课程与教学论部分Decide whether each of the following statements is true or false. Write a T in the brackets if it is true or an F if it is false. (15 points. 1 point for each other)1.Interaction and experimenting with the language in communication are very important factors for language development. T2.We should not be tolerant to our L2 learners’ errors when they are trying tocommunicate. F3.Children should start learning English as early as possible even if they are not ingood circumstances. F4.Different personalities have different aptitude for learning another language. F5.Motivation and interest in learning are fundamental to ensure success in learning aforeign language for children. T6.Faced with the new curriculum, English teachers are expected to change theirviews about language which is not a means for communication but a system of linguistic knowledge. F7.The new English curriculum is designed to promote the students’overall quality. T8.In order to lay a good foundation for continuing development, more attentionshould be given to the students’language skills, knowledge, affects, strategies and culture awareness. T9. A primary English teacher should be encouraged to use both formative andsummative assessment to evaluate children’s lea rning. T10.Remembering all the International Phonetic Alphabets can automaticallyguarantee good pronunciation. F11.Children learn best when they are involved both physically and mentally. T12.Students need to be given detailed grammar rules if they are to learn a foreignlanguage successfully. F13.Different seating arrangements allow not only different classroom interactions butalso different learner-teacher relationship. T14.As for classroom language, an English teacher should use half Chinese and halfEnglish to make himself or herself understood by the children. F15.A teacher should always speak in a normal voice in English class, for the noisierthe teacher is, the noisier the children will become. F16.A teacher should raise his\her voice above the noise in order to get quiet in theclassroom. F17.A class that is in control is not always quiet and a quiet class with a teacher doingall the talking is not necessarily a good learning environment. T18.Putting summative and formative assessment together, we will be able to form asound basis for checking students’learning and teachers’ teaching. T19.Formative assessment is mainly based on formal testing, which is done mostly atthe end of a learning period or at the end of a school year. F20.By constantly reflecting on teaching and learning, the teacher can move towardsprofessional competence. T21.The method, known as Total Physical Response, means that children respond toteachers’ instructions by using gestures, body language or by speaking loudly. F 22.Children’s attention spa n is very short, thus many long activities are used insteadof short and simple ones. F23.There is no point in explaining complicated grammar rules to children, for theyare not good at analyzing language rules. T24.Children like to do things with difficult learning targets because they want to feelsure that it is not something beyond their ability. F25.One language form may express a number of communicative functions and onecommunicative function cannot be expressed by a variety of language forms. F municative competence entails knowing not only the language code or theform of the language but also knowing how to use the language appropriately in social situations. T27.The English teaching objectives are to develop students overall language abilitieswhich are composed of language knowledge, language skills, affect, learning strategies as well as cross-cultural awareness for relevant levels. T28.It is believed that poor pronunciation may cause problems for the learning of otherskills. T29.Children do not need to learn grammar rules when they acquire their firstlanguage, so they do not need them either when learning a foreign language. F 30.Teaching and learning grammar should focus on practice rather than the study ofgrammar itself. Tnguages consist of “words” with equivalents from one language to another. F32.English-English explanations are the best way for vocabulary teaching. F33.Reading is a silent activity. Reading aloud does not help much withcomprehension. T34.When we read, our eyes should constantly move from letter to letter, word to wordand sentence to sentence. F35.It is helpful to use a dictionary to check and note down the meaning of all the newwords while reading. F36.Possessing a large amount of vocabulary is the key for reading comprehension. F37.It is not necessary to pre-plan the instruction or support the instruction by pictures,demonstrations, or examples. F38.We should expect our students to produce accurate language every time theyspeak. F39.Asking the students to predict or guess the meaning of a word in certain contextbefore explaining it to them is one way to consolidate new words. F40.The main advantage of task-based teaching is that language is used for a genuinepurpose that real communication should take place. T41.Making errors will lead to bad habit formation, so we should correct themwhenever they occur. F42.As a learner of English, you will be forgiven for errors of inappropriateness if youcan speak good English. F43.The English curriculum at the primary phase is designed into 2 levels. Level 1covers Grade 4, Level 2 covers Grade 6. FMultiple choice .Choose from the given choices the correct one and write the corresponding letter in the answer sheet. ( 15points, 1 point for each choice )D 1. Activities can usually “stir ” a class and can also “settle ” it .Which of the following activities is a “stirrer”?A. Ask the whole class to copy a list of food words onto a piece of paper from the board.B. Children open the book and practice the dialogue and ready for an acting out.C. Stick a list of flashcards on the board with number given to each card. Ask thepupils to listen and write down the number of the picture they hear.D. The teacher puts the cards together and takes away one of them and asks thepupils to guess what she has got on her flashcards by saying to the children “guess what I have got on my flashcards”.D 2. Which of the following activities are best done for individual work?A. Story-tellingB. guessing gamesC. information-gap activityD. reading silentlyA 3. Which of the following activities are best done with group work.A. drama performanceB. reading aloudC. writing a letter or e-mailD. presenting new languageC 4. Below is a classroom extract. Which error-correction method is used?A. direct teacher correctionB. whole class correctionC. self-correctionD. peer correctionC 5. The following are things that teachers often do in a language classroom. Decide what role the teacher is playing.A. controllerB. assessorC. prompterD. resource-providerB 6. The following are what teachers often do in a language classroom. Decide what role the teacher is playing.The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A. assessorB. controllerC. prompterD. participantD 7. The following are what teachers often do in a language classroom. Decide what role the teacher is playing.While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A. assessorB. prompterC. organiserD. resource-providerA 8. Which of the following activities is best for whole class work ?A. summarizing learningB. performing an information-gap taskC. writing a letter or e-mailD. reading silentlyB 9. Which measure is the most appropriate for the teacher to take if the class seem to be getting out of control, or if discipline occurs due to inappropriacy of the activity?A. stopping the classB. changing the activityC. shouting loudlyD. dealing with it immediatelyD 10. Which of the following ways to solve disciplines problems have proved not useful or effective except ______?A. using threats and shouting loudlyB. giving written homeworkC. putting them in the corridorD. creating a code of behaviorC 11. To develop the skill of listening for gist, which of the following activity should not be included?A. deciding upon a titleB. sequencing the main pointsC. filling in some blanks with the words in the textD. writing a brief summaryB 12. Many proponents of the Communicative Approach advocate the use of ______materials in the language classroom.A. classicB. authenticC. modernD. oralD 13. Single out the statement that can not be classified into the category of thelanguage skills.A. Automatic decoding skillsB. Sufficient amount of vocabularyC. Adequate knowledge of grammarD. Relevant backgroundB 14. Please identify the follow ing students’ reading approach.The reading approach used by Tom is _____.A. top-down approachB. the bottom-up approachC. the interactive approachD. the elective approachC 15. For the production stage in teaching, there is _____.A. no information gap activitiesB .no role play activitiesC. an emphasis on fluency and useD. an emphasis on correctnessA 16. According to the PPP model, which speaking activity in the following wouldmost probably appear at the production stage of the oral class teaching?A. DiscussionB. RepetitionC. Gapped dialogueD. Reading and actingA 17. Which of the following is characteristic of children in learning a foreignlanguage?A. They pay more attention to meaning than to formB. They have a clear purpose in learning a foreign languageC. They can monitor their own learning.D. They can concentrate for a long time in classA 18. Which of the following activities are best done with pair work?A. Information gapB. Guessing gameC. Watching videosD. Role-playD 19. Which of the following helps assess language performances?A. Asking students to reflect on what activities attract them most.B. Asking students about their attitudes towards a certain game.C. Asking students to draw pictures according to description.D. Asking students to do a quiz at the end of the lesson.C 20. Which of the following is suitable for speaking?A. TPR actionsB. Recognizing picturesC. Information gap D .Matching pictures with descriptionsC 21 In which stage of the presentation – practice - production approach will studentshave the chance to use the new language freely and incorporate it into their existing language?A. Presentation stageB. Practice stageC. Production stageD. Presentation and practice stageC 22. What role does a teacher take to create an environment in which learning can take place ?A. InstructorB. PrompterC. ManagerD. AssessorC 23. The following principles except ______ are used for designing activities used in the primary classroom.A. Children learn best when feeling happy and secure.B. Children learn best when they are involved both physically and mentally.C. Children don’t need plenty of opportunities to use similar language again andagain.D. Children learn the whole language rather than through analyzing languagerules.D 24. Mentally-engaged activities require children to think hard while doing them.Which of the following activities belongs to it?A. Reading aloudB. Coping or colouringC. Repeating the sentenceD. Guessing gamesA 25. What is the teacher doing by saying "Now you are going to do this in pairs."?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.A 26. Which role does the teacher play in the following activities?When the students are doing a group-work task, the teacher joins one or two groups for a short period of time.C.participant B. assessorC. source of helpD. controllerB 27. In the process of the PPP model teaching, the amount of the teacher’s controlis expected to ______ as the activities progress from accuracy-focused tofluency-focused.A. increaseB. decreaseC. remainD. loseD 28. What strategy does the following activity help to train reading?Locating the specific information.A. skimmingB. inferringC. word-guessingD. scanningC 29. Which reading skill is the teacher using in reading?The teacher asks the students to try to guess information or ideas that go beyond the literal meaning of the text.B.recognizing organization of the text B. predictingC. inferring or reading between the linesD. scanningA 30. To memorize vocabulary by reading and repeating aloud is______ than to memorize them in context.A. less effectiveB. more effectiveC. much easierD. much quickerC 31. Which of the following can train listening?A. Sequencing the pictures.B. Writing captions for pictures.C. TPR= Total Physical ResponseD. Matching titles with different paragraphs.B 32.The reading approach used by Tom is ______ .A. a bottom-up approachB. a top-down approachC. an eclectic approachD. an interactive approachD 33. What approach is based on the study of texts in the target language, which has to be explained in the mother tongue and then translated?A. the communicative approachB. the humanistic approachC. the functional-notional approachD. the grammar-translation methodC 34. When we read newspapers and magazines, specialized articles, teaching materials, dictionaries, what kind of purpose are we having for reading?A. Reading for survivalB. Reading for entertainmentC. Reading for learning and informationD. Reading for pleasureC 35. What role does the teacher play in the deductive presentation of grammar?A. ParticipantB. PrompterC. InstructorD. AssessorD 36. Which of the following grammar instruction is inductive?A. Explain the structure and usage of passive voice to the students.B. Ask students to read grammar books and tell the rules of passive voice in class.C. Let students practice applying the rule to produce sentences with given prompts.D. Ask students to read the passage and find out the rules for passive voice.A 37. In the classroom, we should try to design authentic communicative activities. The following activities except ______ are all communicative activities.A. drilling exercisesB. information gap activitiesC. role-play activitiesD. mini-research and questionnairesCase analysisThe Lead-in skills of English teaching play an important role in improving the teaching results. Please examine the problem with the following Lead-in part and help the teacher to find the problem, then improve it.Teaching contents: HobbiesJane: What are your hobbies, Lily?Lily: Well, I like music and painting. What about you?Jane: I like music, too. And I also like collecting stamps.Lily: How interesting! Jim likes collecting coins. Do you know that?Jane: Really?Lily: Yes, we can collect a lot of other things.Lead in:1.Sing the song “We are happy bees.”2.Free talkT: Are you happy now, boys and girls?Ss: (学生一时不知怎么回答，有的说Y es, 有的说No，教师尴尬地笑了笑) T: I’ve got some presents for you. They’re in the box. Can you guess what’s in the box?S1: Perhaps it’s a cake.Ss: Biscuits/ Sweets? Flowers… . （学生七嘴八舌、漫无边际地猜想）T: (打开盒子) Look, some chocolate. I’ll give you some chocolate after class.T: Hello, do you like playing basketball?Ss: （学生又是一愣）Y es.(接着老师便呈现新课)Case analysis2.Please examine the problem with the following speaking instructions and help the teacher to find the problem, then improve the instructions.In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Case analysis3.There are different ways and techniques for correcting errors. The following is an example that a teacher is trying to correct the students’errors. Are you in favour of the way? Please give your opinions.T: Can you tell us something about your father, Tom?S: My father is 40 years old. He is very high. He is a doctor. He works in our City Hospital.T: Oh, good. V ery good, Tom. Y ou said your father is very high? What word can we use instead of High?S: Y es, Tall. He is tall.T: Wonderful, Tom.Case analysis4. Teaching objective is one of the basic components that a lesson should have. Please examine the problem with the following teaching objectives and help the teacher to find the problem, then improve them.Teaching contents: The first period of Unit 2 Public Signs from Oxford Primary English. The text is about learning some public signs such as “Keep quiet!” , “Keep off the grass!”, “Danger” etc.Teaching objectives:1.To learn the new words: always, must, away, should, cage, noise ….2.To learn the sentence pattern:1) It means we ….2) Y ou must/ should/ shouldn’t ….。
