东北师范大学标准与教材研究试题及答案.doc

研究生课程进修班试卷封面姓 名: 单位： 河南省周口市许湾中学 专 业： 英语 考试科目： 课程标准与教材研究 考试分数： 2013年 3 月 4 日课程名称：课程标准与教材分析 试卷类型：A卷考试时间：90 分钟 考试方式：闭卷题 号IVV总分得 分评卷人复核人 得 分I Look at the following teaching material, and design teaching aims for it according to the five types of objectives from the English CurriculumStandards(20%)Unit 4 How do you get to school?Language goal:Talk about how to get to places第 1 页（共8页）1 a Look at the picture. Write how the students get to school in the morning. Then add other ways to get to school.1. _ 3. _ 5. _ 7. _2. _ 4. _ 6. _ 8. _1b Listen. Write the numbers next to the correct students in the picture above. 1. Bob 3. Paul 5. John2. Mary 4. Yang Lan1c PairworkLook at the picture. How do students get to school in the morning?Make conversations.A: How does Bob get to school?B: He takes the train. Teaching aims:1.Master the new words and sentence pattens about the ways people have to get to school.2.Develop the ability to use English in both listening and speaking for the purpose of communication.3.Cultivate students ability to observe.4.Increase their awareness of the cultural differences between the east and the west.第 2 页（共 8页）得 分II Fill in the blanks (20%)1. The realistic goal of teaching pronunciation should be consistency,_intelligence_and _ communicative efficiency_.2. When analyzing and evaluating a coursebook, we can focus on the following seven aspects in general, namely, aims, design and organization, _ the langue contents, skills, topic, _ _methodology_ and _practical consideration.3. Analyzing coursebooks for their language content is complex. In most situations, you will have to focus on your priorities. In general, at elementary level, _ grammatical form_and pronunciation will be the main priorities; at intermediate level, more attention should be focused on the appropriate use of grammatical structures, on vocabulary development and on aspects of stress and intonation; at advanced level, _discourse structure_ and appropriacy will be added to the agenda. 4. As for skills evaluation, we need to check if the coursebook deals adequately with _all four skills_, if there is _ a balance_ between the skills.第 3 页（共 8 页）得 分III T or F (10%)( F )1. Stress and intonation are not important for beginning learners.( F )2. Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.( T )3. Words can be taught and learned more effectively in groups of words which are related to each other in meaning.( F )4. A teachers book should provide a very detailed lesson plan for each unit.( T )5. Errors are an inevitable part of the learning process.得分IV Answer the following questions briefly. (20%) 1. What are purposes of coursebooks analysis and evaluation?Coursebooks analysis and evaluation is very important in teacher development for teachers and in teacher training for student teachers. To chose and use the most suitable coursebook for the language teaching programmes is the major reason for analysis and evaluation. Another reason is to know the merits and weaknesses of the coursebook already in use, so teachers can make full use of the strengths and through adaptation or substituting materials from other coursebooks to strengthen the weaknesses第 4 页（共 8 页）2. What are the features of good coursebooksCoursebooks should attract students attention, interest and attention . The layout and content should be attractive and friendly. In this case, it will be easier for students to enjoy the coursebook. Coursebooks should help students develop confidence. Good coursebooks should provide tasks or activities that students can deal with, which can help students develop confidence. Coursebooks should meet students needs. Contents covered in the coursebooks should be relevant and useful to what students need and want to learn. Language used in coursebooks should be authentic as possible. Language used in good coursebooks should be representative of the language used in real communications. Coursebooks should provide students with opportunities to use the language to achieve communication purposes. Good coursebooks should provide students opportunities with communicative activities and tasks. Coursebooks should take students differences into consideration. Students differ in learning styles and affective factors. On one hand, good coursebooks should offer variable tasks and activities to cater for different students different styles. On the other hand, good coursebooks should provide different attitudinal and motivational background as much as possible 3. When evaluating vocabulary, it is worth examining the nature of the activities. What do you think that good vocabulary development activities tend to exploit?Good vocabulary development activities tend to exploit some or all of the following : 1). semantic relations word groups according to meaning , synonyms , hyponyms, opposites2). situational relationships- word sets associated with particular situations, eg sport , transport , politics3).collocations-words commonly found in association ,eg food and drink, for better or worse, also noun+preposition links and phrasal verbs(verb+particle links).4).relationships of form(often referred to as word building) ,eg. long, length, lengthen.4. Whats your understanding of discourse?General speaking, discourse refers to the features of language that go beyond grammar rules an include areas such as how to sequence sentences, how to paragraph, how to structure text, how to make text cohesive and how to start and end a conversation. In general, we can say all coursebooks present models of discourse, consciously or not, through examples of language that they offer in reading texts, listening passages and dialogues. When coursebooks set out to teach aspects of discourse, it commonly focuses on the writing. The area of cohesion often gets special attention, and in particular conjunctions (also called conjunctives, sequencers, text organizers). Conjunctions play an important role in effective communication. We can see conjunctions operate within sentences, between sentences and joining clauses. Reference pronouns and substitution are another two features of cohesion. Some good coursebooks also present written discourse focusing on reference pronouns or substitutions. 5.What are the functions of questions? 1). To cause attention. Introduces preparatory conditions for potential transactions. Usually a ritual question.2). To get information3). To give information4). To start thinking5). To bring to conclusion第 5页（共 8 页）得分V Express your opinions (30%) 1. The new curriculum expects teacher to put on a new role : teachers as researchers . What about your understanding of teachers as researchers?In my opinion , teachers as researchers ,they can check to make sure that the diagnoses of learners needs are on track and that the coordination of the learning process is functioning smoothly- perhaps by keeping records as to learning strategy preferences ,choices of activities ,and outcomes .Besides,teachers can analyzes the learning along with the learners , pointing up the changes Teachers can also research their own languages learning to determine where they are experiencing success and failure ,and why .2. Two teachers presented the word grumble. Below are the descriptions of how they did it. Which way is more effective. Try to give reasons for your decision.Teacher A a. wrote “grumble” on the blackboard b said “complain about someone or something in and annoyed way” c translated the word into the students native language.Teacher B said “some people grumble about everything. For example, they grumble about weather. If it is sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy with the weather. They always grumble about the weather.” Then the teacher set out to check the students understanding by asking “So what does grumble mean?”Teacher B way is effective. Because I think when presenting new vocabulary ,the teacher should try to provide opportunities for students to use multiple senses such as visual ,auditory ,action ,etc. to get familiar with the newly learned words .In other words ,students need further practice of words through activities involving listening ,speaking ,reading ,writing or acting .Also, it is important for the teacher to create meaningful and personalized tasks for the students to use the words in their own ways. Remember, a word can not be learned by only being presented to the students , often it has to be encountered at least seven time