中央广播电视大学2007-2008学年度第一学期"开放本科"期末考试
英语专业 英语教学法(2) 试题
2008年1月
注 意 事 项
一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。考试结束后，把试卷和答题纸放在桌上。试卷和答题纸均不得带出考场。监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明，并按题目要求和答题示例答题。答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Section I: Basic Theories and Principles 40 Points
Questions 1-20 arc based on this part.
Directions: Choose the best answer from A, B or C for each qaestion. Write yonr answer on the
Answer Sheet.
1. Which of the following activities can be used for generating ideas?
A. Brainstorming.
B. Sequencing.
C. Categorizing.
2. What writing approach does the following exemplify?
The teacher asks the students to work in groups to read, investigate, and search on
the Internet on a topic, discuss about what to focus on and then write a report to
present in class.
A. Product oriented approach.
B. Content based approach.
C. Task based approach.
3. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order.
A. cohesive devices
B. a coherent text
C. scrambled sentences
4. What method can a teacher use to help the students to find a focus for their writing?
A. To narrow down the topic to a more specific one.
B. To brainstorm the ideas related to the topic.
C. To provide detailed examples and descriptive expressions.
5. What can "scrambled sentences" help to train in terms of writing?
A. Unity.
B. Coherence.
C. Indention.
6. Which of the following activities is NOT communicative in grammar learning?
A. Making a speech on a given topic.
B. Filling the blanks with proper verb forms.
C. Writing a letter to a family member describing the school life.
7. Which of the following grammar activities is most communicative?
A. Asking students to complete the sentences concerning the past conditional.
B. Asking students to make sentences using past conditional.
C. Asking students to tell what they would do if they happened to be infected
with SARS.
8. What stage carl the following grammar activity be used at?
The teacher asks the students to arrange the words of the sentences into di.fferent
columns marked subject, predicate, object, object complement, ad'verbial and so on.
A. Presentation.
B. Practice.
C. Production.
9. Which of the following activities can be used at the practice stage of vocabulary
instruction?
A. Completion exercises.
B. Reading to discover the meaning of words.
C. Cross word puzzles.
10. What aspect of vocabulary does "realia" help to present?
A. Word information.
B. Word grammar.
C. Word meaning.
11. It is easier for students to remember new words if they are designed in __ and
if they are used again and again in __ situations and contexts.
A. context, same
B. context, different
C. concept, difficult
12. What should a lesson plan be like? Choose the most suitable description from the
following.
A. A lesson plan is a copy of explanation of words and structures.
B. A lesson plan is a transcribed procedure of classroom instruction.
C. A lesson plan is a series of activities to conduct in class.
13. 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.
14. Which of the following is among the physical factors that affect lesson planning?
A. Teaching aids,
B. Students' language learning background.
C. Testing.
15. What is the teacher doing with tbe students' mistakes? ,
T: What did you do last night? Mmm ... George?
G: I study my homework.
T: Er ." [worried look]
G: Aah '" I do my homework '"
T: You Do you housework last night?
G: Ah '"yes, I did my hotnework,
A. Helping self correction.
B. Encouraging peer correction.
C. Conducting immediate teacher correction.
16. In which of the following activities does the teacher play the role of instructor?
A. Organizing the pupils to do guessing activities.
B. Explaining the functions entailed in the dialogues.
C. Walking around the classroom to offer help to those slow students.
17. What is the teacher doing in the following in terms of instruction?
"We've got one more ?minute left, so make sure that you finish your task on time '".
OK, f think it is the time."
A. Ending the task.
B. Evaluating the task.
C. Monitoring the task.
18. If you want to present the usage of words, which of the following would you choose?
A. Diagrams.
B. Picture illustration.
C. Examples.
19, The teacher is going to present a passage about the weather in the LT. S. What
teaching aids are more useful to the effectiveness of the lesson.'?
A. Tape Recorder.
B. A map of the U. S.
C. Blackboard.
20. What activity is the following seating arrangemen! most suitable for?
A. Group discussion. B. Acting of a play.
C. Individual reading of the text.
Section II: Lesson plan 60 Points
Directions: In this section, you are presented with a short passage. Read the passage and design
three activities to train writing based on the passage. The requirement of each activity is as
following:
~ Reading: analyze the content and writing of the passage
~ Writing: write a short passage introducing customs
~ Revision: improve writing through peer (Jr group editing
You may follow the table given after the passage. Make sure the three activities are related to
each other.
Do as the Romans do
There's a saying 'When in Roche, do as the Romans do. ' And when you eat western
food, do as the Westerners do. Here are .some things you may wish to know about eating
together in the West.
In the West, lunch is eaten later, always after midday, sometimes at one o ~ clock.
Dinner is served around 7pm or even later. Iii Spain it's usual to eat lunch at 2pm and
dinner at lOpm!
At the start of a meal the Chinese usually say manman chi The French say Bon
appetit, and the Italians say Buon appetito. But there's no similar e:cpression in English !
Enjoy your meal ! is usually only said by a waiter. For gan bei , you can say Cheers !
Chopsticks are only used when people eat Chinese food. Knives and forks are used for
most food. The fork is held in your left hand and the knife in your right, and the food is
held with the fork and cut with the knife. Americans often cut all their food first, then
put the fork in their right hand to eat it. Soup is drunk with a spoon. However, there is
some food which can be eaten with your fingers, such as chicken legs, seafood, bread and
cake.
At the start of the meal, and if you ' re the guest, you'll be invited to serve yourself
(' Help yourself ! '), or your plate will be filled by your host (' Can ] serve you ? ') If
you ' ye been given something you don't like, it should be pushed to the edge of the plate and
left. You don't have to say why, but if you feel an explanation is required, just say,
' I'm sorry , I can't eat this.' No one will be cross. If you're o f fered more food, but
can't eat any more, just say, ' No thanks, it was delicious, but I've had enough. '
Generally, fewer dishes are prepared than in China, and much less food will be taken
away at the end of the meals. It isn't thought to be so important to offer too much food.
Finally, it's sometimes difficult to know when the meal is over. If you've been
invited to dinner by Western friends, you' ll know that you're expected to stay and talk
around the dinner table long after the last dish has been brought to the table, and it ' s
thought quite rude if' you leave as soon as you finish eating,
The golden rule is '" watch the other people. Do as they do.
Activity 1 (Reading)
Activity 2 (Writing)
Activity 3 (Revision)
Backup plan:
1. Predicted problems
2. PossiBle soluiions
试卷代号：1065
中央广播电视大学2007-2008学年度第一学期"开放本科"期末考试
英语专业 英语教学法(2) 试题答案及评分标准
(供参考)
2008年1月
Section I. Basic Theories and Principles(共 40 分，每题2分)
1. A 2. C 3. C 4. A 5. B
6. B 7. C 8, B 9. A 10. C
11. B 12. B 13. A 14. A 15. A
16. B 17. A 18. C 191 B 20. A
Section Il. Lesson Plan(共 60 分)
每题的评分标准相同，具体如下：
参考教案：
Activity 1 (Reading)
Objectives: to analyze the content and writing of the passage
Classroom organization., individual work to pair work
Teaching aid: multi media or OIiP
Assumed time：8 minutes
Procedure:
1. Assign the task (1')
"Now, class. Today, you are going to write something to introduce the customs of your
hometown. Before you take up your pens, let's read the text first. See what is included in
the passage and how it is developed. First read hy yourself. When you have finished, cbeck
your understanding with your partner. Now 4 minutes for your work."
2. Students work individually to read the text and then work in pairs to talk about the
content and the writing mechanism of the text. (4')
3. Feedback (3')
Call on individual pairs to report their work. Then the teac}mr presents the content and
the development of the passage with the multimedia or OHP.
Transition:
4. T: "OK. When we introduce the customs, we can include ... Now, can you write
something to introduce the customs in your hometown?"
Activity 2 (Writing)
Objectives: to apply the mechanism of writing to introduce customs
Classroom organization: individual work
Teaching aid: no
Assumed lime: 8 minutes
Transition
5. Assign the task (1'):
(continuing 4) "I'd like you to work individually. First think of what you can include in
your passage. Then write a short passage using the skills you've Iearnt in this text. '
Procedure
6. Individual writing (7 ' )
Students work individually to write about the customs in their hometown. While the
students are writing, the teacher can circulate around to monitor and render assistance where
necessary.
Transition:
7. T: "Have you finished? If yes, I'd like you to exchange your writing with your
partner. '
Activity 3 (Revision)
Objectives: to make improvements through peer editing
Classroom organization: pair work
Teaching aid: muhimedia
Assumed time: 6 minutes
Transition:
8. Assign the task (1 ' )
(9 continued) "Read your partner's writing, and give suggestions for improvement"
Procedure:
9. Pair work (3')
Each pair exchanges their writing and does peer-editing, giving suggestions on
language, content and the writing mechanism.
10. Individual work (2')
The teacher first selects two pairs to present on the screen, and give suggestions for
improvement. Then each student revises their writing according to the suggestions of the
teacher and their partners.
Backup plan
Predicted problems:
1. The students may not know what to read for and thus give quite different answers.
2. Students may not be able to find out errors or mistakes in writing and thus cannot
provide constructive suggestions.
Possible solutions:
1. The teacher can give the students a table or an outlifie for them lo fill in when read,
for example the main idea of each paragraph.
2. The teacher can give some guidelines for peer editing so that students can pay their
attention to certain aspect of writing.
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