04-《英语教学法》期末考试试题之一

第一篇：04-《英语教学法》期末考试试题之一

《英语教学法》（1）期末考试试题之一（开卷考试）

Part I.Fill in the blanks with correct information: 30%

1.TEFL is the abbreviation of_________________________.2.The grammar-Translation Method focuses on ______________, ________________ and

___________

3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.4.The study of the relationship between language and society, including the social functions

language fulfils in a society is called____________.5.Language acquisition means mastering a language ____________.6.According to Chomsky‟s ___________________, language is not learnt merely by copying

what is said or written;learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.7.List three language teaching methods that belong to the Humanist School__________,_________, and _____________.8.List five types of syllabus: ______________, _____________, _______________,_____________, __________________.9.In Taba‟s model of curriculum processes, the first stage is _______________, the second stage

is _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we mean

by__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of __________________.13.Spoken language and written language exist to fulfill _________________-and

demonstrate________________.14.The goal of Communicative Language Teaching is to develop______________________.15.Authenticity is also a characteristic of _________________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%

1.According to the Grammar-Translation method, the syllabus is designed around grammatical

structures.2.The main aim of a functional-notional syllabus is on communication.3.Drills alone cannot meet communicative needs in real life.4.The chief advantage of Community Language Learning is that students can say whatever

comes to their mind, not caring for their own language proficiency level.5.A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,etc.is based on a situational syllabus.6.Students have to grasp the relationships between communicative functions and sentences

structures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as well

as linguistic characteristics.8.The language is natural, so the authenticity of language is most important in CLT.9.By saying that the teacher is an assessor we mean that he only makes correction and grading

but not gives feedback and advice.10.Communicative activities concentrate on the content as well as the language form.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 activities you might design for it.Sustainable development: China‟s choice for the 21st century

What will the earth look like in the 21st century?

As acid rain, ozone depletion, and soil erosion destroy the earth‟s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term „sustainable development‟ in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy.It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowed China would seriously fulfill its international obligations.Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world‟s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATA

The Key Points of Agenda 21 of China

Following are the main points of the Agenda.Part One: Overall Sustainable Development Strategies.This part emphasizes capacity building for sustainable development.It includes setting up China‟s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development.This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief.The key aspects are to control China‟s population growth and improve population quality.Part Three: Economic Sustainable Development.This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy;sustainable development of industry, transportation, and telecommunications;and sustainable

energy production and consumption.Part Four: Rational Resource Use and Environmental Protection.This part includes the protection and sustainable use of water, land and other natural resources;the protection of bio-diversity;the prevention and control of desertification;the protection of the atmosphere;and the environmentally sound management of solid wastes.Pre-reading activities

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

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:

第二篇：04-《英语教学法》期末考试试题之二

《英语教学法》（1）期末考试试题之二（开卷考试）

Part I.Fill in the blanks with correct information: 30%

1.The Grammar-Translation Method came about as a result of __________________.2.People learned Ancient Greek and Latin as________________.3.In a functional-notional syllabus, the language taught would not be described in only grammatical forms, but

also___________, _________, __________ and ____________.4.The term ―communicative competence‖ was first used by _____________ in applied linguistics.5.Krashen‘s Natural Order of Language Learning was based on _____________.6.Various language learning methods arose in the 70s in particular in North America and in Europe, which concerned

the learner as a whole person, also referred to as _________.7.Imagine a situation in which students learn a language in the following way.They sit around a table with

comfortable chairs and with a tape recorder in the middle.When one wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the student repeats that.This approach is called ___________.8.ESP is the abbreviation of ________________.9.In Taba‘s model of curriculum processes, the last two stages are___________ and ______________.10.Knowing how to make correct sentences has very little value on its own and has to be supplemented

by________________________ and _________________________ when it is used as a normal means of communication.11.A student with very limited language would be forgiven for errors of _____________.12.Language processing is ______________________ and what is understood involves far more than

___________________________________.13.Turn-taking is a characteristic of ___________________.14.A CLT syllabus will cover situations, topics, functions, _________________, and ________________.15.List some examples of authentic materials: _______________, ______________, _____________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%

1.2.3.4.5.People learned Ancient Greek and Latin in order to communicate in real life situations.The Threshold Level was an example of the Grammar –Translation Method.Making errors will lead to bad habit formation, so we should correct them whenever they occur.Suggestopedia is believed to be the most of the humanistic methods.A textbook with such course design as Unit 1 Personal pronouns, Unit 2 Attributive clauses, Unit 3 The passive

voice, etc.is based on a skills syllabus.6.It is true that inappropriately used expressions can produce more harm than structurally poor sentences.7.Back-channel responses are used by one speaker to interrupt the other speaker.8.In CLT students do not learn in the classroom;instead they learn the language in real life.9.Good learners learn different styles of speech and writing and learn to vary their language according to the

formality of the situation.10.While the students are engaged in the communicative activity the teacher should not intervene, such as telling them

that they are making mistakes, insisting on accuracy or asking for repetition.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-reading1

activities you might design for it.The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‗Hey, another car from Wyoming.That‘s three this morning.‘ Or: ‗Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.Pre-reading activities

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

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:

《英语教学法》（1）期末考试试题之二答案和评分标准

Part I.Fill in the blanks with correct information: 30%, two points each

1.the teaching of Ancient Greek and Latin in the west

2.an intellectual activity

3.topics, situations, functions, notions

4.Dell Hymes

5.first language acquisition

6.The ‗holistic‘ approach

7.Community Language Learning

8.English for Special Purposes

9.organization of learning experiences, determination of what to evaluate and how to evaluate

10.a knowledge of the appropriateness, the functional value of the language

11.inappropriateness

12.a constructive process, what is presented on the page or in the sound system

13.oral communication

14.the vocabulary and grammar structures, the skills required in typical situations

15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches, radio announcements,new reports, plays, etc.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each

1.F2.F3.F4.T5.F6.T7.F8.F9.T10.T

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 activities you might design for it.[The original text is provided for the reference of markers]

The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‗Hey, another car from Wyoming.That‘s three this morning.‘ Or: ‗Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.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 reference 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. Examine the accompanying visual information(diagrams, maps, photographs)

 Reflect on the title or the topic

 State what they already know about the topic

 State what they would like to know about the topic

 Write their own questions that they want the text to answer

 Answer the teacher‘s general questions about the text type or topic(oral or written)

 Brainstorm the topic in groups or whole class

 Guess the topic by 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 need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Skim reading to get the gist(main idea of the text

 Locating specific information

 Transferring information from the text to a diagram, table, form, map, graph or picture

 Taking notes on the main points, or on specific points of the text

 Drawing a diagram to show the text structure

 Answering factual questions on the text

 Answering inferring questions on the text(reading between the line)

 Putting the events in correct order

 Stating if statements given about the text are true or false

 Working out the meaning of words or phrases in the text from the context

 Examining referents in the text and stating what they refer to

 Putting the paragraphs of a jumbled text back in the correct order

 Giving sections of a text appropriate headings

 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.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Oral discussion of the topic of the text

 Role-play a different situation from the text but using the same characters, or role-play the same situation as in the

text but using the different characters

 Writing a summary of the main content of the text

 Comment on the content of the text

 Retelling the story of the text

 Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of

your own choice

 Listening to or reading some supplementary materials.

第三篇：04-《英语教学法》期末考试试题之三（精选）

《英语教学法》（1）期末考试试题之三（开卷考试）

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 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 as 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 ____________________________________.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_________________________, 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 _______________________ though 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 Greek 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 comfort 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

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 focus 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 activities 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 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 there 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, believes that playing in gigs is very important.“You never know when an 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 get 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 group 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?

“Most 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 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 presentation.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 succeed, the chances of your lasting a long time are very small!

Pre-reading activities

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

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:

《英语教学法》（1）期末考试试题之三答案和评分标准

Part I.Fill in the blanks with correct information: 30%, two points 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 intended 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 are true or false.Write T for true and F for false.20%, two points each

1.T2.F3.F4 F5.F6.F7.T8.T9.F10.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 about 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(“sending 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 there 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, 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 get 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 group 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?

“Most 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 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 presentation.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 succeed, 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 reference 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. Examine the accompanying visual information(diagrams, maps, photographs)

 Reflect on the title or the topic

 State what they already know about the topic

 State what they would like to know about the topic

 Write their own questions that they want the text to answer

 Answer the teacher’s general questions about the text type or topic(oral or written) Brainstorm the topic in groups or whole class

 Guess the topic by 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 need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Skim reading to get the gist(main idea of the text

 Locating specific information

 Transferring information from the text to a diagram, table, form, map, graph or picture  Taking notes on the main points, or on specific points of the text

 Drawing a diagram to show the text structure

 Answering factual questions on the text

 Answering inferring questions on the text(reading between the line)

 Putting the events in correct order

 Stating if statements given about the text are true or false

 Working out the meaning of words or phrases in the text from the context

 Examining referents in the text and stating what they refer to

 Putting the paragraphs of a jumbled text back in the correct order

 Giving sections of a text appropriate headings

 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.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Oral discussion of the topic of the text

 Role-play a different situation from the text but using the same characters, or role-play the

same situation as in the text but using the different characters

 Writing a summary of the main content of the text

 Comment on the content of the text

 Retelling the story of the text

 Finishing the story(orally or ion writing), that means either predicting an ending or changing

the ending to one of your own choice

 Listening to or reading some supplementary materials.

第四篇：04-《英语教学法》期末考试试题之三

《英语教学法》（1）期末考试试题之三（开卷考试）

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 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 as 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 ____________________________________.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_________________________, 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 _______________________ though 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 Greek 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 comfort 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 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 focus 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 activities 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 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 there 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, believes that playing in gigs is very important.“You never know when an 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 get 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 group 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? “Most 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 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 presentation.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 succeed, the chances of your lasting a long time are very small!Pre-reading activities 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 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:

《英语教学法》（1）期末考试试题之三答案和评分标准

Part I.Fill in the blanks with correct information: 30%, two points 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 intended 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 are true or false.Write T for true and F for false.20%, two points each 1.T

2.F

3.F 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 about 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(“sending 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 there 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, 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 get 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 group 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? “Most 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 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 presentation.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 succeed, 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 reference 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. Examine the accompanying visual information(diagrams, maps, photographs) Reflect on the title or the topic  State what they already know about the topic  State what they would like to know about the topic  Write their own questions that they want the text to answer  Answer the teacher’s general questions about the text type or topic(oral or written) Brainstorm the topic in groups or whole class  Guess the topic by 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 need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Skim reading to get the gist(main idea of the text  Locating specific information  Transferring information from the text to a diagram, table, form, map, graph or picture  Taking notes on the main points, or on specific points of the text  Drawing a diagram to show the text structure  Answering factual questions on the text  Answering inferring questions on the text(reading between the line) Putting the events in correct order  Stating if statements given about the text are true or false  Working out the meaning of words or phrases in the text from the context  Examining referents in the text and stating what they refer to  Putting the paragraphs of a jumbled text back in the correct order  Giving sections of a text appropriate headings  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.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Oral discussion of the topic of the text  Role-play a different situation from the text but using the same characters, or role-play the same situation as in the text but using the different characters  Writing a summary of the main content of the text  Comment on the content of the text  Retelling the story of the text  Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice  Listening to or reading some supplementary materials.

第五篇：《英语教学法》期末考试试题之二答案和评分标准

《英语教学法》（1）期末考试试题之二答案和评分标准

Part I.Fill in the blanks with correct information: 30%, two points each

1.the teaching of Ancient Greek and Latin in the west

2.an intellectual activity

3.topics, situations, functions, notions

4.Dell Hymes

5.first language acquisition

6.The „holistic‟ approach

7.Community Language Learning

8.English for Special Purposes

9.organization of learning experiences, determination of what to evaluate and how to evaluate

10.a knowledge of the appropriateness, the functional value of the language

11.inappropriateness

12.a constructive process, what is presented on the page or in the sound system

13.oral communication

14.the vocabulary and grammar structures, the skills required in typical situations

15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches,radio announcements, new reports, plays, etc.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each

1.F2.F3.F4.T5.F6.T7.F8.F9.T10.T

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 activities you might design for it.[The original text is provided for the reference of markers]

The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‟s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, „Hey, another car from Wyoming.That‟s three this morning.‟ Or: „Mississippi.Wonder what he‟s doing up here?‟ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing” for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‟s “You‟ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn‟t he call?” However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‟t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‟t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‟t own a gun, and haven‟t the faintest desire to stick my fingers in people‟s mouths, even for very good money, these matters don‟t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”.All biology textbooks must carry a statement saying “This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.“By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‟t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.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 reference 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. Examine the accompanying visual information(diagrams, maps, photographs)

 Reflect on the title or the topic











 State what they already know about the topic State what they would like to know about the topic Write their own questions that they want the text to answer Answer the teacher‟s general questions about the text type or topic(oral or written)Brainstorm the topic in groups or whole class Guess the topic by 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 need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Skim reading to get the gist(main idea of the text

 Locating specific information

 Transferring information from the text to a diagram, table, form, map, graph or picture  Taking notes on the main points, or on specific points of the text

 Drawing a diagram to show the text structure

 Answering factual questions on the text

 Answering inferring questions on the text(reading between the line)

 Putting the events in correct order

 Stating if statements given about the text are true or false

 Working out the meaning of words or phrases in the text from the context

 Examining referents in the text and stating what they refer to

 Putting the paragraphs of a jumbled text back in the correct order

 Giving sections of a text appropriate headings

 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.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Oral discussion of the topic of the text

 Role-play a different situation from the text but using the same characters, or role-play the

same situation as in the text but using the different characters

 Writing a summary of the main content of the text

 Comment on the content of the text

 Retelling the story of the text

 Finishing the story(orally or ion writing), that means either predicting an ending or changing

the ending to one of your own choice

 Listening to or reading some supplementary materials.