|
鍙嬫儏鎻愮ず锛氭湰绔欐彁渚涘叏鍦�(gu贸)400澶氭墍楂樼瓑闄㈡牎鎷涙敹纰╁＋銆佸崥澹爺绌剁敓鍏ュ(xu茅)鑰冭│姝峰勾鑰冪爺鐪熼銆佽€冨崥鐪熼銆佺瓟妗�锛岄儴鍒嗗(xu茅)鏍℃洿鏂拌嚦2012骞�锛�2013骞达紱鍧囨彁渚涙敹璨�(f猫i)涓嬭級銆� 涓嬭級娴佺▼锛� 鑰冪爺鐪熼 榛�(di菐n)鎿娾€�鑰冪爺瑭﹀嵎鈥濃€濅笅杓�; 鑰冨崥鐪熼 榛�(di菐n)鎿娾€�鑰冨崥瑭﹀嵎搴�(k霉)鈥� 涓嬭級
2018 骞寸ⅸ澹爺绌剁敓鎷涚敓鑰冭│瑭﹂
绉戠洰浠ｇ⒓鍙婂悕绋�(ch膿ng): 904 鑻辫獮(y菙)鏁欏(xu茅)娉� 閬╃敤灏�(zhu膩n)妤�(y猫)锛�045108 瀛�(xu茅)绉戞暀瀛�(xu茅)锛堣嫳瑾�(y菙)锛�
锛堣珛(q菒ng)鑰冪敓鍦ㄧ瓟椤岀礄涓婄瓟椤�锛屽湪姝よ│椤岀礄涓婄瓟椤岀劇(w煤)鏁堬級
Part I Explanation of Terminology (20 points, 鍏� 5 灏忛姣忛 4 鍒�)
1.structural view of language
2. information gap
3. silent way
4. deductive method (grammar teaching)
5. reliability (in testing)
Part II Statement Judging (20 points, 鍏� 10 灏忛姣忛 2 鍒�)
1. Affective Filter Hypothesis is based on the theory of an affective filter, which states that successful second
language acquisition depends on the learner's feeling. Negative attitudes are said to act as a filter,
preventing the learner from making use of INPUT, and thus hindering success in language learning.
2. Cognitive style is a particular way in which a learner tries to learn something. In second or foreign
language learning, different learners may prefer different solutions to learning problems.
3. Discipline in the language classroom refers to a code of conduct which binds a teacher and a group of
students together so that learning can be more effective.
4. Sight vocabulary refers to the words that one is able to immediately recognize with both sounds and
meanings without special effort from the brain.
5. Assimilation is a process in which a group gradually gives up its own language, culture, and system of
values and takes on those of another group with a different language, culture and system of values, through
a period of interaction.
6. Littlewood (1981) divides communicative speaking activities into two types: information-gap activities and
communication activities.
7. Reading comprehension is based on the interactive process between visual information obtained from the
reading materials and the readers' prior knowledge (of language, of the world, of text types) in interactive
reading model.
绗� 1 闋�(y猫)锛屽叡 4 闋�(y猫)
绉戠洰浠ｇ⒓鍙婂悕绋�(ch膿ng): 904 鑻辫獮(y菙)鏁欏(xu茅)娉� 閬╃敤灏�(zhu膩n)妤�(y猫)锛�045108 瀛�(xu茅)绉戞暀瀛�(xu茅)锛堣嫳瑾�(y菙)锛�
锛堣珛(q菒ng)鑰冪敓鍦ㄧ瓟椤岀礄涓婄瓟椤岋紝鍦ㄦ瑭﹂绱欎笂绛旈鐒�(w煤)鏁堬級
8. The main procedures of a process approach towriting include: Creating a motivation to write; brainstorming;
mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.
9.Our realistic goal of teaching pronunciation should be: accuracy, consistency, intelligibility, and
communication efficiency.
10. In-the-use evaluation of the textbook is carried out independent of its users or before it gets into the
classroom, whereas on-the-page evaluation of the textbook is done based on the user's opinion.
Part III Question Answering (30 points, 鍏� 3 灏忛姣忛 10 鍒�)
1. What does it mean to know a word?
2. What are the possible ways of adapting the textbooks?
3. What are the designing principles for the National English Curriculum?
Part IV Discussion (30 points锛屽叡 2 灏忛姣忛 15 鍒�)
1. What is communicative competence? Try to list three of its components and their implications to teaching.
2. What are the five types of reading comprehension questions suggested by Nuttall(2000)? How can we design
reading comprehension questions to enhance students' thinking skills?
绗� 2 闋�(y猫)锛屽叡 4 闋�(y猫)
绉戠洰浠ｇ⒓鍙婂悕绋�(ch膿ng): 904 鑻辫獮(y菙)鏁欏(xu茅)娉� 閬╃敤灏�(zhu膩n)妤�(y猫)锛�045108 瀛�(xu茅)绉戞暀瀛�(xu茅)锛堣嫳瑾�(y菙)锛�
锛堣珛(q菒ng)鑰冪敓鍦ㄧ瓟椤岀礄涓婄瓟椤�锛屽湪姝よ│椤岀礄涓婄瓟椤岀劇(w煤)鏁堬級
Part V Teaching Design (50 points, 鍏� 2 灏忛姣忛 25 鍒�)
Design a 30-minute lesson to improve students' speaking skills. (Hints: learning objectives; teaching
procedures; time allocations; justification; and blackboard design.)
(English, 8B, Module7 Summer in Los Angeles, Unit 1 Please write to me and send me photos)
绗� 3 闋�(y猫)锛屽叡 4 闋�(y猫)
绉戠洰浠ｇ⒓鍙婂悕绋�(ch膿ng): 904 鑻辫獮(y菙)鏁欏(xu茅)娉� 閬╃敤灏�(zhu膩n)妤�(y猫)锛�045108 瀛�(xu茅)绉戞暀瀛�(xu茅)锛堣嫳瑾�(y菙)锛�
锛堣珛(q菒ng)鑰冪敓鍦ㄧ瓟椤岀礄涓婄瓟椤�锛屽湪姝よ│椤岀礄涓婄瓟椤岀劇(w煤)鏁堬級
2. Design a 45-minute teaching plan for material. (Hints: learning objectives; teaching procedures; time
allocations; justification; and blackboard design.)
(English, 8B, Module 7 Summer in Los Angeles, Unit 2 Fill out our form and come to learn English in Los
Angeles)
绗� 4 闋�(y猫)锛屽叡 4 闋�(y猫)
鍏嶈铂(z茅)鑱叉槑锛氭湰鏂囩郴杞�(zhu菐n)杓夎嚜缍�(w菐ng)绲�(lu貌)锛屽鏈変镜鐘紝璜�(q菒ng)鑱�(li谩n)绯绘垜鍊戠珛鍗冲埅闄�锛屽彟锛氭湰鏂囧儏浠ｈ〃浣滆€呭€�(g猫)浜鸿榛�(di菐n)锛岃垏鏈恫(w菐ng)绔欑劇(w煤)闂�(gu膩n)銆傚叾鍘熷壍(chu脿ng)鎬т互鍙婃枃涓櫝杩版枃瀛楀拰鍏�(n猫i)瀹规湭缍�(j墨ng)鏈珯璀夊(sh铆)锛屽皪(du矛)鏈枃浠ュ強鍏朵腑鍏ㄩ儴鎴栬€呴儴鍒嗗収(n猫i)瀹�銆佹枃瀛楃殑鐪熷(sh铆)鎬с€佸畬鏁存€�銆佸強鏅�(sh铆)鎬ф湰绔欎笉浣滀换浣曚繚璀夋垨鎵胯锛岃珛(q菒ng)璁€鑰呭儏浣滃弮鑰冿紝骞惰珛(q菒ng)鑷鏍稿(sh铆)鐩搁棞(gu膩n)鍏�(n猫i)瀹�銆�
|
鏂囩珷鎼滅储
鎮ㄧ従(xi脿n)鍦ㄧ殑浣嶇疆锛� 
