《英語教學(xué)理論及方法》課程試卷(B卷)有答案

1、考試答案不得超過此線安慶師范學(xué)院外國語學(xué)院2007-2008學(xué)年度第二學(xué)期期末考試英語教學(xué)理論及方法課程試卷（B卷）注意事項(xiàng)本試卷共四大題，第I、II大題做在客觀題答題卡上，第III、IV大題做在主觀題答題紙上；客觀題答題卡上準(zhǔn)考證號碼為00+學(xué)號，女口，001205001。考生答卷時(shí)必須準(zhǔn)確填寫院系、班級、姓名、學(xué)號等欄目，字跡要清楚、工整。I.MultipleChoicesDirections：Inthispart,youaregiventwentyquestionsorincompletesentenceswhicharefollowedbyfourchoicesmarkedA,B,Ca

2、ndD.Readthechoicescarefullyandchoosetheonewhichcanbestanswerthequestionorcompletethesentence.MarkthecorrespondingletterontheAnswerShetfbrtheobjectiveitems(30points;1.5pointseach).Whichofthefollowingstatementabouttask-basedlanguageteachingisNOTtrue?Studentsshouldbegiventaskstoperformorproblemstosolve

3、intheclassroom.Studentsaretask-driven.Task-basedlanguageteachingisstudent-centered.Task-basedlanguageteachingfollowsthePPPmodel.Whattypeoflearnerscanbenefitmostfromactingthingsoutormimingthingswiththeirbodies?Kinestheticlearners.Tactilelearners.Auditorylearners.Visuallearners.Whattypeofintelligencea

4、reproblem-solvingactivitiesbestsuitedfor?Interpersonalintelligence.Intrapersonalintelligence.Logical/Mathematicalintelligence.Linguisticintelligence.Theviewoflanguageseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,sugge

5、sting,advising,apologizing,etc.structuralB.functionalC.mentalistD.interactionalTheroleoftheteacherchangesfollowingtheaimsoftheclass.Theteachermayfunctionmoreasa(n)ifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompterorparticipantonceacommunicativeactivitystarts.contro

6、llerB.resource-providerC.participantD.organizerWhichofthefollowingactivitiesisNOTsuitableforconsolidatingvocabulary?Labelling.B.Usingminimalpairs.C.Oddmanout.D.Wordassociation.Thebehavioristtheoryoflanguagelearningwasinitiatedby,whoappliedWatsonandRaynorstheoryofconditioningtothewayhumanacquirelangu

7、age.HarmerB.SkinnerC.HymesD.ChomskyWhichofthefollowingstatementsaboutassessmentisNOTtrue?Summativeassessmentismainlybasedontesting.Testingispartofassessment,onlyonemeansofgatheringinformationaboutastudent.Individual-referenceassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownprevio

8、usperformance,orrelativetoanestimateofhisorherindividualability.Formativeassessmentfocusesonthefinalproductorresultoflearningratherthantheprocessoflearning.Whichoneofthemaincomponentsofcommunicativecompetenceisconcernedwiththeappropriateuseoflanguageinsocialcontext?Linguisticcompetence.B.Pragmaticco

9、mpetence.C.Discoursecompetence.D.Strategiccompetence.Integrationofthefourskillsisconcernedwithrealisticcommunication.Thismeansthatweareteaching.A.atthediscourselevelB.atthesentencelevelC.atthelevelofphrasesD.atthelevelofindividualwordsWhenastudenthasmadeasentenceIgotothetheatrelastnight.,theteachers

10、ays,YouGOtothetheatrelastnight?,.Whatistheteacherdoingintermsoferrorcorrection?Correctingthestudentsmistake.Hintingthatthereisamistake.Encouragingpeercorrection.Askingthestudentwhetherhereallywenttothetheatre.ConsideringourEnglishlearningcontext,ourrealisticgoalsofteachingpronunciationshouldincludet

11、hefollowingexcept.A.consistencyB.intelligibilityC.communicativeefficiencyD.native-likepronunciationWhichofthefollowingisNOToneofthemajorobjectivesofpr-listeningactivities?Toactivatestudents5priorknowledgeaboutthetopic.Tosmoothawaylinguisticdifficulties.Toprovideavarietyoftypesoftasksforthestudentsto

12、dowhiletheyare listening.Tomotivatethestudents.Whichofthefollowingactivitiescanhelpstudentsprepareforspontaneousspeech?A.Readingaloud.B.Givingapreparedtalk.C.Doingadrill.D.Interviewingsomeone,orbeinginterviewed.Basedonourunderstandingofthenatureofreading,webelieveeffectivereadersdothefollowingexcept

13、.Theyhaveaclearpurposeinreading.Theyreadsilently.Theyhaveandusebackgroundinformationtohelpunderstandthetext.WhenreadinginEnglish,theymentallytranslateeverythinginordertounderstand.Oneexcellentwaytomakespeakingtaskscommunicativeistouseactivities,inwhichthestudenthavedifferentinformationandtheyneedtoo

14、btaininformationfromeachothertofinishatask.A.role-playingB.BingoC.information-gapD.simulationOneofthemajorprinciplesbehindgoodlessonplanningis,whichmeansthecontentsandthetasksplannedforthelessonshouldbewithinthecapabilityofthestudents,followingtheprincipleofi+1.A.varietyB.flexibilityC.learnabilityD.

15、linkageInwhatsituationdoesthefollowingconversationinvolvethecorrectregisteruse?_Hi,Charlie,canyougiveahand?_Sure,Peter.Whatsup?_Icantgetthistowork.Whydontyoutrytouseascrewdriver?WifetoHusbandFriendtoFriendManagementtoStaffManspeakingtoStrangerWhichofthefollowingisNOTconsideredtobeaessentialcondition

16、forlanguagelearning?Exposuretoarichbutcomprehensibleinputofrealspokenandwrittenlanguageinuse.Useofthelanguagetodothings(i.e.exchangemeanings).Motivationtolistentoandreadthelanguageandspeakandwriteit(i.e.toprocessandusetheexposure).Instructioninlanguage(i.e.chancestofocusonform).ThenewNationalEnglish

17、Curriculumisdesignedtopromotethestudents5overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesand.A.culturalunderstandingB.motivationC.confidenceD.intelligenceII.TrueorFalseDirections:Inthispart,youaregiventhirtystatemen

18、tsaboutEnglishteaching.Readthesestatementscarefullyanddecidewhethertheyaretrueorfalse.Mark“Afor“Triig,“Bfor“FalseontheAnswerSheefortheobjectiveitems(30points;1pointeach).Theunderstandingofthenatureoflanguageprovidesthebasisforaparticularteachingmethod.Differentviewsonlanguagegeneratedifferentteachin

19、gmethodologies.Discoursefeaturesincludeaspectssuchas:thewaythetextisorganized,its layout,thestyleofthelanguageandtheregisterBasedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoascog

20、nitivism.Thegoalofcommunicativelanguageteachingistodevelopstudents5communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.InHymesswords,therearerulesofusewithoutwhichtherulesofgrammarwouldbeuseless,whichsimpl

21、ymeans,besidesgrammaticalrules,languageuseisgovernedbyrulesofuse.Generallyspeaking,incommunicativelanguageteaching,theteacherisafacilitatorofstudents5learning.Hisroleislessdominantthaninateacher-centredmethod.Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning

22、.Task-basedLanguageTeachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.However,itstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.Animportantfeatureoftoday5slanguageclassroomisthatstudentsdonotalwaysstudyasonebiggroup.Rather,formuchoftheclasstime,s

23、tudentsarebrokendowntogroupsofdifferentsizes.Themostcommonstudentgroupingsarewholeclasswork,pairwork,groupwork,andindividualwork.Itisveryimportanttomakestudentsawarethatnotallwordsareequallyimportantandthateffectivewaysofvocabularylearninghelptoreduceforgetting.ThepresentationstageofthePPPmodelisfor

24、theteachertopresentthenewlanguagetothestudentsinmeaningfulcontextsandmakesuretheyunderstandwhatitmeansandhowitisused.Sothisstageisusuallyteacher-controlledandthereismuchemphasisonaccuracyatthisstage.Goodteachersplantheirclassesminutelysothateverythingtheydoisprearranged,andoncetheyareintheclassroom,

25、theyfollowtheirplanwithoutdeviation.Animportanttypeofpre-readingactivityissettingthescene,whichmeansgettingthestudentsfamiliarizedwiththeculturalandsocialbackgroundknowledgerelevanttothereadingtext.Thewaytotransferinformationfromoneformtoanotheriscalledatransitiondevice.Inteachingreading,wheninforma

26、tionintextformistransferredtovisualform,itcanbemoreeffectivelyprocessedandretained.Role-playisaverycommonlanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.APPPcycleleadsfromaccuracytofluency,aTBLcycleleadsfromfluencytoaccuracy(combinedwithfluency)

27、.Whenacommunicativeactivitiesstarts,theteacherisleftnothingtodo,sincenon-teacher-interventionisimportantinagenuinecommunicativeactivity.Hecansitinfrontoftheclassanddosomeprivatereadinguntilthetimeisup.Post-readingactivitiesusuallycontributetothedevelopmentofallthelanguageskillsandmayinvolveusingothe

28、rskillsthanjustreading.Pronunciationisanumbrellatermcoveringmanyinterrelatedaspectsbesidessoundsandphoneticsymbols,suchasstress,intonation,andrhythm.Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage. Thebottom-upmodelofteachingreadi

29、ngreflectsthebeliefthatonesbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.Therearemanyopportunitiestointegratelisteningwiththepracticeofotherlanguageskills,especiallyatthepost-listeningstage.Thefactthatspeechisspontaneousmeansthatitisfulloffalsestats,rep

30、etitions,incompletesentences,andshortphrases.Thetheoryofmultipleintelligencesimpliesthatourteachingshouldbeabletodevelopasmuchaspossiblestudentsdifferentpotentialsintheirintelligences,givingeveryonethechancetodemonstrateandusetheirpotentialstothefullestpossible.Theprocessapproachtowritingdoesnotonly

31、payattentiontowhatstudentsdowhiletheyarewriting,italsoattachesgreatimportancetowhatthestudentsdobeforetheystartwritingandaftertheyfinishwriting.Althoughpopular,thethreePsmodelisnotalwaysapplicableinvariouslanguageclasses,especiallytheskill-orientedlessons.Makingerrorswillleadtobadhabitformation,sowe

32、shouldcorrectthemwhenevertheyoccur.Teachershavetheresponsibilitytoprovidemultipleopportunitiesfortheirstudentstodevelopdifferentlearningstyles.Languageacquisitionisasubconsciousprocesswherelanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.Inthefollowingactivitytheteacheractsasan

33、assessor:T:Doyouhaveanyhobbies?S:Yes,Ilikesinginganddancing.T:Uhm,and.?S:Ialsocollectcoins.III.ShortAnswerQuestionsDirections：Inthispart,therearetwoquestionsaboutEnglishteaching.ChooseONEofthemandwritedownyouranswersinbrief.Youwillbeassessedinthepointsyoupresentandthewayyoupresentthem(15points).What

34、arethereasonsforusinggroupworkinthelanguageteachingclassroom,especiallyinspeakingtasks?Someteacherssay,Duringacommunicativeactivity,wheneverateacherfindsamistake,nomatterinwhatsense,grammaticalorculturaloranyotheraspect,heshouldstopthestudentandcorrectit.Doyouthinkitisthecorrectthingfortheteachertod

35、oinclass?Giveyourreasons.TV.LessonPlanningDirection:Supposeyouaretoteachaclassof40seniormiddleschoolstudents.Designanoutlinelessonplanofthefirst45-minuteperiodforthereadingtextgiven.Makesureyouincludeclearobjectives,reasonableprocedure(stagesandsteps),assumedtime,organizationtype,clearinstructions,t

36、eachingaids,etc.(25points).考試答案不得超題號IIImIV總分得分院系班級姓名學(xué)號口得分III.ShortAnswerQuestions(15points)安慶師范學(xué)院2007-2008學(xué)年度第二學(xué)期期末考試英語教學(xué)理論及方法（B卷）主觀題答題紙注意事項(xiàng)1.本試卷共四大題，第I、II大題做在客觀題答題卡上，第III、IV大題做在此答題紙上；客觀題答題卡上準(zhǔn)考證號碼為00+學(xué)號，女口，001205001。2考生答卷時(shí)必須準(zhǔn)確填寫院系、班級、姓名、學(xué)號等欄目，字跡要清楚、工整。6得分TV.LessonPlanning(25points)7英語教學(xué)理論及方法（B卷）參考答案

37、及評分標(biāo)準(zhǔn)I.本題為選擇題，20小題，每小題15分，共30分。1.D2.A3.C4.B5.A6B7.B8.D9.B10.A11.B12.D13.C14.D15.D16.C17.C18B19.D20.AD.本題為正誤判斷，在客觀題答題卡上正確的劃“A”，錯(cuò)誤的劃，30小題，每小題1分，共30分。21.A22.A23B24.A25.A26.A27.A28.A29.A30.A31.A32.B33A34.A35.A36A37.B38A39.A40.B41.B42.A43A44.A45.A46.A47.B48.A49.A50.BIII.本題為簡答題，兩題任選一題，共15分。觀點(diǎn)正確，回答問題切中要點(diǎn)，語

38、言表達(dá)準(zhǔn)確無錯(cuò)誤，15-12分；觀點(diǎn)基本正確，回答問題基本切中要點(diǎn)，有少量語言錯(cuò)誤，11-9分；觀點(diǎn)基本正確，回答問題不夠切中要點(diǎn)，語言表達(dá)有些錯(cuò)誤，8-6分；觀點(diǎn)不夠正確，回答問題沒切中要點(diǎn)，語言表達(dá)錯(cuò)誤較多，5-0分；參考答案如下：1.Groupworkisvaluableinalanguageclassroom,especiallyinspeakingtasks,forseveralreasons:Firstly,insuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.Thisisthestrongestargumentforusingsmallgroupworkbecauseitincreasesthetimeforeachstudenttopracticespeakinginonelesson.Asecondreasonfordesigningspeakingtaskstobecompletedinsmallgroupsisthatoftenstudentsareafraidofcriticismorlosingfaceortheysimplyfeelshyaboutspeakinginafo