英语教学法考试试题.docx

英语教学法考试试题.docx

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英语教学法考试试题

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-writingstageofthewritingprocess?

（）

A.Makedecisionsonthepurpose,theaudience,thecontents,andtheoutlineofthewriting.

B.Concentrateongettingthecontentrightfirstandleavethedetailslikecorrectingspelling,punctuation,andgrammaruntillater.

C.Developarevisingchecklisttopinpointtheweaknessesofhis/herwritingandfocusontheflawslikelytoappearintheirdrafts.

3.Writingexerciseslikecompletion,reproduction,compression,andtransformationaremainlythetypeofexercisesusedinwhichwritingtask?

（）

A.Controlledwriting.

B.Guidedwriting.

C.Freewriting.

4.Whichtypeofgrammartendstoteachyouhowthegrammarisusedbythepeopleratherthanhowitshouldbeused?

（）

A.Descriptivegrammar.

B.Prescriptivegrammar.

C.Traditionalgrammar.

5.Whenstudentsaregiventhestructureinanauthenticornearauthenticcontextandareaskedtoworkouttheruleforthemselves,whatkindofmethodtheirteacherisusing?

（）

A.Deductivegrammarteaching.

B.Inductivegrammarteaching.

C.Traditionalgrammarteaching.

6.InwhichstageofthePresentation-Practice-Productionapproachwillstudentshavethechancetousethenewlanguagefreelyandincorporateitintotheirexistinglanguage?

（）

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.Whethertwowordsgotogetherwitheachotherornotisanissue:

0[what?

（）

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.Textbooksneedadaptationstofittheneeds0ftheirtargetstudents.

C.Textbooksonlycoveralimitedamount0flanguageskills.

13.Amongthefivesubcategoriesofclassroommanagement,thatispeople,language,environment,organizationandtools,whicho[thefollowingelementscanbeclassifiedunderenvironment?

（）

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

Questions16—18arebasedonthispart.

Directions:

Belowarefivesituationsintheclassroom.Eachhasaproblem.First,identifythe

problemSecond,provideyoursolutionaccordingtothecommunicativelanguageteaching

principles.Youshouldelaborateontheproblem（s）andsolution（s）properly.Writeyour

answerontheAnswerSheet.

I6.Inawritingclass,theteacherasksthestudentstowriteanarticleabouttheir

hometown.Tohelpthestudents,theteacheralsoprovidesawell-writtenarticleabout

hometownbyafamouswriterasasample.Studentsareinstructedtofollowthestyle

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

1.B2.A3.B4.A5.B

6.C7.A8.B9.C10.B

11.C12.B13.C14.B15.C

SectionⅡ:

ProblemSolving30points

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.Thestudentslearntherulespassivelywithlittleinvolvementinthe

processofworkingthemout.Sincerulesaresometimestoorestrictive,therearelotsof

exceptionsthatmayconfusethestudents.Thismethodisusuallymoreconcernedwithform

thanuse.Ifstudentsmeetthenewstructureinisolatedsentences,theymaynotgetafeel

forwhenandhowtousethestructure.Theyarestillverylikelytogoonusingit

incorrectly.

Solution:

Bringintheinductivegrammarteachingapproach.Bycombiningthetwo

waysofteachinggrammartogether,theteachercanachieveamuchbetterresultthanusing

eitherwayexclusively.Theteachercouldfirstgivethestudentsacontextandaskthemto

workouttherules.Aftercollectingthestudents"suggestions,theteachercouldthentell

themtheexistingrulesandexplainexceptionstotherules.Thisway,thestudentswillbe

activelyinvolyedinthethinkingprocessandmayunderstandtherulesbetter.Theywillalso

beawareofthefactthatgrammarrulesareworkedoutbypeopleobservingtheuseof

language,sotheymaychangeaspeople"suseoflanguagemaychange.

18.Problem:

Thestudentstaughtinthiswayaremainlyreceivingpassiveknowledge

fromtheteacher.Theymerelylearntounderstandthesevocabularies,ratherthanhowto

usethem.Thenewwordsarenottaughtfromacontext,andthereisnopractieeofusing

theminanauthenticoranearauthenticsituation.Thestudentswillnotlearnthesenew

wordsinanefficientway.

Solution:

Thestudentsneedtolearnpassiveknowledgeandactiveknowledgeatthe

sametime.Theteachercouldusevariousmeanstohelpthestudentstounderstandthe

vocabulary,Forsome,theycanuseillustrations,forsome,theycanusedefinitions,andfor

others,theycanguessfromthecontext.Theteachercouldalsousedifferentwaystohelp

thestudentstousethenewwords.Exerciseslikeinformationgap,crossword,quiz,or

recordingnewwordsallcanhelpthestudentstolearnvocabularyinamoreefficientway.