【正文】 ted, because positive ａnd negative answers have been given by researchers researches have been done hypothesis does not exit at all are not interested in it at all 您的答案：A 題目分?jǐn)?shù)： 此題得分：43．第43題One influential idea about language teaching based on Chomsky?s theory is that students should be allowed to ___ sentences based on their understanding of certain rules, which idea is clearly in opposition to the audiolingual other people?s the grammar rules of their own the existence of 您的答案：C 題目分?jǐn)?shù)： 此題得分：44．第44題When teaching grammar, “You are a stranger in this town …” ａnd “A policeman was asking some questions…” are two examples of using of events situations 您的答案：D 題目分?jǐn)?shù)： 此題得分：45．第45題According to Parrot(1993), there are a variety of elements that contributes to the qualities of a good language elements can be categorized into three groups: structural view, the functional view ａnd the interactional view , drills ａnd practice 1, stage 2 ａnd stage 3 devotion, professional qualities ａnd personal styles 您的答案：D 題目分?jǐn)?shù)： 此題得分：46．第46題The goal of Communicative Efficiency means that the pronunciation should accurate smooth ａnd natural nativelike convey the meaning intended by the speaker 您的答案：D 題目分?jǐn)?shù)： 此題得分：47．第47題According to Jane Willis, the ponents of the framework of TaskBased Learning(TBL)include , exercisetasks ａnd tasks language items, time ａnd learning culture purpose, a context, a process ａnd a product/oute , task cycle ａnd language focus 您的答案：D 題目分?jǐn)?shù)： 此題得分：48．第48題In the example below, different intonations for ?sorry? indicate : Would you please turn down the radio a little bit? B: Sorry.↑(with a rising tone)or: B: Sorry.↓(with a sharp falling tone) same mood same meaning moods meanings 您的答案：C 題目分?jǐn)?shù)： 此題得分：49．第49題Communicative language teaching(clt)requires a higher level of municative petence on the part of the also requires that the teacher develops a wider range of skills beyond the presentation ａnd explanation of grammatical structures(hedge, 2000).in a municative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, ａnd guiding students in structure analysis work ｏr group wｏrk ａnd recitation exercises 您的答案：B 題目分?jǐn)?shù)： 此題得分：50．第50題Two theories concerning language learning are the theories ａnd the notional theories theories ａnd the behavioural theories theories ａnd the interactional theories theories ａnd the conditionoriented theories 您的答案：D 題目分?jǐn)?shù)： 此題得分：作業(yè)總得分：第三篇：任務(wù)型教學(xué)法在中學(xué)英語(yǔ)課堂教學(xué)中應(yīng)用的調(diào)查最新英語(yǔ)專(zhuān)業(yè)全英原創(chuàng)畢業(yè)論文，都是近期寫(xiě)作淺析商務(wù)英語(yǔ)的語(yǔ)言特點(diǎn)及翻譯功能目的論視角下的仿擬翻譯的應(yīng)用分析 從目的論角度分析中國(guó)商品說(shuō)明書(shū)的英譯 論蘋(píng)果手機(jī)在中國(guó)的市場(chǎng)戰(zhàn)略論杰克?倫敦的個(gè)人經(jīng)歷和信仰對(duì)《野性的呼喚》主人公巴克命運(yùn)的影響 運(yùn)用弗洛伊德人格理論解讀《吸血鬼日記》中的吸血鬼形象 從接受美學(xué)淺談?dòng)⑽碾娪捌臐h譯 會(huì)議交替?zhèn)髯g中習(xí)語(yǔ)的翻譯 論《圍城》的幽默語(yǔ)翻譯試比較《湯姆索亞歷險(xiǎn)記》與《哈克貝利芬歷險(xiǎn)記》中主人公性格異同點(diǎn) 從語(yǔ)域和博客語(yǔ)篇角度解讀博客傳播文檔所公布均英語(yǔ)專(zhuān)業(yè)全英原創(chuàng)畢業(yè)論文。理想的對(duì)外漢語(yǔ)教學(xué)應(yīng)使學(xué)生既習(xí)得目的語(yǔ)，同時(shí)也掌握目的語(yǔ)文化。但到了中高級(jí)階段，就有必要開(kāi)設(shè)文化專(zhuān)題課了，而過(guò)去所采取的教學(xué)方法多以“教授”為主。針對(duì)這種情況，我們嘗試在中高級(jí)階段的文化專(zhuān)題課中引入案例教學(xué)法，將文化專(zhuān)題與提高語(yǔ)言技能巧妙融介，希望以此來(lái)開(kāi)拓、豐富中高級(jí)階段文化專(zhuān)題課的教學(xué)思路和教學(xué) 方法。后來(lái)被廣泛用于其他學(xué)科，如醫(yī)學(xué)、經(jīng)濟(jì)學(xué)、管理學(xué)、社會(huì)學(xué)等，是一種深受學(xué)生歡迎的教學(xué)方法。基于各種理論和相關(guān)實(shí)踐，人們對(duì)案例教學(xué)法的界定也各有側(cè)重。[3]曼莎斯(Merseth)認(rèn)為:案例教學(xué)法可以包括大班級(jí)及小團(tuán)體的討論、案例里的角色扮演、或案例撰寫(xiě)。因此，案例教學(xué)法既包括了一種特殊的教學(xué)材料，同時(shí)也包括了運(yùn)用這些材料的特殊技巧。以往的應(yīng)試教育使用的是脫離實(shí)際的教條式的學(xué)科教材，滿堂灌和填鴨式的課堂講授，死記硬背的學(xué)習(xí)方式，把學(xué)生當(dāng)敵人的考試方法。因此有人曾簡(jiǎn)明地概括案例教學(xué)的特征是:“從實(shí)踐中來(lái)，在實(shí)踐中練，到實(shí)踐中去”。案例教學(xué)要求教師融入學(xué)生群體之中，與學(xué)生形成一個(gè)學(xué)習(xí)“共同體”。在案例討階段，教師與學(xué)生是教與學(xué)的平等互動(dòng)關(guān)系，教師和學(xué)生可以在“案例”這個(gè)平臺(tái)上進(jìn)行平等的對(duì)話。分析案例教學(xué)法，我們可以看出，案例教學(xué)法強(qiáng)調(diào)在交流中學(xué)習(xí)，同時(shí)也強(qiáng)調(diào)學(xué)習(xí)者的主觀能動(dòng)性。四、將案例教學(xué)法引入中高級(jí)文化專(zhuān)題課的優(yōu)勢(shì)根據(jù)案例教學(xué)的特點(diǎn)，我們認(rèn)為將案例教學(xué)法引入中高級(jí)文化專(zhuān)題課主要有以下幾個(gè)優(yōu)點(diǎn):(一)可以促使學(xué)生積極、主動(dòng)地收集資料，以便對(duì)中國(guó)文化有更深入的了解。五、案例教學(xué)法現(xiàn)存的弊病及其發(fā)展方向盡管案例教學(xué)法其堅(jiān)實(shí)的理論基礎(chǔ)，使其具備了諸多優(yōu)點(diǎn)。此外，案例教學(xué)加重教學(xué)者負(fù)擔(dān)，教師要花比平常更多的時(shí)間準(zhǔn)備熟悉教材和案例。由于案例教學(xué)過(guò)分側(cè)重于分析案例，學(xué)生主要通過(guò)課前預(yù)習(xí)掌握相關(guān)理論知識(shí)，課前準(zhǔn)備的程度如何主要取決于學(xué)生的主動(dòng)性和自覺(jué)性。亦或是出現(xiàn)完全相反的局面，發(fā)言?xún)?nèi)容過(guò)于分散影響其教學(xué)的主題。綜合上述分析，從案例教學(xué)法的發(fā)展史，人們給予的各有側(cè)重的界定及其理論依據(jù)，我們應(yīng)該可以確定，該教學(xué)方法有著較大的發(fā)展空間。21世紀(jì)教育的中心必須由知識(shí)的系統(tǒng)積累轉(zhuǎn)變?yōu)殚_(kāi)發(fā)學(xué)生的智力潛能，從這個(gè)意義上說(shuō)，案例教學(xué)法確實(shí)是一種致力于提高學(xué)生綜合素質(zhì)面向未來(lái)的教學(xué)模式。測(cè)試的內(nèi)容不應(yīng)是應(yīng)試者所學(xué)的知識(shí)，而是應(yīng)試者的智能，如學(xué)習(xí)英語(yǔ)所需要的敏感性、模仿力、記憶力、觀察力以及邏輯推理、分析比較、綜合歸納等思維能力。例如在形容詞比較等級(jí)的模擬交際性操練活動(dòng)中，可讓學(xué)生以小組為單位互相問(wèn)年齡，比大小和互問(wèn)身高，互比高矮等。5． 整體教學(xué)：整體教學(xué)就是把一篇課文作為整體來(lái)教。三：簡(jiǎn)答題 30%怎樣激發(fā)中學(xué)生學(xué)習(xí)英語(yǔ)的動(dòng)力？（教材72頁(yè)）1）加強(qiáng)目的性教育。5）適當(dāng)開(kāi)展競(jìng)賽活動(dòng)。9）鼓勵(lì)學(xué)生多參加課堂的語(yǔ)言實(shí)踐活動(dòng)，大膽地使用英語(yǔ)表達(dá)思想。3）謹(jǐn)慎對(duì)待糾正錯(cuò)誤。四：根據(jù)以下課文，結(jié)合所學(xué)的教學(xué)理論，寫(xiě)一篇教案。（教師閱卷視具體情況評(píng)定分?jǐn)?shù)）The Way Americans GreetAmericans often greet each other simply with “Hello” or “Hi”.They believe such an informal greeting often implies a close and friendly , Americans do not have a formal “farewell”.They will just wave “goodbye” to the whole perhaps, they will simply say “Bye”, “So long” or “Speaking of time, I’ve got to run” and then Americans, a friendly and informal relationship is the most important , a proper introduction will leave a good first impression upon, American introductions are usually rather the United States, most people don’t like using Mr., Miss in find these terms too prefer first names to formal titles in most example, a gentleman may say, “Glad to meet ’m call me Paul.”Sometimes a woman you meet for the first time may say, “Don’t call me call me Sally.” So when your American friends do not use your last name or titles, don’t feel that they have been only want to show you first get to know an American, he may ask you, “where do you work?”“Are you married?” or “Do you have children?”Such questions may be too personal to Americans do sometimes ask such would like to get answers to these this way they can get better acquainted with you and have a topic for beginning conversation with you.