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Section I. Basic Theories and Principles (30 points)

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

1.What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?

A. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.

B. Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.

C. Lexical devices that use the repetition of key words or synonymous words to link sentences together.

2. What will a good writer usually do in the pre-writing stage of the writing process?

A. Make decisions on the purpose, the audience, the contents, and the outline of the writing.

B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.

C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.

3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?

A. Controlled writing.

B. Guided writing.

C. Free writing.

4.Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?

A. Descriptive grammar.

B. Prescriptive grammar.

C. Traditional grammar.

5. When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?

A. Deductive grammar teaching.

B. Inductive grammar teaching.

C. Traditional grammar teaching.

6. In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?

A. Presentation Stage.

B. Practice Stage.

C. Production Stage.

7. How can we help students to memorize a new word more effectively?

A. Put the new word in a context, relate it to known words, and use illustrations.

B. Pre-teach the new word of a text, pronounce it correctly, and group it.

C. Put the new word in a list of unconnected words with illustrations.

8. Which of the following techniques can best present the word “pollution”?

A. Show or draw a picture.

B. Give a definition or an example.

C. Demonstrate the meaning by acting or miming.

9. Whether two words go together with each other or not is an issue of what?

A. Connotation.

B. Register.

C. Collocation.

10. Among the following factors that may affect a lesson plan, which one includes classroom size?

A. Human factors.

B. Physical conditions.

C. Syllabus and testing.

11. What are the most important parts of a lesson plan?

A. Textbooks and classroom aids.

B. Anticipation of problems and flexibility in dealing with them.

C. Objectives of the lesson and procedure to achieve them.

12. Why do we need to design tasks to supplement the textbook?

A. Textbooks usually are not well written.

B. Textbooks need adaptations to fit the needs of their target students.

C. Textbooks only cover a limited amount of language skills.

13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?

A. Textbook, exercise book, teacher’s book, and blackboard.

B. Interaction between teacher and students.

C. Arrangement of desks and chairs.

14. What role does a teacher take to create an environment in which learning can take place?

A. Instructor.

B. Manager.

C. Assessor.

15. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?

A. People.

B. Environment.

C. Organization.

Section II: Problem Solving (30 points)

First, identify the problem.


Second, provide your solution according to the communicative language teaching principles.第二,提供你的解决方案根据交际语言教学的原则。

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


17. In a grammar class, the teacher teaches the use of “some”and “any”in the following way:

A. Explains the rules of their usage.

B. Provides some examples to illustrate the usage of the two words.

C. Ask the students to do pattern dills.

D. Ask the students to apply the rules to given situations.

18. When teaching a new reading passage, the teacher writes all the new words on the blackboard and asks the students to look them in dictionaries. Then the teacher explains the meaning of these new words in simple English, usually by providing some examples of their usage. Sometimes, the teacher may provide the Chinese versions for these words. After dealing with the vocabulary, the teacher will then shift their focus to the reading passage.

Section III: Mini-lesson Plan

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

22. You are going to teach some vocabulary about temperature. Please design a vocabulary activity based on the following instruction:

Look at the box below and try to find out the meaning of each word in a dictionary. Then arrange the words to show their differences in the degree of temperature. Finally, try to make a sentence using each of the words

Freezing cold chilly cool mild warm hot

Type of the activity (e.g. using word field, answer questions, information-gap, role-play, etc.)

Objective(s) of the activity

Classroom organization of the activity

Teacher’s role(s)


Teacher working time

Student working time

Teaching aid(s)

Predicated problem(s)


Procedures 1)




Section I. Basic Theories and Principles (30 points)

1. B



4. A

5. B

6. C

7. A

8. B

9. C 10. B

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

Section II: Problem Solving (30 points)

17. Problem: The teacher teaches grammar in a deductive way.


This approach is usually mechanical and dull.


The students learn the rules passively with little involvement in the process of working them out.


Since rules are sometimes too restrictive, there are lots of exceptions that may confuse the students.


This method is usually more concerned with form than use.


If students meet the new structure in isolated sentences, they may not get a feel for when and how to use the structure.


They are very likely to go on using in incorrectly.


Solution: Bring in the inductive grammar teaching approach.


By combining the two ways of teaching grammar together, the teacher can achieve a much better result than using either way exclusively.


The teacher could first give the students a context and ask them to work out the rules


After collecting the students’ suggestions, the teacher could then tell them the existing rules and explain exceptions to the rules.


This way, the students will be actively involved in the thinking process and may understand the rules better.


They will also be aware of the fact that grammar rules are worked out by people observing

the use of language, so they may change as people’s use of language may change.


18. Problem: The students taught in this way are mainly receiving passive knowledge from the teacher. They merely learn to understand these vocabularies, rather than how to use them. The new words are not taught from a context, and there is no practice of using them in an authentic or a near authentic situation. This students will not learn these new words in an efficient way.

Solution: The students need to learn passive knowledge and active knowledge at the same time. The teacher could use various means to help the students to understand the vocabulary. For some, they can use illustrations, for some, they can use definitions, and for others, they can guess from the context. The teacher could also use different ways to help the students to use the new words. Exercises like information gap, crosswords, quiz, or recording new words all can help the students to learn vocabulary in a more efficient way.

22. (供参考)

You are going to teach some vocabulary about temperature.


Please design a vocabulary activity based on the following instruction:


Look at the box below and try to find out the meaning of each word in a dictionary.


Then arrange the words to show their differences in the degree of temperature.


Finally, try to make a sentence using each of the words


Type of the activity类型的活动

(e.g. using word field, answer questions, information-gap, role-play, etc.)


Using word fields, sentence-making


Objective(s) of the activity


1.Understand the meaning of temperature-related words


2.Distinguish the differences in degree of these temperature-related words


http://www.doczj.com/doc/62f689407f21af45b307e87101f69e314332fa8b.htmle these words competently


Classroom organization of the activity对课堂活动的组织

Pair work or group work


Teacher’s role(s)教师的角色(s)

Instructor, organizer, facilitator


Students’ role(s)学生的角色(s)

Active participant


Helping each other


Teacher working time 5-10 mins

5 - 10分钟。老师工作时间

Student working time 20-25 mins

20 - 25分钟。学生工作时间

Teaching aid(s) 教学辅助工具(s)

Blackboard illustration of vocabulary steps and cardboards with one word on each of the 黑板说明词汇步骤和硬纸板用一个词在他们每一个人的

Predicated problem(s)问题(s)

Students may tend to use Chinese in vocabulary exercise.


Solution(s) 解决方案(s)

Tell the students try to avoid using Chinese as much as possible while doing vocabulary exercise.



1) Ask the students to work out the meaning of these words by looking them up in a dictionary.


2) Draw a series of steps on the blackboard.


Write “cool” on a middle step.


Ask the students to work in groups to decide words on the other steps that are colder or warmer than the word “cool”.