《英语教学理论及方法》课程试卷(B卷)有答案(可编辑修改word版)

安庆师范学院外国语学院

2007—2008 学年度第二学期期末考试

考

《英语教学理论及方法》课程试卷（B 卷）

试注意事项

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 大题做在主

观题答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。

答 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。

案I. Multiple Choices

Directions: In this part, you are given twenty questions or incomplete sentences 不

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; 得

1.5 points each).

1.Which of the following statement about task-based language teaching is NOT true? 超 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.

过

D.Task-based language teaching follows the PPP model.

2.What type of learners can benefit most from acting things out or miming things 此with their bodies?

A. Kinesthetic learners.

线 B. Tactile learners.

C. Auditory learners.

D. Visual learners. 3.What type of intelligence are problem-solving activities best suited for?

A.Interpersonal intelligence.

B.Intrapersonal intelligence.

C.Logical/Mathematical intelligence.

D.Linguistic intelligence.

4.The view of language sees language as a linguistic system but also as a

means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.

A. structural

B. functional

C. mentalist

D. interactional

5.The role of the teacher changes following the aims of the class. The teacher may function more as a(n) 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. organizer 6．Which of the following activities is NOT suitable for consolidating vocabulary?

A. Labelling.

B. Using minimal pairs.

C. Odd man out.

D. Word association.

7.The behaviorist theory of language learning was initiated by , who applied Watson and Raynor’s theory of conditioning to the way human acquire language.

A.Harmer

B. Skinner

C. Hymes

D. Chomsky

8.Which of the following statements about assessment is NOT true?

A.Summative assessment is mainly based on testing.

B.Testing is part of assessment, 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.Formative assessment focuses on the final product or result of learning rather

than the process of learning.

9.Which one of the main components of communicative competence is concerned with the appropriate use of language in social context?

A.Linguistic competence.

B. Pragmatic competence.

C. Discourse competence.

D. Strategic competence.

10.Integration of the four skills is concerned with realistic communication. This means that we are teaching .

A.at the discourse level

B. at the sentence level

C. at the level of phrases

D. at the level of individual words

11.When a student has made a sentence “I go to the theatre last night.”, the teacher says, “You GO to the theatre last night?”. What is the teacher doing in terms of error correction?

A.Correcting the student's mistake.

B.Hinting that there is a mistake.

C.Encouraging peer correction.

D.Asking the student whether he really went to the theatre.

12.Considering our English learning context, our realistic goals of teaching pronunciation should include the following except .

A.consistency

B. intelligibility

C. communicative efficiency

D. native-like pronunciation

13.Which of the following is NOT one of the major objectives of pr-listening activities?

A.To activate students’ prior knowledge about the topic.

B.To smooth away linguistic difficulties.

C.To provide a variety of types of tasks for the students to do while they are

listening.

D.To motivate the students.

14.Which of the following activities can help students prepare for spontaneous speech?

A.Reading aloud.

B. Giving a prepared talk.

C. Doing a drill.

D. Interviewing someone, or being interviewed.

15.Based on our understanding of the nature of reading, we believe effective readers do the following except .

A.They have a clear purpose in reading.

B.They read silently.

C.They have and use background information to help understand the text.

D.When reading in English, they mentally translate everything in order to

understand.

16.One excellent way to make speaking tasks communicative is to use activities,

in which the student have different information and they need to obtain information from each other to finish a task.

A.role-playing

B. Bingo

C. information-gap

D. simulation

17.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.

A.variety

B. flexibility

C. learnability

D. linkage

18.In what situation does the following conversation involve the correct register use?

Hi, Charlie, can you give a hand?

Sure, Peter. What’s up?

I can’t get this to work.

Why don’t you try to use a screwdriver?

A.Wife to Husband

B.Friend to Friend

C.Management to Staff

D.Man speaking to Stranger

19.Which of the following is NOT considered to be a essential condition for

language learning?

A.Exposure to a rich but comprehensible input of real spoken and written language

in use.

https://www.360docs.net/doc/c29996505.html,e of the language to do things (i.e. exchange meanings).

C.Motivation to listen to and read the language and speak and write it (i.e. to

process and use the exposure).

D.Instruction in language (i.e. chances to focus on form).

20.The new National English Curriculum is designed to promote the students’

overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and .

A.cultural understanding

B. motivation

C. confidence

D. intelligence

II.True or False

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 point each).

21.The understanding of the nature of language provides the basis for a particular

teaching method. Different views on language generate different teaching methodologies.

22.Discourse features include aspects such as: the way the text is organized, its

layout, the style of the language and the register

23.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. This theory of learning is referred to as cognitivism.

24.The goal of communicative language teaching is to develop students’

communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.

25.In Hym es’s 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.

26.Generally speaking, in communicative language teaching, the teacher is a

faci litator of students’ learning. His role is less dominant than in a teacher- centred method.

27.Stress and intonation are as important as the sounds themselves and should be

taught from the very beginning.

28.Task-based Language Teaching is, in fact, a further development of

Communicative Language Teaching. However, it stresses the importance to combine form-focused teaching with communication-focused teaching.

29.An important feature of today’s 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 whole class work, pair work, group work, and individual work.

30.It is very important to make students aware that not all words are equally

important and that effective ways of vocabulary learning help to reduce forgetting.

31.The presentation stage of the PPP model is for the teacher to present the new

language to the students in meaningful contexts and make sure they understand what it means and how it is used. So this stage is usually teacher-controlled and there is much emphasis on accuracy at this stage.

32.Good teachers plan their classes minutely so that everything they do is

prearranged, and once they are in the classroom, they follow their plan without deviation.

33.An important type of pre-reading activity is setting the scene, which means

getting the students familiarized with the cultural and social background knowledge relevant to the reading text.

34.The way to transfer information from one form to another is called a transition

device. In teaching reading, when information in text form is transferred to visual form, it can be more effectively processed and retained.

35.Role-play is a very common language learning activity where students play

different roles and interact from the point of view of the roles they play.

36.A PPP cycle leads from accuracy to fluency, a TBL cycle leads from fluency to

accuracy (combined with fluency).

37.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. 38.Post-reading activities usually contribute to the development of all the language

skills and may involve using other skills than just reading.

39.Pronunciation is an umbrella term covering many interrelated aspects besides

sounds and phonetic symbols, such as stress, intonation, and rhythm.

40.Children do not learn grammar rules when they acquire their first language, so

they do not need them either when learning a foreign language. 41.The bottom-up model of teaching reading reflects the belief that one’s

background knowledge plays a more important role than new words and new structures in reading comprehension.

42.There are many opportunities to integrate listening with the practice of other

language skills, especially at the post-listening stage.

43.The fact that speech is spontaneous means that it is full of false stats, repetitions,

incomplete sentences, and short phrases.

44.The theory of multiple intelligences implies that our teaching should be able to

develop as much as possible students’ different potentials in their intelligences, giving everyone the chance to demonstrate and use their potentials to the fullest possible.

45.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.

46.Although popular, the three P’s model is not always applicable in variou s

language classes, especially the skill-oriented lessons.

47.Making errors will lead to bad habit formation, so we should correct them

whenever they occur.

48.Teachers have the responsibility to provide multiple opportunities for their

students to develop different learning styles.

https://www.360docs.net/doc/c29996505.html,nguage acquisition is a subconscious process where language is acquired as a

result of natural and largely random exposure to language.

50.In the following activity the teacher acts as an assessor:

T: Do you have any hobbies?

S: Yes, I like singing and dancing.

T: Uhm, and …?

S: I also collect coins.

III.Short Answer Questions

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.What are the reasons for using group work in the language teaching classroom,

especially in speaking tasks?

2.Some teachers say, “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.” Do you think it is the correct thing for the teacher to do in class? Give your reasons.

IV.Lesson Planning

Direction: Suppose you are to teach a class of 40 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, reasonable procedure (stages and steps), assumed time, organization type, clear instructions, teaching aids, etc. (25 points).

安庆师范学院

考2007—2008 学年度第二学期期末考试

《英语教学理论及方法》（B 卷）主观题答题纸

试

院系班级姓名学号□□□□□□□

答

案

不注意事项

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，001205001。

得

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。

III.Short Answer Questions (15 points)

超

过

此

线IV.Lesson Planning (25 points)

得分得分

《英语教学理论及方法》（B 卷）参考答案及评分标准

I.本题为选择题，20 小题，每小题1.5 分，共30 分。

1. D

2. A

3. C

4. B

5. A

6. B

7. B

8.D

9. B 10. A

11. B 12. D 13. C 14. D 15. D

16.C 17. C 18. B 19. D 20. A

II.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。

21. A 22. A 23. B 24. A 25. A

26. A 27. A 28. A 29. A 30. A

31. A 32. B 33. A 34. A 35. A

36. A 37. B 38.A 39. A 40. B

41. B 42. A 43. A 44. A 45. A

46.A 47.B 48.A 49.A 50.B

III.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，15 -12 分；

观点基本正确，回答问题基本切中要点，有少量语言错误，11-9 分；

观点基本正确，回答问题不够切中要点，语言表达有些错误，8-6 分；

观点不够正确，回答问题没切中要点，语言表达错误较多，5-0 分；

参考答案如下：

1.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 argument for using small group work because it increases the time for each student to practice speaking in one lesson. A second reason for designing speaking tasks to be completed in small groups is that often students are afraid of criticism or losing face or they simply feel shy about speaking

in a foreign language in front of a whole class. Speaking in small groups is more

natural, and is often relaxing. Thirdly, different small groups can work at different

levels if the teacher groups them according to language level. If teachers modify a

given task to make it easier for slower students and more challenging for more

advanced students, then all students will continue learning and remain more

motivated. Fourthly, small group work helps students learn to work cooperatively and

it helps them develop interpersonal skills.

2.This statement describes inappropriate behavior for the teacher. In a communicative activity, it is advisable that the teacher waits until the activity has been completed and then gives feedback on both the performance and the language. If he does it during the process of communication, the intervention may divert the students’ attention from negotiating and exchanging information. If this is the case, the significance of the activity is lost and or very little learning is taking place. When fluency is being trained, the students should not be interrupted. It is vital for the teacher to be sensitive to his students in his role as assessor and to realize when correcting is inappropriate.

IV.本题为教案设计，要求根据所给材料编写一份45 分钟的高中英语阅读课教案，共25 分，评分标准如下：

教案格式正确，教学环节及时间安排合理，教学活动设计科学，有特色，有

新意，语言表达准确，25-21 分；

教案格式正确，教学环节及时间安排基本合理，教学活动设计较科学，特色

和新意一般，语言表达基本准确，20-16 分；

教案格式基本正确，教学环节及时间安排基本合理，教学活动设计基本适当，特

色和新意不够，语言表达一般，15-10 分；

教案格式不正确，教学环节及时间不够安排合理，教学活动设计不适当，毫

无特色和新意，语言表达错误较多，9-0 分。