Ⅰ.Multiple Choice Directions: In this section, you are given 20 question, beneath each of which are four chokes marked A, B, C, and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.
1. The acculturation theory originated in the late 1970s and was put forward by ______.
A.J.Schumann and R.Anderson
B.S.Krashen and J.Schumann
C.R.Anderson and E.Hatch
D.S.Krashen and E.Hatch
A B C D
A
[解析] 文化适应理论的代表人物是J.Schumann和R.Anderson。
2. Designing ______ tasks is one of the ways to establish favorable classroom climate in the Direct Method, including map drawing, identifying pictures, following instructions, and detecting mistakes and so on.
3. Separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing is a distinctive characteristic of the ______.
8. There is ______ use of the target language in the Grammar-Translation Method.
A.little
B.a lot of
C.some
D.no
A B C D
A
[解析] 语法翻译法极少使用目标语。
9. Drill is the center of practice in ______.
A.the Audiolingual Method
B.the Cognitive Approach
C.the Grammar-Translation Method
D.the Communicative Approach
A B C D
A
[解析] 听说法训练语言的核心方法是操练。
10. With regard to ______, the teacher gives students a certain kind of sentence, an affirmative sentence and ask students to change the sentence into other forms.
19. The Dual Activity Method, proposed by ______, puts foreign language teaching in a macro-communicative framework and specifies six duality.
A.Wang Cairen
B.Zhang Sizhong
C.Zhang Jianzhong
D.Hao Youming
A B C D
A
[解析] 双重活动教学法(DAM)是由我国著名英语教育专家王才仁提出的教学法。
20. The ______ uses random volunteered group responses, which place little demand on the individual student but allow early use of the target language.
Ⅱ.Filling Blanks Directions: In this section, there are 20 statements, each of which contains a blank. You are to fill in each blank with ONE appropriate word. One point is given to each blank.
1. According to Schumann, ______ distance is created by the relations between the learner and members of the target social group.
6. The ______ Approach refers to an approach to language teaching developed by British applied linguists from the 1920s to the 1960s.
Oral
[解析] 口语法是20世纪20年代到60年代由英国应用学家发展的一种语言教学方法。
7. The Audiolingual Method uses dialogues to present the language because dialogue is regarded as a ______ context for the language forms.
natural
[解析] 听说法认为对话(dialogues)是语言形式存在的最好的语境,因此使用对话来教授语法。
8. Cognitive psychologists lay emphasis on meaningful learning and hold that meaning is understood as a ______ experience instead of a behavioral response.
9. The Natural Approach assumes that if we provide discussion, hence input, over a wide variety of topics while pursuing ______ goal, the necessary grammatical structures are automatically provided in the input.
10. According to the Communicative Approach, the objectives of a course of language instruction cannot be defined until the learners' ______ have been identified.
11. According to David Nunan, an enhancement of the learner's own ______ experiences as important contributing elements to classroom learning.
needs
[解析] David Nunan总结交际教学法的特征时指出,增强学生的自身体验(personal experience)是促进课堂学习的重要方式。
12. The first syllabus for middle schools' English course was released in ______.
1978
[解析] 1978年,我国颁布第一个针对中学的英语教学大纲,是英语教学的一个转折点。
13. The Cognitive Approach maintains that language learning is the ______ of the underlying structure of the language by means of inductive and deductive inference.
17. The two forerunners of American ______ are Franz Boas and Edward Sapir.
Structuralism
[解析] Franz Boas和Edward Sapir是美国结构主义的先驱。
18. ______ Method was the first method used at the end of the 18th certury. The principal aim was to help learners to acquire a reading knowledge of the target language.
Grammar-Translation
[解析] 语法翻译法盛行于18世纪末。
19. According to Piaget, ______ is the process by which we modify what we already know to take into account new information.
20. In the Natural Approach, ______ activities attempt to involve students' feelings, opinions, desires, reactions, ideas, and experiences.
affective-humanistic
Ⅲ.Matching Directions: This section consists of two groups of pairs listed in two columns, A and B. You are to match the one marked ①, ②, ③, ④, or ⑤ in Column A with the one marked a, b, c, d, or e in Column B. One point is given to each pair you match correctly.
A. One of the main features
B. Different methods used in China
a. external stimuli and internal cognitive activity
① three-dimensional approach
b. the teacher is to maintain a balance between students, the target language and the environment
② leveled method
c. taking a text-based, top-down approach
③ global method
d. affective factors, situations, structures, rules and functions
④ dual activity method
e. more practice, less examination
⑤ the ASSRF method
1.
①-b
2.
②-e
3.
③-c
4.
④-a
5.
⑤-d
A. Representative of the theory
B. Theory of psychology
a. J.Schumann
① Psychoanalysis
b. Sigmund Freud
② The acculturation theory
c. J.Piaget
③ Gestalt psychology
d. Kurt Lewin
④ Cognitive psychology
e. B.E.Skinner
⑤ Behavirio
6.
①-b
7.
②-a
8.
③-d
9.
④-c
10.
⑤-e
Ⅳ.Questions for Brief Answers Directions: This section has six questions. You are to answer them briefly. Five points are given to each question.
1. What is the most important aspect of language according to the Grammar-Translation Method?
According to the Grammar-Translation Method, grammar is the most important aspect of language, which is viewed as a system of rules. Systematic study of grammatical rules plays an important role in fostering students' ability of reading comprehension and producing grammatically correct sentences.
2. What is the greatest contribution of the Cognitive Approach?
The greatest contribution of the Cognitive Approach is that it draws on the latest development of linguistics and psychology and studies foreign language teaching from the point of view of educational psychology, linguistic psychology and foreign language learning theories, hence makes itself more scientific.
3. Define the schema theory put forward by Piaget briefly.
The schema theory refers to the mental framework of past experiences, those things a person stores in his long-term memory.
4. Truly communicative activities have three features according to Morrow. What are they?
Activities that are truly communicative have three features: information gap, choice and feedback.
5. What are the four dimensions of Communicative Competence.
They are grammatical competence, sociolinguistic competence, discourse competence, and strategic competence.
6. List at least three techniques used in the Communicative Approach.
Listening and note-taking using audio/video materials; giving oral presentation; project work; role play and simulation.
Ⅴ.Questions for Long Answers Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned. Ten points are given to each question.
1. What procedures do teachers follow in a typical Audiolingual class?
In a typical Audiolingual class the following procedures will be observed: ①Recognition: Students first hear a model dialogue (either read by the teacher or on the tape) containing the key structures that are the focus of the lesson and try to understand the meaning of the dialogue with the help of the teacher's gestures, mime, context or situation established in advance. ②Imitation and repetition: The students repeat each line of the dialogue, individually and in chorus. The students must imitate the right pronunciation, intonation and fluency. ③Patterns drill: Certain key structures from the dialogue are selected and used as the basic for pattern drills of different kinds. ④Follow-up activities: The students now are allowed to look at their textbooks. They are usually asked to do some follow-up reading, writing or vocabulary activities. This will guide their use of the language.
2. What are the characteristics of the Natural Approach?
①Class time is devoted primarily to providing input for acquisition. ②The teacher speaks only the target language in the classroom. Students may use either the first or second language. If they choose to respond in the second language, their errors should not be corrected in the process of communication. ③Homework may include grammar work and errors should be corrected. ④The goals are to enable students to talk about ideas, perform tasks, and solve problems.