东北师范大学标准与教材研究试题及答案

1、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InIVV总分得分评卷人复核人I Look at the follow ing teachi ng material, and desig n teach ing aims for 得 分 it according to the five types of objectives from the English CurriculumSta ndards(20%)Unit 4 How do y

2、ou get to school?Language goal:orfde my bikeTalk about how to get to places第1页（共8页）1 a Look at the picture. Write how the stude nts get to school in the morning. Then add otherways to get to school.1.3.5.7.2.4.6.8.1b Liste n. Write the nu mbers n ext to the correct stude nts in the picture above.1.

3、Bob 3. Paul 5. John2. Mary 4. Ya ng Lan1c PairworkLook at the picture. How do stude nts get to school in the morning?Make con versati ons.A: How does Bob get to school? B: He takes the trai n.Teach ing aims:1. Master the new words and sentence patte ns about the ways people have to get to school.2.

4、Develop the ability to use En glish in both liste ning and speak ing for the purpose of com mun icatio n.3. Cultivate stude nts ability to observe.betwee nthe east4.lncreasetheir awareness of the culturaldifferencesand the west.第2页（共8页）II Fill in the blanks (20%)1. The realistic goal of teaching pro

5、nunciation should be consistency,intelligence_ _andcom muni cative efficie ncy_.2. When analyzing and evaluating a coursebook, we can focus onthe followingseven aspectsingeneral, namely, aims, design and organization, _ the Ianguecontents, skills, topic,_methodology _ and _practical con siderati on.

6、3. An alyz ing coursebooks for their Ian guage content is complex. In most situatio ns, you will have tofocus on your priorities. In general, at elementary level, _grammatical form_ andpronun ciati on will be the main priorities; at in termediate level, more atte nti on should be focused on the appr

7、opriate use of grammatical structures, on vocabularydevelopmentand onaspects of stress and intonation; at advaneed level, _discoursestructure_ andappropriacy will be added to the age nda.4. As for skills evaluation, we need to check if the coursebook deals adequately with _all fourskills_, if there

8、is _ abalanee_ betwee n the skills.第3页（共8页）III T or F (10%)(F )1. Stress and inton ati on are not importa nt for begi nning lear ners.(F )2. Childre n do no t lear n grammar rules whe n they acquire their first la nguage, so they donot n eed them either whe n lear ning a foreig n Ian guage.(T )3. Wo

9、rds can be taught and lear ned more effectively in groups of words which are related toeach other in meaning.(F )4. A teachers book should provide a very detailed less on pla n for each un it.( T )5. Errors are an in evitable part of the lear ning process.HIVAn swer the followi ng questi ons briefly

10、. (20%)1. What are purposes of coursebooks an alysis and evaluatio n?Coursebooksan alysisandevaluati onis veryimporta ntin teacherdevelopme nt for teachers and in teacher training for stude nt teachers. Tochose and use the most suitable coursebook for the Ian guageteachi ngprogrammes is the major re

11、as on for an alysisand evaluatio n.Ano therreas on is to know the merits and weak nesses of the coursebook already inuse, so teachers can make full use of thestre ngthsand throughadaptatio norsubstituti ngmaterials from other coursebooksto strengthen the weaknesses第 4 页（共 8 页）2. What are the feature

12、s of good coursebooksCoursebooks should attract students attention,interest and attention .The layout and content should be attractive and friendly. In this case,itwill be easier for students to enjoy the coursebook.Coursebooks should help students develop confidence. Good coursebooks should provide

13、 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.

14、 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 a

15、nd 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 differentstudentsdifferentstyles.On theother hand,good coursebooks shouldprovidedi

16、fferent attitudinalandmotivationalbackgroundas much aspossible3. 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 thefoll

17、owing :1) . sema ntic relati ons word groups accord ing to meaning , synonyms ,hyponyms, opposites2) .situational relationships-word sets associated with particularsituations, eg sport , transport , politics3) .collocations-words commonly found in association ,eg food and drink,for better or worse,

18、also noun+prepositionlinks and phrasalverbs(verb+particle links).4) .relationships of form(often referred to asword building),eg. long,length, lengthen.4. Whatsyour understanding of discourse?General speaking, discourse refers to the features of language that go beyond grammar rules an include areas

19、 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, listen

20、ing 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 particularconj un cti ons (also called conj un ctives, seque ncers, text orga ni zers).Conjunctions play an importa nt rol

21、e in effective com muni cati on. We can see conj un cti ons operate with in senten ces, betwee n senten ces and joining clauses. Refere nee pronouns and substituti on are ano ther two features of cohesi on. Some good coursebooks also prese nt writte n discourse focus ing on reference pronouns or sub

22、stituti ons.5. What are the fun cti ons of questi ons?1) . To cause atte nti on. In troducespreparatorycon diti ons for pote ntialtran sact ions. Usually a ritual questi on.2) . To get in formatio n3) . To give in formati on4) . To start thi nking5) . To bring to con clusi on第5页（共8页）V Express your o

23、pinions (30%)1. The new curriculum expects teacher to put on a new role : teachers as researchers . What about your un dersta nding of teachers as researchers?In my opinion , teachers as researchers ,they can check to make sure thatthe diag no ses of lear nersneeds are on track and that the coord in

24、 ati on ofthelear ningprocess is functioningsmoothly-perhaps bykeep ingrecords as to learningstrategy preferences ,choices of activities ,andoutcomes .Besides,teacherscanan alyzesthelear ningalong with thelearners , pointing up the cha nges Teachers can also research their ownIan guages lear ning to

25、 determ ine where they are experie ncing 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 reas ons for your decisi on.Teacher A a. wrote grumble ” on the blackboardb said compla in about

26、 some one or someth ing in and anno yed way ”c tran slated the word into the stude nts n ative Ian guage.Teacher B said some people grumble about everything. For example, they grumble about weather. If itis sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy w

27、ith 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 thinkwhe nprese ntingnewvocabulary ,the teacher should try to provide opport un ities for stude nts touse mul

28、tiplesensessuch as visual ,auditory,action,etc. to get familiarwith the n ewly lear ned words n other words,stude ntsn eedfurtherpracticeofwordsthroughactivitiesin volvi nglistening ,speaking ,reading ,writing or acting .Also, it is important for theteacher to create mea ningfuland pers on alized tasksfor the stude ntstouse the words in their own ways. Remember, a word can not be lear ned byonly being prese nted to the stude nts , ofte n it has to be encoun tered at least seve n ti