英语教学法试题附答案.docx
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英语教学法试题附答案
SectionI.BasicTheoriesandPrinciples（30points）
Directions:
Choosethebestanswerfrom.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.
第一,确信问题所在。
Second,provideyoursolutionaccordingtothecommunicativelanguageteachingprinciples.
第二,提供你的解决方案依照交际语言教学的原那么。
Youshouldelaborateontheproblem（s）andsolution（s）properly.
你应该详细说明那个问题（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.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.B4.A5.B
6.C7.A8.B9.C10.B
11.C12.B13.C14.B15.C
SectionII:
ProblemSolving（30points）
17.Problem:
Theteacherteachesgrammarinadeductiveway.
问题:
教师教语法在演绎的方式。
Thisapproachisusuallymechanicalanddull.
这种方式一般是机械和无聊。
Thestudentslearntherulespassivelywithlittleinvolvementintheprocessofworkingthemout.
学生们要学习规那么,被动地很少参与进程的工作。
Sincerulesaresometimestoorestrictive,therearelotsofexceptionsthatmayconfusethestudents.
因为规那么有时太受限制,有很多例外,可能造成学生。
Thismethodisusuallymoreconcernedwithformthanuse.
这种方式一般是更关切的是表比利用。
Ifstudentsmeetthenewstructureinisolatedsentences,theymaynotgetafeelforwhenandhowtousethestructure.
若是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利用结构。
Theyareverylikelytogoonusinginincorrectly.
他们极可能继续利用的不正确。
Solution:
Bringintheinductivegrammarteachingapproach.
方式:
归纳语法教学带来的方式。
Bycombiningthetwowaysofteachinggrammartogether,theteachercanachieveamuchbetterresultthanusingeitherwayexclusively.
结合两种教学方式的语法在一路,教师能够达到更好的成效比利用两种方式是排外的。
Theteachercouldfirstgivethestudentsacontextandaskthemtoworkouttherules
教师能给学生们做了一个第一个语境,并要求他们制定的规那么。
Aftercollectingthestudents’suggestions,theteachercouldthentellthemtheexistingrulesandexplainexceptionstotherules.
在搜集学生的建议,教师能够告知他们现有的规那么和说明规那么的例外情形。
Thisway,thestudentswillbeactivelyinvolvedinthethinkingprocessandmayunderstandtherulesbetter.
这种方式,学生将会踊跃参与思维进程和能够明白得的规那么更好。
Theywillalsobeawareofthefactthatgrammarrulesareworkedoutbypeopleobservingtheuseoflanguage,sotheymaychangeaspeople’suseoflanguagemaychange.
他们也会意识到一个事实:
在语法规那么是人们观看语言的利用,因此他们可能会改变人们的利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.
你将会给一些辞汇对温度。
Pleasedesignavocabularyactivitybasedonthefollowinginstruction:
请设计一个辞汇活动基于下面的指令:
Lookattheboxbelowandtrytofindoutthemeaningofeachwordinadictionary.
看看下面的框,试图发觉每一个单词的意思在一本字典。
Thenarrangethewordstoshowtheirdifferencesinthedegreeoftemperature.
然后安排的词来展现他们的不同程度的温度。
Finally,trytomakeasentenceusingeachofthewords
最后,试取利用每一造一个句子的单词
Typeoftheactivity类型的活动
.usingwordfield,answerquestions,information-gap,role-play,etc.）
（例如利用文字领域,回答下列问题,information-gap、角色扮演等。
）
Usingwordfields,sentence-making
利用文字领域,sentence-making
Objective（s）oftheactivity
目的（s）的活动
themeaningoftemperature-relatedwords
temperature-related明白得的单词
thedifferencesindegreeofthesetemperature-relatedwords
区分不同程度的这些temperature-related的话
thesewordscompetently
应该利用这些文字
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
踊跃的参与者
Helpingeachother
相互帮忙
Teacherworkingtime5-10mins
5-10分钟。
教师工作时刻
Studentworkingtime20-25mins
20-25分钟。
学生工作时刻
Teachingaid（s）教学辅助工具（s）
升级会员 