英语学科论 试题答案及评分标准 (供参考)
Section I: (30 points)
1-5 BCBCA 6-10 BBABA 11-15 BCACC
Section II: (30 points)
16. Problem: The lesson fails to help the students to improve their reading skills, because it
focuses totally on the meanings and uses of individual words or sentence patterns.
Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the
contents of the text. Thus arouses their interests in the text and, more importantly, gives them a
purpose for reading--checking the predictions. Such activities can also activate the students’
schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the
teacher can provide the students with the background information or list of new words to help
remove potential cultural or language barriers. In the while-reading stage, the teacher can design
activities to develop the students’ skills of skimming, scanning, reading for detail or inferring.
They can help the students to comprehend the text not only at the linguistic level but also at the
contextual and rhetorical levels. The teacher can also design some post-reading activities which
offer the students the opportunities of using freely the language they learnt from the text in
speaking or writing contexts.
17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.
Solution: Before the students are asked to talk freely about a topic, they should have relevant
language input. Therefore, on the stage of presentation the teacher can introduce to them some
vocabulary or some reading/listening materials related to the topic and introduce to them some
useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The
teacher is then expected to give the students the opportunities to use the newly-presented language
items in a controlled framework. This may be done by drills or prompted short dialogues. The
focus of this practice stage should be on accuracy and therefore any language errors, once spotted,
should be corrected immediately. Finally comes the stage of production where the students do the
activities, like the group discussion in this case, to experiment with the new language items freely
and creatively. Since this stage is intended to develop fluency, the teacher should refrain from
frequently interrupting a student who is speaking for immediate correction.
18. Problem: The teacher should not stop the tape time and again to explain a word or
information point, because this is not the way people listen in real life.
Solution: Anticipating some language or information barriers the students are likely to encounter
in the process of listening, the teacher can design some pre-listening activities to get the students
ready for the contents and language of the text. An alternative is to have the students do some
inferring activities while they are listening. In this way they can not only have a purpose for
listening, but also develop their ability of making inferences based on the contextual cues.
19. Problem: The teacher only performed the role of a manager but neglected some other significant roles such as those of a prompter, assessor, resource person, etc.
Solution: A qualified teacher has many roles to play in the classroom. The communicative
language teaching features a student-centered, task-based and Process-oriented class. This does
not diminish the teacher’s importance in the class, but puts a higher demand on his/her functions,
especially those associated with facilitating and monitoring the learning process. When the
students are doing an activity, the teacher needs to move around to offer encouragement and
suggestions as a prompter, give help with ideas or language as a resource person and detect
problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a
controller to maintain discipline and make sure each student is participating in the activity the way
he/she is required to do. The teacher may also need to give examples of how to do an activity. In
this case, he/she serves as an instructor.
20. Problem: The class hag so many students that it is not easy to control.
Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The
alternative rows of students are asked to turn around, so that half the class is facing the student
behind them. In this way, only the front-facing rows can see the information on the blackboard or
poster. Alternatively, two different posters can be put up, one on the front blackboard and the
other on the back wall. Then the one is visible to the front-facing students while the other can be
seen by those facing the back of the room. In either situation exists an information gap. The pairs
can then exchange the information until they have completed the assigned task.
Section Ⅲ： Mini-lesson Plan (40 points)
两题的评分标准相同，具体如下：
Name of activity 1分 Objective(s) of the activity 2分
Type of the activity 1分 Classroom organization of the activity 1
Teacher’s role 1分 Students’ role 1分
Teacher working time 1分 Student working time 1分
Teaching aid(s) 1分 Predicated problem(s) 2分
Solution(s) 2分 Procedures 1) 2分 2) 2分 3) 2分
下面教案仅作参考：1．
Name of activity Reading
Objective(s) of the activity Get to know something of the fish in the ocean
Type of the activity The exploitation of the text
Classroom organization of the activity Personal work /Individual
Teacher’ s role Organizes and guides
Students’ role Read with skills to find out the key information of the text.
Teacher working time 2 min
Student working time 4 min
Teaching aid(s) Some pictures, or videos, or overhead projector.
Predicated problem(s) Some students may read word by word and they neglect the reading skills.
Solution(s) The teacher explains the skills clearly.
Procedures 1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on. 2) Students read with skills 3) Get feedback
After reading, the teacher invites some students to give some key information of the text. 下面教案仅作参考：2．
Name of activity Put the events in the correct order.
Objective(s) of the activity Help the students understand the content and structure of the text. Type of the activity Listening
Classroom organization of the activity Group work.
Teacher’s role Instructor , manager
Students’ role Active participant in class activity
Teacher working time 1 min
Student working time 4 min
Teaching aid(s) Tape and tape recorder.
Predicated problem(s) There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order. Solution (s) For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.
If students have difficulty, the teacher should offer help, showing them how to decide the time order of the events.
Procedures 1) The teacher assigns the work 2) Students listen carefully and decide the order of the events. 3) Get feedback
When the students have finished their work, the teacher invites some to show their decision.
英语学科论 试题答案及评分标准 (供参考)
Section I: (30 points)
1-5 BCBCA 6-10 BBABA 11-15 BCACC
Section II: (30 points)
16. Problem: The lesson fails to help the students to improve their reading skills, because it
focuses totally on the meanings and uses of individual words or sentence patterns.
Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the
contents of the text. Thus arouses their interests in the text and, more importantly, gives them a
purpose for reading--checking the predictions. Such activities can also activate the students’
schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the
teacher can provide the students with the background information or list of new words to help
remove potential cultural or language barriers. In the while-reading stage, the teacher can design
activities to develop the students’ skills of skimming, scanning, reading for detail or inferring.
They can help the students to comprehend the text not only at the linguistic level but also at the
contextual and rhetorical levels. The teacher can also design some post-reading activities which
offer the students the opportunities of using freely the language they learnt from the text in
speaking or writing contexts.
17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.
Solution: Before the students are asked to talk freely about a topic, they should have relevant
language input. Therefore, on the stage of presentation the teacher can introduce to them some
vocabulary or some reading/listening materials related to the topic and introduce to them some
useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The
teacher is then expected to give the students the opportunities to use the newly-presented language
items in a controlled framework. This may be done by drills or prompted short dialogues. The
focus of this practice stage should be on accuracy and therefore any language errors, once spotted,
should be corrected immediately. Finally comes the stage of production where the students do the
activities, like the group discussion in this case, to experiment with the new language items freely
and creatively. Since this stage is intended to develop fluency, the teacher should refrain from
frequently interrupting a student who is speaking for immediate correction.
18. Problem: The teacher should not stop the tape time and again to explain a word or
information point, because this is not the way people listen in real life.
Solution: Anticipating some language or information barriers the students are likely to encounter
in the process of listening, the teacher can design some pre-listening activities to get the students
ready for the contents and language of the text. An alternative is to have the students do some
inferring activities while they are listening. In this way they can not only have a purpose for
listening, but also develop their ability of making inferences based on the contextual cues.
19. Problem: The teacher only performed the role of a manager but neglected some other significant roles such as those of a prompter, assessor, resource person, etc.
Solution: A qualified teacher has many roles to play in the classroom. The communicative
language teaching features a student-centered, task-based and Process-oriented class. This does
not diminish the teacher’s importance in the class, but puts a higher demand on his/her functions,
especially those associated with facilitating and monitoring the learning process. When the
students are doing an activity, the teacher needs to move around to offer encouragement and
suggestions as a prompter, give help with ideas or language as a resource person and detect
problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a
controller to maintain discipline and make sure each student is participating in the activity the way
he/she is required to do. The teacher may also need to give examples of how to do an activity. In
this case, he/she serves as an instructor.
20. Problem: The class hag so many students that it is not easy to control.
Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The
alternative rows of students are asked to turn around, so that half the class is facing the student
behind them. In this way, only the front-facing rows can see the information on the blackboard or
poster. Alternatively, two different posters can be put up, one on the front blackboard and the
other on the back wall. Then the one is visible to the front-facing students while the other can be
seen by those facing the back of the room. In either situation exists an information gap. The pairs
can then exchange the information until they have completed the assigned task.
Section Ⅲ： Mini-lesson Plan (40 points)
两题的评分标准相同，具体如下：
Name of activity 1分 Objective(s) of the activity 2分
Type of the activity 1分 Classroom organization of the activity 1
Teacher’s role 1分 Students’ role 1分
Teacher working time 1分 Student working time 1分
Teaching aid(s) 1分 Predicated problem(s) 2分
Solution(s) 2分 Procedures 1) 2分 2) 2分 3) 2分
下面教案仅作参考：1．
Name of activity Reading
Objective(s) of the activity Get to know something of the fish in the ocean
Type of the activity The exploitation of the text
Classroom organization of the activity Personal work /Individual
Teacher’ s role Organizes and guides
Students’ role Read with skills to find out the key information of the text.
Teacher working time 2 min
Student working time 4 min
Teaching aid(s) Some pictures, or videos, or overhead projector.
Predicated problem(s) Some students may read word by word and they neglect the reading skills.
Solution(s) The teacher explains the skills clearly.
Procedures 1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on. 2) Students read with skills 3) Get feedback
After reading, the teacher invites some students to give some key information of the text. 下面教案仅作参考：2．
Name of activity Put the events in the correct order.
Objective(s) of the activity Help the students understand the content and structure of the text. Type of the activity Listening
Classroom organization of the activity Group work.
Teacher’s role Instructor , manager
Students’ role Active participant in class activity
Teacher working time 1 min
Student working time 4 min
Teaching aid(s) Tape and tape recorder.
Predicated problem(s) There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order. Solution (s) For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.
If students have difficulty, the teacher should offer help, showing them how to decide the time order of the events.
Procedures 1) The teacher assigns the work 2) Students listen carefully and decide the order of the events. 3) Get feedback
When the students have finished their work, the teacher invites some to show their decision.