《英语教学法》平时作业 1

Language Teaching Methodology

Sample Test A

Section I. Multiple Choice Questions (30 points)

DIRECTIONS: In this section, there are 15 questions. To each question, three possible answers are provided, respectively marked A, B and C. Choose the best answer to the question and put the relevant letter in the bracket.

(    ) 1. What is NOT the role of teaching writing?

A. To pass a particular examination

B. To serve as a tool in teaching all skills

C. To train students' handwriting.

(    ) 2. Which of the following is NOT the language feature of a well-written text?

A. Well-developed and well-organized ideas.

B. Accurate spelling.

C. Meaningful punctuation.

(    ) 3. In terms of cohesive devices, exemplification ______ .

A. links sentences in a grammatical way

B. indicates meaning relationship between or within sentences.

C. Links sentences by repeating the same meaning.

(    ) 4. Which of the following is not involved in an overall plan of writing?

A. audience

B. grammar

C. purpose

(    ) 5. When you give a feedback for writing to your student, it is proper to use the remark _____ .

A. This is meaningless.

B. You should explain this in a simple way.

C. What a stupid expression.

(    ) 6. Contrastive imitation is a way of______ .

A. guided writing

B. controlled writing

C. free writing

(    )7. Teacher presents the rule of a specific structure on the blackboard first and explain it to the students. This would be followed by the teacher giving several examples. Then students are asked to apply the rule themselves in some exercises. This is called ______.

A. structured grammar teaching

B. inductive grammar teaching

C. deductive grammar teaching

(    ) 8. A teacher brings teaching aids to the classroom in order to ______.

A. save her/his effort to explain what s/he teaches.

B. make the lesson more interesting

C. demonstrate her/his possessions  

(    ) 9. When preparing a lesson, the first thing to consider must be ______.

A. the new words to be taught

B. the teaching goal(s) to be achieved

C. the process of teaching

(    ) 10. The following are the physical conditions that influence a lesson plan EXCEPT ______.

A. various needs and attitudes of the students

B. size of classroom

C. length of the lesson

(    ) 11. When you finish your lesson, you find there is still 10 minutes to go. You are advised to ______.

A. ask Ss to prepare the next part of the text

B. have some extra practice activity/task beforehand

C. get Ss to discuss some interesting topic

(    ) 12. After you finish teaching a lesson, what do you usually do with your lesson plan?

A. Read it again and modify it.

B. Put it into the drawer for the reuse in the future.

C. Toss it away.

(    ) 13. When encountering a text with badly designed tasks, we can ______.  

A. use part of them as teaching material

B. replace the whole tasks by appropriate ones

C. adapt the text and design our own tasks

(    ) 14. The best way to check students' understanding of the instruction is to ask ______   to repeat the instruction.

A. the whole class

B. individual better student

C. individual weaker student

(   ) 15. Here is a dialogue:

              S1: I watched Titanic last Sunday.

              S2: Really? Where? Because I watch it either.

              S1: Er … ( with questioning look )

              S2: Oh, yes. I watched it last Sunday, too. In the People's Cinema.  

In this dialogue, what correction is involved?

A. Self-correction.

B. Peer-correction.

C. Teacher-correction.

Section II. Problem Solving (30 points)

DIRECTIONS: In this section, there are 5 situations in classroom teaching. In each situation there are some problems. Firstly identify the problems. Secondly, provide your own solutions according to the communicative language principles.

1. Ms. Liu selects a text describing the sequence of a wedding ceremony and scramble it. Then she asks her students to rewrite the event logically based on the given sentences.  

2. The following sequence of activities is what a teacher adopts in a writing lesson:

              a. Organizing and elaborating the main points

              b. Brainstorming

              c. Checking the accuracy

              d. Rearranging the order of sentences or paragraphs  

3. At Practice Stage of teaching Passive Voice, Mr. Zhao asks his students to put the sentences of the passive voice back into the active voice.(Note: At presentation stage, those sentences are transformed from the active voice to the passive voice.)

4. Here is the pre-reading stage of a lesson plan. The topic of this lesson is “Disabilities”. Point out the inappropriateness of this part.

5. Miss Young is ready to teach a lesson entitled “Indian Forests”. In order to arouse students' interest in the topic, she designs a pre-reading activity instructed as: Ask Ss to brainstorm in group of four the present situation of Indian forests . Then she finds the class remains silence and the students look at each other.

Section III   Mini-Lesson Plan (40%)

DIRECTIONS: In this section, you will be asked to design two teaching plans.

Task 1. Here is a writing task, from Senior II, Student Book. Please design a pre-writing stage plan for the topic of “A visit to a local place of interest”. The writing should include (1)facts about the place; (2) what we did; (3) what it was like.

Task 2. Design a presentation stage plan for teaching Comparative and Superlative of Adjectives.