试卷代号：1065 中央广播电视大学2008一2009学年度第二学期“开放本科”期末考试 英语教学法(2)试题 2009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。监考人收完考卷和答题纸后才可离开考场。 二、仔细读懂题目的说明，并按题目要求和答题示例答题。答案一 定要写在答题纸的指定位置上，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。 473
试卷代号 :1065 中央广播电视大学2008-2009学年度第二学期“开放本科”期末考试 英语教学法(2) 试题 2009年 7月 之闷卜 巨毖 9七. 丫x i土 .己 月降 州通 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。监考人收完考卷和答题纸后才可离开考场。 二、仔细读懂题 目的说明，并按题 目要求和答题示例答题。答案一 定要写在答题纸的指定位置上，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 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.Among the factors affecting a lesson plan,which of the following is human factor? A.Personality of the teacher. B.Class size. C.Course requirement. 2.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. 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 can benefit from learning from good students. 4.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 play a 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. 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 teaching B.Inductive grammar teaching. C.Traditional grammar teaching. 474
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. Among the factors affecting a lesson plan, which of the following is human factor? A. Personality of the teacher. B. Class size. C. Course requirement. 2. 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. 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 can benefit from learning from good students. 4. 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 play a 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. 5. When students are given the structure in an authentic or near authentic context and areasked 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. 474
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.Which of the following will affect the type of activities most? A.Class size. B.Students'language proficiency. C.Students'learning styles. 8.What role does the teacher assume in the following activity? T:Do you have any hobbies? S:Yes,I like singing and dancing. T:Uhm,and..? S:I also collect coins. A.Assessor. B.Manager. C.Prompter. 9.Which of the following belongs to human factors in the composition of a lesson plan? A.Students'varied needs and attitudes. B.The course requirement. C.Size of the class. 10.Which of the following is the description of "beliefs"of learners? A.They are formed against the cultural background in which the learner lives:they directly or indirectly affect learning and often form the basis of one's behavior. B.They are peculiar to different students,and closely related to personality, knowledge,experience and previous learning experiences.They directly influence the learning process and are tightly linked with the individual learner. C.Not all learners are equally good at all of them:some learners excel in speaking, others are better at writing-learners will feel confident if they can demonstrate what they are good at,while at the same time learning those skills they need most. 475
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. C. Production Stage. B. Practice Stage. 7. Which of the following will affect the type of activities most? A. Class size. B. Students' language C. Students' learning proficiency. Styles. 8. What role does the teacher assume in the following activity? T: Do you have any hobbies? S: Yes，I like singing and dancing. 丁兀从m ，and. .? S:I also collect coins. A. Assessor. B. Manager. C. Prompter. 9. Which of the following belongs to human factors in the composition of a lesson plan? A.Students' varied needs and attitudes. B. The course requirement. C. Size of the class. 10. Which of the following is the description of "beliefs" of learners? A. They are formed against the cultural background in which the learner lives:they directly or indirectly affect learning and often form the basis of one's behavior. B. They are peculiar to different students, and closely related to personality, knowledge, experience and previous learning experiences. They directly influence the learning process and are tightly linked with the individual learner. C. Not all learners are equally good at all of them:some learners excel in speaking, others are better at writing一 learners will feel confident if they can demonstrate what they are good at，while at the same time learning those skills they need m ost. 475
11.What is the teacher doing in terms of error correction? S:My watch was stealing. T:What happened to Jack's watch,Jane? A.Ignoring the student's mistake. B.Encouraging peer correction. C.Helping the student to correct his own mistake. 12.What activity is the following seating arrangement most suitable for? 品 T A.Group discussion. B.Acting of a play. C.Individual reading of the text. 13.Which of the following activities can be used at the presentation stage of vocabulary instruction? A.A vocabulary tour. B.Matching words with pictures. C.Distant dictation. 14.Which of the following activities is most suitable for group work? A.Drama performance. B.Drafting. C.Writing captions for the pictures. 15.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. 16.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. 476
11. What is the teacher doing in terms of error correction? S:M乡watch was stealing. T:What happened to Jack’s watch，Jane? A. Ignoring the student's mistake. B. Encouraging peer correction. C. Helping the student to correct his own mistake. 12. What activity is the following seating arrangement most suitable for? . . . . … … 〔兰士竺1仁立二〕 〔二二1 C二〕 0 . . . . … … . . … … 址二二习 C二Z) 〔二 刁 仁二J . . … … . . … … I 口 〔二二】「二 〕 〔二二J . . … … “口 “” 口二 T A. Group discussion. B. Acting of a play. C. Individual reading of the text. 13. Which of the following activities can be used at the presentation stage of vocabulary instruction? A. A vocabulary tour. B. Matching words with pictures. C. Distant dictation. 14. Which of the following activities is most suitable for group work? A. Drama performance. B. Drafting. C. Writing captions for the pictures. 15. 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. 16. 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. 476
17.What can Cloze help to train in terms of writing? A.Use of cohesive devices. B.Indention of texts. C.Unity of texts. 18.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. 19.What is the teacher doing in the following in terms of instruction? "We've got one more minute left,so make sure that you finish your task on time ....OK,I think it is the time." A.Ending the task. B.Evaluating the task. C.Monitoring the task 20.If you want to present the usage of words,which of the following would you choose? A.Diagrams. B.Picture illustration. C.Examples. SectionⅡ (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 following: Reading:analyze the content and writing of the passage. Writing:write a short passage on Why Am I Smart? 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. There are two factors which determine an individual's intelligence.The first is the sort of brain he is born with.Human brains differ considerably,some being more capable than others.But no matter how good a brain he has to begin with,an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual-the sort of environment in which he is brought up.If an individual is in poor environment,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable. 477
17.What can Cloze help to train in terms of writing? A. Use of cohesive devices. B. Indention of texts. C. Unity of texts. 18.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. 19.What is the teacher doing in the following in terms of instruction? "We’ve got one more minute left，so make sure that you finish your task on time .… OK，I think it is the time.， A. Ending the task. B. Evaluating the task. C. Monitoring the task. 20.If you want to present the usage of words, which of the following would you choose? A. Diagrams. B. Picture illustration. C. Examples. Section I (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 following: . Reading: analyze the content and writing of the passage. . Writing: write a short passage on Why Am I Smart? . Revision: improve writing through peer or group editing. You may follow table given after the passage. Make sure the three activities are related to each other. 丁入ere are the tw o factors which determine an of brain he is born with. Human brains differ individual’:intelligence. The first is the sort considerably，some being more capable than others. But no matter how good a brain he has to begin with，an individual will have a low order o f intelligence unless he has opportunities to learn. So the second factor is what happens to the individual-the sort of environment in which he is brought up. I f an individual is in poor environment，it is likely that his brai，will fail to develop and he will never attain the level of intelligence of which he is capable. 477
Activity 1 (reading) Objectives: Classroom organization Teaching aid 1. Procedure 2. 3. Transition (how to relate to the following activity) Activity2(writing)） Objectives: Classroom organization Teaching aid Transition (how to relate to the former activity) 1. Procedure 2. 3. Transition (how to relate to the following activity) Activity 3 (revision) Objectives: Classroom organization Teaching aid Transition (how to relate to the former activity) 1. Procedure 2. Backup plan: 1.Predicted problems. 2.Possible solutions. 478
Activity 1 (reading) Objectives: Classroom organization Teaching aid Procedure 1. 2、 3。 Transition(how to relate to the following activity) Activity 2 (writing) Objectives: Classroom organization Teaching aid Transition (how to relate to the former activity) Procedure l. 2， 3. Transition(how to relate to the following activity) Activity 3 (revision) Objectives: Classroom organization Teaching aid Transition (how to relate to the former activity) Procedure 1. 2. 3。 Backup plan: 1. Predicted problems. 2. Possible solutions. 478
试卷代号：1065 座位☐ 中央广播电视大学2008一2009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 2009年7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 SectionⅡ：Lesson Plan (60 points) Activity 1 Objectives: Classroom organization: Teaching aid: Assumed time: Procedure: Transition:(how to relate to the following activity) Activity 2 Objectives: 479
试卷代号 :1065 座位号口二} 中央广播电视大学2008-2009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 2009年 7月 题 号 Section I Section I 总 分 分 数 得 分 评卷人 Section I:Basic Theories and Principles (40 points) . 门 ︺ 匕 d nU 产0 ，1 ，I n乙 : 月 性 0 口 左 ‘ Q U 工.1 1 土 . 。 o d 只 U O J CC 工.1 11 : 。 。 夕 目 月了 0 自 n了 1 1 1 上 : ， 土 叹 U 1 上 叹 U l.1 ，1 得 分 评卷人 Section I:Lesson Plan (60 points) Activity 1 Objectives: Classroom organization: Teaching aid: Assumed time: Procedure: Transition: (how to relate to the following activity) Activity 2 Objectives: 479
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
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2008一2009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) 2009年7月 Section I Basic Theories and Principles (40 points,2 points each) 1.A 2.C 3.B 4.B 5.B 6.C 7.C 8.C 9.A 10.A 11.B 12.A 13.B 14.A 15.A 16.C 17.A 18.B 19.A 20.C SectionⅡLesson Plan (60 points) 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:8 minutes Procedure: 1.Assign the task (1') "Now,class.Today,you are going to write on Why Am I Smart?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,check 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.(4') 3.Feedback (3') Call on individual pairs to report their work.Then the teacher presents the content and the development of the passage with the multimedia or OHP. Transition: 4.T:"OK.When we introduce something,we can include a topic sentences,then .. Now,can you write something to introduce Why Am I Smart?" 481
试卷代号:1065 中央广播电视大学2008-2009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) 2009年 7月 Section j Basic Theories and Principles (40 points,2 points each) 1. A 2. C 3. B 4. B 5. B 6. C 7. C 8. C 9. A 10. A 11.B 12.A 13.B 14.A 15.A 16.C 17.A 18.B 19.A 20.C Section I Lesson Plan (60 points) 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.8 minutes Procedure: 1. Assign the task (1’) "Now, class. Today, you are going to write on Why Am I Smart?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, check 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. (4’) 3. Feedback (3’) Call on individual pairs to report their work. Then the teacher presents the content and the development of the passage with the multimedia or OHP. Transition: 4. T: "OK. When we introduce something, we can include a topic sentences, then… Now，can you write something to introduce Why Am I Smart?" 481
Activity 2(Writing) Objectives:to apply the mechanism of writing to introduce another topic Classroom organization:individual work Teaching aid:no Assumed time:8 minutes Transition: 5.Assign the task (1'): (continuing 4)"I'd like you to work individually.First think what you can include in your passage.Then write a short passage using the skills you learn in this text. Procedure: 6.Individual writing (5') Students work individually to write about the reasons why they think they are smart.While the students are writing,the teacher can circulate around to monitor and render assistance where necessary. Transition: 7.T:"Have you finished?If yes,I'd like you to exchange your writing with your partner..” Activity 3 (Revision) Objectives:to make improvements through peer editing Classroom organization:pair work to individual work Teaching aid:multimedia Assumed time:6 minutes Transition: 8.Assign the task (1') (7continued)"Read your partner's writing,and give suggestions for improvement" Procedure: 9.Pair work (3) Each pair exchanges their writing,does peer-editing,and gives suggestions on language,content and writing mechanism. 10.Individual work (2') The teacher first selects two pairs to present on the screen,and give suggestions for improvement.Then each student revises their writing according to the suggestions of the teacher and their partners. 482
Activity 2 (Writing) Objectives:to apply the mechanism of writing to introduce another topic Classroom organization: individual work Teaching aid:no Assumed time.8 minutes Transition; 5. Assign the task (1’): (continuing 4) "1’d like you to work individually. First think what you can include in your passage. Then write a s如rt passage using the skills you learn in this text.” Procedure: 6. Individual writing (5’) Students work individually to write about the reasons why they think they are smart. While the students are writing, the teacher can circulate around to monitor and render assistance where necessary. Transition 7. T:“Have you finished? If yes, I’d like you to exchange your writing with your partner.’， Activity 3 (Revision) Objectives: to make improvements thxough peer editing Classroom organization :pair work to individual work Teaching aid:multimedia Assumed time:6 minutes Transition 8. Assign the task (1’) (7continued) "Read your partner's writing, and give suggestions for improvement" Procedure: 9. Pair work (3’) Each pair exchanges their writing， does peer-editing， and gives suggestions on language, content and writing mechanism. 10. Individual work (2') The teacher first selects two pairs to present on the screen, and give suggestions for improvement. Then each student revises their writing according to the suggestions of the teacher and their partners. 482