2014年春季《英语教学法》期末考核

期末作业考核《英语教学法》满分100分I.Fillintheblanks.（每题1分，共29分）1.Firstofall,ateachershouldbe__proficient_(1)intheEnglishlanguage.Theimportanceofbeingagoodlanguageuserinvolvesfourpoints.First,alanguageteacherisa__model_(2)forstudentstoimitate,tofollowandtolearnfromeitherconsciouslyorsubconsciously.Second,agoodcommandofEnglishendowsateacherwith__confidence_(3).Fromthisemergesthethirdpoint.AteachercanattractstudentsimmediatelywithhisorhergoodEnglish.Whenadmirationisestablished,studentstendtobelieveintheteacher,_cooperate_(4)withtheteacher,andbehavewellinclassactivities.ThelastpointisthatgoodEnglishempowerstheteacherto_manage__(5)classwell,trynewmethodsandadapthisorherteachingatanytime.2.a.Writingistheresultofemploying__strategies_(6)tomanagethecomposing__process_(7),whichisoneofgraduallydevelopinga__text_(8).Itinvolvesanumberofactivities:__setting_(9),generating_ideas__(10)__organizing_(11),selectingappropriatelanguage,makingadraft,readingandreviewingit,thenrevisingand__editing_（12）b.Toorganizeandconnectinformation,therearetwocriteria:__accuracy(13)and__appropriateness_(14).Tobecorrectin__vocabulary(15)and__grammar_(16)isofutmostimportance.Ofalltheseactivities,_thinking__(17)playsacentralroleinimprovingwriting.c.writingisaprocessof_learning__(18)and_acquisition__(19).d.AccordingtoHedge,therearedifferentgenresintodifferenttypesofwriting,personalwriting(20)__publicwriting(21)_creativewriting__(22)__socialwriting_(23)__sstudywriting_(24)__institutionalwriting_(25).e.__Idea_(26)isthecoreofwriting.Readingforideasisagradualjob.Largeamountofreadinghelps__generateideas_(27).Thinkingnotonly_produces__(28)ideasbutalso__connects_(29)andorganizesideas.II.Explainthefollowingterms。（每题5分，共35分）1.Teacherasalanguageanalyst2.Erroranalysis3.Grammar:formandfunction4.Syllable,OpensyllableandClosedsyllable5.Writinggenre6.Curriculumandsyllabus7.Kindsoftestsandtesting1.Beinganeffectivelanguageanalystmeansnotonlytheteacherpossessestheknowledgeaboutthelanguagebutalsohelpstudentsstudythenatureofthelanguagewithlearningeffects.BeinganeffectivelanguageanalystalsomeansbeingabletoconceptualizelanguagephenomenaasEnglishisrich,complexanddiverse(Wright1991).Nogrammarbooksordictionariescanincludealllanguagephenomena.Sotheteacherisrequiredtotheorizethelanguageexperience.2.Makingerrorsisaconspicuouspartoflanguagelearning.Asapersonstartslearningthelanguage,he/shestartsmakingmistakes.Researchershavetriedtodescribeandexplainwhatmistakeslearnerstendtomakeandwhytheymakemistakes.3.Grammarformisthelanguagematerialthatisstructuralandthengrammarfunctionisfunctionofthelanguage.Forbeginners,studyingstructuralEnglishismoreefficientbecausetheycanhaveacontroloverthelanguage.Foradvancedlearners,functionalEnglishiswhattheyneedbecauseitisinteresting,challengingandencouragingtheuseofEnglish.4.(1)SyllablesAsyllableisapartofwordthatcontainsonevowelsound.Itmayalsocontainoneormoreconsonantssounds.Usuallythenumberofvowelsoundsintheworddeterminesthenumbersofsyllable.Thereareexceptionssuchas“-ble”,“-ple”,or“-tle”canformasyllable.(2)Opensyllables:withonevowelletterattheendofthestressedsyllable(nottheendoftheword),whichisnotfollowedorclosedbyanyotherletterwithonevowelletterthatisfollowedbyamute“e”attheendofthestressedsyllablewithonevowelletterfollowedbyasingleconsonantletter(otherthan“r”)andthenamute“e”attheendofthestressedsyllable(3)Closedsyllables:withonevowelletterfollowedorclosedbyoneormorethanconsonantletter(otherthan“r”)inastressedsyllable5.Peoplewritefordifferentpurposesorfunctions.Withthedevelopmentofwrittenexpressionforsocialfunctionsandcommunications,differentgenrescameintobeingwithrequiredconventionsindiscourse.6.Acurriculumcontainsabroaddescriptionofgeneralgoalsbyindicatinganoveralleducational-culturalphilosophywhichappliesacrosssubjectstogetherwithatheoreticalorientationtolanguageandlanguagelearningwithrespecttothesubjectmatterathand.Acurriculumisoftenreflectiveofnationalandpoliticaltrendsaswell.Asyllabusisamoredetailedandoperationalstatementsofteachingandlearningelementswhichtranslatesthephilosophyofthecurriculumintoaseriesofplannedstepsleadingtowardsmorenarrowlydefinedobjectivesateachlevel.7.(1)Tests:Proficiencytests,AchievementtestsDiagnostictestsPlacementtests(2)Testing:DirectversusindirecttestingDiscretepointversusintegrativetestingNorm-referencedversuscriterion-referencedtestingObjectivetestingversussubjectivetestingIII.Openquestions.（每题9分共36分）1.Choosesomevocabularyitemsfromthetextbookyouareteachingorgoingtoteachanddesignthreeactivitiesforpresentationandthreeforpractice.2.Whatarethecharacteristicsofgoodgrammarpresentation?(1)BeingclearAgoodpresentationshouldbeclear.Studentsshouldhavenodifficultyinunderstandingthesituationorwhatthenewlanguagemeans.(2)BeingefficientAgoodpresentationshouldbeefficient.Theaimistogettothepersonalizationstageassoonasstudentscanmanipulatethenewlanguage.Themoreefficientlywecandothisthebetter.(3)BeinglivelyandinterestingAgoodpresentationshouldbelivelyandinteresting.Wewantstudentstogetinterestedandbeinvolvedduringapresentationstage.Withthehelpofago