英語專業(yè)英語教學法試題及答案分析

1、英語專業(yè)英語教學法(2) 試題及答案分析Section I Basic Theories and PrinciplesQuestions 1 15 are based on this part.Direction ： Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet.1. What can scrambled sentences help to train in terms of writing?A. Unity.B. Coherence. C. Inde

2、ntion2. What can the following activity help to train in terms of writing?The teacher asked the students to -write two letters, one to their parents, and the other to their friends, informing them the news of his success in a competition.A. Sense of audience. B. Sense of unity. C. Sense of coherence

3、.3. Which of the following writing activities belongs to the communicative approach of writing?A. The teacher asks the students to write on The difference between college life and middle school life.B. The teacher asks the students to form a text from scrambled sentences.C. The teacher asks the stud

4、ents to write an e-mail to their parents to tell them to come to the class meeting.4. What stage can the following grammar activity be used at?The teacher asks the students to discuss the differences between two paragraphs in terms of tense.A. Presentation. B. Practice.C. Production.5. Which of the

5、following grammar activities is most communicative?A. Grammar dictation. B. Sentence completion. C. Guessing objects.6. If we are to present the meaning of abstract notion, which of the following techniques is the best?A. Translation. B. Pictures.C. Graphing.7. What vocabulary learning strategies do

6、es the following activity help to train? Arrange the following words into three different columns;Fruity apple, pear, orange, pickpocket, mugger, bank robber, profession, gardening, teaching, managingA. Collocation. B. Classification. C. Imagery.S. Which of the following is among the human factors t

7、hat influence lesson planning?A. Environment conditions of the classroom.8. Students attitude towards the kind of instruction the teacher applies.9. The type of evaluation the teacher conducts.9. What role does the teacher play in the deductive presentation of grammar?A. Instructor. B. Prompter. C.

8、Participant.10. What is the teacher doing in terms of instruction in the following?Now, Id like you to answer the comprehension questions following the text to make sure that all of us understand what precisely the text is about.A. Checking understanding.B. Assigning the task.C. Monitoring the activ

9、ity.11. What is the teacher doing in terms of error correction?S: My-watch was stealing.T: What happened to Jack s watch, Jane?A. Ignoring the students mistake.B. Encouraging peer correction.C. Helping the student to correct his own mistake.12. What activity is following seating arrangement most sui

10、table for?A. Group discussion. B. Acting of a play. C. Individual reading of the text.13. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.14. Which of the following

11、 activities is most suitable for whole-class work?A. Role-play of a dialogue involving the use of the passive voice.B. Writing about the changes of ones hometown.C. Presenting the passive voice.15. Which of the following best explains what a lesson plan involves?A. It is a reminder for the teacher,

12、who needs to refer to the reference materials in classroom instruction.B. It is a schedule of the classroom procedure to fulfill the teaching and learning objectives.C. It is a list of activities to be conducted in a lesson.Section U Problem SolvingQuestions 16 20 are based on this part.Directions:

13、Below are five situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution(s) according to what you have learned in Book 2. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16.

14、 Mr. Li will assign a writing task for each unit. Every time, he will give a topic similar to the texts they learn, like My hometown, Sports and so on for students to finish after class.17. Mr. Wang always conducts grammar instruction with discovery activities.He thinks studentsneed to get familiar

15、with the structures through reading and writing before learning the rules of grammar.18. Mr. Deng is very pleased with his new textbook. But when he asked his students to do all the exercises in the textbook, he found he could not find enough time, and some students were not very active in the class

16、room activities.19. In class, Ms Zhang assigned the students to work in groups to work on an information transfer table. When time was up, only two groups finished ahead of time, and others were still discussing.20. Jack is reporting their group task about an investigation of studentspastimes. But b

17、ecausehe is a little nervous and not so good at speaking, he pauses here and there and always makes mistakes.To help him, the teacher inserts some correction during his report.Section m Mini-lesson planQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the t

18、eaching plans. Write your answer on the Answer Sheet.21. Design an activity to present the vocabulary in the following passage. It should involve the students in group discussion.My name is Adam Rous,. Im 19 years old and I used to be a drug addict. I first started using drugs when I -was 15. 1 boug

19、ht cannabis from a man in the street. I continued to buy cannabis from the same man for about six months. One day, he offered me some crack cocaine.Cocaine is a powerfully addictive drug. Some drug users inject cocaine, others smoke it. Both ways are dangerous. Users who inject the drug are also in

20、more danger if they share needles with other users.Type of the activity (e. g. information-gap, role-play,problem-solving)Objective(s) of the activityClassroom organization of the activityTeachers role(s)Students role(s)Teacher working timeStudent working timeTeaching aid(s)Predicted problem(s)Solut

21、ion(s)1)Procedure2) 3) 4)22. Design a writing activity with the following material.Lao She wrote Teahouse in 1957. The play shows the audience life in China between 1900 and 1950. It lakes place in a teahouse in old Beijing and it tells us the story of Wang Lifa and his customers. It takes us to see

22、 the teahouse as the centre of the neighborhood. Finally, it says goodbye to old Beijing and its people.The story starts in 1898 during the Qing dynasty. It continues in 1910, and finally it brings the audience to the end of Anti-Japanese War in 1945. Then the government takes the teahouse from Wang

23、, and he dies.Lao She was barn in 1899. He wrote many plays , novels and short stories. He was born in Beijing. His parents sent the young man to the Teachers School in Beijing and he learned to teach. From 1924 to 1929 he taught Chinese to the English in London. He was named a Peoples Artist and a

24、Great Master of Language. He was one of the greatest Chinese -writers in the twentieth century.At Lao She s Teahouse today, waiters bring tea to the customers and sell them delicious Chinese food. If you like Beijing Opera, folk music, acrobatics or magic shows , you can enjoy them at the teahouse.

25、Lao Shes Teahouse gives a warm welcome to everyone from China and from all over the world.Type of the activity (e.g. parallel writing, role-play, problem-solving)Objective(s) of the activityClassroom organization of the activityTeachers role(s)Students role(s)Teacher working timeStudent working time

26、Teaching aid(s)Predicted problem(s)Solution(s)Procedure1)2)3)4)英語教學法(2) 試題答案及評分標準Section I Basic Theories and Principles ( 共 30 分，每題 2 分)1.B2.A3.C4.A5.C6.A7.B8.B9.A10.B11.B12.A13. A14.C15.BSection U Problem Solving (共 30 分，每題 6 分)找出問題得2 分，根據(jù)交際法原則提出合理的解決方案得2 分，問題和解決方案應(yīng)有適當?shù)年U述，行文邏輯1 分，語法1 分16. Problems

27、:1) Students need writing practice in class. They need to be trained in specific writing mechanism. They need to work together with others. After-class writing assignment itself is powerless to train students writing ability.2) The topics are too general and there is not a sense of purpose in writin

28、g.3)The topics cannot give students a sense of audience in writing,4) There should be some writing requirement in terms of the process and writing skills. Solutions:1) The teacher had better incorporate writing into the classroom instruction, integrating it with reading, listening or speaking.2) If

29、he assigns writing as after-class homework it is better to make clear the purpose of writing. For example, are they introducing their homework to attract foreign investment or something else?3) The teacher should narrow down the topic, making it easy to handle for the middle school students.4) The t

30、eacher should make it clear who, he prospective readers might be. For example, are they introducing their hometown to foreigners or someone else?( 以上兩部分，各回答出兩點即可得4 分 )17. Problems:1) It fails to consider the diverse objectives of grammar instruction.We shouldnt always use thesame kind of approach in

31、 grammar instruction. The inductive approach cant suit all grammar instruction objectives.2) It fails to consider the diverse types of grammar items and the supporting materials. It is wrong to adopt the same approach to all grammar instruction.3) It fails to consider the learning styles of the stud

32、ents. Some students prefer inductive learning, while others may prefer deductive learning.Solutions:4) The teacher should first do some needs analysis. He should be clear whether the students already have relevant grammar basis. Can he make use of it?5) It is better to choose an approach corresponde

33、nt to students, learning styles.With analyticallearners, deductive instruction may work better.6) The teacher should vary the approach according to the materials. Inductive approach may work better with some grammar items, but worse for others.7) We should vary our approaches to grammar instruction.

34、 Sometimes, it is better to adopt the deductive approach if the students have already had the relevant grammar knowledge.( 問題部分要求寫出兩點，解決方式可以只寫一點。)18. Problems:1) The textbook may not suit his students.2) The activities may not suit his students learning styles.3) The activities may not suit his stud

35、ents multiple intelligence differences.4) The language level may not consist with his students current proficiency level.5) The teachers way of instruction lacks variety and thus makes the class dull, which may bore the students.Solutions:6) The teacher should make some adaptations when using the te

36、xtbook with his students.Notextbook can suit everyone.7) The teacher can delete some activities, and add some to suit his class.8) The teacher should design his own activities with the same material.9) He can select some other materials (or his students lo complement the course book.10) He can rearr

37、ange the materials in the course book.問題和解決方式都須回答出兩點。19. Problems:1) The information transfer activity may be too difficult for the slow groups,so they could not finishit on time.2) Maybe the slow groups were not very interested in the activity and thus were hanging it out.3)Maybe the task was too d

38、ifficult and so only the best group could finish on lime. Solutions:3) The teacher should have monitored the process of group work.Before the time was over, heshould remind the students to work faster.4) If the task was really difficult, he could give the students more time to work on ii.5) He could

39、 give the fast groups more tasks to do, or arrange the two fast groups together to talk about their work.6) He could also ask the groups to join the slow groups to help them finish the task.7) If he really couldnt wait, he might just stop the students.問題部分要求寫出2)和 1)， 3)中的一項，解決方法部分3)、 4)兩點必須包括一點，然后再能

40、說出另20. Problems:The teacher should not correct the student while he is reporting.Solutions:1) The teacher should let the student finish first. If the mistakes he makes are important, he can give some suggestions for improvement a. the summary stage.2) The teacher may just ignore the mistakes if they

41、 do no. affect comprehension.本題問題必須與此一致，占2 分，解決方案兩點部必須說出，各占1 分。Section m Mini-lesson Plan (共40分，每題 20分)每題的評分標準相同，具體如下：Type of the activity1 分；活動類型要符合活動設(shè)計Objective(s) of the activity2 分； 活動目的描述要清楚，與活動相適應(yīng)，不符合活動要求不得分1 分；活動組織形式須與活動相適應(yīng)，否則不得分Classroom organization of the activityTeachers role(s)1 分； 教師角色的

42、描述必須與程序中所描述的教師活動相一 致，否則不得分Students role(s)1 分； 學生角色必須與程序中所描述的學生行為相一致， 則不得分Teacher working time1 分； 教師活動時間必須與程序中所標示時間一致， 得分；如果程序中沒有標示時間，同樣不得分否則不Student working time1 分； 學生活動時間必須與程序中所標示時間一致， 得分。如果程序中沒有標示時間，同樣不得分否則不Teaching aid(s)1 分；活動介紹中要求能體現(xiàn)教具的使用Predicted problem(s)1 分； 預測問題要符合活動的特點，如果預測問題與活動不符，即本活動

43、中不可能出現(xiàn)此問題，則不得分Solution(s)1 分；解決方式要適合所提出的可能性問題9 分； 活動的程序描述要清楚，一般至少要有三步組成，Procedure中每一步要描述清楚教師和學生行為。程序能清楚符合實際可得9 分，每一階段3 分。21 Type of the activity (e. g. information-gap,Vocabulary research (Group discussion)role-play. group discussion)1) To present the meaning of new words andObjective(s) of the acti

44、vityexpressions.2) To train the skill of word mapping.Classroom organization of the activityLockstep to Group workTeachers role(s)Organizer, instructor, resourceStudents role(s)Consultant, negotiator, knowledge researcherTeacher working time2Student working time8Teaching aid(s)OHP, multiple media, pictures1) The students may not be able to associate thewords in the text with the pictures, as they do not havethe needed knowledge of drugs.Predicted problem(s)2) There are many other words which the textdoes not show, a