《英语教学法》（1）期末考试试题之一（开卷考试）
Part I.Fill in the blanks with correct information: 30%
1.TEFL is the abbreviation of_________________________.
2.The grammar-Translation Method focuses on ______________, ________________ and
___________
3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.
4.The study of the relationship between language and society, including the social functions
language fulfils in a society is called____________.
5.Language acquisition means mastering a language ____________.
6.According to Chomsky‟s ___________________, language is not learnt merely by copying
what is said or written; learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.
7.List three language teaching methods that belong to the Humanist School__________,
_________, and _____________.
8.List five types of syllabus: ______________, _____________, _______________,
_____________, __________________.
9.In Taba‟s model of curriculum procees, the first stage is _______________, the second stage
is _______________ and the third stage is_______________.
10.Knowing how to make correct sentences is only one part of what we mean
by__________________.
11.Linguistic forms are related to __________________ functions.
12.CLT is the abbreviation of __________________.
13.Spoken language and written language exist to fulfill _________________- and
demonstrate________________.
14.The goal of Communicative Language Teaching is to develop______________________.
15.Authenticity is also a characteristic of _________________.
Part II Decide whether the following statements are true or false.Write T for true and F for false.20%
1.According to the Grammar-Translation method, the syllabus is designed around grammatical
structures.
2.The main aim of a functional-notional syllabus is on communication.
3.Drills alone cannot meet communicative needs in real life.
4.The chief advantage of Community Language Learning is that students can say whatever
comes to their mind, not caring for their own language proficiency level.
5.A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,
etc.is based on a situational syllabus.
6.Students have to grasp the relationships between communicative functions and sentences
structures so as to communicate properly in real life.
7.Spoken language differs from written language in terms of communicative functions as well
as linguistic characteristics.
8.The language is natural, so the authenticity of language is most important in CLT.
9.By saying that the teacher is an aeor we mean that he only makes correction and grading
but not gives feedback and advice.
10.Communicative activities concentrate on the content as well as the language form.
Part III 50%
Design a reading leon with three stages as required.
Imagine that you would teach this text to a senior middle school cla; think about the pre-reading activities you might design for it.
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 paed 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
Activity 1
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Activity 2
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While-reading Activities
Activity 1
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Activity 2
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Activity 3
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Post-reading activities Activity 1
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Activity 2
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