试卷代号：1065 中央广播电视大学2009一2010学年度第二学期“开放本科”期末考试 英语教学法(2)试题 2010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。 472
试卷代号 6 5 中央广播电视大学 0 0 2010 本科 末考 英语教学法 )试题 2010 年7 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。 472
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. 1.Which of the following activities can be used for generating ideas? 、A.Brainstorming. B.Sequencing. C.Categorizing. 2.What writing approach does the following exemplify? The teacher asks the students to work in groups to read,investigate,and search on the Internet on a topic,discuss about what to focus on and then write a report to present in class. A.Product-oriented approach. B.Content-based approach. C.Task-based approach. 3.The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them A.in the actual writing B.in free writing C.in controlled writing 4.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 5.Which of the following grammar activities can be used at the production stage? A.Students writing about their plans for the holiday. B.Students filling in the blanks with the right forms of the verbs given. C.Students reading the passage to discover how the plans for the holiday is expressed. 473
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. 1. Which of the following activities can be used for generating ideas? A. Brainstorming. B. Sequencing. C. Categorizing. 2. What writing approach does the following exemplify? The teacher asks the students to work in grou to read , investigate , and search on the Internet on a topic , discuss about what to focus on and then write a report to present in class. A. Product-oriented approach. B. Content-based approach. C. Task-based approach. 3. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them A. in the actual writing B. in free writing C. in controlled writing 4. 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 5. Which of the following grammar activities can be used at the production stage? A. Students writing about their plans for the holiday. B. Students filling in the blanks with the right forms of the verbs given. C. Students reading the passage to discover how the plans for the holiday is expressed. 473
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 their teacher is using? A.Deductive grammar teaching. B.Inductive grammar teaching. C.Traditional grammar teaching. 7.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. 8.Which of the following activities can be used at the practice stage of vocabulary instruction? A.Students reading the dialogue to discover the meaning of words. B.Students doing completion questions with the new words. C.Teacher explaining the usage of words. 9.Which of the following activities can be used at the presentation stage of vocabulary instruction? A.Completion exercises. B.Reading to discover the meaning of words. C.Cross-word puzzles. 10.What aspect of vocabulary does "realia"help to present? A.Word information. B.Word grammar. C.Word meaning. 11.If the students can't 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 tasks. 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. 474
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 their teacher is using? A. Deductive grammar teaching. B. Inductive grammar teaching. C. Traditional grammar teaching. 7. 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. 8. Which of the following activities can be used at the practice stage of vocabulary instruction? A. Students reading the dialogue to discover the meaning of words. B. Students doing completion questions with the new words. C. Teacher explaining the usage of words. 9. Which of the following activities can be used at the presentation stage of vocabulary instruction? A. Completion exercises. B. Reading to discover the meaning of words. C. Cross-word puzzles. 10. What aspect of vocabulary does "realia" help to present? A. Word information. B. Word grammar. c. Word meaning. 11. If the students can' t 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 tasks. 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. 474
12.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 instruction. 13.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. 14.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. 15.Which of the following activities can best motivate junior learners? A.Games. B.Recitation. C.Role-play of dialogues. 16.Among the five subcategories of classroom management,people,language, environment,organization and tools,which of the following elements can be classified under environment? A.Textbook,exercise book,teacher's book,and blackboard. B.Interaction between the teacher and students. C.Arrangement of desks and chairs. 17.What role does a teacher take to create an environment in which learning can take place? A.Instructor. B.Manager. C.Assessor. 18.Which subcategory of classroom management are whole class teaching,pair work, group work,and games under? A.People. B.Environment. C.Organization. 475
12. 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 instruction. 13. 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. 14. 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 int吧rest. C. I learn English in order to get promoted from my present position. 15. Which of the following activities can best motivate junior learners? A. Games. B. Recitation. C. Role-play of dialogues. 16. Among the five subcategories of classroom management , people , language , environment , organization and tools, which of the following elements can be classified under environment? A. Textbook , exercise book , teach町's book , and blackboard. B. Interaction between the teacher and students. C. Arrangement of desks and chairs. 17. What role does a teacher take to create an environment in which learning can take place? A. Instructor. B. Manager. C. Assessor. 18‘Which subcategory of classroom management are whole class teaching , pair work , group work , and games under? A. People. B. Environment. C. Organization. 475
19.Which of the following seating arrangements is most suitable for presentation? 吕 吕 吕 当 当 当 ● ● 白 g 吕 兰 A. B. 20.What beliefs or attitudes underline the following classroom action? In every lesson the teacher includes at least one game that involves students moving around the classroom. A.It is useful to give students opportunities to speak to one another. B.People learn by trying to do things themselves. C.People can always learn a lot from others. SectionⅡ：Lesson Plan 60 points Directions:In this section,you are presented with a short passage.Read the passage and design three activities to train writing based on the passage.The requirement of each activity is as followings: Reading:ask students to read the passage and analyze the structure of the passage, especially linking words. Practice:ask students to write a short paragraph on My New year's Resolution? 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. Kim made some New Year's resolutions(新年规划)this year..First,she's going to learn to play the piano.She's going to take piano lessons and practice every day.Next,she wants to get good grades.She's going to study harder and she's going to do all her homework before she watches TV.Finally,she wants to learn a new language.She's going to buy some Japanese CDs and practice them at home. 476
19. Which of the following seating arrangements is most suitable for presentation? CJ • • CJ CJ • CJ • CJ • CJ • CJ • CJ • • CJ CJ • CJ • CJ • CJ • CJ • • T •• I I •• •• I I •• I I •• •• I I I I •• •• I I • • I I •• I.. •• I I •• •• I I •• T A. B. c. 20. What beliefs or attitudes underline the following classroom action? In every lesson the teacher includes at least one gα that involves students moving around the classroom. A. It is useful to give students opportunities to speak to one another. B. People learn by trying to do things themselves. C. People can always learn a lot from others. Section II : Lesson Plan 60 points Directions: In this section , you are presented with a short passage. Read the passage and design three activities to train writing based on the passage. The requirement of each activity is as followings: Reading: ask students to read the passage and analyze the structure of the passage , especially linking words. }萨 ask students to write a short paragraph on My New year' s Resolution? 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. Kim made some New Year' s resolutions( 新 年 this year. First, she' s going to learn to play the piano. She's going to take piano lessons and practice every day. Next , she wants to get good grades. She' s going to study harder and she' s going to do all her homework before she watches TV. Finally, she wants to learn a new language. She's going to buy some Japanese CDs and practice them at home. 476
Activity 1 (Reading) Objectives Classroom organization Teaching aid Assumed time 1) Procedure 2) 3) Transition (how to relate to the following activity) Activity 2 (Practice) Objectives Classroom organization Teaching aid Assumed time Transition (how to relate to the former activity) 1) Procedure 2) 3) Transition (how to relate to the following activity) 477
Activity 1 (Reading) Objectives Classroom • • orgamzatiOn Teaching aid Assumed time 1) Procedure 2) 3) Transition (how to relate to the following activity) Activity 2 (Practice) Objectives Classroom • orgamzatiOn Teaching aid Assumed time Transition (how to relate to the former activity) 1) Procedure 2) 3) Transition (how to relate to the following activity) 477
Activity 3 (Revision) Objectives Classroom organization Teaching aid Assumed time Transition (how to relate to the former activity) 1) Procedure 2) 3) Backup plan: 1.Predicted problems 2.Possible solutions 478
Activity 3 (Revision) Objectives Classroom • • orgamzatlOn Teaching aid Assumed time Transition (how to relate to the former activity) 1) Procedure 2) 3) Backup plan: 1. Predicted problems 2. Possible solutions 478
试卷代号：1065 座位口 中央广播电视大学2009一2010学年度第二学期“开放本科”期末考试 英语教学法(2) 试题答题纸 2010年7月 题 号 Section I SectionⅡ 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. 16. 17. 18. 19. 20. 得分 评卷人 SectionⅡ：Lesson Plan 60 points Activity 1 Objectives: Classroom organization: Teaching aid: Assumed time: Procedure: Transition:(how to relate to the following activity) 479
试卷代号 5座位号 中央广播电视大学 0 0 2010 学年度第二学期 放本科 英语教学法 )试题答题纸 2010 年7 Section I Section II ，总 得分|评卷人 Section I : Basic Theori四and Principles 40 points 1. 6. 11. 16. 得分|评卷人 Activity 1 Objectives: 2. 7. 12. 17. 3. 8. 13. 18. Section II : Lesson Plan 4. 9. 14. 19. 5. 10. 15. 20. 60 points Classroom organization: Teaching aid: Assumed time: Procedure , Transition: (how to relate to the following activity) 479
Activity 2 Objectives: Classroom organization: Teaching aid: Assumed time: Transition:(how to relate to the former activity) Procedure: Transition:(how to relate to the following activity) Activity 3 Objectives: Classroom organization: Teaching aid: Assumed time: Transition:(how to relate to the former activity) Procedure: Backup plan: 1.Predicted problems 2.Possible solutions 480
Activity 2 Objectives: Classroom organization: Teaching aid: Assumed time , Transition: (how to relate to the former activity) Procedure: Transition: (how to relate to the following activity) Activity 3 Objectives: Classroom organization: Teaching aid: Assumed time , Transition: (how to relate to the former activity) Procedure: Backup plan: 1. Predicted problems 2. Possible solutions 480
试卷代号：1065 中央广播电视大学2009一2010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) 2010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。 1.A 2.C 3.A 4.B 5.A 6.B 7.A 8.B 9.B 10.C 11.C 12.C 13.C 14.C 15.A 16.C 17.B 18.C 19.B 20.B SectionⅡ：Lesson Plan 60 points 参考答案和评分标准 Activity 1 (Reading) Objectives:to analyze the content and writing of the passage Classroom organization:individual work to pair work Teaching aid:multi-media or OHP Assumed time:6 minutes Procedure: 1.Assign the task (1') "Now,class.Today,you are going to write on My New Year's Resolution Before you take up your pens,let's read the text first.See what is included in the passage and how it is developed.First read by yourself.When you have finished,gheck your understanding with your partner.Now 4 minutes for your work". 2.Students work individually to read the text and then work in pairs to talk about the content and the writing mechanism of the text.(3') 481
试卷代号 6 5 中央广播电视大学 0 0 2010 度 第 学期 英语教学法 试题答案及评分标准 (供参考) 配tion I : Basic Theories and Principles 本题为单选题，共 0个小题，总计 0分，每题 2分。 2010 年7 40 points LA 6. B 11. C 16. C 2. C 7. A 12. C 17. B 3. A 8. B 13. C 18. C 4. B 9. B 14. C 19. B 5. A 10. C 15. A 20. B Section II : Lesson Plan 参考答案和评分标准 Activity 1 (Reading) 60 points Objectives: to analyze the content and writing of the passage Classroom organization: individual work to pair work Teaching aid: multi-media or OHP Assumed time ,6 minutes Procedure , 1. Assign the task (1') "Now, class. Today , you are going to write on My New Year' s Resolution. Before you take up your pens, let' s read the text first. See what is included in the passage and how it is developed. First read by yourself. When you have finished , srheck your understanding with your partner. Now 4 minutes for your work". 2. Students work individually to read the text and then work in pairs to talk about the content and the writing mechanism of the text. (3') 481