50. 評分標(biāo)準(zhǔn)：
9-10分 （優(yōu)秀級別）
內(nèi)容切題、完整；結(jié)構(gòu)嚴(yán)謹(jǐn)，重點突出，條理清楚；語法、拼寫正確，語言通順，表達得體。
8分 （良好級別）
內(nèi)容比較切題、完整；結(jié)構(gòu)比較嚴(yán)謹(jǐn)，重點比較突出，條理比較清楚；語法較正確，有個別語法、拼寫錯誤，語言比較通順，表達比較得體。
7分（中等級別）
內(nèi)容尚為切題、完整；結(jié)構(gòu)尚為嚴(yán)謹(jǐn)，重點尚為突出，條理尚為清楚；語法尚為正確，但有一些不嚴(yán)重的語法、拼寫錯誤；語言尚為通順，表達基本得體。
6分（及格級別）
內(nèi)容基本切題、完整；結(jié)構(gòu)基本嚴(yán)謹(jǐn)，重點基本突出，條理基本清楚；語法基本正確，但有較多不嚴(yán)重的語法、拼寫錯誤；語言基本通順，表達不夠得體。
5分以下（不及格級別）
內(nèi)容不切題、不完整；重點不突出，條理不清楚；有較多的嚴(yán)重語法、拼寫錯誤；語言不通順，表達不得體。
參考范文：
As is apparently shown in the chart above, the students in this class are facing both physical and mental problems at the same time, with 80% of them lacking sleep and 70% of them having learning anxiety as well as poor eyesight. Coming next is the lack of physical exercise. 40% of the students surveyed won’t obey their parents or teachers. In addition, Still fewer claim not to have enough communication with others.
As far as I am concerned, we students should balance our physical exercise and studies. Just as a saying goes: “All work and no play makes Jack a dull boy,” without a sound body, one cannot achieve what he wants finally. However, too much attention has been paid only to studies. Therefore, I suggest we be given less homework and more time for out-of-classroom activities to solve all the problems. Only in this way can we lead a happy and healthy life.
九、寫作 （共1題；滿分10分）
51.
評分標(biāo)準(zhǔn)：
9-10分 （優(yōu)秀級別）
內(nèi)容切題、完整；結(jié)構(gòu)嚴(yán)謹(jǐn)，重點突出，條理清楚；語法、拼寫正確，語言通順，表達得體。
8分 （良好級別）
內(nèi)容比較切題、完整；結(jié)構(gòu)比較嚴(yán)謹(jǐn)，重點比較突出，條理比較清楚；語法較正確，有個別語法、拼寫錯誤，語言比較通順，表達比較得體。
7分（中等級別）
內(nèi)容尚為切題、完整；結(jié)構(gòu)尚為嚴(yán)謹(jǐn)，重點尚為突出，條理尚為清楚；語法尚為正確，但有一些不嚴(yán)重的語法、拼寫錯誤；語言尚為通順，表達基本得體。
6分（及格級別）
內(nèi)容基本切題、完整；結(jié)構(gòu)基本嚴(yán)謹(jǐn)，重點基本突出，條理基本清楚；語法基本正確，但有較多不嚴(yán)重的語法、拼寫錯誤；語言基本通順，表達不夠得體。
5分以下（不及格級別）
內(nèi)容不切題、不完整；重點不突出，條理不清楚；有較多的嚴(yán)重語法、拼寫錯誤；語言不通順，表達不得體。
參考例文：
There are basically two types of classes in universities, in which teachers lecture and in which the students do some of the talking. Both teaching and learning approaches are valuable and have relative merits.
Classes that are dominated by teachers’ lectures may benefits students in several ways. First of all, lectures can communicate the intrinsic interest of the subject matter. The speaker can convey personal enthusiasm in a way that no book or other media can. Enthusiasm stimulates interest, and interested, stimulated people tend to learn more. Moreover, lectures in university settings can provide students with role models of scholars in action. The professor’s way of approaching knowledge can be demonstrated for students to emulate. Furthermore, lectures can organize material in a special way. They may provide a faster, simpler method of presenting information to an audience with its own special needs. Lectures are particularly useful for students who read poorly or who are unable to organize print material.
On the other hand, lecture approaches also have some relevant weaknesses. For example, the lecture often puts students in a passive rather than an active role. As is often the case, passivity can hinder learning. At the same time, most lectures assume that all students are learning at the same pace and at the same level of understanding, which is hardly ever true. Especially, Lectures place the burden of organizing and synthesizing content solely on the lecturer. They are not well suited to higher levels of learning such as application, analysis, and synthesis. Lectures require an effective speaker who can vary tone, pitch, and pace of delivery. Lecturers must be verbally fluent, a skill that is not stressed nor learned in many PhD programs and is, in general, distributed unevenly among people. Lectures are therefore sometimes not well suited to complex, detailed, or abstract material.
In summary, Lecturing is probably the oldest teaching method and remains the most common form of instruction, despite the fact that some research has shown that lecturing is ineffective, especially if not combined with some alternative style of teaching. In fact, Lecturing is very appropriate for some goals and very inappropriate for others. And at the same time, the counterpart - the approach that allows students to participate discussions is equally non-universal. Therefore, I can hardly simply say that I prefer either approach, I think the choice should depend on circumstances including various influents such as the subject that is to learn, the depth that needs to explore, the quality that the lecturer or the discussing group have.
十、論述題 （共1題，滿分15分）
52.Suggestions for scoring the issue: it can be evaluated mainly from the following aspects, professional knowledge and its application(analysis and synthesis)(9分), the skills of argumentation(4分), format(2分) ect. The following content is only concerning with the potential professional knowledge needed in this task.
I. approach(2分)
The theory of language underlying Audiolingualism is the structural theory of language and the learning theory underlying Audiolingualism is behaviorism. However, the Communicative Approach in language teaching starts from a theory of language as communication. Some of the characteristics of this communicative view of language follow: 1.Language is system for the expression of meaning. 2. The primary function of language is to allow interaction and communication. 3. The structure of language reflects its functional and communicative uses. 4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. The theory of learning underlying CLT is less discussed, but the elements of underlying learning theory can be discerned in the three principles of CLT, the first of which is the communication principle: activities that involve real communication promote learning, the second of which is the task principle: activities in which language is used for carrying out meaningful tasks promoting learning and the third of which is the meaningful principle: language that is meaningful to the learner supports the learning process.
II. design（5分）
(1) Objectives
Objectives include training in listening comprehension, accurate pronunciation, recognition of speech symbols in writing and language as native speaker uses it. However, the goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.
(2) The syllabus
Audiolingualism is a linguistic, or structure-based, approach to language teaching. The starting point is a linguistic syllabus, which contains the key items of phonology, morphology, and syntax of the language arranged according to their order of presentation. However, the syllabus for CLT available now are various such as notional-functional syllabus and task-based syllabus ect.
(3) Types of learning and teaching activities
Dialogues and drills form the basis of audiolingual classroom practices. Dialogue provide the means of contextualizing key structures and illustrate situations in which structures might be used as well as some cultural aspects of the target language. Dialogues are used for repetition and memorization. Correct pronunciation, stress, rhythm, and intonation are emphasized. After a dialogue has been presented and memorized, specific grammatical patterns in the dialogue are selected and become the focus of various kinds of drill and pattern-practice exercises. However, communicative activities can be distinguished into two types, functional communication activities and social interactional activities.
(4) The learner roles
Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses. In accordance with behaviorist learning theory, teaching focuses on the external manifestations of learning rather than on the internal processes. Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace, or style of learning. They are not encouraged to initiate interaction, because this may lead to mistakes. The emphasis in CLT on the process of communication, rather than mastery of language forms, leads to different roles from those found in more traditional second language classrooms, such as the role of learner as a negotiator.
(5) The teacher roles
In Audiolingualism, the teacher’s role is central and active; it is a teacher-dominated method. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners’ performance. The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures. Language learning is seen to result from active verbal interaction between the teacher and the learners. However, several important roles assumed for teachers in CLT include facilitator, an independent participant, needs analyst, counselor and group process manager.
(6) The roles of instructional material
Instructional materials in the Audioligualism assist the teacher to develop language mastery in the learner. They are primarily teacher-oriented. Tape recorders and audiovisual equipment often have central roles in an audiolingual course and a language laboratory may also be considered essential.
A wide variety of materials have been used to support communicative approaches to language teaching. Materials have the primary role of promoting communicative language use. The materials can be text-based, task-based and realia ect.
III. procedure （2分）
The focus of instruction is on immediate and accurate speech; there is little provision for grammatical explanation or talking about the language. As far as possible, the target language is used as the medium of instruction, and translation or use of the native language is discouraged. In a typical audioligual lesson, the following procedures would be observed:
(1) Students first hear a model dialogue containing the key structures that are the focus of the lesson.
(2) the dialogue is adapted to the students’ interest or situation, through changing certain key words or phrases.
(3) certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds. These are first practiced in chorus and then individually.
(4) the students may refer to their textbook, and follow-up reading, writing, or vocabulary activities based on the dialogue may be introduced.
(5) follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.
A sequence of activities provided by Littlewood can reflect the methodological procedures of CLT are presented in the following, pre-communicative activities(structural activities and quasi-communicative activities) and communicative activities(functional communication activities and social interaction activities).