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I£®Choose the best answer £¨30%£©

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?

¡ùPeer and I went to the cinema yesterday£®

Peter and ¡ùI went to the cinema yesterday£® Peer and I went to the ¡ùcinema yesterday£® Peer and I went to the cinema ¡ùyesterday£® 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.

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8£®Which of the following activities is most appealing to children¡¯s characteristics? D£®Timely error correction.

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.

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.

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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 2£©Kinesthetic learners 3£©Auditory learners 4£©Tactile learners

A£®Handwork B£®Picture talking C£®Play acting

D£®Song and music listening

4£®What is the teacher doing? £¨4 points£© 1£©Now, you can begin. 2£©All right, I think it is time. 3£©Can you two show us how to work? 4£©We are going to do two things today. Tom, can you tell us what they are?

5£®Match the activities with the relevant classroom arrangement£®£¨4 points£© 1£©Speaking chains 2£©Role play of a dialogue 3£©Guessing the object 4£©Sentence completion

¢ó£®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

A£®Whole class work B£®Individual work C£®Pair work D£®Group work

A£®Checking understanding B£®Ending the activity C£®Demonstrating the operation D£®Giving the start

2£®Match the types of intelligence on the left with the form of learning on the right£®£¨4 points£©

1£©Linguistic intelligence 2£©Match and logical thinking 3£©Spatial intelligence

4£©Bodily/Kinesthetic inteligence

A£®Doing hands-on activities B£®Sketching C£®Verbalizing D£®Conceptualizing

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£®

3£®Match the activities on the left with the language focus on the right£®£¨4 points£© 1£©Grouping words together 2£©Minimal pair practice 3£©Labeling pictures

4£©Sequencing the events according to the story

A£®Reading

B£®Vocabulary learning strategy C£®Pronunciation D£®Writing

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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. ¢ô£®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 summative assessment? Why or why not?

Self£­assessment Sheet Yes, Partly, No 1£®I was able to select a story I am interested in£® ¡õ ¡õ ¡õ 2£®I tried to guess from the context when I met ¡õ ¡õ ¡õ new words in the story£® 3£®When I failed to guess out the words, I referred ¡õ ¡õ ¡õ to the Chinese version for reference£® 4£®I skimmed the story to first find what it is ¡õ ¡õ ¡õ mainly about£® 5£®I then read the story carefully, interested in ¡õ ¡õ ¡õ some of the details£® 6£®When I was required to retell a character I like ¡õ ¡õ ¡õ best or a happening which attracted my attention, I scanned the story again for some details£® 7£®In the discussion with others I found that I was ¡õ ¡õ ¡õ able to get the right information very quickly as I read in the way I had learnt£® 8£®I am satisfied with my reading this time£® ¡õ ¡õ ¡õ 4£®What might be the reason if your students misbehave in class? Mention at least 3

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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£®

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know, i£®e£®our mother tongue£®Whether we like it or not, the new language is learnt on the basis of a previously acquired language£®

4£© L1 is the yardstick and guide to our new L2£®We recognize the existence of language

1£®C 2£®D 3£®A 4£®A 5£®B 6£®C 7£®C 8£®D 9£®B 10£®D 11£®C 12£®A universals£®So we can use our L1 knowledge to facilitate our learning of L2£®In fact, an 13£®D 14£®B 15£®D

¢ò£®Matching 1£®1£©£­£­£­B 2£®1£©£­£­£­C 3£®1£©£­£­£­B 4£®1£©£­£­£­D 5£®1£©£­£­£­D

2£©£­£­£­C 2£©£­£­£­D 2£©£­£­£­C 2£©£­£­£­B 2£©£­£­£­C

3£©£­£­£­D 3£©£­£­£­B 3£©£­£­£­D 3£©£­£­£­C 3£©£­£­£­A

4£©£­£­£­A 4£©£­£­£­A 4£©£­£­£­A 4£©£­£­£­A 4£©£­£­£­B

individual learning an L2 tends to transfer rules, habits, and meanings from his mother tongue£®

5£© At the novice stage, it may be useful to fall back on comparisons between L1 and L2 and explanations of L2 in L1 terms£®It is very difficult to make everything clear to the beginners, who are too poor in the foreign language£®

2£®±¾Ìâ±¾Á½²¿·Ö£¬Çø±ð²¿·ÖÄܻشð1£©¡ª3£©ÖеÄÒ»¸ö¿ÉµÃ1·Ö£¬Á½¸ö¿ÉµÃ3·Ö¡£ÓйعØϵ²¿·Ö£¬Ö»ÒªÄܻشð³ö4£©ÖеIJâÊÔÊÇÆÀ¹ÀÊý¾ÝµÄÊÕ¼¯·½Ê½Ö®Ò»¼´¿ÉµÃ1·Ö¡£ÐÐÎÄÎÞÓïÑÔ´íÎ󣬷ûºÏÂß¼­¼´¿ÉµÃ1·Ö¡£

1£© Testing often takes the ¡°pencil and paper¡± form, and is expressed by a mark or grade,

¢ó£®Multiple choice questions

±¾ÌâΪ¶àÏîÑ¡Ôñ£¬¹²5¸öСÌ⣬20·Ö£¬Ã¿Ìâ2·Ö£¬È«²¿Ñ¡ÏѡÔñÕýÈ··½¿ÉµÃ·Ö¡£ while assessment involves the collection of a wide range of information in a report form with 1£®A B C D 2£®A D 3£®A C D 4£®B C D 5£®A B

¢ô£®Short answer questions

scales or levels as well as description and comment£®

2£© Testing is usually done at the end of a learning period, for example at the end of a two months¡¯ learning, half a semester or a whole semester, while assessment involves a child¡¯s learning progress and achievement over a period of time for the purposes of improving teaching and learning£®

3£© Testing is usually for school¡¯s or parents¡¯ benefits, for them to know exactly where

1£© It will be very time-consuming to try to explain things in the target language and each child stands among all the children, while assessment is for the students themselves to possibly cause more confusion£®

know how they are going along and for the teachers to know which stage they are at and what

2£© It may be most helpful to view pupils¡¯ use of L1 as a useful strategy for they need to do further£® communicating at a stage when they do not have enough English to express their own ideas£®

4£© Testing is only one source of information for assessment£®It can¡¯t provide a whole

3£© When we learn a second language, we always set out form a language we already picture of a student or teaching£®To conduct assessment we need not only testing results but

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also other information about the learning process both from the teacher and the 3£®Assumed time »î¶¯Ã¿Ò»½×¶ÎÒª¸ø³ö»î¶¯Ê±¼ä£¬Ê±¼ä·ÖÅäºÏÀí£¬ÇÒÓë»î¶¯×ÜÌåʱ

students£®Assessment can provide a much fuller picture about students¡¯ learning progress and ¼äÏà·û£¬µÃ2·Ö¡£Èç¹ûÓв¿·Ö²½Öè¸ø³öʱ¼ä£¬ÆäËûµÄû¸øÔò²»µÃ·Ö£¬¸÷²½Öèʱ¼ä×ܺÍÓëlearning achievement£®

3£®±¾Ìâ1£©Õ¼2·Ö£¬Èç¹û»Ø´ð³Ésummative assessmentÔò²»µÃ·Ö¡£2£©¡ª 4£©´ð³öÒ»µã¼´¿ÉµÃ2·Ö¡£ÐÐÎÄÎÞÓïÑÔ´íÎ󣬷ûºÏÂß¼­¼´¿ÉµÃ1·Ö¡£

1£©It supports formative assessment£®

2£©It is a self-evaluation sheet and self-evaluation sheet is a technique of formative assessment.

3£©From the questions we can find that the evaluation is focused on the process, which is the key feature of formative assessment.

4£©The evaluation of strategy use also reflects the use of formative assessment£® 4£®±¾ÌâÖ»ÒªÄܻشð³öÈýµã¼´¿ÉµÃ4·Ö£¬²»ÒªÇóÓïÑÔÒ»Ö£¬Ö»ÒªÖ÷ÒªÒâ˼˵³ö¼´¿É¡£ÐÐÎÄÎÞÓïÑÔ´íÎ󣬷ûºÏÂß¼­¼´¿ÉµÃ1·Ö¡£

1£©The task may be too difficult or easy£®

2£©The task may be a little too boring or mechanical£®

3£©The students may have done the task before, so they have little interest£® 4£©Some students misbehave only to attract the teacher¡¯s attention£®

5£©Some students misbehave just because they are naughty and nothing in lesson can hold their interest£®

6£©Some students may have home problems£® ¢õ£®Activity designing

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1£®Objective »î¶¯Ä¿µÄÃèÊöÇå³þ£¬Óë»î¶¯ÏàÊÊÓ¦µÃ2·Ö£¬²»·ûºÏ»î¶¯ÒªÇ󲻵÷֡£ 2£®Classroom organization »î¶¯×éÖ¯ÐÎʽÓë»î¶¯ÏàÊÊÓ¦µÃ2·Ö£¬·ñÔò²»µÃ·Ö¡£

Õû¸ö»î¶¯Ê±¼ä²»·û£¬²»µÃ·Ö¡£

4£®Procedure »î¶¯µÄ³ÌÐòÃèÊöÒªÇå³þ£¬Ò»°ãÖÁÉÙÒªÓÐÈý²½×é³É£¬ÆäÖÐÿһ²½ÒªÃèÊöÇå³þ½ÌʦºÍѧÉúÐÐΪ£¬ÒÔ¼°½ÌʦָÁî¡£ÄÜÇå³þÃèÊöÕßµÃ9·Ö£¬Ã¿Ò»½×¶Î3·Ö¡£

5£®Predicted problems Ô¤²âÎÊÌâ·ûºÏСѧÉúµÄ¾ßÌåÇé¿ö£¬·ûºÏ»î¶¯µÄÌصãµÃ2·Ö¡£ 6£®Possible solutions ½â¾ö·½Ê½ÊʺÏÎÊÌâÀàÐ͵Ã2·Ö£¬Èç¹ûÓжàÖֱ仯£¬±ÈÈçÌá³öÁË2ÖÖÎÊÌâ½â¾ö·½Ê½µÃ3·Ö¡£

Objectives: to practice the function of ordering and to apply the structure ¡°What would you like ?¡±?

Classroom organization: pair work/group work Assumed time: 10¡¯ Procedure

1£®Arrange the students into pairs to practice ordering in a restaurant with the help of a menu£®£¨4¡¯£©

2£®Invite three volunteers to come to the front to play waitresses in a restaurant£®Then other students can come to the front, sit at different desks and order£®£¨5¡¯£©

3£®Teacher summarizes£®£¨1¡¯£© Predicted problems:

1£®While some students come to the front to play the scene in the restaurant, other students may misbehave or may not participate£®

2£®Some students may order very strange things£® Solutions:

1£®If some students misbehave or do not participate, the teacher can give

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