《英語教學(xué)法》期末考試試題之一答案和評分標準

1、英語教學(xué)法（1）期末考試試題之一答案和評分標準Part I. 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 P

2、hysical Response, Community Language Learning, Suggestopedia8. Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9. the needs assessment or diagnosis, formulation of objectives, selection of content10. knowing a language11. communicative12. Communicative

3、Language Teaching13. different functions, different characteristics14. students communicative competence15. CLTCommunicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. T 2. T 3. T 4 F 5. F 6. T 7. T 8.

4、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 markersSustainable development: Chi

5、nas choice for the 21st centuryWhat will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earths environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking f

6、armland 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 En

7、vironment 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

8、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

9、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 Chinas Agenda 21.It is of great international and historic significance for C

10、hina, with the worlds 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.DATA The Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One:

11、Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up Chinas system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.

12、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 Chinas population growth and improve

13、 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 energ

14、y 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 atmosphe

15、re; 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 mar

16、kers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.l Examine the accompanying visual information (diagrams, maps, photographs)l Reflect on the title or the topicl State what they already know about th

17、e topicl State what they would like to know about the topicl Write their own questions that they want the text to answerl Answer the teachers general questions about the text type or topic (oral or written)l Brainstorm the topic in groups or whole classl Guess the topic by looking at key words from

18、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

19、well as give reasonable explanation for their choices. These two parts should be done in good English.l Skim reading to get the gist (main idea of the textl Locating specific informationl Transferring information from the text to a diagram, table, form, map, graph or picturel Taking notes on the mai

20、n points, or on specific points of the textl Drawing a diagram to show the text structurel Answering factual questions on the textl Answering inferring questions on the text (reading between the line)l Putting the events in correct orderl Stating if statements given about the text are true or falsel

21、 Working out the meaning of words or phrases in the text from the contextl Examining referents in the text and stating what they refer tol Putting the paragraphs of a jumbled text back in the correct orderl Giving sections of a text appropriate headingsl 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 p