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1、电大英语教学法模拟题 Information for the examinees：This examination consists of THREE sections. They are：Section ： Basic Theories and Principles (30 points, 20 minutes)Section ： Problem Solving (30 points, 50 minutes)Section ： Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 10
2、0 points. Time allowed for completing this examination is 2 hours.You must write all your answers on the Answer Sheet.注 意 事 项 一、将你准考证号、学生证号、姓名及分校(工作站)名称填写在答题纸规定栏内。考试完毕后，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、细致阅读题目说明，并按题目要求答题。答案肯定要写在答题纸指定位置上，写在试卷上答案无效。三、用蓝、黑圆珠笔或钢笔答题，运用铅笔答题无效。Section ： Basic Theories and Princ
3、iples 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor A. personality of the teacher B. class size C. course req
4、uirement2. What should a required lesson plan look like A. a copy of explanation of words and structures B. a timetable for activities C. transcribed procedure of classroom instruction3. When should the teacher issue the instruction A. as soon as class begins B. when students attention is directed t
5、o the teacher C. when class is silent4Which of the following arrangements of seats is most suitable for presentation5. For better classroom management, what should the .teacher do while the students a doing activities A. participate in a group B. prepare for the next procedure C. circulate around th
6、e class to monitor, prompt and help6. Which of the following expresses instrumental motivation A. I learn English in order to survive in the target language country. B. I learn English just because of interest. C. I learn English in order to get promoted in ones position.7. Which of the following ac
7、tivities can best motivate junior learners A. games B. recitation C. role-play of dialogues8. To cultivate communicative competence, what should correction focus on A. linguistic forms B. communicative strategies C. grammatical rules9. Which of the following activity is most demanding A. list what y
8、ou can buy at a supermarket B. list what you can buy at a supermarket in five minutes C. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive A. read the text and then choose the best answer to the questions B. discuss on the g
9、iven topic according to the text you have just readC. exchange and edit the writing of your partner 11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order. A. cohesive devices B. a coherent text C. scra
10、mbled sentences 12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them . A. in the actual writing B. in free writing C. in controlled writing 13. tell you what you should use in order to produce accurate utterances. A. The d
11、escriptive grammar B. The prescriptive grammar C. The traditional grammar 14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called . A. deductive grammar teaching B. inductive grammar teaching
12、 C. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed in and if they are and again and again in situations and contexts. A. context, same B. context, differentC. concept, difficultSection ： Problem Solving 30 pointsDirections：Five situations in cla
13、ssroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and solutions in about 50-70 words.Situation 1In a wri
14、ting lesson, the teacher writes the topic Environmental Awareness on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Situation 2At the practice stage of a grammar lesson, the teacher designs an
15、activity with multiple choice questions to practise the grammatical items the students learned. Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the
16、next activity.Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Situation 5In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some stu
17、dents are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.Section ： Mini-lesson Plan 40 pointsDirections： Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior , Student Boo
18、k. Please design a teaching plan with the text.Write about a well-known person from Chinese history.Name of activityObjective(s) of the activityType of the activityClassroom organization of the activityTeachers roleStudents roleTeacher working timeStudent working timeTeaching aid(s)Predicated proble
19、m(s)Solution(s)Procedures1)2)3)2. The following is an abstract from Senior , Student Book. Please design a teaching plan with the text.Grammar Noun Clauses as the Appositive The idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force
20、 will work at home is often discussed.Name of activityObjective(s) of the activityType of the activityClassroom organization of the activityTeachers roleStudents roleTeacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures1)2)3)英语专业英语教学法(2)试题答案及评分标准(供参考) Sect
21、ion ： Basic Theories and Principles 30 points共30分，每题2分1A 2C 3B 4B 5C6C 7A 8B 9C 10B11C 12A 13B 14A 15BSection ： Problem Solving 30 points共30分，每题6分(找出问题得3分，依据交际法原那么提出合理解决方案得3分，问题和解决方案应有50至70词阐述，并应根本包括参考答案所涉及要点。) 参考答案：Situation 1Problem： As the teacher asks the students to finish the writing task in c
22、lass, it is better not to adopt such product-oriented approach. Even using this approach the teacher should do more than just assigning the writing task. The teacher should help the students gather materials and generate ideas, monitor the writing process, and make sure students writing are to the r
23、equirement.Solution： It is better to adopt the process approach. If the process approach is adopted, there should be pre-writing stage, writing stage, revising stage and also rewriting. For example, the teacher uses a brainstorming activity to ensure good thinking on the part of the students. As the
24、re will be no good writing without good thinking. Activities can be designed for students to make an outline. And it is better for them to make two drafts. When the students finish the first draft, the teacher can give some suggestions for peer or group editing and then ask the students to write the
25、 second draft.Situation 2Problem： The activity does not practice the grammar but test it. Multiple choice questions are not suitable for the practice of grammar structures.Solution： Multiple choice questions can be used at the evaluation stage. For the practice stage, the teacher can design some mec
26、hanical practice. He can also design some semi-controlled activities, or activities involving real communication. It all depends on what kind of grammatical items are practiced.Situation 3 Problem： The role of the teacher in this activity is not appropriate as there is too little involvement of the
27、teacher. Solution： In this activity, the teacher should assume the role of designer, manager, prompter, assessor and also a source of help. While the students are working in groups, the teacher should be with the students to monitor the process and offer help when needed.Situation 4Problem： This kin
28、d of approach is not helpful for student participation. According to the acquisition theory, only when there is enough participation, especially participation in productive activities, on the part of the learners can acquisition take place. If the teacher always flies with the excellent students, ne
29、glecting the poor ones, the poor students will have no chance to participate and by and by they will have no more interest and will withdraw completely from learning.Solution： The teacher can adopt some strategies to ensure equal nomination of students. He can also direct different questions to diff
30、erent students. If the excellent students put up their hands too often, he can wait until no other students volunteer before he nominates the good students.Situation 5Problem：As it is a skimming task, the purpose is to train reading strategies, not understanding of individual words. There is no need
31、 to consult the dictionary for individual words in order to get the main idea of a material. If the words are important for understanding, the teacher can encourage the students to guess from the context.Solution：The teacher should encourage the students to learn to guess the meanings of new words f
32、rom contextual clues. Strategies of dealing with new words should be introduced to students. The teacher should demonstrate how to skim and tell them what they should do when they meet new words. If its common among students to look up new words in dictionaries, the teacher can ask the students to e
33、xplain why they have to consult dictionaries. It is necessary for the students to understand teachers instruction and know when to do what.Section ： Mini-lesson Plan 40 points共40分，每题20分两题评分标准一样，详细如下：Name of activity1分Objective(s) of the activity2分Type of the activity1分Classroom organization of the a
34、ctivity1分Teachers role1分Students role1分Teacher working time1分Student working time1分Teaching aid(s)1分Predicated problem(s)2分Solution(s)2分Procedures1) 2分2) 2分3) 2分下面教案仅作参考：1Name of activityPre-writing in writing about a historic characterObjective(s) of the activityTo learn about the primary skills of
35、 describing a person;To develop a sense of purpose and a sense of audienceType of the activityDiscussing, writingClassroom organization of the activityGroup work, individualTeacher s roleInstructor, promoter. assessorStudents roleParticipantsTeacher working time3 minStudent working time10 minTeachin
36、g aid(s)No.Predicated problem(s)Students may write directly.Solution(s)Tell them what to do before writing-generating and organizing the ideas.Procedures1) Assign the work.The teacher explains the primary skills of describing a person.2) Students begin their work. Developing a sense of purpose and a
37、 sense of audience.Before writing they should know clearly why they have to write and to whom theyll write. Students work in groups generating ideas and organizing ideas3) Get feedbackWhen they finish their work, the teacher can invite some to present their work in class and the teacher makes some c
38、omments.下面教案仅作参考：2Name of activityGet to know the AppositiveObjective(s) of the activityHave a clear idea of the Noun Clausesas the AppositiveType of the activityGrammarClassroom organization of the activityPersonal practice/IndividualTeachers roleInstructor, PrompterStudents roleParticipantsTeacher
39、 working time3 minStudent working time7 minTeaching aid(s)NoPredicated problem(s)Students may get confused with the attributive clause.Solution (s)Explains clearly the function of the “that in the clause.Proceduresl) The teacher explainsMake it clear the functions of the clause and of the that.2) Students practice Students may do some sentence-making or translation.3) Get feedbackAfter their practicing, the teacher asks some students to present their work and makes comments.