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Final Examination - Key: Course: Teaching Methodology

This document contains a final exam for a Teaching Methodology course at Vietnam National University-Ho Chi Minh City. The exam consists of 5 questions testing students' knowledge of language teaching methods, principles of language acquisition, and techniques for teaching grammar and practicing language skills. It asks students to match teaching methods to descriptions, identify true and false statements, discuss textbook usage options, and provide examples of using role-play in different teaching methods. The exam is scored out of a total of 100 points, with 60% from the written test and 40% from a separate microteaching assessment.

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Nguyễn Trần Bá Toàn
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1K views2 pages

Final Examination - Key: Course: Teaching Methodology

This document contains a final exam for a Teaching Methodology course at Vietnam National University-Ho Chi Minh City. The exam consists of 5 questions testing students' knowledge of language teaching methods, principles of language acquisition, and techniques for teaching grammar and practicing language skills. It asks students to match teaching methods to descriptions, identify true and false statements, discuss textbook usage options, and provide examples of using role-play in different teaching methods. The exam is scored out of a total of 100 points, with 60% from the written test and 40% from a separate microteaching assessment.

Uploaded by

Nguyễn Trần Bá Toàn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY Student Name: ____________________

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Student ID: _____________________


FACULTY OF ENGLISH LINGUISTICS & LITERATURE
DEPARTMENT OF ENGLISH TEACHING
Class: ______________________

FINAL EXAMINATION - KEY


Course: TEACHING METHODOLOGY
Time Allotted: 60 minutes
Exam Date: ………/………../ 2017

Approved by Proctor Examiner Exam Score Micro Teaching Total score


Dept. Chair (CBCT) (60 %) Score(s) (40%) 100%
1. 1. Score in number(s):

2. 2. Score in words:
Nguyen Dang
Nguyen, Ph.D.
Notes: - Neither dictionaries in print nor electronic devices are allowed during the exam.
- Students MUST write their answers on the same exam paper.

Question 1: Match the teaching methods and their respective descriptions by writing the letters: GT
(Grammar-Translation Method), DM (Direct Method), AL (Audio-Lingual Method), and
CLT (Communicative Language Teaching) in the spaces numbered from 1 to 10. (2.0 pts)

DESCRIPTIONS METHODS
1. The students’ activities involve information sharing, negotiation of meaning, and CLT
interaction.
2. The students have to memorize lists of lexical items and grammar rules which are later GT
tested by, for example, recitation.
3. The teacher and students are like partners in the teaching/learning process. DM
4. The teacher is the authority in the classroom. GT
5. This method focuses on the language functions rather than on vocabulary and CLT
grammar.
6. Concrete vocabulary is taught through demonstration, objects, and pictures while DM
abstract vocabulary is taught by association of ideas.
7. There is dependence on mimicry, memorization of set phrases, and over-learning. AL
8. Much vocabulary is taught in the form of word lists of isolated words. GT
9. The teacher is like an orchestra leader, directing and controlling the language behavior AL
of his/her students.
10. Classroom instruction was conducted exclusively in the target language. DM

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Question 2: Decide whether the following statements are TRUE or FALSE. Write T for TRUE and F
for FALSE in the appropriate column. (2.5 pts)
Statements T or F
1. Integrative motivation, a type of intrinsic motivation, refers to the students’ wish to
T
integrate themselves into the culture of the target language community.
2. When students are listening to their teacher’s presentation, they are working in the lockstep. T
3. Peer correction is used to encourage cooperative learning among students. T
4. Explanations and translations are the only ways to teach vocabulary. F
5. Receptive skills refer to reading and writing while productive ones refer to listening and
F
speaking.
6. ESA has three patterns namely straight arrows, boomerang, and patchwork. T
7. Not all errors should be corrected promptly. T
8. Asking students to read aloud is a useful way of helping them to better understand what
F
they are reading.
9. The aims of a lesson refer to what a teacher wants to teach while the objectives refer to
T
what the students are expected to be able to do after the lesson.
10. A good test is reliable, valid, and practical, and it brings about a positive washback effect. T

Question 3: Specify all different options of using a textbook. (3.0 pts)


Suggested answers: Two main options: adopt and adapt a textbook. Adopt = keep the same content and
activities in the textbook. Adapt = make changes, add, omit, replace one or more activities/parts in the
textbook
Question 4: How can this grammar point of “present continuous” be taught with the use of deductive and
inductive approaches? (1.5 pts)
Suggested answers:
+ Deductive approach: theories first  examples  practice exercises
+ Inductive approach: examples first  theories  practice exercises
Question 5: Give two examples to illustrate how the role-play technique can be used differently in the
Audio-lingual Method and in the Communicative Language Teaching. (1.5 pts)
Suggested answers:
+ In the Audio-lingual Method: the students role-play a given dialogue after a lot of listening practice and
repetition drills
+ In the Communicative Language Teaching: the students role-play a given topic/situation with their own
brainstormed ideas and their free production of language
THIS IS THE END OF THE TEST.
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