英语专业 英语教学法 试题及答案分析.docx

英语专业 英语教学法 试题及答案分析.docx

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英语专业英语教学法试题及答案分析

英语专业英语教学法

（2）试题及答案分析

SectionⅠ   BasicTheoriesandPrinciples

Questions1—15arebasedonthispart.

Direction：

ChoosethebestanswerfromA.BorCforeachquestion. WriteyouranswerontheAnswerSheet.

1.Whatcan"scrambledsentences"helptotrainintermsofwriting?

A. Unity.               B.Coherence.         C. Indention

2.Whatcanthefollowingactivityhelptotrainintermsofwriting?

Theteacheraskedthestudentsto-writetwoletters,onetotheirparents,andtheothertotheirfriends,informingthemthenewsofhissuccessinacompetition.

A. Senseofaudience.   B. Senseofunity.   C. Senseofcoherence.

3. Whichofthefollowingwritingactivitiesbelongstothecommunicativeapproachofwriting?

A.Theteacherasksthestudentstowriteon"Thedifferencebetweencollegelifeandmiddleschoollife."

B. Theteacherasksthestudentstoformatextfromscrambledsentences.

C. Theteacherasksthestudentstowriteane-mailtotheirparentstotellthemtocometotheclassmeeting.

4.Whatstagecanthefollowinggrammaractivitybeusedat?

Theteacherasksthestudentstodiscussthedifferencesbetweentwoparagraphsintermsoftense.

A.  Presentation.      B. Practice.            C. Production.

5.Whichofthefollowinggrammaractivitiesismostcommunicative?

A.  Grammardictation. B. Sentencecompletion. C. Guessingobjects.

6.Ifwearetopresentthemeaningofabstractnotion,whichofthefollowingtechniquesisthebest?

A. Translation.        B.  Pictures.            C. Graphing.

7.Whatvocabularylearningstrategiesdoesthefollowingactivityhelptotrain?

Arrangethefollowingwordsintothreedifferentcolumns;

Fruityapple,pear,orange,pickpocket,mugger,bankrobber,profession,gardening,teaching,managing

A. Collocation.        B. Classification.      C.  Imagery.

S.Whichofthefollowingisamongthehumanfactorsthatinfluencelessonplanning?

A.Environmentconditionsoftheclassroom.

B.Students"attitudetowardsthekindofinstructiontheteacherapplies.

C.Thetypeofevaluationtheteacherconducts.

9.Whatroledoestheteacherplayinthedeductivepresentationofgrammar?

A. Instructor.         B. Prompter.          C. Participant.

10.Whatistheteacherdoingintermsofinstructioninthefollowing?

"Now,I"dlikeyoutoanswerthecomprehensionquestionsfollowingthetexttomakesurethatallofusunderstandwhatpreciselythetextisabout."

A.Checkingunderstanding.

B.Assigningthetask.

C.Monitoringtheactivity.

11.Whatistheteacherdoingintermsoferrorcorrection?

S:

My-watchwasstealing.

T:

WhathappenedtoJack’swatch,Jane?

A.Ignoringthestudent"smistake.

B. Encouragingpeercorrection.

C. Helpingthestudenttocorrecthisownmistake.

12. Whatactivityisfollowingseatingarrangementmostsuitablefor?

A. Groupdiscussion. B.Actingofaplay. C.Individualreadingofthetext.

13. Whichofthefollowingactivitiescanbeusedatthepracticestageofvocabularyinstruction?

A.  Completionexercises.

B.  Readingtodiscoverthemeaningofwords.

C.  Cross-wordpuzzles.

14.Whichofthefollowingactivitiesismostsuitableforwhole-classwork?

A.  Role-playofadialogueinvolvingtheuseofthepassivevoice.

B.  Writingaboutthechangesofone"shometown.

C.  Presentingthepassivevoice.

15.Whichofthefollowingbestexplainswhatalessonplaninvolves?

A.Itisareminderfortheteacher,whoneedstorefertothereferencematerialsinclassroominstruction.

B.Itisascheduleoftheclassroomproceduretofulfilltheteachingandlearningobjectives.

C. Itisalistofactivitiestobeconductedinalesson.

SectionⅡ    ProblemSolving

Questions16—20arebasedonthispart.

Directions:

Belowarefivesituationsinclassroominstruction.Eachhasatleastoneproblem.First,identifytheproblem（s）. Second,provideyoursolution（s）accordingtowhatyouhavelearnedinBook2. Youshouldelaborateontheproblem（s）andsolution（s）properly. WriteyouranswerontheAnswerSheet.

16. Mr.Liwillassignawritingtaskforeachunit. Everytime,hewillgiveatopicsimilartothetextstheylearn,like"Myhometown","Sports"andsoonforstudentstofinishafterclass.

17. Mr.Wangalwaysconductsgrammarinstructionwithdiscoveryactivities.  Hethinksstudentsneedtogetfamiliarwiththestructuresthroughreadingandwritingbeforelearningtherulesofgrammar.

18.Mr.Dengisverypleasedwithhisnewtextbook.  Butwhenheaskedhisstudentstodoalltheexercisesinthetextbook,hefoundhecouldnotfindenoughtime,andsomestudentswerenotveryactiveintheclassroomactivities.

19.Inclass,MsZhangassignedthestudentstoworkingroupstoworkonaninformationtransfertable. Whentimewasup,onlytwogroupsfinishedaheadoftime,andotherswerestilldiscussing.

20.Jackisreportingtheirgrouptaskaboutaninvestigationofstudents"  pastimes.Butbecauseheisalittlenervousandnotsogoodatspeaking,hepauseshereandthereandalwaysmakesmistakes.Tohelphim,theteacherinsertssomecorrectionduringhisreport.

SectionⅢ   Mini-lessonplan

Questions21and22arebasedonthispart.

Directions:

Readthetwotextsbelowandcompletetheteachingplans.WriteyouranswerontheAnswerSheet.

21.Designanactivitytopresentthevocabularyinthefollowingpassage.Itshouldinvolvethestudentsingroupdiscussion.

MynameisAdamRous,.I"m19yearsoldandIusedtobeadrugaddict.IfirststartedusingdrugswhenI-was15.1boughtcannabisfromamaninthestreet.Icontinuedtobuycannabisfromthesamemanforaboutsixmonths.Oneday,heofferedmesomecrackcocaine.

Cocaineisapowerfullyaddictivedrug.Somedrugusersinjectcocaine,otherssmokeit.Bothwaysaredangerous.Userswhoinjectthedrugarealsoinmoredangeriftheyshareneedleswithotherusers.

Typeoftheactivity（e.g.information-gap,role-play,problem-solving）

Objective（s）oftheactivity

Classroomorganizationoftheactivity

Teacher"srole（s）

Students"role（s）

Teacherworkingtime

Studentworkingtime

Teachingaid（s）

Predictedproblem（s）

Solution（s）

Procedure

1）

2）

3）

4）

22.Designawritingactivitywiththefollowingmaterial.

LaoShewroteTeahousein1957.TheplayshowstheaudiencelifeinChinabetween1900and1950.ItlakesplaceinateahouseinoldBeijingandittellsusthestoryofWangLifaandhiscustomers.Ittakesustoseetheteahouseasthecentreoftheneighborhood.Finally,itsaysgoodbyetooldBeijinganditspeople.

Thestorystartsin1898duringtheQingdynasty.Itcontinuesin1910,andfinallyitbringstheaudiencetotheendofAnti-JapaneseWarin1945.ThenthegovernmenttakestheteahousefromWang,andhedies.

LaoShewasbarnin1899.Hewrotemanyplays,novelsandshortstories.HewasborninBeijing.HisparentssenttheyoungmantotheTeacher"sSchoolinBeijingandhelearnedtoteach.From1924to1929hetaughtChinesetotheEnglishinLondon.Hewasnameda"People"sArtist"anda"GreatMasterofLanguage".HewasoneofthegreatestChinese-writersinthetwentiethcentury.

AtLaoShe"sTeahousetoday,waitersbringteatothecustomersandsellthemdeliciousChinesefood.IfyoulikeBeijingOpera,folkmusic,acrobaticsormagicshows,youcanenjoythemattheteahouse.LaoShe"sTeahousegivesawarmwelcometoeveryonefromChinaandfromallovertheworld.

Typeoftheactivity（e.g.parallelwriting,role-play,problem-solving）

Objective（s）oftheactivity

Classroomorganizationoftheactivity

Teacher"srole（s）

Students"role（s）

Teacherworkingtime

Studentworkingtime

Teachingaid（s）

Predictedproblem（s）

Solution（s）

Procedure

1）

2）

3）

4）

 英语教学法

（2） 试题答案及评分标准

SectionⅠ     BasicTheoriesandPrinciples（共30分，每题2分）

1.   B    2.   A    3.   C    4.   A    5.   C

6.   A    7.   B    8.   B    9.   A    10. B

11. B   12.A      13.A      14.  C    15. B

SectionⅡ     ProblemSolving（共30分，每题6分）

找出问题得2分，根据交际法原则提出合理的解决方案得2分，问题和解决方案应有适当的阐述，行文逻辑1分，语法1分．

16.Problems:

1）Studentsneedwritingpracticeinclass.Theyneedtobetrainedinspecificwritingmechanism.Theyneedtoworktogetherwithothers.After-classwritingassignmentitselfispowerlesstotrainstudents"writingability.

2）Thetopicsaretoogeneralandthereisnotasenseofpurposeinwriting.

3）Thetopicscannotgivestudentsasenseofaudienceinwriting,

4）Thereshouldbesomewritingrequirementintermsoftheprocessandwritingskills.Solutions:

1）Theteacherhadbetterincorporatewritingintotheclassroominstruction,integratingitwithreading,listeningorspeaking.

2）Ifheassignswritingasafter-classhomeworkitisbettertomakeclearthepurposeofwriting.Forexample,aretheyintroducingtheirhomeworktoattractforeigninvestmentorsomethingelse?

3）Theteachershouldnarrowdownthetopic,makingiteasytohandleforthemiddleschoolstudents.

4）Theteachershouldmakeitclearwho,heprospectivereadersmightbe.Forexample,aretheyintroducingtheirhometowntoforeignersorsomeoneelse?

 （以上两部分，各回答出两点即可得4分）

17.Problems:

1）Itfailstoconsiderthediverseobjectivesofgrammarinstruction. Weshouldn"talwaysusethesamekindofapproachingrammarinstruction.Theinductiveapproachcan"tsuitallgrammarinstructionobjectives.

2）Itfailstoconsiderthediversetypesofgrammaritemsandthesupportingmaterials.Itiswrongtoadoptthesameapproachtoallgrammarinstruction.

3）Itfailstoconsiderthelearningstylesofthestudents.Somestudents