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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 this examination are 100 points. Time allowed for completing this

examination 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 the

answer sheet.

1. What kind of cohesive devices 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 devices 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. Make 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 writing 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 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 kind 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 existing 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 group it.

C. Put the new word in a list of unconnected words with illustrations.

8. Which of the following techniques can best present the word"pollution"?（）

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 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 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 adaptations 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? （）

A. Textbook, exercise book, teacher"s 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 teaching, 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 16—18are based on this part.

Directions: Below are five situations in the classroom. Each has a problem. First, identify the

problem Second, provide your solution according to the communicative language teaching

principles. You should elaborate on the problem(s) and solution (s) properly. Write your

answer on the Answer Sheet.

I6. In a writing class, the teacher asks the students to write an article about their

hometown. 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 following

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

blackboard 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, the teacher will then shih ~heir focus to

the 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. C

Section Ⅱ: Problem Solving 30 points

16. Problem: The teacher"s instruction to the students is too general and it may leave

the students with too much room to choose from. There is no help provided for the students

to develop a sense of purpose and a sense of audience. Without a sense of purpose and

audience, the students may either feel confused by all possible things that could be included

in the writing, or just follow the contents covered in the sample article. Solution: The teacher could first narrow down the topic by providing a situation for the

students, such as writing a tour guide for their hometown. Then, help the students to work

out possible contents that could be included in the writing, such as location, population,

resources for tourism, places of interests, etc. The teacher could also help the students to

decide the writing Style based on their writing purpose and targeted audience.

17. Problem: The teacher teaches grammar in a deductive way. This approach is usually

mechanical and dull. The students learn the rules passively with little involvement in the

process of working them out. Since rules are sometimes too restrictive, there are lots of

exceptions that may confuse the students. This method is usually more concerned with form

than use. If students meet the new structure in isolated sentences, they may not get a feel

for when and how to use the structure. They are still very likely to go on using it

incorrectly.

Solution: Bring in the inductive grammar teaching approach. By combining the two

ways of teaching grammar together, the teacher can achieve a much better result than using

either way exclusively. The teacher could first give the students a context and ask them to

work out the rules. After collecting the students" suggestions, the teacher could then tell

them the existing rules and explain exceptions to the rules. This way, the students will be

actively involyed in the thinking process and may understand the rules better. They will also

be aware of the fact that grammar rules are worked out by people observing the use of

language, so they may change as people"s use of language may change. 18. Problem: The students taught in this way are mainly receiving passive knowledge

from the teacher. They merely learn to understand these vocabularies, rather than how to

use them. The new words are not taught from a context, and there is no practiee of using

them in an authentic or a near authentic situation. The students will not learn these new

words in an efficient way.

Solution: The students need to learn passive knowledge and active knowledge at the

same time. The teacher could use various means to help the students to understand the

vocabulary, For some, they can use illustrations, for some, they can use definitions, and for

others, they can guess from the context. The teacher could also use different ways to help

the students to use the new words. Exercises like information gap, crossword, quiz, or

recording new words all can help the students to learn vocabulary in a more efficient way.

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《英语教学法》模拟试题（附答案）一、填空题（共10小题，每小题1分，共10分） 1.Among the four skills, foreign language learners often complain that l is the most difficult to acquire. 2.We are teaching our students English not only to help them pass exams, but also to prepare them to u English in real life. 3.In the traditional classroom, very often, too much attention has been paid to linguistic k , with little or no attention paid to practising language skills. 4.In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally become i writers. 5.If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together. 6.One of the general views on language is that language is a s__ of symbols. 7.In tr pedagogy, listening and speaking were treated as skills different from what takes place in reality. 8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation. 9.In meaningful practice the focus is on the production, comprehension or exchange of m . 10.People have d understanding of how a vocabulary item can be learned and consolidate. 二、配对题（共10小题，每小题2分，共20分） A B

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作业 1．第1题 The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he ｏ r she already knows. 您的答案：A 题目分数：此题得分： 2．第2题 According to Ur (1996), as for the ｕｓｅ of grammatical terminology, for younger learners, ｕｓｅof complex terminology ___. be used be avoided necessary helpful 您的答案：B 题目分数：此题得分： 3．第3题 Examples of pronunciation perception practice include ___. pictures ａnd tongue twisters minimal pairs, ａnd “odd one out” ａnd discussion of the above 您的答案：B

此题得分： 4．第4题 As far as language learning is concerned, the ___emphasize the nature of the human ａnd physical context in which language learning takes place, such as the number of students, the kind of input learners receive, ａnd the atmosphere. theories theories theories theories 您的答案：A 题目分数：此题得分： 5．第5题 As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, ａnd ___. efficiency 您的答案：A 题目分数：此题得分： 6．第6题 According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar point”, ___. A.“listen ａnd repeat” ａnd “listen ａnd tick” B. “checking” ａnd “trying it out” C.“listen ａnd circle” ａnd “listen ａnd write” D.“listen ａnd correct” ａnd “listen ａnd fill” 您的答案：B

中学英语教学法教案

Background Information Student:48 senior high school students,grade 1 Age:about 16 Genders:23 boys and 25 girls Time and date:10:00a.m. to 10:25 a.m.(45 mins), Monday ,May 28,2014 Textbook:NSEFCM M5U2 Title of the lesson:A NIGHT THE EARTH DIDN’T SLEEP Teaching Aims I. Language knowledge: (1) can understand the meaning of an attributive clause (2) can master the expression of “Workers built shelters for survivors whose homes had been destroyed.”of an attributive clause (3)can master the new words:well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster... II. Language skills: (1) listening: can understand the meaning of the above new expressions & words (2) speaking: can use the above new expressions & words in daily life. III. Emotion & Attitude: (1) Ss can develop cooperative spirit. (2) Can increase Ss interest in English learning. Important Points: (1). the meaning of an attributive clause (2). the expression of “Workers built shelters for survivors whose homes had been destroyed.” of an attributive clause (3). new words: well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster... Difficult Point: the usage of the an attributive clause Teaching Procedures: I.Warm-up:show:Look at two pictures of Tangshan, imagine there has an earthquake. Describe to your partner what might happen to the objects in the pictures. Then have a class discussion. II.Pre-reading:(1). Imagine your home begins to shake and you must leave right now. You have time to take only one thing. What will you take? Why (2). What do you think will happen before an earthquake? III.While-reading

120602中学英语教学法在线作业

1．第1题 Methods of teaching grammar include the ___ method, the inductive method ａnd the guided discovery method. A.traditional B.modern C.deductive D.productive 您的答案：C 题目分数：2.0 此题得分：2.0 2．第2题 One language form may express a number of communicative functions ａnd one ___ can also be expressed by a variety of ___. https://www.wendangku.net/doc/181247184.html,nguage … dialects B.dialect … languages https://www.wendangku.net/doc/181247184.html,nguage form … communicative functions https://www.wendangku.net/doc/181247184.html,municative function … language forms 您的答案：D 题目分数：2.0 此题得分：2.0 3．第3题 The activity of “describ ing ａnd drawing” for vocabulary consolidation is often done ___. A.outside the classroom B.without doing anything C.individually D.in pairs 您的答案：D 题目分数：2.0 此题得分：2.0 4．第4题 Jane Willis holds that the conditions for language learning are exposure to a rich but comprehensible language put, ___ of the language