山西开放大学：《英语教学研究方法》期末测试（答案）

试卷代号：5726 英语教学研究与方法试题答案与评分标准 2017年7月 -Section I:Basic Theories and Principles.Decide whether each statement is true or false,if false,correct the statement.Write T for true and F for False in the bracket.(30 points) 1.(F )The behaviorist theory of language learning was initiated by behavioral psychologist Skinner,who applied Watson and Radnor 's theory of conditioning to the way humans acquire language. 2.(F )Since the funding of the People's Republic of China in 1949,the first 15 years saw Russian as the predominant foreign language in both secondary schools and colleges 3.F)Proper lesson planning is essential for both novice and experienced teachers. 4.(T) 5.(F )The actual content of any lesson will depend on what the teacher aims to achieve for the lesson,what type of students they have and what kind ofteaching situation they are in. 6.(T) 7.(F)There are two main reading teaching models.One is called Bottom-up model,the other is Top-down model

试卷代号：5726 英语教学研究与方法试题答案与评分标准 2017 年 7 月 一.Section I :Basic Theories and Principles. Decide whether each statement is true or false, if false ,correct the statement. Write T for true and F for False in the bracket. (30 points) 1. ( F ) The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Radnor ’s theory of conditioning to the way humans acquire language. 2. ( F ) Since the funding of the People’s Republic of China in 1949, the first 15 years saw Russian as the predominant foreign language in both secondary schools and colleges. 3. ( F) Proper lesson planning is essential for both novice and experienced teachers. 4. ( T ) 5.( F ) The actual content of any lesson will depend on what the teacher aims to achieve for the lesson, what type of students they have and what kind of teaching situation they are in. 6. (T) 7.（F）There are two main reading teaching models. One is called Bottom-up model, the other is Top-down model

8.(T) 9.F )Based on the understanding of reading as an interactive process,teaching reading in the classroom divides teaching procedures into pre-reading,while-reading and post-reading. 10.(T) 评分标准：此题一个小题3分，若题目陈述正确，判断正确得3分， 若题目陈述错误，判断正确得1分，改正得2分。 Choose the best answer for each question.Write your answer on the answer sheet.(30 points) 1.B2.A3.B 4.C 5.A 6.B7.B8.A 9.A 10.A Mini plan.Write your answer on the answer sheet.(40 points) Activity 1(Pre-reading) Objectives to activate student's background knowledge of Tiger woods and golf. Classroom organization Group work Teaching aid Pictures or videos Assumed time 5 minutes

8. ( T ) 9. ( F ) Based on the understanding of reading as an interactive process, teaching reading in the classroom divides teaching procedures into pre-reading ,while-reading and post-reading. 10. ( T ) 评分标准：此题一个小题 3 分，若题目陈述正确，判断正确得 3 分， 若题目陈述错误，判断正确得 1 分，改正得 2 分。 二. Choose the best answer for each question. Write your answer on the answer sheet.(30 points) 1. B 2.A 3.B 4.C 5.A 6. B 7.B 8.A 9.A 10.A 三． Mini plan. Write your answer on the answer sheet. (40 points) Activity 1( Pre-reading) Objectives to activate student’s background knowledge of Tiger woods and golf. Classroom organization Group work Teaching aid Pictures or videos Assumed time 5 minutes

Procedure 1)Lead in:introduce the topic The teacher presents several photos of Tiger Woods on the screen with PPT and asks the students who he is.Then ask the students what they know about him. 2)Group discussion Arrange the students into groups of four to discuss what they know about him and which they like best about him. 3)Feedback Invite each group of students to report their discussion. Transition (how to relate to the T:"Well,we have many students following activity) who like his fame,his skills,and his wealth.You may have your reasons for our choice.Do you know how he became good at golf?Now lets'come to our

Procedure 1)Lead in: introduce the topic The teacher presents several photos of Tiger Woods on the screen with PPT and asks the students who he is. Then ask the students what they know about him. 2)Group discussion Arrange the students into groups of four to discuss what they know about him and which they like best about him. 3)Feedback Invite each group of students to report their discussion. Transition (how to relate to the following activity) T: “Well, we have many students who like his fame, his skills, and his wealth. You may have your reasons for our choice. Do you know how he became good at golf? Now lets’ come to our

text.” Activity 2 (Reading) Objectives to train students'ability to get the specific information from the text Classroom organization Individual work to pair work Teaching aid text-book Assumed time 8 minutes Transition (how to relate to the Assign the reading task. following activity) T:"Please read the text and try to find out what happened in Tiger's life,and fill in the blanks in the table.” Procedure 1)Individual reading Students read the text individually to fulfill the task. 2)Pair work to check Get the students into pairs to check their work.For example, the teacher can give the instruction like this,"all right, have you finished?Now I'd like

text.” Activity 2 (Reading) Objectives to train students’ ability to get the specific information from the text Classroom organization Individual work to pair work Teaching aid text-book Assumed time 8 minutes Transition (how to relate to the following activity) Assign the reading task. T: “Please read the text and try to find out what happened in Tiger’s life, and fill in the blanks in the table.” Procedure 1)Individual reading Students read the text individually to fulfill the task. 2) Pair work to check Get the students into pairs to check their work. For example, the teacher can give the instruction like this, “all right, have you finished? Now I’d like

you to check your answers with your partner to see whether you have different ideas." 3)Feedback Invite individuals pairs to report their work.Make sure to ask the students to report how they read to get the information to check whether they read every sentence in each paragraph.For example, the teacher can do like this,"Do you have the same answers? Good.Can you tell us how you read to get the information?" "Yes,actually we do not need to read all the text,for example we can find the information after the year 1978 in the s second paragraph.” Transition (how to relate to the T:"Now,we know some people following activity) like him.I'd like to know

you to check your answers with your partner to see whether you have different ideas.” 3)Feedback Invite individuals pairs to report their work. Make sure to ask the students to report how they read to get the information to check whether they read every sentence in each paragraph. For example, the teacher can do like this, “Do you have the same answers? Good. Can you tell us how you read to get the information?” “Yes, actually we do not need to read all the text, for example we can find the information after the year 1978 in the second paragraph.” Transition (how to relate to the following activity) T: “Now, we know some people like him. I’d like to know

whether you like him for the same reasons." Activity 3(Post-reading) Objectives to associate what is learned from the text with one's real life and to apply the newly learned knowledge,and to make comments. Classroom organization group work Teaching aid multi-media Assumed time 6 minutes Transition (how to relate to the Assign the task following activity) T:If you like him,what is your reason?”“What would you do if you want to became famous? Now please get into groups of four and discuss these questions." Procedure 1)group discussion Students work into groups to discuss the two questions.The

whether you like him for the same reasons.” Activity 3 (Post-reading) Objectives to associate what is learned from the text with one’s real life and to apply the newly learned knowledge , and to make comments. Classroom organization group work Teaching aid multi-media Assumed time 6 minutes Transition (how to relate to the following activity) Assign the task T: “ If you like him , what is your reason?” “What would you do if you want to became famous？” Now please get into groups of four and discuss these questions.” Procedure 1) group discussion Students work into groups to discuss the two questions. The

teacher may walk around to issue help or participate a bit 2)Feedback Invite each group to report their discussion. Backup plan: 1.Predicted problems 1)The students may not know who Tiger Woods is, 2)The students may have difficulty expressing their ideas, especially those with low language competence. 2.Possible solutions 1)When choose the photos for presentation,the teacher should keep in mind the features of your students.Make sure to include those photos of Tiger Woods in golf field or with golf. 2)In that case,we can include some information transfer and reformulation activities before we ask the students to make comments

teacher may walk around to issue help or participate a bit. 2) Feedback Invite each group to report their discussion. Backup plan: 1.Predicted problems 1) The students may not know who Tiger Woods is , 2) The students may have difficulty expressing their ideas, especially those with low language competence. 2.Possible solutions 1) When choose the photos for presentation, the teacher should keep in mind the features of your students. Make sure to include those photos of Tiger Woods in golf field or with golf. 2) In that case ,we can include some information transfer and reformulation activities before we ask the students to make comments

评分标准：此题属于教案设计题，可根据教案设计的完整性，科学性， 合理性给分。（答案仅供参考）

评分标准：此题属于教案设计题，可根据教案设计的完整性，科学性， 合理性给分。（答案仅供参考）