电大《英语教学法1》考试复习题

英语教学法1》考试复习题

Section I: Basic Theories and Principles

Directions: Choose the best answer from A, B or C for each question and write your answers on the Answer Sheet.

1.For a teacher who teaches young learners English pronunciation, which principle is he

suggested to follow? C

A.Maximum quantity of spoken input.

B.Conscious effort.

C.Tolerance of errors in continuous speech.

2.Which of the following statements about course design is NOT true? B

A.The general goals of a course should be specified based on the learners' needs.

B.The contents of a course should be selected to fit in with the learning experiences.

C.The assessment activities should reflect those taught in a course.

3.What purpose does NOT post-listening activities serve? C

A.Helping students relate the text with their personal experience.

B.Offering students the opportunities of extending other language skills.

C.Practising students' ability of matching the pre-listing predictions with contents of the text.

4．Which of the following activities is communicative? C

A.jigsaw listening

B.sentence making

C.drilling exercises

5.Which of the following belongs to the communicative approach? B

A.focus on accuracy

B.focus on fluency

C.focus on strategies

6.Which of the factors applies to the later stage of the PPP Model? C

A.Accuracy.

B.Class work.

C. Delayed correction.

7.Which of the following generally does NOT describe a CLT syllabus? C

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.)

8.Which of the following is characteristic of acquisition? C

A.form-focused

B.accuracy-oriented

C.meaning-focused

9.What syllabus does the following present? C

A.structural syllabus

B.topic syllabus

C.functional syllabus

10.When a teacher instructs the students to match the topic sentences with proper paragraphs, which one of the skills is he intending to develop of his students? A

A.Skimming.

B.Scanning.

C.Inferring.

11.Which of the following is most suitable for the cultivation of linguistic competence?

A

A.sentence-making

B.cue-card dialogue

12.Which of the following activities is typical of the Grammar-translation Method? C

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A.The students listen to and act on commands in the target language.

B.The students whisper their words in the mother tongue to the teacher who then translate

them into the target language.

C.The students translate some sentences in the text into their mother tongue.

13.Which of the following emphasizes meaningfulness principle? C

A.TPR

B.Audio-Lingual Method

https://www.360docs.net/doc/ac18677708.html,municative Approach

14.Which of the following is true according to Krashen? B

A.Babies learn their mother tongue.

https://www.360docs.net/doc/ac18677708.html,nguage acquisition can be achieved even without conscious effort.

C. A foreign language learner should develop his language skills in the order of listening,

reading, speaking and writing.

15.Which of the following is the teacher expected to do in a communicative activity? B

A.To offer the students as little help as possible.

B.To check if the students have understood the instructions before the activity starts.

C.To correct the students' errors immediately after they occur.

16.What should the teacher try to avoid when selecting listening materials? B

A.Te 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.

17.Which is the correct order of the following three speaking activities along the Control-Communication Continuum? B

A.Scrambled dialogue, prompted dialogue, gapped dialogue.

B.Gapped dialogue, scrambled dialogue, prompted dialogue.

C.Prompted dialogue, gapped dialogue, Scrambled dialogue.

18.When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? B

A.Bottom-up Approach.

B.Top-down Approach.

C.Interactive Approach.

19.Which of the following activities is typical of the Grammar-translation Method? C

A.The students listen to and act on commands in the target language.

B.The students whisper their words in the mother tongue to the teacher who then translate them into the target language.

C.The students translate some sentences in the text into their mother tongue.

20.Which of the following is true according to Krashen? B

A.Babies learn their mother tongue.

https://www.360docs.net/doc/ac18677708.html,nguage acquisition can be achieved even without conscious effort.

C. A foreign language learner should develop his language skills in the order of

listening,

reading, speaking and writing.

21.Which of the following statements about course design is NOT true? B

A.The general goals of a course should be specified based on the learners" needs.

B.The contents of a course should be selected to fit in with the learning experiences.

C.The assessment activities should reflect those taught in a course.

22.Which of the following generally does NOT describe a CLT syllabus? C

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. )

23.Which of the following is the teacher expected to do in a communicative activity? B

A.To offer the students as little help as possible.

B.To check if the students have understood the instructions before the activity starts.

c. To correct the students" errors immediately after they occur.

24.Which of the following activities is communicative. C

A.The students are required to answer the questions about a text,

B.The students are required to make sentences using the given words or sentence

structures.

C.The students are required to present their ideas on a topic.

25.When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? B

A.Bottom-up Approach.

B.Top-down Approach.

C.Interactive Approach.

26.When a researcher reads an academic paper to see if it is relevant to his field of

interest, which one of the reading skills is he using? A

A.Skimming.

B.Scanning.

C.Inferring.

27.When a teacher instructs the students to match the topic sentences with proper paragraphs, which one of the skills is he intending to develop of his students? A

A.Skimming.

B.Scanning.

C.Inferring.

28.Which of the following activities is designed to practise the skill of Listening for Gist?

B

A.After listening, the students are required to fill in the blanks with the words in the text.

B.After listening, the students are required to write a summary of the text.

C.After listening, the students are required to make a dialogue based on the text.

29.What should the teacher try to avoid when selecting listening materials? B

A.Te 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.

30.What purpose does NOT post-listening activities serve? C

A.Helping students relate the text with their personal experience.

B.Offering students the opportunities of extending other language skills.

C.Practising students" ability of matching the pre-listing predictions with contents of the text.

31.Which of the factors applies to the later stage of the PPP Model? C

A.Accuracy.

B.Class work.

C.Delayed correction.

32.Which is the correct order of the following three speaking activities along the Control-Communication Continuum? B

A.Scrambled dialogue, prompted dialogue, gapped dialogue.

B.Gapped dialogue, scrambled dialogue, prompted dialogue.

C.Prompted dialogue, gapped dialogue, Scrambled dialogue.

33.For a teacher who teaches young learners English pronunciation, which principle is he suggested to follow? C

A.Maximum quantity of spoken input.

B.Conscious effort.

C.Tolerance of errors in continuous speech.

Section II: Problem Solving

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 principles. You should elaborate on the problem(s) and solution(s) properly.

1.In a speaking lesson, a teacher asks students to read the model dialogue after her three times, and then asks the students to read the dialogue in pairs for three times. Next, the

teacher explains the dialogue word by word to make sure the students understand all.

Problem ：For a speaking lesson, there should be more opportunities for students to conduct oral activities, especially communicative activities. But this lesson is full of mechanical practice, and deductive explanation of words and expressions. The focus of the lesson is not appropriate. Solution：Reduce the amount of mechanical reading. Imitating model pronunciation and intonation is important, but it should not take up too much time. It is necessary to include some communicative activities.

2.After presenting the model dialogue in a speaking lesson, the teacher asks the students to work in pairs to role-play a self-created parallel dialogue in front of the class.

Problem ：It's too big a leap from presentation to production. There should be some controlled or semi- controlled activities to provide some basis for later productive activities. Activities in class should be graded.

Solution：The teacher can include some reading activities in between, and also conduct some comprehension activities. Before asking students to write and role-play their own dialogues, it

is necessary to conduct some activities to make the students understand the model dialogue,

induce new sentence patterns and practice the new patterns.

3.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

Problem: The teacher should not stop the tape time and again to explain a word or information point, because 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 referring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making references based on the

4.The following activity is designed by a teacher for the production stage of a speaking

lesson ：Students

work in pairs to talk about the pictures of a student's family members using the following

questions ：

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1)Whose father/mother is he/she?

2)Whose brother/ sister is the boy/girl?

3)How old is he/she?

Problem ：The activity is a little much too controlled. Students have no scope for imagination, thus may get decorticated. At the production stage, students should be able to apply what they've learnt to new situations instead of doing mechanical structural drills like presented here. Solution：This activity can be used at the practice stage. For the production stage, the teacher can ask students to work in pairs to ask about each other's father, mother, etc, and then report to class the Information they get from their talk. The teacher can also conduct interviews, asking one or two students to interview others about their family.

5.The following material is used as a listening material with junior middle school students of Grade Two. A teacher uses the following dialogue as a listening text to develop students' understanding of oral English ：

A: Yes, I think it has all the possibilities of a distinguished criminal. I should be sorry for anyone who gets into his bad books.

B: Is he the man, or am I mixing up with someone else? Is he the man who brought out a History of Witchcraft some time back - ten years or more?

A: That's the man; do you remember the reviews of it?

B: Certainly I do; and what's equally to the point, I knew the author of the most incisive of the lot. So did you.

Problem：The listening material is too difficult for the students, full of new words and expressions. Besides, the topic is not within junior middle school students ' experience.

There is no introduction to the dialogue. It is very difficult for students to understand what it means at the beginning.

Solution ：The teacher can adapt the material, making it simpler. Replace the difficult words with everyday word or just leave out the difficult words. As the topic is not appealing to the students, it is necessary to change the listening material. When teachers select materials

for students, they should bear in mind the learners' needs, their current proficiency level and

also the course requirement.

6.The following sequence 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 sentence structures

C.ask the students some comprehensive questions about the text

D.require the students to translate some Chinese sentences into English using the key Words or sentence patterns

Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.

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 arouses their interests in the text and, more importantly, gives them a purpose 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 ii necessary, 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, reading 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 contexts.

7.The following sequence 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

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 presentation and practice.

Solution; Before the students are asked :to talk freely about a topic, they should have relevant

language input. There[ore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some

useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc.

The teacher is then expected to give the students the opportunities to use the newly-presented 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, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, 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.

8.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.

Problem: The teacher should not stop the tape time and again to explain a word or information point, because 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 purpose for listening, but also develop their ability of making inferences based on the contextual cues.

9.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 was up.

Problem: The teacher only performed the role of a manager but neglected some other significant roles such as those of a prompter, assessor, resource person, etc.

Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered," task-based and Process-oriented class. This does not diminish the teacher 's importance in the class, but puts a higher demand on his/her functions, especially those 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 assessor. 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 case, he/she serves as an instructor.

10.A teacher was organizing an information-gap activity with his class of sixty students. It

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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 several others in the front began to break the rule. The whole class had become out of control.

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 see 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 seen by those 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

Directions: Read the two texts below and complete the teaching plans. 1.Please design a pre-reading activity with the following text.

Invitations in the US

In the US, there does not have to be any particular reason for a party. Often it may just be for the fun if it. If nothing else, people may want to show off their house. The average American is obsessed with homed ecorating, and after having spent a huge amount of time and money in fixing up the place, it is nice to have people come and admire the result. The invitation will probably come by telephone. You needn't say yes or no on the spot, but you should provide an answer as soon as possible. If you are married, you can assume that your spouse is invited; unless specified, your children are not.

The dress code for a dinner party can be unpredictable, and it 's not only foreigners who are puzzled by it. The problem is that there are very few conventions. People who wear a white shirt and tie to work every day may greet you at the door in jeans. However ,if the party includes business associates, a suit

is more likely to be in order. Among good

friends, there 's less dressing up, andat a middle-class get-together, you are likely to find gentlemen without ties but wear e.g. good-looking sweaters and slacks. Other people, however, may put on suits or dresses to go to friends ' parties. Womeno fte n

dress up more than men--perhaps because there are fewer opportunities left to wear a party dress. At any

time, a womanc an always wear dressy pants with a blouse and fit in anywhere. In America, a skirt is more elegant and formal than pants. If you are suffering any doubts as to what to wear, s imply ask your hosts ("Is it dressy? ”).

2. Please design a post-listening activity with the following dialogue.

Interviewer: Good evening, Monsieur Dupont , and welcome to the program !

M. Dupont: Thank you!

Interviewer: So what brings you to China, M. Dupont?

M. Dupont: Well, my company has been doing research into wind farms for years , and is currently building a wind farm in Canada--in fact, the biggest wind farm in the country. Weh ope to develop a partnership with a Chinese company to manufacture, and build similar farms in China.

Interviewer: Really! I thought that you had enough hydroelectric power in Canada. So why do you need wind farms ?

M. Dupont : That 's a good question ! It 's true that we have a lot of cheap power

from hydroelectric sources in Canada.

Interviewer: That 's because all the rivers and waterfalls you have there, I suppose.

M. Dupont : That 's right! But wind power is even cheaper and cleaner, and we have also found that a lot of other countries are very interested in the technology we have been developing.

Interviewer: What do you mean by cleaner?

M. Dupont: I mean less polluting. In Canada we are currently doing everything we can to cut down on green gas emissions--so we are constantly on the lookout for cleaner and cheaper forms of energy. We 've found a number of people in Chi na are very

interested in exploring wind power for the same reasons.

Interviewer: That ' s very interesting, M. Dupont. Good luck !

M. Dupont: Thank you!