英语教学法考试试题

英语教学法考试试题

Informationfortheexaminees:

ThisexaminationconsistsofTHREEsections.Theyare:

SectionT:BasicTheoriesandPrinciples(30points,20minutes)SectionIl:ProblemSolving(30points,50minutes)

SectionIH:Mini-lessonPlan(40points,50minutes)

Thetotalmarksforthisexaminationare100points.Timeallowedforcompletingthis

examinationis2hoars.

SectionI:BasicTheoriesandPrinciples

Questions1--15arebasedonthispart.

Directions:ChoosethebestanswerfromA,BorCforeachquestion.Writeyouranswersonthe

answersheet.

1.Whatkindofcohesivedevicesisusedtolinksentencesthroughsignalingrelationshipsbetweensentencesbymeansofanaphoraorbackreference()

A.Cohesivedevicesthatindicatemeaningrelationshipsbetweenorwithinsentences,suchasapartfrom,inorderto,since,homever,notonly,andbutalso.

B.Grammaticaldevicesthatestablishlinkstoformthecohesionofatext,suchasix,this,the,here,that,andsoon.

C.Lexiealdevicesthatusetherepetitionofkeywordsorsynonymouswordstolinksentencestogether.

2.Whatwillagoodwriterusuallydointhepre-writingstageofthe

writingprocess()

A.Makedecisionsonthepurpose,theaudience,thecontents,andtheoutlineofthewriting.

B.Concentrateongettingthecontentrightfirstandleavethedetailslikecorrectingspelling,punctuation,andgrammaruntillater.

C.Developarevisingchecklisttopinpointtheweaknessesofhis/herwritingandfocusontheflawslikelytoappearintheirdrafts.

3.Writingexerciseslikecompletion,reproduction,compression,andtransformationaremainlythetypeofexercisesusedinwhichwritingtask ()

A.Controlledwriting.

B.Guidedwriting.

C.Freewriting.

4.Whichtypeofgrammartendstoteachyouhowthegrammarisusedby

thepeopleratherthanhowitshouldbeused()

A.Descriptivegrammar.

B.Prescriptivegrammar.

C.Traditionalgrammar.

5.Whenstudentsaregiventhestructureinanauthenticornearauthentic

contextandareaskedtoworkouttheruleforthemselves,whatkindof

methodtheirteacherisusing()

A.Deductivegrammarteaching.

B.Inductivegrammarteaching.

C.Traditionalgrammarteaching.

6.InwhichstageofthePresentation-Practice-Productionapproachwill

studentshavethechancetousethenewlanguagefreelyandincorporate

itintotheirexistinglanguage()

A.PresentationStage.

B.PracticeStage.

C.ProductionStage.

7.Howcanwehelpstudentstomemorizeanewwordmoreeffectively()

A.Putthenewwordinacontext,relateittoknownwords,anduse

illustrations.

B.Pre-teachthenewwordofatext,pronounceitcorrectly,andgroupit.

C.Putthenewwordinalistofunconnectedwordswithillustrations.8.Whichofthefollowingtechniquescanbestpresenttheword"pollution" ()

A.Showordrawapicture.

B.Giveadefinitionoranexample.

C.Demonstratethemeaningbyactingormiming.

9.Whethertwowordsgotogetherwitheachotherornotisanissue:0[what

()

A.Connotation.

B.Register.

C.Collocation.

10.Amongthefollowingfactorsthatmayaffectalessonplan,whichone

includesclassroomsize()

A.Humanfactors.

B.Physicalconditions.

C.Syllabusandtesting.

11.Whatarethemostimportantpartsofalessonplan()

A.Textbooksandclassroomaids,.

B.Anticipationofproblemsandflexibilityindealingwiththem.

C.Objectivesofthelessonandproceduretoachievethem.

12.Whydoweneedtodesigntaskstosupplementthetextbook()

A.Textbooksusuallyarenotwellwritten.

B.Textbooksneedadaptationstofittheneeds0ftheirtarget

students.

C.Textbooksonlycoveralimitedamount0flanguageskills.

13.Amongthefivesubcategoriesofclassroommanagement,thatispeople,language,environment,organizationandtools,whicho[thefollowing

elementscanbeclassifiedunderenvironment()

A.Textbook,exercisebook,teacher"sbook;"andblackboard,

B.Interactionbetweenteacherandstudents.

C.Arrangementofdesksandchairs.

14.Whatroledoesateachertaketocreateanenvironmentinwhich

learningcantakeplace()

A.Instructor.

B.Manager.

C.Assessor.

15.Wholeclassteaching,pairwork,groupwork,andgamesareactivities

underwhichsubcategoryofclassroommanagement()

A.People.

B.Environment.

C.Organization.

SectionII..ProblemSolving

Questions16—18arebasedonthispart.

Directions:Belowarefivesituationsintheclassroom.Eachhasaproblem.First,identifythe

problemSecond,provideyoursolutionaccordingtothecommunicativelanguageteaching

principles.Youshouldelaborateontheproblem(s)andsolution(s)

properly.Writeyour

answerontheAnswerSheet.

I6.Inawritingclass,theteacherasksthestudentstowriteanarticle

abouttheir

hometown.Tohelpthestudents,theteacheralsoprovidesa

well-writtenarticleabout

hometownbyafamouswriterasasample.Studentsareinstructedto

followthestyle

andtheorganizationofideasofthesamplearticle.

17.Inagrammarclass,theteacherteachestheuseof"some"and"any"

inthefollowing

way:

A.Explainstherulesoftheirusage.

B.Providessomeexamplestoillustratetheusageofthetwowords.

C.Askthestudentstodopatterndills.

D.Askthestudentstoapplytherulestogivensituations.

18.Whenteachinganewreadingpassage,theteacherwritesallthenewwordsonthe

blackboardandasksthestudentstolookthemupindictionaries.Thentheteacher

explainsthemeaningofthesenewwordsinsimpleEnglish,usuallybyprovidingsome

examplesoftheirusage.Sometimes,theteachermayprovidetheChineseversionsfor

thesewords.Afterdealingwiththevocabulary,theteacherwillthenshih~heirfocusto

thereadingpassage.

英语教学法试题答案

SectionI:BasicTheoriesandPrinciples30points

2.7.

12.

AA

B

1.B

6.C

11.C

3.B

8.B

13.C

SectionⅡ:ProblemSolving

4.A

9.C

14.B

5.B

10.B

15.C

30points

16.Problem:Theteacher"sinstructiontothestudentsistoogeneralanditmayleave

thestudentswithtoomuchroomtochoosefrom.Thereisnohelpprovidedforthestudents

todevelopasenseofpurposeandasenseofaudience.Withoutasenseofpurposeand

audience,thestudentsmayeitherfeelconfusedbyallpossiblethingsthatcouldbeincluded

inthewriting,orjustfollowthecontentscoveredinthesamplearticle.

Solution:Theteachercouldfirstnarrowdownthetopicbyprovidingasituationforthe

students,suchaswritingatourguidefortheirhometown.Then,helpthestudentstowork

outpossiblecontentsthatcouldbeincludedinthewriting,suchaslocation,population,

resourcesfortourism,placesofinterests,etc.Theteachercouldalsohelpthestudentsto

decidethewritingStylebasedontheirwritingpurposeandtargetedaudience.

17.Problem:Theteacherteachesgrammarinadeductiveway.Thisapproachisusually

mechanicalanddull.Thestudentslearntherulespassivelywithlittle

involvementinthe

processofworkingthemout.Sincerulesaresometimestoorestrictive,

therearelotsof

exceptionsthatmayconfusethestudents.Thismethodisusuallymore

concernedwithform

thanuse.Ifstudentsmeetthenewstructureinisolatedsentences,they

maynotgetafeel

forwhenandhowtousethestructure.Theyarestillverylikelytogo

onusingit

incorrectly.

Solution:Bringintheinductivegrammarteachingapproach.By

combiningthetwo

waysofteachinggrammartogether,theteachercanachieveamuchbetter

resultthanusing

eitherwayexclusively.Theteachercouldfirstgivethestudentsa

contextandaskthemto

workouttherules.Aftercollectingthestudents"suggestions,the

teachercouldthentell

themtheexistingrulesandexplainexceptionstotherules.Thisway,

thestudentswillbe

activelyinvolyedinthethinkingprocessandmayunderstandtherules

better.Theywillalso

beawareofthefactthatgrammarrulesareworkedoutbypeopleobserving

theuseof

language,sotheymaychangeaspeople"suseoflanguagemaychange.