WORD格式
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?
（ ）
as apart from, in order to,
since,
homever, not only,
A. Cohesive devices that indicate meaning relationships between or within
sentences,such
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?
（
decisions
）
on the purpose, the audience,
the contents,
and the
A. Make
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.
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WORD格式
C. Traditional grammar.
5. Whenstudents
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 it.
the new word of a text,
pronounce it
correctly,
and group
C. Put
the new word in a list of unconnected words with illustrations.
can best present the word\"pollution\"?
8. Which of the following
techniques
（ ）
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 （ ）
A. Connotation.
B. Register. C. Collocation.
with each other or not is an issue:0[
what?
10. Among the following lesson
includes classroom size
A. Human factors.
factors that may
（
）
affect a plan, which one
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 （
）
C. Textbooks only cover a limited amount 0f language skills.专业资料整理
students.
WORD格式
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 activitiesunder 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. 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 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 follow the style
and the organization of ideas of the sample article.
（
）
Each has a problem.to write an article
are instructed to
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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.
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英语教学法试题答案
Section I: Basic Theories and Principles
1.B 6.C 11. C Section
16.
30 points
5.B 10.B
15. C
2.A 7.A 12. B
3.B 8.B
13. C
4.A 9.C
14. B
Ⅱ : Problem Solving 30 points
instruction
Problem: The teacher\"s
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 of purpose and
to develop a sense of purpose and a sense of audience. Without a sense audience, the students may either feel confused by all possible things that could be included
in the writing,
Solution:
a situation for the
or just follow the contents covered in the sample article.
narrow down the topic
by providing
The teacher could first
such as writing
a tour
guide for
students,
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
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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 studentslearn 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 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.
will
not
can use
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