2012-2013英语教学法期末试卷A

黄冈师范学院

2012-2013学年度第一学期期末试卷

考试课程：英语学科教学论考核类型：考试A卷

考试形式：闭卷出卷教师：刘慧芳

考试专业：英语考试班级：英语201001-10班

I. Filling blanks (20%, 1’×20=20’)

Directions: In this section there are 11 statements with 20 blanks. You are to fill each blank with appropriate word/words.

1.The (1) _______ view not only sees language as a linguistic system but also a means

for doing things. The (2) _______ view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.

2. A good lesson planning should be guided by the principle of (3) ________, which

means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.

3.When correcting mistakes and organizing feedback, the teacher plays the role of a(n) (4)

________.

4.(5) ________ questions are those that the answers are already known to the teacher and

they are used for checking if students know the answers, too. Conversely, (6) ________ questions are questions which are used to find out new information.

5.(7)_______ practice is aimed at developing the students’ability to identify and

distinguish between different sounds, while (8)________ practice is aimed at developing students’ ability to produce sounds.

6.Grammar practice is usually divided into two categories, (9) ________ practice and (10)

________ practice.

7.In real language use we use all skills, including the (11) ____ skills of listening and

reading, and the (12) ____ skills of speaking and writing.

8.Pre-listening activities should aim to motivate students, to activate their prior

knowledge, and to teach key words or key structures to the students before listening begins so that students are affectively, (13) ________ and (14) _________ prepared for

the listening task.

9.(15) ________ means reading quickly to get the gist; (16) __________ means to read to

locate specific information.

10.A (17) ________ (18) _______ is the way to transfer information from one form to

another.

11.The main procedures of process writing include creating a motivation to write,

brainstorming, mapping, free writing, (19) __________, drafting, editing, revising, (20) _________ and conferencing.

II. Decide whether the following statements are true (T) or false (F). (10%, 1’×10=10’)

( ) 1. The development of professional competence for a language teacher involves language training, learning, practice and reflection.

( ) 2. Making errors will lead to bad habit formation, so we should correct them whenever they occur.

( ) 3. Students have to grasp the relationships between communicative functions and sentences structures so as to communicate properly in real life.

( ) 4. Any tasks for practising speaking should reflect the special characteristics of spoken language.

( ) 5. If you first identify the topic, purpose and structure of the text and then make guesses, predictions during reading, you are using the “bottom-up” approach.

( ) 6. When students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, the teacher is using deductive grammar teaching method.

( ) 7. Words must be taught and learned most effectively in groups which are related to each other in meaning.

( ) 8. The new curriculum is designed to promote the students’ overall language ability, which is composed of language skills and language knowledge.

( ) 9. Stress in pronunciation is sometimes as important as grammar.

( ) 10. There are many situations in which we use more than one language skills, so it is valuable to integrate listening, speaking, reading and writing.

III. Choose the best answer (10%, 1’×10=10’)

1. What role does the teacher play at the feedback stage?

A. Assessor

B. Instructor

C. Prompter

2. Which of the following best explains a lesson plan?

A. It is a reminder for the teacher, who needs to refer to the reference materials in classroom instruction.

B. It is a schedule of the classroom procedures to fulfill the teaching and learning objectives.

C. It is a list of activities to be conducted in a lesson.

3. Which of the following grammar activities is most communicative?

A. Asking the students to read and correct the mistakes in the sentences.

B. Asking the students to tell the differences between two pictures.

C. Asking the students to make sentences with the given words.

4. What is the teacher doing in terms of error correction?

S: My watch was stealing.

T: What happened to Jack’s watch, Jane?

A. Ignoring the student’s mistake.

B. Helping the student to correct his own mistake.

C. Encouraging peer correction.

5. When a researcher reads an academic paper to see if it is relevant to his field of interest, what reading skill is he using?

A. Skimming

B. Scanning

C. Inferring

6. Which of the following techniques can best present the word “pollution”?

A. Use synonyms or antonyms to explain meaning.

B. Give a definition or an example.

C. Demonstrate the meaning by acting or miming.

7. Which of the following writing activities reflect process-orientation?

A. Asking the students to write an essay parallel to the text they have learned.

B. Asking the students to peer edit their first draft.

C. Asking the students to arrange the scrambled sentences into a paragraph.

8. When we ask the students to do predicting tasks in listening, we should let students read/hear the listening comprehension questions ___.

A. before they listen

B. while they are listening

C. after their listening

9.Teachers need to help students learn the relationship between grammatical forms and functions in order to build up their ___.

A. linguistic competence

B. discourse competence

C. Pragmatic competence

10. According to Jane Willis, the components of the framework of Task-Based Learning (TBL) include ____.

A. exercises, exercise-tasks and tasks

B. presenting new language items, time and learning culture

C. Pre-Task, Task Cycle and Language Focus

IV. Problem Solving (30%, 10’ ×3=30’)

Directions: Below are three 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.

1.At the while-reading stage in a reading lesson, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.

2.In a writing lesson, the teacher writes the topic “Environmental Awareness”on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.

3.In a listening activity, the teacher plays the recording of a speech for the students. He stops the tape whenever he feels the need to explain a new word or provide some background information.

V. Lesson Planning (30%, 30’)

Directions: You are required to write a 45-minute teaching lesson plan for the following text.

New Senior English for China Book 1, Unit 5: Nelson Mandela – a modern hero

Reading: Elias’ Story

My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful.

I needed his help because I had very little education. I began school at six. The school where I studied for only two years was three kilometers away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard, I got a job in a gold mine; however, this was a time when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there, and I worried about whether I would become out of work.

The day when Nelson Mandela helped me was one of my happiest. He told me how to get the correct papers so I could stay in Johannesburg. I became more hopeful about my future. I never forgot how kind Mandela was. When he organized the ANC Youth League, I joined it as soon as I could. He said:

“The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”

It was the truth. Black people could not vote or choose their leaders. They could not get the jobs they wanted. The parts of town in which they had to live were decided by white people. The places outside the towns where they were sent to live were the poorest parts of South Africa. No one could grow food there. In fact as Nelson Mandela said: “… we were put into a position in which we had either to accept we were less important ,

or fight the government. We chose to attack the law. We first broke the law in a way which was peaceful; when this was not allowed …only then did we decide to answer violence with violence.”

As a matter of fact, I do not like violence … but in 1963 I helped him blow up some government buildings. It was very dangerous because if I was caught I could be put in prison. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.

(完整word版)小学英语教学法试题库

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▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ▆ 《英语教学法》 试卷 共2页（第 1 页） 答案务必写在答题纸上，否则不得分，超出黑色边框区域的答案无效！ ▆ 《英语教学法》期末考试A 卷 开卷 考试时间90分钟，答题卡作答 姓名： 专业： 学号： 学习中心： 缺考标记，考生禁填！ □ 成绩： 一、名词解释（答案务必写在答题纸上，40分） 1. 教学资源 答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。 2. 英语写作策略 答：是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练. 3. 教学设计 答：是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。 4. 发现式教学法 答：亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。 二、论述题（答案务必写在答题纸上，30分） 1. PWP 教学过程的本质特征是什么？ 答：英语阅读教学中的PWP 过程指的是将整个学习过程分为学习前（pre-learning ）、学习中（while-learning ）和学习后（post-learning ）三个阶段。PWP 模式简洁实用,对促进教师的＂教＂与学生的＂学＂有很大作用。关键是在新课标下如何运用 PWP 来整合课程内容资源,使阅读教学简约高效。 2. 英语教学中如何进行教材的整合。请举例说明。 答：人教版《普通高中课程标准实验教科书》中每一个模块的每个单元都围绕一个主要话题开展听、说、读、写活动，各个部分的教学目标明确，不分课次和顺序，方便教师根据教学的实际情况灵活使用教材。在实际教学中，教师可以充分抓住教材的话题功能这一特点，对教材进行适当的整合，以学生以往的学习经验和知识为基础，恰到好处地对教学目标进行调试，对教学方法进行设计，从而使学生获得更大的学业进步。教材整合有利于教师因材施教，提高学生的学习效率，体现学生为主体、教师为主导的课堂教学方式，同时还可以开发教学资源，使教学具有灵活性、开放性和拓展性，方便学生更好地发挥潜能，提高教师的课程意识和专业素养，从而提高整体教学效果。 1文献综述 在知网查询了相关资料发现：董艳丽在英语教学设计中如何整合教材中，主要讲述了英语较教材模块之间的整合以及教材整合的原则;周金妹在教材整合在初中英语教学中的运用中提出，教材英语教学内容、学生学情相整合;林华英在整合英语教材，提高教学实效中，从宏观上提出了教材整合的策略;梁银碧在整合教材给学生轻松英语课堂中提出从学生的角度进行教材的整合。笔者认为，教材整合不单单是单元模块间的整合，还应该是一学期的教材整合，学年与学年间教材的整合，还应考虑小学、初中、高中教材的衔接性问题，并根据地区间差异进行教材整合。 2教材整合 2.1教材整合概念的提出 在2011年义务教育英语课程标准中提出教材整合的概念，其指出：“教材是实现教学目标的重要材料和手段，教师要善于根据教学的需要，对教材加以适当的取舍和调整。” 2.2教材整合的必要性 教材整合可以提高学生的学习效率。兴趣是最好的老师，如果在教学过程中教师只按照教材内容的顺序传授知识不进行相关补充，很可能会导致学生丧失学习兴趣，并影响学生学习的主观能动性。教师合理地对教材进行调整、扩展 、重新组合，在调动学 生兴趣的前提下，挖掘教材深层次的的内涵，这样会激发学生学习兴趣，并且有效提高学生的学习效率和学习的积极性。 教材整合可以帮助学生形成一套英语学习体系。在传统教学中，教师注重知识的传授，并不注重学生的创造性思维的发展和逻辑思维能力的培养，如果在教学过程中教师对教材进行整体把握，重难点分明，可能训练学生的逻辑思维能力，并生成由易到难，由简入繁的学习体系。 教材整合有利于激发学生学习的主动性。我们的教学活动的中心就是学生，学生是学习的主体，以学生的需求、兴趣、爱好进行重组教材并在教学过程中了解学生的需要，学习中困惑点，以此来扩展调整教材可以让学生投入到课堂中来，提高学生学习的主动性，让每个学生都有所收获，使学生得到全面的发展，对英语学习充满激情和活力。 2.3教材整合的主要策略 分析教材，找到本套教材的重难点，列出框架体系。教师在拿到教材之后首先应根据课程标准对教材进行分析，找出本学期教学的重难点。如人教版七年级上册英语课本，本册英语教材只涉及浅显的语言知识点，与学生的生活息息相关。因此，教师在教学过程中要重视学生的学习能力和培养学生逻辑思维能力和学习习惯，此外还应根据学生的真实生活进行教学，培养学生对英语的学习兴趣。 适当的补充或延伸。我们处于信息网络时代，要善于运用网络资源，对教材资源进行补充和延伸。例如在必修3 unit1 Festivals in the world ，在本单元导入之前可以在网上查阅世界各地的节日传统，让学生了解更多的西方文化知识，扩大他们的知识层面，达到英语教学的效果。 适当的删减或替换。对于教材中不太适合的内容，在进行教学设计时要依据学生的认知规律，进行替换和删减。如果全部照搬教材，学生会产生畏惧或厌倦的情绪，因此教师在备课时应经过严密思考，在不影响基本教学的情况下，替换和删减不符合学生的生活实际的内容。如在讲授冠词a/an 的用法时，如果只讲授语法必然会很枯燥，因此我们在对教学内容进行整合时，可以对教材

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《英语教学法》模拟试题1及答案 Achievement Test for "Teaching English in the Primary School"3 I. Choose the best answer (30 %) Directions: In this part, you are given fifteen queslions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question. (30 points, 2 points each) 1. Which of the following is true of second language learning? A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction? A. Individual learners. [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for? A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. 4. What does the following practise? * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. D. Intonation. 5. What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend Cute Smoker A. Grouping. B. Collocation. C. Imitation.

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《英语教学法》（1）期末考试试题之一答案和评分标准 Part I. Fill in the blanks with correct information: 30%, two points each 1.the teaching of English as a foreign language 2.reading, writing, translation 3. a functional-notional 4.Sociolinguistics 5.without any conscious learning 6.generative-transformational grammar 7.Total Physical Response, Community Language Learning, Suggestopedia 8.Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus 9.the needs assessment or diagnosis, formulation of objectives, selection of content 10.knowing a language https://www.wendangku.net/doc/aa3272626.html,municative https://www.wendangku.net/doc/aa3272626.html,municative Language Teaching 13.different functions, different characteristics 14.students’ communicative competence 15.CLT—Communicative Language Teaching Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each 1. T 2. T 3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. F Part III 50% Design a reading lesson with three stages as required. Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers] Sustainable development: China’s choice for the 21st century What will the earth look like in the 21st century? As acid rain, ozone depletion, and soil erosion destroy the earth’s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space. In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term ‘sustainable development’in her report entitled Our Common Future to the World Environment and Development Council. The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”. The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance. It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development. At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government,

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Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target language 5.Help students to guess the grammar rules of the target language 6.Help students to understand the communicative importance of grammar 7.Help students to understand the importance of grammatical accuracy The deductive method 1.the rule is given first. 2.The teacher explains the rules with examples. 3.Students apply the rules to given situations(practices). The inductive method Students are given the structure in context and are asked to work out the rules for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. Steps for teaching a sound： 1.Say the sound alone. 2.Get the students repeat the sound in chorus 3.Get individual students to repeat the sound. 4.Explain how to make the sound. 5.Say the sound in a word. 6.Contrast it with other sounds. 7.Say the sound in meaningful context V ocabulary items presentation and practices Presentation 1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning. 2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. https://www.wendangku.net/doc/aa3272626.html,e synonyms or antonyms to explain meanings. https://www.wendangku.net/doc/aa3272626.html,e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc. 5.Translate and exemplify, especially with technical words or words with abstract meaning. https://www.wendangku.net/doc/aa3272626.html,e word formation rules and common affixes to build new lexical knowledge in what is already known. 7.T each vocabulary in chunks. Chunks refer to a group of words that go together to form meaning. It is also referred to as ‘pre-fabricated formulaic items’. 8.Think about the context in real life where the word might be used. Relate newly learned language to students’ real life to promote high motivation. 9.Think about providing different context for introducing new words. 10.Prepare for possible misunderstanding or confusion that students may have.