中央广播电视大学2008-2009学年度第一学期"开放本科"期末考试
英语教学法(1) 试题
2009年1月
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Section j Basic Theories and Principles (40 points)
Questions 1一20 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. What does the communicative approach treat language as?
A. A system.
B. A means of communication.
C. A set of habits.
2. Which of the following methods emphasizes dialogue memorization?
A. Audio-Lingual Method.
B. Grammar Translation Method.
C. Natural Approach.
3. When a reader tries to guess the meaning of a new word based on the contextual clue，
which one of the following approaches is he using?
A. Bottom-up Approach.
B. Top-down Approach.
C. Interactive Approach.
4. When a researcher reads an academic paper to see if it is relevant to his field of
interest，which one of the reading skills is he using?
A. Skimming. B. Scanning.
C. Inferring.
5. What does the following activity mainly help to train?
"Suppose you have left the door open and you want someone to close the door，what
ca n夕ou sa夕?"
A. Linguistic competence.
B. Communicative competence.
C. Discourse competence.
6. In which of the following activities does the teacher mainly play the role of a
prompter?
A. Organize the students to do activities by giving instructions.
B. Change the pace of the class by various means.
C. Elicit ideas from student:.
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7. Which of the following can be used to
A. While listening，the students are
those used by the speaker.
develop the skill of listening for gist?
required to look at a list of words and circle
B. After listening, the students are required to write a summary of the text in a few
sentences.
C. After listening, the students are required to arrange the sentences in the order in
which they are mentioned in the text.
8. Which of the following speaking activities is most communicative?
A. Using pictures to make up stories. B. Prompted dialogues.
C. Interviews using a questionnaire.
9. What syllabus is designed around grammatical structures, with each lesson teaching a
grammar structure, starting with simple ones, and progressing through to more
complex ones?
A. Structural syllabus. B. Situational syllabus.
C. Functional syllabus.
10. Which of the following belongs to functions?
A. Inquiry about the location of a hospital.
B. A heart Operation.
C. The location of a hospital.
11. What does the nature of oral communication imply for teaching?
A. We should encourage our students to speak with more redundancy.
B. We should encourage our students to participate more in conversations than
preparing one-person speeches.
C. We should encourage our students to use more gestures and facial expressions
wheel talking.
12. Which of the following questions exemplifies the consideration for information
output in designing a speaking activity?
A. Can students make full use of the newly learned language items in their
activities?
B. What roles are students expected to play and how should they play them?
C. What is the purpose of the activity? Is there a result，solution, answer requested
at the end of the activity?
13. Which stage of the speaking lesson is least teacher-controlled?
A. Presentation. B. Practice.
C. Production.
14. Which of the following questions exemplifies the consideration for interaction in
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 how should they play them?
15. What syllabus does the following exemplify?
Unit 1 First day at school
〔乃zit 2 In the restaurant
Unit 3 At the market
Unit 4 At the doctors
A. Situational syllabus.
B. Skills syllabus.
C. Topic syllabus.
16. Which of the following roles does the teacher mainly play in a communicative
activity?
A. Controller.
B. Facilitator.
C. Assessor.
17. Which of the following activities is least communicative?
A. Copying a text.
B. Prompted dialogues.
C. Interviews using a questionnaire.
18. 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.
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19. 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.
20. Which of the following helps to train liaison in pronunciation?
A. Not at all.
V V
B. She sells seashells by the seashore.
C. I want to do a good deed.
Section I
Directions
(60 points)
In this section you are presented with a short dialogue. Read the dialogue and
design three listening activities: one preAistening activity, one listening activity and one
post-listening activity. The requirement of each activity is as follows:
.
.
Pre-listening; lead in the topic, prediction.
Listening: understand the details about Christmas Day.
. Post-listening: train the ability to express attitudes and comments.
You may follow the table given after the passage. Make sure the three activities are related to
each other.
Christmas Dav
On December 25，people around the world celebrate the birth of Jesus Christ. Some
people celebrate by giving gifts. Children may be thanking Santa Claus for new toys. They
may also be going to church with their families. Christmas has so many traditions and
svmbols associate4with it，that it's hard to determine exactly how it came to be the
celebration it is today.
During the Christmas season friends get together and go from house to house singing
Christmas songs. They do this for fun and to bring the spirit of Christmas to the people in
each house. Then on Christmas Eve一the night before Christmas Day一children put
stockings at the end of their beds before they go to sleep. Their parents usually tell them that
Father Christmas will come during the night. Some people even put up stockings for their
pets as well.
Christmas Day always begins before breakfast. Children wake up very early，and can't
wait to open the presents in their stockings and under the tree. They wake up the other
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family members，calling"Merry Christmas!"After all the present
will usually have a delicious breakfast. They spend the day playing
visiting their relatives and friends. They greet each other with a
Christmas!"
Activity 1 (Pre-listening)
a re opened，the family
with the
hug and
n e w
say,
toys and
"Merry
Objectives:
Classroom organization
Teaching aid
Procedure
1.
2.
3 .
Transition(how to relate to the following
activity)
Activity 2 (Listening)
Objectives:
Classroom organization
Teaching aid
Transition (how to relate to the former
activity)
Procedure
1.
2.
3.
Transition(how to relate to the following
activity)
Activity 3 (Post-listening)
Objectives:
Classroom organization
Teaching aid
Transition (how tc relate to the former
activity)
Procedure
1.
2.
3.
Backup plan:
1. Predicted problems.
2. Possible solutions.
485
试卷代号:1064 座位号巨口
中央广播电视大学2008-2009学年度第一学期"开放本科"期末考试
英语教学法(1) 试题答题纸
2009年1月
题号Section I Section f 总分
分数
得分评卷人
Section I:Basic Theories and Principles (40 points)
I 2 3 4 5
6 7 8 9 10
11 12 13 14 15
20.
16 17 IS ,9.
得分评卷人
Section I:Lesson Plan (60 points)
Activity 1
Objectives:
Classroom organization:
Teaching aid:
Assumed time:
Procedure:
Transition: (how to relate to the following activity)
486
Activity 2
Objectives:
Classroom organization:
Teaching aid:
Assumed time:
Transition:(how to relate to the former activity)
Procedure:
Transition: (how to relate to the following activity)
Activity 3
Objectives:
Classroom organization:
Teaching aid:
Assumed time:
Transition: (how to relate to the former activity)
Procedure:
Backup plan:
1. Predicted problems
2. Possible solutions
487
试卷代号:1064
中央广播电视大学2008-2009学年度第一学期"开放本科"期末考试
英语教学法(1) 试题答案及评分标准
(供参考)
2009年1月
Section I
1. B
6. C
Basic Theories and Principles
2. A 3. B
(40 points, 2 points each)
4. A 5. B
7.B 8. C 9.A
B
B
12. C
17. A
13. C
18. A
14. C
19. A
10. A
15.A
20. A
口.
j.土丹卜U
1 1 1 人
Section I Lesson Plan (60 points)
Activity 1 (Pre-Listening)
Objectives: to lead in the topic and to activate students'background knowledge of
"Christmas"
Classroom organization:Group work
Teaching aid: pictures
Assumed time: 5 minutes
Procedure
1. Lead-in:introduce the topic( 1' )
The teacher can lead in the topic by asking questions like:
"Now，class. Today we are going to learn something about Christmas. First，what do
you often do on Christmas Day?"
2. Group discussion ( 3' )
"The teacher calls on one or two students to contribute, and then raise another question
for group discussion.
"OK. Do you know how the Americans and British celebrate Christmas Day? Is there
anything different from our Chinese Spring Festival? Work in groups. See if you know
anything."
488
3. Feedback(I')
Call on different groups to report.
Transition:
4. T:"All right. Thank you. Actually, in USA and England，Christmas Day is
different from the Chinese New Year. And they do different things. .。."
Activity 2 (Listening)
Objectives; to train students'ability to get the key information from the passage
Classroom organization:whole-class work to pair work
Teaching aid:text-book，tape recorder，or multi-media
Assumed time:8 minutes
Transition:
5. Assign the listening task (I')
(4 continued) "Today we're going to listen to a passage about Christmas Day. Listen
and try to find the differences between Christmas Day and Spring Festival. You can use the
following table to help you."
UK/USA China
Date of May Day/labor Day
Length of holiday
Celebrations
Procedure;
6. Whole class listening ( 3' )
The teacher plays the recording and students listen to the passage to complete the table.
7. Pair work to check ( 2' )
Get the students into pairs to check their work. For example，the teacher can give the
instruction like this, "all right，have you finished? Now 1' d like you to check your answers
with your partner to see whether you have different ideas."
o. Feedback lG')
Invite individual pairs to report their work. Make sure to ask the students to explain
what problems
have problems
they have in
in getting the
listening. For
information's
example，the
OK... ，call
teacher can do like this，"Do you
you tell us what difficulty you nlet
489
when listening?"
Transition:
9. T:"Now，we know people in UK and USA have different date for the holiday, and
we celebrate in different ways.
Activity 3 (Post-listening)
Objectives; to train the ability to express attitudes and comments，at the same time applying
information obtained from the passage
Classroom organization:Group work
Teaching aid:no
Assumed time: 6 minutes
Transition:
10. Assign the task( 1' )
(9 continued)Now, if you are asked to make a choice between the Christmas Day
holiday and the Chinese New Year，which one do you prefer? Why? Please get into groups of
four and discuss these questions."
Procedure:
11. Group discussion ( 3' )
Students work into groups to discuss the questions. The teacher may walk around to
issue help or participate a bit.
12. Feedback ( 2' )
Invite each group to report their choice.
Backup plan:
Predicted problems:
1. The students may not know anything about Christmas Day holiday in USA or
UK . 'I "heyllayo 1oL_ know already through I_eady the passage if thelv have previewed may also n
2. Some students may have difficulty expressing their opinion in English.
Possible solutions:
1. If the students know nothing about Christmas Day holiday in USA or UK，it is best
because the objective of listening is to learn about these things from the listening. However,
if they know already，it doesn't matter because more often than not，students may not
understand the passage even if they already know the content. What's more，students'
listening may differ greatly. If they have previewed，they may have less difficulty in following
490
the class.
2. If students have difficulty expressing themselves in English，we should allow them to
express their ideas in Chinese. Then the teacher can repeat their ideas in English. In this way,
they may get to know how to express themselves.
评分标准:
本题共60分，具体评分标准如下:
1.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。
2.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。
3.教具3分，要求教具的使用得当，有助于活动的开展。每个活动的教具描述占1分。
4.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。
5，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。
6.过渡7分，要求三个活动之间得过渡自然，能够把三个活动紧密连接在一起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。
7.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1分。问题预测与
解决的描述各占1分。
8.活动1的操作6分，活动必须是激活背景和预测活动，否则不得分。操作过程中话题
导人、操作以及反馈各2分。
9.活动2的操作10分，其中全班听力完成图表占2分，同伴讨论占2分，信息反馈占2
分，有教师指令的展示占2分。活动能够帮助学生获取信息占2分。但是，如果活动2不是信
息获取的理解活动，比如是讲解类活动则不得分。
10.活动3的操作6分，活动为评论性活动，能够要求学生发表自己的观点占2分，小组
讨论过程占2分，反馈占2分。
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