2023年電大英語教學法模擬題

電大英語教學法模擬題Informationfortheexaminees：ThisexaminationconsistsofTHREEsections.Theyare：SectionⅠ：BasicTheoriesandPrinciples(30points,20minutes)SectionⅡ：ProblemSolving(30points,50minutes)SectionⅢ：Mini-lessonPlan(40points,50minutes)Thetotalmarksforthisexaminationare100points.Timeallowedforcompletingthisexaminationis2hours.YoumustwriteallyouranswersontheAnswerSheet.

注意事項一、將你旳準考證號、學生證號、姓名及分校(工作站)名稱填寫在答題紙旳規(guī)定欄內。考試結束后，把試卷和答題紙放在桌上。試卷和答題紙均不得帶出考場。二、仔細閱讀題目旳闡明，并按題目規(guī)定答題。答案一定要寫在答題紙旳指定位置上，寫在試卷上旳答案無效。三、用藍、黑圓珠筆或鋼筆答題，使用鉛筆答題無效。

SectionⅠ：BasicTheoriesandPrinciples30pointsQuestions1-15arebasedonthispart.Directions：Choosethebestanswerforthefollowingquestionsandwriteyouranswersontheanswersheet.1.Amongthefactorsaffectingalessonplan,whichofthefollowingishumanfactor?A.personalityoftheteacherB.classsizeC.courserequirement2.Whatshouldarequiredlessonplanlooklike?A.acopyofexplanationofwordsandstructuresB.atimetableforactivitiesC.transcribedprocedureofclassroominstruction3.Whenshouldtheteacherissuetheinstruction?A.assoonasclassbeginsB.whenstudents’attentionisdirectedtotheteacherC.whenclassissilent4．Whichofthefollowingarrangementsofseatsismostsuitableforpresentation?5.Forbetterclassroommanagement,whatshouldthe.teacherdowhilethestudentsadoingactivities?A.participateinagroupB.prepareforthenextprocedureC.circulatearoundtheclasstomonitor,promptandhelp6.Whichofthefollowingexpressesinstrumentalmotivation?A.IlearnEnglishinordertosurviveinthetargetlanguagecountry.B.IlearnEnglishjustbecauseofinterest.C.IlearnEnglishinordertogetpromotedinone'sposition.7.Whichofthefollowingactivitiescanbestmotivatejuniorlearners?A.gamesB.recitationC.role-playofdialogues8.Tocultivatecommunicativecompetence,whatshouldcorrectionfocuson?A.linguisticformsB.communicativestrategiesC.grammaticalrules9.Whichofthefollowingactivityismostdemanding?A.listwhatyoucanbuyatasupermarketB.listwhatyoucanbuyatasupermarketinfiveminutesC.listatleast15thingsinyoucanbuyatasupermarketinfiveminutes10.Whichofthefollowingactivityismostproductive?A.readthetextandthenchoosethebestanswertothequestionsB.discussonthegiventopicaccordingtothetextyouhavejustreadC.exchangeandeditthewritingofyourpartner11.Tohelpstudentsunderstandthestructureofatextandsentencesequencing,wecoulduseforstudentstorearrangethesentencesintherightorder.A.cohesivedevicesB.acoherenttextC.scrambledsentences12.Thepurposeoftheoutlineistoenablethestudentstohaveaclearorganizationofideasandastructurethatcanguidethem.A.intheactualwritingB.infreewritingC.incontrolledwriting13.tellyouwhatyoushoulduseinordertoproduceaccurateutterances.A.ThedescriptivegrammarB.TheprescriptivegrammarC.Thetraditionalgrammar14.Thegrammarrulesareoftengivenfirstandexplainedtothestudentsandthenthestudentshavetoapplytherulestogivensituations.Thisapproachiscalled.A.deductivegrammarteachingB.inductivegrammarteachingC.prescriptivegrammarteaching15.Itiseasierforstudentstoremembernewwordsiftheyaredesignedinandiftheyareandagainandagaininsituationsandcontexts.A.context,sameB.context,differentC.concept,difficult

SectionⅡ：ProblemSolving30pointsDirections：Fivesituationsinclassroomteachingareprovidedhere.Ineachsituationtherearesomeproblems.Firstly,identifytheproblems;Secondly,provideyourownsolutionsaccordingtothecommunicativelanguageteachingprinciples.Youmustelaborateontheproblem(s)andsolutionsinabout50-70words.Situation1Inawritinglesson,theteacherwritesthetopic"EnvironmentalAwareness"ontheblackboard,andthenasksthestudentstowriteanessayof150wordsinhalfanhourinclass.Halfanhourlater,theteachercollectsthewritings.Situation2Atthepracticestageofagrammarlesson,theteacherdesignsanactivitywithmultiplechoicequestionstopractisethegrammaticalitemsthestudentslearned.Situation3Attheproductionstageofaspeakinglesson,theteacherdividesthestudentsinto6groupstodothediscussion.Andthentheteacherretreatstoacorneroftheclassroomtoprepareforthenextactivity.Situation4Inanoralclass,ateacherasksstudentstoanswerquestions.Toensuresmoothprogressofhislesson,healwaysaskstheexcellentstudentstoanswerquestions.Situation5Inareadinglesson,atthewhile-readingstage,theteacherassignssomeskimmingtasks,butsomestudentsareconsultingtheirdictionariesfornewwordsandexpressions.Theteachernoticesallthisbutpretendsnottosee.

SectionⅢ：Mini-lessonPlan40pointsDirections：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)

Procedures1)2)3)2.ThefollowingisanabstractfromSeniorⅡ,StudentBook.Pleasedesignateachingplanwiththetext.GrammarNounClausesastheAppositiveTheideathatcomputerswillrecognizehumanvoicessurprisesmanypeople.Thepossibilitythatthemajorityofthelaborforcewillworkathomeisoftendiscussed.Nameofactivity

Objective(s)oftheactivity

Typeoftheactivity

Classroomorganizationoftheactivity

Teacher'srole

Students'role

Teacherworkingtime

Studentworkingtime

Teachingaid(s)

Predicatedproblem(s)

Solution(s)

Procedures1)2)3)

英語專業(yè)英語教學法(2)試題答案及評分原則(供參照)

SectionⅠ：BasicTheoriesandPrinciples30points共30分，每題2分1．A2．C3．B4．B5．C6．C7．A8．B9．C10．B11．C12．A13．B14．A15．BSectionⅡ：ProblemSolving30points共30分，每題6分(找出問題得3分，根據交際法原則提出合理旳處理方案得3分，問題和處理方案應有50至70詞旳論述，并應基本包括參照答案所波及旳要點。)參照答案：Situation1Problem：Astheteacherasksthestudentstofinishthewritingtaskinclass,itisbetternottoadoptsuchproduct-orientedapproach.Evenusingthisapproachtheteachershoulddomorethanjustassigningthewritingtask.Theteachershouldhelpthestudentsgathermaterialsandgenerateideas,monitorthewritingprocess,andmakesurestudents'writingaretotherequirement.Solution：Itisbettertoadopttheprocessapproach.Iftheprocessapproachisadopted,thereshouldbepre-writingstage,writingstage,revisingstageandalsorewriting.Forexample,theteacherusesabrainstormingactivitytoensuregoodthinkingonthepartofthestudents.Astherewillbenogoodwritingwithoutgoodthinking.Activitiescanbedesignedforstudentstomakeanoutline.Anditisbetterforthemtomaketwodrafts.Whenthestudentsfinishthefirstdraft,theteachercangivesomesuggestionsforpeerorgroupeditingandthenaskthestudentstowritetheseconddraft.Situation2Problem：Theactivitydoesnotpracticethegrammarbuttestit.Multiplechoicequestionsarenotsuitableforthepracticeofgrammarstructures.Solution：Multiplechoicequestionscanbeusedattheevaluationstage.Forthepracticestage,theteachercandesignsomemechanicalpractice.Hecanalsodesignsomesemi-controlledactivities,oractivitiesinvolvingrealcommunication.Italldependsonwhatkindofgrammaticalitemsarepracticed.Situation3Problem：Theroleoftheteacherinthisactivityisnotappropriateasthereistoolittleinvolvementoftheteacher.Solution：Inthisactivity,theteachershouldassumetheroleofdesigner,manager,prompter,assessorandalsoasourceofhelp.Whilethestudentsareworkingingroups,theteachershouldbewiththestudentstomonitortheprocessandofferhelpwhenneeded.Situation4Problem：Thiskindofapproachisnothelpfulforstudentparticipation.Accordingtotheacquisitiontheory,onlywhenthereisenoughparticipation,especiallyparticipationinproductiveactivities,onthepartofthelearnerscanacquisitiontakeplace.Iftheteacheralwaysflieswiththeexcellentstudents,neglectingthepoorones,thepoorstudentswillhavenochancetoparticipateandbyandbytheywillhavenomoreinterestandwillwithdrawcompletelyfromlearning.Solution：Theteachercanadoptsomestrategiestoensureequalnominationofstudents.Hecanalsodirectdifferentquestionstodifferentstudents.Iftheexcellentstudentsputuptheirhandstoooften,hecanwaituntilnootherstudentsvolunteerbeforehenominatesthegoodstudents.Situation5Problem：Asitisaskimmingtask,thepurposeistotrainreadingstrategies,notunderstandingofindividualwords.Thereisnoneedtoconsultthedictionaryforindividualwordsinordertogetthemainideaofamaterial.Ifthewordsareimportantforunderstanding,theteachercanencouragethestudentstoguessfromthecontext.Solution：Theteachershouldencouragethestudentstolearntoguessthemeaningsofnewwordsfromcontextualclues.Strategiesofdealingwithnewwordsshouldbeintroducedtostudents.Theteachershoulddemonstratehowtoskimandtellthemwhattheyshoulddowhentheymeetnewwords.Ifit’scommonamongstudentstolookupnewwordsindictionaries,theteachercanaskthestudentstoexplainwhytheyhavetoconsultdictionaries.Itisnecessaryforthestudentstounderstandteachers’instructionandknowwhentodowhat.

SectionⅢ：Mini-lessonPlan40points共40分，每題20分兩題旳評分原則相似，詳細如下：Nameofactivity1分Objective(s)oftheactivity2分Typeoftheactivity1分Classroomorganizationoftheactivity1分Teacher'srole1分Students'role1分Teacherworkingtime1分Studentworkingtime1分Teachingaid(s)1分Predicatedproblem(s)2分Solution(s)2分Procedures1)2分2)2分3)2分下面教案僅作參照：1．NameofactivityPre-writinginwritingaboutahistoriccharacterObjective(s)oftheactivityTolearnabouttheprimaryskillsofdescribingaperson;TodevelopasenseofpurposeandasenseofaudienceTypeoftheactivityDiscussing,writingClassroomorganizationoftheactivityGroupwork,individualTeacher'sroleInstructor,promoter.assessorStudents'roleParticipantsTeacherworkingtime3minStudentworkingtime10minTeachingaid(s)No.Predicatedproblem(s)Studentsmaywritedirectly.Solution(s)Tellthemwhattodobeforewriting-generatingandorganizingthei