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1、2021國家開放大學(xué)電大本科《英語教學(xué)理論與實踐》期末試題及答案（試卷號：1366） Section 1 ： Basic Thiwies and Principles (40 points) Questions 1-20 arv based on this purt. Directions】 Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet 1. Which aspect of nced> nna\ys\3 does the following M

2、ituation reflect? WurrR Li it a student majoring in English ? but hu mlerett “ tn manaKrment. And if was manafitment that he selected when Ar ilvis his i pedal I y /pr college education. So he shozvi littlf i/i/eres/ in /ii> itudy and !agn behind in his study. H At Laclu K Needs< C. WantM. 2. W

3、hich of ihr following docs not describe an Eclectic Approach? A. The teacher (allows Humanist Approach strictly. B. The teacher mixes up a wide range of methods and approachr^ C. The teacher tries to incorporate the best aspects of ti]] the research about lafiguagr learning 3. What syllabus doe^

4、 thr following present? Unit i Animals Unit 2 Food Unit 3 Sport Unit t Shopping Unit 5 Trave! Unit 6 Pollulkm A. Structural syllabus B. Topic sylhtb" C Skills syllabus 4. What approach treats the stncicnti* as a whole person? with feelings and cmoiions? A. The Natural Approach 11 The Camm

5、unicafive Approach C. The Humanistic Approach 5. Which of the following is the description of a (unction7 A> Ownership. B. Giving directions* ? C. Acting out a play. 6. Which of the following roles does the teacher mninly ploy in a cotuniunicattve activity^ A. Controller* B? Facilitaton C. As

6、ses}*or. 7. Authentic materials ore materials produced for . A? Native gpeakers B? English learners C English reachcrs & Which of the following belongs to the communiaitive approach? A- Focus on accuracy B> Focus on fluency C. Focus on strategies 乳 What readinK strategy does ^picking out xub-

7、topic sentences^ min? A. Skimminx* B- Scanning. C? Inferring- 10. What reading approach puts mo&t emphasis on automatic recognition? A. The top-down approach* B. The bottom-up approach^ C? The interactive approach 11. What stage is the following activity best suited for? "/ ulrrig noifi on th

8、r main加、of g taxiM A? Pre-reading B- While-reading (\ Post rcndin \2. Whitt ImtrninK iikill doc* the following Rdivity help to

9、ber Puw Antrrmin Sydney HA 359 New York Norf A ur il 19 A. LiMming for H. LitteninK for specific information. C< Infcrringe 13. Which of ihr following ia the purpose of the *whi!eliteningw stage? A. I q help studcntA cstublisih UnteninK expectatiunH H. Ti)coiiMolidatr what h

10、r hoB learned C. I o extend the students* ability of rtiAtching whot they expect to hrnr with what they Acnmlly hnar H. Which liMtcniriK aktll rnmbineB liAtrninK und writing? A. Inferring H? Listening fur tpcciltr information C. Notrtftking I >. Which stnge of the speaking lcbon h leant trucher

11、 controlled? A. Presentation Ik Practice^ C\ Productioru 16. Wiuit convcrMiinnal technique doc thr lolluwin){ convcrKation prrnrnt? Jack i Sam. u^hai are you gow la do /omorraw? Sam i Nnthin^ much.Why9f Jacit i Wr err goin^ Co wafrA a fonlftall mahh. Wpm/J yu like In comr /oo? Sdm i / *c/ /ou

12、r m !** A. Checking underRtAnding. B. Prtrinvitntion. C? Showing undrralAnding. 17- When a icnchcr rorrrctM the errorii af his/her 5tudentf what measurefi shouldn 11 he/hc unc at first? A. To give thr ftludrnth who makm error the (trht opportunity to correct it K To gift other RtuckntN to corre

13、ct it To correct the s|udem directly lx. Which of the following speaking ACtivitir* in most coitimunirAtivr? A? I Me picturoi to mnkr up Btorica. BL Prompted dialoguesh 仁 Interview* uninx ? quei(tionnaire< I9? Which fjl the Uctors npplies 2 thr hirr sihrc ol the PPP Model? A? Accurncy B. CIm

14、work 「R山y(tǒng)rd correct ion 2(). VVhnt n^pret of pronuncintian docn the fblkiwing drmonntrntc? A? Liaison. B. Rhythm. C? Pitch. [on1 iQglif paua?ka:dJ (an English postcard } lglfe> to miljju:] ( M Glad to meet you .H ) Section II t MinMeswin Plan 60 points 21. Directions： In this section. you a

15、re presented with a short diulo^ue. Read the dialogue and design three listening activities： one prr-lktening activity, one listening activity and one pout- listening uctivlty. The requirement of each activity 公 as follow” i Prelhtenlnpi lend in the topicr K()hig for wnatkrn A Listening； finish th

16、e detaih in the listening materlial > P^t lMcning； Imin the studenU1 ability to talk about their own plans. ou may roliow the table given after the passaRe. Make sure the three activities arc related to each other. Lhtening material t A: Whal are you doing for vacation? 8： Im (go sightseeing)

17、In Beijing. A: Thafs a good Idea. A: Who! B Mary (do) for vacation? B: She i going sightseeing In Hawaii. A: That sounds nice. Who is ibe (go) wHh? :Shea$ going with her brother. Who are you going with? B： I(go) with my parents^ Activity 1 (Pre-listening) Objectives Classroom orRnnizati

18、on Teaching aid Assumed time Procedure 1) 2) 3〉 Fran^ition (how to rclnte to thr following activity) Activity 2 (listening) Objectives ClHusroom organization Teaching aid jXssumcd time Transition (how to relate to the former activity) Procedure Transition (how to relate

19、 to the following activity) 1) 2) Activity 3 (Post-listening)  Objective* Clnsaroom orj；aniuition TcMchin aid Assumed time Transition (how lo relate to the former activity) Prociwlurc 1) 2) j3) Backup plant (1) Predicted problems (2) Possible olution* 試題答案及評分標(biāo)準(zhǔn) 10 polnt

20、u Sect ion I i Bu^ic I lw(rric nnd Princlplr* *nm選虬共m個小瞄,qh的分.扣醐2分. UC 2. A 6. H 7. A H. H 12. B !fl. B 17. C Sccdoti || i Lcamhi Plan ?考備案物評分標(biāo)圳 21. Activity I (Pr「「W> 4.C 9.A It C 19. (? 10. B I5.C 2

21、ivute itudenti1 background knowledge o( going for vncAtiaru Clasrnnm onconljjithin t C/raiip work leuchlng nidi picturcn Avimiwd Hnwi 5 niinuTr?* PnKcdurd (I)LcA(Lini intrcMfucc the topic (I *) Th

22、o for vncAtton? Whu do you go with? H ⑵Group diBCiUBion (3*) The teacher calln oti onr or two utudcnt^ to contrtbiitCf uhd tht n niinr Mnuthcr <|uchliun fur K^oup chm imMOfL "()K. What do you do 7 Work in icroupeu See if you do the tunic thingM (3) F

23、 Trunsilhini 丁, M All right. Thunk yoiU SomtHnrM we ni-rn{nnkNthin t whole-chii work to pnir work reach I tin nidi irnt lx>okt lApr rrc

24、rdtN Anumcd llmci 8 tninutm rniiiflthm (5)Aiiign the Ihtcning 《I) (I ronlinucd> M Today wcerr gmng to lintrn to two cnnvcrnnlion^ wbnut talking dbciui the plan (or vucatton. Listen nnd try to find whnt their plnns Are* You mn u*e the following Table to help you H A| Whn< ia Mnry ( do) far VMCAt

25、lOn? BiShe* >ightrciriK in AtThit winds nice- Who in he (go) with? BiShr S gd irlfM. Who are you Kdltig with? Hi 1 (go) with my parents Pr(Kcdurr (6) Whole cUm litnin

26、g (3*) Thr trurher |>Uyg the rrcordiriK nnH Atudcntii limcn to thr 煩w S complrtc the tablo (7) Pnir work to check (2‘) Get the students into pnirn tu check their work. For example? the tvfldwr cun give the inMruction hkt thi Hnll rixhtt have yow liniuhrii? Now Id like you tu chrtk your nnnwerB w

27、ith your partner to nee whether you hve MfcrctW idem " (8) Feed>Mck (2‘> Invitr individuiil pair、to rrp<>r their work. Mukc you hvr |irnlilrmi in getting rhr informntian? ()

28、K. ??? ? cad you trll u whot difficully you met when liiemng?H TrumiUoni (9) Ti MNow. we know how 10 ulk aboui vncaunn plant in EnftlhK …" Activity 3 (PMblblenlng) Objcctlvc^ita train the nbility to rxpreM Mttiiudcs nn n( (he mmr time applying hiformAtion obtAined from fhr ronyrrnn

29、iiorL Cla^nN)m orgunUulhHii Pair work Teaching aid( no . Assumed time, 6 minuten IrnnBilion* (10) Assign the tank (I ,> (9 continued) Now> thr nntinnal duy i coming? Wlut S your phn for the vaeMhon? Plcnut get into a pair nnd make a canvrrMtion^ ” Pmcrdurrj (11) Group discussion (3 ,) Stud

30、ents work in pnirii and make n cc)nvcrtion Thr tcnchrr mny walk around to l*ur help Of parnripurc a (12) Ferdback (2*> Invite rftth jmir io report their choice. Backup plun Predicted problems： (1 )The student? may not know anything about vacation plans in EnglisK They may also know alrrndy thro

31、ugh the conversation if they have previrwrd. (2)Some students may have difficulty expressing their opinion in English. Possible sulotions： (1 >lf the ?students know nnthing about vaention plftns m Englishit in bent because the objective of listening is to learn about these things from the listeni

32、ng. However^ if they know ukcady? it doesnt matter because more often than not. Hiudctits may not undersr-and the passage cvvn if ihey already know thr content Whnt ? moref students * listening may differ grently. If they have prcviewcdt they may have less difficulty in following thr class. (2〉H Mudent? have diffirulty expressing thrni>vlvts in English? we should allow them IO express their Mc?aw in Chinese. Phen ihr irarhrr can rrpr/it rheir ideas in English. In this wny. they rnny get to know how tci express themficlvr^