英语教学法试题-(含答案)

SectionI.BasicTheoriesandPrinciples(30points)

Directions:ChoosethebestanswerfromA.B.orCforeachquestion.WriteyouranswerontheAnswerSheet.

1．Whatkindofcohesivedevicesisusedtolinksentencesthroughsignalingrelationshipsbetweensentencesbymeansofanaphoraorbackreference?

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

B.Grammaticaldevicesthatestablishlinkstofromthecohesionofatext,suchasit,this,the,here,that,andsoon.

C.Lexicaldevicesthatusetherepetitionofkeywordsorsynonymouswordstolinksentencestogether.

2.Whatwillagoodwriterusuallydointhepre-writingstageofthewritingprocess?

A.Makedecisionsonthepurpose,theaudience,thecontents,andtheoutlineofthewriting.

B.Concentrateongettingthecontentrightfirstandleavethedetailslikecorrectingspelling,punctuation,andgrammaruntillater.

C.Developarevisingchecklisttopinpointtheweaknessesofhis/herwritingandfocusontheflawslikelytoappearintheirdrafts.

3.Writingexerciseslikecompletion,reproduction,compression,andtransformationaremainlythetypeofexercisesusedinwhichwritingtasks?

A.Controlledwriting.

B.Guidedwriting.

C.Freewriting.

4．Whichtypeofgrammartendstoteachyouhowthegrammarisusedbythepeopleratherthanhowitshouldbeused?

A.Descriptivegrammar.

B.Prescriptivegrammar.

C.Traditionalgrammar.

5.Whenthestudentsaregiventhestructureinanauthenticornearauthenticcontextandareaskedtoworkouttheruleforthemselves,whatkindofmethodtheirteacherisusing?

A.Deductivegrammarteaching.

B.Inductivegrammarteaching.

C.Traditionalgrammarteaching.

6.InwhichstageofthePresentation-Practice-Productionapproachwillstudentshavethechancetousethelanguagefreelyandincorporateitintotheirexistinglanguage?

A.PresentationStage.

B.PracticeStage.

C.ProductionStage.

7.Howcanwehelpstudentstomemorizeanewwordmoreeffectively?

A.Putthenewwordinacontext,relateittoknownwords,anduseillustrations.

B.Pre-teachthenewwordofatext,pronounceitcorrectly,andgroupit.

C.Putthenewwordinalistofunconnectedwordswithillustrations.

8.Whichofthefollowingtechniquescanbestpresenttheword“pollution”?

A.Showordrawapicture.

B.Giveadefinitionoranexample.

C.Demonstratethemeaningbyactingormiming.

9.Whethertwowordsgotogetherwitheachotherornotisanissueofwhat?

A.Connotation.

B.Register.

C.Collocation.

10.Amongthefollowingfactorsthatmayaffectalessonplan,whichoneincludesclassroomsize?

A.Humanfactors.

B.Physicalconditions.

C.Syllabusandtesting.

11.Whatarethemostimportantpartsofalessonplan?

A.Textbooksandclassroomaids.

B.Anticipationofproblemsandflexibilityindealingwiththem.

C.Objectivesofthelessonandproceduretoachievethem.

12.Whydoweneedtodesigntaskstosupplementthetextbook?

A.Textbooksusuallyarenotwellwritten.

B.Textbooksneedadaptationstofittheneedsoftheirtargetstudents.

C.Textbooksonlycoveralimitedamountoflanguageskills.

13.Amongthefivesubcategoriesofclassroommanagement,thatispeople,language,environment,organizationandtools,whichofthefollowingelementscanbeclassifiedunderenvironment?

A.Textbook,exercisebook,teacher’sbook,andblackboard.

B.Interactionbetweenteacherandstudents.

C.Arrangementofdesksandchairs.

14.Whatroledoesateachertaketocreateanenvironmentinwhichlearningcantakeplace?

A.Instructor.

B.Manager.

C.Assessor.

15.Wholeclassteaching,pairwork,groupwork,andgamesareactivitiesunderwhichsubcategoryofclassroommanagement?

A.People.

B.Environment.

C.Organization.

SectionII:ProblemSolving(30points)

First,identifytheproblem. 首先,确定问题所在。 Second,provideyoursolutionaccordingtothecommunicativelanguageteachingprinciples. 第二,提供你的解决方案根据交际语言教学的原则。 Youshouldelaborateontheproblem(s)andsolution(s)properly. 你应该详细说明这个问题(s)和解决方案(s)正常。

17.Inagrammarclass,theteacherteachestheuseof“some”and“any”inthefollowingway:

A.Explainstherulesoftheirusage.

B.Providessomeexamplestoillustratetheusageofthetwowords.

C.Askthestudentstodopatterndills.

D.Askthestudentstoapplytherulestogivensituations.

18.Whenteachinganewreadingpassage,theteacherwritesallthenewwordsontheblackboardandasksthestudentstolookthemindictionaries.ThentheteacherexplainsthemeaningofthesenewwordsinsimpleEnglish,usuallybyprovidingsomeexamplesoftheirusage.Sometimes,theteachermayprovidetheChineseversionsforthesewords.Afterdealingwiththevocabulary,theteacherwillthenshifttheirfocustothereadingpassage.

SectionIII:Mini-lessonPlan

Directions:Readthetwotextbelowandcompletetheteachingplans.WriteyouranswerontheAnswerSheet.

22.Youaregoingtoteachsomevocabularyabouttemperature.Pleasedesignavocabularyactivitybasedonthefollowinginstruction:

Lookattheboxbelowandtrytofindoutthemeaningofeachwordinadictionary.Thenarrangethewordstoshowtheirdifferencesinthedegreeoftemperature.Finally,trytomakeasentenceusingeachofthewords

Freezingcoldchillycoolmildwarmhot

Typeoftheactivity(e.g.usingwordfield,answerquestions,information-gap,role-play,etc.)

Objective(s)oftheactivity

Classroomorganizationoftheactivity

Teacher’srole(s)

Students’role(s)

Teacherworkingtime

Studentworkingtime

Teachingaid(s)

Predicatedproblem(s)

Solution(s)

Procedures1)

2)

3)

4)

英语教学法（2）样题参考答案

SectionI.BasicTheoriesandPrinciples(30points)

1.B2.A3.B4.A5.B

6.C7.A8.B9.C10.B

11.C12.B13.C14.B15.C

SectionII:ProblemSolving(30points)

17.Problem:Theteacherteachesgrammarinadeductiveway. 问题:老师教语法在演绎的方法。 Thisapproachisusuallymechanicalanddull. 这种方法通常是机械和无聊。 Thestudentslearntherulespassivelywithlittleinvolvementintheprocessofworkingthemout. 学生们要学习规则,被动地很少参与过程的工作。 Sincerulesaresometimestoorestrictive,therearelotsofexceptionsthatmayconfusethestudents. 因为规则有时太受限制,有很多例外,可能造成学生。 Thismethodisusuallymoreconcernedwithformthanuse. 这种方法通常是更关心的是表比使用。 Ifstudentsmeetthenewstructureinisolatedsentences,theymaynotgetafeelforwhenandhowtousethestructure. 如果学生迎接新结构在孤立的句子,他们不可能会感觉何时及如何使用结构。 Theyareverylikelytogoonusinginincorrectly. 他们很可能继续使用的不正确。 Solution:Bringintheinductivegrammarteachingapproach. 方法:归纳语法教学带来的方法。 Bycombiningthetwowaysofteachinggrammartogether,theteachercanachieveamuchbetterresultthanusingeitherwayexclusively. 结合两种教学方法的语法在一起,老师可以达到更好的效果比使用两种方法是排外的。 Theteachercouldfirstgivethestudentsacontextandaskthemtoworkouttherules老师能给学生们做了一个第一个语境,并要求他们制定的规则。 Aftercollectingthestudents’suggestions,theteachercouldthentellthemtheexistingrulesandexplainexceptionstotherules. 在收集学生的建议,老师可以告诉他们现有的规则和解释规则的例外情况。 Thisway,thestudentswillbeactivelyinvolvedinthethinkingprocessandmayunderstandtherulesbetter. 这种方式,学生将会积极参与思维过程和可以理解的规则更好。 Theywillalsobeawareofthefactthatgrammarrulesareworkedoutbypeopleobservingtheuseoflanguage,sotheymaychangeaspeople’suseoflanguagemaychange. 他们也会意识到一个事实:在语法规则是人们观察语言的使用,所以他们可能会改变人们的使用的语言可能会改变。

18.Problem:Thestudentstaughtinthiswayaremainlyreceivingpassiveknowledgefromtheteacher.Theymerelylearntounderstandthesevocabularies,ratherthanhowtousethem.Thenewwordsarenottaughtfromacontext,andthereisnopracticeofusingtheminanauthenticoranearauthenticsituation.Thisstudentswillnotlearnthesenewwordsinanefficientway.

Solution:Thestudentsneedtolearnpassiveknowledgeandactiveknowledgeatthesametime.Theteachercouldusevariousmeanstohelpthestudentstounderstandthevocabulary.Forsome,theycanuseillustrations,forsome,theycanusedefinitions,andforothers,theycanguessfromthecontext.Theteachercouldalsousedifferentwaystohelpthestudentstousethenewwords.Exerciseslikeinformationgap,crosswords,quiz,orrecordingnewwordsallcanhelpthestudentstolearnvocabularyinamoreefficientway.

22.（供参考）

Youaregoingtoteachsomevocabularyabouttemperature. 你将会给一些词汇对温度。 Pleasedesignavocabularyactivitybasedonthefollowinginstruction: 请设计一个词汇活动基于下面的指令: Lookattheboxbelowandtrytofindoutthemeaningofeachwordinadictionary. 看看下面的框,试图发现每个单词的意思在一本字典。 Thenarrangethewordstoshowtheirdifferencesinthedegreeoftemperature. 然后安排的词来展示他们的差异程度的温度。 Finally,trytomakeasentenceusingeachofthewords 最后,试图利用每一造一个句子的单词

Typeoftheactivity类型的活动(e.g.usingwordfield,answerquestions,information-gap,role-play,etc.) (例如使用文字领域,回答问题,information-gap、角色扮演等。) Usingwordfields,sentence-making 使用文字领域,sentence-making Objective(s)oftheactivity目的(s)的活动1.Understandthemeaningoftemperature-relatedwords temperature-related理解的单词 2.Distinguishthedifferencesindegreeofthesetemperature-relatedwords 区分不同程度的这些temperature-related的话 3.Usethesewordscompetently 应该使用这些文字 Classroomorganizationoftheactivity对课堂活动的组织Pairworkorgroupwork 工作或小组活动 Teacher’srole(s)教师的角色(s)Instructor,organizer,facilitator 教师,组织者、推动者 Students’role(s)学生的角色(s)Activeparticipant 积极的参与者 Helpingeachother 互相帮助 Teacherworkingtime5-10mins 5-10分钟。老师工作时间 Studentworkingtime20-25mins 20-25分钟。学生工作时间 Teachingaid(s)教学辅助工具(s)Blackboardillustrationofvocabularystepsandcardboardswithonewordoneachofthe黑板说明词汇步骤和硬纸板用一个词在他们每一个人的 Predicatedproblem(s)问题(s)StudentsmaytendtouseChineseinvocabularyexercise. 是以学生可能倾向于使用汉语词汇练习。 Solution(s)解决方案(s)TellthestudentstrytoavoidusingChineseasmuchaspossiblewhiledoing