2023年电大英语教学法模拟题.doc

电大英语教学法模拟题

Information for the examinees：
This examination consists of THREE sections. They are：
Section Ⅰ： Basic Theories and Principles (30 points, 20 minutes)
Section Ⅱ： Problem Solving (30 points, 50 minutes)
Section Ⅲ： Mini-lesson Plan (40 points, 50 minutes)
The total marks for this examination are 100 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、将你旳准考证号、学生证号、姓名及分校(工作站)名称填写在答题纸旳规定栏内。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、仔细阅读题目旳阐明，并按题目规定答题。答案一定要写在答题纸旳指定位置上，写在试卷上旳答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。

Section Ⅰ： Basic Theories and Principles 30 points
Questions 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 requirement
2. 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 instruction
3. When should the teacher issue the instruction?
A. as soon as class begins
B. when students’ attention is directed to the teacher
C. when class is silent
4．Which of the following arrangements of seats is most suitable for presentation?

5. 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 the class to monitor, prompt and help
6. 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 one's position.
7. Which of the following activities can best motivate junior learners?
A. games
B. recitation
C. role-play of dialogues
8. To cultivate communicative competence, what should correction focus on?
A. linguistic forms
B. communicative strategies
C. grammatical rules
9. Which of the following activity is most demanding?
A. list what you 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 minutes
10. 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 given topic according to the text you have just read
C. 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. scrambled 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 descriptive 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
C. prescriptive grammar teaching
15. 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, different
C. concept, difficult

Section Ⅱ： Problem Solving 30 points
Directions：Five situations in classroom 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 1
In a writing 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 2
At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.
Situation 3
At 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 next activity.
Situation 4
In 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 5
In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.

Section Ⅲ： Mini-lesson Plan 40 points
Directions： Read the following two texts carefully and complete the teaching plans.
1. The following is an abstract from Senior Ⅰ, Student Book. Please design a teaching plan with the text.
Write about a well-known person from Chinese history.
Name of activity

Objective(s) of the activity

Type of the activity

Classroom organization of the activity

Teacher's role

Students' role

Teacher working time

Student working time

Teaching aid(s)

Predicated problem(s)

Solution(s)

Procedures
1)
2)
3)
2. The following is an abstract from Senior Ⅱ, 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 will work at home is often discussed.
Name of activity

Objective(s) of the activity

Type of the activity

Classroom organization of the activity

Teacher's role

Students' role

Teacher working time

Student working time

Teaching aid(s)

Predicated problem(s)

Solution(s)

Procedures
1)
2)
3)

英语专业英语教学法(2)试题答案及评分原则
(供参照)

Section Ⅰ： Basic Theories and Principles 30 points
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
Section Ⅱ： Problem Solving 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旳处理方案得3分，问题和处理方案应有50至70词旳论述，并应基本包括参照答案所波及旳要点。)
参照答案：Situation 1
Problem： As the teacher asks the students to finish the writing task in class, 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 requirement.
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 there 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 second draft.
Situation 2
Problem： 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 mechanical 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 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 4
Problem： This kind 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, neglecting 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 different 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 5
Problem：As it is a skimming task, the purpose is to train reading strategies, not understanding of individual words. There is no need 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 from 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 it’s common among students to look up new words in dictionaries, the teacher can ask the students to explain why they have to consult dictionaries. It is necessary for the students to understand teachers’ instruction and know when to do what.

Section Ⅲ： Mini-lesson Plan 40 points
共40分，每题20分
两题旳评分原则相似，详细如下：
Name of activity
1分
Objective(s) of the activity
2分
Type of the activity
1分
Classroom organization of the activity
1分
Teacher's role
1分
Students' role
1分
Teacher working time
1分
Student working time
1分
Teaching aid(s)
1分
Predicated problem(s)
2分
Solution(s)
2分
Procedures
1) 2分
2) 2分
3) 2分
下面教案仅作参照：1．
Name of activity
Pre-writing in writing about a historic character
Objective(s) of the activity
To learn about the primary skills of describing a person;
To develop a sense of purpose and a sense of audience
Type of the activity
Discussing, writing
Classroom organization of the activity
Group work, individual
Teacher' s role
Instructor, promoter. assessor
Students' role
Participants
Teacher working time
3 min
Student working time
10 min
Teaching aid(s)
No.
Predicated problem(s)
Students may write directly.
Solution(s)
Tell them what to do before writing-generating and organizing the ideas.
Procedures
1) Assign the work.
The teacher explains the primary skills of describing a person.
2) Students begin their work
ⅰ. Developing a sense of purpose and a sense of audience.
Before writing they should know clearly why they have to write and to whom they’ll write.
ⅱ. Students work in groups generating ideas and organizing ideas
3) Get feedback
When they finish their work, the teacher can invite some to present their work in class and the teacher makes some comments.
下面教案仅作参照：2．
Name of activity
Get to know the Appositive
Objective(s) of the activity
Have a clear idea of the Noun Clauses
as the Appositive
Type of the activity
Grammar
Classroom organization of the activity
Personal practice/Individual
Teacher's role
Instructor, Prompter
Students' role
Participants
Teacher working time
3 min
Student working time
7 min
Teaching aid(s)
No
Predicated problem(s)
Students may get confused with the attributive clause.
Solution (s)
Explains clearly the function of the “that” in the clause.
Procedures
l) The teacher explains
Make it clear the functions of the clause and of the "that".
2) Students practice Students may do some sentence-making or translation.
3) Get feedback
After their practicing, the teacher asks some students to present their work and makes comments.