课程标准与教材分析考试试卷a

研究生课程进修班试卷封面姓名：李苏琪单位：定南县第一小学专业：课程与教学论（英语）考试科目：课程标准与教材分析考试分数：2013年 8 月 30 日东北师范大学研究生课程进修班考试试卷评分表课程名称课程标准与教材分析姓名李苏琪单位定南县第一小学专业课程与教学论（英语）2013年8 月30 日题号分数签名12345678910总分评阅教师签字：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 （卷面总分100分，占总成绩的80%）题 号 ⅠⅡⅢIVV总分得 分评卷人复核人Unit 4 How do you get to school?第 1 页（共8页）得 分 I Look at the following teaching material, and design teaching aims forit according to the five types of objectives from the English CurriculumStandards(20%)Language goal:Talk about how to get to places1 a Look at the picture. Write how the students get to school in the morning. Then add otherways to get to school.1. Walking 3. by bike 5. by bus 7. by subway2. by train 4. in a car 6. by school-bus 8. by motorcycle1b 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 thewest.第 2 页（共 8页）得分II Fill in the blanks (20%)1.The realistic goal of teaching pronunciation should beconsistency,_intelligence_and_communicative efficiency.2.When analyzing and evaluating a coursebook, we can focus on the following seven aspects ingeneral, namely, aims, design and organization, the langue content, skills, topic, methodology_and practical consideration.3.Analyzing coursebooks for their language content is complex. In most situations, you will have tofocus 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 fourskills_, 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 teacher‟s book should provide a very detailed lesson plan for each unit.( T )5. Errors are an inevitable part of the learning process.得分IVAnswer the following questions briefly. (20%)1.What are purposes of coursebooks analysis and evaluation?Key: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 coursebooksKey:In order to finish pre-reading well, in general, we should design some learning-paper,according to the content.In the learning-paper, we can contain some types of questions designed, such as “①Fill in the blanks ②True or false ③Multipe choice”and so on..At the pre-reading stage,give studengs several minutes to finish the learning-paper.Then teacher can check or ask students to answer or discuss.3.When evaluating vocabulary, it is worth examining the nature of the activities. What do you thinkthat good vocabulary development activities tend to exploit?Key: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 orworse, also noun+preposition links and phrasal verbs(verb+particle links).4).relationships of form(often refer red to as …word building‟) ,eg. long, length, lengthen.4. What‟s your understanding of discourse?Key: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 st udents‟ 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 possible5.What are the functions of questions?Key:Despite the great effort that textbook writers make to meet the needs of the intended users,testbooks are subject to adaptation when they are actually used in the classroom.After all,even the most popular textbooks cannot satisfy the needs of all the learners as learners vary from school to school and from classs to class.What is more important than a textbook is what we, as teachers,can do with it.As teachers we need to supplement or adapt textbook according to the needs of ourstudents.Moreover,textbooks are only a medium through which we help our students learn. Teachers need to be creative rather than passive to the textbook.We strongly advise teachers to USE the textbook creatively rather than to simply TEACH the textbook passively.A point worth remembering is that adaptation of materials does not necessarily imply that the textbook is defective.Adaptation is needed simply to make the materials more tailored to the needs of the learners or the particular teachingcontext.Also,adapting materials does not have to be a formal process in which the teacher makes a formal decisin about the changes and writes out a revision pian for the class(McDoniugh and Shaw,2003:75),‟Although the concept of adaptation clearly includes this kink of procedure, it is also broader than this.Adapted materials does not necessarily need to be written down of made permanent.‟ In fact, a good tea cher is constantly adapting.He/She adapts when he/she adds an example not found in the book, or when he/she introduces a supplementary reading follwing a similar topic, or when he/she adds a few more procedures to a project suggested by the textbook.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?Key:The product-oriented method of teaching wring pays great attention to the accuracy of the final product but ignores the process,which the students go through to reach the final goal.If the students fail to produce something satisfactory, they are told to do it again.This kind of practice is fruitless because, without the right approach to wring,students might produce equally unsatisfactory work again. What really matters is the help that the teacher provides to guide students through the process that they undergo when they are wrting. Of course this kind of guidance should be gradually withdrawn so that the students can finally become independent writers. This is called the process approach to writing.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 blackboardb 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 happywith the weather. They always grumble about the weather.”Then the teacher set out tocheck the students‟ understanding by asking “So what does …grumble‟ mean?”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 .第 6页（共 8 页）3.The following dialogue allows the student, referred to as you, to initiate the conversation. But the conversation cannot begin until the student has seen the second line, which contains the answer. If the student knows the answer then there is no point in asking the questions. Your ideas about How to make the dialogue communicative are welcomed.You are asking Frank questions1. YOU: __where did you live_____ _________ ___?FRANK: Me? In Manchester.2. YOU: __Are your new friends nice______ , too?FRANF: Yes, they are.3. YOU:What about your at school?FRANK: At school? Well, I wasn‟t very good and I wasn‟t very bad,either.4. YOU: What was you first job?FRANK: My first job? In a supermarket in Manchester.5. YOU: How old were you when you came to London?FRANK: I was 18. I‟m 20 now. But tell me something now! Why are you asking all these questions?第 7 页（共 8页）第 8页（共 8 页）。