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(2) 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。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 I Basic Theories and Principles
Questions 1--15 are based on this part.
Directions: Choose the best answer from A, B or C for each question. Write your answer on
Answer Sheet.
1. What is the teacher doing with the students' mistakes?
T: What did you do last night? Mmm ... George?
G: 1 study my homework.
T: Er ... [worried look~
G: Aah... ldo my homework ...
T: You Do your homework last night?
G: Ah... yes, I did my homework.
A. Helping self correction.
B. Encouraging peer-correction.
C. Conducting immediate teacher correction.
2. In which of the following activities does the teacher play the role of manager?
A. Organize the pupils to do guessing activities.
B. Explain the functions entailed in the dialogues.
C. Walk around the classroom to offer help to those slow students.
3. Which of the following writing activities reflect process-orientation?
A. The teacher asks the students to write a short story about their children.
B. The teacher asks the students to group edit their first drafts.
C. The teacher asks the students to complete a passage with transitions.
4. What vocabulary learning strategy does the following activity help to train?
Put the following words in the right column:
"cure, relieve, recover from, light, slight, severe, terrible, strong, heavy."
A. Classification. B. Collocation. C. Association.
5. Which linking word serves the function of "emphasizing"?
A. Indeed. B. However. C. In essence.
6. Which of the following belongs to deductive teaching of grammar?
A. The teacher first explains the rule and then asks the students to do sentence comple-
tion.
B. The teacher first presents the students with a dialogue and then ask the students to
read the dialogue and summarize the usage of "can".
C. The teacher just asks the students to listen to the dialogue and then read and act the
dialogue out.
7. What is the teacher doing with the "comparative adjectives"?
The teacher gives the students two sets of activities and asks them to co?npare in terms of
"exciting, difficult, energetic, enjoyable, expensive, dangerous".
A. Practicing the comparative degree.
B. Checking the comparative degree.
C. Presenting the comparative degree.
8. Which of the following techniques is better when presenting the usage of a new word?
A. Giving examples. B. Using realia. C. Using demonstrations.
9. Which of the following belongs to human factors in the composition of a lesson plan?
A. Students' varied needs and attitudes.
B. The course requirement.
C. Size of the class.
10. Which of the following is the description of "beliefs" of learners?
A. They are formed against the cultural background in which the learner lives: they di
rectly or indirectly affect learning and often form the basis of one's behavior.
B. They are peculiar to different students, and closely related to personality, know-
ledge, experience and previous learning experiences. They directly influence the
learning process and are tightly linked with the individual learner.
C. Not all learners are equally good at all of them: some learners excel in speaking, oth-
ers are better at writing learners will feel confident if they can demonstrate what
they are good at, while at the same time learning those skills they need most.
11, What principle of classroom management does the following show?
"Cindy, please don ' t eat in class; it disturbs others," After you have told the students
that eating in class is forbidden.
A. No favoritism. B. Consistency. C. Equality.
12. What is the teacher doing in terms of classroom instruction?
T: Do I make myself clear?
Ss: Yes!
T: Now, what should we do? ... Mary?
M: Get in groups and talk about . ..
T: And what more, Lisa?
A. Explain the activity.
B. Monitor the activity.
C. Cheek understanding.
13. What's the teacher doing by the following?
You' re on the right track, John, ... and with a bit more attention the pronunciation of
your/n/and/l/would sound even better.
A. Explain why something is not good.
B. Offer alternatives that might be better.
C. Indicate what to improve.
14. If all the students are involved in a discussion and should be able to join in equally,
which of the following seating arrangements would be better?
A. Spacing and punctuation.
B. Indention and typeface.
C. Choice of words and structure.
Section II Problem Solving
Questions 16--20 are based on this part.
Directions: Below are five situations in classroom instruction. Each has at least one problem.
First, identify the problem(s). Second, provide your solution according to what you
have learned in Book 2. You should elaborate on the problem(s) and solution(s)
properly. Write your answer on the Answer Sheet.
16. What's the problem with the following writing activity? How do you solve it?
Teacher: Now, boys and girls, you have 30 minutes to write on the topic "My Home-
town". I think you must have a lot to say.
17. The teacher has finished all the activities he designed in his teaching plan, still there is
i0 minutes to go.
What's the problem with his plan? What can he do in the 10 minutes?
18. Mr. Wang is in charge of two classes. He likes organizing activities involving students in
performance in class. While one class shows great enthusiasm, the other class tends to
withdraw from such activities. Mr. Wang seems to be at a loss as how to motivate them.
What's wrong with Mr. Wang? What can he do?
19. The foIlowing is a conversation between a teacher and a student. Can you find anything
undesirable? What would you do if you were the teacher?
T: Do any of you have a pet at home? Ah, ... you have, Billy?
B: Yes, er ... I have dog at home. Very big dog.
T: Oh, you have h dog at home. h very big dog, you mean ?
B:Yes, adog ... Er...
It is nice, but once bite me here [shows lower arm]
T: No! Bit, Billy, bit in the simple past.
20. In one of the lessons 1 observed, the teacher stood in the right hand corner in the front of
the classroom. The students near her were very active and cooperated with her very
well. But at the back of the classroom, some students were talking privately about some-
thing else and some were reading other books and one of them was writing a letter.
What's the problem with the teacher's classroom instruction? How can we solve such
problems?
Section III 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 letter and design a 10-minute pre-writing activity for the writing of a re-
ply.
Dear Li Kang ,
Howls it going? I thought I'd write to tell you about the American school system. Sa
condar y school in the US usually covers seven years, grades six to twelve. Ninth to twelfth
grades are high school. At the end of twelfth grade, American students receive the high
school diploma. Students need a high school diploma if they want to go to college.
December, and the second January through May. We have a LONG summer vacation !
We start school at 7:50 am and we finish at 3 pm.
I take part in all kinds of after-school activities -- I play football, basketball, volley-
ball, table tennis and I go to theater club.
Will you tell me something about your summer vacation and the Chinese school system in
your next letter?
Best wishes,
Rob Marshall
22. Design a 15-minute activity to check the understanding of the vocabulary. Your activity
should involve speaking and listening, but no translation.
试卷代号：1065
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(2) 试题答案及评分标准
(供参考)
2005年1月
Section I BasicTheoriesand Principles(30 points)共30分，每题2分。
1．A 2．A 3．B 4．B 5．A
6．A 7．A 8．A 9．A 10．A
11．B 12．C 13．C 14．H 15．B
SectionⅡ PrOblemS01Ving(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解决方案得3分，问题和解决方案应有适当阐述。)
Section I Basic Theories and Principles (30 points)
1. A 2. A 3. B 4. B 5. A
6. A 7. A 8. A 9. A 10. A
11. B 12. C 13. C 14. I3 15. B
Section li Problem Solving ( 30 points)
16.
Problem: The teacher failed to clarify the target reader and the audience.
Solutions:
1) The teacher can tell the students directly who the target reader will be. For example, he
can ask the students to write to potential investors. If students do not know what the
reader will be, they will find it difficult to choose the right style of writing, or the right
content to include.
2) The teacher can also give several choices to the students. They can write to their friends,
to foreign guests, to foreign visitors, to investors and so on. This can give the students a
sense of self-determination. The students can choose the kind of readers they like and
thus enjoy their product while enhancing their writing skills.
(问题其实包含两部分，一是没有交代清楚读者，二是没有交代清楚写作目的，写出一点展
开阐述即可。解决方式写出一个即可，但要求说明一下原因，比如 if student；do not know
what the reader will be，they will feel"difficult tO choose the right style Of writing，Or the
right content tO include．)
17.
Problem:
1) The teacher may have under-estimated students' ability.
2) The activities he designed may be so easy for the students that they took less time than he
expected.
Solutions
1) It is necessary to design additional activities before class in case the activities are finished
before schedule.
2) The teacher can use the 10 minutes for role-play activities, performance activities, or
comment activities. He can also design summary activities for the 10-minutes. It all de-
pends on the objectives of the lesson and the content of the text.
3) It is necessary to include some check-up activities or evaluation tasks at the end of the les-
son.
(问题可以是三个中的一个，也可以是其它。解决方式可以是三个中的一个，也可以另外
设计，只要符合要求就可以。如果有的学生提出将下一堂课内容提前也应该给分。)
18．
1) He failed to do needs analysis before designing activities. Obviously, the two classes dif
fer greatly in learning styles. One is experiential and like to learn from performing, while
the other may be analytical.
2) He should not design classroom activities just according to his own liking. The students
may differ greatly in their preference of the type of activities.
3) The classroom activities lack variety. One cannot expect to attract students or to fulfill
the task of teaching with only one type of activity. Students differ in intelligence, learning
experiences, learning styles and activity preference. And so, there should be more types
of classroom activities.
Solution:
1) Conduct needs analysis and try to learn what kind o{ activities the other class like and de
sign activities according to their preference.
2) Increase the variety of classroom activities for both the active and passive class. No one
likes monotony. Variety is the spice o~ life and thus the spice of classroom teaching.
3) With the passive class, he can design more analytical activities and at same time, try to
make the class active. Anyway, without enough participation in productive activities, one
cannot expect to learn well
(问题和解决方式各答出两个即可得全分。)
19.
Problem:
The teacher corrects the students too much. He should not correct him during the conversa-
tion. The purpose of conversation is to talk about pets, which is to convey ideas to others.
Correction during conversation will affect the quality of conversation, and will hurt the
student% feeling and self-respect as well.
Solution:
1) Just carry on the conversation paying no attention to the students' mistakes.
2) The teacher can tell the students about the use of articles and the formation of past form
later, just after the conversation or at some other time.
(问题要能够说出其中的一个原因，比如谈话的目的是信息交流，或这种纠错会影响谈话，
会对学生的情绪和自尊等造成不良影响。解决方式最好两个都说出来)
20．Problem:
1) The teacher failed to get all round attention.
2) The teacher didn't try to guarantee even participation.
3) Her position was too fixed and it was not in the place to monitor all the class or for all the
class to see.
4) Maybe the topic of the lesson was not appealing to everyone, or the activities were too dif
ficult, or the teacher herself talked too much, or she [ailed to consider different needs of
the students.
Solution:
1) She should stand in the middle front of the classroon, so that ali the class could see her
well. If she stood in the middle front, it would be very easy for her to see all the students
in class and thus to keep discipline.
2) The teacher should not always direct her attention to a certain number of students. She
should give all-round attention to the whole class. She can look around instead of fixing
her eyes on the right front section. When the students see the teacher is looking at them,
they will behave better.
3) The teacher can circulate around the class. It would be better if she could go to each
group or walk from front to back. In this case, she could easily find those or,task
students and give timely help.
4) The teacher can try to change the topic, adapt the activities to suit the students~ needs.
(问题能够写出1)和3)即可得分。解决方式要求能够写出至少两个。注意问题与解决方式要对应)
SectionⅢMinllesson plan(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)本题所要求的写作活动是为写作做的准备活动。既然是写回信，那么在写前阶段就应该让
学生了解回信的格式以及应该包括的内容。因此，如果学员所设计的活动内容与此无关，则
不得分。
2)活动可以涉及书信的格式，也可以不涉及。但回信的内容必须涉及。也就是说，本活动的焦
点应该是通过某种方式让学生了解回信的内容与材料相一致，即要介绍一下我们教育体系、
课程安排、自己的体育爱好和暑假安排。建议活动采取讨论的方式收集写作素材。
3)学员可以按照表格来写，也可以写成描述性的，但各个环节，各个步骤要交代清楚。
4)教师角色和学生角色没有严格要求，写出其中之一就可以。目的能写出第二个目的即可。
5)估计问题能说出一个即可，解决方式要与问题相对。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。
22．评分注意事项：
1)在词汇检查时，也许有的老师可能会让学生填空，听写，翻译，选择等等，但这都不符合本题
的要求。根据本题的要求，这里可以设计根据英语提示，猜测单词的方式。具体操作可以
是小组内进行，也可以分队进行竞赛，或采用两两检查的方式，同样可以采用教师描述班
同学抢答等方式。具体方式不限，只要符合这一要求即可。下面是其中一种操作的建议。
2)活动类型列了四个，学员可以根据其活动设计选择其中任何一种，只要活动类型与其活动一
致就可以。
3)这一活动的形式应该是小组活动，根据学生个人的设计也可以是同伴活动。
4)老师的角色要写出两种，而学生的角色写出一种即可。
5)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。
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。
相关文章：