《英语教学法》期末考试试题之二答案和评分标准（精选5篇）第一篇：《英语教学法》期末考试试题之二答案和评分标准《英语教学法》（1）期末考试试题之二答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each1.the teaching of Ancient Greek and Latin in the west2.an intellectual activity3.topics, situations, functions, notions4.Dell Hymes5.first language acquisition6.The …holistic‟ approachmunity Language Learning8.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate10.a knowledge of the appropriateness, the functional value of the language11.inappropriateness12.a constructive process, what is presented on the page or in the sound system13.oral communication14.the vocabulary and grammar structures, the skills required in typical situations15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches,radio announcements, new reports, plays, etc.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each1.F2.F3.F4.T5.F6.T7.F8.F9.T10.TPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]The States ExplainedLike all Dads, my father sometimes seemed to be practicing for a world‟s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, …Hey, another car from Wyoming.That‟s three this morning.‟Or: …Mississippi.Wonder what he‟s doing up here?‟Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.I have to admit it.I have becomemy father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing” for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‟s “You‟ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn‟t he call?” However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‟t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‟t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunkendriving I may legally decline to give a blood sample.Since I always buckle anyway, don‟t own a gun, and haven‟t the faintest desire to stick my fingers in people‟s mouths, even for very good money, these matters don‟t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”.All biology textbooks must carry a statement saying “This textbook discusses evoluti on, a controversial theory some scientists present as a scientific explanation for the origin of living things.“By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‟t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.Pre-reading activities(10%) five points for each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λExamine the accompanying visual information(diagrams, maps, photographs) λ Reflect on the title or the topicλλλλλλ State what they already know about the topic State what they would like to know about the topic Write their own questions that they want the text to answer Answer the teacher‟s general questions about the text type or topic(oral or written)Brainstorm the topic in groups or whole class Guess the topic by looking at key words from the textWhile-reading Activities(30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each partThe following are possible while-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λ Skim reading to get the gist(main idea of the textλ Locating specific informationλ Transferring information from the text to a diagram, table, form, map, graph or picture λ Taking notes on the main points, or on specific points of the textλ Drawing a diagram to show the text structureλ Answering factual questions on the textλ Answering inferring questions on the text(reading between the line)λ Putting the events in correct orderλ Stating if statements given about the text are true or false λ Working out the meaning of words or phrases in the text from the contextλ Examining referents in the text and stating what they refer toλ Putting the paragraphs of a jumbled text back in the correct orderλ Giving sections of a text appropriate headingsλ Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λOral discussion of the topic of the textλ Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different charactersλ Writing a summary of the main content of the textλ Comment on the content of the textλ Retelling the story of the textλ Finishing the story(orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choiceλ Listening to or reading some supplementary materials.第二篇：英语教学法期末考试资料Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target language 5.Help students to guess the grammar rules of the target language 6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method 1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context Vocabulary items presentation and practices Presentation 1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the e synonyms or antonyms to explain e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possiblemisunderstanding or confusion that students may have.for practice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling 1.Five main components of communicative competence: Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning 5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the comprehension level of the students.To use the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a per formance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannotbe.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.第三篇：英语教学法期末考试资料Steps for teaching a grammatical item:1.Provide a context2.Help students to say the target language3.Provide a written record4.Personalize the target language5.Help students to guess the grammar rules of the target language6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to givensituations(practices).The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextVocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.forpractice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling1.Five main components of communicative competence:Linguistic competenceis concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Disco urse competencerefers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence iis similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluencymeans one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to thePPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit thecomprehension level of the students.Touse the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement2)Ss select group members3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation withthe learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.第四篇：04-《英语教学法》期末考试试题之三《英语教学法》（1）期末考试试题之三（开卷考试）Part I.Fill in the blanks with correct information: 30%1.By adopting the Grammar-Translation Method, a teacher would_____________________ and then do some translation work.2.The founding of _____________in 1957 had impacts on the way languages were taught.3.The main aim of a functional-notional syllabus is on ______________.4.According to Dell Hymes, ___________ is as important as __________ in language use.5._______________ was the basis of the Audio-lingual Method.6.____________ is concerned with treating a learner notjust as a student in the classroom, but as a human being with feelings and emotions.7.In _____________, translations in students’ mother tongue of texts are provided 8.The Grammar-Translation Method is usually based on a _____________ syllabus.9.A needs analysis is done by studying ____________________________________.10.Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________.11.Students, without any knowledge of the appropriateness of language but_________________________, are making potentially more serious errors.12.The difficulty of a text depends not only on the language but also_________________.13.Natural conversation often seems chaotic because of__________________, _________________, ____________________.14.CLT focuses on _______________________ though attention is given to vocabulary and grammar.15.___________further divided authenticity into communicative genuineness and communicative authenticity.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%1.People learned Ancient Greek and Latin as an intellectual activity.2.Sociolinguistics is the study of culture and the comparison of cultures between different countries.3.The Audio-lingual Methods encourages the use of mother tongue in the classroom.4.T otal Physical Response pays particular attention to the comfort of the classroom and the learning environment.5.A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 A t the baker’s, etc.is based on a functional syllabus.6.As a learner of English, you will be forgiven for errors of inappropriateness if you can speak goodEnglish.7.Knowledge of oral communication features can help improve the teaching of communicative skills.8.According to Widdowson, A text is genuine if it follows the convention of that type of text.9.Good learners should avoid making errors.10.Social interaction activities focus on the social aspect of communication and functional communication activities on the functional aspect of communication.Part III 50% Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believ es that playing in gigs is very important.“You never know when an agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen to all of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.So me of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!Pre-reading activities Activity 1 Specific steps: Reasons for your design:Activity 2 Specific steps:Reasons for your design:While-reading Activities Activity 1 Specific steps:Reasons for your design:Activity 2 Specific steps:Reasons for your design:Activity 3 Specific steps:Reasons for your design:Post-reading activities Activity 1 Specific steps:Reasons for your design: Activity 2 Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之三答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each 1.explain and analyze the target language in the students’ mother tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language 10.the intended meaning 11.able to produce structurally perfect sentences 12.the amount of background knowledge required 13.back-channel responses, utterance completion and overlaps 14.a comprehensive training of communicative competence 15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each 1.T2.F3.F F5.F6.F7.T8.T9.F10.F。
