Peter Wu>试卷(2011/01/16)

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94 年 - 94年基隆市國中教甄 英語科試題#2805 

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1.Who made the distinction between ‘competence’ and ‘performance’?
(A)N. Chomsky
(B)M.A.K. Halliday
(C)Cannale and Swain
(D)D.Hymes
2.What does Dell Hymes think that native speakers need to know in addition to knowledge of grammar and sound system?
(A) What language is appropriate in a given situation.
(B) How common a piece of language is.
(C) Whether a piece of language is feasible in real life
(D) All of the above
3.According to Canale and Swain (1980), which is included in the communicative competence?
(A)grammatical competence
(B)sociolinguistic competence
(C)discourse competence
(D)all of the above
4.According to Harmer (1983), which is not a strong feature of the communicative activity?
(A)Students are allowed to use a variety of language in the activity.
(B)Teachers intervene when students make mistakes.
(C)Content, not form, is focused.
(D)Students use language for a real purpose.
5.What kinds of practices do substitution and repetition belong to?
(A)meaningful drills
(B)communicative activities
(C)mechanical drills
(D)quasi-communicative activities
6.What is the main problem of the completely manipulative activities such as, pattern practice and oral repetition practice?
(A)Students would like to have original, creative communication.
(B)Students will not make so many errors that the experience will be counter-productive.
(C)The teacher will dominate the practice and give students unequal opportunities to practice English.
(D)Students use canned phrases that illustrate abstract situations—not thoughts or ideas of his own.
7.How many years does Cummins believe that students will need in order to be able to understand and talk in context-rich situations?
(A)about 4 years
(B)at least 5 years
(C)approximately 2 years
(D)about 9 years
8.Which are called ‘productive skills’ in terms of learners’ use of language?
(A)listening and reading
(B)speaking and writing
(C)listening and speaking
(D)reading and writing
9.Which syllabus is not strongly recommended at present?
(A)structural syllabus
(B)functional-notional syllabus
(C)task syllabus
(D)procedural syllabus
10.What should a syllabus designer consider about the content of a syllabus?
(A)student needs
(B)the situation in which the teaching takes place
(C)the type of student (e.g., age, educational background, & previous learning experience)
(D)all of the above
11.What does a language function mean?
(A)what is done with the language
(B)the tune you use when you are speaking
(C)stating a fact about which I have no doubt
(D)grammatical knowledge
12. What is more important about organizing groups to work together?
(A)Use the students’ choice to select members based on friendship.
(B)Ask students who sit near one another to form a pair or group.
(C)Give students enough time to find and sit with partners.
(D)Make sure that the groups do not always remain the same.
13.According to Nunan (1989), which one is a real-world task?
(A)Complete a work sheet after listening to a piece of aural text.
(B)Students express their own view and comments after listening to a piece of aural text.
(C)Put the scrambled sentences in correct order.
(D)Complete a form based on what they hear.
14.Which of the following speaking exercises may prompt more conversational adjustments between participants for language acquisition?
(A)Read a model dialogue and have a similar conversation using cues provided.
(B)Study a substitution table and make up sentences.
(C)Look at diagrams of clocks. With a partner ask and answer questions about the time.
(D)Listen to a model, study a map and say the route from one specified point to another.
15.What can teachers do to maximize student interaction in class?
(A)Encourage competition rather than co-operation.
(B)Give more explanations rather than asking questions.
(C)Allow time for students to listen, think, process their answer and speak.
(D)Increase teacher talking time.
16.What is meant by top-down approach to listening?
(A)Listeners segment the stream of speech into its constituent sounds, link these together to form words, and chain the words together to form clauses and sentences.
(B)Listeners utilize both ‘inside the head’ knowledge and ‘outside the head’ knowledge to interpret what they hear.
(C)Listeners take in and store aural messages in much the same way as a tape recorder.
(D)Spoken language is structured differently from written language.
17.Which is not true about the nature of listening comprehension?
(A)Listeners grimly focus on every word they hear.
(B)When listening to television or radio news broadcasts, we usually tune in to certain items and exclude others.
(C)Successful listening involves the integration of information encoded in the message itself with broader knowledge of the world.
(D)Listener’s purpose is a crucial factor that determines the way of listening.
18.How can listening difficulty be eased for the low-level learners?
(A)The teacher reads a passage and ask them to write down as many words as they can identify.
(B)Let them hear the text several times. Each time the teacher varies listening purpose. For example, they are asked to identify the number of speakers in the first listening. Then listen again to nominate how often they hear specific words or phrases given before they hear the text.
(C)Play the recording text constantly for several times. Then ask them to answer comprehension questions.
(D)Ask them to take down notes and share the notes with others to reconstruct the text they hear.
19.Which statement is true about listening?
(A)By remaining silent without facial expression and occasional rejoinders, a good listener expresses his interest in what the speaker says.
(B)The degree of students’ familiarity of the topic is one of the factors which can affect the difficulty of listening.
(C)Listeners construct an interpretation of a message by using bottom-up knowledge.
(D)Listening is a passive activity.
20.Which of the following is the view of process approach to writing?
(A)Students should be engaged in imitating, copying and transforming models of correct language.
(B)Before students can be expected to write coherent paragraphs, they should have mastered the language at the level of the sentence.
(C)Beginning writers are encouraged to get their ideas on paper in any shape or form without worrying too much about formal correctness.
(D)Writing classes should be devoted in the first instance to sentence formation and grammar exercises.
21.Which of the following has nothing to do with the notion of genre?
(A)Different purposeful, socially-constructed, communicative events result in different text types.
(B)We should start with whole texts or whole language events rather than discrete elements such as words or sentences.
(C)There is not a finite set of genres belonging to a culture existing ‘out there’ waiting to be discovered.
(D)Texts in which the information is presented in its chronological sequence are often easier to be understood than texts in which the information is presented out of sequence.
22.Which of the following is not one of the features in English conversation?
(A)The speakers use contractions wherever possible.
(B)The choices of words and manner of expression give clues to whether the speakers are male or female.
(C)Exclamations occur and the pause form “uh,” is often used.
(D)A transition expression appears to signal speaker’s intent to introduce a new thought in an old subject.
23. Which may be the least possible objective in the stage of warm-up?
(A)Helping to establish trust and understanding among the group members and to lower their inhibitions.
(B)Reviewing some vocabulary or expressions which will appear or be used in today’s main text.
(C)Conducting a free communicative activity.
(D)Beginning with greetings or small talks to get students ready for class.
24.Which is not true about acquisition approach to teaching?
(A)Tasks should be broken into small parts and sequenced.
(B)Language develops as speakers engage in meaningful communication.
(C)The teacher should provide demonstrations and comprehensible input in a functional social or academic context.
(D)The teacher should mediate by providing scaffolding in the Zone of Proximal Development to promote growth.
25.Which one can be characterized as integrative motivation?
(A)Students believe that the mastery of the target language will get them a better job.
(B)Students are encouraged to learn by the awards.
(C)People learn English in order to live or travel in the target country.
(D)Students are attracted by the culture of the target language community and desire to know as much as possible about it or be one of the members.
26.Which factor affects intrinsic motivation?
(A)physical conditions of the classroom
(B)teaching methods
(C)the teacher
(D)all of the above
27.Which factor may strongly influence a student’s attitude to learn the target language?
(A)Parents’ positive attitude toward the culture of the target language community.
(B)The attitude of the student’s peers will also be very important in the same way.
(C)The teacher’s treatment of the student will affect the student’s motivation and attitude.
(D)all of the above
28.Which may have a positive effect on students’ motivation?
(A)high challenge activities
(B)low challenge activities
(C)the right level of challenge
(D)intermediate level of challenge
29.Which is the view of a balanced activities approach?
(A)Some methods are more suitable for older learners, and others for younger. Teachers should choose the most appropriate method for students.
(B)Teachers should ensure that students get a variety of activities which foster acquisition and learning.
(C)English program should be planned on the basis of achieving a balance between language input, practice and communication output.
(D)Both answer b & c are true.
30.Which statement tells about a language curriculum?
(A)A broad description of general goals by indicating an overall educational philosophy with a theoretical orientation to language and language learning.
(B)A more detailed and operational statement of language teaching and learning elements and a series of planned steps leading towards defined objectives at each level.
(C)A plan usually covers from three to ten lessons with analysis of texts, development of teaching procedures, and assessments.
(D)To use consistent and unending drills to get students consciously to learn items of language in isolation, often unconnected with any real communication situation.
31.What principle do teachers need to bear in mind when conducting drills?
(A)Learners must know what they are saying.
(B)Spending time on chorus repetition is necessary.
(C)Students need to respond simultaneously.
(D)It is not necessary to ask everyone to speak.
32.Which is not the role of teacher who uses Communicative Language Teaching?
(A)To establish situations likely to promote communication.
(B)Acting as an adviser, answering students’ questions and monitoring their performance.
(C)Being dominant to guide students’ action.
(D)Being a ‘co-communicator’ engaging in the activities along with students.
33.What can be achieved through utilizing stories in a language classroom?
(A)Developing thinking skills
(B)Exposing students to rich language experience.
(C)Learning other cultures
(D)All of the above
34.The language experience approach is mainly for teaching
(A)speaking
(B)writing
(C)listening
(D)reading
35.What aspect of language are emphasized in the Audio-Lingual Method?
(A)sociocultural knowledge of the target language community
(B)oral and aural skills
(C)vocabulary
(D)lexical items
36.Which statement about teaching methodologies is commonly accepted now?
(A)The development of compatible methods flexible enough to meet various needs of modern society and sufficiently scientific to teaching and learning is what we need.
(B)The development of a type of teaching narrowly based on a particular need for students is important.
(C)Individual language teachers should not exercise their personal gifts in their teaching but apply scientifically established guidelines.
(D)The great diversity of the methodologies confuses teachers, so a search for a better one is an urgent issue.
37. What should methods of language teaching be based on?
(A)What is known about the nature of the language.
(B)What is known about the nature of the learner.
(C)The aims of instruction.
(D)all of the above
38.How does Krashen characterize ‘acquiring a language’?
(A)a conscious process which results only in ‘knowing about’ the language
(B)a subconscious process which results in the knowledge of a language
(C)Classroom practices need to mimic real life situations as much as possible.
(D)Authentic language is used in class.
39.What is not the view of the acquisition theory?
(A)Learners need to acquire grammar before they operate some language functions.
(B)Language happens in situations. Learners should be aware of language and the situations it occurs in at the same time.
(C)Students will not be given an ability to create new language as they are with grammatical items.
(D)Language has to be acquired as the result of some deeper experience than the concentration on a grammar point.
40.What does recent methodologies being advocated stress?
(A)the need for acquisition
(B)roughly-tuned input and communication output
(C)communicative activities
(D)all of the above