英语专业语法期末试题

绝密★启用前座位号

2015-2016学年第一学期期末考试

2014级英语专业（本科）《英语语法》答题纸

PartⅠ. Multiple Choice (30 points)

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

21. 22. 23. 24. 25.

26. 27. 28. 29. 30.

Part II. Matching (20 points)

31. 32. 33. 34. 35.

36. 37. 38. 39. 40.

Part Ⅲ. Blank Filling （20 points）

41. 42. 43. 44. 45.

46. 47. 48. 49. 50.

51. 52. 53. 54. 55.

56. 57. 58. 59. 60.

Part IV. Error Correction (10*1point=10points)

Today we had a chemistry test. I found the test difficulty, but I tried hardly to do it. Suddenly Mary,

my best friend, asking me to let her to copy my answers. After think for some time, I let her copy my

answers. But after the test, all of us were called to the teacher’s office. The teacher was angry because we

had same answers in the tests. We were warned not to cheat again so she would need to see our parents. I

was very upset. I didn’t cheat. I was just helping a friend. Why does she punish me?

Part V. Writing (20 points)

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小学英语语法教学的三个原则在学习一种外语时，如果不了解该语言的内部规则，那将影响学生准确地运用该语言进行交流。许多专家(如Cameron，2001)认为，即使在小学阶段，孩子也需要一些语法知识帮助他们牢固地、正确地掌握语言。新课程标准也要求在小学阶段要进行一些简单的语法教学。作为小学英语教师，如何才能既保持孩子学习英语的热情，又让孩子掌握新课程标准所要求的“枯燥的”语法知识呢?笔者去年有幸到英国学习三个月，了解了一些外国专家提倡的语法教学方法。我认为，根据孩子的天性，在教学中要做到“以人为本”，让小学语法教学生动起来，应遵循以下三个原则。 1．Implicit(隐性原则) 在语法教学方面，外国教育专家提出了两种方法：“Explicit grammar teaching"(显性语法教学) 和“Implicit grammar teaching'’(隐性语法教学)。前者侧重在教学中直接谈论语法规则，语法教学目的直接明显；后者则在教学中避免直接谈论所学的语法规则，主要通过情景让学生体验语言，通过对语言的交际性运用归纳出语法规则。“Explicit grammar teaching"需要运用抽象的思维能力，对智力还在发展的孩子采用"Implicit grammar teaching"的方法更为合适。不少教师的英语课堂枯燥乏味，其中一个重要原因是在巩固所学的语法项目时，采用了过于机械的练习形式(mechanicaldrills)，也可以说是采用了过多的"Explicit grammar teaching"。例如，学习了一般将来时后，让学生做大量类似如下的练习：依照例句改写句子： Model：I am swimming now．(tomorrow) → I am going to swim t omorrow． 1)Jack is dancing now．(tomorrow) 2)Mary is drawing now．(tomorrow) 此类练习只让孩子重复操练所学的语法项目，并没有提供机会让孩子了解应用这个语言点的情景，容易使所学的语言形式与语言的使用语境、语言的意义脱节，不能很好地达成语法教学的最终目的——帮助提高学生语言的交际能力。此外，孩子天性喜欢好玩的东西，过于严肃机械的练习不能引起他们的学习热情。因此，我们应尽可能摒弃直接的、机械的练习，多提供机会让孩子在有意义的、生动有趣的情景中练习和运用所学的新项目。例如我们可以利用讲故事、做游戏、TPR(全身反应法)、念儿歌等“间接”的方法来帮助他们巩固所学的语法。例如，我们可以采用以下的游戏来巩固be going to do something这个语法项目： 1)教师拿起粉笔，说：“I am going to draw something. But what? Can you guess?'’ 提示让学生使用句型“You are going to draw．．．”。