试卷代号 : 1 0 6 5 中央广播电视大学 2 0 1 0 2011 学 年 度 第 一 学 期 quot 开 放本科 quot 期 未 考 试 英语教学法 2 试题 2011 年1 月 注 事项 、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。 480Section I : Basic Theories and Principles 40 pointsQuestions 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 theAnswer Sheet.

1. Which of the following activities actually does not involve writing A. Completion according to outlines. B. Completion with multiple choices. C. Completion according to topic sentences.

2. Which of the following activities can be used for generating ideas A. Brainstorming. B. Sequencing. C. Categorizing.

3. What writing approach does the following exemplify The teacher asks the students to work in groups to read. investigate. aηd search on the Internet on a toρic ， discuss about what to focus on and then write a reρort to present in class. A. Product-oriented approach. B. Content-based approach. C. Task-based approach.

4. What stage can the following grammar activity be used at The teacher asks the students to discuss the differences between two paragraphs in terms of tense. A. Presentation. B. Practice. C. Production.

5. Which of the following grammar activities is most communicative A. Asking students to complete the sentences concerning the past conditiona l. B. Asking students to make sentences using past conditiona l. C. Asking students to tell what they would do if they happened to be infected with SARS. 481

6. 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 is their teacher usmg A. Deductive grammar teaching. B. Inductive grammar teaching. C. Traditional grammar teaching.

7. Which of the following activities can be used at the practice stage of vocabulary mstruction A. Completion exercises. B. Reading to discover the meaning of words. C. Cross-word puzzles.

8. What aspect of vocabulary does quotrealiaquot help to present A. Word information. B. Word grammar. C. Word meaning.

9. Which of the following concerns whether two words go together with each other or not A. Connotation. B. Register. C. Collocation.

10. If you want to present the usage of words which of the following would you choose A. Diagrams. B. Picture illustration. C. Examples.

1 1. What should a required lesson plan look like A. A copy of explanation of words and structures B. A timetable for activities C. Transcribed procedure of classroom instruction482

12. Which of the following activities is the freest in terms of teacher control when practicing present perfect tense A. The students do multiple choice questions on present perfect tense. B. The students role playa radio interview about the changes of traffic in a city. C. Given the key words and expressions the students watch two pictures of a same street taken from two different years and make sentences to indicate the changes.

13. What shouldnt be included in a lesson plan A. The objective of the lesson B. Anticipated problems C. Students learning styles

14. If all students are involved in a discussion and should be able to join in equally which of the following seating arrangements would you choose A. 口口 口口 口。 口口 口口 口口 口口 口 口 口口 口口 口 口 口 口 口口 口口 口口 口 口 口口 口口 口口 口口 口口 B. 口 口 口 口 口 口 口 。 口 口 口 口 口 口 口 口 C. 口 口口 口口口 口口口 口口口 。口口 口口口 口口口 口口口 口口口 口口口 口。口 口口口 483

15. For better classroom management what should the teacher do while the students are doing activities A. Participating in a group B. Preparing for the next procedure C. Circulating around the class to monitor prompt and help

16. Which of the following expresses instrumental motivation A. I learn English in order to survive in the target language country. B. I learn English just because of interest. C. I learn English in order to get promoted from my present position.

17. Which of the following activities can best motivate junior learners A. Games B. Recitation C. Role-play of dialogues

18. To cultivate communicative competence what should correction focus on A. Linguistic forms B. Communicative strategies C. Grammatical rules

19. What role does a teacher take to create an environment in which learning can take place A. Instructor. B. Manager. C. Assessor.

20. What is the teacher doing in the following in terms of instruction quotDo 1 make myself clear … Noωwhat should we do … J er ry quot A. Evaluating the activity. B. Checking understanding. C. Getting feedback.484 Section II : Lesson Plan 60 points

2 1. Di rections : In this section you are presented with a short letter. Read the letter and design three activities to train writing based on the passage. The requirement of each activity is as followings: 0- Reading: ask students to read the letter and finish the information in the table. 0- Practice: ask students to write a letter of reply on the rules in their houses. 0- Revision: improve writing through peer or group editing. You may follow the table given after the passage. Make sure the three activities are related to each other.

读下面这封信，并将Emily 家 中 的 规 矩 列 出 来 。 Dear Dave Emilys Rules There are too many rules in my house. It isnt fair. I have to get up at Examρle: Get up at five 0 clock in the fi ve 0 clock every morning. . I can t mornzng. arrive late to schoo l. I can t hang out with my friends on school nights. I 1. have to do my homework by nine 0 clock. Then I have to go to bed by ten oclock. On weekends I have to 2. clean my room by eleven 0 clock Saturday morning. 3. Do you have lots of rules Are they fair 4. Your friend Emily 5. Activity 1 Reading Objectives Classroom orgamzat iOn Teaching aid Assumed time Procedure 1 2 3 Transition how to relate to the following activity 485 Activity 2 Practice Objectives Classroom orgamzatlOn Teaching aid Assumed time Transition how to relate to the former activity Procedure 1 2 3 Transition how to relate to the following activity Activity 3 Revision Objectives Classroom orgamzat lOn Teaching aid Assumed time Transition how to relate to the former activity Procedure 1 2 3Backup plan: 1. Predicted problems 2. Possible solutions 486

试卷代号 : 1 0 6 5 座位号 中央广播电视大学 2 0 1 0 2011 学 年 度 第 一 学 期 quot 开 放本 科 quot期 末 考 试 英语教学法 2 试题答题纸 2011 年1 月 题 号 Section I Section II ，总 分 分 数 得分评卷人 Section I : Basic Theories and Principles 40 points 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 得分评卷人 Section II : Lesson Plan 60 points2 1. Activity 1 Objectives: Classroom organization: Teaching aid: Assumed time: Procedure: Transition: how to relate to the following activityActivity 2 Objectives: 487 Classroom organization: Teaching aid: Assumed time: Transition: Chow to relate to the former activity Procedure: Transition: Chow to relate to the following activityActivity 3 Objectives: Classroom organization: Teaching aid: Assumed time: Transition: Chow to relate to the former activity Procedure:Backup plan 1. Predicted problems 2. Possible solutions 488

试卷代号 : 1 0 6 5 中央广播电视大学 2 0 1 0 2011 学 年 度 第 一 学 期 quot 开 放 本 科 quot 期 末 考 试 英语教学法 2 试题答案及评分标准 供参考 2011 年1 月

Section I : Basic Theories and Principles 40 points本题为单选题，共2 0个小题，总计 4 0分，每题 2分。 1. B 2. A 3. C 4. A 5. C 6.B 7.A 8.C 9. C 10. C I 1. C 12.B 13.C 14. B 15. C 16.C 17.A 18.B 19. B 20. BSection II : Lesson Plan 60 points

2 1. 参 考 答 案 和 评 分标 准 Activity 1 Reading

Objectives: to get students familiar with the structure of letters and finish the information inthe table.

Classroom organization: individual work to pair work

Teaching aid: multi-media or OHP

Assumed time: 5 minutes

Procedure

1. Assign the task 1 quotNow class. Today you are going to read a letter from Emily to Dave. Let s read theletter first. See what the rules in the Emily s family are. When you have finished reading fill the blanks in the table. Now 3 minutes for your workquot.

2. Students work individually to read the letter and then finish the blanks in the table.3 489

3. Feedback 1 Call on individual student to report their work. Then the teacher presents the rules inEmily s house with the multimedia or OHP.Transition:

4. T: quotOK. Now we know the rules in Emily s house. Do you have any rules in yourhousequot Activity 2 PracticeObjectives: to apply the letter structure to write a reply letter.Classroom organization: individual workTeaching aid: noAssumed time: 8 minutesTransition

5. Assign the task 1: continuing 的 quot Sup p o se you are Dave. I d like you to write a letter of reply to Emily telling her the rules in your house. Try to use the structure of the letter you just read. quotProcedure

6. Individual writing 5 Students work individually to write about the rules in their houses. While the studentsare writing the teacher can circulate around to monitor and render assistance wherenecessary.Transition:

7. T: quotHave you finished If yes I d like you to exchange your writing with yourpartner. quot

Activity 3 Revision

Objectives: to make improvements through peer editing.

Classroom organization: Pair work

Teaching aid: multimedia

Assumed time: 6 minutes 490

Transition

8. Assign the task 1 9continued quotRead your partners writing and give suggestions for improvementquot

Proedure，

9. Pair work 3 Each pair exchangestheir writing and does peer-editing giving suggestions onlanguage content and writing mechanism.

10. Individual work2 The teacher first selects two pairs to present on the screen and give suggestions forimprovement. Then each student revises their writing according to the suggestions of theteacher and their partners.

Backup plan

Predicted problems:

1. The students may not know some of the new words in the letter.

2. Students may not be able to find out errors or mistakes in writing and thus cannotprovide constructive suggestions.Pωsible solutions 1. The teacher can give the Chinese equivalent during the activity 1 stage when theteacher presents the rules in Emily s house with the multimedia or OHP. 2. The teacher can give some guidelines for peer editing so that students can pay theirattention to certain aspect of writing. 评分标准 本题共 6 0 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 1分，否则不得分。在的教学阶段，不符合不得分。三个目的前后相连 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 。 491 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得时间，扣 2分。 5. 操 作 时 间