英語(yǔ)教學(xué)法試題 (含答案)

千里之行，始于足下。第2頁(yè)/共2頁(yè)精品文檔推薦英語(yǔ)教學(xué)法試題(含答案)SectionI.BasicTheoriesandPrinciples(30points)

Directions:ChoosethebestanswerfromA.B.orCforeachquestion.WriteyouranswerontheAnswerSheet.

1．Whatkindofcohesivedevicesisusedtolinksentencesthroughsignalingrelationshipsbetweensentencesbymeansofanaphoraorbackreference?

A.Cohesivedevicesthatindicatemeaningrelationshipsbetweenorwithinsentences,suchasapartfrom,inorderto,since,however,notonly,andbutalso.

B.Grammaticaldevicesthatestablishlinkstofromthecohesionofatext,suchasit,this,the,here,that,andsoon.

C.Lexicaldevicesthatusetherepetitionofkeywordsorsynonymouswordstolinksentencestogether.

2.Whatwillagoodwriterusuallydointhepre-writingstageofthewritingprocess?

A.Makedecisionsonthepurpose,theaudience,thecontents,andtheoutlineofthewriting.

B.Concentrateongettingthecontentrightfirstandleavethedetailslikecorrectingspelling,punctuation,andgrammaruntillater.

C.Developarevisingchecklisttopinpointtheweaknessesofhis/herwritingandfocusontheflawslikelytoappearintheirdrafts.

3.Writingexerciseslikecompletion,reproduction,compression,andtransformationaremainlythetypeofexercisesusedinwhichwritingtasks?

A.Controlledwriting.

B.Guidedwriting.

C.Freewriting.

4．Whichtypeofgrammartendstoteachyouhowthegrammarisusedbythepeopleratherthanhowitshouldbeused?

A.Descriptivegrammar.

B.Prescriptivegrammar.

C.Traditionalgrammar.

5.Whenthestudentsaregiventhestructureinanauthenticornearauthenticcontextandareaskedtoworkouttheruleforthemselves,whatkindofmethodtheirteacherisusing?

A.Deductivegrammarteaching.

B.Inductivegrammarteaching.

C.Traditionalgrammarteaching.

6.InwhichstageofthePresentation-Practice-Productionapproachwillstudentshavethechancetousethelanguagefreelyandincorporateitintotheirexistinglanguage?

A.PresentationStage.

B.PracticeStage.

C.ProductionStage.

7.Howcanwehelpstudentstomemorizeanewwordmoreeffectively?

A.Putthenewwordinacontext,relateittoknownwords,anduseillustrations.

B.Pre-teachthenewwordofatext,pronounceitcorrectly,andgroupit.

C.Putthenewwordinalistofunconnectedwordswithillustrations.

8.Whichofthefollowingtechniquescanbestpresenttheword“pollution”?

A.Showordrawapicture.

B.Giveadefinitionoranexample.

C.Demonstratethemeaningbyactingormiming.

9.Whethertwowordsgotogetherwitheachotherornotisanissueofwhat?

A.Connotation.

B.Register.

C.Collocation.

10.Amongthefollowingfactorsthatmayaffectalessonplan,whichoneincludesclassroomsize?

A.Humanfactors.

B.Physicalconditions.

C.Syllabusandtesting.

11.Whatarethemostimportantpartsofalessonplan?

A.Textbooksandclassroomaids.

B.Anticipationofproblemsandflexibilityindealingwiththem.

C.Objectivesofthelessonandproceduretoachievethem.

12.Whydoweneedtodesigntaskstosupplementthetextbook?

A.Textbooksusuallyarenotwellwritten.

B.Textbooksneedadaptationstofittheneedsoftheirtargetstudents.

C.Textbooksonlycoveralimitedamountoflanguageskills.

13.Amongthefivesubcategoriesofclassroommanagement,thatispeople,language,enviroXXXent,organizationandtools,whichofthefollowingelementscanbeclassifiedunderenviroXXXent?

A.Textbook,exercisebook,teacher’sbook,andblackboard.

B.Interactionbetweenteacherandstudents.

C.Arrangementofdesksandchairs.

14.WhatroledoesateachertaketocreateanenviroXXXentinwhichlearningcantakeplace?

A.Instructor.

B.Manager.

C.Assessor.

15.Wholeclassteaching,pairwork,groupwork,andgamesareactivitiesunderwhichsubcategoryofclassroommanagement?

A.People.

B.EnviroXXXent.

C.Organization.

SectionII:ProblemSolving(30points)

First,identifytheproblem.

首先,確定咨詢題所在。

Second,provideyoursolutionaccordingtothecommunicativelanguageteachingprinciples.第二,提供你的解決方案依照交際語(yǔ)言教學(xué)的原則。

Youshouldelaborateontheproblem(s)andsolution(s)properly.

你應(yīng)該詳細(xì)講明那個(gè)咨詢題(s)和解決方案(s)正常。

17.Inagrammarclass,theteacherteachestheuseof“some”and“any”inthefollowingway:

A.Explainstherulesoftheirusage.

B.Providessomeexamplestoillustratetheusageofthetwowords.

C.Askthestudentstodopatterndills.

D.Askthestudentstoapplytherulestogivensituations.

18.Whenteachinganewreadingpassage,theteacherwritesallthenewwordsontheblackboardandasksthestudentstolookthemindictionaries.ThentheteacherexplainsthemeaningofthesenewwordsinsimpleEnglish,usuallybyprovidingsomeexamplesoftheirusage.Sometimes,theteachermayprovidetheChineseversionsforthesewords.Afterdealingwiththevocabulary,theteacherwillthenshifttheirfocustothereadingpassage.

SectionIII:Mini-lessonPlan

Directions:Readthetwotextbelowandcompletetheteachingplans.WriteyouranswerontheAnswerSheet.

22.Youaregoingtoteachsomevocabularyabouttemperature.Pleasedesignavocabularyactivitybasedonthefollowinginstruction:

Lookattheboxbelowandtrytofindoutthemeaningofeachwordinadictionary.Thenarrangethewordstoshowtheirdifferencesinthedegreeoftemperature.Finally,trytomakeasentenceusingeachofthewords

Freezingcoldchillycoolmildwarmhot

Typeoftheactivity(e.g.usingwordfield,answerquestions,information-gap,role-play,etc.)

Objective(s)oftheactivity

Classroomorganizationoftheactivity

Teacher’srole(s)

Students’role(s)

Teacherworkingtime

Studentworkingtime

Teachingaid(s)

Predicatedproblem(s)

Solution(s)

Procedures1)

2)

3)

4)

英語(yǔ)教學(xué)法（2）樣題參考答案

SectionI.BasicTheoriesandPrinciples(30points)

1.B

2.A

3.B

4.A

5.B

6.C

7.A

8.B

9.C10.B

11.C12.B13.C14.B15.C

SectionII:ProblemSolving(30points)

17.Problem:Theteacherteachesgrammarinadeductiveway.

咨詢題:老師教語(yǔ)法在演繹的辦法。

Thisapproachisusuallymechanicalanddull.

這種辦法通常是機(jī)械和無(wú)聊。

Thestudentslearntherulespassivelywithlittleinvolvementintheprocessofworkingthemout.

學(xué)生們要學(xué)習(xí)規(guī)則,被動(dòng)地非常少參與過(guò)程的工作。

Sincerulesaresometimestoorestrictive,therearelotsofexceptionsthatmayconfusethestudents.

因?yàn)橐?guī)則有時(shí)太受限制,有非常多例外,也許造成學(xué)生。

Thismethodisusuallymoreconcernedwithformthanuse.

這種辦法通常是更關(guān)懷的是表比使用。

Ifstudentsmeetthenewstructureinisolatedsentences,theymaynotgetafeelforwhenandhowtousethestructure.

假如學(xué)生迎接新結(jié)構(gòu)在孤立的句子,他們不會(huì)會(huì)感受何時(shí)及怎么使用結(jié)構(gòu)。

Theyareverylikelytogoonusinginincorrectly.

他們非常也許接著使用的別正確。

Solution:Bringintheinductivegrammarteachingapproach.

辦法:歸納語(yǔ)法教學(xué)帶來(lái)的辦法。

Bycombiningthetwowaysofteachinggrammartogether,theteachercanachieveamuchbetterresultthanusingeitherwayexclusively.

結(jié)合兩種教學(xué)辦法的語(yǔ)法在一起,老師能夠達(dá)到更好的效果比使用兩種辦法是排外的。

Theteachercouldfirstgivethestudentsacontextandaskthemtoworkouttherules

老師能給學(xué)生們做了一具第一具語(yǔ)境,并要求他們制定的規(guī)則。

Aftercollectingthestudents’suggestions,theteachercouldthentellthemtheexistingrulesandexplainexceptionstotherules.

在收集學(xué)生的建議,老師能夠告訴他們現(xiàn)有的規(guī)則和解釋規(guī)則的例外事情。

Thisway,thestudentswillbeactivelyinvolvedinthethinkingprocessandmayunderstand

therulesbetter.

這種方式,學(xué)生將會(huì)積極參與思維過(guò)程和能夠明白的規(guī)則更好。

Theywillalsobeawareofthefactthatgrammarrulesareworkedoutbypeopleobservingtheuseoflanguage,sotheymaychangeaspeople’suseoflanguagemaychange.

他們也會(huì)意識(shí)到一具事實(shí):在語(yǔ)法規(guī)則是人們觀看語(yǔ)言的使用,因此他們也許會(huì)改變?nèi)藗兊氖褂玫恼Z(yǔ)言也許會(huì)改變。

18.Problem:Thestudentstaughtinthiswayaremainlyreceivingpassiveknowledgefromtheteacher.Theymerelylearntounderstandthesevocabularies,ratherthanhowtousethem.Thenewwordsarenottaughtfromacontext,andthereisnopracticeofusingtheminanauthenticoranearauthenticsituation.Thisstudentswillnotlearnthesenewwordsinanefficientway.

Solution:Thestudentsneedtolearnpassiveknowledgeandactiveknowledgeatthesametime.Theteachercouldusevariousmeanstohelpthestudentstounderstandthevocabulary.Forsome,theycanuseillustrations,forsome,theycanusedefinitions,andforothers,theycanguessfromthecontext.Theteachercouldalsousedifferentwaystohelpthestudentstousethenewwords.Exerciseslikeinformationgap,crosswords,quiz,orrecordingnewwordsallcanhelpthestudentstolearnvocabularyinamoreefficientway.

22.（供參考）

Youaregoingtoteachsomevocabularyabouttemperature.

你將會(huì)給一些詞匯對(duì)溫度。

Pleasedesignavocabularyactivitybasedonthefollowinginstruction:

請(qǐng)?jiān)O(shè)計(jì)一具詞匯活動(dòng)基于下面的指令:

Lookattheboxbelowandtrytofindoutthemeaningofeachwordinadictionary.

看看下面的框,試圖發(fā)覺(jué)每個(gè)單詞的意思在一本字典。

Thenarrangethewordstoshowtheirdifferencesinthedegreeoftemperature.

然后安排的詞來(lái)展示他們的差異程度的溫度。

Finally,trytomakeasentenceusingeachofthewords

最終,試圖利用每一造一具句子的單詞

Typeoftheactivity類型的活動(dòng)

(e.g.usingwordfield,answerquestions,information-gap,role-play,etc.)

(例如使用文字領(lǐng)域,回答咨詢題,information-gap、角XXX扮演等。)

Usingwordfields,sentence-making

使用文字領(lǐng)域,sentence-making

Objective(s)oftheactivity

目的(s)的活動(dòng)

1.Understandthemeaningoftemperature-relatedwords

temperature-related明白的單詞

2.Distinguishthedifferencesindegreeofthesetemperature-relatedwords

區(qū)分別同程度的這些temperature-related的話

3.Usethesewordscompetently

應(yīng)該使用這些文字

Classroomorganizationoftheactivity對(duì)課堂活動(dòng)的組織

Pairworkorgroupwork

工作或小組活動(dòng)

Teacher’srole(s)教師的角群(s)

Instructor,organizer,facilitator

教師,組織者、推動(dòng)者

Students’role(s)學(xué)生的角群(s)

Activeparticipant

積極的參與者

Helpingeachother

互相幫助

Teacherworkingtime5-10mins

5-10分鐘。老師工作時(shí)刻

Studentworkingtime20-25mins

20-25分鐘。學(xué)生工作時(shí)刻

Teachingaid(s)教學(xué)輔助工具(s)

Blackboardillustrationofvocabularystepsandcardboardswithonewordoneachofthe黑板講明詞匯步驟和硬紙板用一具詞在他們每一具人的

Predicatedproblem(s)咨詢題(s)

StudentsmaytendtouseChineseinvocabularyexercise.

是以學(xué)生也許傾向于使用漢語(yǔ)詞匯練習(xí)。

Solution(s)解決方案(s)

TellthestudentstrytoavoidusingChineseasmuchaspossiblewhiledoingvocabularyexercise.