11、when Melccting listening motcnals?
A. The texts scripted and recorded in the studio.
B. The textR with implicated concepts beyond the comprehension of students
C? The texts delivered through the accents other than RP or Standard American Pronuncintioru
16- When a teacher corrects the errors of h
12、is/her students* what measures nhouldn11 he/he umc at fi函？
A. To give the studentn who makes error thr firs! opportunity to correct it.
Fk To get other studentB to correct iL ,
G To correct the mudent dircctlya
17> What role is a teacher less likely to play at the later stage of a Apenking clnAS
13、?
A< Demonstraton
B? Helper.
C Corrector.
18. Which three stages enn the oral lesson aiming at teaching new hnguagr br used?
A. Pre-xpeakingf while speaktHgt pont-prjikings
B. Preaentntiont pmctice> production.
Ce Previewt lecture* praciicc
19. What does the nature of oral communication impl
14、y for teaching?
A. We should encourage our students to speak with more redundancy.
Be We should encourage our students to participate more in conversations than preparing one-person speeches
C? We nhould encourage our students to use more gestures and facial expressions when talking.
20. What as
15、pect of pronunciation does the following demonstrate?
/f-七七7
Twinkle, twinkle9 little star 八 L L 7 “
How I wonder uuhat you are .”
A> Rhythm
B. Liaisoru G ； PitcK
Section II i MinFIcsson Plan 60 points
2\. Directions： In this section9 you arc presented with a Mhort dialogue* Read the dialogue
16、 and design three listening activities： one pre-liertening activity? one listening activity and one post-IhtcDlng 9clMly. The requirement of each activity is as follows：
> Pre-listening： lead in the topic going for vacation
> Listening： finish the details In the listening material
> Post-listenin
17、g： train the students9 ability to talk a boat their own plans.
You may follow the table given after the passage. Make sure the three activities are related to each other
MnlcrialL Listening material
A: Whal are you doing fot vacation?
B: rm(go sightseeing) In Befjing>
A; Thafi a good Idea Who
18、ore you going wtth?
B: I (go) with my parent!.
.。 A: What Is Mary (do) fot vacation?
碼B: Sh?七 going sightseeing In Hawaii.
A A: That sounds nice.
尸k Who l> ihe (go) wHh?
Shefs going with her brother
Activity 1 (Prv-lbtcning)
Objectivcji
Chsroom organiation
Teaching aid
Procedure
1
19、)
2)
3)
Tranaition (how to relate to the following activity)
Activity 2 (listening)
Objectives
Cl—room organisation
Teaching aid
Traniitton (how to relate to the former activity)
Procedure
1)
2) 3>
Transition (how to rclnte to the following activity)
Activity 3 (PaoM
20、btaiing}
Objective
Ciosroom argnniXAtion
Teaching aid
Transit ion (how to relate io the former activity)
Procedure
D
2)
3)
Buckup plant
(1 )F,redicted problems
(2) PoMib!c solutions
試題答案及評分標(biāo)準(zhǔn)
(僅供參考)
Section 1 | Bask Theories and Principles 40 point!
本共20個(gè)小IS.總計(jì)40分.冊II 2分.
1.
21、A
2.C
3. A
4.C
5-A
& B
7. A
8. A
9. B
10. B
11. A
12.A
13. B
14. B
15. B
16. C
ILA
18. B
19. B
20. A
Keel Ion |1( Lcuon Plan 60 points
21. ?考答**胃分標(biāo)麻
Activity 1 (Pre-Llstcnlnt)
Objectivesi to lead in the topic unci lo activate fitudcnts" buckRround knowletige of going for vacat
22、ion.
ClaMroom oninnlxatloni Group work
Teschlng aid* pictures
AMumed timet 5 minutes
Pniccdurtt
(DLciid-ini introduce the topic (I *)
The teacher can lead in the topic by nskinR quentions liket
"Now. clnsiL Where do you URually for vncntion? Who do you go with?"
(2) Group discuikiiion (3,)
23、The teacher cnlh on one or two ntudcniM io contributct nnd then rftine tinothcr qiiCNtipn for group dincuMsiion*
"OK. What do you do ? Work in ftroupiu See if you do the tame thinK^
(3) Feedbck (19
Call on different Rroupa to reporu
Transition i
(4) Ti "All rtght< Thank you. SometimeN we need t
24、o tnlk our vacation pl?niB???."
Activity 2 (LlBtenlng)
Objectivesi to train student*1 ability to gel the key information from the pn/mge
CIbmhxnii orxaniialioni whole-chan work to pair work
Teaching aldi text-book* tape recorder> or multi-media
AxMumed limct 8 mtnuten
Tnint Ilion
(5) Annign l
25、he listening task (I)
<4 continued) MToday were going to listen to two converAAtionti nbout talking about the plan for vaoitioru Listen and try to find what their pUna are. You cun unc rhe following tnble to help you.”
Ai What is Mary (do) for vacation?
Bt Shes going sightseeing in Hawaii.
Ai T
26、hat sounds nice-
Who is she (go) with?
B： She9s going with her brother.
A： What are you doing for vacation?
B： Tm (go sightseeing) in Beijing.
Ai That、a good ids
Who are you going with?
B： 1 (go) with my parents
Procedure
(6) Whole class listening (3F)
The teacher plays the recording a
27、nd students listen to the passage to complete the table.
⑺Pair work to check (2，)
Get the AtudcnfA into pairs to check their work. For exnmple the tenchrr cnn give the instruction like this. Hall rights have you hnished? Now Id like you to check your answers with your partner to see whether you hn
28、ve different idea^ ”
(8) Feedback (2)
Invite individual pairs to report their work. Make sure to ask the students to exploin what problems they have in listening. For example^ the teacher can do like thin, "Do you have problems in getting the information? OK. ???■ can you tell what difficulty you
29、met when listcning?w
Transition(
(9) Ti MNowf we know how to talk about vacation plans in English. …”
Activity 3 (Post-Hstening)
Objectives： to train the ability to express attitudes and comments, at the same time applying information obtained from the conversation.
ClitJisroom orfpmiuitioni Pa
30、ir work
Teaching aid: no
Assumed time: 6 minutes
Transition ：
(10) Assign the task (1 *)
(9 continued) Now. the national day is coming? What * s your plan for the vacation? Pica* get into a pair and make a converatiotu "
Procedure：
(11) Group discussion (3)
Students work in pairs and make o
31、conversation# The teacher may walk around to issue help or participate a bit.
(12) Feedb&ck (2，)
Invite each pair to report their choice-
Backup plan
Backup plun
Predicted pniblcm*!
(1 )Thc siudentn m” not know anything about vacation pinna in English. They may olno know ftlrmdy through the co
32、nversation if I hey have prcvicwccL
(2)Sorne students may have difficulty cxprcAting lheir opinion in Englisbe PoMiblc M>lutinni
(I )1( the tudent know nothing about vacation plans in Engliaht it in bet bccaunr the objective of lintening is to learn about these things from the listenin*. However#
33、H they know alreadyi it do€*n#t matter bccaune more often than note utudents may not understand the passage even if they already know the content. Whatf s more* sludcntn1 lintening may differ Krratly. If they hvc previewedt thry may hnvc lca diffirulty in following the clasiu
(2)1f students hnvc difficulty cxprrfiKing thrm^clven in English* we should allow them to cxprcMM lheir idcaa in Chinr^e< Then the teacher cn rcprwt lheir idrai in English^ In thi， wayt they may get to know how to express thcmuclve*.
國家開放大學(xué)電大本科《英語教學(xué)理論與實(shí)踐》2026-2027期末試題及答案(試卷號：1366)
