《英语教学法教程》期末考试讲稿
《英语教学法》(1)期末考试试题之一答案和评分标准.doc
《英语教学法》（1）期末考试试题之一答案和评分标准Part L Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia& Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicative12・ Communicative Language Teaching13.different functions, different characteristics14.students9 communicative competence15.CLT— ommunicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points eachl.T 2.T 3.T 4F 5. F 6. T 7. T 8. T 9. F 10. FPart 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]Sustainable development: China's choice for the 21" centuryWhat will the earth look like in the 21" century?As acid rain, ozone depletion, and soil erosion destroy the earth\ environment and as the negative effects of economic development, such as decrecised forest coverage, over-exploration of marine resources and shrinking farm kind 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 tenn and passed the framework document called "'Agenda 2T\ 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, vowedChina would seriously fulfill its internationid 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.DATAThe Key Points of Agenda 21 of ChinaFollowing 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 infomiation 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 (10%)five points for each activity, which are further divided between “specific steps” and “reasons for your design”，2.5 points for each partThe 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^ general questions about the text type or topic (oral or written) •Brainstonn the topic in groups or whole class•Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and u reasonsfor your design”，five points for each partThe 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 infonnation•Transferring infonnation 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 titlePost-reading activities (10%)five points each activity, which are further divided between “specific steps” and “reasons for your design^, 2.5 points for each partThe 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.。
《英语教学法》期末考试A卷 BB
▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■▆ 《英语教学法》 试卷 共2页（第 1 页） 答案务必写在答题纸上，否则不得分，超出黑色边框区域的答案无效！ ▆《英语教学法》期末考试A 卷 开卷考试时间90分钟，答题卡作答姓名： 专业：学号： 学习中心：缺考标记，考生禁填！ □成绩：一、名词解释（答案务必写在答题纸上，40分）1. 教学资源答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。
2. 英语写作策略 答：是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练.3. 教学设计答：是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。
4. 发现式教学法答：亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。
二、论述题（答案务必写在答题纸上，30分）1. PWP 教学过程的本质特征是什么？答：英语阅读教学中的PWP 过程指的是将整个学习过程分为学习前（pre-learning ）、学习中（while-learning ）和学习后（post-learning ）三个阶段。
PWP 模式简洁实用,对促进教师的＂教＂与学生的＂学＂有很大作用。
关键是在新课标下如何运用PWP 来整合课程内容资源,使阅读教学简约高效。
2. 英语教学中如何进行教材的整合。
请举例说明。
答：人教版《普通高中课程标准实验教科书》中每一个模块的每个单元都围绕一个主要话题开展听、说、读、写活动，各个部分的教学目标明确，不分课次和顺序，方便教师根据教学的实际情况灵活使用教材。
《英语教学法》期末考试试题之二答案和评分标准（精选5篇）
《英语教学法》期末考试试题之二答案和评分标准（精选5篇）第一篇：《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 each1.the teaching of Ancient Greek and Latin in the west2.an intellectual activity3.topics, situations, functions, notions4.Dell Hymes5.first language acquisition6.The …holistic‟ approachmunity Language Learning8.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate10.a knowledge of the appropriateness, the functional value of the language11.inappropriateness12.a constructive process, what is presented on the page or in the sound system13.oral communication14.the vocabulary and grammar structures, the skills required in typical situations15.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 each1.F2.F3.F4.T5.F6.T7.F8.F9.T10.TPart 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 ExplainedLike 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 becomemy 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 drunkendriving 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 evoluti on, 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 partThe 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.λExamine the accompanying visual information(diagrams, maps, photographs) λ Reflect on the title or the topicλλλλλλ 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 textWhile-reading Activities(30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each partThe 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.λ Skim reading to get the gist(main idea of the textλ Locating specific informationλ Transferring information from the text to a diagram, table, form, map, graph or picture λ Taking notes on the main points, or on specific points of the textλ Drawing a diagram to show the text structureλ Answering factual questions on the textλ Answering inferring questions on the text(reading between the line)λ Putting the events in correct orderλ Stating if statements given about the text are true or false λ Working out the meaning of words or phrases in the text from the contextλ Examining referents in the text and stating what they refer toλ Putting the paragraphs of a jumbled text back in the correct orderλ Giving sections of a text appropriate headingsλ Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe 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.λOral discussion of the topic of the textλ Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different charactersλ Writing a summary of the main content of the textλ Comment on the content of the textλ Retelling the story of the textλ Finishing the story(orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choiceλ Listening to or reading some supplementary materials.第二篇：英语教学法期末考试资料Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target language 5.Help students to guess the grammar rules of the target language 6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method 1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context Vocabulary items presentation and practices Presentation 1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the e synonyms or antonyms to explain e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possiblemisunderstanding or confusion that students may have.for practice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling 1.Five main components of communicative competence: Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning 5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the comprehension level of the students.To use the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a per formance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannotbe.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.第三篇：英语教学法期末考试资料Steps for teaching a grammatical item:1.Provide a context2.Help students to say the target language3.Provide a written record4.Personalize the target language5.Help students to guess the grammar rules of the target language6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to givensituations(practices).The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextVocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.forpractice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling1.Five main components of communicative competence:Linguistic competenceis concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Disco urse competencerefers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence iis similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluencymeans one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to thePPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit thecomprehension level of the students.Touse the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement2)Ss select group members3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation withthe learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.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 notjust 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.T otal 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 A t 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 goodEnglish.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, believ es 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.So me 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 tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.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.WiddowsonPart 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.F F5.F6.F7.T8.T9.F10.F。
04-《英语教学法》期末考试试题之一
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 functionslanguage fulfils in a society is called____________nguage acquisition means mastering a language ____________.6.According to Chomsky‟s ___________________, language is not learnt merely by copyingwhat 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 stageis _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we meanby__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of__________________.13.Spoken language and written language exist to fulfill _________________-anddemonstrate________________.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 grammaticalstructures.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 whatevercomes 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 sentencesstructures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as wellas 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 gradingbut not gives feedback and municative activities concentrate on the content as well as the language form.Part III 50%Design a reading lesson with three stages asrequired.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 centuryWhat 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 Ag enda 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 ofsustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing 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 sustainableenergy 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 activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activities Activity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:第二篇：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-lingualMethod.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.T otal 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 forgivenfor 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 giggin g 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 w ay 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 he ar 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 toall 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 studi o!”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’ moth er tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.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.WiddowsonPart 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.F F5.F6.F7.T8.T9.F10.FPart 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 eve ry 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 releasedis 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 partThe 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 twoparts should be done in good English.λExamine the accompanying visual information(diagrams, maps, photographs)λ Reflect on the title or the topic λ State what they already know about the topic λState what they would like to know about the topic λ Write their own questions that they want the text to answer λAnswer the teacher’s general questions about the text type or topic(oral or written)λ Brainstorm the topic in groups or whole class λGuess the topic by looking at key words from the textWhile-reading Activities(30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each partThe 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.λ Skim reading to get the gist(main idea of the text λLocating specific information λTransferring information from the text to a diagram, table, form, map, graph or picture λ Taking notes on the main points, or on specific points of the text λ Drawing a diagram to show the text structure λ Answering factual questions on the text λ Answering inferring questions on the text(reading between the line)λPutting the events in correct order λ Stating if statements given about the text are true or false λ Working out the meaning of words or phrases in the text from the context λExamining referents in the text and stating what they refer to λ Putting the paragraphs of a jumbled text back in the correct order λ Giving sections of a text appropriate headings λGiving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe 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.λOral discussion of the topic of the text λ 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 λ Writing a summary of the main content of the text λ Comment on the content of the text λ Retelling the story of the text λ Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice λ 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_____________________ andthen 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 provided8.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 languagebut_________________________, 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 andgrammar.15.___________further divided authenticity into communicative genuineness andcommunicative 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 differentcountries.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 speakgood English.7.Knowledge of oral communication featurescan help improve the teaching of communicativeskills.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, believ es 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 toall 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.So me 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 activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific 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 each1.explain and analyze the target language in the students’ mother tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language10.the intended meaning11.able to produce structurally perfect sentences12.the amount of background knowledge required13.back-channel responses, utterance completion and overlaps14.a comprehensive training of communicative competence15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each1.T2.F3.F4 F5.F6.F7.T8.T9.F10.FPart 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 arecording co mpany might be there to hear you.But you can’t rely onthat: 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 i n 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 th at 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。
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145)
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145) 注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内e考试结束后.把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场°监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明.并按题目要求答题。
答案一定要写在各题纸的指定位置上,写在试卷上的答案无效「三、用蓝、黑圆珠笔或钢宅答题，使用铅忍答题无效。
Information for the exaniinees：•This examination consists of I pans. They are：I:Choose the best answer(40 points)II:Matching(20 points)III:Multiple choice questions( 10 points)K : Activity Designing(30 points)•The total marks for this examination arc 100 points. Time allowed for completing this examination is 90 minutes.•There will be no extra time to transfer answers to the AnswerSheet； therefore, you should write ALL your answers on the Answer Sheet as you do each task.Chocwe the best answer (40H)Directions： In this part, you arc givon twenty qiNmUom which am Collnwtd by t choker markedH9 (: and I). Keud lhe choirs currfully and ch<Mwc the <me which run the qncMion. (10 point*t 2 points c«ch|h How do children learn thru firti hnuuAwe?A. By miitmisd H. by bring corrrrted hy p»rrfHiv.C・ Hy knrninK hn|(uA|{r ruleiu 【)• By acting und pcrlorminitt2. Which of tlir lollowmR bent exprewo ihc (rftiurc ol children in IrarnmH » Im山叩longungc?A. Short Attnntum span> H Annlytioil Ictitnu^.C. Cle^r purt)o»r. D・ Not caally diMrgcicd.3. Whet type of IcArnrr* enn bvneht mo*l Ircun hxikifig ht pi<Murr< 血门咔 *,u InNtnicfion?A. Individual Irurnern. B・ I nctile learnersC Auditory I M menu Viiual k«mcr<».4, In which ol thr {alluwiriK activities docs the teflehrr phy〔he ro!r of prompter *A. (living inatrucuons bu(orr nn «rtivity»K Rending out thr new woriU tn the(• I nking pnrl in the pupih1 uunvcraatlotuI). Encouraging s1ndrnt«i to go on with I heir folkWhin type of inteiliKencc H cMniinx best wuited for? A. IrHrr 舛rtorud infclligrncr. I 、Muwtol intcllitfrniT> Q LuW ・l intelliicenrr.□ Linguistic lntelh«encr.6. What doe ・ thr Following pruetiM? ♦ Frrr anJ I u5 tu tht ctnrmu y^Urrday. Pm ，and + / wr”f In th^ cinrmaP”，and I wrn/ to the ^cinffna y^tlerday^ P ・” UR U / wrnl In tAr cinftnaA. Stre«A A ArticukitioB C LuritonU tritonftiiqn7. Which of thr following gramTnar artivittr* u tnn<t cornmuniriiivr^A. StibMittitiom K Complctioru (L PrrnArAtionfar a vriOift Coevm 姑& Which ol ihc folluwinM i» ^uitublw for npcftking?A. I PR actioniu K Drawing pictures C Role pky«I). Llatcn and act«乳 Which uf thr (ollowinR activity enn train ImtrninK?A. Ijibrhng I hr pict uren* K Writing cAptinnn for pictures C. "Simon w”” gme.IX Brnwing wnd 。
《英语教学法教程》期末考试讲稿
Unit 1 Language and language learning1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements.结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning.交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
英语教学法课程考核说明及期末复习
英语教学法课程考核说明英语教学法课程考核方式本课程的考核采取两种形式：形成性考核和课程终结考试。
课程总成绩为百分制，形成性考核占30%，课程终结考试占70%。
1. 形成性考核：包括对“形成性考核及学习档案”中作业的完成情况，参加面授辅导的情况以及个人学习记录情况 (详见“英语教学法形成性考核及学习档案)。
2. 课程终结考试：内容包括大纲规定掌握的基本教学知识和技能。
形式为闭卷，笔答。
考试时间为120分钟。
终结考试满分为100分，由中央电大统一命题，在同一时间全国统考。
1）命题原则本课程终结考试根据教材涵盖的知识点命题。
主要知识点为：2）试题结构部分题型分值题目数量时间（分钟）客观题部分单项选择 30分15 60钟多项选择 10分 5匹配题 20分 5主观题部分简短回答问题 20分 4 60钟教学活动设计 20分 1合计100分 30个120分钟3）考试要求本课程终结考试为闭卷考试，考生不得携带任何形式的参考资料和电子读物或工具。
3．复习时如何使用教材?第一、阅读教材,把握教材的理论。
第二、理论联系实际，这样才能真正掌握理论。
小学英语教学法测试的素材多源于教材，注意教材中的反馈、论述，消化它，变成自己的东西。
《小学英语教学法》直播课 2004-3-31陈观众朋友们，你们好。
这里是中央广播电视大学直播课堂，您正在收看的是“小学英语教学法”的直播辅导课，我是中央电大外语部，陈杨。
今天给我们主讲的老师是北京石油化工学院的王笃勤老师。
王老师，欢迎您。
王谢谢。
陈直播课堂设有热线电话，欢迎观看我们节目的观众随时打电话，踊跃参与我们的节目。
热线电话的号码是66419051，66414706。
王“英语教学法”是中央广播电视大学英语专业的必修课。
本课程的教学对象是中央广播电视大学英语专业专科教育方向的学员，在职小学英语教师或准备从事小学英语教学的工作者。
这门课程有文字教材两本：《小学英语教学法—从理论到实践》（主教材）和《小学英语教学法导学》。
英语教学法教程期末考试
英语教学法教程期末考试一、引言英语教学法是指教师在英语教学过程中所采用的教学方法和策略。
期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。
本文将从教学目标的确定、教学内容的选择、教学方法的运用以及策略的设计等方面，对期末考试进行详细解析，以帮助教师更好地进行英语教学。
二、教学目标的确定在进行期末考试前，教师首先需要确定教学目标。
教学目标应当与教学内容相一致，既能够考察学生对基础知识的掌握，又能够考察学生的英语运用能力。
教师可以根据课程标准、教材要求以及学生的实际情况确定教学目标。
三、教学内容的选择在确定教学目标后，教师需要选择合适的教学内容。
教学内容应当包括基础知识和实际应用。
基础知识包括词汇、语法、听力、口语和阅读等方面的知识。
实际应用包括对话、小组讨论、写作和演讲等方面的能力。
教师可以根据教学目标的要求，选择适当的教学内容。
四、教学方法的运用在进行期末考试时，教师需要灵活运用不同的教学方法。
例如，针对听力考试，可以采用听力材料配套答题的方式；针对口语考试，可以采用角色扮演或情景对话的方式；针对阅读考试，可以采用填空或选择题的方式。
通过灵活运用不同的教学方法，可以有效地检测学生的英语能力。
五、策略的设计在进行期末考试时，教师需要设计合适的策略。
首先，教师可以设置不同难度的试题，以检测学生的知识水平。
其次，教师可以设置开放性问题，以测试学生的思维能力和创造力。
最后，教师可以设置分步骤的题目，以检验学生的解决问题的能力。
通过合理设计策略，可以全面评价学生的英语能力。
六、考试评分和反馈在进行期末考试后，教师需要对学生的答卷进行评分和反馈。
评分应当根据考试的标准和要求进行，公正客观。
反馈应当及时给予，明确指出学生的优点和不足，并提出针对性的建议和帮助。
通过评分和反馈，可以帮助学生全面了解自己的英语水平，为今后的学习提供有力支持。
七、总结期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。
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Unit 1 Language and language learning1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements.结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning.交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
The last one is the interactional view of language, it sees language is the means for establishing and maintaining relationship between people, and for performing social transactions between individuals. So the target of language learning is initiate and maintain conversations with others.交际观，语言是建立和维持人与人关系，执行社交的方法。
语言学习目标，发起并维持对话1.3 views on language learning and learning in general课本定义1.4 elements contribute to qualities of a good language teacher 1.5 how can one become a good language teacher? Unit 2 Communicative principles and task-based language teachingThe ultimate goal of foreign language teaching is:to enable the learners to use the foreign language in work or life. 2.2 communicative competence定义谁给出? (Hymes) Hedge的解释Linguistic competence.语言能力是指理解语言本身，语言形式及其意义的能力。
语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。
语言能力是交际能力的基石，一个不可缺少的组成部份。
pragmatic competence语用能力是指学习者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。
用Hymes的话说就是知道“何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么”。
discourse competence篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。
例如：在口语或书面语中，使用‘首先，其次，然后，最后‘等保持上下文的连贯。
strategic competence策略能力是指如何在一个真实的交际情景下保持交际渠道通畅的能力。
它包括以下三个方面：1)在口语和书面语冒险一试的能力；2)使用具体交际策略的能力；3)习得具体交际策略中的常用语言形式。
fluency语言流畅语言流畅是指自如地把言语单元有效连结起来的能力。
流畅涉及语言的输出，多指口语的输出。
流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3）发音流畅。
2.4 principles of communicative language teachingThree principles for CLTThese are the three principles suggested by Richards and Rodgers: Communication principle: Activities that involve real communication promote learning.交际原则：涉及交际的活动可以提高学习的效果。
例如：问路Task principle: Activities in which language is used for carrying out meaningful task promote learning.任务原则：用语言完成有意义任务的活动可以提高学习的效果例如：通过目标语言设置课堂活动的规则Meaningfulness principle: Language that is meaningful to learner supports the learning process.意义原则：对学习者有意义的活动有利于学习过程Howatt（1984）指出，交际教学法流派中可分出“温和派”和“激进派”两种：“激进派”声称语言是通过交际习得的，因此这并不是一个激活已有的知识的问题，而是一个促进掌握语言系统本身的问题。
可称作“用英语学英语”（using English to learn it）。
“温和派”强调向学习者提供使用英语进行交际的机会的重要性，将这类交际活动置于更大范围的语言教学中。
可以称作“学用英语”（Learning to use English）2.6 main features of communicative activities素材的真实性Communicative activities的分类Criteria for evaluating how communicative classroom activities p24 Communicative purpose; (information gap)活动要涉及日常交际，为学习创造出一个信息沟Communicative desire; (real need)要为学生创造交际的需求(Focus on ) Content, not form; (message)活动的设置的要点是内容，不是形式。
是和说什么有关，不是和如何说有关Variety of language; (not just one language form, free to improvise/create)语言形式的多样化No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the ‘product’ or on communicative purpose rather than on the language.)教师不要干预活动的进行，不要纠错，评估No material control.活动不应对学生使用的语言有要求，由学生自己选择哪种语言的使用2.7 task-based language teaching A purpose- a clear purpose目的要明确A context- a real world relationship要与现实生活的语言活动相似A process- comprehending, using the language and communicating任务执行的过程是理解的过程，使用语言的过程，是交际的过程A product- nonlinguistic outcome任务应该有一个非语言成果ex, ex-tasks, tasks的区别2.8 PPP and Task-based language teaching两个图表Unit 3 The national English curriculum3.3 task 3 The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.新课标的设计是为了促进学生的综合语言能力，包含五个互相关联的部分，文化意识，情感态度，学习策略，语言技能和语言知识，每个部分进一步分为不同的小类别。