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 this examination are 100 points. Time allowed for completing thisexamination is 2 hoars.Section I: Basic Theories and PrinciplesQuestions 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 devices is used to link sentences through signaling relationships between sentences by means of anaphora or backreference? A. Cohesive devices that indicate meaning relationships between orwithinsentences,suchas apart from, in order to,since,homever, not only,and but also.B. Grammatical devices that establish links to form the cohesion ofa text, such as ix,this, the, here, that, and so on.C.Lexiealdevicesthatuse the repetitionof key words or synonymouswords to link sentences together.2. What will a good writer usually do in the pre-writing stage of thewriting process?A. Makedecisionson the purpose, the audience,the contents,and theoutline of the writing.B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C. Developa revisingchecklistto pinpointthe weaknesses of his/herwriting and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, andtransformationare mainly the type of exercisesused in which writingtask?A. Controlled writing.B. Guided writing.C. Free writing.4. Which type of grammar tends to teach you how the grammar is used bythe people rather than how it should be used?A. Descriptive grammar.B. Prescriptive grammar.-C. Traditional grammar.5. Whenstudentsare given the structurein an authenticor near authenticcontext and are asked to work out the rule for themselves, what kind ofmethod 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 incorporateit 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-teachthe new word of a text,pronounce itcorrectly,and group-it.C. Putthe new word in a listof unconnected words with illustrations.8. Which of the followingtechniquescan 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 togetherwith each other or not is an issue:0what?A. Connotation.B. Register.C. Collocation.-10. Among the followingfactors that mayaffect a lessonincludes classroom sizeA. Human factors.B. Physical conditions.C. Syllabus and testing.plan, which one-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 targetstudents.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 followingelements can be classified under environment?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 whichlearning can take place?A. Instructor.B. Manager.C. Assessor.15. Whole classteaching,pairwork, group work, and games are activitiesunder which subcategory of classroom management?A. People.B. Environment.C. Organization.Section II . Problem SolvingQuestions 16 18are based on this part.Directions:Below are fivesituationsin the classroom.Each has a problem.First, identify 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 writingclass, theteacher asks the studentsto writean articleabout theirhometown. To help the students, the teacher also provides awell-written article abouthometownby a famous writeras a sample. Studentsare instructedtofollow the styleand the organization of ideas of the sample article.-17. In a grammar class, the teacher teaches the use of some and any in the followingway: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 theblackboard and asks the students to look them up in dictionaries. Then the teacherexplains the meaning of these new words in simple English, usually by providing someexamples of their usage. Sometimes, the teacher may provide the Chinese versions forthese words. After dealing with the vocabulary, the teacher will then shih heir focus tothe reading passage.-英语教学法试题答案Section I: Basic Theories and Principles30 points1.B2.A3.B4.A5.B6.C7.A8.B9.C10.B11. C12. B13. C14. B15. CSection: Problem Solving30 points16.Problem: The teachersinstructionto the studentsis too generaland it may leavethe studentswith too much room to choose from.There is no help providedfor the studentsto develop a sense of purpose and a sense of audience. Without a senseof purpose andaudience, the students may either feel confused by all possible thingsthat could be includedin the writing,or justfollowthe contentscovered in the sample article.Solution:The teacher could firstnarrow down the topicby providinga situation for thestudents,such as writinga tourguide fortheirhometown. Then, help thestudents to workout 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 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 and dull. The students learn the rules passively with littleinvolvement 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 in isolated sentences, they may not get a feelfor when and how to use the structure. They are still very likely to goon 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 result than using-either 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 involyed 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 passive 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 using-them in an authenticor a near authenticsituation.The studentslearn these newwords in an efficient way.willnot-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 the-vocabulary,For some, they can use illustrations,forsome, theydefinitions, and forcan use-others, 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.-