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
Information for theexaminees:
ThisexaminationconsistsofTHREE sections.They are:
Section Ⅰ:
BasicTheoriesandPrinciples (30points,20minutes)
Section Ⅱ:
ProblemSolving(30points,50 minutes)
Section Ⅲ:
Mini-lessonPlan(40 points,50 minutes)
Thetotal marksfor thisexaminationare100points.Time allowedforcompletingthisexamination is2hours.
You mustwrite allyouranswers ontheAnswerSheet.
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。
Section Ⅰ:
BasicTheories and Principles 30points
Questions1-15arebasedonthispart.
Directions:
Choosethebestanswerforthefollowingquestionsandwriteyouranswers ontheanswer sheet.
1.Amongthefactorsaffectingalesson plan, whichofthefollowingishumanfactor?
A.personalityoftheteacher
B.class size
C.course requirement
2.Whatshoulda requiredlessonplanlooklike?
A. acopyofexplanationofwordsandstructures
B. atimetableforactivities
C.transcribedprocedure ofclassroominstruction
3. When shouldtheteacherissuethe instruction?
A. assoon asclass begins
B.whenstudents’attentionisdirectedtotheteacher
C.whenclassis silent
4.Which ofthefollowing arrangementsofseatsismost suitableforpresentation?
5. Forbetterclassroommanagement,whatshouldthe.teacher dowhilethestudentsa doingactivities?
A.participateinagroup
B.prepareforthenext procedure
C.circulatearound theclass to monitor,prompt and help
6.Whichofthefollowingexpressesinstrumentalmotivation?
A. IlearnEnglishinordertosurviveinthetargetlanguagecountry.
B.IlearnEnglishjust becauseofinterest.
C.IlearnEnglishinorder to getpromotedinone's position.
7.Whichof thefollowingactivitiescanbestmotivatejuniorlearners?
A.games
B.recitation
C. role-playofdialogues
8. Tocultivate communicativecompetence,whatshould correctionfocuson?
A. linguisticforms
B.communicativestrategies
C.grammaticalrules
9. Whichof thefollowing activityis most demanding?
A.list what youcan buyatasupermarket
B.list what you can buy ata supermarketinfive minutes
C. listatleast15things inyoucanbuyatasupermarketinfiveminutes
10.Whichofthefollowingactivityismostproductive?
A.readthe textandthenchoosethe bestanswertothequestions
B. discussonthegiventopicaccording tothetextyouhave justread
C.exchangeandedit thewritingofyourpartner
11.Tohelpstudentsunderstand thestructureofatextandsentence sequencing,we coulduse forstudentstorearrange thesentencesin therightorder.
A.cohesive devices
B.acoherenttext
C.scrambledsentences
12. Thepurposeoftheoutlineistoenablethestudentsto haveaclearorganization ofideasandastructurethatcanguide them .
A. in theactual writing
B.infreewriting
C.incontrolledwriting
13. tellyou whatyoushoulduseinordertoproduceaccurateutterances.
A.Thedescriptivegrammar
B.Theprescriptivegrammar
C.Thetraditional grammar
14. The grammarrules areoftengivenfirstand explainedtothestudentsandthenthestudentshavetoapplytherules togivensituations.Thisapproachiscalled .
A.deductive grammar teaching
B.inductive grammarteaching
C.prescriptivegrammar teaching
15.It iseasierforstudentstoremembernewwordsiftheyare designedin
andiftheyareandagainandagainin situationsandcontexts.
A.context, same
B.context,different
C.concept,difficult
Section Ⅱ:
Problem Solving 30 points
Directions:
Five situationsin classroom teaching areprovided here.In each situationtherearesome problems.Firstly, identify theproblems;Secondly, provideyourownsolutionsaccordingtothe communicativelanguageteachingprinciples.Youmustelaborateontheproblem(s)and solutionsinabout50-70words.
Situation 1
Inawriting lesson,theteacherwrites the topic"EnvironmentalAwareness"ontheblackboard, andthenasksthestudents towriteanessay of150words in half anhour in class.Halfan hourlater,theteachercollectsthewritings.
Situation 2
Atthepractice stageof agrammarlesson,theteacherdesignsanactivity withmultiplechoice questionstopractisethe grammatical items thestudentslearned.
Situation 3
Attheproduction stageofaspeakinglesson,the teacherdividesthe studentsinto6groupsto do the discussion.Andthenthe teacherretreatstoacorneroftheclassroomtoprepareforthe nextactivity.
Situation4
Inanoralclass,ateacherasksstudents toanswerquestions.Toensuresmooth progress ofhislesson,healwaysaskstheexcellent studentstoanswerquestions.
Situation 5
Ina readinglesson,at thewhile-reading stage,theteacherassignssomeskimmingtasks,but somestudentsareconsultingtheirdictionariesfornewwordsandexpressions. Theteachernotices allthisbut pretendsnot tosee.
SectionⅢ:
Mini-lessonPlan 40points
Directions:
Readthe following twotexts carefullyandcompletetheteachingplans.
1.The followingis an abstractfromSeniorⅠ,StudentBook.Please designa teachingplanwiththetext.
Writeaboutawell-knownperson fromChinesehistory.
Nameofactivity
Objective(s) oftheactivity
Typeoftheactivity
Classroom organization of theactivity
Teacher'srole
Students'role
Teacherworking time
Studentworking time
Teaching aid(s)
Predicatedproblem(s)
Solution(s)
Procedures
1)
2)
3)
2.The following isanabstractfromSeniorⅡ,Student Book. Please design ateachingplan withthetext.
Grammar NounClausesastheAppositive
Theideathatcomputers willrecognizehumanvoicessurprisesmanypeople.
Thepossibilitythatthemajorityof thelaborforcewillworkat home isoften discussed.
Nameofactivity
Objective(s)ofthe activity
Typeoftheactivity
Classroomorganization of theactivity
Teacher'srole
Students'role
Teacherworkingtime
Studentworking time
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:
BasicTheoriesandPrinciples 30points
共30分,每题2分
1.A 2.C 3.B 4.B 5.C
6.C 7.A 8.B 9.C 10.B
11.C 12.A 13.B 14.A 15.B
SectionⅡ:
ProblemSolving 30 points
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:
As theteacherasksthestudents tofinish thewriting taskin class,itisbetternot toadoptsuchproduct-orientedapproach.Evenusingthis approachtheteachershould domorethanjustassigningthewritingtask.Theteachershould helpthe studentsgathermaterialsandgenerateideas,monitorthewritingprocess,and makesurestudents'writingare to therequirement.
Solution:
Itisbetterto adoptthe processapproach.Iftheprocessapproachisadopted,there shouldbepre-writingstage, writing stage, revising stageandalsorewriting.For example,theteacher uses abrainstormingactivitytoensuregoodthinking onthepartof thestudents.Astherewillbenogoodwriting withoutgoodthinking.Activitiescanbe designedfor studentstomake anoutline. Anditisbetterforthem tomaketwodrafts.Whenthe studentsfinishthefirstdraft,theteacher can givesomesuggestions forpeer or group editingand thenaskthe studentsto writetheseconddraft.
Situation 2
Problem:
Theactivitydoes not practice thegrammarbuttestit. Multiplechoice questionsare notsuitableforthepractice ofgrammarstructures.
Solution:
Multiplechoice questionscanbe usedattheevaluationstage.Forthepracticestage, theteachercandesignsomemechanical practice.Hecanalsodesignsomesemi-controlledactivities,oractivitiesinvolving realcommunication.Italldepends onwhatkind of grammaticalitemsarepracticed.
Situation3
Problem:
The role of the teacher inthis activity isnot appropriate as thereistoolittleinvolvementof the teacher.
Solution:
Inthis activity,the teacher shouldassumethe roleofdesigner, manager,prompter, assessorandalsoasourceofhelp.Whilethestudentsareworkingingroups,the teacher shouldbewith the students tomonitortheprocessand offer helpwhenneeded.
Situation 4
Problem:
Thiskindof approachisnot helpfulforstudentparticipation. According totheacquisitiontheory,only whenthere is enoughparticipation,especiallyparticipationinproductiveactivities,onthepart ofthelearnerscanacquisitiontakeplace.If the teacher always flieswiththe excellentstudents,neglectingthepoorones,thepoorstudents willhavenochanceto participate andbyand bytheywillhave nomoreinterestandwill withdrawcompletelyfromlearning.
Solution:
The teacher canadoptsomestrategiestoensureequal nominationofstudents. He canalso directdifferent questions to differentstudents.Iftheexcellent students putuptheirhandstoooften, hecanwaituntilnootherstudentsvolunteer beforehe nominatesthegoodstudents.
Situation5
Problem:
As it isaskimmingtask,the purposeistotrain reading strategies,notunderstanding of individual words. Thereis noneedtoconsultthedictionary forindividualwords inorder to getthemainideaof amaterial.Ifthewordsareimportantforunderstanding,theteachercanencourage thestudentsto guessfrom thecontext.
Solution:
The teachershould encouragethestudentstolearnto gue
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