电大英语教学法模拟题.docx
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电大英语教学法模拟题.docx
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电大英语教学法模拟题
电大英语教学法模拟题
Informationfortheexaminees:
ThisexaminationconsistsofTHREEsections.Theyare:
SectionⅠ:
BasicTheoriesandPrinciples(30points,20minutes)
SectionⅡ:
ProblemSolving(30points,50minutes)
SectionⅢ:
Mini-lessonPlan(40points,50minutes)
Thetotalmarksforthisexaminationare100points.Timeallowedforcompletingthisexaminationis2hours.
YoumustwriteallyouranswersontheAnswerSheet.
注意事项
一、将你的准考证号、学生证号、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。
SectionⅠ:
BasicTheoriesandPrinciples30points
Questions1-15arebasedonthispart.
Directions:
Choosethebestanswerforthefollowingquestionsandwriteyouranswersontheanswersheet.
1.Amongthefactorsaffectingalessonplan,whichofthefollowingishumanfactor?
A.personalityoftheteacher
B.classsize
C.courserequirement
2.Whatshouldarequiredlessonplanlooklike?
A.acopyofexplanationofwordsandstructures
B.atimetableforactivities
C.transcribedprocedureofclassroominstruction
3.Whenshouldtheteacherissuetheinstruction?
A.assoonasclassbegins
B.whenstudents’attentionisdirectedtotheteacher
C.whenclassissilent
4.Whichofthefollowingarrangementsofseatsismostsuitableforpresentation?
5.Forbetterclassroommanagement,whatshouldthe.teacherdowhilethestudentsadoingactivities?
A.participateinagroup
B.prepareforthenextprocedure
C.circulatearoundtheclasstomonitor,promptandhelp
6.Whichofthefollowingexpressesinstrumentalmotivation?
A.IlearnEnglishinordertosurviveinthetargetlanguagecountry.
B.IlearnEnglishjustbecauseofinterest.
C.IlearnEnglishinordertogetpromotedinone'sposition.
7.Whichofthefollowingactivitiescanbestmotivatejuniorlearners?
A.games
B.recitation
C.role-playofdialogues
8.Tocultivatecommunicativecompetence,whatshouldcorrectionfocuson?
A.linguisticforms
B.communicativestrategies
C.grammaticalrules
9.Whichofthefollowingactivityismostdemanding?
A.listwhatyoucanbuyatasupermarket
B.listwhatyoucanbuyatasupermarketinfiveminutes
C.listatleast15thingsinyoucanbuyatasupermarketinfiveminutes
10.Whichofthefollowingactivityismostproductive?
A.readthetextandthenchoosethebestanswertothequestions
B.discussonthegiventopicaccordingtothetextyouhavejustread
C.exchangeandeditthewritingofyourpartner
11.Tohelpstudentsunderstandthestructureofatextandsentencesequencing,wecoulduseforstudentstorearrangethesentencesintherightorder.
A.cohesivedevices
B.acoherenttext
C.scrambledsentences
12.Thepurposeoftheoutlineistoenablethestudentstohaveaclearorganizationofideasandastructurethatcanguidethem.
A.intheactualwriting
B.infreewriting
C.incontrolledwriting
13.tellyouwhatyoushoulduseinordertoproduceaccurateutterances.
A.Thedescriptivegrammar
B.Theprescriptivegrammar
C.Thetraditionalgrammar
14.Thegrammarrulesareoftengivenfirstandexplainedtothestudentsandthenthestudentshavetoapplytherulestogivensituations.Thisapproachiscalled.
A.deductivegrammarteaching
B.inductivegrammarteaching
C.prescriptivegrammarteaching
15.Itiseasierforstudentstoremembernewwordsiftheyaredesignedin
andiftheyareandagainandagaininsituationsandcontexts.
A.context,same
B.context,different
C.concept,difficult
SectionⅡ:
ProblemSolving30points
Directions:
Fivesituationsinclassroomteachingareprovidedhere.Ineachsituationtherearesomeproblems.Firstly,identifytheproblems;Secondly,provideyourownsolutionsaccordingtothecommunicativelanguageteachingprinciples.Youmustelaborateontheproblem(s)andsolutionsinabout50-70words.
Situation1
Inawritinglesson,theteacherwritesthetopic"EnvironmentalAwareness"ontheblackboard,andthenasksthestudentstowriteanessayof150wordsinhalfanhourinclass.Halfanhourlater,theteachercollectsthewritings.
Situation2
Atthepracticestageofagrammarlesson,theteacherdesignsanactivitywithmultiplechoicequestionstopractisethegrammaticalitemsthestudentslearned.
Situation3
Attheproductionstageofaspeakinglesson,theteacherdividesthestudentsinto6groupstodothediscussion.Andthentheteacherretreatstoacorneroftheclassroomtoprepareforthenextactivity.
Situation4
Inanoralclass,ateacherasksstudentstoanswerquestions.Toensuresmoothprogressofhislesson,healwaysaskstheexcellentstudentstoanswerquestions.
Situation5
Inareadinglesson,atthewhile-readingstage,theteacherassignssomeskimmingtasks,butsomestudentsareconsultingtheirdictionariesfornewwordsandexpressions.Theteachernoticesallthisbutpretendsnottosee.
SectionⅢ:
Mini-lessonPlan40points
Directions:
Readthefollowingtwotextscarefullyandcompletetheteachingplans.
1.ThefollowingisanabstractfromSeniorⅠ,StudentBook.Pleasedesignateachingplanwiththetext.
Writeaboutawell-knownpersonfromChinesehistory.
Nameofactivity
Objective(s)oftheactivity
Typeoftheactivity
Classroomorganizationoftheactivity
Teacher'srole
Students'role
Teacherworkingtime
Studentworkingtime
Teachingaid(s)
Predicatedproblem(s)
Solution(s)
Procedures
1)
2)
3)
2.ThefollowingisanabstractfromSeniorⅡ,StudentBook.Pleasedesignateachingplanwiththetext.
GrammarNounClausesastheAppositive
Theideathatcomputerswillrecognizehumanvoicessurprisesmanypeople.
Thepossibilitythatthemajorityofthelaborforcewillworkathomeisoftendiscussed.
Nameofactivity
Objective(s)oftheactivity
Typeoftheactivity
Classroomorganizationoftheactivity
Teacher'srole
Students'role
Teacherworkingtime
Studentworkingtime
Teachingaid(s)
Predicatedproblem(s)
Solution(s)
Procedures
1)
2)
3)
英语专业英语教学法
(2)试题答案及评分标准
(供参考)
SectionⅠ:
BasicTheoriesandPrinciples30points
共30分,每题2分
1.A2.C3.B4.B5.C
6.C7.A8.B9.C10.B
11.C12.A13.B14.A15.B
SectionⅡ:
ProblemSolving30points
共30分,每题6分(找出问题得3分,根据交际法原则提出合理的解决方案得3分,问题和解决方案应有50至70词的阐述,并应基本包括参考答案所涉及的要点。
)
参考答案:
Situation1
Problem:
Astheteacherasksthestudentstofinishthewritingtaskinclass,itisbetternottoadoptsuchproduct-orientedapproach.Evenusingthisapproachtheteachershoulddomorethanjustassigningthewritingtask.Theteachershouldhelpthestudentsgathermaterialsandgenerateideas,monitorthewritingprocess,andmakesurestudents'writingaretotherequirement.
Solution:
Itisbettertoadopttheprocessapproach.Iftheprocessapproachisadopted,thereshouldbepre-writingstage,writingstage,revisingstageandalsorewriting.Forexample,theteacherusesabrainstormingactivitytoensuregoodthinkingonthepartofthestudents.Astherewillbenogoodwritingwithoutgoodthinking.Activitiescanbedesignedforstudentstomakeanoutline.Anditisbetterforthemtomaketwodrafts.Whenthestudentsfinishthefirstdraft,theteachercangivesomesuggestionsforpeerorgroupeditingandthenaskthestudentstowritetheseconddraft.
Situation2
Problem:
Theactivitydoesnotpracticethegrammarbuttestit.Multiplechoicequestionsarenotsuitableforthepracticeofgrammarstructures.
Solution:
Multiplechoicequestionscanbeusedattheevaluationstage.Forthepracticestage,theteachercandesignsomemechanicalpractice.Hecanalsodesignsomesemi-controlledactivities,oractivitiesinvolvingrealcommunication.Italldependsonwhatkindofgrammaticalitemsarepracticed.
Situation3
Problem:
Theroleoftheteacherinthisactivityisnotappropriateasthereistoolittleinvolvementoftheteacher.
Solution:
Inthisactivity,theteachershouldassumetheroleofdesigner,manager,prompter,assessorandalsoasourceofhelp.Whilethestudentsareworkingingroups,theteachershouldbewiththestudentstomonitortheprocessandofferhelpwhenneeded.
Situation4
Problem:
Thiskindofapproachisnothelpfulforstudentparticipation.Accordingtotheacquisitiontheory,onlywhenthereisenoughparticipation,especiallyparticipationinproductiveactivities,onthepartofthelearnerscanacquisitiontakeplace.Iftheteacheralwaysflieswiththeexcellentstudents,neglectingthepoorones,thepoorstudentswillhavenochancetoparticipateandbyandbytheywillhavenomoreinterestandwillwithdrawcompletelyfromlearning.
Solution:
Theteachercanadoptsomestrategiestoensureequalnominationofstudents.Hecanalsodirectdifferentquestionstodifferentstudents.Iftheexcellentstudentsputuptheirhandstoooften,hecanwaituntilnootherstudentsvolunteerbeforehenominatesthegoodstudents.
Situation5
Problem:
Asitisaskimmingtask,thepurposeistotrainreadingstrategies,notunderstandingofindividualwords.Thereisnoneedtoconsultthedictionaryforindividualwordsinordertogetthemainideaofamaterial.Ifthewordsareimportantforunderstanding,theteachercanencouragethestudentstoguessfromthecontext.
Solution:
Theteachershouldencouragethestudentstolearntoguessthemeaningsofnewwordsfromcontextualclues.Strategiesofdealingwithnewwordsshouldbeintroducedtostudents.Theteachershoulddemonstratehowtoskimandtellthemwhattheyshoulddowhentheymeetnewwords.Ifit’scommonamongstuden
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