國立嘉義大學九十八學年度
外國語言學系碩士班（乙組）招生考試試題
科目：英語教學
Please answer the following questions in English.
1. The Life Experience Approach is one of the approaches commonly suggested for writing
activities conduced for young beginning writers of different language proficiency levels.
(a) Explain Life Experience Approach. (5%) (b) Elaborate how writing activities for
Taiwan’s EFL primary classrooms can be designed based on this approach. If you do not
see the possibility of conducting such writing activities, instead of elaborating how to
design such writing activities, explain why you do not see the possibility of conducting
such writing activities. (15%)
2. English-picture-book-creating activities have been conducted in Taiwan’s EFL primary
classrooms by teachers and English-picture-book-creating competitions have been held
by Taiwan’s Department of Education of some cities and counties as well lately. If you
were an English teacher teaching at Taiwan’s EFL primary classrooms, would you
consider having such activities as part of your classroom activities? Why and why not?
Explain with theories. (20%)
3. Answer the following questions in English only and in an essay format with proper
introduction, body and conclusion. (60%)
(1) Traditionally, teachers play an authoritative role as givers of knowledge and
controllers. However, in recent years, because of the influence of humanistic and
communicative theories, ‘learner-centered’ teaching is gaining increasing attention
among educators and scholars. What is ‘learner-centered’ teaching? What implications
from ‘learner-centered’ teaching can be derived and incorporated into an EFL setting
in Taiwan?
(2) The following are two basic principles of lesson planning:
(a) A good lesson has a sense of coherence and flow.
(b) A good lesson exhibits variety.
Elaborate these principles and provide a concrete example for each principle on a
micro level (for designing one lesson).
(3) Many EFL teachers now recognize the true value of using storybooks as a way to
create an acquisition-rich environment to enhance students’ language learning. What
are the reasons for using storybooks in a foreign language learning setting? How using
storybooks could create an acquisition-rich environment to enhance students’
language learning?