安庆师范学院《英语教学理论及方法》考试试题(共7页).doc

精选优质文档-倾情为你奉上English Language Teaching Methodology Test(A)I. Multiple Choices (30%)Directions: In this part, you are given fifteen questions or incomplete sentences which are followed by four choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question or complete the sentence. Mark the corresponding letter on the Answer Sheet for the objective items (30 points; 2 points each).1. The _ view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.A. structural B. functional C. mentalist D. interactional2. The key point of is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that has never been said by others before? A. Skinners behaviorist theoryB. Chomskys cognitive theoryC. Watson and Raynors theory of conditioningD. Hymess theory of communicative competence3. Which one of the four aspects included in communicative competence is roughly equivalent to Chomskys linguistic competence?A. possibility B. feasibility C. appropriateness D. performance4. Which of the following statement about task-based language teaching is NOT true?A. Students should be given tasks to perform or problems to solve in the classroom.B. Students are task-driven.C. Task-based language teaching is student-centered. D. Task-based language teaching follows the PPP model.5. Which of the following is most suitable for speaking?A. TPR actions. B. Recognizing pictures. C. Information-gap activities. D. Matching pictures with descriptions. 6. One of the major principles behind good lesson planning is , which means the contents and the tasks planned for the lesson should be within the capability of the students, following the principle of i+1 principle.A. variety B. flexibility C. learnability D. linkage7. What's the teacher doing by saying “Anything else?”, when a student finishes with a very short answer? A. Controlling discipline. B. Giving prompts.C. Evaluating students' work. D. Directing students attention to the lesson.8.Considering our English learning context, our realistic goals of teaching pronunciation should include the following except .A. consistency B. intelligibilityC. communicative efficiency D. native-like pronunciation9. The role of the teacher changes following the aims of the class. The teacher may function more as a if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.A. controller B. resource-provider C. participant D. organizer10. Which of the following assumptions about vocabulary is NOT true?A. A vocabulary item can be more than one word.B. Both teachers and students need to know that there is a difference between active and passive vocabulary.C. Words can be taught and learned most effectively in groups of words that are related to each other in meaning.D. The best way to explain vocabulary is to translate.11. Which of the following statements about listening is NOT true?A. Lack of background knowledge constitutes one of the main factors affecting istening. B. Students need to be comfortable with some ambiguity in listening and realize that they can still learn even when they do not understand every single word.C. Teaching listening should focus on the process of listening rather than the result of listening.D. Since listening is a kind of receptive skills, it is a passive skill.12. The fact that speech is spontaneous means that that it is full of false starts, broken grammar, , short phrases, hesitation and fillers, etc.A. complete sentences B. repetitionsC. formal language D. complex vocabulary13. Which of the following statements about reading is NOT true?A. We need to read and understand all the words in order to understand a text.B. Reading is a silent activity. Reading aloud does not help understanding.C. Reading with a purpose will be most effective.D. The lack of cultural knowledge may affect the rate of reading comprehension.14. The deductive method for teaching grammar is often criticized for the following reasons except .A. It teaches grammar in an isolated way.B. Little attention is paid to meaning.C. The practice is often mechanical. D. It could save time when students are confronted with a grammar rule which is complex but which has to be learned.15. Which of the following statements about assessment if NOT true?A. Assessment implies evaluation based on a collection of information about what students know and can do.B. Testing is part of assessment, but it is only one means of gathering information about a student.C. Individual-reference assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability.D. Assessment is to find out the students weakness.III. True or False (30%)Directions: In this part, you are given thirty statements about English teaching. Read these statements carefully and decide whether they are true or false. Mark “A” for “True”, “B” for “False” on the Answer Sheet for the objective items (30 points; 1 points each).16. One question that all approaches of language teaching should answer is “What is language?” The answer to this question is the basis for syllabus design, teaching methods, teaching procedures in the classroom, and even the techniques used in the class.17. Language acquisition is a subconscious process where language is acquired as a result of natural and largely random exposure to language.18. The behaviorist theory of language learning was initiated by behavioral psychologist Skinner. Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli.19. The goal of Communicative Language teaching is to develop students linguistic competence.20. Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation.21. The role of the teacher changes following the aims of the class. The teacher may function more as a controller if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.22. Speech flow, such as stress, intonation, pauses, etc. can help to convey the meaning that is intended by the speaker. They should be taught from the very beginning.23. There are two methods in teaching grammar: the deductive method and the inductive method. The former starts with real examples, and through a study of the examples comes to the grammar rule that is suggested in the examples. The latter starts with the presentation of the grammar rules first and then processes to the study of illustrative examples.24. Receptive words refer to those which are not only understood in listening and reading, but also produced readily in speech and writing, esp. those used in everyday speech.25. The purpose of pre-listening activities is to activate the students schema, in other words, to add context, so that the actual listening itself becomes easier.26. At the early stage of the PPP model more focus should be laid on accuracy whereas at the later stage, fluency becomes the focus of teaching.27. Efficient reading depends first of all on having a purpose for reading, i.e., knowing why you are reading a text. The purpose will usually determine what specific information you are going to look for and the appropriate type of reading skills to be used.28. The bottom-up model of teaching reading reflects the belief that ones background knowledge plays a more important role than new words and new structures in reading comprehension.29. The purpose of pre-reading is to facilitate while-reading activities. This stage of reading is often called Lead-in, where the students and teacher prepare themselves for the tasks and familiarize themselves with the topic of the reading exercises.30. The way to transfer information from one form to another is called a transition device. Pictures, drawings maps, tables, diagrams and charts, etc. are some transition devices that are often used in teaching reading.31. In order to motivate students, we should advocate authentic writing tasks that have some communicative elements. It is necessary to engage them in some act of communication. This means either writing for a specific recipient or engaging in an act of creative writing where their work is intended to be read by an intended audience.32. Norm-referenced language assessment is based on a fixed standard or a set criterion.33. The teaching of pronunciation should focus on the students ability to identify and produce English sounds themselves. Students should not be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful.34. The Communicative Approach lays emphasis on developing the communicative competence. It takes into great consideration the need of the studentswhat to teach is based on consideration of what language the learners would most likely use to communicate in the foreign language.35. The more communicative an activity is, the less the control that is needed.36. When a communicative activities starts, the teacher is left nothing to do, since non-teacher-intervention is important in a genuine communicative activity. He can sit in front of the class and do some private reading until the time is up.37. It is believed that the inductive method for teaching grammar is more effective in that students discover the grammar rules themselves while engaged in language use. 38. One way to make speaking tasks communicative is to use information gap activities, in which the students have different information and they need to obtain information from each other in order to finish a task.39. The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what the students do before they start writing and after they finish writing.40. Discourse features include aspects such as: the way the text is organized, its layout, the style of the language and the register.41. Integration of the four skills is concerned with realistic communication. This means that we are teaching at the discourse level, not just at the level of the sentences or individual words and phrases.42. During a communicative activity, whenever a teacher finds a mistake, no matter in what sense, grammatical or cultural or any other aspect, he should stop the student and correct it.43. In Hymess words, there are “rules of use without which the rules of grammar would be useless”, which simply means, besides grammatical rules, language use is governed by rules of use.44. One of the major principles behind good lesson planning is flexibility, which means planning to use a number of different methods and techniques rather than being a slave to one methodology.45. An important feature of todays language classroom is that students do not always study as one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are lockstep, pair work, group work, and individual work. III. Short Answer Questions (15%) Directions: In this part, there are two questions about English teaching. Choose ONE of them and write down your answers in brief. You will be assessed in the points you present and the way you present them (15 points).1. In what ways is role-play valuable in a language classroom? Which stages does role play usually have?2. What are the reasons for using group work in the language teaching classroom, especially in speaking tasks?IV. Lesson Planning (25%)Direction: Suppose you are to teach a class of 30 senior middle school students. Design an outline lesson plan of the first 45-minute period for the reading text given. Make sure you include clear objectives, organization type, reasonable procedure (stages and steps), assumed time, detailed instructions, teaching aids, etc. (25 points).考试答案不得超过此线安庆师范学院20052006学年度第二学期期末考试英语教学理论及方法（A卷）主观题答题纸院系 班级 姓名 学号题号IIIIIIIV总分得分 注 意 事 项1. 本试卷共四大题, 第I 、II大题做在客观题答题卡上，第III 、IV大题做在此答题纸上；客观题答题卡上准考证号码为00+学号，如，。2. 考生答卷时必须准确填写院系、班级、姓名、学号等栏目， 字迹要清楚、工整。得分 III. Short Answer Questions (15%)得分 IV. Lesson Planning (25%) 英语教学理论及方法（A卷）参考答案及评分标准I. 本题为多项选择题，15小题，每小题2分，共30分。1. D2. B3. A4. D5. C6. C7. B8.D9. A10. D11. D12. B13. A14. D15. DIII. 本题为正误判断，在客观题答题卡上正确的划“A”， 错误的划“B”, 30小题，每小题1分，共30 分。16. A17. A18. A 19. B 20. A 21. A22. A 23. B24. B25. A 26. A27. A 28. B29. A30. A31. A32. B33. A34. A 35. A36. B37. A38. A39. A40. A41. A42. B43. A44. A45. AIII. 本题为简答题, 两题任选一题，共15分。观点正确，回答问题切中要点，语言表达准确无错误， 12-15 分；观点基本正确，回答问题基本切中要点，有少量语言错误，9-11分；观点不够正确，回答问题不够切中要点，语言表达有些错误，3-8 分；观点不正确，回答问题没切中要点，语言表达错误较多， 0-2 分；参考答案如下： 2. Roleplay is a very common language learning activity where students play different roles and interact from the point of view of the roles they play. Role-play is valuable in a language classroom for several reasons: 1) it is motivating; 2) students interact in small groups so that they have less pressure; 3) students have the chance to practice the newly learned language; 4) there is enough room for creativity.In order to be effective, a role-play activity needs to be carefully set up. Rushing into a role-play activity often leads to confusion and dissatisfaction. Role-play usually has the following stages:1) Defining the roles and setting up goals.2) Pairing/grouping students and assigning roles.3) Preparation: Whole class brainstorm possible questions, or students playing the same roles go into a group to work out the questions.4) Role play in pairs/groups5) Class viewing/demonstration6) Teacher gives feedback based on active monitoring.2. Group work is valuable in a language classroom, especially in speaking tasks, for several reasons: Firstly, in successful speaking tasks, the students talk a lot in the foreign language. This is the strongest argumen