2023年英语教学法期末考试试题之二答案和评分标准.doc

《英语教学法》（1）期末考试试题之二答案和评分原则
Part I. Fill in the blanks with correct information: 30%, two points each
1. the teaching of Ancient Greek and Latin in the west
2. an intellectual activity
3. topics, situations, functions, notions
4. Dell Hymes
5. first language acquisition
6. The ‘holistic’ approach
7. Community Language Learning
8. English for Special Purposes
9. organization of learning experiences, determination of what to evaluate and how to evaluate
10. a knowledge of the appropriateness, the functional value of the language
11. inappropriateness
12. a constructive process, what is presented on the page or in the sound system
13. oral communication
14. the vocabulary and grammar structures, the skills required in typical situations
15. English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches, radio announcements, new reports, plays, etc

Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each
1. F 2. F 3. F 4. T 5. F 6. T 7. F 8. F 9. T 10. T

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]
The States Explained
Like all Dads, my father sometimes seemed to be practicing for a world’s most boring competition. He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.
In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‘Hey, another car from Wyoming. That’s three this morning.’ Or: ‘Mississippi. Wonder what he’s doing up here?’ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did. He could go on like that all day, and often did.
I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance. One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.
I have to admit it. I have become my father. I even read number plates, though my particular interest is the slogan. Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing” for New Jersey.
I like to make jokes and comments on these so when, for instance, we see Pennsylvania’s “You’ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn’t he call?” However, I am the only one who finds this an amusing way to spend a long journey.
All this is by way of introducing our important lesson for the day, namely that the United States isn’t so much a country as a collection of fifty small independent nations, and you forget this at your peril. It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn’t trust each other. In order to keep them happy, the states were given an extraordinary range of powers. Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble; how old you have to be to drive; whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix; and so on.
If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws. I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising. On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.
Since I always buckle anyway, don’t own a gun, and haven’t the faintest desire to stick my fingers in people’s mouths, even for very good money, these matters don’t affect me. Elsewhere, however, differences between our state laws can be dramatic, even alarming.
States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views. In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”. All biology textbooks must carry a statement saying “This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things. “By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old. I don’t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.
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.
l Examine the accompanying visual information (diagrams, maps, photographs)
l Reflect on the title or the topic
l State what they already know about the topic
l State what they would like to know about the topic
l Write their own questions that they want the text to answer
l Answer the teacher’s general questions about the text type or topic (oral or written)
l Brainstorm the topic in groups or whole class
l 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.
l Skim reading to get the gist (main idea of the text
l Locating specific information
l Transferring information from the text to a diagram, table, form map, graph or picture
l Taking notes on the main points, or on specific points of the text
l Drawing a diagram to show the text structure
l Answering factual questions on the text
l Answering inferring questions on the text (reading between the line)
l Putting the events in correct order
l Stating if statements given about the text are true or false
l Working out the meaning of words or phrases in the text from the context
l Examining referents in the text and stating what they refer to
l Putting the paragraphs of a jumbled text back in the correct order
l Giving sections of a text appropriate headings
l 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.
l Oral discussion of the topic of the text
l 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
l Writing a summary of the main content of the text
l Comment on the content of the text
l Retelling the story of the text
l Finishing the story (orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice
l Listening to or reading some supplementary materials.