自考外语教学法第二章练习含答案.doc

自考外语教学法第二章练习含答案

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《外语教学法》第二章 练习
I. Multiple choices.
1. One of the disadvantages in the Grammar-Translation Method is that the texts are taken from _____, the language of which doesn't often meet the practical needs of the learners.
A. literary works B. newspapers C. tales D. critical reviews
2. The theory of language underlying the Grammar-Translation Method was derived from _____ Linguistics.
A. Applied B. Comparative Historical C. Traditional D. Structural
3. Which of the following is NOT emphasized by traditional linguists?
A. Correctness. B. The purity of a language.
C. Literary excellence. D. Communication.
4. _______ the first language is used in the teaching of the second language in the Grammar-Translation Method.
　　A. A lot of B. A little of　C. Little of D. Not any
5. The ultimate goal of learning a foreign language in a Grammar-Translation classroom is to enable the students to ______ its literature.
A. translate and write B. read C. read and write D. read and translate
6. Some linguists thought that all languages ______ and were ruled by a common grammar.
A. originated from one language
B. started as the same language
C. came from many different languages
D. borrowed words from one another
7. It is believed that grammar analysis and translation began to be the basic procedures in foreign language teaching from _______.
A. about 2,500 years ago B. almost 1,000 years ago
C. the 16th century D. the beginning of the 20th century
8. In the Grammar-Translation Method, grammar analysis and translation proved to be _______ in studying foreign culture through literary works.
A. ineffective means B. unaffective means
C. affective means D. effective means
9. Which of the following types of questions is NOT included in the Grammar-Translation Method?
A. Questions whose answers are learner's subjective judgements.
B. Questions whose answers are based on objective information in the text.
C. Questions whose answers are learner's inferences based on the text.
D. Questions whose answers are related to learners' own experience
10. Before the 16th century, Latin was taught and learned for____________.
A. reading literature in Latin B. spoken and written communication
C. mastering grammar D. learning fine arts
11. Overemphasis on translation will usually make the learner________the first language in the learning of the second language.
A. independent of B. dependent of C. independent from D. dependent on
12. In the Grammar-Translation Method, understanding and memorization of_____________were regarded as important means of developing mentality.
A. difficult vocabulary B. translation passages
C. complicated grammatical rules D. written exercises
13. Traditional linguists believe that the written form of language is to the spoken form.
A. senior B. junior C. inferior D. superior
14. Which of the following techniques is NOT used in the Grammar-Translation Method?________
A．Reading B．Translation C．Written work D．Oral presentation
15. According to the Grammar-Translation Method, Latin grammar was considered to be the ______ grammar.
A．best and oldest B．most logical and well-organized
C．most widely learned D．most popular
16. With development of modern languages, Latin became a(n) ________ language.
A. scientific B. living C. dead D. artistic
17. Some linguists believed that ________ languages originated from one language and were ruled by a common grammar.
A. all B. some C. European D.many
18. The learning theory which served as the basis of the Grammar-Translation Method was ______ Psychology.
A. Development B. Faculty C. Child D. Social
19. The major focus in a Grammar-Translation classroom is _________.
A. speaking and writing B. listening and speaking
C. reading and speaking D. writing and reading
20. Traditional linguists gave priority to the written form and took ______ as their starting point.
A. words B. phrases C. sentences D. paragraphs
21. Overemphasis on translation can never free learners from dependence on the ______ language.
A. second B. target C. first D. foreign
22. Most foreign language teaching experts concluded that the Grammar-Translation Method originated from the _____ century.
A. 15th B. 16th C. 17th D. 18th
23. The primary purpose of learning Latin was to examine the _____in the Renaissance.
A. classical culture B. Roman history C. Catholic doctrines D. religions
24. Most of the teaching activities in a Grammar-Translation classroom serve the purpose of mastering _______.
A. vocabulary　B. grammatical rules 　C. skill of reading　D. skill of writing
25. In the Grammar-Translation Method, the teaching materials are arranged according to a _______ system.
　　A. language 　　B. content　　C. logic　　D. grammar
26. The Grammar-Translation Method came into being in the ______ century.
A. 16th B. 17th C. 18th D. 19th
27. Before the 16th century ______ was a language of communication, the world’s most widely studied foreign language in the Western world.
A. Latin  B. German C. French  D. Spanish
28. Students with the Grammar-Translation Method are expected to memorize grammatical rules and ______.
A. sentence patterns  B. principles for translation
C. structures  D. bilingual word lists
29. In the 19th century，foreign language teachers usually adopted the strategy of combining grammar roles with ______.
A.reading B.speaking C.writing D. translating
30. In foreign language teaching，the target language was interpreted as a system of rules to be observed in texts and sentences，and to be related to the first language ______ and meaning.
A.words B.rules C.sentences D. context
31. The most logical and well-organized grammar is ______ grammar.
A. German B. French C. Latin D. Russian
32. Different questions are designed in a Grammar-Translation Method classroom for students to answer in order to check their ______ of the reading passage.
A. structure B. organization C. understanding D. composing

II. Fill in the blanks.
1. The Grammar-Translation Method proved to be an effective means in studying foreign __culture___ through literary works.
2. The experts in grammar analysis and translation approach believed that the human minds could be trained by logical __analysis___ of the classic language, memorization of complicated rules, and translation between languages.
3. When discussing the rule of language, traditional linguists tended to take a __prescriptive_____ approach.
4. In the Grammar-Translation Method, the teaching materials are arranged according to _grammar_____ system.
5. Most of the teaching activities in a Grammar-Translation classroom serve the __purpose____ of mastering grammatical rules.
6. Generally speaking, the Grammar-Translation Method belongs to the school of traditional linguistics.
7. In the view of Grammar-Translation Method, the first language is maintained as the reference in the acquisition of the target language.
8. The theory of learning underlying the Grammar-Translation Method was faculty Psychology.
9. In Grammar-Translation Method, grammar is the main content in foreign language classrooms.
10. The teacher uses the _first_____ language of the students as the main medium in teaching in a Grammar-Translation classroom.
11. With the development of modern languages, Latin gradually became displaced as a __living______ language.
12. It was believed by traditional linguists that the _written____ form of language was superior to the spoken one.
13. In a Grammar-Translation classroom, the basic unit of language teaching and learning is the _sentence______.
14. The strategy of combining grammar rules with _translation_____ was adopted by many foreign language teachers in the 19th century.
15. Latin grammar was at that time thought to be the most logical and _well-organized_____ grammar.
16. Some Grammar-Translation Method advocators thought that all languages originated from _one language_____ so that they were governed by a common grammar.
17. The ultimate __purpose_____ of learning a foreign language in a Grammar-Translation Method classroom is to enable the students to read and translate its literature.
18. Only in the late 18th century did the __combination_____ of grammar rules with translation into target language become popular as the principal practice technique.
19. The major practice in a Grammar-Translation Method classroom is translating from and into the _target_____ language.
20. The _medium_____ of instruction in the Grammar-Translation Method is the first language or mother tongue.
21. The experts in grammar analysis and translation approach believed that the human minds could be trained by logical analysis of the classic language，memorization of complicated rules，and _translation_____ between languages.
22. The fundamental purpose of learning Latin was to study the _clasical_____ culture which was worshipped in the Renaissance.
23. __latin_______ was a language of communication that people widely studied in the Western world before the 16th century.
24. The two steps in Phase One of a Grammar-Translation Method classroom are explanation of new words and expressions, and teaching of new _grammar_____.
25. Viewed the nature and purpose of education, the Grammar-Translation Method was an expression of _ classical___ humanism.
III. Matching: (10%)
Directions: This section consists of two groups of pairs listed in two columns, A and B. You are to match the one marked①，②，③，④，or⑤ in Column A with the one marked a, b, c, d, or e in Column B. One point is given to each pair you match correctly.
1.A. The event B. The time
①The Grammar-Translation Method became the principal method of teaching modern, languages in schools.
a. In the 18th century.
②Grammar analysis and translation age teaching.
b. From the 18th century.
③The Grammar-Translation Method originated,
c. In the mid-19th century.
④Students were taught using the same basic procedures that were used for teaching Latin.
d. Only in the late 18th century.
⑤The regular combination of grammar rules with translation into the target language became popular as the principal practice technique.
e. From the 16th century.
1c 2e 3b 4a 5d
2. A. FLTM B. Objective
① The Grammar-Translation Method
a. To help learners to get a practical command of the four basic skills of language
② The Direct Method
b. To enable the learners to use the target language communicatively
③ The Oral Approach
c. To foster the learners' ability to communicate in the target language
④The Audiolingual Method
d. To enable the learners to read and translate the literature of the target language
⑤ The Cognitive Approach
e. To develop in the learners the same type of abilities possessed by the native speakers
1d 2c 3a 4b 5e
3. A B
①one of the main features of the grammar-translation method b
a. translation
②the theory of learning underlying the grammar-translation method d
b. the emphasis on the teaching of the second language grammar
③ An ultimate purpose of learning a foreign language in a Grammar-Translation classroom e
c. superiority of the written form over the spoken form of the language
④one of the techniques of the grammar- translation method a
d. the faculty of psychology
⑤one of the main features of the grammar-translation method c
e. enabling the learners to read and translate the literature of the target language
4. A: techniques used in B: the purpose
Grammar-Translation Method:
① reading
a. to present new items or to understand the passage
②analysis and comparison
b. to apply the new items
③ translation
c. to check the understanding of the reading passage
④reading comprehension questions
d. to introduce new words and grammar rules
⑤ written work
e. to apply the grammar rules to examples and to understand the reading passage
5. A: the main feature of the Grammar-B: the advantage or disadvantage associated Translation Method with the feature
①. emphasis on the teaching of the second language grammar
a. little attention paid to speaking or listening
②. translation being the principal practice technique
b. a good mastery of the grammar system of the target language being helpful for students in teachers colleges
③. emphasis on reading and writing
c. language learned being unable to meet the practical needs of learners
④. native language being the main medium of instruction
d. better understanding of abstract words
⑤. priority of literary language
e. few demands on teachers

6.
A: advantage or disadvantage associated with the feature
B: main features of the Grammar-Translation Method
1. few demands on teachers
a. priority of literary language
2. language learned unable to meet the
practical needs of learners
b. emphasis on reading and writing

3. better understanding of abstract words

c. native language being the main medium of instruction
4. a good mastery of the grammar system of
the target language helpful for teacher-to-be
students
d. translation being the principal practice technique
5. little attention to speaking or listening

e. emphasis on the teaching of the second language grammar

IV. Questions for short answers.
1. What was traditional linguists' attitude towards the written and spoken form of language?
2. What form of language did the traditional linguists give priority to and what did they take as their starting point?
3. What are the four objectives involved in the Grammar-Translation Method?
They are to read and translate literature, to understand the target language, to develop the learners’ minds, and to gain a better understanding of the first language.
4. When do most experts of foreign language teaching believe the Grammar-Translation Method began to become a formal foreign language teaching method?
5. What kind of students are considered successful learners in a Grammar-Translation classroom?
6. What is the definition of the Grammar-Translation Method?
7. What are the three main teaching activities in a Grammar-Translation Method classroom?
8. There are five steps proceeding in Phase One and two of a Grammar-Translation Method classroom. What are they?
9. What is the core of a Grammar-Translation classroom?
V. Questions for long answers.
1. On the basis of your teaching or learning experience can you discuss with us the advantages and disadvantages of the Grammar-Translation Method?
2. What teaching method would you like to use in a classic English literature classroom? To what extent is this method still desirable in modern language teaching in spite of many attacks on it?
3. Please make a comment on the