中央广播电视大学2004-2005学年度第一学期"开放本科"期末考试
英语(教)专业 英语教学法(1) 试题
2005年1月
注 意 事 项
一、将你的学号、姓名及分校(工作站)的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，使用铅笔无效。
Section [ Basic Theories and Principles
Questions 1-15 are based on this part.
Direetions: Choose the best answer from A, B or C for each question. Write your answer on the
Answer Sheet.
1. What method does the statement describe?
"It's a language teaching method based on the study of texts in the target language,
which have to be explained and analyzed in the mother tongue and then translated."
A. The Grammar-Translation Method.
B. The Audio lingual Method.
C. The Direct Method.
2. Which of the following is the description of a function?
A. Ownership. B. Giving directions. C. Acting out a play.
3. What approach treats the students as a whole person, with feelings and emotions?
A. The Natural Approach.
B. The Communicative Approach.
C. The Humanistic Approach.
4. What type of syllabus does the following show?
Unit 1 First day at school
Unit 2 In the restaurant
Unit 3 At the market
Unit 4 Buying clothes
A. Structural syllabus. B. Topic syllabus. C. Situational syllabus.
5. Which aspect of needs analysis does the following situation reflect?
"Li is a student majoring in engineering, but his interest is in management. And it was
management that he selected when he was choosing his specialty for college education. So
he shows little interest in his study and lags behind others in his study."
A. Lacks. B. Needs. C. Wants.
6. Which stage of course design does the following describe?
Included in the content of the course would be, apart from the dialogues already men-
tioned , reading and listening tea'ts. These texts were to be specially written to illustrate
the use of the specified structures and lexical items. Reading and listening skills were to
be taught by means of the texts and the tasks designed to go with them. Speaking skills
were to be taught by means of the functional dialogues and other activities in the units.
Writing arid listening skills were also to be taught following the main te~'ts. The zneth
odology upon which the course book was designed was to reflect the pedagogical changes
taking place in China, and was to be based upon the Communicative Approach.
A. Selection and organization of learning materials.
B. Determination of what to evaluate and how to evaluate.
C. Diagnosis of needs.
7. What may constitute the difficulty in comprehending the following passage?
For the Arab the location of the person in relation to the body is quite different. The
person exists somewhere down inside the body. The ego is not completely hidden, howev
er, because it can be reached very easily with an insult. It is protected from touch but not
from words,
A. Background knowledge.
B. Language.
C. Type of writing.
8. What role does the teacher play in the following activity?
While the students are doing activities, the teacher walks around the classroom to see if
anyone needs help, both in ideas and language.
A. Participant. B. Manager. C. Resource.
9. Which of the following activities is most communicative?
A. The teacher refers to a picture about which everyone in the class asks questions.
B. Students make sentences following the given pattern or sentence structure.
C. Students speak according to the roles assigned to them in a given situation.
10. What reading strategy does the following activity mainly help to train?
"Read through the following passage within 1 2 minutesand then find its main idea."
A. Skimming. B. Scanning. C. Inferring.
11. What stage is the following activity best suited for?
Role-play a di,fferent situation from that of the re:ft but using the same characters.
A. Pre-reading. B. While-reading. C. Post-reading.
12. What type of approach does the student apply to listening according to what he de-
scribes?
When i listen to English, what worries me most is my limited vocabulary. If I come
across a new word, I stop to think about its meaning and so miss the next part of the
speech.
A. Bottom-up approach.
B. Top-down approach.
C. Interactive approach.
13. Which of the following can be used to develop the skill of listening for gist?
A. While listening, the students are required to look at a list of words and circle those
used by the speaker.
B. After listening, the students are required to write a summary of the text in a few sen-
tences.
C. After listening, the students are required to arrange the sentences in the order in
which they are mentioned in the text.
14. Which of the following speaking activities is most communicative?
A. Use pictures to make up stories.
B. Prompted dialogues.
C. Interviews using a questionnaire.
i5. What is trained in the following activity?
A. Articulation. B. Stress. C. Rhythm.
Section l] Problem Solving
Questions 16 20 are based on this part,
Directions: Below are five situations in elassromu instruction. Each has at least one problem.
}?irst, identify the problem(s). Second, provide your solution according to what you
have learned in Book I. You should elaborate on Iht problem(s) and solution(s)
properly. Write your answer on the Answer Sheet.
16. What problems does the following situation have in terms of motivation?
~ .. but at last all was prepared and arrangements made to send the boys to ct sm(iii
school near the city gate kept by an old man who had in past years gone up for govern-
ment ezraminations and failed. In the central roost} of his house therefore he had set
benches and tables and for a small surer at each feast day in the year he taught boys in
the classics, beating them with his large fan, folded, if they were idle or if they
could not repeat to him the pages over which they pored from dawn until sunset.
J. 7. The teacher explains the meaning of "ushers", "bride" and "look off balance" to the
students, but still the students could not understand the following text~ What might be
the problem(s)? How to solve it(them)?
This is a reading text about an American wedding:
The ushers seated some of the bride's friends on his side of the church so things
wouldn ' t look off balance~
18. When observing a class at work, you find that the students can produce well structured
and reasonably grammatical written text, but are less successful when it comes to speak
ing. What might be the problem? How to solve them?
19. During a communicative activity, whenever the teacher finds a mistake, no matter gram-
matical or cultural or of any other aspect, he would stop the student and correct it.
20. What's the problem with the following speaking activity? How to solve it?
The teacher draws a table on the blackboard with two columns. Column A has a list of
requests and Column B has scrambled responses to these requests. Tben he asks the
students to work in pairs and match each request in Column A with its corresponding re-
sponse in Column B and read them out loud.
Section m Mini-lesson plan
Questions 21 and 22 are based on this part.
Directions: Read the two texts below and complete the teaching plans. Write your answer on the
Answer Sheet.
21. Read the following dialogue and design a 10-minute speaking activity to be used at the pro-
duction stage, involving the use of pre-invitation and invitation.
A: Hello, 82192111.
B: Oh, heilo. Could I speak to Jim, please?
A: Just a minute. Jim, you're wanted on the phone.
C: Hello, this is Jim. Who is that speaking?
A: This is Tom. Do you have any plans this weekend?
C: Not yet, why?
A: We are planning to go on a picnic. Would you like to join us?
C: Certainly, with pleasure. Where shall we go and when shall me leave?
A: I'll phone you when everything is decided.
C: OK. Bye.
A: Bye.
22. Read the following material, and design a 10-minute while-reading activity to empower the
students to transfer and relay information (about the most recent group). Remember to in-
clude an Information Transfer Table if you are going to use this technique.
Our local Community Youth Club is a very popular organization with young people in
rny totem. ! have been a member for four years now and I 'ye taken part in a lot of interest-
ing projects. These include fun activities such as holiday camps and discos. We have or-
ganized sports competitions arid we have even made a video.
But it isn't all just enjoyment, we have also started social work to help people in our
neighborhood. We have organized activities for small children during holidays. we have
also formed a special support group to help young people stop smoking !
We are particularly proud of the most recent group we have created. It organizes
regular visits to the local old people's home. This idea came from a school visit to an old
people's home. My class spent an afternoon at a borne and everyone found the visit very re-
warding.
The old people at the home were excited by our visit. They were very talkative and
they told us their personal stories. During our visit, the home was filled with the sound of
laughter. We sang songs and played games with the old people and had tea together. But
we realized that life WaSn't always easy. Some of them were in poor health and were very
urnhappy. They couldn ' t go outside and the visits by children brought some sunshine into
their lives.
Many young people like me do not live with our grandparents and we have very little
contact with elderly people. As a result, many people don' t know what they are like and
we have a lot of wrong ideas about them. We have little or no idea of the kind of lives they
lead in the homes. After their visit, 7ny f riends and I decided we should do something to
help improve the quality of their lives.
Since the creation of our visiting group, over twenty volunteers have joined us. Up to
now, we have organized three group evenings and a concert. But it is the individual visits
that are the most important. Club remembers regularly visit old people and everyone finds the
experience rich and rewarding.
试卷代号：1064
中央广播电视大学2004-2005学年度第一学期"开放本科"期末考试
英语(教)专业 英语教学法(1) 试题答案及评分标准
(供参考)
2005年1月
SectiOn I BasicTheories and Princip，es(30 pOints)
1．A 2．B 3．C 4．C 5．C
6．A 7．A 8．C 9．C 10．A
11．C 12．A 13．B 14．C 15．A
SectiOn Ⅱ ProblemsS01ving(30 pOints)
共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题
和解决方案应有适应阐述。)
16．
Prob'ems：
(1) TOO mHch pumshment is used． Eyen according tO the behavloral point O{view，
there shOuld be more positive reinforcement， that is there shOuld be more praise，
encouragement Or awara． Punlshment wotks OnlY when the students try tO avold
punlshment． H pUHIShment means nothlng tO them， then punlshment has nO Value．
(2)Students wOrk too lOng On the pages and this tO a great extent Wlll demotlvate the
students． There shOuld be relaxatlon and variety in operation． One kind O{Opera-
tlon 1asting tOO lOng can Only create restraint not motivatlon．
S0lutionS：
(1)Theteacher shOuldtry tO Gndout whythe studentswere idleOrCOUldn't repeatthe
pages and take measures in accordance with students' needs。
(2) TheteachershOuldtrytOiliakethe leSSOBSinterestingandincreasethe variety of his
classroom instructiOn． When the Sttldents are interested， they Wlil partlcipate and
won't idle any more． Everyone welCOllies change and variety， if the teacher can
make some changes in his instruction instead Of always asklng the students tO recite
the pages{Or too long，maybe they will be mottvated．
(3)Decrease punishment and try tO encourage the students wLen they are not doing
well． He shOuld praise the students when they iliake some progress． Anyway，
pumshment and praise only works On mstrumental motivation． What is more lnl-
portant is tO motivate the students intrinsically．h this case，the students should
try tO analyze students，needs and create situations tO satlsfy their needs．
(问题能回答出第一个即可，解决方式要求说出其中两个。)
17．
Problems：
(1)The teacherfails tO find the keyissueinthis reading．In this piece Of readlng，wh"
constitutes the difficulty in eompreLending the sentence is not vocabulary but back
ground knowledge． Even when the students kllow the meanings O{"ushers"' "the
bride''and"look Off balance"， they s"11 eould not understand why the bride's
{rlends rotting On either side Of the church has anythlng tO dO with balance．
(2) The teacher Only deals with the vocabulary but fails tO dcal with background
knowledge Vocabulary really hinders students' comprehension Of the matenal，
but different cultutes have diferent wedding cultures． h is diffICHh fOr Chinese
students tO understand the sentence if they dO not know the western weddmg CUS-
toms．
Solutions：
(1)The teacLer should flrst introduce some background knowledSe needed fOr under-
standlng this culture-loaded materlal． Besides explaining the meanings O{the new
words， he caninone way Or another make the students know how the bride's faml-
1y and{fiends sit in chutch at the wedding． To dO this， he can ask the students tO
dO some searchlng abOut American weddings before class． He can alsO find some
picturestO help understandthis pieceOfmaterlal．
(2)The teacher can ask the students tO{lrst read the sentence and then explaln why．
He can ask the students tO eonsult the dlCtlonary tO find the new words and expres-
slons． if the students s"11 COUld not understand， he can take advantage Of this Op-
portunlty tO explaln the importance Of backgroundknowledge in readlng comprehen-
sion． if in claSS there are students whO happen tO know somethmg about the needed
schcma， he can ask him Or her tO explaln hOW he Or she manages tO understand the
sentence．
(问题与解决方案学生只要能写出一个就可以。但是，因为不要求写出多种答案，论证上
就要符合要求，要求能说出文化背景的重要性，并且适当介绍如何操作。)
18．
PrOblems：
(1)This may result fronl there bemg"ttle spcaklng instruction． The teacher may have
deslgned a 10t Of actlvlties tO practice written language， but giving the StLldents few
chances tO dO oral practice．
(2) There may alsO be Other reasons． The students may 1earn more from written texts
than from oral texts． The style，grammar and structures O{written texts arediffer-
ent from that Of the oral texts． if the students have Unle access tO oral texts， the
students Wlll have diffiCUty when they have tO spcak． One cannot recite from the
written texts tO conduct oral communication．
(3)Another reasonmaylieinthe{OCUS Ofclassroom instruction． Theteachermay fOCUS
Blore On accuracy than On fluency． When the fOCUS is put On accuracy， students
won't{eel at ease with thelr oral language．
S01utions：
(1)Deslgnmore spcaklngactivities．TO improveoral proficieney，studentsmust havee-
noughtithetOlnv01veinspcaklng． TheteachershOuldchecktOseeif it Will help im-
prove thelr spoken 1anguage．
(2)Addmoreoraltexts(conversations)inthe spcaklnglessons．Iflanguage lessonsare
mainly based On written texts， the teacher can try tO increase the amount Of oral
texts， especially in the spcaklng 1essons． Students need tO know how people
initiate, maintain and end a conversation. They also need to learn other conversa-
tional techniques and communicative strategies in order to use the language both ac-
curately and appropriately. They need to experience the difference of language be
tween written and spoken English.
(3) The focus of language lessons varies with the type. In speaking lessons, the focus
should be on fluency, rather on accuracy. If the teacher can shift the focus from ac
curacy to fluency, the students may speak more, which will undoubtedly contribute
to their oral proficiency.
(原因可以是所提示的三个中的任何两个，也可以自己补充。解决方式要针对提出的问
题，应该包括三个中的两个。)
19．Problems:
(1) The teacher issues too much error correction (he shouldn't stop the student in the
process/he should not interrupt the students while they are speaking). Too much
error correction will interrupt smooth communication and change the focus of the
activity.
(2) The focus of classroom instruction is wrong. The teacher violates the principle of
communicative activities as accuracy is emphasized.
Solutions:
(1) Wait until the students have finished the communicative activity to correct the er-
rors.
(2) Select only those key grammatical mistakes to correct. If they are not very impor
tant, just ignore them.
(3) Errors in terms of culture must be dealt with.
(4) The teacher should create opportunities and render help for students to negotiate if
problems arise in communication.
(学生只要可以回答出问题的一个要点和解决方式的两个要点即可。)
20.
Problems:
No speaking is involved, reading is not speaking. The students can complete the task
without having to speak apart from reading aloud. When there is no chance for students to
speak, it is impossible to improve students~ oral proficiency. More importantly, opportuni-
ties for students to speak their own language should be provided.
Solutions:
(1) The teacher can prepare the requests and responses on cards. He can divide the class
into two groups and give them the two sets of cards respectively. Then he can ask
the group who have the requests to find their partners by asking the other group one
by one. When everyone has found his/her partner, the teachers then ask the
students to perform in the front.
(2) Design cue-card dialogue or flow-chart. Arrange the requests and responses into cue
cards or flow charts and then arrange the students into pairs to practice questions
and answers.
(3) Give a real situation in which the students can use the requests and responses and
then ask the students to create their own dialogues to perform in class.
(指出的问题必须与参考答案一致，论证只要意思相近即可。解决方案写出一种即可，但
是如果只写了一种，叙述要具体。)
SectionⅢMini-lessonplan(40 points)(共40分，每题20分)
每题的评分标准相同，具体如下：
21．评分注意事项：
1)本题要求设计产出阶段的口语活动，要求能够涉及到邀请前以及邀请的使用，因此是一
个应用活动，活动应该能够练习和评估对电话用语的使用。
2)活动可以更开放一些，比如，让各小组自己编写包含邀请的电话对话，学生有权利增加
任何细节，不过最好给学生一个活动时间限制。如果是这样同样要有至少四步。
3)如果采用提供几个情景，然后随意组合，让学生即席进行电知邀请的话，自然就没有必
要加小组准备这一环节。但是，活动要求10分钟，所以要提示不止一个情景。
4)参考教案中不全是教案语言，有的是提示学生的教案可以如何写，阅卷老师要注意。另
外，虽然给的是表格，学生可以写成描述性的，但各个环节，各个步骤要交代清楚。
5)教师角色和学生角色没有严格要求，写出其中之--就可以。
6)估计问题能说出一个即可，解决方式要与问题相对应。如果学生介绍了其他可能出现
的问题，只要与本活动有关，也可以。
下面是参考活动：
22．评分注意事项：
1)注意本题要求学生设计一个读中活动，活动应涉及信息转述，使用信息图表化的方式，
要求学生根据图表转述信息。
2)教师的角色要写出两种，而学生的角色写出一种即可。
3)问题预测和解决方式不一定与这里相同，只要与其所设计的活动有关，确实是可能出现
的问题就可以。
下面是参考活动
来源：网络整理 免责声明：本文仅限学习分享，如产生版权问题，请联系我们及时删除。
<script> (function(){ var h2=$('.print_content').children('h2'); for(var i=0;i相关文章：