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1、试卷代号：1065 中央广播电视大学20092010学年度第学期“开放本科”期末考试英语教学法(2) 试题 2010年1月注 意 事 项 一、将你的学号、姓名及分校(工作站)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。 二、仔细阅读题目的说明，并按题目要求答题。答案一定要写在答题纸指定的位置上，写在试卷上的答案无效。三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。Section I: Basic Theories and Principles 40 pointsQuestions 1-20 are based on this part.Direc
2、tions: Choose the best answer from A, B or C for each question. Write your answer on theAnswer Sheet. 1. What can the following activity help to train in terms of writing? The teacher asked the students to write two letters, one to their parents, and the other to their friends, informing them the ne
3、ws of their success in a competition. A. Sense of audience. B. Sense of unity. C. Sense of coherence. 2. What method can a teacher use to help the students to find a focus for their writing? A. To narrow down the topic to a more specific one. B. To brainstorm the ideas related to the topic. C. To pr
4、ovide detailed examples and descriptive expressions. 3. 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
5、can benefit from learning from good students. 4. Which of the following activities actually does not involve writing? A. Completion according 1o outlines. B. Completion with multiple choices. C. Completion according to topic sentences. 5. The grammar rules are often given first and explained to the
6、students and then the students have to apply the rules to given situations. This approach is called A. Deductive grammar teaching B. Inductive grammar leaching C. Prescriptive grammar leaching6. What stage can the following grammar activity be used at? The teacher asks the students to arrange the wo
7、rds of the sentences into different columns marked subject, predict, object, object complement, adverbial and so on. A. Presentation. B. Practice. C. Production.7. What stage can the following grammar activity be used at? The teacher asks the students to discuss the differences between two paragraph
8、s in terms of tense. A. Presentation. B. Practice. C. Production.8. Which of the following activities is NOT communicative in grammar learning? A. Making a speech on a given topic. B. Filling the blanks with proper verb forms. C. Writing a letter to a family member describing the school life.9. Whic
9、h of the following tasks can help effectively memorizing the new words? A. Relating new words to the context. B. Copying new words many times. C. Ignoring the meanings of new words.10. Which of the following activities can be used at the presentation stage of vocabulary instruction? A. A vocabulary
10、tour. B. Matching words with pictures. C. Distant dictation.11. 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 on instead of giving the Chinese
11、. A. Imagery. B. Context. C. Association.12. What vocabulary learning strategies does the following activity help to train? The teacher asks the students to match the verbs in column A with the prepositions in columnb B. A. Grouping. B. Imagery. C. Collocation.13. What should a lesson plan be like?
12、Choose the most suitable description from the following. A. A lesson plan is a copy of explanation of words and structures. B. A lesson plan is a transcribed procedure of classroom instruction. C. A lesson plan is a series of activities to conduct in class.14. In which stage of the Presentation-Prac
13、tice-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.15. What are the most important parts of a lesson plan? A. Textbooks and classroom aids. B. Anticipatio
14、n of problems and flexibility in dealing with them. C. Objectives of the lesson and procedure to achieve them.16. What activity is the following seating arrangement most suitable for?A. Group discussion. B. Acting of a play.C. Individual reading of the text. 17. What is the teacher doing in terms of
15、 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. Check understanding 18. To achieve fluency, when should correction be conducted? A. At the su
16、mmary stage of the activity. B. The moment error occurs. C. During the course of the communication. 19. If the students cant finish the task as scheduled, what will be the best choice according to the efficiency principle? A. Let them stop at once, otherwise it will affect the fulfillment of other t
17、asks. B. Let them continue until they finish their tasks. C. Let them continue but give a time limit according to how they are doing the task. 20. When dam students are playing a game, which of the following roles may the teacher NOT play? A. A participant. B. An instructor. C. An assessor.Section 1
18、I: Lesson Plan 60 pointsDirections: In this section, you are presented with a picture. Read the information anddesign three grammar activities. The requirement of each activity is as followings: Presentation: present how lo give advice with should. Practice: design form-focused activity to practice
19、the structure Application: use the grammar in real life activity You may follow the table given after the passage. Make sure the three activities arerelated to each other.Backup plan: 1. Predicted problems 2. Possible solutions试卷代号：1065中央广播电视大学20092010学年度第一学期“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) 2010年1月
20、Section I: Basic Theories and Principles 40 points 1. A 2. A 3. B 4. B 5. A 6. B 7. A 8. B 9. A 10. B ll. A 12. C 13. B 14. C 15. C 16. A 17. C 18. A 19. C 20. BSection n: Lesson Plan 60 points 参考答案和评分标准 Activity I (Presentation)Objectives: to present how to use should to give advice.Classroom organ
21、ization: pair workTeaching aid: multi-media or OHPAssumed time: 6 minutesProcedure: 1. Assign the task (1 ) Now, class. In this picture we can see some people are sick. Under the picture, thereis a conversation, I d like you read it with your partner, then discuss when and whereshould is used. 2. St
22、udents work in pairs to discuss the sentences and talk about their meaning. (2) 3. Feedback and present the grammar item (3) Call on individual pairs to report how they understand. Then the teacher presents thegrammar item on the screen or the blackboard, summarizes and explains the usage ofshould.T
23、ransition: 4. T: Yes, when we want to give advice, we can use tile word should. Here . Activity 2 (Practice)Objectives: to practice the form and usage of giving advice with should.Classroom organization: pair workTeaching aid: rnuhimediaAssumed time: 7 minutesTransition 5. Assign the task (1): (cont
24、inuing 4) Here are some more phrases in the three boxes. Try to change theunderlined phrase with those in the box. It is better to work with your partner. You first actas A, your partner B, then change. You act as B, and your partner A.Procedure 6. Pair work to practice should and should not (4) Stu
25、dents work in pairs to complete the sentences. While the students are working on the task, the teacher circulates around to monitor and to give help when needed. 7. Feedback (2 ) Show the pictures and sentences again on the screen and ask some pairs to give a demonstration. Transition: 8. T: Good. I
26、 think you did a good job. Now I want you to do something free. Activity 3 (Application) Objectives: to train the ability to use should to give advice in students real life. Classroom organization: group work Teaching aid: multimedia Assumed time: 6 minutesTransition: 9. Assign the task (1) (8 conti
27、nued) We know you will do a lot of things if you are rich. Make a list of thingsyou should do and you should not do .Procedure: 10. Group work (4) Students work in groups of four to talk about the things and then make a list of them. 11. Feedback (2) The teacher calls on each group to report. In ord
28、er that all groups have something tocontribute, he can ask each group to first give one thing and other groups give somethingdifferent. When each group has had a chance, the teacher can encourage volunteers tocontribute. Backup planPredicted problems: 1. The students may not understand how to give a
29、dvice with the word should. 2. Groups and pairs may proceed at different speed and thus when some groups or pairshave finished and have nothing to do while others are dragging along.Possible solutions. 1. The teacher call give students hint to help them understand. He can also use exampleto illustra
30、te how. 2. The teacher can give the fast groups or pair more work lo do or arrange the fastgroups into slow groups to help. 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
31、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，必须是归纳式活动，如果不是学生归纳而是教师直接讲解则不得分。操作过程中话题导人2分，操作2分，反馈3分，行文1分。 9活动2的操作7分，活动如果不是形式训练活动则不得分。操作中任务介绍2分，操作2分，反馈2分，行文1分。 l0活动3的操作7分，活动应是应用活动，否则不得分。任务布置2分，小组活动2分，反馈2分，行文1分。