精编国家开放大学电大本科《英语教学理论与实践》2020-2021期末试题及答案试卷号： 9页

国家开放大学电大本科《英语教学理论与实践》2020-2021 期末试题及答案（试卷号：1366） Sect kin | i Ba^lc I hcorlr* and Principles Quotlnn* I —2() lire buZ on this part. Direction*. Choow: the be«( answer from A. B or C for each question. Write your unnwer <»n Che Answer ShccL I. Whnt kind of syllabus CIOCA the follciwinK lirlonK lo7 Unit 1 FirM day al jurAiw/ 2 bi //ir rfutaurant Unti 3 Af the market Unit 4 Buying I hul 5 Al the doctors 2. Wlrnt m thr hr»t »(ARC ul course design? A. Nzd- anaiyniiu R EcrmulAtion of object w C Selection u( eonirnu 3. I hr Humanist Approach of leaching trrut jitudcntn _ __________________ ? A> A whole per non K Eipcrimcniiil nubjoct C. A tcxil 4. What docn the communicative nppremeh rrenl InnguiiK^ an? A. A system. K A mrnnii of communiCAtiona (：• A net of hrtbiu. 5- Thr tcdchrr i> expected to ploy the rok» of _______________ in the Cofntnunientive TcAching. G Both A nnd B fi. Which o( the fallowing ACliviticn doc6 not belong to eornrnuntcaiivr nctivitics? 11 Pattern drills* C. hiformation gap. 7. Which o( the (ollowinK doe* not belong to thr Humaniftt Appronch? A. ("immunity LU“RUW。Lairruw R Audio IJnitunl Mei hod. Ct Sc(iiAt 8. Which o( (hr followinK mclhodi* rmphnairew dUlogur mcmoriMtion? A. Audio IM 皿 I Methoti. R Crmmm I rmlmion Mmhod. ( Nmurnl Approach. 9. TcAchirm reading involve* three Mngc»i rMm while-reading 血---------------------------------------------------------------------------------------------------- A. Appltcniiun C. PraetKe A. Ointrollrr nnd mnn«gcr IL As 商 nor «nd pnrticipant H. POM-reading IO ・ Which ftkill i« reading hrtwern thr line* involved in7 A. Skimming. H» Sninning ・ C> Inferring* I h WhM docx Mlocating the Bpecific informfttion,* help to train? A. Scanning. K Skimming. C Inferring. 12. Whal rcodinA npproRch i» bAncd on the a»ftumptton of rca(hn« «i» ■ guesAing 炉 n" A. The tup down approachi 11 1 hr bottom up approiich. C. Thr intcrnctivc upproach> 13. Which o( the following can be used to develop the wktll of lUtcning for》砒? A. Whilr liMcriniK* thr ntudcntN nre required to look al A lint of words und circle thane used by lhe upeaken B. After listening» the fttudents nrr required to write a nummary of the text in n lew sentences. ( After li>lvninRf thr xtuclentM requirrd la nrrnngc the 5cn!rnern in the nrdrr tn which they Arc mentioned in the texh H. To dcvolop the o( liMcninH lor Hpcctfn information• the tcnchrf MudenU ta fill in ih^ blnnkN with thr inforrnutian they henr on the tnpc< Which MUI«C of listening dos g H m now? A. Pml 商 5inx ・ K WhiZwenmg. G Post listeninK^ I5» Which li»trning skill cocnbinrFi hMteninn nnd writing? At Inferring* H. Lintrning for wprctlir inforrnatiotu G Note inkmKt 16 Whin ItittcninK *kill dm the (ollowing activity help to train? Li v/rn to the follau^ng airfMrt unnounefifirnti and fill ihr blunkt nt the tafdr v.^lh ihr utfonHuthtH vow /imr. AlrHnen Eight number Drfitiruitiun < • dr fHitnlx t PAR Amcnciin Sydney BA 359 New York Narlhwesf 19 At Lmtrnmg for R 函. 11 LmrcnmK for specific informnuon. C. Inkrring* 17. Wha! convcrniittonftl technique dacji thr following convcrsatic»i prrnent Juck t Sum • whal urr yuu ^oing to du /nmornru1? Sum » NoJitmuch. Why^ Jack I going to u^atch a footle11 niuhh. Would you Ziir ID comf，CM>? Samt Pd tol^ A. Checking undersUrKling. B. Prtsinvttaiion. G Showing understanding. 18. Which of the (ollowinK qucMionw cxemplKirs the conMtdtfratian fur interact Kin in drsiffninK ■ ipcakinR activity? A. Ikwfl the nctivity involve competition or problem solving? fl Is thr activity easy ta mannse? C What role^ are Atudrnfd expected Ko play mid how should they play them? 19- Which stage of the &peaking lesson ia least teacher-controlled? A. PresentAtion. K PractictL C. Product inn. 20- Whiit ARpect of pronnnci*t>nn dors foHnwing demmuttrate? f a o pws?lQ：d] C*an English postcard'') [gl*<. tu ( *' Glad to mett you.") A. Ltaikon. B. Rhythm. (L Pitch. Section || , Mlnldmon Plun 60 point* 2L Directional In thh *■<>»• you arr pcr^nlrd whh a piece o( rradhi« mn(criaL Raid H and dt^lnn Ihrce rcodlnic acliviileft： one prcrrndinis nctivlly. nnc rrndinK activity and onr p(Ht-rcadtng activity* Write your answer on the Answer Sheet fhc rcqitircmctll of *h «cliiily to as the followingi ■ Pr^rfading t acti^utini： tiudrnti 9 background knowledge about prop/r 1 s nomrs and phonr number > Heading! arranging irudrnti to finish (hr exerdie x Poxbrrading( organitt ttudfnU to raU play a tUuation in which family tiamti and phone numbers arf exchanged. You mny follow (he Uble Riven after lhe pass»Rv M«kc nure the thrve aclhiticv art rrlatcd lo r«ch other. Reading mulcrial 的 M 学们正在做通 iRiit.it 卜面的肘话扑完成卜表. A)Do you know Amy1* U*t name9 Bt YeUf if fn Janm and her phone number i ・ Hvc-four-fivct rivc-fivc-lnur oh. Ai Iw TornUnt name Smith? II； YrMt h IB. HIB phonn number i« »cvcn-lhrcc lwot righu»ix-ninc anc. Ai I)o you know the phone number for Dnvid Kim? Bt Yc5> It1 * four MIX iwoe three>nme^ix-nevcm And th< phone number for Unn Hdl i« Acvrn-thrcr eight t oh NIX ncvrhjhrer< Do you know Ton/n phone number? A, Tuny Jone*? Ht Ycha A| It9» six ______ -______ Amy Jonrit (3>_______-______ Tony (4)_______ (5)_______ ・______ (6) Kim (7)_______ •______ Murk Locke (8)_______ •______ (9) 25】8370 Tom Smith (10)_______ _______ Activity 1 tPrr-readinft) Objectives Chu^rooni orKfinixntion Teaching aid Proccchirr 1)， 2> 3> rrnn*il)nn《how to rrlute to the (ollowinK activity) Artblly 2 < Reading) Objrtflvr* (hzroam orunnix/ition Teaching nnl Transition ( how to rehte tu the lorrnrr Activity) Procedure 1) 2) 3) TrAnsittun (how to rehite to the followiriR Activity) Activity 3 (PmtTrJidlng) ()bjcctivc» 厂稣!》room orgAnixation Traching Mid Trnnnidon ( how to rrlntr to ihr (otnirr activity) PriKcdure D 2) 3> Backup plant (t)Prcdirtcd problem* (2)PoM»ible wlutionn 试题答案及评分标准 （仅供参考） Section I t Haile rheodes and Prinrlplm 本■为*选■■共 20 个小虬.CH 十（（）分.册题; LH 2. A 3. A 5.C 6.H 7. H 8.A 9.H J" II. A 12. A 13. H 14. B 15. C 13 17. B IK.(: 10.C 20. A 2t ,考答 JK 和押分标准 Activity I (Pre-reading) Objectim. ta mrtjvMr •tudent^ Iwkground knowledge o( pwpi tug and phmwnumbh. Clns^rmim orRMiiiuitlnn a Group work reuching uld| piriuro or vidcoii Pnierdurri inircxhice the loptc ( T) *，r,，sehl< "vuid ph«>lcib ol (dttK)iis ntor-« wnh mndr-up phone nuinlicm on Hz「rm with PP F *nd axka the MU<|< ni> who they arc. 1*hcn n«k the student* what u hU 5 hrr Inxt name ur(Arnily rmrrw. COGroup dmcijftftion (31) Arr/mge the stuilrniw Ililo Rnoupn of (our to disema how to rend the phone nutnlwru. (3) Feedback (P) InviM rach group Q( Mudcntu to report thnr dmru 顼 tm. Transition x (4) T： “Well, we have many students who pronounce "D” ns zero, othern pronounce 234 as two hundred and thirty four But how on earth can we say phone numbers correctly? Now kt S come to our text. ” 60 point* 10 poililk 心 timed time； 5 mhiiHcn (I )LcnddniThr trnrhrr Activity 2 < reading) Objectives： tn train student*f ability to ger the specific information from the text ClaMbHxim organization: Individual work to pair work Teaching aid： text-book Assumed time： 8 minutes Procedure > Transition (5) Assign the rraidtng task (I ') (1 continued) HPIcasr rend the text and try to find out the answer in the exercise ” Procedure (6) Individual reading (3,) Students read the text individually to (ulfill lhe task. (7) Pair work to check .(2*) GtJ! the students into pairs to check their work- For exnmplc. the teacher can Rive th< instruction like thise "all right> have you finished? Now Vd like you to check your answers with your partner to see whether you have different ideas.” C8)Feedback (2*) Invite individual pairs to report their work. Make sure to ask ihr students to report how to say phone numbers correctly in English. Transition： (9)Tt "Now. wr know how to «ay phone numbers- I'd like you to use it in yourlibs ” Activity 3 (Post-rcudlng) ObjccliveN： to Associate what is leamril from the text with one1 * real life and to apply the newly learned knowledgef and to make comments Ottb^rntifn orsanlziillnn)Group work Ir*ching aidt muhimedia Assumed time i 6mmutes Irunwillont i'10)Aitsign the task (T) 《9 cnniinued) -Ralephy A mskm in which you sk ■ (nrrid for unnfhcr fnend^ phnnr nuniher • Now plranr into RrnupN ci( (our nn StudcniB work into i(rcju>!i to do the rnlt? piny. The fencher mny wnlk nround to usur hdp or pnrttcipMc，bit. (12)Feedback (2,) Invite rnch H^uup lo drrnnnfitrAte thrir role piny. 1 hrn thr irachrr yivr o comrnmt «(tcr the role piny. Markup plan Pmlklcd problrmvi (IMudenti mny not know who the nl^r mpniilly tn unckrdcvcloprd wrvnn< (2)Fhr Nuden” niny havr difficulty cxprc^AinK I heir cupecUlly thonr with low IrtriKHAKe «>rnpctcncr< Pmiihlc wlulion^i (I ) When chooRintf the photon (or prc^rnln th/it ruMs we can Include wmv inlormntion trannftr und rclormultticm activities before wr AMU the ^ludcntn to tnnkc comntrntiL 评分标准 本题共 60 分，具体评分标准如下： 1. 目的描述 7 分，每个活动都要有目标描述，各占 2 分。要求三个活动的目的符合活动 所 在的教学阶段，不符合不得分。三个目的前后相连，前后相连得 1 分，否则不得分。 2. 活动组织形式 6 分，要求形式与活动类型相符合。三个活动的组织形式各 2 分。有一 个 不符合要求，扣 2 分。 3. 教具 3 分，要求教具的使用得当，有助于活动的开展。每个活动的教具描述占 1 分。 4. 估计时间 6 分，要求时间的长短与活动的目标功能一致。如果活动 1 时间太长，超过 了 活动 2 和活动 3 的时间，扣 2 分。 5. 操作时间 6 分，如果每个阶段都标出了时间，并旦时间长短合理就可以得 6 分。有一 个 活动的操作环节时间不合理扣 3 分，两个活动的时间安排不合理，则不得分。 6. 过渡 7 分，要求三个活动之间得过渡自然，能够把三个活动紧密连接在一起 1 分，第一 个 活动要能启下，占 1 分，第二个活动要有两个过渡环节，占 4 分，第三个活动要有承上的介 绍， 也占 1 分。要求过渡环节采用指令描述，用直接引语，否则不得分。 7. 应急方案 3 分，要求预测的问题有可能出现，设计的处理方式合理 1 分。问题预测与 解 决的描述各占 1 分。 8. 活动 1 的操作 6 分，活动必须是激活背景的活动，否则不得分。操作过程中话题导人、操 作以及反馈各 2 分。 9. 活动 2 的操作 10 分，其中个体阅读占 2 分，同伴讨论占 2 分，信息反馈占 2 分，有教师 指 令的展示占 2 分。活动能够帮助学生获取信息占 2 分。但是，如果活动 2 不是信息获取的 理解活 动，比如是讲解类活动则不得分。 10.活动 3 的操作 6 分，活动为应用性活动，能够要求学生发表自己的观点占 2 分，小组 讨 论过程占 2 分，反馈占 2 分。