04《英语教学法》期末考试试题之三_英语教学法试题四

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《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 claroom, 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 expre _________________________.11.Students, without any knowledge of the appropriatene 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 genuinene 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 claroom.4.Total Physical Response pays particular attention to the comfort of the claroom 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 inappropriatene 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 leon with three stages as required.Imagine that you would teach this text to a senior middle school cla;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 busine in London about this.“Look, music is big busine,” 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 caette!”

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 succe are small.Everyone in the busine 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%

So you want to be a pop star?

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!”

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 poible 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 cla

 Gue 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 poible 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 poible 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 discuion 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.

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