《英语教学理论及方法》课程试卷(B卷)有答案

PAGEPAGE3考试答案不得超过此线安庆师范学院外国语学院考试答案不得超过此线2007—2008学年度第二学期期末考试《英语教学理论及方法》课程试卷（B卷）注意事项1.本试卷共四大题,第I、II大题做在客观题答题卡上，第III、IV大题做在主观题答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。2.考生答卷时必须准确填写院系、班级、姓名、学号等栏目，字迹要清楚、工整。I.MultipleChoicesDirections:Inthispart,youaregiventwentyquestionsorincompletesentenceswhicharefollowedbyfourchoicesmarkedA,B,CandD.Readthechoicescarefullyandchoosetheonewhichcanbestanswerthequestionorcompletethesentence.MarkthecorrespondingletterontheAnswerSheetfortheobjectiveitems(30points;1.5pointseach).1.Whichofthefollowingstatementabouttask-basedlanguageteachingisNOTtrue?A.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.B.Studentsaretask-driven.C.Task-basedlanguageteachingisstudent-centered.D.Task-basedlanguageteachingfollowsthePPPmodel.2.Whattypeoflearnerscanbenefitmostfromactingthingsoutormimingthingswiththeirbodies?A.Kinestheticlearners.B.Tactilelearners.C.Auditorylearners.D.Visuallearners.3.Whattypeofintelligenceareproblem-solvingactivitiesbestsuitedfor?A.Interpersonalintelligence.B.Intrapersonalintelligence.C.Logical/Mathematicalintelligence.D.Linguisticintelligence.The_______viewoflanguageseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.A.structuralB.functionalC.mentalistD.interactional5.Theroleoftheteacherchangesfollowingtheaimsoftheclass.Theteachermayfunctionmoreasa(n)ifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompterorparticipantonceacommunicativeactivitystarts.A.controllerB.resource-providerC.participantD.organizer6．WhichofthefollowingactivitiesisNOTsuitableforconsolidatingvocabulary?A.Labelling.B.Usingminimalpairs.C.Oddmanout.D.Wordassociation.7.Thebehavioristtheoryoflanguagelearningwasinitiatedby,whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumanacquirelanguage.A.HarmerB.SkinnerC.HymesD.Chomsky8.WhichofthefollowingstatementsaboutassessmentisNOTtrue?A.Summativeassessmentismainlybasedontesting.Testingispartofassessment,onlyonemeansofgatheringinformationaboutastudent.Individual-referenceassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.Formativeassessmentfocusesonthefinalproductorresultoflearningratherthantheprocessoflearning.9.Whichoneofthemaincomponentsofcommunicativecompetenceisconcernedwiththeappropriateuseoflanguageinsocialcontext?A.Linguisticcompetence.B.Pragmaticcompetence.C.Discoursecompetence.D.Strategiccompetence.10．Integrationofthefourskillsisconcernedwithrealisticcommunication.Thismeansthatweareteaching.A.atthediscourselevelB.atthesentencelevelatthelevelofphrasesD.atthelevelofindividualwords11.Whenastudenthasmadeasentence“Igotothetheatrelastnight.”,theteachersays,“YouGOtothetheatrelastnight?”.Whatistheteacherdoingintermsoferrorcorrection?A.Correctingthestudent'smistake.Hintingthatthereisamistake.Encouragingpeercorrection.Askingthestudentwhetherhereallywenttothetheatre.12.ConsideringourEnglishlearningcontext,ourrealisticgoalsofteachingpronunciationshouldincludethefollowingexcept.A.consistencyB.intelligibilityC.communicativeefficiencyD.native-likepronunciation13.WhichofthefollowingisNOToneofthemajorobjectivesofpr-listeningactivities?A.Toactivatestudents’priorknowledgeaboutthetopic.B.Tosmoothawaylinguisticdifficulties.C.Toprovideavarietyoftypesoftasksforthestudentstodowhiletheyarelistening.D.Tomotivatethestudents.14.Whichofthefollowingactivitiescanhelpstudentsprepareforspontaneousspeech?A.Readingaloud.B.Givingapreparedtalk.C.Doingadrill.D.Interviewingsomeone,orbeinginterviewed.15.Basedonourunderstandingofthenatureofreading,webelieveeffectivereadersdothefollowingexcept.A.Theyhaveaclearpurposeinreading.Theyreadsilently.Theyhaveandusebackgroundinformationtohelpunderstandthetext.WhenreadinginEnglish,theymentallytranslateeverythinginordertounderstand.16.Oneexcellentwaytomakespeakingtaskscommunicativeistouseactivities,inwhichthestudenthavedifferentinformationandtheyneedtoobtaininformationfromeachothertofinishatask.A.role-playingB.BingoC.information-gapD.simulation17.Oneofthemajorprinciplesbehindgoodlessonplanningis,whichmeansthecontentsandthetasksplannedforthelessonshouldbewithinthecapabilityofthestudents,followingtheprincipleofi+1.A.varietyB.flexibilityC.learnabilityD.linkage18.Inwhatsituationdoesthefollowingconversationinvolvethecorrectregisteruse?__Hi,Charlie,canyougiveahand?__Sure,Peter.What’sup?__Ican’tgetthistowork.__Whydon’tyoutrytouseascrewdriver?ThepresentationstageofthePPPmodelisfortheteachertopresentthenewlanguagetothestudentsinmeaningfulcontextsandmakesuretheyunderstandwhatitmeansandhowitisused.Sothisstageisusuallyteacher-controlledandthereismuchemphasisonaccuracyatthisstage.Goodteachersplantheirclassesminutelysothateverythingtheydoisprearranged,andoncetheyareintheclassroom,theyfollowtheirplanwithoutdeviation.Animportanttypeofpre-readingactivityissettingthescene,whichmeansgettingthestudentsfamiliarizedwiththeculturalandsocialbackgroundknowledgerelevanttothereadingtext.Thewaytotransferinformationfromoneformtoanotheriscalledatransitiondevice.Inteachingreading,wheninformationintextformistransferredtovisualform,itcanbemoreeffectivelyprocessedandretained.Role-playisaverycommonlanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.APPPcycleleadsfromaccuracytofluency,aTBLcycleleadsfromfluencytoaccuracy(combinedwithfluency).Whenacommunicativeactivitiesstarts,theteacherisleftnothingtodo,sincenon-teacher-interventionisimportantinagenuinecommunicativeactivity.Hecansitinfrontoftheclassanddosomeprivatereadinguntilthetimeisup.Post-readingactivitiesusuallycontributetothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.Pronunciationisanumbrellatermcoveringmanyinterrelatedaspectsbesidessoundsandphoneticsymbols,suchasstress,intonation,andrhythm.Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage.Thebottom-upmodelofteachingreadingreflectsthebeliefthatone’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthepost-listeningstage.Thefactthatspeechisspontaneousmeansthatitisfulloffalsestats,repetitions,incompletesentences,andshortphrases.Thetheoryofmultipleintelligencesimpliesthatourteachingshouldbeabletodevelopasmuchaspossiblestudents’differentpotentialsintheirintelligences,givingeveryonethechancetodemonstrateandusetheirpotentialstothefullestpossible.Theprocessapproachtowritingdoesnotonlypayattentiontowhatstudentsdowhiletheyarewriting,italsoattachesgreatimportancetowhatthestudentsdobeforetheystartwritingandaftertheyfinishwriting.Althoughpopular,thethreeP’smodelisnotalwaysapplicableinvariouslanguageclasses,especiallytheskill-orientedlessons.Makingerrorswillleadtobadhabitformation,soweshouldcorrectthemwhenevertheyoccur.Teachershavetheresponsibilitytoprovidemultipleopportunitiesfortheirstudentstodevelopdifferentlearningstyles.Languageacquisitionisasubconsciousprocesswherelanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.Inthefollowingactivitytheteacheractsasanassessor:

T:Doyouhaveanyhobbies?

S:Yes,Ilikesinginganddancing.

T:Uhm,and…?

S:Ialsocollectcoins.III.ShortAnswerQuestionsDirections:Inthispart,therearetwoquestionsaboutEnglishteaching.ChooseONEofthemandwritedownyouranswersinbrief.Youwillbeassessedinthepointsyoupresentandthewayyoupresentthem(15points).1.Whatarethereasonsforusinggroupworkinthelanguageteachingclassroom,especiallyinspeakingtasks?2.Someteacherssay,“Duringacommunicativeactivity,wheneverateacherfindsamistake,nomatterinwhatsense,grammaticalorculturaloranyotheraspect,heshouldstopthestudentandcorrectit.”Doyouthinkitisthecorrectthingfortheteachertodoinclass?Giveyourreasons.IV.LessonPlanningDirection:Supposeyouaretoteachaclassof40seniormiddleschoolstudents.Designanoutlinelessonplanofthefirst45-minuteperiodforthereadingtextgiven.Makesureyouincludeclearobjectives,reasonableprocedure(stagesandsteps),assumedtime,organizationtype,clearinstructions,teachingaids,etc.(25points).考试答案不得超过此线安庆师范学院考试答案不得超过此线2007—2008学年度第二学期期末考试《英语教学理论及方法》（B卷）主观题答题纸院系班级姓名学号□□□□□□□题号IIIIIIIV总分得分注意事项1.本试卷共四大题,第I、II大题做在客观题答题卡上，第III、IV大题做在此答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。2.考生答卷时必须准确填写院系、班级、姓名、学号等栏目，字迹要清楚、工整。得分III.ShortAnswerQuestions(15points)得分IV.LessonPlanning(25points)《英语教学理论及方法》（B卷）参考答案及评分标准I.本题为选择题，20小题，每小题1.5分，共30分。1.D2.A3.C4.B5.A6.B7.B8.D9.B10.A11.B12.D13.C14.D15.D16.C17.C18.B19.D20.AII.本题为正误判断，在客观题答题卡上正确的划“A”，错误的划“B”,30小题，每小题1分，共30分。21.A22.A23.B24.A25.A26.A27.A28.A29.A30.A31.A32.B33.A34.A35.A36.A37.B38.A39.A40.B41.B42.A43.A44.A45.A46.A47.B48.A49.A50.BIII.本题为简答题,两题任选一题，共15分。观点正确，回答问题切中要点，语言表达准确无错误，15-12分；观点基本正确，回答问题基本切中要点，有少量语言错误，11-9分；观点基本正确，回答问题不够切中要点，语言表达有些错误，8-6分；观点不够正确，回答问题没切中要点，语言表达错误较多，5-0分；参考答案如下：1.Groupworkisvaluableinalanguageclassroom,especiallyinspeakingtasks,forseveralreasons:Firstly,insuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.Thisisthestrongestargumentforusingsmallgroupworkbecauseitincreasesthetimeforeachstudenttopracticespeakinginonelesson.Asecondreasonfordesigningspeakingtaskstobecompletedinsmallgroupsisthatoftenstudentsareafraidofcriticismorlosingfaceortheysimplyfeelshyaboutspeakinginaforeignlanguageinfrontofawholeclass.Speakinginsmallgroupsismorenatural,andisoftenrelaxing.Thirdly,differentsmallgroupscanworkatdifferentlevelsiftheteachergroupsthemaccordingtolanguagel