精编国家开放大学电大本科《英语教学理论与实践》2026-2027期末试题及答案试卷号：
国家开放大学电大本科《英语教学理论与实践》2026-2027 期末试题及答案（试卷号：1366）
Section I | Basic Thcodei and Principles 40 points
Qucilion* 1—20 arc bated on thi* parL
Uirvctloiui Choate the be*t nnnwcr from A ・ B or C for each question. Writ。your an«wcr on the
Answer ShccL
1. Whit syllabus doea the following prcscntT
Unit I To be
Unit 2 There be…
Unit 3 Simple prewrnt tnnac
Unit 4 Third pemon singular
Unit 5 Present continuous
Unh 6 To >uv
K The（A）mmunicative Approuch.
C* The Direct McthutL
What 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 cotnmunioition<
C. A tel of habits.
7. Which of the （ollowinR activities in most BUluble for the cultivation of communicative
competence?
A. Inlormntion gap-
H. Reciting o( tcxta«
C. Complcnon questions.
8. In which of the following doc« the tcnchcr n>Numc 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 texh
I 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 filtnse
B. Prc-tcaching vocnbulnr/a
Q Exphining difficult lanKuagc points In the reading matemL
13.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
PostUiJitcriinK
M. 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< 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 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
speeches
C ・ 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 L 7Twinkle,twinkle9 little star
八 L L 7 “
How I wonderuuhatyouare.”
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 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 material
A: 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!.
砺 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
Chs«room organi«ation
Teaching aid
Procedure
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)
Activity 3 (PaoMbtaiing}
Objective®
Ciosroom argnniXAtion
Teaching aid
Transit ion (how to relate io the
former activity)
Procedure
D
2)
3)
Buckup plant
A: What is Mary_____ (do) for vacation?
(1 )F,redicted problems (2)PoMib!c solutions
试题答案及评分标准
（仅供参考）
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.
ClaMroom 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 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^
⑶Feedb.dc (19
Call on different Rroupa to reporu
Transition i
(4)Ti "All nght< Thank you. SometimeN we need to tnlk our vacation 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)
<4 continued) MToday we're Roing to listen to two converMAfionn nbout talkinx about the plan
for vucatioru Listen and try to find what their plans are. You c«n unc rhe following inblc to help you.”
Section | | Bask llicories and Principles
本购为革逸・・共 20 个小地说汁 40 分部 11 2 分.
LA 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
Ai What is Mary_______ (do) for vacation?
BT She's 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 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 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 I'd 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?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 Pair 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 conver«atiotu "
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 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 prcvicwccL
(2)Sorne students may have difficulty cxprcAting lheir opinion in Englisbe
PoMiblc M>lutinn«i
(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 h«vc 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 c«n rcprwt lheir idrai in English^ In thi， wayt they
may get to know how to express thcmuclve*.
