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.

首先,确定问题所在。

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.

你应该详细说明这个问题(s)和解决方案(s)正常。

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)

Students’role(s)

Teacher working time

Student working time

Teaching aid(s)

Predicated problem(s)

Solution(s)

Procedures 1)

2)

4)

英语教学法（2）样题参考答案

Section I. Basic Theories and Principles (30 points)

1. B

2.A

3.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.

问题:老师教语法在演绎的方法。

This approach is usually mechanical and dull.

这种方法通常是机械和无聊。

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

学生们要学习规则,被动地很少参与过程的工作。

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

因为规则有时太受限制,有很多例外,可能造成学生。

This method is usually more concerned with form than use.

这种方法通常是更关心的是表比使用。

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

如果学生迎接新结构在孤立的句子,他们不可能会感觉何时及如何使用结构。

They are very likely to go on using in incorrectly.

他们很可能继续使用的不正确。

Solution: Bring in the inductive grammar teaching approach.

方法:归纳语法教学带来的方法。

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

结合两种教学方法的语法在一起,老师可以达到更好的效果比使用两种方法是排外的。

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

老师能给学生们做了一个第一个语境,并要求他们制定的规则。

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

在收集学生的建议,老师可以告诉他们现有的规则和解释规则的例外情况。

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

这种方式,学生将会积极参与思维过程和可以理解的规则更好。

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.

他们也会意识到一个事实:在语法规则是人们观察语言的使用,所以他们可能会改变人们的使用的语言可能会改变。

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.

你将会给一些词汇对温度。

Please design a vocabulary activity based on the following instruction:

请设计一个词汇活动基于下面的指令:

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

看看下面的框,试图发现每个单词的意思在一本字典。

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

然后安排的词来展示他们的差异程度的温度。

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

最后,试图利用每一造一个句子的单词

Type of the activity类型的活动

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

(例如使用文字领域,回答问题,information-gap、角色扮演等。)

Using word fields, sentence-making

使用文字领域,sentence-making

Objective(s) of the activity

目的(s)的活动

1.Understand the meaning of temperature-related words

temperature-related理解的单词

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

区分不同程度的这些temperature-related的话

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

应该使用这些文字

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

Pair work or group work

工作或小组活动

Teacher’s role(s)教师的角色(s)

Instructor, organizer, facilitator

教师,组织者、推动者

Students’ role(s)学生的角色(s)

Active participant

积极的参与者

Helping each other

互相帮助

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.

是以学生可能倾向于使用汉语词汇练习。

Solution(s) 解决方案(s)

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

告诉学生们要避免使用中国尽可能多的词汇练习同时做。

Procedures程序

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

1)学生解决这些话的意思在在一本字典。

2) Draw a series of steps on the blackboard.

2)得出一系列步骤写在黑板上。

Write “cool” on a middle step.

“酷”写在一个中间环节。

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

学生分成小组决定上的字,或采取其他步骤冷温度会比这个词很“酷”。