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1、精選優(yōu)質(zhì)文檔-----傾情為你奉上 《英語(yǔ)教學(xué)法》（1）期末考試試題之三（開(kāi)卷考試） Part I. Fill in the blanks with correct information: 30% 1. By adopting the Grammar-Translation Method, a teacher would_____________________ and then do some translation work. 2. The founding of _____________in 1957 had impacts on the way languages were

2、 taught. 3. The main aim of a functional-notional syllabus is on ______________. 4. According to Dell Hymes, ___________ is as important as __________ in language use. 5. _______________ was the basis of the Audio-lingual Method. 6. ____________ is concerned with treating a learner not just a

3、s a student in the classroom, but as a human being with feelings and emotions. 7. In _____________, translations in students’ mother tongue of texts are provided 8. The Grammar-Translation Method is usually based on a _____________ syllabus. 9. A needs analysis is done by studying ____________

4、________________________. 10. Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________. 11. Students, without any knowledge of the appropriateness of language but_________________________,

5、 are making potentially more serious errors. 12. The difficulty of a text depends not only on the language but also_________________. 13. Natural conversation often seems chaotic because of__________________, _________________, ____________________. 14. CLT focuses on _______________________ t

6、hough attention is given to vocabulary and grammar. 15. ___________further divided authenticity into communicative genuineness and communicative authenticity. Part II Decide whether the following statements are true or false. Write T for true and F for false. 20% 1. People learned Ancient Gre

7、ek and Latin as an intellectual activity. 2. Sociolinguistics is the study of culture and the comparison of cultures between different countries. 3. The Audio-lingual Methods encourages the use of mother tongue in the classroom. 4. Total Physical Response pays particular attention to the comfo

8、rt of the classroom and the learning environment. 5. A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 At the baker’s, etc. is based on a functional syllabus. 6. As a learner of English, you will be forgiven for errors of inappropriateness if you can speak

9、 good English. 7. Knowledge of oral communication features can help improve the teaching of communicative skills. 8. According to Widdowson, A text is genuine if it follows the convention of that type of text. 9. Good learners should avoid making errors. 10. Social interaction activities focu

10、s on the social aspect of communication and functional communication activities on the functional aspect of communication. Part III 50% Design a reading lesson with three stages as required. Imagine that you would teach this text to a senior middle school class; think about the pre-reading acti

11、vities you might design for it. So you want to be a pop star? So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape (“sending a demo”), or doing concerts (“gigging”)? This question is like asking which c

12、ame first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important. “Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be t

13、here to hear you. But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.” But Tony Ho, who has played in several different bands in Guangzhou, believes that playing in gigs is very important. “You never know when an agent fo

14、r a company is likely to turn up,” he says. “They hear your music, and they see you in action; if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says. “They get hundreds of demos every year. There’s no way they can listen to all of them!”

15、 Tammy Liu plays in an all-girl group in Beijing. “It’s not what you know—or what you do; it’s who you know!” she says. “It’s all about guanxi. Some of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!” We asked a senior execu

16、tive in the music business in London about this. “Look, music is big business,” he said. “No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm. The best

17、 way to get noticed by a record company is by signing up with a good management agency. A good agency has got all the right contacts in the music industry. That’s what the Spice Girls did. They would never have succeeded by sending in a demo on cassette!” A good manager has the respect of managemen

18、t agencies, and can save a group of wannabes a lot of time. But you still have to make good music—music that people want to listen to. And you need to get the right equipment—good instruments, and so on—and a good presentation. That means you must not just sound right—you must look right, and have a

19、 good relationship with your audience. Even then, your chances of success are small. Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one. Even if you succeed, the chances of your lasting a long time are very small! Pre-reading acti

20、vities Activity 1 Specific steps: Reasons for your design: Activity 2 Specific steps: Reasons for your design: While-reading Activities Activity 1 Specific steps: Reasons for your design: Activity 2 Specific steps: Reasons for your design: Activity 3

21、Specific steps: Reasons for your design: Post-reading activities Activity 1 Specific steps: Reasons for your design: Activity 2 Specific steps: Reasons for your design: 《英語(yǔ)教學(xué)法》（1）期末考試試題之三答案和評(píng)分標(biāo)準(zhǔn) Part I. Fill in the blanks with correct information: 30%, two poi

22、nts each 1. explain and analyze the target language in the students’ mother tongue 2. the European Community 3. communication 4. appropriacy, accuracy 5. Behaviorist psychology 6. The Humanist School 7. Suggestopdedia 8. structural 9. what the learner has to do in the language 10. the inte

23、nded meaning 11. able to produce structurally perfect sentences 12. the amount of background knowledge required 13. back-channel responses, utterance completion and overlaps 14. a comprehensive training of communicative competence 15. Widdowson Part II Decide whether the following statements

24、 are true or false. Write T for true and F for false. 20%, two points each 1. T 2. F 3. F 4 F 5. F 6. F 7. T 8. T 9. F 10. F Part III 50% Design a reading lesson with three stages as required. Imagine that you would teach this text to a senior middle school class; think abou

25、t the pre-reading activities you might design for it. [The original text is provided for the reference of markers] So you want to be a pop star? So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape (“sendi

26、ng a demo”), or doing concerts (“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important. “Playing in gigs gives you good practice,” he said, “and th

27、ere is just a chance—a small one—that someone from a recording company might be there to hear you. But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.” But Tony Ho, who has played in several different bands in Guangzhou,

28、believes that playing in gigs is very important. “You never know when a agent for a company is likely to turn up,” he says. “They hear your music, and they see you in action; if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says. “They g

29、et hundreds of demos every year. There’s no way they can listen to all of them!” Tammy Liu plays in an all-girl group in Beijing. “It’s not what you know—or what you do; it’s who you know!” she says. “It’s all about guanxi. Some of the stuff that gets released is rubbish—you can be sure that the gr

30、oup is related to someone big in the recording studio!” We asked a senior executive in the music business in London about this. “Look, music is big business,” he said. “No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “M

31、ost record companies are looking for two things—talent, and enthusiasm. The best way to get noticed by a record company is by signing up with a good management agency. A good agency has got all the right contacts in the music industry. That’s what the Spice Girls did. They would never have succeeded

32、 by sending in a demo on cassette!” A good manager has the respect of management agencies, and can save a group of wannabes a lot of time. But you still have to make good music—music that people want to listen to. And you need to get the right equipment—good instruments, and so on—and a good presen

33、tation. That means you must not just sound right—you must look right, and have a good relationship with your audience. Even then, your chances of success are small. Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one. Even if you su

34、cceed, the chances of your lasting a long time are very small! Pre-reading activities (10%) five points for each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each part The following are possible pre-reading activities for the referen

35、ce of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English. l Examine the accompanying visual information (diagrams, maps, photographs) l Reflect on the title or the topic l State what they alread

36、y know about the topic l State what they would like to know about the topic l Write their own questions that they want the text to answer l Answer the teacher’s general questions about the text type or topic (oral or written) l Brainstorm the topic in groups or whole class l Guess the topic by

37、looking at key words from the text While-reading Activities (30%) ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each part The following are possible while-reading activities for the reference of markers. Students ne

38、ed to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English. l Skim reading to get the gist (main idea of the text l Locating specific information l Transferring information from the text to a diagram, table, form, map, gra

39、ph or picture l Taking notes on the main points, or on specific points of the text l Drawing a diagram to show the text structure l Answering factual questions on the text l Answering inferring questions on the text (reading between the line) l Putting the events in correct order l Stating if

40、statements given about the text are true or false l Working out the meaning of words or phrases in the text from the context l Examining referents in the text and stating what they refer to l Putting the paragraphs of a jumbled text back in the correct order l Giving sections of a text appropria

41、te headings l Giving the text an appropriate title Post-reading activities (10%) five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each part The following are possible post-reading activities for the reference of markers.

42、Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English. l Oral discussion of the topic of the text l Role-play a different situation from the text but using the same characters, or role-play the same situatio

43、n as in the text but using the different characters l Writing a summary of the main content of the text l Comment on the content of the text l Retelling the story of the text l Finishing the story (orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice l Listening to or reading some supplementary materials. 專(zhuān)心---專(zhuān)注---專(zhuān)業(yè)