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(1) 试题
2008年1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 is theoretically based on behaviorism?
A. Audio-lingual Method.
B. Humanistic Approach.
C. Functional-notional Approach.
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. 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.
5. Which of the following methods does not tolerate errors?
A. The Audio-lingual Method.
B. The Communicative Approach.
C. The Direct Method.
6. Which of these methods adopts the humanistic view of the learners?
A. The Grammar translation Method.
B. The Audio lingual Method.
C. The Community Language Learning Method.
7. Before teaching the text, the teacher asks students to discuss in pairs or groups of the
questions related 1o the text. What stage of reading is it at now?
A. Pre reading.
B. While reading
C, Post-reading.
8. Which of the following activities can be adopted at the pre-reading stage?
A. Re-arranging the materials.
B. Brainstorming the topic.
C. Writing a summary of the text.
9. What reading strategy does "picking out sub-topic sentences" train?
A. Skimming.
B. Scanning.
C. Inferring.
10. Tile following is a listening activity based on a dialogue. What listening strategy
does it help to train?
Teacher: "After listening, answer the following questions according to what you
hear on the tape.
1. What is the relationship between the speakers?
2. Wbat are the attitudes of the speakers towards each other?"
A. Gist listening.
B. Inferring.
C. Listening for details.
11. What type of approach does the student apply to listening according to what he
describes?
When I listen to English, what worries me most is my limited vocabulary. If I
come across a new word, 1 stop to think about its meaning and so miss the next part
o.f the speech.
A. Bottom up approach.
B. Top-down approach.
C. Interactive approach.
12. To develop the skill of listening for specific information, the teacher asks students to
fill in lhe blanks with the information they hear on the tape. Which stage of listening
class is it at now?
A. Pre-listening.
B. While-listening.
C. Post-listening.
13. What conversational technique does the following conversation present?
"Jack: Sam, what are you going to do tomorrow?
Sam: Nothing much. Why?
Jack: We're going to watch a football match. Would you like to come too?
Sam: I' d love to !"
A. Checking understanding.
B. Pre-invitation.
C. Showing understanding.
14. Which of the following questions exemplifies the consideration for interaction
designing a speaking activity?
A. Does the activity involve competition or problem solving?
B. Is the activity easy to manage?
C. What roles are students expected to play and }low should they play them?
15. Which stage of the speaking lesson is least teacher controlled'
A. Presentation.
B. Practice.
C. Production.
16. Which of the following is a communicative activity?
A. Listening to the weather broadcast and filling in a form.
B. Listening to the weather broadcast and talking about a picmc.
C. Transferring the information from the weather broadcast into a chart.
17. What stage can the following activity be used att
The teacher asks the students to work in pairs to complete the following dialogue.
A B
A. Excuse me. Where is A. North Street
Please? Hospital, please?
B. Go along . and B. __ the street ,and __
take on the right, the second turning __
A. Thank you very much. A. __
A. Presentation.
B. Practice.
C. Production
18. In which of the following situations is the teacher playing the role of manager?
A. Organizing students to do activities by giving instructions.
B. Walking around to offer help to those who need it both in ideas and language.
C. Giving feedback and dealing with errors.
19. Which of the following helps to train liaison in pronunciation?
A. Not at all.
V V
B. She se[Is seashells by the seashore.
C. I want to do a good deed.
20. The leacher walk around tile classroom, when the students are doing activities, to
see if anyone needs help, both in ideas and language. What role 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: reformulate the story or make comment
You may follow the table given after the passage. Make sure the three activities are related to
each other.
Excuse me, you're sitting in my sent
The train to Beijing ! Yi Wen often dreamed about the train, and about going to the
capital. But here it was in front of him. He looked at his brother.
Don't forget where you crone from, little brother, ' Jin said. 'And watch your bags
carefully. '
Yi Wen nodded, unable to speak. This was his first long trip by train at the start of
his new life, leaving his village and his home for the last sisxteen years.
Heheld .Jin in his arms. With tears in his eyes, Jilt pushed Yi Wen away. 'Go,
brother. Write to us as soon as you get there, OK?'
Yi Wen jumped onto the train. There were people and bags everywhere. He pushed
past them towards his seat.
A young man was sitting in Yi Wen's seat. He was wearing jeans and a very smart
jacket, and was smoking a cigarette.
What should he do? Six pairs of eyes looked at Yi Wen, while the man looked out of
the window.
'Sir, you're sitting in rny seat. ' Yi Wen said, with a nervous smile. The other people
watched with interest.
The man didn't turn to look at Yi Wen, but just looked out of the window.
'Excuse me, 'I have a ticket with the number of the seat you're sitting in!' Yi Wen
said in a stronger voice.
'1 was here first. ' said the man, without moving his head. Although he was sitting
down, he looked very tall and strong.
Yi Wen looked at the other passengers .for help. 'But '" ' he started to say.
'But what?' The man turned and looked at Yi Wen. 'I'm not moving. '
Finally a man wearing glasses spoke in a loud voice. ' This young man has the ticket
for that seat. You should move. '
Yi Wen felt brave. 'See? Please move. I've got a long way to go. '
' How long?' the young man asked.
To the last stop, Beijing. '
'I'm getting off before you. Then you can have my seat.
'Where is that?' asked Yi Wen.
' Hangzhou. '
Yi Wen thought Hangzhou was far away.
' It's twenty four hours away from here, ' the man with glasses said. Even if it's only
ten minutes, you should move. '
Slowly the young man stood up, looked at Yi Wen and dropped his cigarette on the
.floor.
'I'll see you later,' he said, and disappeared down the train.
Activity 1 (Pre-reading)
Activity 2 (Reading)
Activity 3 (Post-reading)
Backup plan:
1. Predicted problems
2. Possible solutions
试卷代号：1064
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(1) 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. B 3. C 4. A 5. A
6. C 7. A 8. B 9. A 10. B
ll.A 12. B 13. B 14. C 15. C
16. B 17. B 18. A 19. A 20. C
Section II. Lesson Plan ( 共 60 分 )
每题的评分标准相同，具体如下：
参考教案：
Activity 1 (Pre-reading)
Objectives: to prepare for reading; to predict the story to facilitate reading
Classroom organization: group work
Teaching aid: multi-media or OHP
Assumed time: 5 minutes
Procedure:
1. Assign the task ( 1 ' )
"Now, class. I think most of us have traveled by train. When someone else sits in your
seat, what would you do?"
2. Students work in groups to talk about this situation. (2')
3. Feedback (2 ' )
Call on different groups to report.
Transition:
4. T: "OK. We know what you would do. Here we have a story. The title is 'Excuse
me, you are sitting in my seat'. It tells about a boy who was on the train for the first time.
When be got on the train and found someone sining in his seat, what did he do?"
Activity 2 (Reading)
Objectives: to get the main content of the story
Classroom organization: Individual work to pair work
Teaching aid: multimedia
Assumed time: 6 m[nntes
Transition
5. Assign the task (1 ' ):
(continuing 4) "Now read the text and see what happened in the story. You may use the
following table to help you. '
Procedure
6. Individual reading (3')
Students work individually to fill in the table. Then the teacher can arrange them into
pairs to check their work.
7. Feedback (2')
Call on some pairs to report what they have got from the story.
Transition:
8. T: "Good. We know what happened in tile story. Would you like to perform the
story?"
Activity 3 (post-reading)
Objectives: to role play dm story so that students can feel the affect and thus can choose
what to do in such situations
Classroom organization: Group work
Teaching aid: no
Assumed time: 9 minutes
Transition:
9. Assign the task (1')
(8 continued) "I' d like you to work in groups, divide the roles and discuss how to
perform. Then practice the role play."
Procedure:
10. Group work (57)
Students work in groups to role play the story. While the students are practicing, the
teacher can circulate to monitor and give help where needed.
11, Feedback (3')
Randomly choose some students and assign new roles for them to perform the role play
on the platform,
Backup plan
Predicted problems:
1. The students who are poor in linguistic intelligence may not be able to speak well
when asked to report about the story.
2. In Activity 3, when the teacher chooses students randomly to perform, some students
may withdraw.
Possible solutions:
1. The teacher can print out the form for students to write clown their answers. Then
after pair work or group work, Students get the answers right before the teacher ask them to
speak.
2. The leacher needs to know the multi-intelligence trend of the students. When he
chooses students, he should bear in mind who are good at performing and who are good at
speaking.
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