英语教学法试题.doc

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英语教学法试题 （1）information for the examinees:this examination consists of three sections. they are:section i: multiple-choice questions (30 points, 20 minutes)section : problem solving (30 points, 50 minutes)section : mini-lesson plan (40 points, 50 minutes)the total marks for this examination are 100 points. time allowed for completing this examination is 2 hours.section i: multiple-choice questions（30 points）questions 1 - 15 are based on this part.directions: choose the best answer from a, b or c for each question. write your answer on the answer sheet.1. which of the following belongs to the communicative approach?a. focus on accuracy b. focus on fluency c. focus on strategies2. which of the following is characteristic of acquisition?a. form-focused b. accuracy-oriented c. meaning-focused3. which of the following statements about course design is not true?a. the general goals of a course should be specified based on the learners needs.b. the contents of a course should be selected to fit in with the learning experiences.c. the assessment activities should reflect those taught in a course.4. which of the following generally does not describe a clt syllabus?a. the vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).b. the skills required in typical situations (e. g. listening, speaking or writing skills).c. the grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. which of the following is most suitable for the cultivation of linguistic competence?a. sentence-making b. cue-card dialogue c. simulated dialogue6. which of the following activities is most likely interactive?a. mimicking b. role play c. problem solving7. when a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?a. bottom-up approach. b. top-down approach c. interactive approach.8. when a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?a. skimming. b. scanning. c. inferring.9. which of the following activities can be adopted at the pre-reading stage?a. re-arranging the materials b. brainstorming the topic c. writing a summary of the text10. which of the following activities can be used to get the main idea of a passage?a. reading to decide on the titleb. reading to sequence the eventsc. reading to fill in the charts11. what should the teacher try to avoid when selecting listening materials?a. the texts scripted and recorded in the studio.b. the texts with implicated concepts beyond the comprehension of students.c. the texts delivered through the accents other than rp or standard american pronunciation.12. what purpose does not post-listening activities serve?a. helping students relate the text with their personal experience.b. offering students the opportunities of extending other language skillsc. practicing students ability of matching the pre-listing predictions with contents of the text.13. what does “locating the specific information” help to train?a. scanning b. skimming c. inferring14. which of the following activities is best for training detailed reading?a. drawing a diagram to show the text structureb. giving the text an appropriate titlec. transferring information from the text to a diagram15. for a teacher who teaches young learners english pronunciation, which principle is he suggested following?a. maximum quantity of spoken input.b. conscious effort.c. tolerance of errors in continuous speech.section ii: problem solving （30 points）questions 16 - 20 are 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.16. the following sequence of activities is what a teacher adopted in a reading class.a. instruct the students to read aloud the textb. explain paragraph by paragraph the new words or sentence structuresc. ask the students some comprehensive questions about the textd. require the students to translate some chinese sentences into english using the key words or sentence patterns17. the following sequence of activities is what a teacher adopted in a speaking class.a. write the topic for discussion on the blackboardb. instruct the students to discuss the topic in groupsc. move from group to group correcting the students language errors whenever he catches themd. express to the class his views on the topic18. the teacher was playing the record of a speech. he stopped the tape whenever he felt the need to explain a word or provide some background information.19. after asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students home assignments till the time for this activity was up.20. a teacher was organizing an information-gap activity with his class of sixty students. it took him 5 minutes to get worksheet a and b to the proper students. soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others sheets. no sooner had he stopped them from doing that than several others in the front began to break the rule. the whole class had become out of control.section ： mini-lesson plan (40 points)directions： read the following two texts carefully and design two teaching plans.1. the following is an abstract from senior , student book. please design a teaching plan with the text.in these oceans live huge numbers of a small fish just 5 cm long. these fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. there may be 63,000 fish per cubic meter. these fish provide the main food for whales. a whale may eat a ton 0f them at a time, and may enjoy four meals a day. 2. the following is an abstract from senior , student book. please design a teaching plan with the text.listen to the tape. then put these sentences in the correct order.( ) a. the assistant started painting something on the ceiling.( ) b. the artist stepped back.( ) c. the assistant shouted something.( ) d. the artist was painting the ceiling.( ) e. the artist got angry.( ) f. the assistant looked up.( ) g. the assistant explained to the artist why he had done this.( ) h. the artist rushed forwards.( ) i. the assistant was mixing some paint.( ) j. the artist stepped back again. 英语教学法(1)试题答案及评分标准 (供参考)section i:1. b 2. c 3. b 4. c 5. a 6. b 7. b 8. a 9. b 10. a 11. b 12. c 13.a 14. c 15. csection ii:16. problem: the lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.solution: the teacher is suggested to divide the class into three stages. in the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. thus arouses their interests in the text and, more importantly, gives them a purpose for reading-checking the predictions. such activities can also activate the students schemata about the topic that can facilitate their understanding of the text. or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. in the while-reading stage, the teacher can design activities to develop the students skills of skimming, scanning, reading for detail or inferring. they can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. the teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. problem: the lesson started with the third stage of the ppp model-the stage of production but skipped the two important stages before it-the stages of presentation and practice.solution: before the students are asked to talk freely about a topic, they should have relevant language input. therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. the teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. this may be done by drills or prompted short dialogues. the focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. problem: the teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifesolution: anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. an alternative is to have the students do some inferring activities while they are listening. in this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. problem: the teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc.solution: a qualified teacher has many roles to play in the classroom. the communicative language teaching features a student-centered, task-based and process-oriented class. this does not diminish the teachers importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. when the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an ass