电大《英语教学法》考试复习题.docx
2020年国家开放大学电大《英语教学法1》期末考题
《英语教学法1》考试复习题Section I: Basic Theories and PrinciplesDirections: Choose the best answer from A, B or C for each question and write your answers on the Answer Sheet.1. For a teacher who teaches young learners English pronunciation, which principle is hesuggested to follow? CA. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.2. Which of the following statements about course design is NOT true? BA. The general goals of a course should be specified based on the learners' needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.3. What purpose does NOT post-listening activities serve? CA. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skills.C. Practising students' ability of matching the pre-listing predictions with contents of the text.4．Which of the following activities is communicative? CA. jigsaw listeningB. sentence makingC. drilling exercises5. Which of the following belongs to the communicative approach? BA. focus on accuracyB. focus on fluencyC. focus on strategies6. Which of the factors applies to the later stage of the PPP Model? CA. Accuracy.B. Class work.C. Delayed correction.7. Which of the following generally does NOT describe a CLT syllabus? CA. The vocabulary and grammar structures needed for communicative objectives(e. g. tellingdirections, requesting information, expressing agreement, etc. ).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in agrocery store, etc.)8. Which of the following is characteristic of acquisition? CA. form-focusedB. accuracy-orientedC. meaning-focused9. What syllabus does the following present? CA. structural syllabusB. topic syllabusC. functional syllabus10. When a teacher instructs the students to match the topic sentences with proper paragraphs, which one of the skills is he intending to develop of his students? AA. Skimming.B. Scanning.C. Inferring.11. Which of the following is most suitable for the cultivation of linguistic competence? AA. sentence-makingB. cue-card dialogueC. simulated dialogue12. Which of the following activities is typical of the Grammar-translation Method? CA. The students listen to and act on commands in the target language.B. The students whisper their words in the mother tongue to the teacher who then translate them into the target language.C. The students translate some sentences in the text into their mother tongue.13. Which of the following emphasizes meaningfulness principle? CA. TPRB. Audio-Lingual MethodC. Communicative Approach14. Which of the following is true according to Krashen? BA. Babies learn their mother tongue.B. Language acquisition can be achieved even without conscious effort.C. A foreign language learner should develop his language skills in the order of listening, reading, speaking and writing.15. Which of the following is the teacher expected to do in a communicative activity?BA. To offer the students as little help as possible.B. To check if the students have understood the instructions before the activity starts.C. To correct the students' errors immediately after they occur.16. What should the teacher try to avoid when selecting listening materials? BA. Te texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard AmericanPronunciation.17. Which is the correct order of the following three speaking activities along the Control-Communication Continuum? BA. Scrambled dialogue, prompted dialogue, gapped dialogue.B. Gapped dialogue, scrambled dialogue, prompted dialogue.C. Prompted dialogue, gapped dialogue, Scrambled dialogue.18. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? BA. Bottom-up Approach.。
英语专业英语教学法试题、试题答案及评分标准.doc
电大英语教学法模拟题Information for the examinees：This examination consists of THREE sections. They are：Section I : Basic Theories and Principles (30 points, 20 minutes)Section II: Problem Solving (30 points, 50 minutes)Section III： Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.You must write all your answers on the Answer Sheet.注意事项一、将你的准考证号、学生证号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
二、仔细阅读题目的说明，并按题目要求答题。
答案一定要写在答题纸的指定位置上, 写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Section I : Basic Theories and Principles30 pointsQuestions 1-15 are based on this part.Directions： Choose the best answer for the following questions and write your answers on the answer sheet.1.Among the factors affecting a lesson plan, which of the following is human factor?A.personality of the teacherB.class sizeC・ course requirement2.What should a required lesson plan look like?A.a copy of explanation of words and structuresB.a timetable for activitiesC・ transcribed procedure of classroom instruction3.When should the teacher issue the instruction?A・ as soon as class beginsB. when students9 attention is directed to the teacherC・ when class is silent4・ Which of the following arrangements of seats is most suitable for presentation?5・ For better classroom management, what should the .teacher do while the students a doing activities?A.participate in a groupB.prepare for the next procedureC.circulate around the class to monitor, prompt and help6.Which of the following expresses instrumental motivation?A.I learn English in order to survive in the target language country.B.I learn English just because of interest.C.I learn English in order to get promoted in one*s position.7.Which of the following activities can best motivate junior learners?A・ gamesB・ recitationC. role-play of dialogues8.To cultivate communicative competence, what should conection focus on?A.linguistic formsmunicative strategiesC・ grammatical rules9.Which of the following activity is most demanding?A.list what you can buy at a supermarketB.list what you can buy at a supermarket in five minutesC.list at least 15 things in you can buy at a supermarket in five minutes10- Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB・ discuss on the given topic according to the text you have just readC・ exchange and edit the writing of your partner11.To help students understand the structure of a text and sentence sequencing, we could use ___________ for students to rearrange the sentences in the right order・A.cohesive devicesB.a coherent textC.scrambled sentences12.The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them _____________ •A.in the actual writingB.in free writingC・ in controlled writing13.__________ tell you what you should use in order to produce accurate utterances.A.The descriptive grammarB.The prescriptive grammarC.The traditional grammar14.The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called ______________ .A.deductive grammar teachingB.inductive grammar teachingC・ prescriptive grammar teaching15・ It is easier for students to remember new words if they are designed in__________ and if they are and again and again in _____________ situations and contexts.A.context, sameB.context, differentC・ concept, difficultSection II: Problem Solving30 pointsDirections： Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly，identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic 'Environmental Awareness11 on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings・Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned・Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity. Situation 4In 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・Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section III： Mini-lesson Plan 40 pointsDirections： Read the following two texts carefully and complete the teaching plans.1 • The following is an abstract from Senior I , Student Book. Please design a teaching plan with the text.2. The following is an abstract from Senior II, Student Book ・ Please design a teaching plan with the text. Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Grammar(供参考)Section I :Basic Theories and Principles30 points共30分，每题2分1. A2. C3. B4. B5. C6. C7. A8. B9. C1(). B11. C 12. A 13. B 14. A 15. BSection II:Problem Solving30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。
英语教学法考试题及答案
2003年7月Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor?A. personality of the teacherB. class sizeC. course requirement2. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent4．Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.7. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues8. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules9. Which of the following activity is most demanding?A. list what you can buy at a supermarketB. list what you can buy at a supermarket in five minutesC. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing13. tell you what you should use in order to produce accurate utterances.A. The descriptive grammarB. The prescriptive grammarC. The traditional grammar14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed inand if they are and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultSection Ⅱ：Problem Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "Environmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Situation 2At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity.Situation 4In 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.Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section Ⅲ：Mini-lesson Plan 40 pointsDirections：Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior Ⅰ, Student Book. Please design a teaching plan with the text.Write about a well-known person from Chinese history.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the AppositiveThe idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Section Ⅰ：Basic Theories and Principles 30 points1．A 2．C 3．B 4．B 5．C6．C 7．A 8．B 9．C 10．B11．C 12．A 13．B 14．A 15．BSection Ⅱ：Problem Solving 30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。
英语教学法考试
英语教学法考试第一篇：英语教学法考试1．In the past century, language teaching and learning practice has been influencedby three different views on language.What are they? What is their main idea of language?1)Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx.To learn a language is to learn its vocabulary and structural rules.2)Functional view: Language is a linguistic system as well as a means for doing things.Learners learn a language in order to be able to do things with it(use it).To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3)Interactional view: Language is a communicative tool to build up and maintain social relations between people.Learners need to know the rules of a language and where, when and how it is appropriate to use them.2． List different views on language learning.Behaviorist theoryCognitive theoryConstructivist theorySocio-constructivist theory 3． What are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.How can one become a good language teacher?Wallace‟s Reflective modelStage 1: language development Stage 2: learning, practice, reflectiongoal:development of professional1).learn from others' experience2).learn received knowledge3).learn from one's own experiencepseudo practice and The real classroom teaching4． What is communicative competence?Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Five components of communicative competence:Linguistic competence, Pragmatic competence , Discourse competence, Strategic competence, Fluency5． What is CLT? Comment on municative Language Teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language.It is also referred to as “communicative approach to the teaching of foreign” or simply the “communicative approach”.6．What is TBLT? Comment on TBLT.Task-based Language Teaching，TBLT is a further development of CLT.It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
英语专业英语教学法试题(含答案)
试卷代号：2145中央广播电视大学2004—2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题注意事项一、将你的学号、姓名及分校（工作站）名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
二、仔细阅读题目的说明，并按题目要求答题。
答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Achievement Test for “Teaching English in the Primary School”3I．Choose the best answer （30%）Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the one which can best answer the question．（30 points, 2 points each）1．Which of the following is true of second language learning?A．Natural language exposure.B．Informal learning context.C．Structured input.D．Little error correction.2．What type of learners can benefit most from real object instruction?A．Individual learners.B．Tactile learners.C．Auditory learners.D．Visual learners.3．What type of intelligence is cooperative learning best suited for?A．Interpersonal intelligence.B．Intrapersonal intelligence.C．Logical intelligence.D．Linguistic intelligence.4．What does the following practise?※Peer and I went to the cinema yesterday．Peter and ※I went to the cinema yesterday．Peer and I went to the ※cinema yesterday．Peer and I went to the cinema ※yesterday．A．Stress.B．Articulation.C．Liaison.D．Intonation.5．What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right．A．Grouping.B．Collocation.C．Imitation.D．Imagery.6．Which of the following is a communication game? A．Bingo.B．Word chain.C．Rearranging and describing.D．Cross-word puzzle.7．Which of the following can help train speaking? A．Listen and follow instructions.B．Simon says.C．Pairs finding.D．Match captions with pictures.8．Which of the following activities is most appealing to children’s characteristics?A．Cross-word puzzle.B．Formal grammar instruction.C．Reciting texts.D．Role-play.9．What’s the teacher doing by saying “Who wants to have a try?”?A．Controlling discipline.B．Giving prompt.C．Evaluating students’work.D．Directing students’attention to the lesson.10．Which of the following activities is the most suitable for group work?A．Guessing game.B．Story telling.C．Information-gap.D．Drama performance.11．Which of the following belongs to learning outcomes?A．Role-plays.B．Sequencing pictures.C．Surveys.D．Worksheets.12．Which of the following best describes first language acquisition?A．Care-taker talk.B．Minimal pair practice.C．Selected input.D．Timely error correction.13．Which of the following seating arrangements is most suitable for a whole class discussion?14．What is the teacher doing in terms of error correction?“S: I go to the theatre last night．”T: You GO to the theatre last night?A．Correcting the student’s mistake.B．Hinting that there is a mistake.C．Encouraging peer correction.D．Asking the student whether he really went to the theatre．15．Which of the following questions can be used in the questionnaire for assessing participation?A．Did you get all the questions right in today’s class?B．Did you finish the task on time?C．Can you use the strategies we have learned today?D．What did you do in your group work today?II．Matching （20%）1．Match the learning styles on the left with the type of activities on the right．（4 points）1）Visual learners A．Handwork2）Kinesthetic learners B．Picture talking3）Auditory learners C．Play acting4）Tactile learners D．Song and music listening2．Match the types of intelligence on the left with the form of learning on the right．（4 points）1）Linguistic intelligence A．Doing hands-on activities2）Match and logical thinking B．Sketching3）Spatial intelligence C．Verbalizing4）Bodily/Kinesthetic inteligence D．Conceptualizing3．Match the activities on the left with the language focus on the right．（4 points）1）Grouping words together A．Reading2）Minimal pair practice B．Vocabulary learning strategy3）Labeling pictures C．Pronunciation4）Sequencing the events according to the story D．Writing4．What is the teacher doing? （4 points）1）Now, you can begin. A．Checking understanding2）All right, I think it is time. B．Ending the activity3）Can you two show us how to work? C．Demonstrating the operation4）We are going to do two D．Giving the startthings today. Tom, canyou tell us what they are?5．Match the activities with the relevant classroom arrangement．（4 points）1）Speaking chains A．Whole class work2）Role play of a dialogue B．Individual work3）Guessing the object C．Pair work4）Sentence completion D．Group workⅢ．Multiple choice questions （10%）Directions: In this part, you are given five questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the suitable answer（s）to the question．You may have more than one answer to each question．（10 points, 2 points each）1．Which of the following roles do the primary school teachers play?A．A prompter.B．A participant.C．An assessor.D．A controller.2．Which of the following features are true of children in learning a language?A．Children can not concentrate for very long．B．Children learn English because they think it interesting．C．Children are not good at planning and monitoring．D．Children are good at understanding concrete things．3．Which of the following belong to formative assessment?A．Learner portfolio.B．Test results.C．Classroom observation.D．Student diaries.4．Which statement of Chinese and English phonetic systems are right?A．English has as many as 24 vowels, while Chinese has none．B．English has a lot of combined consonants, while Chinese has none．C．Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese．D．English words often have more than one syllable, while Chinese characters usually have only one syllable．5．If the class is noisy, which of the following should you choose to settle the class?A．Ask the whole class to copy a list of food words onto a piece of paper from the board.B．Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C．Ask the children to take out their cards and do paired practice.D．Ask children to prepare the dialogue to get ready to act.Ⅳ．Short Answer Questions （20%）Directions: In this part there are four questions about English Teaching Methodology．Writedown your answers in brief．You will be assessed in the points you present and the way you present them．（20 points, 5 points each）1．Why is it necessary to use L1 in foreign language instruction? Give at least two reasons．2．What are the relationship and differences between testing and assessment?3．What does the following support, formative assessment or summative assessment? Why or why not?4．What might be the reason if your students misbehave in class? Mention at least 3 reasons．V．Activity designing （20%）Directions: In this part, you are to design a 10－minute speaking activity according to the material given．The activity should involve the function of ordering and the relevant structures．Make sure you include all the items of an activity according to the table given（objective, organization type, procedure, assumed time, predicted problems and solutions）．Make sure you give the assumed time for each step．试卷代号：2145中央广播电视大学2004—2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题答案及评分标准（供参考）2005年1月Ⅰ．Choose the best answer本题为单选题，共15个小题，30分，每题2分。
英语教学法复习题
英语教学法复习题(总10页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--英语教学法复习题:一、Multiple-choice questions1. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning2. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation3. By language skills, we mean communicative skills involved in listening, speaking,reading and ( ).A. drawingB. describingC. practicingD. writing4. When did Harmer suggest the following measures for undisciplined acts and badlybehaving students ( )A 1984B 1985C 1983D 19865. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation6. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency7. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new8. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) ,and linkage.A. typeB. learnabilityC. attitudeD. language9. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning10. Linkage means the stages and the ( ) within each stage are planned in such a waythat they are someway linked with one another.A. directionsB. stepsC. goalsD. types11. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning12. Which is not the kind of stress that is important to achieving good pronunciationlisted below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress13. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction14. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice15. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills16. In ( )drill, the students substitute a part in a structure so that they get to knowhow that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking17. In ( ) drill, the students change a given structure in a way so that they are exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution18. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice19. The attitudes or motions of a language user in choosing a word and the influenceof these on the listener or reader’s interpretation of the word refer to( ).A. denotative meaningB. connotative meaningC. collocationsD. antonyms20. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering21. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listening .22. Which of the following activities do you think would help prepare students forreal-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of the above23. Which of the following principles of teaching speaking teachers should be awareof?A. Contextualizing practiceB. Personalizing practiceup confidence of the above24. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal25. Helping our students to develop the ability of automatic word recognition is the basis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking26. Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model27. A ( ) is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment28. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above29. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All the above30. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening31. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.32. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act33. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image34. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening35. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing36. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions37. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %38. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above39. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion40. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new41. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) ,and linkage.A. typeB. learnabilityC. attitudeD. language42. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning43. Linkage means the stages and the ( ) within each stage are planned in such a waythat they are someway linked with one another.A. directionsB. stepsC. goalsD. types54. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning45. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency46. In ( )drill, the students substitute a part in a structure so that they get to knowhow that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking47. In ( ) drill, the students change a given structure in a way so that they areexposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution48. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice49. The attitudes or motions of a language user in choosing a word and the influenceof the se on the listener or reader’s interpretation of the word refer to( ).A. denotative meaningB. connotative meaningC. collocationsD. antonyms50. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above51. Which is not the kind of stress that is important to achieving good pronunciationlisted below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress52. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction53. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice54. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills55. In the test format ( ), students are asked to complete paragraphs or sentencesby either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers56. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning57. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation58. By language skills, we mean communicative skills involved in listening, speaking, reading and ( ).A. drawingB. describingC. practicingD. writing59. When did Harmer suggest the following measures for undisciplined acts and badly behaving students ( )A 1984B 1985C 1983D 198660. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation61. Which of the following principles of teaching speaking teachers should be awareof?A. Contextualizing practiceB. Personalizing practiceC. Building up confidenceD. all of the above62. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal63. Helping our students to develop the ability of automatic word recognition is thebasis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking64. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions65. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %66. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above67. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion68. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All the above69. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening70. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.71. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act72. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image73. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening74. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing75. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering76. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listeningC. post-listening .77. Which of the following activities do you think would help prepare students forreal-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of the above78. In the test format ( ), students are asked to complete paragraphs or sentencesby either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers79 Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model80. A ( ) is a purposeful collection of materials assembled over a period of time by alearner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment二、 True or False1. There-stage model is advised in a reading lesion, that is, pre-reading, while-reading and post-reading.2. At the production stage, the students are encouraged to use what they have learned andpracticed to perform communicative tasks.3. Although the success of a speaking task depends on many factors, the followingcharacteristics are common in successful speaking tasks (Ur,1996): maximumnative talk, even participation, high motivation.4. Whole class work can be used when presenting and explaining new language ornew information.5. The ideal systematic evaluation of a textbook would be a longitudinal one, whichincludes a pre-use evaluation, a whilst-use evaluation and a post-use evaluation. 6. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think beforespeaking.7. Littlewood (1981:12) divides communicative speaking activities into two types:structural activities and social interaction activities.8. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.9. Criterion-referenced assessment is designed to measure how the performance ofa particular student or group of students compares with the performance ofanother student or group of students whose scored are given as the norm.10. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation,methodological preparation and practice in self-direction.11. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.12. We have learned two ways of integrating skills: complex integration, wherebya receptive language skill serves as a model for a productive language skill,and simple integration, which is a combination of activities involving differentskills, kinked thematically.13. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.44. Keeping a vocabulary notebook is seen as one way of helping students engagemore meaningfully with the new words that they are being exposed to in their language learning experiences.15. One’s overall competence in a foreign language involves performingeffectively each of the four skills (listening, speaking, reading and writing)separately.16. Making inference, which means “reading between the lines”, is an importantspeaking skill.17. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”, “andlistening without viewing”.18. The activities prediction, setting the scene, skimming and scanning are commonactivities in While-reading activities.19. Parents provide money and personnel for education. They need to knowwhether the programs they have planned are working well.20.International view considers language to be a communicative tool, whose main us e isto build up and maintain social relations between people.21. If the student has got most of his language right but has made a trivial mistake,the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.24. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.25. Since the teacher’s talk can be good models and useful input, it is best to keep the teachers’ talk at a maximum level.26. A portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.27. Deductive method, inductive method and guided discovery method are the frequently used ways of presenting grammar in the classroom.28. One’s overall competence in a foreign language involves performing effectively each of the four skills (listening, speaking, reading and writing) separately.learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.31. If the student has got most of his language right but has made a trivial mistake, the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. 33. The word “education” comes from the Russian verb educare.principles may be used to guide every lesson planning .They are described below i n terms of aim ,variety, flexibility, learnability, and linkage.35. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventionalphases/chunks and using devices such as fillers hesitation device to give time to think before speaking.36. There-stage model is advised in a reading lesion, that is, pre-reading, while-reading and post-reading.37. At the production stage, the students are encouraged to use what they haveLearned and practiced to perform communicative tasks.38. Although the success of a speaking task depends on many factors, thefollowing characteristics are common in successful speaking tasks (Ur,1996):maximum native talk, even participation, high motivation.39. Whole class work can be used when presenting and explaining new languageor new information.40. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.41. Making inference, which means “reading between the lines”, is an importantspeaking skill.42. Some writing activities can be between “writing for learning” and “writi ng forcommunication”.43. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understanding human beings.44. The register means the vocabulary that is commonly found in a specific discourse.45. Assessment involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.46. Research in listening has shown that good listener is good predictors.47. According to Littlewood (1981:86), Pre-communicative activities includestructural activities and Quasi-communicative activities.48. Tactile learners learn more effectively through body experience whileKinesthetic learners learn more effectively through touch (hands-on).49. Making inference, which means “reading between the lines”, is an importantspeaking skill.50. Some writing activities can be between “writing for learning” and “writing forcommunication”.51. British psychologist Howard Gardener (1983, 1993) has proposed the theoryof multiple-intelligence which has provided a new perception forunderstanding human beings.52. A portfolio is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities and attitudes relatedto their study.53. Criterion-referenced assessment is designed to measure how theperformance of a particular student or group of students compares withthe performance of another student or group of students whose scored aregiven as the norm.54. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas forpreparing learners to become autonomous. They are psychologicalpreparation, methodological preparation and practice in self-direction.55. Making inference, which means “reading between the lines”, is an importantspeaking skill.56. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”,“and listening without viewing”.57. The activities prediction, setting the scene, skimming and scanning arecommon activities in While-reading activities.58. The register means the vocabulary that is commonly found in a specific discourse.59. Assessment involves the collecting of information or evidence of a learner’slearning progress and achievement over a period of time for the purposes ofimproving teaching and learning.60. Since the teacher’s talk can be good models and useful input, it is best tokeep the teachers’ talk at a maximum level.三、Questionsare the criteria for evaluating how communicative classroom activities?2. What are the most influential approaches in second/foreign languageteaching in recent years?3. According to William J. Hutchins, what moral values should we promote in our teaching?4. What are the five main components of communicative competence?5. What are the Principals of Communicative Language Teaching?6. As a language teacher, how should you design tasks?7. How do you understand TBLT and its relationship with the CLT？development of ELT since 1978 can be divided into four major are they。
电大《英语教学法1》考试复习题
《英语教学法1》考试复习题Section I: Basic Theories and PrinciplesDirections: Choose the best answer from A, B or C for each question and write your answers on the Answer Sheet.1. For a teacher who teaches young learners English pronunciation, which principle is he suggested tofollow CA. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.。
2. Which of the following statements about course design is NOT true BA. The general goals of a course should be specified based on the learners' needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.3. What purpose does NOT post-listening activities serve CA. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skills.C. Practising students' ability of matching the pre-listing predictions with contents of the text.，4．Which of the following activities is communicative CA. jigsaw listeningB. sentence makingC. drilling exercises5. Which of the following belongs to the communicative approach BA. focus on accuracyB. focus on fluencyC. focus on strategies^6. Which of the factors applies to the later stage of the PPP Model CB. Class work.C. Delayed correction.7. Which of the following generally does NOT describe a CLT syllabus CA. The vocabulary and grammar structures needed for communicative objectives(e. g. telling directions,requesting information, expressing agreement, etc. ).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store,etc.)…8. Which of the following is characteristic of acquisition CA. form-focusedB. accuracy-orientedC. meaning-focused9. What syllabus does the following present CA. structural syllabusB. topic syllabusC. functional syllabus10. When a teacher instructs the students to match the topic sentences with proper paragraphs, which one of the skills is he intending to develop of his students AA. Skimming.B. Scanning.。
英语教学法试题（附答案）
英语教学法试题（附答案）英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours. Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. Analternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下⾯教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下⾯教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events. Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听⼒教学活动）Objectives: （教学⽬标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read." Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures." Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture. Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。
【考研】英语专业英语教学法试题
旗开得胜试卷代号：2145中央广播电视大学2004—2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题2005年1月注意事项一、将你的学号、姓名及分校（工作站）名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
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二、仔细阅读题目的说明，并按题目要求答题。
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三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Achievement Test for “Teaching English in the Primary School”3I．Choose the best answer （30%）Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the one which can best answer the question．（30 points, 2 points each）1．Which of the following is true of second language learning?A．Natural language exposure.B．Informal learning context.C．Structured input.D．Little error correction.2．What type of learners can benefit most from real object instruction?A．Individual learners.B．Tactile learners.C．Auditory learners.1旗开得胜1D ．Visual learners.3．What type of intelligence is cooperative learning best suited for? A ．Interpersonal intelligence. B ．Intrapersonal intelligence. C ．Logical intelligence. D ．Linguistic intelligence.4．What does the following practise?※Peer and I went to the cinema yesterday ． Peter and ※I went to the cinema yesterday ． Peer and I went to the ※cinema yesterday ． Peer and I went to the cinema ※yesterday ．A ．Stress.B ．Articulation.C ．Liaison.D ．Intonation.5．What learning strategy can the following help to train?Match the adjectives on the left with the nouns on the right ．A ．Grouping.B ．Collocation.C ．Imitation.D ．Imagery.6．Which of the following is a communication game?A．Bingo.B．Word chain.C．Rearranging and describing.D．Cross-word puzzle.7．Which of the following can help train speaking?A．Listen and follow instructions.B．Simon says.C．Pairs finding.D．Match captions with pictures.8．Which of the following activities is most appealing to children’s characteristics?A．Cross-word puzzle.B．Formal grammar instruction.C．Reciting texts.D．Role-play.9．What’s the teacher doing by saying “Who wants to have a try?”?A．Controlling discipline.B．Giving prompt.C．Evaluating students’work.D．Directing students’attention to the lesson.10．Which of the following activities is the most suitable for group work?A．Guessing game.B．Story telling.C．Information-gap.1D．Drama performance.11．Which of the following belongs to learning outcomes?A．Role-plays.B．Sequencing pictures.C．Surveys.D．Worksheets.12．Which of the following best describes first language acquisition?A．Care-taker talk.B．Minimal pair practice.C．Selected input.D．Timely error correction.13．Which of the following seating arrangements is most suitable for a whole class discussion?1114．What is the teacher doing in terms of error correction?“ S: I go to the theatre last night ．” T: You GO to the theatre last night?A ．Correcting the student ’s mistake.B ．Hinting that there is a mistake.C ．Encouraging peer correction.D ．Asking the student whether he really went to the theatre ．15． Which of the following questions can be used in the questionnaire for assessing participation?A ．Did you get all the questions right in today ’s class?B ．Did you finish the task on time?C ．Can you use the strategies we have learned today?D．What did you do in your group work today?II．Matching （20%）1．Match the learning styles on the left with the type of activities on the right．（4 points）1）Visual learners A．Handwork2）Kinesthetic learners B．Picture talking3）Auditory learners C．Play acting4）T actile learners D．Song and music listening 2．Match the types of intelligence on the left with the form of learning on the right．（4 points）1）Linguistic intelligence A．Doing hands-on activities 2）Match and logical thinking B．Sketching3）Spatial intelligence C．Verbalizing4）Bodily/Kinesthetic inteligence D．Conceptualizing3．Match the activities on the left with the language focus on the right．（4 points）1）Grouping words together A．Reading2）Minimal pair practice B．Vocabulary learning strategy 3）Labeling pictures C．Pronunciation4）Sequencing the events according to the story D．Writing4．What is the teacher doing? （4 points）1）Now, you can begin. A．Checking understanding2）All right, I think it is time. B．Ending the activity3）Can you two show us how to work? C．Demonstrating the operation 4）We are going to do two D．Giving the start1things today. T om, canyou tell us what they are?5．Match the activities with the relevant classroom arrangement．（4 points）1）Speaking chains A．Whole class work2）Role play of a dialogue B．Individual work3）Guessing the object C．Pair work4）Sentence completion D．Group workⅢ．Multiple choice questions （10%）Directions: In this part, you are given five questions which are followed by 4 choices marked A, B, C and D．Read the choices carefully and choose the suitable answer（s）to the question．You may have more than one answer to each question．（10 points, 2 points each）1．Which of the following roles do the primary school teachers play?A．A prompter.B．A participant.C．An assessor.D．A controller.2．Which of the following features are true of children in learning a language?A．Children can not concentrate for very long．B．Children learn English because they think it interesting．C．Children are not good at planning and monitoring．D．Children are good at understanding concrete things．3．Which of the following belong to formative assessment?A．Learner portfolio.B．Test results.1C．Classroom observation.D．Student diaries.4．Which statement of Chinese and English phonetic systems are right?A．English has as many as 24 vowels, while Chinese has none．B．English has a lot of combined consonants, while Chinese has none．C．Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese．D．English words often have more than one syllable, while Chinese characters usually have only one syllable．5．If the class is noisy, which of the following should you choose to settle the class?A．Ask the whole class to copy a list of food words onto a piece of paper from the board.B．Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C．Ask the children to take out their cards and do paired practice.D．Ask children to prepare the dialogue to get ready to act.Ⅳ．Short Answer Questions （20%）Directions: In this part there are four questions about English Teaching Methodology．Write down your answers in brief．You will be assessed in the points you present and the way you present them．（20 points, 5 points each）1．Why is it necessary to use L1 in foreign language instruction? Give at least two reasons．2．What are the relationship and differences between testing and assessment?3．What does the following support, formative assessment or summative1assessment? Why or why not?least 3 reasons．V．Activity designing （20%）Directions: In this part, you are to design a 10－minute speaking activity according to the material given．The activity should involve the function of ordering and the relevant structures．Make sure you include all the items of an activity1according to the table given （objective, organization type, procedure, assumed time, predicted problems and solutions）．Make sure you give the assumed time for each step．1试卷代号：2145中央广播电视大学2004—2005学年度第一学期“开放专科”期末考试英语专业英语教学法试题答案及评分标准（供参考）2005年1月Ⅰ．Choose the best answer本题为单选题，共15个小题，30分，每题2分。
英语教学法教程试题库完整
英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their_____ _____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory? BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching7.What are the characteristics of audio-lingual method?nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?A.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher? DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.Unit 21.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?A.Task-based teaching and learningB. Communicative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency competence concerned with?A. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?munication principle, task principle and meaningful principlemunication principle, accuracy principle and meaningful principlemunication principle, fluency principle and meaningful principlemunication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan?A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents?A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, communication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities?A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan?A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson?2.Explain five principles for good lesson planning in detail.3.What does macro planning involve?4.What are components of a lesson plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher?A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity?The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity?T: do you have any hobbies?S: yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many...have you already...collected?A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity?The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity?When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity?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.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity?The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students?A. Give directions to tasks or activities, checking comprehension, giving feedbackB. Providing explanations to a concept or language structure, drawing attentionC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective?e simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselves?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work?A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What six conditions have to be met in order to achieve efficient classroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching?A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?A.ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3.Which of the following do not belong to minimal pair?A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice?ing minimal pairs, odd one outB. Which order, completionC. Same or differentD. All of the above5.Which type does the following production practice belong to?The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful contextC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress?e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement “he is moved to Gla sgow.” indicate?A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question “where do you live ?”indicate?A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry. ↘（no, I do not want to.）Or B. Sorry? ↗（what did you say?）A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true?A.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method?A.Deductive methodB. Inductive methodC. Guided discovery methodD. Communicative teaching method3.Which of the following steps are typical for the deductive grammar teaching method?A. Give examples→explain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities?A.Mechanical practice and meaningful practiceB.Volume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?A.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary?A.a vocabulary item can be more than one wordB.Vocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of “dog” is an animalwith four legs and a tail, often kept as a pet or trained for work?A denotative meaning B. connotative meaningC. extended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of “dog” is friendshipand loyalty?A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say “see a movie, watch a play, look at a picture”?A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. What do the following examples indicate?Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary?A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiar vocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。
英语教学法复习题
英语教学法复习题英语教学法复习题一、选择题1、Which of the following is NOT a part of the teaching process?A. Learning activitiesB. AssessmentC. PlanningD. Evaluation2、In the context of language teaching, which of the following is NOT a correct definition of “communicative language teaching”? A. A teaching approach that focuses on the use of language as a means of communication B. A teaching approach that emphasizes the teaching of grammar and vocabulary C. A teaching approach that emphasizes the teaching of language functions and discourse structures D. A teaching approach that emphasizes the teaching of language use in real-life situations3、Which of the following is NOT a component of effective language teaching? A. Variety of teaching methods B. Use ofauthentic language materials C. Learner-centered approach D. Large class size4、Which of the following statements is FALSE regarding the teaching of grammar? A. Grammar teaching should be integratedinto communicative language teaching. B. Grammar teaching should be de-emphasized in favor of more communicative activities. C. Grammar points can be taught explicitly and explicitly through practice and drilling. D. Grammar teaching can be interleaved with communicative language teaching. 5、Which of the following is NOT one of the key principles of successful language teaching? A. Learner-centered approach B. Teaching for understanding C. Teaching for communication D. Teaching for memorization二、简答题1、Define language teaching and explain its importance in today’s world.2、Discuss the various stages in the teaching process and explain their significance in effective language teaching.3、What are the main components of communicative language teaching? Explain their importance in today’s language classroom.4、Compare and contrast traditional language teaching with communicative language teaching and explain their advantagesand disadvantages.5、Discuss some of the key factors that contribute to successful language learning and explain their significance in today’s world.三、阅读理解题Read the following passage and answer the questions below: Language is a crucial means of expression, communication, and understanding in today’s globalized world. It is therefore essential to promote effective language teaching methods that can help individuals develop their language skills and判决书判决书融入社会 with ease. Language teaching has undergone significant changes over the years, moving away from traditional methods to more communicative and learner-centered approaches.Communicative language teaching (CLT) is becoming increasingly popular in today’s classrooms as it focuses on the use of language as a tool for communication rather than just an end to learning. CLT emphasizes the development of communicative competence, which includes not only grammatical knowledge but also fluency, pronunciation, and vocabulary expansion. Toachieve these goals, CLT employs a variety of activities, such as role-playing, simulations, and group discussions, that encourage learners to engage with the language and work towards real communicative objectives.Traditional language teaching, often referred to as “语法翻译法,” placed heavy emphasis on grammar translation and memorization. While this approach may have been effective in teaching language rules and sentence structure, it often failed to foster communicative competence. Learners who relied solely on traditional methods often struggled to communicate effectively in real-life situations due to a lack of practical language skills and fluency.CLT, on the other hand, recognizes the importance of context and culture in language learning. It encourages teachers to use authentic materials, such as newspapers, magazines, movies, and music, to provide learners with a broader understanding of the language and its associated cultural practices. CLT also emphasizes the use of Mother Tongue classes in the initial stages of language learning to help learners develop a solid foundation for future language learning.Effective language teaching requires a combination of bothcognitive and affective factors. Cognitive factors, such as learning strategies, attention, memory, and reasoning, are essential for acquiring new knowledge and skills. Affective factors, such as motivation, self-confidence, attitudes, and anxiety levels, influence a learner’s willingness to engage in the learning process. A well-designed language classroom should create an environment that fosters both cognitive and affective development while encouraging learners to actively participate in communicative activities.Language teaching is not just about grammar rules and vocabulary expansion; it is also about promotingcross-cultural understanding and respect. Today’s classrooms need to embrace more learner-centered and communicative approaches that can help individuals develop their language skills while fostering a greater appreciation for different cultures and ways of life. CLT provides an opportunity for learners to do just that—to become。
2145英语教学法-国家开放大学2021年1月期末考试真题及答案-
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英语教学法试题
试卷代号：1065中央广播电视大学2006—2007学年度第一学期“开放本科”期末考试英语专业英语教学法(2) 试题Section I ~ Basic Theories and Principles 40 PointsQuestions 1--20 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. What can Cloze help to train in terms of writing?A. Use of cohesive devices.B. Indention of texts.C. Unity of texts.2. Which of the following activities actually does not involve writing?A. Completion according to outlines.B. Completion with multiple choices.C. Completion according to topic sentences.3. What writing approach does the following exemplify?The teacher asks the students to work in groups to read, investigate, and search on the Internet on a topic, discuss about what to focus on and then write a report to present inclass.A. Product-oriented approach.B. Content-based approach.C. Task-based approach.4. Which of the following writing activities reflect process-orientation?A. Asking the studenls to write an essay parallel to the text they have learned.B. Asking the students to peer edit their first draft.C. Asking the students to arrange the scrambled sentences into a paragraph.5. What method can a teacher use to help the students to find a focus for the r wr t ng?A. To narrow down the topic to a more specific one.B. To brainstorm the ideas related to the topic.C. To provide detailed examples and descriptive expressions.6. What stage can the following grammar activity be used at?The teacher asks the students to arrange the words of the sentences into different columns marked subject, predicate, object, object complement, adverbial and so on.A. Presentation.B. Practice.C. Production.7. Which of the following grammar activities is inductive?A. The teacher first presents the grammar on the screen, gives explanation andthen asks the students to do completion exercises.B. The teacher first presents a dialogue, and then asks the students to read andwork out the grammar rules from it.C. The teacher arranges the students into pairs to do drilling practice.8. Which of the following grammar activities is most communicative?A. Asking the students to read and correct the mistakes in the sentences.B. Asking the students to tell the differences between two pictures.C. Asking the students to make sentences with the given words.9. If you want to present the usage of words, which of the following would you choose?A. Diagrams.B. Picture illustration.C. Examples.10. What aspect of vocabulary is trained in the following?The teacher asks the students to read the following passage to tell the writer's attitude towards the woman he is interviewing.Tall, tanned and debonair, Hazel Henderson is an unlikely revolutionary. She greets me with a warm smile and orders a port of tea, unlike the well-heeled matrons staying at this comfortable hotel.A. Connotation.B. Register.C. Collocation.11. Which of the following is among the human factors that affect lesson planning?A. Size of the class.B. Syllabus requirement.C. Students~ learning styles.12. Which of the following is among the physical factors that affect lesson planning?A. Teaching aids.13. Students' language learning background.C. Testing.13. What role does the teacher play at the feedback stage?A. Assessor.13. Instructor.C. Manager.14. What is the teacher doing in the following in terms of instruction?"Now, did the questions help you understand the text better'!"A. Checking understanding.15. Evaluating the activity.C. Monitoring the activity.15. To achieve fluency, when should correction be conducted?A. At the summary stage of the activity.B. The moment error occurs.C. During the course of the communication.16. What is the teacher doing in terms of error correction?T: Do any of you have a pet at home?S: I have cat at home. Very big cat.T.. OK. Is your cat big or small?A. Helping self-correction.B. Issuing direct correction.C. Tolerating correction.17. What activity is the following seating arrangement most suitable for?A. Presentation.B. Group discussion.C. Whole-class work.18. What vocabulary learning strategy does the following activity help to train?The teacher created a situation and asked the students to think of words and expressionsthat can be used in that situation.A. Association.B. Context ualization.C. Collocation.19. If we want to know whether the students can use the comparative degree of adjectives,which of the following activity should we choose?A. Ask the students to do multiple choice questions concerning the comparativedegrees of adjectives.B. Ask the students to compare the life today with the life ten years ago.C. Ask the students to complete sentences with the right forms of the adjectivesgiven.20. Which of the following best describes what a lesson plan should he?A. We design activities to fulfill the objectives of each unit and fulfill them inclass.B. An experienced teacher can do without a lesson plan.C. There should be a back-up plan for each lesson plan to solve the emergenciesin class.Section II: Mini-Lesson plan 60 PointsDirections: in this section, you are presented with a short dialogue. Read the dialogue and design three grammar activities: one presentation activity, one practice activity and one application activity. The requirement of each activity is as following:~ Presentation: review comparative degree through summarizing~ Practice: practice the use of "less" in comparative degree~ Application: write a short passage involving the comparison of the past and the presentusing comparative degreeYou may follow the table given after the passage. Make sure the three activities are related to each other.Betty~ s mum It~ s getting late, Betty.Betty Nearly finished ! 1 'm doing a composition: is life today betteror worse . . . than it was .fifty years ago?Betty's mum And what do you think?Betty I think it's better. The most important difference is that peopleare healthier today, attd they live longer than they did itt thepast.Betty'smum That' s true. The advautage is that we know more aboutmedicine today. We're better at preventing illness. But peopledon't eat as well as itt the past, attd don't take as much exerciseas they did.Betty I suppose that's because public transport is much better today. Betty's mum Yes, I agree, although people walk or use their bikes less, andthey're lazier. Faster transport also makes more poUution. Andthat makes life more dangerous and less healthy. Betty What about work? l'eople don't have to work as hard as theyworked .[i fty years ago.Betty's mum Yes, but no one ever says they have too much .free time ] I alsothink schoolchildren today work harder than we ever did.Betty Yes, but I really want to do my best.Betty's mum Why don't you ask Mrs Li downstairs? She's seen how life haschanged.Betty That's a good idea. Talking of free time, don't forget I ' mgoing on the school trip next month, and the theatre visit.Betty's mum Good] You' ll be more relaxed and less nervous before yourexams.Activity 1 (Presentation)Activity 2 (Practice)Activity 3 (Application)Backup plan;1. Predicted problems2. Possible solutions试卷代号：1065中央广播电视大学2006—2007学年度第一学期“开放本科”期末考试英语专业英语教学法(2) 试题答案及评分标准Section I Basic Theories and Principlesl.A 2. B 3. C 4. B 5. A6. B7. B8. B9. C 10. A11. C 12. A 13. A 14. B I5.A16. C 17. A 18. B 19. B 20. A Section ⅡLesson PlanActivity I (Presentation)Objectives: to present comparative degree as revision not as a new grammar item Classroom organization: Group workTeaching aid: multimediaAssumed time: 6 minutesProcedure..1. Assign the task (1')"Now class. This dialogue tells us the differences between the past and the present. Now I'd like you to read the dialogue and pick out all the sentences which show the comparison."2. Group work (3')Students work in groups of four to read the dialogue and list all the comparison in the dialogue.3. Feedback (2')Invite each group of students to report their discussion on rules and suggestions. Then summarize the comparative degree of adjectives and adverbs, mainly the sentence patterns. Transition:4. T: "Ok. We see when we compare two things, we can use three patterns, more ... than, less.., than, and as...as. 'Activity 2 (Practice)Objectives: to practice the use of "less ... than... 'Classroom organization: pair workTeaching aid: OHP, multimediaAssumed time: 7 minutesTransition:5. Assign the task (1')(4 continued) "When we want to say something is not so important as another, we can use 'less important than ... ' Now i'd like you to work in pairs to compare the past and present. Try to think of as many as possible expressions with 'less ... than'. 'Procedure:6. pair work (4')Students work in pairs to think of something in the past and in the present and then compare them with "less... than... '.7. Feedback (2')Invite individual pairs to report their work. Then comment on what students have done. Transition:8. T: "Good, you can find out so many things about the past and the present. Now let's do more comparisons."Activity 3 (Application)Objectives: to use the patterns in the dialogue to make comparisonClassroom organization.. Group workTeaching aid: overhead projectorAssumed time: 7 minutesTransition:9. Assign the task (1')(8 continued) "We know Beijing is changing very fast because of the coming Olympic Games. Can you make a comparison of Beijing in the past and now? First make a list of the differences. Then develop the list into a short passage."Procedure:10. Group work to make the comparison (4')Students work in groups to talk about the differences. While they are talking, one serves as the note-taker. Then they work together to develop the notes into a short passage.11. Feedback (2 ' )Invite each group to present their group work using the overhead projector.Backup planPredicted problems:1. The students may not be able to distinguish between "less important" and "less time".2. Some groups may be poor in writing and thus cannot write a good passage. Possible solutions:1. It is necessary for the teacher to explain the difference when the confusion arises.2. The teacher can allow the students to choose to write a short passage or a list of the differences.。
最新电大《英语教学研究方法》教学考一体化网考形考作业试题及答案
最新电大《英语教学研究方法》教学考一体化网考形考作业试题及答案最新电大《英语教学研究方法》教学考一体化网考形考作业试题及答案100%通过2015年秋期电大把《英语教学研究方法》纳入到“教学考一体化”平台进行网考，针对这个平台，本人汇总了该科所有的题，形成一个完整的题库，内容包含了单选题、判断题，并且以后会不断更新，对考生的复习、作业和考试起着非常重要的作用，会给您节省大量的时间。
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一单选题1.英语教师对于课堂教学评价性语言的创新运用应该尊重学生人格，注重个性培养，还应该_____（5.00分）A. 应横向与其他学生相比较，了解学生的差异B. 对学生进行主观评价，根据自己喜好评价学生C. 严格要求学生，不允许学生重复犯错D. 实施赏识教育，多用鼓励性语言2.多媒体技术在英语教学中具有举足轻重的意义和积极作用，能够激发学生的学习兴趣，调动学生的积极主动性，还能够______（5.00分）A. 减少了学生实践操练语法知识的机会B. 不利于培养学生的积极探索精神C. 创设良好的语言学习与交际环境，训练学生听说读写译基本技能。
D. 缩减教学课堂容量，减缓教学节奏3.听说法的教学原则不包括_______（5.00分）A. 以句型操练为中心B. 广泛运用电化教具C. 排除母语D. 听说领先4.在外语教学法流派中，作为改革法的____开了后来听说法，视听法，功能法，自觉实践法等改革流派的先河。
（5.00分）A. 翻译法B. 直接法C. 功能法D. 咨询法5.感知、归纳、交际法的基本特点不包括______（5.00分）A. 启发性B. 感知性C. 形象性D. 自由交往性6.咨询法是在外语教学过程中采用的小组集体学习形式，是美国芝加哥洛约雅拉大学心理学教授_______提出的一种外语教学法。
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《英语教学法》考试复习题I • Choose the best answerDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the questio n.1 ・ Which of the following is characteristic of children in learning a foreign language?A.They pay more attention to meaning than to fbrm.B.They have a clear purpose in learning a foreign language.C.They can monitor their own learning.D.They can concentrate for a long time in class・2.Which of the following is focused on writing?beling pictures according to their contents.B.Sequencing the pictures according to the story.C.Matching the pictures with the headings.menting on the pictures.3.Which of the following activities helps train logical thinking best*・A.Story telling.B.Finding patterns.C・ Iniervicwing・ D. Mind mapping.4.Which of the following should we examine if we want to assess the students1 intrapersonal intelligence?A.Performance in a discussion. B・ Posters.C・ Learning diaries. D. Performance in an interview.5・ What does the following practise?I want you to send A it out in A a minute.I have collected a A lot A of monkey stamps.A.Stress. B・ Intonation.C・ Pronunciation. D. Liaison.6.Which of the following can help to presentA.Realia.B. Miming・C・ Examples. D. Pictures.7.What strategy does "creating a situation for students to use the words11 help to train?A・ Association. B. Association.C.Contextualization.D. Collocation.8・ Which of the following activities can be used at the practice stage of vocabulary instruction?pletion exercises・B.Reading to discover the meaning of words.C.Cross-word puzzles.D.Teacher explaining the usage of words.9.Which of the following is a communication activity?A.Bingo.rmation transferC・ Substitution.D.Twenty questions・10.Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11 ・ Which of the following activities help to train reading?A. Drawing according to oral instructions ・B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. H ?A. Setting up tasks.B. Controlling discipline. C ・ Demonstrating ・ D ・ Getting feedback. 14. Which of the following activities is most suitable for whole-class work?A ・ Presenting new language ・ B. Role-play.C. Infoirnation gap ・ D ・ Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students 1 needs ・B ・ Students 1 background ・C. Student language proficiency ・D. Syllabus requirements.16. What type of learners can benefit most from acting activities? A. Kinesthetic learners. B. Auditory learners. C. Individual learners ・ D. visual learners M,17. What learning strategy does the following activity help to train?Put the words in the relevant columns* Bananas, dogs, sheep, oranges.FoodFruit .•• 1Animals・ • \ ・二宀•- •-J吕 吕•吕=• =吕•• (=)吕 吕T吕A.CZZJ CZ3 1=) [=] czz C=) (ZZD (=□ (=)czzo (=)(=3 TC=Jc.B.D.A.Grouping.B. Collocation・C. Association.D. Imagery.1& Which of the following can train listening?A.Sequencing the pictures.B.Writing captions for pictures.C.TPR.D.Matching titles with different paragraphs・19. Which of the following activities involves writing?A・ Labeling pictures.B・ Matching pictures with labels.C.Dramatization.D.Role play.20How do children learn their first language?:A.By imitationsB.By being corrected by parents・C.By leaming language rules.D.By, acting and performing・21• What's the teacher doing by saying ”Now you are going to do this in pairs. ?A.Checking understanding.B.Giving prompt・C・ Setting tasks.D. Getting feedback22.Which of the:following activities can be best done with pair work?rmation gap;B.Guessing gamesC.Watching videos・D.Role-play.23.Which Of the following helps assess language performance?A.Asking students to reflect on what activities attract them most.B.Asking students about their attitudes towards a Certain gameC.Asking students to draw pictures according to description?D.Asking the students to do a quiz at the end of the lesson・24.Which of the following is suitable for Speaking?A.TPR actions.B.Recognizing pictures.C・ In formation-gap.D・ Matching pictures with descriptions.25.In which of the following activities does the teacher play the role,of prompter?A.Give suggestions during an activityB.Read out the new words to the students・C.Take part in the pupils，convcrsation.D.Encourage students to go on with their talk・26.Which of the following belongs to projects?A. Guessing what someone is eating ・B. Creating a poster.C. Listening and identifying ・D. Information gap.27. What kind of classroom arrangement is most suitable for the following activites? The teacher asksthe pupils to discuss what they are going to do at the weekend.A. Pair work ・ B ・ Group work. C. Whole-class work. D. Individual work.28. What is the teaching doing in the following part of instruction?T: All right, I think it is the time. A. Introducing the activity. B ・ Giving a start ・C ・ Checking understanding D. Concluding an activity ・29, What is the teacher doing in terms of error correction?S: I seed a very good "film on TV yesterday. T: You SAW a very good film yesterday? A. Helping, correct the mistakeB. Giving a hint that the student has used the wrong tense, C ・ Asking the student to correct the mistake himself D. Asking the student whether he really saw the film.30: What does children% short attention span imply for classroom instruction?.A. We should not make any activity too long ・B. We should not waste time explaining complicated language rules. C ・ We should provide good models for children to imitate.D. We should select to those topics relevant to students^ experience. II. MatchingDirections: In this part, you are given five questions, Each question is followed by two columns of options- You are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. 2) Individual learners. 3) Visual learners ・ 4) Tactile learners. 2. Match the teachefs actio ns on both sides.3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.A ・ Cutting paper. B. Watching videos. C ・ Discussing weekend plans. D. Doing reading practice. 1) S: I seed a film yesterday. T: Mum? A. Helping the student to correct hisown mistakes ・ 2) S: I seed a film yesterday. T: You SEED a film yesterday? 3) S: I seed a film yesterday. T: You should say H saw M , not “seed”.4) S: I seed a film yesterday ・ T: What did Tom do? Anyone, who can tell us?B. Giving hints that there are mistakesin his speech. C. Encouraging others to correct themistake.D ・ Correcting the students mistakesdirectly ・2) Put the sentences in the correct order according to the pictures.3) Decide on the right pictures according to the recording ・4) Discuss hobbies according to the pictures- 4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. 2) Flow-chat dialogue ・ 3) Forming a basketball team. 4) Sentence completion 5. Match the questions with the items they assess.1) What problems do you still have? 2) How well did you prepare before class? 3) How well did you work in your group work?D. Self-regulation. 6. Match the learning styles on the left with thetype of activities on the right.1) Group learners A. Discussion 2) Reflective learners B. Making judgments 3) Individual learners C ・ Copying 4) Tactile learners D ・ Ding handcrafts7. Match the type Of intelligence on the left with the stuitable activities on the right.1) Inteipersonal intelligence.? 2) Musical intelligence, 3) Naturalistic intelligence 4) Spatial intelligence 8. Match the items of phonetics on the left with the realizations on the right1) Articulation A. Not at all 2) Intonation B. She sells seashells by the seashore 3) Liaison C.. Want to do 4) Loss of explosion D. Do you speak ,English?9. Match the type of vacabulaiy learning strategies on the left with the activities that help to train them on the right.1) Collocation A. Ask the students to find .the words from take dialogue and: guess their meanings 2) ContextB. B. 3) Grouping C.Ask the students to the words I n the right category.4) Imitation D. Ask the students to match the prepositions with the nouns. 10. Match the type of activities on the left with :the focus on the right?1) Simon says A. Reading 2) Look and say B. Writing; 3) Sentence completion C. Speaking 4) Drawing according, to instruction D. Listening HL Multiple choice questionsDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Yon may have more than one answer to each question.1 ・ Which of the following roles do the primary school teachers play?A ・ A helpe 匚 B. A motivator.B. Speaking.C. Reading ・D. Writing. A. Whole class work. B. Individual work ・ C. Pair work ・ D ・ Group work. A. Language performanee. B. Progress. C ・ Classroom participation.4) Flow well did you do in the vocabulary quiz?A. Active imaginationB. Rhythmic patternsC. Sensing others' motives,D. Photographing a good AsktheStudentstolistentoarecort and read after it.C.A friend.D. An organizer.2.Which of the following are/is characteristic of children?A.Not afraid of making mistakes.B.Analytical in learning・C.More instrumentally motivated.D.Good at generalizing.3.Which of the following explain(s) how children acquire their first language?A.By experimenting with the language.B.By interacting with people around them.C.By mimicking.D.By attending lessons.4.Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C.Conscious learning.D. Little error correction.5.Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese. B・Both English and Chinese have many vowels.C.Both English and Chinese have a lot of combined consonants・D・ English words often have two or more syllables, but Chinese characters have only one.6・.If the class is too passive and lifeless, what will you do?A.Ask the students to read out the text togethe匚B.Ask the students to copy the text.C・ Ask students to act out the dialogue・D.Ask the students to do guessing games7. What is practiced in the following activity?Now, work in pairs and ask your partner what he or she has in his or her schoolbag.A.Vocabulary・B.Speaking・C・ Listening.D.Grammar.& Which two of the* following should be the focus of oral instruction?nguageB.Function.C・ FluencyD.Knowledge9.Which of the following are true of second language learning?A.Structured input.B.Selected exposure.C: Natural contextD・ Focus on communication10.Which of the following can provide data for informative assessment?A.Final-term examinationB.Classroom observation.C.Peer evaluation of studentsD.Students1 learning diary.IV. Activity designing :I.In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given.Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions)・ You can f rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.om: There is a Chinatown in New York! There are a lot of Chinese shops and restaurants there ・Darning: Really?Tom: Yes, and there's Chinese dancing. Darning: Let's go to Chinatown now.II.activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, assumed time, predicted problems and solutions, procedures including assigning the tasks; students preparing in groups; getting feedback). Make sure you give the assumed time for each step.TEXTA： Look, there he is.B： Who?A： Robert, the guy I've been telling you about.B： Oh・ The guy you're going out with?A： I wish. The guy I want to go out with.B： Oh, he he's really handsome. Um, lets go talk to him.A： Oh, OK. Ell introduce you. I think yoif 11 really like him...Hi, Robert・C： Oh, hi.A： Have you met my friend, Jean?C： Fm afraid not.A： Hey, Jean, this is Robert. Robert, this is Jean.C： Nice to meet you, Jean.B： Nice to meet you . Robert.Please design a 10-minute communicative speaking activity according to the material given. In this speaking activity, you are to train the students to learn how to greet people and make introduction.1.Objectives (2%) ___________________________________2.Classroom organization (2%) _________________________________3・ Assumed time (2%) ______________________________4.Predicted problems (2%) _______________5.Solutions (3%) ______________________________6.Procedure (9%)(1)Assigning the tasks _____________________________(2)Students preparing in pairs _________________________(3)Getting feedback _________________________________III. Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problems and solutions). Make sure you give the assumed time for each step・TEXTA: Hi, Susan. Have you got any plans for the weekend?B: No, not really. Why?A: Well, Bill and I were thinking of giving a party. Would you like to come?B: Fd love to. What can I bring?A: Nothing .Just yourself. Oh, I almost forgot.Could you tell the girls in your dorm about the party?B: Sure. By the way, what time do you want people to show up?A: Around seven. And also please tell the girls not to wear anything formal・It will be a casual affai匚B: Okay.Name of activity ( 1%)_________________Objectives (1%) ___________________________________Type of the activity (1%) _____________________Classroom organization (1%) ____________________________Teacher's role (1%) ______________________Students^role (1%) ______________________Assumed time (1 %) ______________Predicted problems (2%) ________________Solutions (2%) ______________________________Procedure (9%)(1)Assigning the tasks ______________________________(2)Students preparing in pairs __________________________(3)Getting feed back _________________________________。