《英語(yǔ)教學(xué)理論及方法》課程試卷(B卷)有答案

PAGEPAGE3考試答案不得超過(guò)此線安慶師范學(xué)院外國(guó)語(yǔ)學(xué)院考試答案不得超過(guò)此線2007—2008學(xué)年度第二學(xué)期期末考試《英語(yǔ)教學(xué)理論及方法》課程試卷（B卷）注意事項(xiàng)1.本試卷共四大題,第I、II大題做在客觀題答題卡上，第III、IV大題做在主觀題答題紙上；客觀題答題卡上準(zhǔn)考證號(hào)碼為00+學(xué)號(hào)，如，001205001。2.考生答卷時(shí)必須準(zhǔn)確填寫(xiě)院系、班級(jí)、姓名、學(xué)號(hào)等欄目，字跡要清楚、工整。I.MultipleChoicesDirections:Inthispart,youaregiventwentyquestionsorincompletesentenceswhicharefollowedbyfourchoicesmarkedA,B,CandD.Readthechoicescarefullyandchoosetheonewhichcanbestanswerthequestionorcompletethesentence.MarkthecorrespondingletterontheAnswerSheetfortheobjectiveitems(30points;1.5pointseach).1.Whichofthefollowingstatementabouttask-basedlanguageteachingisNOTtrue?A.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.B.Studentsaretask-driven.C.Task-basedlanguageteachingisstudent-centered.D.Task-basedlanguageteachingfollowsthePPPmodel.2.Whattypeoflearnerscanbenefitmostfromactingthingsoutormimingthingswiththeirbodies?A.Kinestheticlearners.B.Tactilelearners.C.Auditorylearners.D.Visuallearners.3.Whattypeofintelligenceareproblem-solvingactivitiesbestsuitedfor?A.Interpersonalintelligence.B.Intrapersonalintelligence.C.Logical/Mathematicalintelligence.D.Linguisticintelligence.The_______viewoflanguageseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.A.structuralB.functionalC.mentalistD.interactional5.Theroleoftheteacherchangesfollowingtheaimsoftheclass.Theteachermayfunctionmoreasa(n)ifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompterorparticipantonceacommunicativeactivitystarts.A.controllerB.resource-providerC.participantD.organizer6．WhichofthefollowingactivitiesisNOTsuitableforconsolidatingvocabulary?A.Labelling.B.Usingminimalpairs.C.Oddmanout.D.Wordassociation.7.Thebehavioristtheoryoflanguagelearningwasinitiatedby,whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumanacquirelanguage.A.HarmerB.SkinnerC.HymesD.Chomsky8.WhichofthefollowingstatementsaboutassessmentisNOTtrue?A.Summativeassessmentismainlybasedontesting.Testingispartofassessment,onlyonemeansofgatheringinformationaboutastudent.Individual-referenceassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.Formativeassessmentfocusesonthefinalproductorresultoflearningratherthantheprocessoflearning.9.Whichoneofthemaincomponentsofcommunicativecompetenceisconcernedwiththeappropriateuseoflanguageinsocialcontext?A.Linguisticcompetence.B.Pragmaticcompetence.C.Discoursecompetence.D.Strategiccompetence.10．Integrationofthefourskillsisconcernedwithrealisticcommunication.Thismeansthatweareteaching.A.atthediscourselevelB.atthesentencelevelatthelevelofphrasesD.atthelevelofindividualwords11.Whenastudenthasmadeasentence“Igotothetheatrelastnight.”,theteachersays,“YouGOtothetheatrelastnight?”.Whatistheteacherdoingintermsoferrorcorrection?A.Correctingthestudent'smistake.Hintingthatthereisamistake.Encouragingpeercorrection.Askingthestudentwhetherhereallywenttothetheatre.12.ConsideringourEnglishlearningcontext,ourrealisticgoalsofteachingpronunciationshouldincludethefollowingexcept.A.consistencyB.intelligibilityC.communicativeefficiencyD.native-likepronunciation13.WhichofthefollowingisNOToneofthemajorobjectivesofpr-listeningactivities?A.Toactivatestudents’priorknowledgeaboutthetopic.B.Tosmoothawaylinguisticdifficulties.C.Toprovideavarietyoftypesoftasksforthestudentstodowhiletheyarelistening.D.Tomotivatethestudents.14.Whichofthefollowingactivitiescanhelpstudentsprepareforspontaneousspeech?A.Readingaloud.B.Givingapreparedtalk.C.Doingadrill.D.Interviewingsomeone,orbeinginterviewed.15.Basedonourunderstandingofthenatureofreading,webelieveeffectivereadersdothefollowingexcept.A.Theyhaveaclearpurposeinreading.Theyreadsilently.Theyhaveandusebackgroundinformationtohelpunderstandthetext.WhenreadinginEnglish,theymentallytranslateeverythinginordertounderstand.16.Oneexcellentwaytomakespeakingtaskscommunicativeistouseactivities,inwhichthestudenthavedifferentinformationandtheyneedtoobtaininformationfromeachothertofinishatask.A.role-playingB.BingoC.information-gapD.simulation17.Oneofthemajorprinciplesbehindgoodlessonplanningis,whichmeansthecontentsandthetasksplannedforthelessonshouldbewithinthecapabilityofthestudents,followingtheprincipleofi+1.A.varietyB.flexibilityC.learnabilityD.linkage18.Inwhatsituationdoesthefollowingconversationinvolvethecorrectregisteruse?__Hi,Charlie,canyougiveahand?__Sure,Peter.What’sup?__Ican’tgetthistowork.__Whydon’tyoutrytouseascrewdriver?ThepresentationstageofthePPPmodelisfortheteachertopresentthenewlanguagetothestudentsinmeaningfulcontextsandmakesuretheyunderstandwhatitmeansandhowitisused.Sothisstageisusuallyteacher-controlledandthereismuchemphasisonaccuracyatthisstage.Goodteachersplantheirclassesminutelysothateverythingtheydoisprearranged,andoncetheyareintheclassroom,theyfollowtheirplanwithoutdeviation.Animportanttypeofpre-readingactivityissettingthescene,whichmeansgettingthestudentsfamiliarizedwiththeculturalandsocialbackgroundknowledgerelevanttothereadingtext.Thewaytotransferinformationfromoneformtoanotheriscalledatransitiondevice.Inteachingreading,wheninformationintextformistransferredtovisualform,itcanbemoreeffectivelyprocessedandretained.Role-playisaverycommonlanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.APPPcycleleadsfromaccuracytofluency,aTBLcycleleadsfromfluencytoaccuracy(combinedwithfluency).Whenacommunicativeactivitiesstarts,theteacherisleftnothingtodo,sincenon-teacher-interventionisimportantinagenuinecommunicativeactivity.Hecansitinfrontoftheclassanddosomeprivatereadinguntilthetimeisup.Post-readingactivitiesusuallycontributetothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.Pronunciationisanumbrellatermcoveringmanyinterrelatedaspectsbesidessoundsandphoneticsymbols,suchasstress,intonation,andrhythm.Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage.Thebottom-upmodelofteachingreadingreflectsthebeliefthatone’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthepost-listeningstage.Thefactthatspeechisspontaneousmeansthatitisfulloffalsestats,repetitions,incompletesentences,andshortphrases.Thetheoryofmultipleintelligencesimpliesthatourteachingshouldbeabletodevelopasmuchaspossiblestudents’differentpotentialsintheirintelligences,givingeveryonethechancetodemonstrateandusetheirpotentialstothefullestpossible.Theprocessapproachtowritingdoesnotonlypayattentiontowhatstudentsdowhiletheyarewriting,italsoattachesgreatimportancetowhatthestudentsdobeforetheystartwritingandaftertheyfinishwriting.Althoughpopular,thethreeP’smodelisnotalwaysapplicableinvariouslanguageclasses,especiallytheskill-orientedlessons.Makingerrorswillleadtobadhabitformation,soweshouldcorrectthemwhenevertheyoccur.Teachershavetheresponsibilitytoprovidemultipleopportunitiesfortheirstudentstodevelopdifferentlearningstyles.Languageacquisitionisasubconsciousprocesswherelanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.Inthefollowingactivitytheteacheractsasanassessor:

T:Doyouhaveanyhobbies?

S:Yes,Ilikesinginganddancing.

T:Uhm,and…?

S:Ialsocollectcoins.III.ShortAnswerQuestionsDirections:Inthispart,therearetwoquestionsaboutEnglishteaching.ChooseONEofthemandwritedownyouranswersinbrief.Youwillbeassessedinthepointsyoupresentandthewayyoupresentthem(15points).1.Whatarethereasonsforusinggroupworkinthelanguageteachingclassroom,especiallyinspeakingtasks?2.Someteacherssay,“Duringacommunicativeactivity,wheneverateacherfindsamistake,nomatterinwhatsense,grammaticalorculturaloranyotheraspect,heshouldstopthestudentandcorrectit.”Doyouthinkitisthecorrectthingfortheteachertodoinclass?Giveyourreasons.IV.LessonPlanningDirection:Supposeyouaretoteachaclassof40seniormiddleschoolstudents.Designanoutlinelessonplanofthefirst45-minuteperiodforthereadingtextgiven.Makesureyouincludeclearobjectives,reasonableprocedure(stagesandsteps),assumedtime,organizationtype,clearinstructions,teachingaids,etc.(25points).考試答案不得超過(guò)此線安慶師范學(xué)院考試答案不得超過(guò)此線2007—2008學(xué)年度第二學(xué)期期末考試《英語(yǔ)教學(xué)理論及方法》（B卷）主觀題答題紙?jiān)合蛋嗉?jí)姓名學(xué)號(hào)□□□□□□□題號(hào)IIIIIIIV總分得分注意事項(xiàng)1.本試卷共四大題,第I、II大題做在客觀題答題卡上，第III、IV大題做在此答題紙上；客觀題答題卡上準(zhǔn)考證號(hào)碼為00+學(xué)號(hào)，如，001205001。2.考生答卷時(shí)必須準(zhǔn)確填寫(xiě)院系、班級(jí)、姓名、學(xué)號(hào)等欄目，字跡要清楚、工整。得分III.ShortAnswerQuestions(15points)得分IV.LessonPlanning(25points)《英語(yǔ)教學(xué)理論及方法》（B卷）參考答案及評(píng)分標(biāo)準(zhǔn)I.本題為選擇題，20小題，每小題1.5分，共30分。1.D2.A3.C4.B5.A6.B7.B8.D9.B10.A11.B12.D13.C14.D15.D16.C17.C18.B19.D20.AII.本題為正誤判斷，在客觀題答題卡上正確的劃“A”，錯(cuò)誤的劃“B”,30小題，每小題1分，共30分。21.A22.A23.B24.A25.A26.A27.A28.A29.A30.A31.A32.B33.A34.A35.A36.A37.B38.A39.A40.B41.B42.A43.A44.A45.A46.A47.B48.A49.A50.BIII.本題為簡(jiǎn)答題,兩題任選一題，共15分。觀點(diǎn)正確，回答問(wèn)題切中要點(diǎn)，語(yǔ)言表達(dá)準(zhǔn)確無(wú)錯(cuò)誤，15-12分；觀點(diǎn)基本正確，回答問(wèn)題基本切中要點(diǎn)，有少量語(yǔ)言錯(cuò)誤，11-9分；觀點(diǎn)基本正確，回答問(wèn)題不夠切中要點(diǎn)，語(yǔ)言表達(dá)有些錯(cuò)誤，8-6分；觀點(diǎn)不夠正確，回答問(wèn)題沒(méi)切中要點(diǎn)，語(yǔ)言表達(dá)錯(cuò)誤較多，5-0分；參考答案如下：1.Groupworkisvaluableinalanguageclassroom,especiallyinspeakingtasks,forseveralreasons:Firstly,insuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.Thisisthestrongestargumentforusingsmallgroupworkbecauseitincreasesthetimeforeachstudenttopracticespeakinginonelesson.Asecondreasonfordesigningspeakingtaskstobecompletedinsmallgroupsisthatoftenstudentsareafraidofcriticismorlosingfaceortheysimplyfeelshyaboutspeakinginaforeignlanguageinfrontofawholeclass.Speakinginsmallgroupsismorenatural,andisoftenrelaxing.Thirdly,differentsmallgroupscanworkatdifferentlevelsiftheteachergroupsthemaccordingtolanguagel