国家开放大学电大本科《英语教学理论与实践》2022-2023期末试题及答案(试卷号：1366).docx

国家开放大学电大本科《英语教学理论与实践》2022-2023期末试题及答案（试卷号：1366）
Section I > Basic Theories and Principles 40 points
Questions l—20 arc based on this part.
Directionsi Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet.
1. Whnt method does the following description reflect?
In class .the itudents sit in a circle .with the teacher standing behind. When they ivanl ta say something .they xvhtsper in (heir mother tongut to the Utacher who translates it into ihf tar gel language. The student then repeats the teacher 9 $ translation 9 which in then recorded on the tape.
A. The Audic^lingual Method.
B. The Communicative Approach.
C The Community language Learning Method.
2. If we compare the learning process to a journey > which of the following is similar to the destination?
A. Necessities. R Lacks. C. Wants.
3. What syllabus will describe the following situations that the learner might find himself in,the language activiiics he is most likely to take part in>the functions of language that are most useful*the topics that are important «nd common and the general notions which he might need to express?
A. Structural syllabus. B< Communicative sylhbiiSa
C・ Situationai syllabus.
4. Which of the following is charactenstic of acquisition?
A. Conscious learning of language structures.
B. Little error correction<
C. More instrumentally motivated^
5. Which of the following is a communicative activity?
A. Questions and answers about the picture.
B. Jigsaw reading of a matcri&L
G Idea presentation on a certain topic.
6. Which of the following activities does not belong to communicative activities?
A. Role play. B. Pattern drills.
C・ Information gnp.
7. Which of the following does not belong to the Humanist Approach?
A. Community language Learnings 11 Audio-Ungual Method.
C Suggc»toprdia9
8. In which o( the following does thr teuchrr MBnumc the role of ci mAnnger?
A< ArrnnKing (or the fast groups to help the slow Kroups.
H. ConimcntiriK on the performnnee of the Rroupn.
C DemorutratinK how to conduct group editing.
9. Which of the following 卜 n communicative activity?
A. Lixtcning to the weather bronrJcARt and fill in a form,
B. Listening to the wenther broadcANt und talk about n picnic.
C・ Trnnsferrinn the information from the weather broadcant into a chart.
10. Which of the following activities can be adopted nt the pre-reading utaxe?
A. R<rnrranginR the materially H. Brninslorming the topic
C. Writing ti summary of the text.
i L Wlwf docn^lucutinK the Mpcciftc tnformation^hclp to train?
A. Scatminiie B. Skimming.
C・ Inferring.
12. Wh・t rcudinx npproach in bn^cd on the Assumption of rending as a guessing game?
A. J he top-down approMch. B. The bottom*up approach.
C. The interactive Approach.
13. Which of the following enn be uncd to develop ihr nkill of limning for gist?
A. While listening# the student a are required to look ai n list of word* nnd circle th(>Mc uiicd by the upeakcn
B. After lintcninKtthc studrnlA arc required to write a summary of the text in a few Bcntrnce9<
C. After listening• the students Mrr required to arrange the Mcntcncen in the order in which they nrc mentioned in the irxt.
1L To develop rhe skill of listening for npccific inform砒ion.the teacher anks studrnta to fill in the blank* with the information they henr on the tope. Which auge of listening claw is it at now?
A. Pre*listcnin|(» B< Whil<rlisteninKw
C. PoM-liJiirningt
15. Which listening skill combines lintrning nnd writing?
A. Inferring. K Listening for speciHc information.
C> Noteuking.
16. What listening skill does the following activity help to train?
Luten !(/ the fallowing airport annauntcmrntj and fill the blanki m thr table with the information you hear.
Airlines
Flight number
Destination
Retarding (Sulf number
Pan American

Sydney

BA 359
New York

Nor th well

19

A. Listening for gi^L
B. Listening for specific information.
C. Inferring*
17. Which stage of the speaking lesson is most teacher-controlled?
A. Pre5entation< FL Practice.
C. Production.
18. Which o( the following speaking Activities is mofit controlled?
A. Prompted dialoKiie* & Scrambled dialogue
Ct Discunjiiorie
19. What role is a teacher less likely to piny at the later stage of a speaking class?
A. Dcmonstratore B< Helper.
C. Corrector
20. Whnf Aspect of pronuncintion docs the (ollowing dcfnonjitrate?
【on ' lyglU p^tixfka:d \C9an EngUxh postcardH)
[(jlirttu^mLtfJu: to mrrf you.
A. Linisone
EL Rhythm.
G Pitch.
Section (| iLeoon Phm 60 points
2h PimtloiHiln thh section• you are presented with ・ tahlc und tupe script of Mn piece of listening malerlaL Read the script and design three llitenlng activlticsione pre-lhtcnlng activity > one Hxtenhie activity nnd (»nc nctivityt
I he requirement of each HCtivlty h 心 follows(
， Pre-lblenlnKi ltud in the topic interviewing nn Amrriam Indy
> Lhteninxifinhh the dctnlls In the lublc about Slounc's lifc>
> PoNbllMcnlntfitrain the ability to exprm attitudes und commcnl»
You may follow the Ub!r given nfler the puua|：c. Muke sure the three activities arc rvlalcd to cnch other.
Mulcrial L
tfl如你是校报记者.清听Skmne夫人讲述的自己的故事.根据谈话内容《（表

When she was young
Now
Home
on a (arm
a city apartmeni
Food
D：;.
buys al supermarket
Cloihcif
her moiher made them
2〉
Communication
wrote letters
3)
Travel
4)
doesn11 travel
Time to crosA
Atlantic Ocean
seven d«y»
six hours
Mnterinl 2.Tape script/** 文本
Hello. Btudeniv Your hintory teacher asked me to tell you what life was hkr in rhe United Staten when 1 was a girL
Well. 1 was born in 1915“。I'm a very old lady now. When 1 was a girl.l lived on n form with my parents and my brothers, I didn'l have any lintern. Wr used to grow most of our f(x)d on the farm. Now.】 live tn an npurtment in the city> »o ! hiivc to buy food At the Bupermarkcte but it doesnf l taalr m good m it used to<
My mother used to make all my clothes and today.I still like to mcw. I make mom of my clothes11 don11 like to buy them. Mother had lots of time because my father traveled to Europe and Africn, I used to write long letters to him. Today• 1 nrnd ermaih to my grandchildren because I don't see them very often, I think family life wan better in the past when families lived nenr each other
Did 1 mention my marriogc? I got mnrrird in New York when I was 2h My husband and 1 went across the Atlantic Ocean by boat. !t took ub serven dayn. Naw you can fly on a pUne and it only takes six hours.
I used to travel often.but now l*m in poor health no I don't trove) anymore. But I Mill like to read about (raveL My grandchildren bought me a computer so I can search (or tntercAtinK places* Imagine*! used to rend books and drsm of going to Chinn>but now I cao tee wonderful pictures on the Web. That aq exciting!
Oh dear. 1 I'm out of time. Do you hove nny questionK?
Activity I (Pre-listening)
Objectives

Clnfisroom organiuition

Teaching aid

Assumed time

Procedure
D
2)
3)
Trnnsition (how to relate to the following activity)

Activity 2 (listening)
Objectives

Classroom organization

Teaching aid

Assumed time

Transition (how to relate to the former activity)

Procedure
1)
2)
3)
Transition (how to relate to the following activity)

Activity 3 (Post-listening)
Objectives

Classroom organisation

Teaching aid

Assumed time

Transition (how to relate to the former activity)

Procedure
1>
2)
3)

Backup plan：
(1) Predictcd problems
(2) Possible solutions
试题答案及评分标准
（仅供参考）
Section I tBusk Theories nnd Principles 40 points
本U为单选《(,共20个小题.住汁40分，母题2分.
l.C
2. A
3, B
4.R
5.C
6.B
7. B
8. A
9. B
10a B
H. A
12. A
13. B
14. B
15.C
16. B
17. A
18. H
19. A
20. A

Section D | Lesson Plan pninU
21. 费寿答案和评分标准
Aclbity 1 (Pre-Llstcning)
Objectives： to lead in the topic and to activate students 9 background knowledge of interviewing another person.
Classroom organization: Group work
Teaching aid：pictures
Assumed time；5 minutes
Procedure：
(DLefid tn：introducc the topic( 1 *)
The tcuchcr can lead in the topic by HskinR questions like：
“Now. class. Today we are going to listen tp something fl bout interviewing in English. First • what ib the firnt thing that you would ask about them?”
(2) Group discussionO*)；
The teacher calh on one or two students io contributet and then raise another question for group discussion.
MOK. What else would you ask them? Work in groups. See if you know anything0
(3) Feedbark(lr>
Cull on different groups to report.
Transition：
(4) T：*AII right. Thunk you. Actuiillytin English• interviewing topics might be different but they often include.…”
Activity 2( Listening)
Objectives： to train students'ability to get the key information from the passage
Classroom organization: whole-class work to pair work
Teaching aid: text-book. tape recorder>or multi-mcdin
Assumed lime：8 minutes
Transition
(5) Assign the listening task( 1e)
(4 continued) MToday wc" re going to listen to a conversation about one * s life in Another country. Listen and try to find what Sloane's life was and is like.
Yau can uac the following table to help you.”

When she was young
Now
Home
on a farm
n city apartment
Food
l)
buys at supermarket
Clothes
her mother made them
2)
Communication
wrote letters
3)
Travel：
4)
doesn't travel
Time to cross
Atlantic Ocean
seven days
six hours
Procedure
(S)Whole cIiibb liatcning(3f)
The tcnchvr plnyti the recording und ntudcnln listen to (he to complete the
Eble.
(7) Pair work to check(29>
Get the studentA into paira to cheek their work. For example<the tencher can give the instruction like rirthi• have you finished? Now I'd like you to check your
Answers with your partner to nee whether you have different idem."
(8) Fccdback(2r>
Invite individual pairs to report their work. Make sure to ask the students to explain what problems they have in listening. For example>the teacher can do like
you have problems in getting the information? OK •••• • can you tell us what difficulty you met when listening?*1
Transition：
(9) TiHNowt we know what Sloane9s life was like and what it is like. Do you like her past life or present life. . . . ”
Activity 3( Post-listening)
Objectivesito train the ability to express attitudes and comments9at the same time applying Information obtained from the passage.
Classroom organization:Group work
Teaching Hld：no
Assumed time：6 minute*
Transition：
《1。)Assign the
(9 continued)Now<choose one way about Sloanef s life, which one do you prefer? Why? Please get into groups of (our and discuss these questions.”
Procedure：
(11) Group discussion。')
Students work into groups to discuss the questions. The teacher may walk around to issue help or participate a biu
(12) Feedback"
Invite each group to report their choice
Backup plan
Predicted problems：
(l)Thc students may not know anything about interviewing in English. They may also know already through the passage if they have previewed.
C2)Some students may have difficulty expressing their opinion in English.
Possible solutions：
(l)|f the students know nothing about interviewing in English< it is best because the objective of listening is to learn about these things from the listening. However♦ if they know already>it doesn't matter because more often than not• students may not understand the passage even if they already know the content< What ' s more< students'listening may differ greatly^ If they have previewed they may have lessi difficulty in following thr class.
(2>If students have difficulty expressing themselves in Englishtwc should allow them to express their ideas in Chinese^ Then the teacher can repeat their ideas in English. In this wny.thcy may get to know how to express themselves.