英语教学法试题（1）
Information for the examinees:kansas university
This examination consists of THREE ctions. They are:
Section I: Multiple-choice Questions (30 points, 20 minutes)
Section Ⅱ: Problem Solving (30 points, 50 minutes)
Section Ⅲ: 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 bad on this part.
Directions: Choo 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?
foursquareA. focus on accuracy
B. focus on fluency
C. focus on strategies
2. Which of the following is characteristic of acquisition?
A. form-focud
B. accuracy-oriented
C. meaning-focud
3. Which of the following statements about cour design is NOT true?
A. The general goals of a cour should be specified bad on the learners’ needs.
B. The contents of a cour should be lected to fit in with the learning experiences.
C. The asssment activities should reflect tho taught in a cour.
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. ntence-making
B. cue-card dialogue
C. simulated dialogue
6. Which of the following activities is most likely interactive?
A. mimicking
B. role play
C. problem solving
7. When a reader tries to guess the meaning of a new word bad 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 rearcher reads an academic paper to e 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 text
10. Which of the following activities can be ud to get the main idea of a passage?
A. reading to decide on the title
B. reading to quence the events
C. reading to fill in the charts
11. What should the teacher try to avoid when lecting 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 purpo does NOT post-listening activities rve?
A. Helping students relate the text with their personal experience.
B. Offering students the opportunities of extending other language skills
C. 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. inferring
14. Which of the following activities is best for training detailed reading?
A. drawing a diagram to show the text structure
B. giving the text an appropriate title
C. transferring information from the text to a diagram
15. 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 bad 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 principle
s. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.
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16. The following quence of activities is what a teacher adopted in a reading class.
A. instruct the students to read aloud the text
B. explain paragraph by paragraph the new words or ntence structures
C. ask the students some comprehensive questions about the text
D. require the students to translate some Chine ntences into English using the key words or ntence patterns
17. The following quence of activities is what a teacher adopted in a speaking class.
A. write the topic for discussion on the blackboard
B. instruct the students to discuss the topic in groups
C. move from group to group correcting the students’ language errors whenever he catches them
D. express to the class his views on the topic
18. 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 wa s 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 veral others in the front began to break the rule. The whole class had become out of control.
Section Ⅲ：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 Ⅱ, Student Book. Plea design a teaching plan with the text.
In the oceans live huge numbers of a small fish just 5 cm long. The 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. The 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 Ⅱ, Student Book. Plea design a teaching plan with the text.
Listen to the tape. Then put the ntences in the correct order.
( ) A. The assistant started painting something on the ceiling.
( ) B. The artist stepped back.
( ) C. The assistant shouted something.
augest( ) 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)凯恩英语
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. C
Section II:
16. Problem: The lesson fails to help the students to improve their reading skills, becau it focus totally on the meanings and us of individual words or ntence patterns.联系我们英文
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 arous their interests in the text and, more importantly, gives them a purpo 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 n
ecessary, 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, r eading 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 prentation 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 prentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some uful ntence patterns of stating opinions, prenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to u the newly-prented 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, shoul
d be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this ca, 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, becau this is not the way people listen in real life
Solution: 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 purpo for listening, but also develop their ability of making inferences bad on the contextual cues.
19. Problem: The teacher only performed the role of a manager but neglected some
other significant roles such as tho of a prompter, asssor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-bad and Process-oriented class. This does not diminis
h the teacher’s importance in the class, but puts a higher demand on his/her functions, especially tho 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 asssor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this ca, he/she rves as an instructor.
20. Problem: The class hag so many students that it is not easy to control.
Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can e the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be en by tho facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.
Section Ⅲ：Mini-lesson Plan (40 points)
两题的评分标准相同，具体如下：
Name of activity 1分
Objective(s) of the activity 2分
Type of the activity 1分
mirableClassroom organization of the activity 1
Teacher’s role 1分
Students’ role 1分
right by my sideTeacher working time 1分
Student working time 1分
Teaching aid(s) 1分
Predicated problem(s) 2分
Solution(s) 2分
Procedures 1) 2分2) 2分3) 2分
下面教案仅作参考：1．
Name of activity Reading
Objective(s) of the activity
Get to know something of the fish in the ocean
Type of the activity
The exploitation of the text
Classroom organization of the activity
Personal work /Individual
Teacher’ s role
slightOrganizes and guides教化
Students’ role
