英语教学法考试试题.docx

1、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Information for the examinees:This examination consists of THREE sections. They are:Section T: Basic Theories and Principles (30 points, 20 minutes)Section Il: Problem Solving (30 points, 50 minutes)Section IH: Mini-lesson Plan (40 points, 50 minutes)The total marks for th

2、is examination are 100 points. Time allowed for completing thisexamination is 2 hoars.Section I: Basic Theories and Principles Questions 1-15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answers on theanswer sheet.1. What kind of cohesive dev

3、ices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?（ ） A. Cohesive devices that indicate meaning relationships between or within sentences,such as apart from, in order to, since, homever, not only, and but also. B. Grammatical devi

4、ces that establish links to form the cohesion of a text, such as ix,this, the, here, that, and so on. C. Lexieal devices that use the repetition of key words or synonymous words to link sentences together.2. What will a good writer usually do in the pre-writing stage of the writing process? （ ） A. M

5、ake decisions on the purpose, the audience, the contents, and the outline of the writing. B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later. C. Develop a revising checklist to pinpoint the weaknesses of his/her writ

6、ing and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing task?（ ） A. Controlled writing. B. Guided writing. C. Free writing.4. Which type of grammar tends to

7、teach you how the grammar is used by the people rather than how it should be used? （ ） A. Descriptive grammar. B. Prescriptive grammar. C. Traditional grammar.5. When students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what ki

8、nd of method their teacher is using? （ ） A. Deductive grammar teaching. B. Inductive grammar teaching. C. Traditional grammar teaching.6. In which stage of the Presentation-Practice-Production approach will students have the chance to use the new language freely and incorporate it into their existin

9、g language? （ ） A. Presentation Stage. B. Practice Stage. C. Production Stage.7. How can we help students to memorize a new word more effectively?（ ） A. Put the new word in a context, relate it to known words, and use illustrations. B. Pre-teach the new word of a text, pronounce it correctly, and gr

10、oup it. C. Put the new word in a list of unconnected words with illustrations.8. Which of the following techniques can best present the wordpollution（ ） A. Show or draw a picture. B. Give a definition or an example. C. Demonstrate the meaning by acting or miming.9. Whether two wordsgo together with

11、each other or not is an issue:0 what?（ ） A. Connotation. B. Register. C. Collocation.10. Among the following factors that may affect a lesson plan, which one includes classroom size（ ） A. Human factors. B. Physical conditions. C. Syllabus and testing.11. What are the most important parts of a lesson

12、 plan?（ ） A. Textbooks and classroom aids,. B. Anticipation of problems and flexibility in dealing with them. C. Objectives of the lesson and procedure to achieve them.12. Why do we need to design tasks to supplement the textbook?（ ） A. Textbooks usually are not well written. B. Textbooks need adapt

13、ations to fit the needs 0f their target students. C. Textbooks only cover a limited amount 0f language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which o the following elements can be classified under environment? （

14、 ） A. Textbook, exercise book, teachers book; and blackboard, B. Interaction between teacher and students. C. Arrangement of desks and chairs.14. What role does a teacher take to create an environment in which learning can take place?（ ） A. Instructor. B. Manager. C. Assessor.15. Whole class teachin

15、g, pair work, group work, and games are activities under which subcategory of classroom management? （ ） A. People. B. Environment. C. Organization.Section II . Problem Solving Questions 1618are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, iden

16、tify theproblem Second, provide your solution according to the communicative language teachingprinciples. You should elaborate on the problem(s) and solution (s) properly. Write youranswer on the Answer Sheet.I6. In a writing class, the teacher asks the students to write an article about their homet

17、own. To help the students, the teacher also provides a well-written article about hometown by a famous writer as a sample. Students are instructed to follow the style and the organization of ideas of the sample article.17. In a grammar class, the teacher teaches the use of some and any in the follow

18、ing way: A. Explains the rules of their usage. B. Provides some examples to illustrate the usage of the two words. C. Ask the students to do pattern dills.D. Ask the students to apply the rules to given situations.18. When teaching a new reading passage, the teacher writes all the new words on the b

19、lackboard and asks the students to look them up in dictionaries. Then the teacher explains the meaning of these new words in simple English, usually by providing some examples of their usage. Sometimes, the teacher may provide the Chinese versions for these words. After dealing with the vocabulary,

20、the teacher will then shih heir focus tothe reading passage.英语教学法试题答案Section I: Basic Theories and Principles 30 points 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. CSection : Problem Solving 30 points 16. Problem: The teachers instruction to the students is too gen

21、eral and it may leavethe students with too much room to choose from. There is no help provided for the studentsto develop a sense of purpose and a sense of audience. Without a sense of purpose andaudience, the students may either feel confused by all possible things that could be includedin the writ

22、ing, or just follow the contents covered in the sample article. Solution: The teacher could first narrow down the topic by providing a situation for thestudents, such as writing a tour guide for their hometown. Then, help the students to workout possible contents that could be included in the writin

23、g, such as location, population,resources for tourism, places of interests, etc. The teacher could also help the students todecide the writing Style based on their writing purpose and targeted audience. 17. Problem: The teacher teaches grammar in a deductive way. This approach is usuallymechanical a

24、nd dull. The students learn the rules passively with little involvement in theprocess of working them out. Since rules are sometimes too restrictive, there are lots ofexceptions that may confuse the students. This method is usually more concerned with formthan use. If students meet the new structure

25、 in isolated sentences, they may not get a feelfor when and how to use the structure. They are still very likely to go on using itincorrectly. Solution: Bring in the inductive grammar teaching approach. By combining the twoways of teaching grammar together, the teacher can achieve a much better resu

26、lt than usingeither way exclusively. The teacher could first give the students a context and ask them towork out the rules. After collecting the students suggestions, the teacher could then tellthem the existing rules and explain exceptions to the rules. This way, the students will beactively involy

27、ed in the thinking process and may understand the rules better. They will alsobe aware of the fact that grammar rules are worked out by people observing the use oflanguage, so they may change as peoples use of language may change. 18. Problem: The students taught in this way are mainly receiving pas

28、sive knowledgefrom the teacher. They merely learn to understand these vocabularies, rather than how touse them. The new words are not taught from a context, and there is no practiee of usingthem in an authentic or a near authentic situation. The students will not learn these newwords in an efficient

29、 way. Solution: The students need to learn passive knowledge and active knowledge at thesame time. The teacher could use various means to help the students to understand thevocabulary, For some, they can use illustrations, for some, they can use definitions, and forothers, they can guess from the context. The teacher could also use different ways to helpthe students to use the new words. Exercises like information gap, crossword, quiz, orrecording new words all can help the students to learn vocabulary in a more efficient way.