中央广播电视大学2006-2007学年度第二学期"开放本科"期末考试
英语专业 英语教学法(1) 试题
2007年7月
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Section I: Basic Theories and Principles 40 points
Questions 1--20 are based on this part.
Directions: Choose the best answer from A, B or C for each question. Write your answer on the
Answer Sheet.
1. Which of the following activities is communicative?
A- Jigsaw listening.
B, Sentence making.
C, Drilling exercises.
2. What does the communication approach treat language as?
A. A system.
B. A means o{ communication.
C, A set of habits.
3. Which o{ the following belongs to behaviorism?
A. Use of native language in learning,
B, Problem solving tasks.
C. Pattern drills.
4. Which of the following is the description of a function?
A. Ownership.
B. Giving directions.
C. Acting out a play.
5. 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.
6. Which of the following should most concern us when designing a syllabus?
A. Needs of the learners.
B. Lacks of the learners.
C. Wants of the learners.
7. What does "locating the specific information" help to train?
A. Scanning.
B. Skimming.
C. Inferring.
8. Which of the following activities can be used at the while reading stage?
A. Predicting the story to read.
B. Skimming to find the gist.
C. Associating the story with one% own experience.
9. What may constitute the diffieuhy 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,
however, because it can be reached very easily with an insult. It is protected from
touch but ?lot from words.
A. Background knowledge.
B. Language.
C. Type of writing.
10. Which of the following speaking activities is most communicative?
A. Using pictures to make up stories.
B. Prompted dialogues.
C. Interviews using a questionnaire.
11. Which of the following questions exemplifies the consideration for information input
in designing a speaking activity?
A. Can the students learn about new things besides the language itself?
B. What language items are students expected to learn?
C. What roles are students expected to play and how should they play them?
12. What listening skill does the following activity help to train?
Listen to the following text and answer the multiple-choice question.
In this dialogue, the speakers are talking about __
A) going to a picnic B) attending a concert C) having a party
A, Listening for gist.
B. Listening for specific information.
C. Listening for detailed information.
13. Which of the following activities should we choose to train the listening skill of
inferring?
A. Spot dictation.
B. Piclure prediction.
C. Questions and answers.
14. Which of the following features spoken English?
A. It is context independent.
B. It is produced with litt[e redundancy.
C. It is produced with good organization.
15. Which of the following methods does not tolerate errors?
A. The Audio-lingual Method.
B. The Communicative Approach.
C. The Direct Method.
16. In which of the following activities is the teacher more of a controller?
A. Presenting new language.
B. Organizing a role play activity.
C. Getting feedback.
17. In which of the following activities does the teacher mainly play the role of a
prompter?
A, Organizing the students to do activities by giving instructions.
B. Changing the pace of the class by various means.
C. Eliciting ideas from students.
18. What is trained in the following activity?
┌────────────────────┐
│beat -- bit seat -- sit meal -- mil │
└────────────────────┘
A. Articulation.
B. Stress.
C, Rhythm.
19. Authentic materials are materials produced for
A. native speakers
B. English learners
C. English teachers
20. The teacher walk around the classroom, when the students are doing activities, to
see if anyone needs help, both in ideas and language. What rate is the teacher
playing?
A. Manager.
B. Assessor.
C. Resource.
Section II: Lesson plan 60 points
Directions: In this section, you are presented with a short passage. Read the passage and design three reading activities: one pre-reading activity, one reading activity and one post-reading
activity. The requirement of each activity is as following:
~ Pre-reading: prepare for reading
~ Reading: read to get the main content of the story
~ Post-reading: apply what is learned or make comments
You may follow the table given after the passage. Make sure the three activities are related to
each other.
On our first evening, the three of us were tired after walking for about eight hours.
We soon fell asleep.
In the n, iddle of the night, there was a strange noise outside. But when I looked out of the tent, there was nothing to see.
In the morning , I got up to make breakfast. The bag of food was open.
' Bears,' said Joe. 'We should hang the food in a tree tonight.
Later that day we stopped in a beautiful valley by a stream. It was so peaceful,
listening to the sound of water, and falling asleep.
During the night the bears ca?ne back. This time they took the food from the tree.
' How did they do that ?' I asked.
' Not high enough. Bears can climb trees. They can smell food from a distance. We should pick up the rubbish too.
The first rule of camping is to keep a clean camp site. You can't leave anything which
bears might think is food.
' OK , let's tidy the site up, and move on. Oh, and we should make lots of noise, too.
If they know where we are, they ?nay not come any closer, ' said Joe.
' If you see a bear, said Joe, 'you mustn't move or make any gesture. And above all,
you mustn ' t run. No one can run faster in the forest than a bear. '
We went to sleep '" or we tried to.
The next day we stopped at midday for something to eat, and while the others mere
resting, I went for a walk in the .forest.
Suddenly, I saw a baby bear playing with some sticks and stones. He looked so
friendly, and ] remember thinking, 'if I reach out, I can just touch him. '
There mas a loud noise behind me.
I stood very still. I didn ~ t even turn my head. There was another loud noise, and 1
still couldn't see what was happening. The baby bear looked up, and ran past me into the
woods.
I stayed in the same position for five minutes, maybe more. Then slowly I turned'
round, and on the hillside about three hundred metres away I saw the baby bear and her
huge mother.
I have newt ran so fast, back to ray friends.
For the next ten days. every time there was a sudden noise, my blood went cold.
Activity 1 (Pre-reading)
Objectives
Classroom organization
Teaching aid
Assumed time
ProceduTe
1)
2)
3)
Transition (how to relate to the following activity)
Activity 2 (Pre-reading)
Objectives
Classroom organization
Teaching aid
Assumed time
Transition (how to relate to the former activity)
Procedure
1)
2)
3)
Transition (how to relate to the following activity)
Activity 3 (Post-reading)
Objectives
Classroom organization
Teaching aid
Assumed time
Transition (how to relate tothe former activity)
Procedure
1)
2)
3)
Backup plan:
1. Predicted problems
2. Possible solutions
试卷代号：1064
中央广播电视大学2006-2007学年度第二学期"开放本科"期末考试
英语专业 英语教学法(1) 试题答案及评分标准
(供参考)
2007年7月
Section I Basic Theories and Principles(共40分，每题2分)
1. A 2. B 3. C 4. B 5. C
6. A 7. A 8. B 9. A 10. C
ll.B i2. A 13. C 14. A 15. A
16, A 17. C 18. A 19. A 20. C
Section U. Lesson Plan (共60分)
每题的评分标准相同，具体如下：
目的描述
7分
每个活动都要有目标描述，各占2分．要求三个活动的目的符合活动所在的教学阶段，不符合不得分。三个目的前后相连，前后相连得1分，否则不得分。
活动组织形式
6分
要求形式与活动类型相符合。三个活动的组织形式各2分。有一个不符合要求，扣2分。
教具
3分
要求教具使用得当，有助于活动的开展。每个活动的教具描述占1分。
估计时间
6分
要求时间的长短与活动的目标功能一致。如果活动1时间太长，超过了活动2和活动3的时间，扣2分．
操作时间
6分
如果每个阶段都标出了时间，并且时间长短合理就可以得6分。有一个活动的操作环节时间不合理扣3分，两个活动的时间安排不合理，则不得分。
过渡
7分
要求三个活动之间的过渡自然，能够把三个活动紧密连接在一起得1分，第一个活动要能启下，占1分，第二个活动要有两个过渡环节，占4分，第三个活动要有承上的介绍，也占1分。要求过渡环节采用指令描述，用直接引语，否则不得分。
应急方案
3分
要求预测的问题有可能出现，设计的处理方式合理得1分。问题预测与解决的描述各占1分．
活动l的操作
6分
必须是阅读前的准备，但是由于本阅读材料比较简单，用不着提前教单词，如果是提前教单词要扣1分。操作过程中话题导人2分，操作2分，反馈2分。
活动2的操作
10分
活动如果不是有关故事内容信息获取的活动则不得分。操作中任务介绍2分，阅读(1)3分，阅读(2)3分，信息反馈占2分。
活动3的操作
6分
活动为应用性活动或评论活动，否则不得分。任务介绍2分，小组讨论过程占2分，反馈占2分。
合计
60分
参考教案：
Activity 1 (Pre-reading)
Objectives:
1. to prepare for reading
2. to predict the story to facilitate reading
Classroom organization: group work
Teaching aid: multi media or OHP
Assumed time: 5 minutes
Procedure:
!. Assign the task ( 1 ' )
"Now, class. Have you ever gone camping or lived outside when you travel? If you saw a hear at night, what would you do?' "Today in our story, the writer saw a bear at night.
How did he meet with it? What did he do? Now can you work in groups and guess what
happened?"
2. Students work in groups to predict the story. (2')
3. Feedback ( 2 ')
Each group reports their predictions. The teacher summarizes the predictions and
presents it on the screen or on the blackboard.
Transition:
4. T: "OK, That's our predictions. Who is right? What really happened in the story?"
Activity 2 (Reading)
Objectives, to get the main content of the story
Classroom organization, Individual work to pair work
Teaching aid: multimedia
Assumed time: 8 minutes
Transition
5. Assign the task (1')
(continuing 4) "Now read the text and cheek your predictions."
Procedure
6. Individual reading I (2')
Students work individually to read the text mainly to check their predictions and then
the teacher asks the students to report,
7. Individual reading 2 (3')
Students read the text again and complete the table.
Characters
Time
Place
Happenings
Results
When the students have finished, arrange them into groups to cheek their work.
8. Feedback (2')
Call on some groups to report the key content of the story.
Transition:
9. T: "Good. We've known what the story is about. Now I want to know what you
would do in such situations. '
Activity 3 (Post-reading)
Objectives: to make comments and relate to real life.
Classroom organization: Group work
Teaching aid: no
Assumed time: 6 minutes
Transition:
10. Assign the task (1')
(9 continued) "I'd like you to work in groups to talk about the story. First, what do
you think of the author? What do you think of his walk at night? Second, what would you do
if you were the author?
Procedure:
ll. Group work (3')
Students work into groups to discuss about their reactions and comments.
12. Feedback (2')
Invite each group to report their work and give suggestions for people in such situations.
Backup plan
Predicted problems
1. The students may not have quite different predictions and the summary might be very long.
2. Some students may be off the task during the process of group work.
Possible solutions:
1. If there are too many predictions, the teacher may just ask the students to read and
check their own predictions.
2. The teacher can circulate around the class to monitor and give instructions. He may also include some assessment activities to ensure all participate.
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