第一部份 课程考核说明
1、 考核目的
通过本次考试，了解学生对本课程基本内容和重、难点的掌握程度，以及运用本课程的基本知识、基本理论和基本方法来分析和解决实际教学问题的能力。
2、考核方式
期末开卷考试，笔试、90分钟。
3、适用范围、教材
本课程期末复习指导适用范围为开放教育本科英语专业教育方向的限选课程。
考试命题的教材是由顾曰国主编，外语教学与研究出版社1999年3月第1版《英语教学法（下）》教材。
4、命题依据
本课程的命题依据是《英语教学法（2）》课程的教学大纲、教材、实施细则。
5、考试要求
本课程考试主要考察学生对所学理论知识的掌握，并能应用所学理论知识对英语语言教学现象进行分析、评价，从而用所学理论知识指导英语教学实践。
6、 考试形式与试卷结构
试卷分为试题和答题纸两部分。具体题型如下：
Section I. Basic Theories and Principles (20%)
Section II. Problem Solving (20%)
Section III. Short Essay (30%)
Section IV. Essay (30%)
第二部份 期末复习重点范围
请重点参考复习贵州电大网上与“英语教学法（2）”课程相关的平时作业讲评、重难点分析部分。
Unit 6
重点掌握：The writing process;
一般掌握：Designing free writing tasks.
Unit 7
重点掌握：Deductive or inductive learning of grammar; Presentation; The production stage.
一般掌握：How we learn and teach grammar?
Unit 8
重点掌握：Active or passive knowledge; Techniques of teaching aspects of vocabulary.
一般掌握：What does “knowing a word” mean? Ways of presenting new vocabulary;
Unit 9
重点掌握： How to make a lesson plan? Integrating skills.
一般掌握：What a lesson involves? The benefit of a lesson plan;
Unit 10
重点掌握： Qualities of a good teacher; Qualities of a poor teacher; Telling the students what you expect them to do;
一般掌握：Understanding the students; Reflecting on the teacher; encouraging students.
Unit 11
重点掌握： Classroom layout; A good lesson plan.
一般掌握：The classroom; The positioning of the desks;
第三部份 综合练习题
Section I. Basic Theories and Principles
Directions: Choose the best answer from A, B or C for each question.
1. What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?
A. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.
B. Grammatical devices that establish links to form the cohesion of a text, such as it, this, the, here, that, and so on.
C. Lexical devices that use the repetition of key words or synonymous words to link sentences together.
2. What should a required lesson plan look like?
A. a copy of explanation of words and structures
B. a timetable for activities
C. transcribed procedure of classroom instruction
3. Whether two words go together with each other or not is an issue of what?
A. Connotation.
B. Register.
C. Collocation.
4. What will a good writer usually do in the pre-writing stage of the writing process?
A. Make decisions on the purpose, the audience, the contents, and the outline of the writing.
B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.
C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.
5. What are the most important parts of a lesson plan?
A. Textbooks and classroom aids.
B. Anticipation of problems and flexibility in dealing with them.
C. Objectives of the lesson and procedure to achieve them;
6. Why do we need to design tasks to supplement the textbook?
A. Textbooks usually are not well written.
B. Textbooks need adaptations t0 fit the needs of their target students.
C. Textbooks only cover a limited amount Of language skills.
7. Which of the following activity is most productive?
A. read the text and then choose the best answer to the questions
B. discuss on the given topic according to the text you have just read
C. exchange and edit the writing of your partner
8. In which stage of the Presentation-Practice-Production approach will students have the chance to use the new language freely and incorporate it into their existing language?
A. Presentation Stage.
B. Practice Stage.
C. Production Stage.
9. How can we help students to memorize a new word more effectively?
A. Put the new word in a context, relate it to known words, and use illustrations.
B. Pre-teach the new word of a text, pronounce it correctly, and group it.
C. Put the new word in a list of unconnected words with illustrations.
10. 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.
11. 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 teaching
B. inductive grammar teaching
C. prescriptive grammar teaching
12. Which of the following techniques can best present the word "pollution"?
A. Show or draw a picture.
B. Give a definition or an example.
C. Demonstrate the meaning by acting or miming.
13. Among the following factors that may affect a lesson plan, which one includes classroom size?
A. Human factors.
B. Physical conditions.
C. Syllabus and testing.
14. Among the five subcategories of classroom management, that is people, language environment, organization and tools, which of the following elements' can be classified under environment?
A. Textbook, exercise book, teacher's book, and blackboard.
B. interaction between teacher and students.
C. Arrangement of desks and chairs.
15. Whole class teaching, pair work, group work, and games are activities under which subcategory: of classroom management?
A. People.
B. Environment.
C. Organization.
16. Among the factors affecting a lesson plan, which of the following is human factor?
A. personality of the teacher
B. class size
C. course requirement
17. When should the teacher issue the instruction?
A. as soon as class begins
B. when students’ attention is directed to the teacher
C. when class is silent.
18. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing task?
A. Controlled writing.
B. Guided writing.
C. Free writing.
19. To cultivate communicative competence, what should correction focus on?
A. linguistic forms
B. communicative strategies
C. grammatical rules
20. For better classroom management, what should the .teacher do while the students a doing activities?
A. participate in a group
B. prepare for the next procedure
C. circulate around the class to monitor, prompt and help
21. What role does a teacher take to create an environment in which learning can take place?
A. Instructor?
B. Manager.
C. Assessor,
22. Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?
A . Descriptive grammar.
B. Prescriptive grammar.
C. Traditional grammar.
23. Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used?
A . Descriptive grammar.
B. Prescriptive grammar.
C. Traditional grammar.
24. 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 writing
B. in free writing
C. in controlled writing
25. When students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?
A. Deductive grammar teaching.
B. Inductive grammar teaching.
C. Traditional grammar teaching.
Section II. Problem Solving
Directions: Below are two 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.
1. In a writing class, the teacher asks the students to write an article about their hometown. To help the students, the teacher also provides a well-written article about hometown by a famous writer as a sample. Students are instructed to follow the style and the organization of ideas of the sample article.
2. At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practice the grammatical items the students learned.
3. At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practice the grammatical items the students learned.
4. This is a traditional classroom. The students' desks are arranged neatly in rows and columns, while the teacher's desk is placed in the front of the classroom on a platform. The teacher comes into the classroom. All students stand up to greet the teacher and the teacher greets back. Then the teacher starts to talk and the students start to take notes. From time to time, the teacher will ask some questions to the whole class, and those students who know the answers will respond. At other times, the teacher will point at an individual student and asks a question. The teacher also asks the students to do some readings or exercises quietly in class. As the students finish their job, the teacher collects their work and tells them that they will get feedback over the next week.
5. In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.
6. In 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.
7. At 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.
8. This is a traditional classroom. The students' desks are arranged neatly in rows and columns, while the teacher's desk is placed in the front of the classroom on a platform. The teacher comes into the classroom. All students stand up to greet the teacher and the teacher greets back. Then the teacher starts to talk and the students start to take notes. From time to time, the teacher will ask some questions to the whole class, and those students who know the answers will respond. At other times, the teacher will point at an individual student and asks a question. The teacher also asks the students to do some readings or exercises quietly in class. As the students finish their job, the teacher collects their work and tells them that they will get feedback over the next week.
9. At 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.
10. When teaching a new reading passage, the teacher writes all the new words on the blackboard and asks the students to look them up in dictionaries. Then the teacher explains the meaning of these new words in simple English, usually by providing some examples of their usage. Sometimes, the teacher may provide the Chinese versions for these words. After dealing with the vocabulary, the teacher will then shift their focus to the reading passage.
III. Essay
1. Directions: Write an essay according to the knowledge of the book English Language Teaching Methodology, or according to your own experiences
Suppose you are an English teacher working in a middle school, and it is a little difficult for you to keep balanced in study and work. Write a short passage on “How to solve the problem between study and work” in English around 80 words.
2. Write an essay according to the knowledge of the book English Language Teaching Methodology, or according to your own experiences.
Write a short passage on “Advantages and disadvantages on having lesson in language lab based with modern equipments and in traditional classroom” in English around 80 words.
3. Write an essay according to the knowledge of the book English Language Teaching Methodology, or according to your own experiences.
Write a passage titled with “Should college students be allowed to reside off the campus” in English around 80 words.
4. Write an essay according to the knowledge of the book English Language Teaching Methodology, or according to your own experiences.
Write a short passage on “Why some students choose to sit at the back of the classroom?” in English around 80 words.
5. Write an essay according to the knowledge of the book English Language Teaching Methodology, or according to your own experiences.
Write a passage on “Should college students take part-time jobs?” around 80 words.
IV．Essay
1. Write an essay according to the knowledge of the book English Language Teaching Methodology, or according to your own experiences
Read the letter carefully and write down a passage about “Why should teachers do the reflection of their own teaching” in less than 150 words.
(The passage below may help you with your writing.)
The teacher may benefit from practice if they keep on reflecting
The teacher may benefit from teaching practice if he / she keep on reflecting on what he / she has been doing. It should be noted that teachers reflect on their own work not only after they finish a certain period of teaching practice, but also they are doing the practice.
When they student teachers are doing pseudo practice, they are aware that they are trying out what they have learned and they are likely to reflect on their own work, because their instructions require them to do. The pseudo practice is beneficial only if they are serious about the reflection. The most difficult thing to do is to keep on reflecting on their work when they doing practice in the “real work” sense. After some period of practice and reflection, a teacher matures and approaches the Goal (professional competence).
Letter 1
Dear Chun Jing,
我是一个中学的英语教师，我们的学生基础都较差，那么我怎么才能把教学法中的方法与实教学相联系呢？您能给我一些好的建议吗？
Hu Rong
Letter 2
Dear Hu Rong,
Very glad to receive your letter! And you asked a very good question.
When I studied the course "Action Research (行动研究)", I felt rather interested in the teaching suggestions given by some of the experts. And I tried to use some of them in my teaching, so I faced the same problem just like you.
I can say in the book "English Language Teaching Methodology", there are a lot of teaching suggestions. You may try putting a small one into your teaching, ignoring the English abilities of the students. I know this is rather hard at the beginning. However, just have a try. If you really want a try, please tell me what suggestion you are going to use in your teaching. Maybe we can have some discussion about it.
Chun Jing
2. Write an essay according to the knowledge of the book English Language Teaching Methodology, or according to your own experiences.
Read the passage titled with “Writing through e-mail” and write an essay titled with “It is of great use writing through e-mail” in less than 150 words. In your writing you can use the following as an example: asking your teacher about how to translate the following three sentences:
S1. If you run after two hares, you will catch neither.
S2. Something unexpected may happen any time.
S3. Even the cleverest housewife can’t cook a meal without rice.
(The translation you got from your teacher.)
S1. 一心不可二用/不能脚踏两只船。
S2. 天有不测风云。
S3. 巧妇难为无米之炊。
(The following passage may help you with your writing.)
Writing through e-mail
Traditionally, compositions have to be written out or printed out, turned in on certain dates, and then handed back to the students. This places a limit on the natural give-and take that often takes place in more authentic forms of writing. Research indicates, rather than handing in the “perfect” final product, students are more willing to submit drafts one at a time to the teacher and revise their work after seeking comments or advice from the teacher. In doing so the students are actually guided through the process of writing, and the teacher has more understanding of the process that leads to certain drafts or the final product. In order to do this, the traditional hand- in-and-return method will not suffice. The modern miracle of e-mail can help out here.
In an e-mail based writing scheme, the students can not only send their writing to the teacher, they can also send their work to each other simultaneously. As a result, an individual student can receive comments from all peers. This increases the chances of exchanging and sharing ideas among the students.
When writing an e-mail, students have a feeling of real-time writing. They feel they are writing for real purposes of exchanging ideas. Traditionally, handing in the composition means asking the teacher to make corrections. But when writing on e-mail, every word the students put down is not for the purpose of being corrected by their teacher, but rather for the purpose of sharing ideas with their classmates.
E-mail based English Language Teaching writing courses have existed in many parts of the world for quite a few years. Some teachers in China have also doing research into running of e-mail based writing course. Of curse, e-mail lists can be used for the development of all the other general language skills.
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