中央广播电视大学2007-2008学年度第二学期"开放本科"期末考试
英语教学法(2) 试题
2008年7月
注 意 事 项
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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.
l. Having generated as many ideas as possible related to a certain topic, what is the
next step in the writing process?
A. To write a detailed outline.
B. To write the first draft.
C. To eliminate irrelevant ideas and find sub-topics that may cover other points.
2. Which of the following is one of the advantages of teacher editing?
A. It may increase students' motivation in writing and their competence in
English.
B. It can correct more mistakes and provide more alternative expressions.
C. Weaker students can benefit from learning from good students.
3. What will a good writer usually do in the pre-writing stage of the writing process?
A. Make decisions on the purpose, the audience, the contents, and the outline of
the writing.
B. Concentrate on getting the content right first and leave the details like correcting
spelling, punctuation, and grammar until later.
C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and
focus on the flaws likely to appear in their drafts.
4. Which type of grammar tends to teach you how the grammar is used by the people
rather than how it should be used?
A. Descriptive grammar. B. Prescriptive grammar.
C. Traditional grammar.
5. When students are given the structure in an authentic or near authentic context and are
asked to work out the rule for themselves, what kind of method their teacher is using?
A. Deductive grammar leaching. B. Inductive grammar leaching.
C. Traditional grammar teaching.
6. In which stage of the Presentation-Practice-Production approach will students have the
chance to use the new language freely and incorporate it into their existing language?
A. Presentation Stage.
B. Practice Stage.
C. Production Stage.
7. What strategy does the following activity help to train?
"Ask the students to close their eyes and form the image of the animals in their minds
when the teacher says their names, like rabbits, dogs and so off instead of giving the
Chinese."
A. Imagery.
B. Context.
C. Association.
8. Which of the following activities belong to application in vocabulary instruction?
A. Ask students to complete a vocabulary map centering on SARS.
B. Ask students to match the words in column A with the words in column B.
C. Ask students to describe an event that happened during the SARS period.
9. What vocabulary learning strategy does the following activity help to train?
Match the prepositions on the left with the right words on the right.
A. Collocation. B. Grouping.
C. Contextualization.
10. If you want to present new vocabulary, which of the following techniques would you use?
A. Examples. B. Explanation.
C. Context.
11. Which of the following is among the physical factors that affect lesson planning?
A. Teacher's personality. B. Students~ personality.
C. Teaching resources.
12. Which of the following best demonstrates what a lesson plan is?
A. It presents a list of activities for the fulfillment of the course objectives.
B. It presents detailed material for the teacher in classroom instruction.
C. It presents teaching schedule of a lesson for the fulfillment of course objectives.
13. Which of the following is among the human factors that affect lesson planning?
A. Size of the class. B. Syllabus requirement.
C. Students' learning styles.
14. What shouldn't be included in a lesson plan?
A. The objective of the lesson. B. Anticipated problems.
C. Students' learning styles.
15. What is the teacher doing in terms of error correction?
S: My watch was stealing.
T: Oh, that's why you didn't know the time and was thus late.
A. Helping self-correction. B. Encouraging delayed correction.
C. Just ignoring the error.
16. What activity is the following seating arrangement most suitable for?
A. Individual work. B. Play acting.
C. Pair work.
17. To achieve fluency, when should correction be conducted?
A. At the summary stage of the activity.
B. The moment error occurs.
C. During the course of the communication.
18. For better classroom management, what should the teacher do while the students
are doing activities?
A. Participate in a group.
B. Prepare for the next procedure.
C. Circulate around the class to monitor, prompt and help.
19. When should the teacher issue the instruction?
A. As soon as class begins.
B. When students~ attention is directed to the teacher.
C. When class is silent.
20. Whole class teaching, pair work, group work, and games are activities under which
subcategory of classroom management?
A. People.
B. Environment.
C. Organization.
Section II Lesson Plan 60 points
Directions: In this section, you are presented with a short dialogue. Read the dialogue and
design three grammar activities: one presentation activity, one practice activity and one
application activity. Make sure to include some sample exercises. The requirement of each
activity is as follows:
~ Presentation: present the structure of attributive clause through summarizing
~ Practice: practice the use of "who"and "which" in attributive clause
~ Application: apply attributive clause to express opinions
You may follow the table given after the passage. Make sure the three activities are related to
each other.
Cartoon Heroes
Nemo, a cute orange-and-white fish, and Shrek , a huge green monster have won the
hearts of young people,in China and all over the world. The heroes of popular cartoons are
everywhere, on office desks, handbags, and computer screens.
But there are some cartoon favorites which are older. The cartoon of the Monkey King
has just had its "40a~ birthday". Called Havoc in Heaven, it tells the story of a monkey who
leads a group of monkeys against the rule of Emperor in heaven. But it is above all the
jokes played by the monkey that people remember. "Havoc in heaven" has become a common
expression used by a parent or a boss when they return tO the house or office and see a mess.
Another favorite who has celebrated an important birthday in China is a reporter with
red hair and a small white dog. Tintin has been popular for 75 years, ever since Belgian
cartoonist Herge invented the character in 1929. His books have been translated into more
than 50 languages and about 200 million copies have been sold. In December 1984 the whole
series of Tintin began to be published in China. Many Chinese still keep collections of these
black-and-white Tintin books. There are several fan clubs ill China which have held
birthday parties for Tintin in Beijing, Shanghai, Guangzhou, Nanjing and Wuhan.
Finally, Snoopy, Charlie Brown ' s lovable dog who lives in his own private dream
world, also had his "50th birthday" celebrated by China's Snoopy fans in 2000.
"I didn't draw the cartoons only for children. Adults who have escperienced life
understand them better," said the late Charles Schultz, creator of Snoopy and the Peanuts
cartoon.
Activity 1 (Presentation)
试卷代号：1065
中央广播电视大学2007-2008学年度第二学期"开放本科"期末考试
英语教学法(2) 试题答案及评分标准
(供参考)
2008年7月
Section I Basic Theories and Principles 40 points
1. C 2. B 3. A 4. A 5. B
6. C 7. m 8. C 9. A 10. A
11. C 12. C 13. C 14. C 15. C
16. B 17. A 18. C 19. C 20. C
Section H Lesson Plan 60 points
Activity 1 (Presentation)
Objectives: to present the structure and meaning of attributive clause
Classroom organization: Individual work to pair work
Teaching aid: multi-media or OHP
Assumed time: 7 minutes
Procedure:
1. Assign the task (1')
"Now, class. In this period, we are going to learn the "who" and"which" clauses. First,
please read the text and find out all the sentences with "who" and "which".
2. Students work individually to find out the sentences with "who" and "which". (2')
3. Feedback and explanation. (4')
Check whether students have located all the following sentences, and then asks the
students to explain how they understand these sentences, and the function of the "who" and
"which" clauses, and also when to use "who" and when to use "which".
There are cartoon .favorites which are older.
It tells the story of a monkey who leads a group of monkeys against the rule of the
Emperor in heaven.
But it is above all the jokes played by the monkey that people remember.
Another favorite who has celebrated an important birthday in China is a reporter with
red hair and a small white dog.
There are several fan clubs in China which have held birthday parties for Tintin in
Beijing, Shanghai, Guangzhou, Nanjing and Wuhan.
Snoopy, Charlie Brown's lovable clog who lives in his own private dream world, also
had his "50~ birthday" celebrated by China's Snoopy fans in 2000.
Transition:
4. T: "Now, we know when to use "who" and "which". Here I have several sentences,
but "which" and "who" are left out."
Activity 2 (Practice)
Objectives:to help students to understand better when to use "who" and "which", and
master the choice of "who" and "which"
Classroom organization: individual work to pair work
Teaching aid: multimedia
Assumed time: 7 minutes
Transition:
5. Assign the task (1'):
(4 continued) "Can you work with your partner to help fill in 'which' and 'who'?"
Procedure:
6. Individual work -- pair work (3t)
Students work first individually to insert "who" or "which" in the following sentences,
and then check their answers with their partner.
Example:
A: Excuse me. Are you the person gave us a speech on how to study last week ?
B: Sorry, which school are you from ?
A: The school has just celebrated its 50th anniversary last week. At the celebration we
invited a lot of experts to give speeches.
B: Yes, I remember.
A: From your speech I know you have a book talking about how to study. Where can I
get a copy ?
13: I am not sure. You can ask the girl introduced me at the celebration.
A: Which one? Can you tell me? There were so many at the speeches.
B: The girl was in red. She was the only one.
A: Oh, I know. You mean the girl comes from China Central Radio and TV
University ?
B: Yes, that's her. I am sure she knows.
A: Thank you.
B: You are welcome. May you great progress in study.
7. Feedback (3 t)
Invite individual pairs to report their work. Ask them to explain their answers.
Transition ~
8. T: "Good, you can use 'who' and 'which' quite well,"
Activity 3 (Application)
Objectives: to enable the students to use "who" or "which" in sentences to express their
ideas.
Classroom organization: Group work
Teaching aid. multi-media/printed handout
Assumed time: 6 minutes
Transition:
9. Assign the task (30")
(8 continued) "I want to know what you like and dislike. Can you help finish the
following sentences using 'who' or' which' ?")(Present the sentences on the screen or hand
out the hardcopies. )
Procedure:
10. Individual work (3')
Students work individually to complete the following sentences. It is necessary to make
it clear that students can write more than one sentences [or each one.
a) I like animals
b) I like those students
c) I like teachers
d) I don't like books
e) I don't like food
11. Pair work (3')
Arrange the students into pairs to share what they write.
12. Feedback (2')
Invite students to report what they like and what they do not like. Make comments on
both students' like/dislike and the use of "who" and "which" in the sentences.
Backup plan
Predicted problems:
1. The students may not find the practice activity difficult. They may have difficulty in
finding where to insert "who" and "which".
2. The application activity may be too difficult for some students to do and they may idle
in class.
Possible solutions:
The two predicted problems both have something to do with students' current level of language
proficiency. This is the case that may happen to every class.
1. If your class of students are poor in English and may find such a practice difficult, you
can ask the students fill in blanks, the very traditional way of practice.
2. You can give examples to show how to write sentences. Still, you can ask students to
work in pairs or groups to do it.
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，要求三个活动之间的过渡自然，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8分，活动必须是归纳式的教学方式，而不能采用演绎式的教学方式，否则不得分。操作过程中话题导入2分，操作2分，如果能让学生解释3分，否则只有教师的解释2分。行文1分，要求没有影响意思表达的错误。
9．活动2的操作8分，活动必须是训练who和which的用法的，以在从句中要作主语为主，否则扣1分。操作中任务介绍1分，操作2分，信息反馈占2分，有练习样题占1分。行文1分，要求没有影响意思表达的错误。
lo．活动3的操作6分，活动为应用性活动，必须是运用定语从句表达自己的思想，活动要有开放性，否则扣2分。任务介绍1分，操作2分，反馈占1分，有例子1分。行文1分，要求没有影响意思表达的错误。
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