英语教学法2试题分析

Section ⅠBasic Theories and Principles

Questions 1—15 are based on this part.

Direction：Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet.

1. What can "scrambled sentences" help to train in terms of writing?

A. Unity.

B. Coherence.

C. Indention

2. What can the following activity help to train in terms of writing?

The teacher asked the students to -write two letters, one to their parents, and the other to their friends, informing them the news of his success in a competition.

A. Sense of audience.

B. Sense of unity.

C. Sense of coherence.

3. Which of the following writing activities belongs to the communicative approach of writing?

A. The teacher asks the students to write on "The difference between college life and middle school life."

B. The teacher asks the students to form a text from scrambled sentences.

C. The teacher asks the students to write an e-mail to their parents to tell them to come to the class meeting.

4. What stage can the following grammar activity be used at?

The teacher asks the students to discuss the differences between two paragraphs in terms of tense.

A. Presentation.

B. Practice.

C. Production.

5. Which of the following grammar activities is most communicative?

A. Grammar dictation.

B. Sentence completion.

C. Guessing objects.

6. If we are to present the meaning of abstract notion, which of the following techniques is the best?

A. Translation.

B. Pictures.

C. Graphing.

7. What vocabulary learning strategies does the following activity help to train? Arrange the following words into three different columns;

Fruity apple, pear, orange, pickpocket, mugger, bank robber, profession, gardening, teaching, managing

A. Collocation.

B. Classification.

C. Imagery.

S. Which of the following is among the human factors that influence lesson planning?

A. Environment conditions of the classroom.

B. Students" attitude towards the kind of instruction the teacher applies.

C. The type of evaluation the teacher conducts.

9. What role does the teacher play in the deductive presentation of grammar?

A. Instructor.

B. Prompter.

C. Participant.

10. What is the teacher doing in terms of instruction in the following?

"Now, I"d like you to answer the comprehension questions following the text to make sure that all of us understand what precisely the text is about."

A. Checking understanding.

B. Assigning the task.

C. Monitoring the activity.

11. What is the teacher doing in terms of error correction?

S: My-watch was stealing.

T: What happened to Jack’s watch, Jane?

A. Ignoring the student"s mistake.

B. Encouraging peer correction.

C. Helping the student to correct his own mistake.

12. What activity is following seating arrangement most suitable for?

A. Group discussion.

B. Acting of a play.

C. Individual reading of the text.

13. Which of the following activities can be used at the practice stage of vocabulary instruction?

A. Completion exercises.

B. Reading to discover the meaning of words.

C. Cross-word puzzles.

14. Which of the following activities is most suitable for whole-class work?

A. Role-play of a dialogue involving the use of the passive voice.

B. Writing about the changes of one"s hometown.

C. Presenting the passive voice.

15. Which of the following best explains what a lesson plan involves?

A. It is a reminder for the teacher, who needs to refer to the reference materials in classroom instruction.

B. It is a schedule of the classroom procedure to fulfill the teaching and learning objectives.

C. It is a list of activities to be conducted in a lesson.

Section ⅡProblem Solving

Questions 16—20 are based on this part.

Directions: Below are five situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution(s) according to what you have learned in Book 2. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.

16. Mr. Li will assign a writing task for each unit. Every time, he will give a topic similar to the texts they learn, like "My hometown", "Sports" and so on for students to finish after class.

17. Mr. Wang always conducts grammar instruction with discovery activities. He thinks students need to get familiar with the structures through reading and writing before learning the rules of grammar.

18. Mr. Deng is very pleased with his new textbook. But when he asked his students to do all the exercises in the textbook, he found he could not find enough time, and some students were not very active in the classroom activities.

19. In class, Ms Zhang assigned the students to work in groups to work on an information transfer table. When time was up, only two groups finished ahead of time, and others were still discussing.

20. Jack is reporting their group task about an investigation of students" pastimes. But because he is a little nervous and not so good at speaking, he pauses here and there and always makes mistakes. To help him, the teacher inserts some correction during his report.

Section ⅢMini-lesson plan

Questions 21 and 22 are based on this part.

Directions: Read the two texts below and complete the teaching plans. Write your answer on the Answer Sheet.

21. Design an activity to present the vocabulary in the following passage. It should involve the students in group discussion.

My name is Adam Rous,. I"m 19 years old and I used to be a drug addict. I first started using drugs when I -was 15. 1 bought cannabis from a man in the street. I continued to buy cannabis from the same man for about six months. One day, he offered me some crack cocaine.

Cocaine is a powerfully addictive drug. Some drug users inject cocaine, others smoke it. Both ways are dangerous. Users who inject the drug are also in more danger if they share needles with other users

Type of the activity (e. g. information-gap, role-play,

problem-solving)

Objective(s) of the activity

Classroom organization of the activity

Teacher"s role(s)

Students" role(s)

Teacher working time

Student working time

Teaching aid(s)

Predicted problem(s)

Solution(s)

Procedure 1)

2)

3)

4)

22. Design a writing activity with the following material.

Lao She wrote Teahouse in 1957. The play shows the audience life in China between 1900 and 1950. It lakes place in a teahouse in old Beijing and it tells us the story of Wang Lifa and his customers. It takes us to see the teahouse as the centre of the neighborhood. Finally, it says goodbye to old Beijing and its people.

The story starts in 1898 during the Qing dynasty. It continues in 1910, and finally it brings the audience to the end of Anti-Japanese War in 1945. Then the government takes the teahouse from Wang, and he dies.

Lao She was barn in 1899. He wrote many plays , novels and short stories. He was born in Beijing. His parents sent the young man to the Teacher"s School in Beijing and he learned to teach. From 1924 to 1929 he taught Chinese to the

English in London. He was named a "People"s Artist" and a "Great Master of Language". He was one of the greatest Chinese -writers in the twentieth century.

At Lao She "s Teahouse today, waiters bring tea to the customers and sell them delicious Chinese food. If you like Beijing Opera, folk music, acrobatics or magic shows , you can enjoy them at the teahouse. Lao She"s Teahouse gives a warm welcome to everyone from China and from all over the world.

Type of the activity (e.g. parallel writing,

role-play, problem-solving)

Objective(s) of the activity

Classroom organization of the activity

Teacher"s role(s)

Students" role(s)

Teacher working time

Student working time

Teaching aid(s)

Predicted problem(s)

Solution(s)

Procedure 1)

2)

3)

4)

英语教学法(2) 试题答案及评分标准

Section ⅠBasic Theories and Principles (共30分，每题2分)

1. B

2. A

3. C

4. A

5. C

6. A

7. B

8. B

9. A 10. B

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

Section ⅡProblem Solving (共30分，每题6分)

找出问题得2分，根据交际法原则提出合理的解决方案得2分，问题和解决方案应有适当的阐述，行文逻辑1分，语法1分．

16. Problems:

1) Students need writing practice in class. They need to be trained in specific writing mechanism. They need to work together with others. After-class writing assignment itself is powerless to train students" writing ability.

2) The topics are too general and there is not a sense of purpose in writing.

3)The topics cannot give students a sense of audience in writing,

4) There should be some writing requirement in terms of the process and writing skills. Solutions:

1) The teacher had better incorporate writing into the classroom instruction, integrating it with reading, listening or speaking.

2) If he assigns writing as after-class homework it is better to make clear the purpose of writing. For example, are they introducing their homework to attract foreign investment or something else?

3) The teacher should narrow down the topic, making it easy to handle for the middle school students.

4) The teacher should make it clear who, he prospective readers might be. For example, are they introducing their hometown to foreigners or someone else?

(以上两部分，各回答出两点即可得4分)

17. Problems:

1) It fails to consider the diverse objectives of grammar instruction. We shouldn"t always use the same kind of approach in grammar instruction. The inductive approach can"t suit all grammar instruction objectives.

2) It fails to consider the diverse types of grammar items and the supporting materials. It is wrong to adopt the same approach to all grammar instruction.

3) It fails to consider the learning styles of the students. Some students prefer inductive learning, while others may prefer deductive learning.

Solutions:

1) The teacher should first do some needs analysis. He should be clear whether the students already have relevant grammar basis. Can he make use of it?

2) It is better to choose an approach correspondent to students, learning styles. With analytical learners, deductive instruction may work better.

3) The teacher should vary the approach according to the materials. Inductive approach may work better with some grammar items, but worse for others.

4) We should vary our approaches to grammar instruction. Sometimes, it is better to adopt the deductive approach if the students have already had the relevant grammar knowledge.

(问题部分要求写出两点，解决方式可以只写一点。)

18. Problems:

1) The textbook may not suit his students.

2) The activities may not suit his students" learning styles.

3) The activities may not suit his students" multiple intelligence differences.

4) The language level may not consist with his students" current proficiency level.

5) The teacher"s way of instruction lacks variety and thus makes the class dull, which may bore the students.

Solutions:

1) The teacher should make some adaptations when using the textbook with his students. No textbook can suit everyone.

2) The teacher can delete some activities, and add some to suit his class.

3) The teacher should design his own activities with the same material.

4) He can select some other materials (or his students lo complement the course book.

5) He can rearrange the materials in the course book.

问题和解决方式都须回答出两点。

19. Problems:

1) The information transfer activity may be too difficult for the slow groups, so they could not finish it on time.

2) Maybe the slow groups were not very interested in the activity and thus were hanging it out.

3)Maybe the task was too difficult and so only the best group could finish on lime. Solutions:

1) The teacher should have monitored the process of group work. Before the time was over, he should remind the students to work faster.

2) If the task was really difficult, he could give the students more time to work on ii.

3) He could give the fast groups more tasks to do, or arrange the two fast groups together to talk about their work.

4) He could also ask the groups to join the slow groups to help them finish the task.

5) If he really couldn"t wait, he might just stop the students.

问题部分要求写出2)和1)，3)中的一项，解决方法部分3)、4)两点必须包括一点，然后再能说出另外一点．

20. Problems:

The teacher should not correct the student while he is reporting.

Solutions:

1) The teacher should let the student finish first. If the mistakes he makes are important, he can give some suggestions for improvement a. the summary stage.

2) The teacher may just ignore the mistakes if they do no. affect comprehension.

本题问题必须与此一致，占2分，解决方案两点部必须说出，各占1分。

Section ⅢMini-lesson Plan (共40分，每题20分)每题的评分标准相同，具体如下：

Type of the activity 1分；活动类型要符合活动设计

Objective(s) of the activity

2分；活动目的描述要清楚，与活动相适应，不符合活动要求不得分

Classroom organization of the activity 1分；活动组织形式须与活动相适应，否则

不得分

Teacher"s role(s)

1分；教师角色的描述必须与程序中所描述的教师活动相一致，否则不得分

Students" role(s)

1分；学生角色必须与程序中所描述的学生行为相一致，否则不得分

Teacher working time 1分；教师活动时间必须与程序中所标示时

间一致，否则不得分；如果程序中没有标示时间，同样不得分

Student working time

1分；学生活动时间必须与程序中所标示时间一致，否则不得分。如果程序中没有标示时间，同样不得分

Teaching aid(s) 1分；活动介绍中要求能体现教具的使用

Predicted problem(s)

1分；预测问题要符合活动的特点，如果预测问题与活动不符，即本活动中不可能出现此问题，则不得分

Solution(s) 1分；解决方式要适合所提出的可能性问题

Procedure

9分；活动的程序描述要清楚，一般至少要有三步组成，其中每一步要描述清楚教师和学生行为。程序能清楚符合实际可得9分，每一阶段3分。

21．

Type of the activity (e. g. information-gap, role-play. group discussion) Vocabulary research (Group

discussion)

Objective(s) of the activity

1) To present the meaning of new words and expressions.

2) To train the skill of word mapping.

Classroom organization of the

activity

Lockstep to Group work Teacher"s role(s) Organizer, instructor, resource

Students" role(s)

Consultant, negotiator, knowledge researcher

Teacher working time 2"

Student working time 8"

Teaching aid(s) OHP, multiple media, pictures

Predicted problem(s)

1) The students may not be able to associate the words in the text with the pictures, as they do not have the needed knowledge of drugs.

2) There are many other words which the text does not show, and the students may not know them either.

3) Groups may work differently. Some may be very fast while others are slow.

Solution(s)

1) The teacher can circulate around to offer help.

2) The teacher can encourage the students to consult dictionaries.

3) The teacher can ask the fast groups to help the slow groups.

Procedure

1) The teacher presents a set of pictures showing drug addicts taking dugs. (1")

The teacher can first ask the students what the pictures are about and then arrange them into groups to fulfill a task.

2) Ask the students to work in groups to name the things and people in the picture. (5")

3)Ask different groups to report (3")

4) The teacher summarizes and presents the new words in word map on the blackboard. (1")

学员可以涉及其它活动展示词汇，但是必须为小组讨论式的活动。

22．本写作为仿写，要求学生根据所给材料的写作方式，介绍类似的话题(电影、戏剧、故事或人物)

Type of the activity (e. g. parallel

writing, role-play, problem-solving)

Parallel writing

Objective ( s ) of the activity To practice introduction of films,

plays and so on.

Classroom organization of the

activity

group work to individual work

Teacher"s role(s)

Organizer, facilitator* manager, resource

Students" role(s)

Negotiator, composer, information processor

Teacher working time 5" Student working time 13" Teaching aid(s) OHP

Predicted problem(s)

1) The students may be interested in different films and thus cannot agree on one film or play in discussion.

2) There may be many things they cannot express about a film or play.

3) The students" presentation may reveal some problems with the students" writing.