二、默写一首送别诗
本题所考查的内容是课本中要求背诵的古诗,应该是最简单的,但还是有令人不满意的现象。竟然有不少同学不能按照要求答题,究其原因,我想主要是平时的基础知识没有落实好。
三、根据提供的情景填写
这道题学生失分较少,看得出学生对基础知识掌握比较牢固。失分的同学主要集中在第3小题,主要原因:一是平时没有练习到,二是粗心大意,没有看清楚题目。
四、
本题学生得分较多,这说明学生基础掌握情况较好,对课文基本内容掌握的不错
六、简要介绍一部你读过的外国文学作品
学生们做的不太好,可以看出学生们的课外阅读能力还很薄弱,我们在平时的教学中,注重理解能力的培养,以及应试能力的训练。
阅读与感悟
一、
1、解释加点的字:从得分来看,学生对本题的掌握较好。部分同学失分的主要原因,一是答题时粗心大意;二是对字义掌握得不牢固,
答题时出现判断的错误。
2、本题得分较高,看来同学们都认真听课了。
第二篇:教学设计与反思考试试卷
研究生课程进修班试卷封面 姓 名:单 位:专 业:考试科目:考试分数:年 月 日
东北师范大学研究生课程进修班考试试卷评分表
教学设计与反思考试试卷
I What kinds of language view does each of the following teaching practice imply? (10 points)
A Structural view B Functional view C Interactional view
(1) Choosing suitable persons to take part into the sports-meeting
(2) Learning to ask and show directions
(3) Practicing the important vocabulary and grammar in a dialogue
(4) Guessing the stationary sold in the new supermarket
(5) Forming the right codes of language by listening and imitating
II What’s the best grouping for these activities, do you think? Put W=Whole class work, P=Pair work, G=Group work, or S=Solo work in the boxes.
( ) (1) Students choose one of three alternatives when faced with an imaginary
moral dilemma.
( ) (2) Students design a poster for a school event.
( ) (3) Students listen to a tape recording of a conversation.
( ) (4) Students practise saying sentences with the present perfect (I’ve lived here
for six years’, ‘He’s studied here for 6 months’)
( ) (5) Students prepare a talk on a subject of their choosing.
( ) (6) Students repeat words and phrases to make sure they can say them correctly.
( ) (7) Students work out the answers to a reading comprehension.
( ) (8) Students write a dialogue between a traveler and an immigration official.
( ) (9) Students write a paragraph about themselves.
( ) (10) The teacher explains the rule for the pronunciation of ‘s’ plurals (‘’).
III What are the differences between the traditional form-focus method and TBLT? (20 points)
IV Should we require the students to acquire native-like pronunciation? What are the objectives of teaching pronunciation? (20 points)
V What’s the inductive method to present grammar items? Give an example to illustrate the teaching procedure. (20 points)
VI What’re the three models for teaching reading?(20 points)
教学设计与反思考试答案
I. 每个小题2分,共计10分
(1) Interactional view
(2) Functional view
(3) Structural view
(4) Interactional view
(5) Structural view
II. 每个小题1分,共计10分
(1) P (2) G (3) S (4) W (5) G (6) W (7) S (8) P (9) S (10) W
III.20分
The comparison of the traditional method and TBLT
IV.20分
It is not necessary to require the students to acquire native-like pronunciation, because learners of English as a foreign language cannot acquire native-like pronunciation, except those who start learning English at a very young age.
The objectives of teaching pronunciation are:
(1) Intelligibility: The pronunciation should be understandable to the listeners.
(2) Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.
(3) Consistency: The pronunciation should be smooth and natural.
V. 20分,没有例子扣10分(例子要用自己设计的)
In the inductive method, the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.
(1) It is believed that the rules will become evident if the students are given enough appropriate examples.
e.g. In order to present the two forms ‘this is’ and ‘these are’, the teacher will first hold up a book, saying ‘This is a book.’ He/She will do the same showing other objects. Then the teacher holds up several books and says ‘These are books.’
(2) After several similar examples, it is hoped students will understand that newly presented structure to produce sentences with given visual aids or verbal prompts.
(3) The teacher tries to say nothing except to correct when necessary.
(4) The teacher may elicit the grammar rule from the students.
VI. 20分
(1) Bottom-up model: It is believed that reading comprehension is based on the mastery of new words and new structures as well as a lot of reading aloud practice. Teaching reading is to introduce new vocabulary and structures first and then go over the text sentence by sentence and paragraph by paragraph with the students.
(2) Top-down model: It is believed that one’s background knowledge plays a most important role than new words and new structures in reading comprehension. Teaching reading is to teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.
(3) Interactive model: It is believed that one’s brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types. During the process of reading, all these factors interact with each other and compensate for each other.