电大英语教学法模拟题.docx

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