C. Stress can change the meaning of a word in English, and tone can also change the
meaning in Chinese.
D. English words often have more than one syllable, while Chinese characters usually
have only one syllable.
5. If the class is noisy, which of the following should you choose to settle the class? A. Ask the whole class to copy a list of food words onto a piece of paper from the board.
B. Ask the pupils to listen and write down the number of pictures you stick on the blackboard.
C. Ask the children to take out their cards and do paired practice. D. Ask children to prepare the dialogue to get ready to act. IV: Short Answer Questions (20 %)
Directions: In this part there are four questions about English Teaching Methodology.
Write down your answers in brief. You will be assessed in the points you present and the way you present them. (20 points, 5 points each)
1. Why is it necessary to use L1 in foreign language instruction? Give at least two reasons.
2. What are the relationship and differences between testing and assessment?
3. What does the following support, formative assessment or summative assessment? Why or why not? Self--assessment Sheet Yes, Partly, No 1. I was able to select a story I am interested in. [] [] [] 2. I tried to guess from the context when I met [] [] [] new words in the story. 3. When I [ailed to guess out the words, I referred [] [] [] to the Chinese version for reference. 4. I skimmed the story to first find what it is [] [] [] mainly about. 5. I then read the story carefully, interested in [] [] [] some of the details. 6. When I was required to retell a character I like [] [] [] best or a happening which attracted my attention, I scanned the story again for some details. 7. In the discussion with others I found that I was [] [] [] able to get the right information very quickly as I read in the way I had learnt. 8. I am satisfied with my reading this time. [] [] [] 4. What might be the reason if your students misbehave in class? Mention at least 3 reasons.
Directions:
In this part, you are to design a l0--minute speaking activity according to the material given. The activity should involve tile function of ordering and the relevant structures. Make sure you include all the items of an activity according to the table given (objective,
organization type, procedure, assumed time, predicted problems and solutions）. Make sure you give the assumed time for each step. 参考答案
Ⅰ． Choose the best answer
本题为单选题，共15个小题，30分，每题2分。 1．C 2．D 3．A 4. A 5．B 6．C 7．C 8．D 9．B 10．D
11．C 12．A 13．D 14．B 15．D Ⅱ．Mstching
本题为匹配题，共5个小题，20分，每题4分，匹配对一项得1分。 1． 1)一一一B 2)一一一C 3)一一一D 4)一一一A 2．1)一一一C 2)一一一D 3)一一一B 4)一一一A 3．1)一一一B 2)一一一C 3)一一一D 4)一一一A 4．1)一一一D 2)一一一B 3)一一一C 4)一一一A 5. 1)一一一D 2)一一一C 3)一一一A 4)一一一B Ⅲ．MuItiple choice questions
本题为多项选择，共5个小题，20分，每题2分，全部选项都选择正确方可得分。
1． A B C D 2． A D 3． A C D 4． 13 C D 5． A D Ⅳ． Short answer questions
本题为简答题，共4题，每题5分，共20分。每题中的两点各占2分，其中行文占1分。
1．本题只要能回答出两点即可得4分，不要求语言一致，只要主要意思说出即可。行文无语言错误，符合逻辑即可得1分。
1) It will be very time-consuming to try to explain things in the target language and
possibly cause more confusion.
2) It may be most helpful to view pupils\ use of L1 as a useful strategy {or
communicating at a stage when they do not have enough English to express their own ideas.
3) When we learn a second language, we always set out form a language we already
know, i.e. our mother tongue. Whether we like it or not, the new language is learnt on the
basis of a previously acquired language.
4) L1 is the yardstick and guide to our new L2. We recognize the existence of language
universals. So we can use our L1 knowledge to facilitate our learning of L2. In fact, an individual
learning an L2 tends to transfer rules, habits, and meanings from his mother tongue. 5) At the novice stage, it may be useful to fall back on comparisons between L1 and Lg
and explanations of L2 in L1 terms. It is very difficult to make everything clear to the beginners, who are too poor in the foreign language.
2．本题本两部分，区别部分能回答1)一3)中的一个可得1分，两个可得3分。有关关系部分，只要能回答出4)中的测试是评估数据的收集方式之一即可得1分。行文无语言错误，符合逻辑即可得1分。
1) Testing often takes the \or
grade, while assessment involves the collection of a wide range of information in a report
form with scales or levels as well as description and comment.
2) Testing is usually done at the end of a learning period, for example at the end of a
two months\a
child\improving
teaching and learning.
3) Testing is usually for school\where
each child stands among all the children, while assessment is for the students themselves to
know how they are going along and for the teachers to know which stage they are at and
what they need to do further.
4) Testing is only one source of information for assessment. It can\whole picture of a student or teaching. To conduct assessment we need not only testing results but also other information about the learning process both from the teacher and the students.
Assessment can provide a much fuller picture about students\learning achievement.
3．本题1)占2分，如果回答成summative assessment则不得分。2)一4)出一点即可
得2分。行文无语言错误，符合逻辑即可得1分。
1) It supports formative assessment.
2) It is a self-evaluation sheet and self-evaluation sheet is a technique of formative assessment.
3) From the questions we can find that the evaluation is focused on the process, which is the key feature of formative assessment.
4) The evaluation of strategy use also reflects the use of formative assessment. 4．本题只要能回答出三点即可得4分，不要求语言一致，只要主要意思说出即可。行文无语言错误，符合逻辑即可得1分。
1) The task may be too difficult or easy.
2) The task may be a little too boring or mechanical.
3) The students may have done the task before, so they have little interest. 4) Some students misbehave only to attract the teacher% attention.
5) Some students misbehave just because they are naughty and nothing in lesson can hold their interest.
6) Some students may have home problems. Ⅴ．Activity designing
本题为实践题，共l小题，20分。具体分配为
1．Objectlve活动目的描述清楚，与活动相适应得2分，不符合活动要求不得分。
2．Classroom organization活动组织形式与活动相适应得2分，否则不得分。 3．Assumed time活动每一阶段要给出活动时间，时间分配合理，且与活动总体时间相
符，得2分。如果有部分步骤给出时间，其他的没给则不得分，各步骤时间总和与整个活动时间不符，不得分。
4．Procedure活动的程序描述要清楚，一般至少要有三步组成，其中每一步要描述清楚教师和学生行为，以及教师指令。能清楚描述者得9分，每一阶段3分。
5．Predicted problems预测问题符合小学生的具体情况，符合活动的特点得2分。
6．Possible solutions解决方式适合问题类型得2分，如果有多种变化，比如提出了2种问题解决方式得3分。
Objectives :to practice the function of ordering and to apply the structure \would you like \
Classroom organization: pair work/group work Assumed time: 10\ Procedure
1. Arrange the students into pairs to practice ordering in a restaurant with the help of a menu. (4\
2. Invite three volunteers to eome to the front to play waitresses in a restaurant. Then other students can come to the front, sit at different desks and order. (5\ 3. Teacher summarizes. (1\ Predicted problems:
1．While some students come to the front to play the scene in the restaurant, other students may misbehave or may not participate. 2. Some students may order very strange things. Solutions:
1. If some students misbehave or do not participate, the teacher can give them tasks to do, for example, listen to the dialogue and answer what each student has ordered. The teacher can assign the task to others before the activity and check the task after the activity.
2. If some students do not follow the instruction and order things outside the menu, the teacher should observe how the students (who play the waitresses) deal with it. If they fail to deal with it very well, the teacher can ask other students to give suggestions or he gives suggestions himself