Section 1 ： Basic Thiwies and Principles (40 points) Questions 1-20 arv based on this purt.
Directions】 Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet
1. Which aspect of nced> nna\\ys\\3 does the following Mituation reflect?
WurrR Li it a student majoring in English • but hu mlerett “ tn manaKrment. And if was manafitment that he selected when Ar ILVIS At Laclu« C. WantM.
2. Which of ihr following docs not describe an Eclectic Approach?
A. The teacher (allows Humanist Approach strictly.
B. The teacher mixes up a wide range of methods and approachr^
C. The teacher tries to incorporate the best aspects of ti]] the research about lafiguagr learning 3. What syllabus doe^ thr following present?
Unit i Animals K Needs<
his i pedal I y /pr college
education. So he shozvi littlf i/i/eres/ in /ii> itudy and !agn behind in his study. H
Unit 2 Food Unit 3 Sport Unit t Shopping Unit 5 Trave! Unit 6 Pollulkm ____________________ A. Structural syllabus C Skills syllabus
4. What approach treats the stncicnti* as a whole person• with feelings and cmoiions?
A. The Natural Approach C. The Humanistic Approach
5. Which of the following is the description of a (unction7
A> Ownership. C. Acting out a play.
6. Which of the following roles does the teacher mninly ploy in a cotuniunicattve activity^
A. Controller* C. Asses}*or.
7. Authentic materials ore materials produced for .
A・ Native gpeakers C English reachcrs
& Which of the following belongs to the communiaitive approach?
A- Focus on accuracy C. Focus on strategies
B> Focus on fluency B・ English learners B・ Facilitaton B. Giving directions* •
11 The Cammunicafive Approach B. Topic sylhtb\"
乳 What readinK strategy does ^picking out xub-topic sentences^ min?
A. Skimminx* C・ Inferring-
10. What reading approach puts mo&t emphasis on automatic recognition?
A. The top-down approach* C・ The interactive approach
11. What stage is the following activity best suited for?
B. The bottom-up approach^ B- Scanning.
\"/ ulrrig noifi on thr main加、of g taxiM A・ Pre-reading (\\ Post rcndin«
\\2. Whitt ImtrninK iikill doc* the following Rdivity help to Pight num her r.hjlinatton Haanhng Gate number Puw Antrrmin HA 359 Sydney New York Norf A ur il A. LiMming for 19 H. LitteninK for specific information. C< Infcrringe 13. Which of ihr following ia the purpose of the *whi!eli»teningw stage? A. I Q help studcntA cstublisih UnteninK expectatiunH H. Ti)coiiMolidatr what hr hoB learned C. I o extend the students* ability of rtiAtching whot they expect to hrnr with what they Acnmlly hnar H. Which liMtcniriK aktll rnmbineB liAtrninK und writing? A. Inferring C. Notrtftking I >. Which stnge of the speaking lcb»on h leant trucher controlled? A. Presentation C\\ Productioru 16. Wiuit convcrMiinnal technique doc« thr lolluwin){ convcrKation prrnrnt? Jack i Sam. u^hai are you gow la do /omorraw? Sam i Nnthin^ much.Why9f Jacit i Wr err goin^ Co wafrA a fonlftall mahh. WPM/J y«u like In comr /oo? Sdm i / *c/ /our m !** A. Checking underRtAnding. C・ Showing undrralAnding. 17- When A icnchcr rorrrctM the errorii af his/her 5tudent»f what measurefi shouldn 11 he/«hc unc at first? A. To give thr ftludrnth who makm error the (trht opportunity to correct it K To gift other RtuckntN to correct it To correct the s|udem directly lx. Which of the following speaking ACtivitir* in most coitimunirAtivr? A・ I Me picturoi to mnkr up Btorica. BL Prompted dialoguesh B. Prtrinvitntion. Ik Practice^ H・ Listening fur tpcciltr information 仁 Interview* uninx ・ quei(tionnaire< I9・ Which fjl the Uctors npplies 2 thr hirr SIHRC ol the PPP Model? A・ Accurncy B. CIM work 「R山yrd correct ion 2(). VVhnt n^pret of pronuncintian docn the fblkiwing drmonntrntc? A・ Liaison. C・ Pitch. B. Rhythm. [on1 iQglif paua?'ka:dJ (°an English postcard' } lglfe> to 'miljju:] ( M Glad to meet you .H ) Section II t MinMeswin Plan 60 points 21. Directions： In this section. you are presented with a short diulo^ue. Read the dialogue and design three listening activities： one prr-lktening activity, one listening activity and one pout- listening uctivlty. The requirement of each activity 公 as follow〞 i Prelhtenlnpi lend in the topicr K()hig for wnatkrn A Listening； finish the detaih in the listening materlial > P^t lMcning； Imin the studenU1 ability to talk about their own plans. ' ou may roliow the table given after the passaRe. Make sure the three activities arc related to each other. Lhtening material t A: Whal are you doing for vacation? 8： I'm (go sightseeing) In Beijing. A: Thafs a good Idea. Who are you going with? B： I(go) with my parents^ A: Who! B Mary _____ (do) for vacation? B: She i going sightseeing In Hawaii. A: That sounds nice. Who is ibe _________ (go) wHh? :Shea$ going with her brother. Activity 1 (Pre-listening) Objectives Classroom orRnnization Teaching aid Assumed time Procedure Fran^ition (how to rclnte to thr following activity) 1) 2) 3〉 Activity 2 (listening) Objectives ClHusroom organization Teaching aid jXssumcd time activity) 1) Procedure Transition (how to relate to the following activity) Activity 3 (Post-listening) Transition (how to relate to the former 2) Objective* Clnsaroom orj；aniuition TcMchin« aid Assumed time activity) Transition (how lo relate to the former 1) Prociwlurc 2) j3) Backup plant (1) Predicted problems (2) Possible »olution* 试题答案及评分标准 Sect ion I i Bu^ic I lw(rric« nnd Princlplr* 10 polntu 4.C 9.A It C 19. (• *n»m选虬共m个小瞄QH的分.扣醐2分. UC 2. A 6. H 7. A H. H 12. B !fl. B 17. C Sccdoti || i LCAMHI Plan •考备案物评分标圳 21. Activity I (Pr「「W> , 10. B I5.C 2 Avlhlty I (Prc^LhlcnhiK) Ohjcclhe«i ta lend in the topic and to •clivute itudenti1 background knowledge o( going for vncAtiaru Clas»rnnm onconljjithin t C/raiip work leuchlng nidi picturcn Avimiwd Hnwi 5 niinuTr?* PnKcdurd (I)LcA(Lini intrcMfucc the topic (I *) Th\"NCJW. clnnse Where do you UNUiilly go for vncAtton? Whu do you go with? H ⑵Group diBCiUBion (3*) The teacher calln oti onr or two utudcnt^ to contrtbiitCf uhd tht n niinr Mnuthcr <|uchliun fur K^oup chm imMOfL \"()K. What do you do 7 Work in icroupeu See if you do the tunic thingM (3) F Trunsilhini 丁, M All right. Thunk yoiU Som«tHnrM we ni-rActivity 2 (LUtrning) Ohjecthesi to tmin Mudrnu* nbtlity io thr kry mfurtnAtion Irum thr poatnge Cliusniom «>n{nnkNthin t whole-ch»ii work to pnir work reach I tin nidi irnt lx>okt lApr rrc (I ronlinucd> M Today wcerr gmng to lintrn to two cnnvcrnnlion^ wbnut talking dbciui the plan (or vucatton. Listen nnd try to find whnt their plnns Are* You mn u*e the following Table to help you« H A| Whn< ia Mnry ( do) far VMCAtlOn? BiShe*® >ight»rciriK in AtThit winds nice- Who in «he _______ (go) with? BiShr S g A t Whnt arc you doitiK (7) Pnir work to check (2‘) 烦w S complrtc the Get the students into pnirn tu check their work. For example• the tvfldwr cun give the inMruction hkt thi Hnll rixhtt have yow liniuhrii? Now I'd like you tu chrtk your nnnwerB with your partner to nee whether you h«ve MfcrctW idem \" (8) Feed>Mck (2‘> Invitr individuiil pair、to rrp<>r» their work. Mukc TrumiUoni (9) Ti MNow. we know how 10 ulk aboui vncaunn plant in EnftlhK …\" Activity 3 (PMblblenlng) Objcctlvc^ita train the nbility to rxpreM Mttiiudcs nn obtAined from fhr ronyrrnniiorL Cla^«nN)m orgunUulhHii Pair work Teaching aid( no . Assumed time, 6 minuten IrnnBilion* (10) Assign the tank (I ,> (9 continued) Now> thr nntinnal duy i» coming? Wlut S your phn for the vaeMhon? Plcnut get into a pair nnd make a canvrrMtion^ 〞 Pmcrdurrj (11) Group discussion (3 ,) Students work in pnirii and make n cc)nvcr»«tion« Thr tcnchrr mny walk around to l*»ur help Of parnripurc A (12) Ferdback (2*> Invite rftth jmir io report their choice. Backup plun Predicted problems： (1 )The student? may not know anything about vacation plans in EnglisK They may also know alrrndy through the conversation if they have previrwrd. (2)Some students may have difficulty expressing their opinion in English. Possible sulotions： (1 >lf the •students know nnthing about vaention plftns m Englishit in bent because the objective of listening is to learn about these things from the listening. However^ if they know ukcady• it doesn't matter because more often than not. Hiudctits may not undersr-and the passage cvvn if ihey already know thr content Whnt ' ♦ moref students * listening may differ grently. If they have prcviewcdt they may have less difficulty in following thr class. (2〉H Mudent? have diffirulty expressing thrni>vlvts in English• we should allow them IO express their MC?AW in Chinese. Phen ihr irarhrr can rrpr/it rheir ideas in English. In this wny. they rnny get to know how tci express themficlvr^ 因篇幅问题不能全部显示，请点此查看更多更全内容