英语教学法2试卷.doc

试卷代号：1065中央广播电视大学2010一2011学年度第二学期“开放本科”期末考试英语教学法(2)试题2011年7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 PrinciplesQuestions 120 are based on this part40 pointsDirections：Choose the best answer from A，B or C for each questionWrite your answer on theAnswer Sheet I：What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference? A。Cohesive devices that indicate meaning relationships between or within sentences，such as apart from，in order to，since，however，not only，and but nlso BGrarrmatical devices that establish 1inks tO form the cohesion of a text，such as it，this，the，here，that，and SO on CLexical devices that use the repetition of key words or synonymous words to link sentences together 2。In which writing task are completion；reproduction，compression，and transformation used as the major type of exercise? AControlled writing BGuided writing CFree writing 3What does“forming a text from scrambled sentences”help tO train in terms of writing? AThe ability to understand the structure of a text and sentence sequencing BThe abilitY to compose an essay on oneS OWli CThe ability to write an essay with accuracy 4。What writing approach does“peer-editing before self-revisingexemplify? A。C0ntent_orlented approach BProductoriented approach CProcess oriented approach5tells you what you should use in order to produce accurate utterances。AThe descriptive grammar BThe prescriptive grammarCThe traditional grammar6Which of the following activities is the freest in terms of teacher control when practicing present perfect tense? AThe students do multiple choice questions on present perfect tense BThe students role play a radio interview about the changes of traffic m a cil Y CGiven ttle key words and expressious，the students watch two pictures of a Salne street tak。n from two different years and make sentences to indicate the changes7What is the one thing a teacher does NOT necessarily do tO cater for a variety of grammar learning styles of hisher students? AThe teacher designs various learning tasks BThe teacher changes the class time CThe teacher uses either inductive or dedumive ways of gramma r leaching。8。How Call vie!；elp students 10 memorize 8 Devword mnre effec ve y? A Putting the nPw word of a text。 re!al e it to known words， and rise iIIustrations BPreteaching the new word of a text，pronounce it correctly，and group it CPutting the new word in a list of unconnected words with illustrations9Which of the following techniques can best present the word“pollution”? AShowing or drawing a picture BGiving a definition or an example CDemonstrating the meaning by acting or mimingi0Which“the foillowing activities can be used at the practice stage of vocabulary instructing? AStuder。tS reading the dialogue t1)discover the meaning of words BStudents doing completion questiois wida沌e new words CTeacher explaining the usage of words11 Why do we need tO design,：asks to supplement the tsxtbook? ATextbooks USIrally；ire not well written BTexthooks need adaptations tO fit the needs of their target students CTextbooks only cover a limited amount of language skillsWhich of the following best explains what a lesson plan involves?AIt shows what grammar items are tO be practiced in a lessonBIt shows the presentation，practice and production of the grammar items in a lessonCIt presents the activities tO be conductedor grammatical practiceIn which stage of the Presentation-Practice-Production approach will the chance tO use the new language freely and incorporate it intolanguage?APresentation StageBPractice Stage CProduction Stage14What shouldnt be included in a lesson plan?AThe objective 0f the lessonBAnticipated problemsCStudentslearning styles15When should the teacher iSSHe the instruction?AAs soon as class beginsBWhen studentsattention iS directed to the teacherCWhen class iS silent16 Which of the following helps to explain why spoonfeeding should be prohibited inlanguage teaching?AAll learners have the ability to engage in problemsolving activitiesBAll learners have a wide scope of personal experience related to their private life tO help them learnCEach learner has an individual way of learning closely related to his personality，knowledge，experience and previous learning17In which of the following activities does the teacher play the role of instructor?AOrganizing the pupils to do guessing activitiesBExplaining the functions entailed in the dialoguesCWalking around the classroom to offer help to those slow students18What activity is the following seating arrangement most suitable for?AGroup discussionBRole-playCPair work19What is the teacher doing in terms of error correction?S：My watch viua$stealingT：Oh，thats why you didnt know the time and12a5 thus lateAHelping self-correctionBEncouraging delayed correctionCJust ignoring the error20What principle of classroom management does the following show?“Cindy，please dont eat in class；it disturbs others”After you have told thestudents that eating in class is yorbiddenANO favoritismBConsistencyCEqualitySection II：Lesson Plan 60 points21Directions：In this section，you are presented with a picture and 3 exercises(1a，lb，andic)Read them and design three grammar aetivities：one presentation activity，one practiceactivity and one application activityThe requirement of each activity is as the following：Presentation：presentation of the structure“Have you ever been to”Practice：form-focused practice of the structureApplication：application of the structure in real-situationlawhich of these places would you like to visit? Rank them from 1 to 510ListenHave these students ever been to these places?Check()the boxes1cPair workAsk and answer questions about the placesin the picture aboveBackup plan： 1Predicted problems 2Possible solutions试卷代号：1065 中央广播电视大学2010一2011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) 2011年7月Section I：Basic Theories and Principles 40 points本题为单选题，共20个小题，总计40分，每题2分。 1B 2B 3A 4C 。5B 6B 7B 8A 9B 10B 11B 12B 13C 14C 15B 16A 17B 18C 19C 20BSection：Lesson Plan 60 points 21参考答案和评分标准 Activity 1(Presentation)Objectives：to present how tO use“Have you ever been tO?”Classroom organization：individual work tO whole class work Teaching aid：multimedia or OHP Assumed time：6 minutes Procedure： 1Assign the task(1) T：“Now，classId like you look at some picturesWhat is this?” S1：Zoo T：and whatS this? S2：aquarium T： T：Now，please rank the places you would like tO visit 2Students work alone to rank the places in exercise la(2) 3Feedback and present the grammar item(3) Call on individual student to report what their choices areThen the teacher presentsthe grammar item on the screen or the blackboard，makes a model with the structureandthen asks： T：Have you ever been to the zoo? S1：Yes1 went there last year S2：Yes，I hawe T：Have you ever been tO the amusement park? S：N0，I haventTransition： 。 4T：“Now I know some of you have been tO these places” Activity 2(Practice)Objectives：to practice the form and usage of“Have you ever been tO?”Classroom organization：pair workTeaching aid：multimediaAssumed time：7 minutesTransition 5Assign the task(1)： (continuing 4)“Now letS listen to the recording and find out if these students haveever been to these placesCheck the boxes”Procedlira T：NOW lets check the answersClaudia has been to S：Sarah has been tO”、 T：Now Id like you and your partner to ask and answer questions about the places inthe picture above 6Pair work topractice“Have you ever been tO?”(4) Students work in pairs to complete the dialogueWhile the students are working ON thetask，the teacher circulates around to monitor and to give help when needed 7Feedback(2) Show the structure again on the screen and ask some pairs to give a demonstrationTransition： 8T：“GoodI think you did a good jobNow 1 want you to do something free” Activity 3(Application)Objectives：tO train the ability to use“Have you ever been to?”in the real lifeClassroom organization：Pair workTeaching aid：multimediaAssumed time：6 minutesTransition： 9Assign the task(1) (8continued)“Now its your turn to make up your own conversationsPIease workwith your partnerLetS talk about where you have been，where you want tO go，and howyou are going tO get thereProcedure： 10Pair work(4) Students work in pairs to make the conversation 1iFeedback(2) The teacher calls on each pair to reportIn order that all pairs have something tOcontribute，he can first ask one pair to give one situation and other pairs give somethingdifferentWhen each pair has had a chance，the teacher can encourage volunteers tocontribute Backup planPredicted problems： 1The students may not understand what the teacher meant by“Have you ever been to”for the first time 2Pairs may proceed at different speed and thus when som