教學(xué)的原則提出的主要依據(jù)有三點(diǎn)：第一小學(xué)生的心理和年齡特點(diǎn)；第二，語(yǔ)言的習(xí)得規(guī)律；第三，小學(xué)生的學(xué)習(xí)規(guī)律。
11、語(yǔ)言教學(xué)的內(nèi)容包括語(yǔ)言知識(shí)和語(yǔ)言技能兩個(gè)方面
12、體態(tài)語(yǔ)是指說(shuō)話時(shí)的表情、手勢(shì)、動(dòng)作等。
13、在教學(xué)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(xué)，保證教學(xué)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(shí)教學(xué)目標(biāo)、教學(xué)方法、板書計(jì)劃、課內(nèi)練習(xí)題等。
16、教學(xué)效果不取決于教師,也不取決于學(xué)生,而是雙方共同活動(dòng)的結(jié)果.
17、小學(xué)英語(yǔ)教學(xué)的原則包括：交際性原則、聽(tīng)說(shuō)領(lǐng)先的原則、情境教學(xué)原則和趣味性原則。
18、英語(yǔ)課堂教學(xué)的實(shí)質(zhì)是交際。
19、遵循視聽(tīng)說(shuō)與讀寫結(jié)合的原則，教學(xué)要采用聽(tīng)說(shuō)領(lǐng)先、讀寫跟上的方法。
20.小學(xué)階段的英語(yǔ)小學(xué)目標(biāo)（教學(xué)目標(biāo)）是：通過(guò)聽(tīng)、說(shuō)、玩、看等教學(xué)活動(dòng)，激發(fā)和培養(yǎng)學(xué)生的學(xué)習(xí)興趣，使其養(yǎng)成良好的學(xué)習(xí)習(xí)慣；通過(guò)學(xué)習(xí)使學(xué)生獲取對(duì)英語(yǔ)的一些感性認(rèn)識(shí)，掌握一定的語(yǔ)言基本技能，培養(yǎng)初步運(yùn)用英語(yǔ)進(jìn)行聽(tīng)、說(shuō)的交際能力；開(kāi)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(xué)生建立科學(xué)的世界觀、人生觀、價(jià)值觀、對(duì)通過(guò)英語(yǔ)傳遞的思想、文化、情感等有初步的跨文化認(rèn)知的意識(shí)；培養(yǎng)學(xué)生的愛(ài)國(guó)主義精神以及世界公民的意識(shí)。
21、小學(xué)英語(yǔ)教學(xué)法是研究小學(xué)英語(yǔ)教學(xué)的理論和實(shí)踐，是研究小學(xué)英語(yǔ)教學(xué)的全部過(guò)程及其規(guī)律的一個(gè)科學(xué)體系。
22、教師在教學(xué)活動(dòng)之前主要應(yīng)編寫好三種計(jì)劃：學(xué)期教學(xué)進(jìn)度計(jì)劃，單元教學(xué)計(jì)劃，課時(shí)計(jì)劃。
23、備好課，必須做好如下三方面的工作：了解學(xué)生，鉆研教材，制定教學(xué)計(jì)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(xué)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(xué)過(guò)程中應(yīng)與學(xué)生積極交往、共同發(fā)展，要處理好傳播知識(shí)與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學(xué)生的獨(dú)立性和自主性，引導(dǎo)學(xué)生質(zhì)疑、調(diào)查、探究，在實(shí)踐中學(xué)習(xí)，促進(jìn)學(xué)生在教師指導(dǎo)下主動(dòng)地、富有個(gè)性的學(xué)習(xí)。
26、根據(jù)歸因理論，學(xué)生把學(xué)習(xí)結(jié)果良好歸因?yàn)樽约号Φ慕Y(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(gè)孩子的發(fā)展。
28、素質(zhì)教育以培養(yǎng)學(xué)生的創(chuàng)新能力和實(shí)踐能力為重點(diǎn)。
29、課程改革的核心目標(biāo)是實(shí)現(xiàn)課程功能的轉(zhuǎn)變。 30、課改成功的重要標(biāo)志是教師教學(xué)行為和學(xué)生學(xué)習(xí)方式的改變。
31、教學(xué)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(dǎo)、學(xué)業(yè)成績(jī)的評(píng)定。
32、評(píng)價(jià)的根本目的是促進(jìn)學(xué)生的發(fā)展。
33、職業(yè)教育是以生產(chǎn)勞動(dòng)的知識(shí)和技能為主要教學(xué)內(nèi)容，以就業(yè)為主要目標(biāo)的學(xué)校教育。
34、教育目的的層次包括國(guó)家的教育目的、各級(jí)各類學(xué)校的培養(yǎng)目標(biāo)和教師的教學(xué)目標(biāo)。
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(xué)校工作必須堅(jiān)持“以教學(xué)為主，全面安排”的原則。
37、班級(jí)授課制是把一定數(shù)量的學(xué)生按年齡和知識(shí)程度編成固定的班級(jí)，集體上課。我國(guó)最早采用班級(jí)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(xué)策略的基本特征有綜合性、可操作性和靈活性。
39、游戲教學(xué)的結(jié)構(gòu)有：游戲任務(wù)、游戲行為、游戲信號(hào)物和游戲規(guī)則。
40、課堂教學(xué)的基本環(huán)節(jié)：組織教學(xué)、導(dǎo)入、促進(jìn)對(duì)新材料的感知和理解、鞏固所學(xué)的知識(shí)、作業(yè)的布置和批改。
41、游戲教學(xué)應(yīng)遵循一定的規(guī)則：時(shí)間限制規(guī)則、角色表演規(guī)則、內(nèi)容呈現(xiàn)規(guī)則和競(jìng)賽規(guī)則。
42、認(rèn)識(shí)法的理論基礎(chǔ)為結(jié)構(gòu)主義語(yǔ)言學(xué)和行為主義心理學(xué)。
43、簡(jiǎn)筆畫教學(xué)最為顯著的特點(diǎn)為生動(dòng)具體、形象直觀。
44、板書設(shè)計(jì)的原則有明確的目的性與針對(duì)性、條理性和系統(tǒng)性、靈活性和藝術(shù)性。
45、教師和學(xué)生的共同成長(zhǎng)是新課改的核心價(jià)值追求。
46、英語(yǔ)學(xué)習(xí)的策略包括認(rèn)知策略、調(diào)控策略、交際策略和資源策略。
47、在任務(wù)型語(yǔ)言教學(xué)中任務(wù)的設(shè)計(jì)應(yīng)遵循情境性原則、真實(shí)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(píng)價(jià)原則。
48、在人類語(yǔ)言的交際活動(dòng)中，聽(tīng)說(shuō)占了人類語(yǔ)言交際活動(dòng)的%，所以在小學(xué)階段，在英語(yǔ)基本技能培養(yǎng)方面，我們應(yīng)該堅(jiān)持聽(tīng)說(shuō)領(lǐng)先、讀寫跟上的原則。
49、在英語(yǔ)口語(yǔ)教學(xué)中，我們可以采用復(fù)述法。復(fù)述法可以分兩步來(lái)實(shí)施：第一步是機(jī)械性復(fù)述，第二步是活性復(fù)述。50、英語(yǔ)新課程倡導(dǎo)的學(xué)習(xí)方式有自主學(xué)習(xí)方式、合作學(xué)習(xí)方式和探究學(xué)習(xí)方式。
51、在任務(wù)型語(yǔ)言教學(xué)中，課外作業(yè)應(yīng)以項(xiàng)目為主導(dǎo)。
52、主要的外語(yǔ)教學(xué)法有語(yǔ)法翻譯法、直接法、聽(tīng)說(shuō)法、全身反應(yīng)法和交際語(yǔ)言教學(xué)。
53、語(yǔ)言的學(xué)習(xí)過(guò)程是一個(gè)學(xué)生不斷犯錯(cuò)誤的過(guò)程，老師只有注意建立和諧、寬松、民主的教學(xué)氛圍，學(xué)生才能增加語(yǔ)言實(shí)踐的機(jī)會(huì)，都有提高語(yǔ)言的可能。
54、對(duì)學(xué)生文化意識(shí)的培養(yǎng)包括兩個(gè)方面的內(nèi)容：一是文化知識(shí)的傳授；二是跨文化意識(shí)的培養(yǎng)。
二、名詞解釋：
1、功能法是第二語(yǔ)言教學(xué)法的主要流派之一。它是以語(yǔ)言功能項(xiàng)目為綱，有針對(duì)性地培養(yǎng)學(xué)生的交際能力，實(shí)行交際化教學(xué)過(guò)程的一種教學(xué)法。功能法強(qiáng)調(diào)并十分重視語(yǔ)言的交際功 能，主張學(xué)習(xí)語(yǔ)言從功能到形式。功能法的理論基礎(chǔ)是社會(huì)語(yǔ)言學(xué)和功能語(yǔ)言學(xué)。培養(yǎng)學(xué)生的交際能力是功能法所要達(dá)到的教學(xué)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(xué)原則和特點(diǎn)。同時(shí)，功能法也表現(xiàn)出不足和缺點(diǎn)，在教學(xué)實(shí)踐中，存在取與舍的問(wèn)題。
2、習(xí)得指借助學(xué)習(xí)增大反應(yīng)強(qiáng)度，增添新的反應(yīng)方式。即知識(shí)的掌握。
3、互動(dòng)教學(xué)模式互動(dòng)是建立在個(gè)體活動(dòng)基礎(chǔ)之上的集體活動(dòng)?；?dòng)式教學(xué)主要表現(xiàn)為交流、合作、展示、補(bǔ)充、完善、深化自我學(xué)習(xí)成果，解決自我學(xué)習(xí)中不能解決的困難的過(guò)程?；?dòng)教學(xué)一般由導(dǎo)學(xué)、自學(xué)、小組研討、組際交流和
總結(jié)
評(píng)價(jià)幾個(gè)階段組成。課堂活動(dòng)以學(xué)生與學(xué)生、學(xué)生與教師間的互動(dòng)為主。4、任務(wù)型教學(xué)是指在教學(xué)活動(dòng)中設(shè)定一定的任務(wù)，讓學(xué)生在完成任務(wù)的過(guò)程中習(xí)得語(yǔ)言知識(shí)，進(jìn)而培養(yǎng)學(xué)生的交際能力。它是以具體任務(wù)為學(xué)習(xí)動(dòng)機(jī)、以完成任務(wù)的過(guò)程為學(xué)習(xí)過(guò)程、以展示任務(wù)成果的方式體現(xiàn)教學(xué)成就的教學(xué)活動(dòng)。
5、全身反應(yīng)法教師把教學(xué)內(nèi)容設(shè)計(jì)成一系列指令式語(yǔ)言項(xiàng)目，然后再讓學(xué)生對(duì)這些項(xiàng)目用身體做出反應(yīng)的課堂教學(xué)方法。
6、演繹式語(yǔ)法教學(xué)在演繹式語(yǔ)法教學(xué)中，教師首先展示語(yǔ)法規(guī)則并舉例說(shuō)明，然后由學(xué)生將所展示的語(yǔ)法規(guī)則運(yùn)用于新的語(yǔ)言環(huán)境。演繹式語(yǔ)法教學(xué)方式注重的是形式而不是運(yùn)用。
7、反思性教學(xué)反思性教學(xué)是外語(yǔ)教師自身發(fā)展的有效途徑，是教師獨(dú)立地、自覺(jué)地調(diào)節(jié)和管理自己的教學(xué)實(shí)踐活動(dòng)的過(guò)程。反思性教學(xué)中，教師的研究以改進(jìn)自己的教學(xué)行為、提高自己的職業(yè)能力為出發(fā)點(diǎn)，通過(guò)觀察、思考、反思、分析自己的教學(xué)行為，在實(shí)踐中不斷檢驗(yàn)、修正、調(diào)整自己的教學(xué)行為，內(nèi)化相關(guān)理論和思想，從而促進(jìn)自身的發(fā)展。
英語(yǔ)教學(xué)法課程心得體會(huì)篇二
《小學(xué)英語(yǔ)教學(xué)法教程》讀后感（2篇）
這個(gè)寒假度過(guò)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(fēng)味，在精神上閱讀了《小學(xué)英語(yǔ)教學(xué)法教程》，也感悟良多。特別是在書中讀到母語(yǔ)與英語(yǔ)在小學(xué)英語(yǔ)課堂上的使用問(wèn)題時(shí)，回想自己在給學(xué)生上課的點(diǎn)點(diǎn)滴滴。記得當(dāng)初在大學(xué)上有關(guān)教學(xué)方面的課程時(shí)，書本上對(duì)我們的要求是要對(duì)學(xué)生進(jìn)行全英文授課，而自己在實(shí)驗(yàn)學(xué)校上課的時(shí)候，尤其是在常態(tài)課時(shí)，課堂上使用全英語(yǔ)授課的次數(shù)不多。在小學(xué)英語(yǔ)課堂上，在多大程度上使用英語(yǔ)進(jìn)行教學(xué)，在多大程度上使用母語(yǔ)進(jìn)行教學(xué)和解答問(wèn)題，是每個(gè)英語(yǔ)教師必須面對(duì)的問(wèn)題。其實(shí)在小學(xué)英語(yǔ)教學(xué)中，英語(yǔ)和母語(yǔ)是既相互干擾，又相輔相成的關(guān)系。不要把英語(yǔ)和母語(yǔ)對(duì)立起來(lái)，應(yīng)該認(rèn)識(shí)到英語(yǔ)和母語(yǔ)都是我們了解和認(rèn)識(shí)世界的一種方法和渠道。
在小學(xué)的低年級(jí)階段，母語(yǔ)對(duì)英語(yǔ)學(xué)習(xí)有明顯的干擾作用。處于低年級(jí)段的學(xué)生就更是如此。他們初學(xué)英語(yǔ)，也初學(xué)拼音，拼音和英語(yǔ)都是由字母組成的，所以低年級(jí)的學(xué)生容易混淆。尤其是英語(yǔ)當(dāng)中的二十六個(gè)字母和漢語(yǔ)當(dāng)中的聲母與韻母的差別，低年級(jí)的學(xué)生往往會(huì)把他們的讀音弄反。同時(shí)英語(yǔ)句子的組成順序和中文的順序有一定的區(qū)別，這個(gè)對(duì)于學(xué)生的翻譯又會(huì)有很大的影響。記得有些同學(xué)在做翻譯
題目時(shí)犯過(guò)這樣的錯(cuò)誤。用母語(yǔ)的思維把下面兩個(gè)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(jí)階段進(jìn)行全英文教學(xué)反而效果會(huì)更低。
在小學(xué)的高年級(jí)階段，對(duì)學(xué)生進(jìn)行全英文授課很有必要。在中國(guó)學(xué)習(xí)英語(yǔ)，最大的障礙就是缺乏一個(gè)語(yǔ)言學(xué)習(xí)環(huán)境。英語(yǔ)的教學(xué)目的是要培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。所以在小學(xué)英語(yǔ)教學(xué)中，盡量使用英語(yǔ)，控制使用漢語(yǔ)，是英語(yǔ)教學(xué)目的所決定的。而高年級(jí)的學(xué)生對(duì)母語(yǔ)已經(jīng)有了一個(gè)全方位的認(rèn)識(shí)了，在課堂上進(jìn)行全英文授課，提供學(xué)生一個(gè)學(xué)習(xí)英語(yǔ)的環(huán)境，培養(yǎng)其預(yù)感，這樣學(xué)習(xí)起來(lái)效果更佳，他們的積極性也更高。我們只有在教學(xué)中加強(qiáng)英語(yǔ)實(shí)踐，多使用英語(yǔ)，讓學(xué)生大量接觸英語(yǔ)，并沉浸在使用英語(yǔ)的氛圍中，才能有效地排除母語(yǔ)的干擾，培養(yǎng)運(yùn)用英語(yǔ)的能力。
在英語(yǔ)教學(xué)中盡量使用英語(yǔ)，一般可運(yùn)用以下一些方法：
1、盡量使用英語(yǔ)組織課堂教學(xué)。例如，在教學(xué)的各個(gè)環(huán)節(jié)可多使用英語(yǔ)課堂用語(yǔ)。凡能用英語(yǔ)表述的，如講解、練習(xí)、測(cè)試和安排、布置家庭作業(yè)以及獎(jiǎng)勵(lì)、評(píng)講等，都盡量用英語(yǔ)，避免使用漢語(yǔ)。例如我們學(xué)校很普遍的課堂組織用語(yǔ):one，two, three, a, b, c!當(dāng)希望重復(fù)的時(shí)候可以教導(dǎo)學(xué)生用again。當(dāng)讓學(xué)生讀課文的時(shí)候可以告訴他這時(shí)候
應(yīng)該說(shuō)reading。
2、使用直觀手段，如實(shí)物、圖片、教師的動(dòng)作、表情和課文情景等。學(xué)生可以跳過(guò)母語(yǔ)，直接把英語(yǔ)和客觀事物聯(lián)系起來(lái)?？匆?jiàn)直觀教具和表演就能與英語(yǔ)發(fā)生聯(lián)想，鞏固記憶，提高運(yùn)用英語(yǔ)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(shí)際。因此，少用或基本不用母語(yǔ)是完全可能的。
在小學(xué)英語(yǔ)教學(xué)中，英語(yǔ)和母語(yǔ)是既相互干擾，又相輔相成的關(guān)系。不要把英語(yǔ)和母語(yǔ)對(duì)立起來(lái)，應(yīng)該認(rèn)識(shí)到英語(yǔ)和母語(yǔ)都是我們了解和認(rèn)識(shí)世界的一種方法和渠道。我們不能簡(jiǎn)單地認(rèn)為英語(yǔ)教學(xué)中母語(yǔ)的運(yùn)用是一種思維的干擾，相反，適當(dāng)運(yùn)用母語(yǔ)于外語(yǔ)教學(xué)之中，不僅可以提高課堂教學(xué)效率，而且還可以作為學(xué)生的一種學(xué)習(xí)策略加以培養(yǎng)，有效地提高其學(xué)習(xí)效率。母語(yǔ)在英語(yǔ)教學(xué)中既不能過(guò)多，也不能排斥。母語(yǔ)的恰當(dāng)運(yùn)用有助于降低課堂教學(xué)難度；多數(shù)學(xué)生希望能夠利用母語(yǔ)幫助外語(yǔ)學(xué)習(xí)。
英語(yǔ)教學(xué)法課程心得體會(huì)篇三
..英語(yǔ)教學(xué)法教程試題庫(kù)
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(yǔ)教學(xué)法課程心得體會(huì)篇四
英語(yǔ)教學(xué)法教程試題庫(kù)
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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