11、oid 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
12、of his/her students* what measures shouldnt 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 cl
13、nAS?
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 i
14、mply 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
15、 aspect of pronunciation does the following demonstrate?
/f-七 L 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 d
16、ialogue 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-l
17、istening： 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 Id
18、ea Who ore you going wtth?
A: What is Mary (do) for vacation?
B: I (go) with my parent!.
礪B: She4s 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
Proced
19、ure
1)
2)
3)
Tranaition (how to relate to the following activity)
Activity 2 (listening)
Objectives
Clasnroom organisation
Teaching aid
Traniitton (how to relate to the former activity)
Procedure
1)
2)
3>
Transition (how to rclnte to the following activity)
Activit
20、y 3 (PaoMbtaiing}
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(píng)分標(biāo)準(zhǔn)
（僅供參考）
Section | | Bask llicories and Principles
本購(gòu)為革逸??共20個(gè)小地說(shuō)汁40分部11 2分.
L
21、A 2.C 3. A 4.
3. A
4.C
5-A
8. A
10< B
40 points
12. A
14>B
16.C
17. A
18. H
20. A
60 points
Sccilon |] i lyCMon Plan
21. ,考答**怦分株峰
Activity 1 (Pre-Lktcnlng)
Objectivesi to lead in the topic unci lo activate fitudcnts" buckRround knowletige of going for vacation.
ClaMroo
22、m oninnlxatloni Group work
Teschlng aid* pictures
Assumed 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,)
The teacher c
23、nlh 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^
⑶Feedb.dc (19
Call on different Rroupa to reporu
Transition i
(4)Ti "All nght< Thank you. SometimeN we need to tnlk our vacati
24、on pl?niB???."
Activity 2 (Listening)
Objectivest to train student*1 ability to Ret the key informution from the paMAgr
CIbmhxnii oqcanbtaHoni wholc-ckas work to pair work
Teaching alds text-book* tape recorder> or multi-media
Assumed timet 8 minutes
Traniilion
<5)AMign tht listening task (1f
25、)
<4 continued) MToday were Roing to listen to two converMAfionn nbout talkinx about the plan for vucatioru Listen and try to find what their plans are. You cn unc rhe following inblc to help you.”
Ai What is Mary (do) for vacation?
Bt Shes going sightseeing in Hawaii.
Ai That sounds nice-
Who
26、 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 and students listen to
27、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^ ”
28、(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?w
29、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 Pair work
Teaching aid:
30、 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 conversation# The teac
31、her may walk around to issue help or participate a bit.
(12) Feedb&ck (2，)
Invite each pair to report their choice-
Backup plan
Backup p!un
Prrdklcd pnibktmi
(1 )Thc siudentn m” not know anything about vacation pinna in English. They may olno know ftlrmdy through the conversation if I hey have
32、 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
33、 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*.
精編國(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)：
