研究生课程《课程标准与教材研究》试题.docx

研究生课程《课程标准与教材研究》试题.docx

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研究生课程《课程标准与教材研究》试题

研究生课程进修班试卷封面

姓名：

单　　位：

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考试科目：

课程标准与教材研究

考试分数：

年月日

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

Ⅰ

Ⅱ

Ⅲ

IV

V

总分

得分

评卷人

复核人

得分

ILookatthefollowingteachingmaterial,anddesignteachingaimsfor

itaccordingtothefivetypesofobjectivesfromtheEnglishCurriculum

Standards（20%）

Unit4Howdoyougettoschool?

Languagegoal:

Talkabouthowtogettoplaces

第1页（共8页）

1aLookatthepicture.Writehowthestudentsgettoschoolinthemorning.Thenaddotherwaystogettoschool.

1bListen.Writethenumbersnexttothecorrectstudentsinthepictureabove.

1cPairwork

Lookatthepicture.Howdostudentsgettoschoolinthemorning?

Makeconversations.

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

IIFillintheblanks（20%）

1.Therealisticgoalofteachingpronunciationshouldbeconsistency,__intelligence____and_communicative efficiency__.

2.Whenanalyzingandevaluatingacoursebook,wecanfocusonthefollowingsevenaspectsingeneral,namely,aims,designandorganization,_ the langue contents_,skills,topic,___methodology__and__practical consideration_

3.Analyzingcoursebooksfortheirlanguagecontentiscomplex.Inmostsituations,youwillhavetofocusonyourpriorities.Ingeneral,atelementarylevel,_grammatical form_andpronunciationwillbethemainpriorities;atintermediatelevel,moreattentionshouldbefocusedontheappropriateuseofgrammaticalstructures,onvocabulary development_andonaspectsofstressandintonation;atadvancedlevel,discourse structure___andappropriacywillbeaddedtotheagenda.

4.Asforskillsevaluation,weneedtocheckifthecoursebookdealsadequatelywith__all four 

skills__,ifthereis_a  balance__betweentheskills.

第3页（共8页）

得分

IIITorF（10%）

（F）1.Stressandintonationarenotimportantforbeginninglearners.

（F）2.Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage.

（T）3.Wordscanbetaughtandlearnedmoreeffectivelyingroupsofwordswhicharerelatedtoeachotherinmeaning.

（F）4.Ateacher’sbookshouldprovideaverydetailedlessonplanforeachunit.

（T）5.Errorsareaninevitablepartofthelearningprocess.

得分

IV

Answerthefollowingquestionsbriefly.（20%）

1.Whatarepurposesofcoursebooksanalysisandevaluation?

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 throughadaptation or substituting materials from other coursebooks to strengthen the weaknesses.

第4页（共8页）

2.Whatarethefeaturesofgoodcoursebooks

Coursebooks 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.Whenevaluatingvocabulary,itisworthexaminingthenatureoftheactivities.Whatdoyouthinkthatgoodvocabularydevelopmentactivitiestendtoexploit?

Good vocabulary development activities tend to exploit some or all of the following :

1）. semantic relations – word groups according to meaning , synonyms , hyponyms, opposites 

2）. situational relationships- word sets associated with particular situations, eg sport , transport , politics 3）.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.What’syourunderstandingofdiscourse?

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.Whatarethefunctionsofquestions?

1）. To cause attention. Introduces  preparatory  conditions for potential transactions. Usually a "ritual" question.

 2）. To get information

 3）. To give information

 4）. To start thinking

 5）. To bring to conclusi

第5页（共8页）

得分

VExpressyouropinions（30%）

1.Thenewcurriculumexpectsteachertoputonanewrole:

teachersasresearchers.Whataboutyourunderstandingofteachersasresearchers?

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.Twoteacherspresentedthewordgrumble.Belowarethedescriptionsofhowtheydidit.Whichwayismoreeffective.Trytogivereasonsforyourdecision.

TeacherAa.wrote“grumble”ontheblackboard

bsaid“complainaboutsomeoneorsomethinginandannoyedway”

ctranslatedthewordintothestudentsnativelanguage.

TeacherBsaid“somepeoplegrumbleabouteverything.Forexample,theygrumbleaboutweather.Ifitissunny,theysayitistoohot.Ifitiscool,theysayitistoocold.Theyareneverhappywiththeweather.Theyalwaysgrumbleabouttheweather.”Thentheteachersetouttocheckthestudents’understandingbyasking“Sowhatdoes‘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 times in different contexts / tasks before it can be learned by the students.

第6页（共8页）

3.Thefollowingdialogueallowsthestudent,referredtoasyou,toinitiatetheconversation.Buttheconversationcannotbeginuntilthestudenthasseenthesecondline,whichcontainstheanswer.Ifthestudentknowstheanswerthenthereisnopointinaskingthequestions.YourideasaboutHowtomakethedialoguecommunicativearewelcomed.

YouareaskingFrankquestions

1.YOU:

____Where did you live________________?

FRANK:

Me?

InManchester.

2.YOU:

____Are_your_ new_ friends nice_____,too?

FRANF:

Yes,theyare.

3.YOU:

__What__about you_at school____________?

FRANK:

Atschool?

Well,Iwasn’tverygoodandIwasn’tverybad,either.

4.YOU:

____What_ _was __your___________firstjob?

FRANK:

Myfirstjob?

InasupermarketinManchester.

5.YOU:

Howold__were_  _you__whenyou___came_toLondon?

FRANK:

Iwas18.I’m20now.Buttellmesomethingnow!

Whyareyouaskingallthesequestions?