研究生课程进修班试卷封面
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考试科目：课程标准与教材研究考试分数：
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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
Unit 4 How do you get to school?
第 1 页（共8页）
1 a Look at the picture. Write how the students get to school in the morning. Then add other
I Look at the following teaching material, and design teaching aims for
it according to the five types of objectives from the English Curriculum
Standards(20%)
ways to get to school.
1b Listen. Write the numbers next to the correct students in the picture above.
1c Pairwork
Look at the picture. How do students get to school in the morning?
Make conversations.
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 the west.
第 2 页（共 8页）
II Fill in the blanks (20%)
1.The realistic goal of teaching pronunciation should be consistency,__intelligence____ and
_communicative efficiency__.
2.When analyzing and evaluating a coursebook, we can focus on the following seven aspects in
general, namely, aims, design and organization, _ the langue contents_, skills, topic, __ _methodology__and __ practical consideration_
3.Analyzing coursebooks for their language content is complex. In most situations, you will have to
focus 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 four skills__, if there is _a balance__between the skills.
第 3 页（共 8 页）
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.
1. What are purposes of coursebooks analysis and evaluation?
Coursebooks analysis and evaluation is very important in teacher development for teachers and in t eacher training for student teachers. To chose and use the most suitable coursebook for the language tea ching 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）
IV
Answer the following questions briefly. (20%)
2.What are the features of good coursebooks
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 coursebook s should provide tasks or activities that students can deal with, which can help students develop confidence.
Coursebooks should meet students’ needs. Contents covered in the cours ebooks 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 possible
3.When evaluating vocabulary, it is worth examining the nature of the activities. What do you think
that good vocabulary development activities tend to exploit?
Good vocabulary development activities tend to exploit some or all of the following :
1). semantic relations – word groups according to meaning , synonyms , hyponyms, opposites
2). situational relationships- word sets associated with particular situatio ns, eg sport , transport , politics 3).collocations-words commonly found i n association ,eg food and drink, for better or worse, also noun+preposit ion links and phrasal verbs(verb+particle links).
4).relationships of form(often referred to as ‘word building’) ,eg. long, l ength, lengthen.
4. What?s your understanding of discourse?
General speaking, discourse refers to the features of language that g o beyond grammar rules an include areas such as how to sequence sente
nces, how to paragraph, how to structure text, how to make text cohesive and how to start and end a conversation.
In general, we can say all coursebooks present models of discourse, consc iously or not, through examples of language that they offer in reading tex ts, listening passages and dialogues. When coursebooks set out to teach a spects of discourse, it commonly focuses on the writing. The area of cohe sion often gets special attention, and in particular conjunctions (also calle d conjunctives, sequencers, text organizers). Conjunctions play an impor tant role in effective communication. We can see conjunctions operate wi thin sentences, between sentences and joining clauses.
Reference pronouns and substitution are another two features of cohesio n. Some good coursebooks also present written discourse focusing on refe rence pronouns or substitutions.
5.What are the functions of questions?
1). To cause attention. Introduces preparatory conditions for potential t ransactions. Usually a "ritual" question.
2). To get information
3). To give information
4). To start thinking
5). To bring to conc lusi
第 5页（共 8 页）
1. The new curriculum expects teacher to put on a new role : teachers as researchers . What about your understanding of teachers as researchers?
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 rec ords as to learning strategy preferences ,choices of activities ,and outcom es .Besides,teachers can analyzes the learning along with the learners , po inting up the changes Teachers can also research their own languages lea rning to determine where they are experiencing success and failure ,and why .
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 B’ way is effective. Because I think when presenting new vo cabulary ,the teacher should try to provide opportunities for students to use multiple senses such as visual ,auditory ,action ,etc. to get familiar wi th the newly learned words .In other words ,students need further practi ce of words through activities involving listening ,speaking ,reading ,writ ing or acting .Also, it is important for the teacher to create meaningful an d personalized tasks for the students to use the words in their own ways. Remember, a word can not be learned by only being presented to the stu dents , often it has to be encountered at least seven times in different cont exts / tasks before it can be learned by the students.
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.