电大英语教学法模拟题.docx

电大英语教学法模拟题.docx

《电大英语教学法模拟题.docx》由会员分享，可在线阅读，更多相关《电大英语教学法模拟题.docx（12页珍藏版）》请在冰点文库上搜索。

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