10057#英語教學(xué)論試題第7頁共7頁浙江省2009年1月高等教育自學(xué)考試英語教學(xué)論試題課程代碼：10057一、單項選擇題(本大題共10小題，每小題2分，共20分)在每小題列出的四個備選項中只有一個是符合題目要求的，請將其代碼填寫在題后的括號內(nèi)。錯選、多選或未選均無分。SectionI:BasicTheoriesandPrinciples20pointsQuestions1-10arebasedonthispart.Directions:Choosethebestanswerforeachofthefollowingquestions.1.Grammar-Translationmethodis()A.thelanguageteachingmethodbasedonthestudyoftextsinthetargetlanguage,whichhastobeexplainedandanalyzedinthemothertongueandthentranslated.B.thelanguageteachingmethodbasedonthestudyoffunctionsofthetargetlanguage,whichhastobeexplainedandanalyzedinthetargetlanguage.C.thelanguageteachingmethodbasedonthestudyofnatureoflanguageactivities.D.thelanguageteachingmethodbasedonthestudyofgrammarandtranslation.2.Aneclecticapproach()A.referstothewayoflanguageteachingreflectingmainlytheGrammarTranslationMethod.B.referstothewayoflanguageteachingandlearninginwhichsomeaspectsofmostmethodsareapplied.C.referstothewayoflanguageteachingreflectingmainlytheAudio-LingualMethod.D.referstothewayoflanguageteachingreflectingmainlytheHumanistApproach.3.Communicativecompetencerefersto()A.aperson’sabilitywithwhichheisabletousethelanguagetodothings,andtomeasurehissuccessorfailurebytheresponseofothers.B.aperson’sskillsinwhattosayandhowtosayit.C.aperson’scompetenceinwhentosaysomethingtowhom.D.aperson’scompetenceinwhereandinwhatmannertosaysomething.4.TheNaturalOrder()A.consistsoflisteningtoagreatdealoflanguageinput,thenspeaking,andthenreadingagreatdealofmeaningfulinput,whichisformallytaught,andfinallywriting.B.consistsoflisteningtoagreatdealofmeaningfullanguageinput,thenspeaking,andthenreadingagreatdealofmeaningfulinput,whichisformallytaught,andfinallywriting.C.consistsofreadingagreatdealoflanguageinput,thenspeaking,thenlisteningtoagreatdealofmeaningfulinput,whichisformallytaught,andfinallywriting.D.consistsofreadingagreatdealoflanguageinput,thenspeaking,andthenlisteningtoagreatdealofinput,whichisformallytaught,andfinallygrammar.5.SpokenandwrittenEnglish()A.sharethesamegrammarnotionsandareanalyzedinthesameway.B.aredifferentbecauseoneisverysimplewhiletheotherisdifficult.C.havetwodifferentkindsofcomplexity.D.sharethesamevocabulary.6.Skimmingis()A.carefulreadingofthewholetext.B.thewayofreadinginwhichthereaderusuallymoveshiseyesoverthetextveryquicklyjustinordertogetsomespecificinformationofitordecidewhetheritisworthreadingmoredeeplyornot.C.thewayofreadinginwhichthereaderusuallymoveshiseyesoverthetextveryquicklyjustinordertogetthegistofitordecidewhetheritisworthreadingmoredeeplyornot.D.tolocatesomeparticularinformationinthepassage.7.Authenticity()A.referstoatextwhichiswrittenforlearnersofthelanguageintheworldwithsomelanguagecontrolandartificiality.B.referstoatextwhichiswrittenwithasimplifiedstylefortheconvenienceoflearnersofthelanguage.C.referstothelanguagethatnativespeakersandlearnersofthelanguagewouldusetoeachother.D.referstoatextwhichiswrittenfornativespeakerstoreadorspokenfornativespeakerstolistento.8.WhichofthefollowingbelongstoAudio-lingualMethodoflanguageteaching?()A.Errorsweretoleratedincasetheymaynotleadtobadhabitformationandnotallcorrectlanguagewasacceptedintheclassroom.B.Mothertongueusewasalsoaccepted,sothelanguagestobeheardorspokenwereboththetargetlanguageandthemothertongueinordertoencouragethelearnerstothinkinbothlanguages.C.BehavioristpsychologywasthebasisoftheAudio-lingualMethodoflanguageteaching,whichinvolvedgivingthelearnersstimuliintheformofprompts,andpraisingthecorrectresponsesorpunishinganincorrectresponse,untiltherightonewasgiven.D.Thesyllabuswasusuallystructurallybasedandtheclassroomtaskswereallindrillform.Emphasiswaslaiduponusingorallanguageintheclassroom,sometask-basedlearningactivitieswereencouragedformorelanguageoutput.9.Register()A.referstotheuseofwordswhichrequireaconstantcontextforeachother.B.referstotheuseofwordswhichrequireanappropriatecontextforoneword.C.referstotheuseofwordswhichrequireanappropriatecontextforeachotherincertainsituations.D.referstotheuseofwordswhichrequireanappropriatecontextforeachother.10.Whichofthefollowingisacommunicativeactivity?()A.Studentsmakesentencesfollowingthegivenpatternorsentencestructure.B.Studentsreadaloudadialogueinthetextbook.C.Studentspresenttheirownideasoropinionsonacertaintopic.D.Theteacherreferstoapicturewhicheveryoneintheclasscanseeandasksquestionsaboutthepicture.二、簡答題（本大題共3小題，每小題7-12分，共30分）SectionII:ProblemSolving30pointsDIRECTIONS:Situationsinclassroomteachingareprovidedhere.Ineachsituationtherearesomeproblems.Firstly,identifytheproblems;secondly,provideyourownsolutionsaccordingtothecommunicativelanguageteachingprinciplesandexplainindetails.1.Thestagesofcoursedesign.Putthefollowingstagesofcoursedesigninthecorrectorder:A.selectionofcontents;B.diagnosisofneeds;C.determinationofwhattoevaluateandhowtoevaluateitD.formulationofobjectives;E.selectionoflearningexperiences(tasks/activities/exercises/etc.)F.organizationofcontents;G.organizationoflearningexperiencesStage1________Stage2________Stage3________Stage4________Stage5________Stage6________Stage7________2.Characteristicsofagoodlearnerofsecondlanguage.Listhereatleastelevencharacteristicsthatagoodlearnerofsecondlanguagehas.1.________2.________3.________4.________5.________6.________7.________8.________9.________10.________11.________3.Listtwelveimportantqualitiesyouthinkthatagoodteachermusthave.1.________2.________3.________4.________5.________6.________7.________8.________9.________10.________11.________12.________三、案例題（本大題共50分）SectionIII:Mini-lessonPlanorTextAnalysis50pointsDIRECTIONS:Readthefollowingtextcarefullyandcompletetheteachingplanaccordingtoinstructions.Designlessonplanactivitiesforthetextprovidedbelow.Yourlessonplanshouldincludethefollowingaspects:1.Aimsofthelesson2.Name(s)ofactivity(ies)3.Objective(s)oftheactivity(ies)4.Type(s)oftheactivity(ies)5.Classroomorganizationoftheactivities6.Teacher’srole(s)7.Students’role(s)8.Teachingaid(s)9.Predicatedproblem(s)andpossiblesolution(s)10.Activityprocedures①.Pre-readingactivity(ies)②.While-readingactivity(ies)③.Post-readingactivity(ies)11.Follow-upactivity(ies)ReadingPassage：AWORLDGUIDETOGOODMANNERSTravelingtoallcornersoftheworldgetseasierandeasier.Weliveinaglobalvillage,buthowwelldoweknowandunderstandeachother?Hereisasimpletest.Imagineyouhavearrangedameetingatfouro’clock,whattimeshouldyouexpectyourforeignbusinesscolleaguestoarrive?Ifthey’reGerman,they’llbebangontime.Ifthey’reAmerican,they’llprobablybe15minutesearly.IftheyareBritish,they’llbe15minuteslate,andyoushouldallowuptoanhourfortheItalians.WhentheEuropeanCommunitybegantoincreaseinsize,severalguidebooksappearedgivingadviceoninternationaletiquette.Atfirstmanypeoplethoughtthiswasajoke,especiallytheBritish,whoseemedtoassumethattheworld-spreadunderstandingoftheirlanguagemeantacorrespondingunderstandingofEnglishcustoms.Verysoontheyhadtochangetheirideas,astheyrealizedthattheyhadalottolearnabouthowtobehavewiththeirforeignbusinessfriends.Forexample:theBritisharehappytohaveabusinesslunchanddiscussbusinessmatterswithadrinkduringthemeal;theJapaneseprefernottoworkwhileeating.Lunchisatimetorelaxandgettoknowoneanother,andtheyrarelydrinkatlunchtime.TheGermanliketotalkbusinessbeforedinner,theFrenchliketoeatfirstandtalkafterwards.Theyhavetobewellfedandwateredbeforetheydiscussanything.TakingoffyourjacketandrollingupyoursleevesisasignofgettingdowntoworkinBritainandHolland,Germanypeopleregarditastakingiteasy.Americanexecutives,sometimessignaltheirfeelingsofeaseandimportanceintheirofficesbyputtingtheirfeetonthedeskwhilstonthetelephone.InJapan,peoplewouldbeshocked.Showingthesolesofyourfeetistheheightofbadmanners.Itisasocialinsultonlyexceededbyblowingyournoseinpublic.TheJapanesehaveperhapsthestrictestrulesofsocialandbusinessbehaviour.TheJapanesebusinesscardalmostneedsarulebookofitsown.Youmustimmediatelyshowyoursonmeetingbecauseitisessentialtoestablisheveryone’sstatusandposition.Whenaname