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一、单选题(共 20 道试题,共 40 分。)V 1. Learners may be unwilling or even refuse to learn the language of a nation which is () to their country in economy, culture or social progress.A. inferior: Z% W. V( D' \" o4 d( [
B. superior
( r7 p; n% l4 \ O% }7 q- @. J& w" lC. more developed0 u# x5 S, c5 k5 c- E2 I* {' W
D. higher* J6 E* w' F3 T+ }5 \* R
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2. Which expression about eliciting is incorrect?()A. Eliciting involves the class by focusing students’ attention and making them think.
& D+ ?& N. Y) u- @% QB. Eliciting encourages students to draw on what they already know or partly know.) V" h& F: M1 F! t+ f- }0 x; {
C. Eliciting takes less time than straightforward presentation of new language.2 {) W0 O8 ^! Z% {7 @, F i) k
D. Eliciting g: P+ g* k; B/ g3 o
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3 G1 {: V% t9 Y3. Who found a strong connection between aptitude and proficiency?A. Gardner! ^- V; D+ b3 r9 p5 }; ^
B. Kreshen* z) u# y/ p; y. s& N
C. Terrell! @" a& \4 }8 \( \( h( N
D. Carroll
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4. Which of the following errors are caused by interference errors().A. although…but…
@! v' _0 G# |. M! A0 C8 vB. performent1 s+ X/ @6 p" b8 J& H6 ~; L7 f
C. goed
% s: [% W l" i6 `9 L7 s9 GD. toothes, N- {; Z L# l3 a( @
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# v' b0 e- g W5. We all know that the teacher needs to know his/her students, in the following items which one is the most difficult to ascertain().A. sex" i+ D' f- O! c! l K
B. age) w* F' m2 u- K( J# @
C. social background$ i: @4 ]- H4 R1 Y
D. occupation
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6. Repetition is belongs to what strategy?A. metacognitive strategy
/ N$ i" B# a/ g3 ?7 ]" \B. cognitive strategy
2 I$ l1 t* I7 n9 K2 w+ EC. social strategy: J; `* a; B9 ^- `3 y9 ]
D. affective strategy2 l4 k: g& O8 g( w" L. b
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& z% q. S/ u$ E7. ()is an intensive study of a specific individual or specific context, which is usually based on the assumptionA. Action research
9 N2 J; q. W& vB. Teaching journal8 B' V p$ A/ \& X ?, y0 `
C. Lesson report
9 ~0 M! R# E9 g! v P7 k) h/ DD. A case study
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8. ()involves the organization of learning and teaching in such a way that the traditional notion of the "average student" and "aiming for the middle "in teaching is abandoned.A. pair work
; w. [7 z& v; Q& b3 P VB. group work
: o# D- n! [; [. d: UC. teacher's help
& I1 ?1 o+ L: S& G2 B* g( q! y* n' WD. individualization- _1 e' _1 S3 M
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9. Which of the following errors are caused by ovegeneralization().A. Nobody knew where was his bag
* k3 y: _! o& p9 n8 MB. These student are very diligent. e0 S1 o8 P5 S
C. Iwant draw it& t* V9 I# D# @9 w" j4 |
D. He goed there
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10. The analytic syllabus refers not to what the syllabus designer does, but to the_ required of the learner.A. doing
$ Z$ M: y3 ?8 N2 |6 u/ ^$ y sB. operations, x0 y* A, T0 O8 @
C. Practice
) X# ^ ?) Y7 e( T0 n8 eD. learning8 e3 F3 B( m3 c" t& H: ?
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" t) K8 E7 \2 z' ~6 \3 F8 s11. What arenot the causes of an error().A. overgeneralization4 ~1 f. Y- F0 u) @0 B& l
B. undergeneralization& N, {9 W1 L8 @* }- w3 z5 S
C. simplification
1 f$ \1 j0 U7 C& a; R6 O1 N, zD. deduced errors" O7 S1 L; B" ?. \
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12. How many steps are there to teach free writing?A. 3
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C. 5
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13. Doing a () invlves achieving an outcome, creating a final product that serves some practical purpose.A. homework: O, [; ]9 s h1 L- e- _8 C- e
B. communication task
; B- e: s) Z- oC. exercise
- Q; u* P: p, lD. listening activity+ j2 D! i6 e. M) _* K/ p
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1 v0 d; |, ]6 C. O& Z/ H# H14. If a writing task is more general (for example, developing informal letter writing skills), then what is the best approch of correction?A. teacher-guided correction$ H8 F$ w) ?! b
B. group correction7 r. l/ J; @+ M; q0 x
C. focus correcting$ O- y8 N) e' N9 \* h# X2 H
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" B6 B& b# n! F6 R15. A () activity is used where the whole set of information is not revealed until all students have performed their part of the task.A. jigsaw! i$ p9 q5 [1 \6 o. G4 }/ n
B. gap-filling3 O0 y* }( Z7 \. H
C. hungman+ b# A9 j5 w3 u2 @2 R; Q
D. bingo
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4 B- x2 a8 `. {16. Which is the pre-writing activityin which a student or group of students write down as many thoughts as possible on a topic without paying attention to organization, sentence structure or spelling?A. Describing
/ h9 a) I; A8 @B. predicting& w/ H9 r7 ?0 {5 |! E
C. brainstoring( L' ?( T% e5 a5 \" y6 |! `$ L2 f
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17. In the language focus phase, language analysis activities also provide a focus on form through ()processes.A. teachers' instructions+ X' ~' h* a8 L4 t3 `3 \
B. language acquisition
$ l1 {% B2 ]' `2 b3 J2 mC. peers' help- j2 a/ f$ M0 [
D. consciousness-raising
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18. The most common form of authority involved in developing language policy and planning is the ().A. government
( z% }# D# Y! P% p6 R& H# rB. court
q* F- x, K( ZC. procuratorate
& N" S- @. [& ^9 B& @' `D. Public Security Bureau9 i, \( {7 }3 s! P
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19. Which expression is wrong about learning students' names?()A. Help show students that the teacher is interested in them.7 L( z* L' q. [
B. It shows the teacher is responsible.
1 `1 @: J/ ~$ G" l* q# LC. The teacher could ask individual students to assist with demonstrations.6 f: G0 @4 P6 g; g7 L! k( E( H, b
D. The teacher could ask individual students to assist with equipment in the class.
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/ x4 q4 s5 J$ t9 `/ h/ j2 e9 j20. Students work in pairs, each having similar pictures, but with differences. Through talking to each other, they have to find out the differences without looking at each other’s pictures. What is the name of this speaking activityA. Reaching a consensus
: C" p. k) P& o @) w7 M+ RB. Describe and arrange- Y4 V- W2 t( [5 k7 W
C. Find out the difference- Y) P: k- m+ V+ x
D. Work out the story% ]) c9 p% [8 F" U) r
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7 L; R. O6 u" s/ B, Y$ |, r0 U二、多选题(共 10 道试题,共 20 分。)V 1. Listed below are some possible characteristics of a disciplined ELT (English Language Teaching) classroom. Which ones do you think are appropriate().A. the lesson is proceeding according to plan
% H: W4 {3 x4 aB. the class is under the teacher’s control. y$ r/ |+ n& y4 H6 C
C. the teacher and students show respect to each other* d" ~4 T5 Q. d4 Q) ^- V
D. the teacher appears to be the authority
p* d) m( z1 o! E5 WE. undisciplined students are punished7 ^; Q0 H. r7 Q) ^
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2. As a teacher, you need to know how the students feel about learning English and what they know. The major areas for you to investigate are ().A. interests
* w* }: E% ]& v8 V. `1 H( r* }2 sB. home environment and neighbourhood; _" g1 ]/ q* H0 f1 I
C. educational background
5 E4 @" a" Q/ n( D0 l FD. motivation and attitude
" _* F8 z* |" S- }8 G5 v5 SE. knowledge
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# x! |( l+ X: Y& ~/ h# W1 j2 w3. () and () have both linguistic outcome and non-liuguistic outcome.A. exercise
% s* L% A3 X" m- ~" k+ L) gB. activity) \9 l7 {$ Z% |
C. approach
8 R5 y6 O# N8 n$ eD. task
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' t) c" z& D% a4 ^" S. U( `4. There are three strategies for expanding your English vocabulary, they are________A. contextualization
# U3 v: d$ s ^* ?B. discrimination+ f0 I# R# b* ?2 A9 t( a
C. affixation6 v: y& Y. \- v( _/ k3 _
D. substitution
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5. Which are cognitive strategies?A. resourcing6 Y8 n! G: B" Q2 V( l9 `2 i
B. translation9 l4 ^! g4 ^; I3 e* {4 y
C. elaboration
7 c, u0 b+ M K3 v; X/ V( P4 MD. delayed production
5 D/ s O I0 i3 n; Z- G& H$ uE. question for clarification' G/ a" @" b7 j$ g O; j- z+ j
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8 Q# C8 _6 O i1 r, m" d* N9 J" s& ~& G6. Sensory Modality Strength categorizes learners as what?A. visual" E: Y* `% Z4 L* k) @; ~
B. auditory
' t+ _4 T& u$ ?( ]5 }0 A' ]: _C. tactile-kinesthetic% Q* G" E4 m( k3 V- n* @3 [
D. thinking" Q0 z* p6 e* e' \. o& `+ c/ q
E. analytical( [/ Z+ S7 Z! O+ y x6 M! N
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7. What are the functions of teacher talk?()A. teaching0 {$ a' z8 T& n2 m6 r3 D
B. socialization
6 ^" R8 b# Y0 D. ]& [3 xC. organization5 A6 M( |- z& }) n/ F; E, _2 }
D. managemant8 B, \! [. j# f) k9 j, ~' t
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8. For the public use of language(talking to the whole class) students will need to focus on()as befits a public presentation.A. fluency9 P% X( r! C0 U# K
B. accuracy4 E* X- |, p @# i$ W
C. clarity* d" _# T$ e) X9 N6 r
D. organization
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3 w" i- i) T6 ?, `+ b d4 x9. For much of the class time, students are put into groups of different sizes. The most common student groupings are().A. whole class work
% ~) O* r0 C, [5 C1 JB. pair work, H6 w' R& E7 h
C. group work
8 z( c# z4 @. u) K. s* x8 \" W% gD. individual work% w$ {, y3 C* Q4 x
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2 X ~& f& j! E7 r' _10. Errors could be divided into three groups,they are().A. interference errors o7 ?) V7 h3 `/ r/ {! j7 n- j8 `+ c
B. intralingual errors2 o% [7 c8 Q7 c9 y* r6 ]
C. systematic errors1 `$ |% k/ L6 a9 [ ~5 ?7 @
D. developmental errors
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三、判断题(共 20 道试题,共 40 分。)V 1. A distinguishing characteristic of experimental research is that it adopts manipulation and control to measure internal and external validity.A. 错误6 }0 f, R% Q& d: U, ~) Y' N: n
B. 正确
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# L4 @: i; L4 @; q. q, {2. Using English to say real things in the classroom gives students the feeling that English is a real language which is more important than other languages.A. 错误6 j, `" j: s$ V7 u9 n ?
B. 正确/ v( u( H$ \6 Z
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3. To create this encouraging climate in the classroom the teacher should first of all show his/her own respect to all students as individual human beings, to diverse talents and learning styles.A. 错误
$ t1 E7 B* d' rB. 正确; a- s2 W( [3 @$ z& F) m0 D$ c
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: d" T* F1 z0 h0 z! f8 }8 D4. The third step of memorizing words is to over-learn, which means to learn them so thoroughly that you can recall them as quickly as possible.A. 错误
- t: }7 g q7 SB. 正确
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5. Concrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling.A. 错误
8 O* r% G/ p7 S! z4 j* ZB. 正确. Q6 H; c2 ^0 B- O; X6 x
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: M( e- c* @: s! _6. Five elements of reflective teaching model are linear or sequential and always followed by the next element in the cycle.A. 错误
$ C1 @+ U, \2 m: hB. 正确
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7. Intralingual errors originate with the structure of the native language itself.A. 错误" G9 y5 @, g: ~8 s
B. 正确
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8. If students are given a list of words to use in an activity, they are not doing a genuine task.A. 错误; _9 w0 _, V: f
B. 正确' v+ l! y2 h9 g# s- D
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! z+ F" R2 C; L! ]$ c9. A normal role play can be called a task even if it does not contain a problem-solving element.A. 错误
2 |4 k3 V- H, P$ @# C* k: hB. 正确
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, m- b8 [9 r+ m10. A good learner should seek out all opportunities to use the target language.A. 错误% I. z, \0 K% r2 J" u' S$ P: t
B. 正确
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5 H* i( N/ L# M8 V# W11. In free writing activities the students are given a communicative task to perform and they depend to a large extent on the practice gained from the controlled writing to complete the task.A. 错误
% i1 D/ |) Y5 g7 {/ OB. 正确
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12. If teachers do not have enough time, they could finish abruptly or run on afte bell.A. 错误: d0 R R/ O5 d' C
B. 正确
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13. The meaning of a structure cannot be shown visually.A. 错误( W4 y* S: N% K# p- s( k5 V$ U
B. 正确
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14. If you know much about speaking rules and strategies, about social and cultural background, you can handle real life conversational situations.A. 错误' R; n2 q( p: _
B. 正确
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15. An important tenet of structural linguistics was that the primary medium of language is oral: Speech is language.A. 错误
2 r2 B3 x' {1 F7 c6 w X. BB. 正确
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c7 P' B' _/ x& }% f16. Analytic learners initially require an overall picture when learning a task.A. 错误7 K& {/ j: _( y- D. Z1 g
B. 正确) t6 P& W( y* n0 ^" z5 } R3 a
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17. A lexical item may be more than a single word.A. 错误
9 L, h% b* o: f; f# p5 O) DB. 正确
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9 s4 E5 R. T4 p7 N6 l18. In L2 teaching, the use of a variety of different kinds of tasks is said to make teaching more communicative since it provides a purpose fo a classroom activity which goes beyond the practice of language for its own sake.A. 错误: o5 X/ b+ ~3 Z
B. 正确" x! i' o+ _! [ W! P
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0 H6 `2 d7 y- e' _1 b* {! U$ u: G19. Errors can indicate the student's stage of language learning and acquistion.A. 错误/ R7 e8 E2 |8 Q- R# f
B. 正确, k4 |, m2 E8 W) g- k, Y
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20. Learners can neither correct nor explain pre-systematic error.A. 错误
0 f" I- l8 b& p ` x3 x; KB. 正确& y& e w! |; \6 W/ Y
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