英语教学法考试试题docx.docx
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英语教学法考试试题docx
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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.Timeallowed
forcompletingthis
examinationis2hoars.
SectionI:
BasicTheoriesandPrinciples
Questions1--15arebasedonthispart.
Directions:
ChoosethebestanswerfromA,BorCforeachquestion.Writeyour
answersonthe
answersheet.
1.Whatkindofcohesivedevicesisusedtolinksentencesthroughsignalingrelationshipsbetweensentencesbymeansofanaphoraorback
reference?
（）
A.Cohesivedevicesthatindicatemeaningrelationshipsbetweenor
withinsentences,suchasapartfrom,inorderto,since,homever,notonly,
andbutalso.
B.Grammaticaldevicesthatestablishlinkstoformthecohesionofatext,suchasix,this,the,here,that,andsoon.
C.Lexiealdevicesthatusetherepetitionofkeywordsorsynonymous
wordstolinksentencestogether.
2.Whatwillagoodwriterusuallydointhepre-writingstageofthe
writingprocess?
（）
A.Makedecisionsonthepurpose,theaudience,thecontents,andthe
outlineofthewriting.
B.Concentrateongettingthecontentrightfirstandleavethedetailslikecorrectingspelling,punctuation,andgrammaruntillater.
C.Developarevisingchecklisttopinpointtheweaknessesofhis/her
writingandfocusontheflawslikelytoappearintheirdrafts.
3.Writingexerciseslikecompletion,reproduction,compression,and
transformationaremainlythetypeofexercisesusedinwhichwritingtask?
（）
A.Controlledwriting.
B.Guidedwriting.
C.Freewriting.
4.Whichtypeofgrammartendstoteachyouhowthegrammarisusedby
thepeopleratherthanhowitshouldbeused?
（）
A.Descriptivegrammar.
B.Prescriptivegrammar.
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C.Traditionalgrammar.
5.Whenstudentsaregiventhestructureinanauthenticornearauthentic
contextandareaskedtoworkouttheruleforthemselves,whatkindof
methodtheirteacherisusing?
（）
A.Deductivegrammarteaching.
B.Inductivegrammarteaching.
C.Traditionalgrammarteaching.
6.InwhichstageofthePresentation-Practice-Productionapproachwillstudentshavethechancetousethenewlanguagefreelyandincorporate
itintotheirexistinglanguage?
（）
A.PresentationStage.
B.PracticeStage.
C.ProductionStage.
7.Howcanwehelpstudentstomemorizeanewwordmoreeffectively?
（）
A.Putthenewwordinacontext,relateittoknownwords,anduseillustrations.
B.Pre-teachthenewwordofatext,pronounceitcorrectly,andgroup
it.
C.Putthenewwordinalistofunconnectedwordswithillustrations.
8.Whichofthefollowingtechniquescanbestpresenttheword"pollution"?
（）
A.Showordrawapicture.
B.Giveadefinitionoranexample.
C.Demonstratethemeaningbyactingormiming.
9.Whethertwowordsgotogetherwitheachotherornotisanissue:
0[what?
（）
A.Connotation.
B.Register.
C.Collocation.
10.Amongthefollowingfactorsthatmayaffectaplan,whichone
lesson
includesclassroomsize（）
A.Humanfactors.
B.Physicalconditions.
C.Syllabusandtesting.
11.
Whatarethemostimportantpartsofalessonplan?
（
）
A.Textbooksandclassroomaids,.
B.Anticipationofproblemsandflexibilityindealingwith
them.
C.Objectivesofthelessonandproceduretoachievethem.
12.
Whydoweneedtodesigntaskstosupplementthetextbook?
（
）
A.Textbooksusuallyarenotwellwritten.
B.Textbooksneedadaptationstofittheneeds0ftheirtarget
students.
C.Textbooksonlycoveralimitedamount0flanguageskills.
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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.
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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.
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英语教学法试题答案
SectionI:
BasicTheoriesandPrinciples
30points
1.B
2.A
3.B
4.A
5.B
6.C
7.A
8.B
9.C
10.B
11.C
12.B
13.C
14.B
15.C
Section
Ⅱ:
ProblemSolving
30points
16.
Problem:
Theteacher"s
instruction
tothestudents
istoogeneral
anditmayleave
thestudents
with
toomuchroomtochoosefrom.
Thereis
nohelpprovided
forthestudents
todevelopasenseofpurposeandasenseofaudience.Withoutasenseofpurposeand
audience,thestudentsmayeitherfeelconfusedbyallpossiblethingsthatcouldbeincluded
inthewriting,orjustfollowthecontentscoveredinthesamplearticle.
Solution:
Theteachercouldfirstnarrowdownthetopicbyproviding
asituationforthe
students,suchaswritingatourguidefortheirhometown.Then,helpthe
studentstowork
outpossiblecontentsthatcouldbeincludedinthewriting,such
aslocation,population,
resourcesfortourism,placesofinterests,etc.Theteachercould
alsohelpthestudentsto
decidethewritingStylebasedontheirwritingpurposeand
targetedaudience.
17.Problem:
Theteacherteachesgrammarinadeductiveway.Thisapproachisusually
mechanicalanddull.Thestudentslearntherulespassivelywithlittle
involvementinthe
processofworkingthemout.Sincerulesaresometimestoorestrictive,therearelotsof
exceptionsthatmayconfusethestudents.Thismethodisusuallymoreconcernedwithform
thanuse.Ifstudentsmeetthenewstructureinisolatedsentences,theymaynotgetafeel
forwhenandhowtousethestructure.Theyarestillverylikelytogo
onusingit
incorrectly.
Solution:
Bringintheinductivegrammarteachingapproach.By
combiningthetwo
waysofteachinggrammartogether,theteachercanachieveamuchbetterresultthanusing
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eitherwayexclusively.Theteachercouldfirstgivethe
studentsacontextandaskthemto
workouttherules.Aftercollectingthestudents"suggestions,theteachercouldthentell
themtheexistingrulesandexplainexceptionstotherules.Thisway,thestudentswillbe
activelyinvolyedinthethinkingprocessandmayunderstandtherulesbetter.Theywillalso
beawareofthefactthatgrammarrulesareworkedoutbypeopleobservingtheuseof
language,sotheymaychangeaspeople"suseoflanguagemaychange.
18.Problem:
Thestudentstaughtinthiswayaremainlyreceivingpassiveknowledge
fromtheteacher.Theymerelylearntounderstandthesevocabularies,ratherthanhowto
usethem.Thenewwordsarenottaughtfromacontext,andthereisnopractieeofusing
theminanauthenticoranearauthenticsituation.Thestudents
learnthesenew
wordsinanefficientway.
Solution:
Thestudentsneedtolearnpassiveknowledgeandactiveknowledgeatthe
sametime.Theteachercouldusevariousmeanstohelpthestudentstounderstandthe
vocabulary,Forsome,theycanuseillustrations,forsome,theydefinitions,andfor
others,theycanguessfromthecontext.Theteachercouldalsousedifferentwaystohelp
thestudentstousethenewwords.Exerciseslikeinformationgap,crossword,quiz,or
recordingnewwordsallcanhelpthestudentstolearnvocabularyinamoreefficientway.
willnot
canuse
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