英语教学法考试试题Word格式.docx
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英语教学法考试试题Word格式.docx
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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.
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
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.
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.
Thestudentsneedtolearnpassiveknowledgeandactiveknowledgeatthe
sametime.Theteachercouldusevariousmeanstohelpthestudentstounderstandthe
vocabulary,Forsome,theycanuseillustrations,forsome,theycanusedefinitions,andfor
others,theycanguessfromthecontext.Theteachercouldalsousedifferentwaystohelp
thestudentstousethenewwords.Exerciseslikeinformationgap,crossword,quiz,or
recordingnewwordsallcanhelpthestudentstolearnvocabularyinamoreefficientway.
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