國(guó)家開(kāi)放大學(xué)電大本科《英語(yǔ)教學(xué)理論與實(shí)踐》2026-2027期末試題及答案(試卷號(hào)：1366)

國(guó)家開(kāi)放大學(xué)電大本科《英語(yǔ)教學(xué)理論與實(shí)踐》2026-2027期末試題及答案（試卷號(hào)：1366）Section I | Basic Thcodei and Principles 40 pointsQucilion* 1—20 arc bated on thi* parLUirvctloiui Choate the be*t nnnwcr from A? B or C for each question. Writyour anwcr on theAnswer ShccL1. Whit syllabus doea the following prcscntTUnit I To beUnit 2 There be…Unit 3 Simple prewrnt tnnacUnit 4 Third pemon singular Unit 5 Present continuous Unh 6 To >uvK The（A）mmunicative Approuch.C* The Direct McthutLWhat approach trcal* the utudcntu nn ■ whole person? with fcelin and cmotion!i?A. The Natural Approach.H. The Cornmuntc/itivc Approach.C? The HumimUtic Approach.5. Which of thr followinR uhould moM concern im when designing a nylhbun?A? Need* of the learnrrs.l\. laks o（ the learncra.G Wunta of the IcAmera.6. What doeA the communication approach treat lnnsuaRc ”？A. A ■ymm.B? A meant of cotnmunioitionNumc the role of miiniHcr?A? Arranging for the fant groups to help the slow |(roupfi?K Commenting on the performance of the groups*C l^monntrating how to conduct xrcwp edi(ing>9. Which of the (allowing is a communicntive activity?A. Liatening to ihr weather broadcast und fill in a form#B> Ltutcning to the weather broRdcost and talk about a picnic,Q rmnulrrring the informittinn from the wenthcr broadennt into n churt>10. Which of the following activities can be adopted At the pre rending *tngc?A. RrsarranRinff the mmeriiiR Hrainstorming the topic.G Writing a ftummary o( the texhI L Whut rcadihK stratcKy doea ^picking out ut>topic Mcntcnccs* train?A< Skimming-IL ScAnning.(：? Inferring*12. Which of thr following Activities represent the top-down apprunch?A. Watching related filtnseB. Prc-tcaching vocnbulnr/aQ Exphining difficult lanKuagc points In the reading matemL13. To iJrvrlop the kdl of liKlcning for Rpccific informnlion> the lencher aakn Btudentn to (ill in the hlankt with the information they hear on the tape. Which stage of Ihtening cIsm it It at now?A. Prr-lintrninK.B. Whilr PostUiJitcriinKM. Which of the following octiviticii in dciugnrd to pnicticc the *kill of IJAtcninR for GiM?A. /Mier ImieninKt the tudcnu arc rc What role is a teacher less likely to play at the later stage of a Apenking clnAS?A< DemonstratonB? Helper.C Corrector.18. Which three stages enn the oral lesson aiming at teaching new hnguagr br used?A. Pre-xpeakingf while speaktHgt pont-prjikingsB. Preaentntiont pmctice> production.Ce Previewt lecture* praciicc19. What does the nature of oral communication imply 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 speechesC? We nhould encourage our students to use more gestures and facial expressions when talking.20. What aspect of pronunciation does the following demonstrate?/f-七七7Twinkle, twinkle9 little star 八 L L 7 “How I wonder uuhat you are .”A> RhythmB. Liaisoru G ； PitcKSection II i MinFIcsson Plan 60 points2\. Directions： In this section9 you arc presented with a Mhort dialogue* Read the dialogue 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-listening： 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 materialA: Whal are you doing fot vacation?B: rm(go sightseeing) In Befjing>A; Thafi a good Idea Who 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 brotherActivity 1 (Prv-lbtcning)ObjectivcjiChsroom organiationTeaching aidProcedure1)2)3)Tranaition (how to relate to the following activity)Activity 2 (listening)ObjectivesCl—room organisationTeaching aidTraniitton (how to relate to the former activity)Procedure1)2) 3>Transition (how to rclnte to the following activity)Activity 3 (PaoMbtaiing}ObjectiveCiosroom argnniXAtionTeaching aidTransit ion (how to relate io the former activity)ProcedureD2)3)Buckup plant(1 )F,redicted problems(2) PoMib!c solutions試題答案及評(píng)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(cè)II 2分.1. A2.C3. A4.C5-A& B7. A8. A9. B10. B11. A12.A13. B14. B15. B16. CILA18. B19. B20. AKeel Ion |1( Lcuon Plan 60 points21. ?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 vacation.ClaMroom oninnlxatloni Group workTeschlng aid* picturesAMumed timet 5 minutesPniccdurtt(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,)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 (19Call on different Rroupa to reporuTransition i(4) Ti "All rtght< Thank you. SometimeN we need to tnlk our vacation pl?niB???."Activity 2 (LlBtenlng)Objectivesi to train student*1 ability to gel the key information from the pn/mgeCIbmhxnii orxaniialioni whole-chan work to pair workTeaching aldi text-book* tape recorder> or multi-mediaAxMumed limct 8 mtnutenTnint Ilion(5) Annign lhe 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 That 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 idsWho are you going with?B： 1 (go) with my parentsProcedure(6) Whole class listening (3F)The teacher plays the recording and 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 hnve 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 met when listcning?wTransition((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 Pair workTeaching aid: noAssumed time: 6 minutesTransition ：(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 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 planBackup plunPredicted pniblcm*!(1 )Thc siudentn m” not know anything about vacation pinna in English. They may olno know ftlrmdy through the conversation 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# 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*.。