英語(yǔ)教學(xué)論-課程

英語(yǔ)教學(xué)論_課程（一）《英語(yǔ)教學(xué)論》課程一、單項(xiàng)選擇題SectionI:BasicTheoriesandPrinciplesQuestions1—10arebasedonthispart.Directions:Choosethebestanswerforthefollowingquestionsandwriteyouranswersinthebrackets.1.WhichistrueoftheNaturalOrderoflanguageacquisition?()A.TheNaturalOrder,consistsofListeningtoagreatdealofmeaningfullanguageinput,thenSpeaking,thenReadingtoagreatdealofmeaningfulinput,andfinallyWriting.B.TheNaturalOrder,consistsofSpeakingtoagreatdealofmeaningfullanguageinput,thenListening,thenReadingtoagreatdealofmeaningfulinput,andfinallyWriting.C.TheNaturalOrder,consistsofListeningtoagreatdealofmeaningfullanguageinput,thenSpeaking,thenWritingtoagreatdealofmeaningfulinput,andfinallyReading.D.TheNaturalOrder,consistsofReadingtoagreatdealofmeaningfullanguageinput,thenSpeaking,thenListeningtoagreatdealofmeaningfulinput,andfinallyWriting.2.Whichistrueofauthenticity?()A.Languageissimplifiedinsomewayfortheconvenienceoflearnersofthelanguage.B.Anauthentictextisonethathasbeenwrittenspeciallyforlanguagestudents.C.Authenticityinthelanguageclassroomincludestheuseofauthenticmaterials,designingauthenticclassroomactivities,andtheteacherspeakingauthenticallytothestudents.D.Itisnotclosetothesortofthingonewoulddoinreallife.3.Readingis()A.Readingisrecognizingthewrittenwordsinatext.B.Readingistheabilitytoarticulatethewordsandpronouncethemcorrectly.C.Readingisanactiveprocess.Itconstantlyinvolvesguessing,predicting,checkingandaskingoneselfquestions.D.Readingistheabilitytorememberwordsonly.4.Pre-listeningactivitiesmayserveseveralpurposesexcept()A.theycanhelpstudentsestablishlisteningexpectations.B.studentsusetheinformationorlanguagetheyacquiredtodosomethingelse.C.pre-listeningactivitiescanactivatestudents’priorknowledgeaboutthetopic.D.theycanarousestudents’interestinlearning.5.In______stage,studentsaregiventheopportunitiestousethenewlypresentedlanguageitemsinacontrolledframework.Thismaybedonebydrills,orbyrepeatingpartsofthedialoguepresentedinthefirststage.Thisstageisintendedtodevelopaccuracyskills.()A.practiceB.presentationC.productionD.preparation6.AchildwatchescartoononTV.Pleasechoosewhypeoplelisteninthissituation.()A.toextractinformationB.tomaintainsocialrelationsC.tobeentertainedD.tostudy7.Whichofthefollowingbelongstolivepresentation?()A.PublishedcassettesB.Friend’stalkC.VideotapesD.Recordedpopsongs8.Whichwordhasapositiveconnotation?()A.arrogantB.confidentC.stubbornD.mean9.AlessonplanisNOTinfluencedby()A.physicalconditionB.humanfactorsC.syllabusD.stationery10.TheprocedureofdesigningfreewritingtasksdoesNOTinclude()A.gettingideasonthetopicsB.selectingoneideaC.expandingoneideaD.editing二、簡(jiǎn)答題SectionII:ProblemSolvingDIRECTIONS:Situationsinclassroomteachingareprovidedhere.Ineachsituationtherearesomeproblems.Firstly,identifytheproblems;secondly,provideyourownsolutionsaccordingtothecommunicativelanguageteachingprinciplesandexplainindetails.1.Someteacherspayparticularattentiontothecomfortoftheclassroom,andthelearningenvironment:thelightsaresoft,thechairsarecomfortable,thereissoothingmusicplayinginthebackground,textsarereadtothestudentsgentlybytheteacher.Finallythetextsaregiventothestudentswithaparalleltranslationintheirmothertongueandtheyworkthroughitaskingtheteacherquestionsaboutthingstheydon’tunderstandinit.Whatdoyoulikeaboutthismethod?Whydoyouthinktranslationsofthetextaregiven?WhathavewegainedfromtheHumanistsinourapproachtoteachingaforeignlanguage?2.Readthefollowinglisteningtext,andtrytodesignfivedifferentpost-listeningactivitiesforit.Youalsoneedtomakeabriefstatementofthepurposeofyouractivity.Kateisgoingtothesupermarkettobuysomefood.First,shedecideswhatsheneedstobuyathome.Howmuchbreaddoessheneed?Whatkindofvegetables?Isthereenoughfruit?Next,Katemakesashoppinglist.Sheisgoingtobuytwochickens,somecabbages,fourtomatoesandtwoloavesofbread.Sheisgoingtobuy3bottlesofmilkand12eggs.Butshe’safraidshehasn’tgotenoughmoney,soshe’llhavetostopatthebankonherwaytothesupermarket.(FromSeniorEnglishTextbook,ListeningWorkbook,Book2A,PEP)3.Therearedifferentstylesofgrammarteachingandeachstyleofgrammarteachinghasitsbenefitsanddrawbacks.Couldyouthinkoverinductivegrammarteachingandtrytofillinthefollowingtableswithasmanycommentsasyoucan.InductiveGrammarTeachingBenefitsDrawbacks三、案例題SectionIII:Mini-lessonPlanorTextAnalysisDIRECTIONS:Readthefollowingtextcarefullyandcompletetheteachingplan.Thetextisadialogueforteachingspeakingforprimarystudents.Designactivitiesforteachingspeakingincontextifnecessary.Chen:Welcometoourschool!Thisistheteacher’soffice.Thatismyclassroom.VisitorA:Howmanystudentsarethereinyourclass?Chen:Forty-five.VisitorB:Doyouhavealibrary?Chen:Yes.VisitorA:Doyouhavelunchatschool?Chen:Yes!Thecanteenisonthefirstfloor.Thisway,please.Yourlessonplanshouldincludethefollowingaspects:LessonPlan:1)Name(s)ofactivity(ies)2）Objective