《英语教学法》（1）期末考试试题之一答案和评分标准
Part I. Fill in the blanks with correct information: 30%, two points each
1. the teaching of English as a foreign language
2. reading, writing, translation 3. a functional-notional 4. Sociolinguistics
5. without any conscious learning
6. generative-transformational grammar
7. Total Physical Response, Community Language Learning, Suggestopedia
8. Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus 9. the needs assessment or diagnosis, formulation of objectives, selection of content 10. knowing a language 11. communicative
12. Communicative Language Teaching
13. different functions, different characteristics 14. students’ communicative competence
15. CLT—Communicative Language Teaching
Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each
1. T 2. T 3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. F
Part 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 markers]
Sustainable development: China’s choice for the 21st century
What will the earth look like in the 21st century?
As acid rain, ozone depletion, and soil erosion destroy the earth’s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland 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 Environment 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 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 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 China’s Agenda 21.
It is of great international and historic significance for China, with the world’s 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 China
Following are the main points of the Agenda.
Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China’s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.
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 China’s population growth and improve 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 energy 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 atmosphere; 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 part
The following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.
? Examine the accompanying visual information (diagrams, maps, photographs) ? Reflect on the title or the topic
? State what they already know about the topic
? State what they would like to know about the topic
? Write their own questions that they want the text to answer
? Answer the teacher’s general questions about the text type or topic (oral or written) ? Brainstorm the topic in groups or whole class
? Guess the topic by looking at key words from the text
While-reading Activities (30%)
ten points for each activity, which are further divided between “specific steps” and “reasons
for your design”, five points for each part
The following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.
? Skim reading to get the gist (main idea of the text ? Locating specific information
? Transferring information from the text to a diagram, table, form, map, graph or picture ? Taking notes on the main points, or on specific points of the text ? Drawing a diagram to show the text structure ? Answering factual questions on the text
? Answering inferring questions on the text (reading between the line) ? Putting the events in correct order
? Stating if statements given about the text are true or false
? Working out the meaning of words or phrases in the text from the context ? Examining referents in the text and stating what they refer to ? Putting the paragraphs of a jumbled text back in the correct order ? Giving sections of a text appropriate headings ? Giving the text an appropriate title
Post-reading activities (10%)
five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each part
The following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.
? Oral discussion of the topic of the text
? Role-play a different situation from the text but using the same characters, or role-play the
same situation as in the text but using the different characters ? Writing a summary of the main content of the text ? Comment on the content of the text ? Retelling the story of the text
? Finishing the story (orally or ion writing), that means either predicting an ending or changing
the ending to one of your own choice
? Listening to or reading some supplementary materials.
《英语教学法》期末考试试题之一答案和评分标准
