东北师大研究生课程《课程标准与教材研究》试题答案Word文档格式.docx

东北师大研究生课程《课程标准与教材研究》试题答案Word文档格式.docx

《东北师大研究生课程《课程标准与教材研究》试题答案Word文档格式.docx》由会员分享，可在线阅读，更多相关《东北师大研究生课程《课程标准与教材研究》试题答案Word文档格式.docx（8页珍藏版）》请在冰豆网上搜索。

both 

listening 

speaking 

for 

purpose 

of 

communication. 

3.Cultivate 

students’ 

observe. 

4.Increase 

their 

awareness 

cultural 

differences 

between 

east 

west.

第2页（共8页）

IIFillintheblanks（20%）

1.Therealisticgoalofteachingpronunciationshouldbeconsistency,__intelligence____and_communicative 

efficiency__.

2.Whenanalyzingandevaluatingacoursebook,wecanfocusonthefollowingsevenaspectsingeneral,namely,aims,designandorganization,_ 

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）

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 

evaluation 

is 

very 

important 

teacher 

development 

teachers 

training 

student 

teachers. 

To 

chose 

most 

suitable 

coursebook 

language 

teaching 

programmes 

major 

reason 

evaluation. 

Another 

reason 

know 

merits 

weaknesses 

already 

use, 

so 

can 

make 

full 

strengths 

throughadaptation 

or 

substituting 

materials 

from 

other 

coursebooks 

strengthen 

weaknesses.

第4页（共8页）

2.Whatarethefeaturesofgoodcoursebooks

should 

attract 

attention, 

interest 

attention 

. 

The 

layout 

content 

be 

attractive 

friendly. 

In 

this 

case, 

it 

will 

easier 

students 

enjoy 

coursebook. 

help 

develop 

confidence. 

Good 

provide 

tasks 

activities 

that 

deal 

with, 

which 

meet 

needs. 

Contents 

covered 

relevant 

useful 

what 

need 

want 

to 

learn. 

Language 

used 

authentic 

as 

possible. 

Language 

good 

representative 

the 

real 

communications. 

with 

opportunities 

achieve 

communication 

purposes. 

communicative 

tasks. 

take 

into 

consideration. 

Students 

differ 

learning 

styles 

affective 

factors. 

On 

one 

hand, 

offer 

variable 

cater 

different 

different 

styles. 

hand, 

attitudinal 

motivational 

background 

much 

possible

3.Whenevaluatingvocabulary,itisworthexaminingthenatureoftheactivities.Whatdoyouthinkthatgoodvocabularydevelopmentactivitiestendtoexploit?

vocabulary 

development 

tend 

exploit 

some 

all 

following 

:

1）. 

semantic 

relations 

– 

word 

groups 

according 

meaning 

synonyms 

hyponyms, 

opposites 

2）. 

situational 

relationships- 

sets 

associated 

particular 

situations, 

eg 

sport 

transport 

politics 

3）.collocations-words 

commonly 

found 

association 

eg 

food 

drink, 

better 

worse, 

also 

noun+preposition 

links 

phrasal 

verbs（verb+particle 

links）. 

4）.relationships 

form（often 

referred 

‘word 

building’） 

eg. 

long, 

length, 

lengthen.

4.What’syourunderstandingofdiscourse?

General 

speaking, 

discourse 

refers 

features 

go 

beyond 

grammar 

rules 

an 

include 

areas 

such 

how 

sequence 

sentences, 

paragraph, 

structure 

text, 

text 

cohesive 

start 

end 

a 

conversation. 

general, 

we 

say 

present 

models 

discourse, 

consciously 

not, 

through 

examples 

they 

reading 

texts, 

passages 

dialogues. 

When 

set 

out 

teach 

aspects 

focuses 

on 

writing. 

The 

area 

cohesion 

often 

gets 

special 

conjunctions 

（also 

called 

conjunctives, 

sequencers, 

organizers）. 

Conjunctions 

play 

role 

effective 

We 

see 

operate 

within 

sentences 

joining 

clauses. 

Reference 

pronouns 

substitution 

are 

another 

two 

cohesion. 

Some 

written 

focusing 

reference 

substitutions.

5.Whatarethefunctionsofquestions?

cause 

attention. 

Introduces 

preparatory 

conditions 

potential 

transactions. 

Usually 

"

ritual"

question.

information

3）. 

give 

4）. 

thinking

5）. 

bring 

conclusi

第5页（共8页）

VExpressyouropinions（30%）

1.Thenewcurriculumexpectsteachertoputonanewrole:

teachersasresearchers.Whataboutyourunderstandingofteachersasresearchers?

my 

opinion 

researchers 

they 

check 

sure 

diagnoses 

learners 

‘ 

needs 

track 

coordination 

process 

functioning 

smoothly- 

perhaps 

by 

keeping 

records 

strategy 

preferences 

choices 

and 

outcomes 

.Besides,teachers 

analyzes 

along 

pointing 

up 

changes 

Teachers 

research 

own 

languages 

determine 

where 

experiencing 

success 

failure 

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 

effective. 

Because 

I 

think 

when 

presenting 

the 

try 

multiple 

senses 

visual 

auditory 

action 

etc. 

familiar 

newly 

learned 

.In 

students 

further 

practice 

involving 

speaking 

reading 

writing 

acting 

.Also, 

create 

meaningful 

personalized 

ways. 

Remember, 

not 

only 

being 

presented 

has 

encountered 

at 

least 

seven 

times 

contexts 

/ 

before 

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____________?

Atschool?

Well,Iwasn’tverygoodandIwasn’tverybad,either.

4.YOU:

____What_ 

_was 

__your___________firstjob?

FRANK:

Myfirstjob?

InasupermarketinManchester.

5.YOU:

Howold__were_ 

_you__whenyou___came_toLondon?

Iwas18.I’m20now.Buttellmesomethingnow!

Whyareyouaskingallthesequestions?