2022年杭州師范大學(xué)英語(yǔ)教學(xué)基礎(chǔ)知識(shí)

1、杭 州 師 范 大 學(xué) 年招收攻讀研究生研究生考試題 考試科目代碼： 829 考試科目名稱(chēng)： 英語(yǔ)教學(xué)基本知識(shí) 闡明：考生答題時(shí)一律寫(xiě)在答題紙上，否則漏批責(zé)任自負(fù)。一、判斷題（每題2分，共40分）When designing listening tasks, Anderson and Jynchclaim that it is very important to grade the difficulty level of the tasks into four categories. These are type of language knowledge, type of language

2、used, task on purpose in listening, and context in which the listening occurs. Inferencing is a whole unit of communicative text, either spoken or written, which focuses on the way that the text is organized, its layout, the style of the language, the register. Stress and phonics are as important as

3、 the sounds and should be taught from the very beginning of pronunciation teaching. Hedge () discusses five main components of communicative competence, they are linguistic competence, pragmatic competence, discourse competence, strategic competence and expressional competence. The structural view t

4、ries to know how to use the rules and vocabulary to do whatever it is one wants to do.Littlewood (1981) classified communicative activities into two categories, they are functional communicative activities and social context activities.An effective reader can concentrate on the important bits, skim

5、the rest, and skip the non-informative parts. The outcome-oriented approach does no pay attention to what students do while they are writing; it attaches great importance to the content before they start writing and after they finish writing.The purpose for reading aloud is to appreciate a good piec

6、e of writing or to share information.Effective group work depends on careful preparation and meticulous management.In order to motivate students, we should advocate active writing, that is, ask our students to write things we write in reality or things they want to write about. Learning, practice an

7、d thinking are three sub-stages involved in teachers professional development system raised by Wallace (1991). Functional and social-interaction activities under the heading of communicative activities are communicative and more-contextualized. Intrapersonal intelligence is the ability to understand

8、 another persons mood, feelings, motivations, and intentions. 一般高中英語(yǔ)課程原則規(guī)定，一般狀況下，學(xué)生完畢6個(gè)學(xué)分的學(xué)習(xí)，可達(dá)到學(xué)業(yè)質(zhì)量水平一，即滿(mǎn)足高中畢業(yè)的英語(yǔ)學(xué)業(yè)規(guī)定；完畢8個(gè)學(xué)分的學(xué)習(xí)，可達(dá)到學(xué)業(yè)質(zhì)量水平二，即高考規(guī)定。“辨別、分析和概括語(yǔ)篇中的重要觀(guān)點(diǎn)和事實(shí)”，這是在培養(yǎng)學(xué)生的體現(xiàn)性技能。“通過(guò)圖書(shū)館、計(jì)算機(jī)網(wǎng)絡(luò)等資源獲得更廣泛的英語(yǔ)信息，擴(kuò)大學(xué)習(xí)資源”屬于認(rèn)知方略。義務(wù)教育階段英語(yǔ)課程原則覺(jué)得，“注重語(yǔ)言實(shí)踐，培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力”重要體現(xiàn)為合理安排教學(xué)內(nèi)容和環(huán)節(jié)，組織多種形式的課堂互動(dòng)。高中英語(yǔ)學(xué)科的課程總目的是全

9、面貫徹黨的教育方針，哺育和踐行社會(huì)主義核心價(jià)值觀(guān)，貫徹立德樹(shù)人主線(xiàn)任務(wù)，在義務(wù)教育的基本上，進(jìn)一步增進(jìn)學(xué)生英語(yǔ)學(xué)科核心素養(yǎng)的發(fā)展，培養(yǎng)具有國(guó)際視野、中國(guó)情懷和跨文化溝通能力的社會(huì)主義建設(shè)者和接班人。高中英語(yǔ)課程構(gòu)造涉及必修、選擇性先修、選修三類(lèi)課程構(gòu)成。二、選擇題（每題2分，共12分）閱讀理解選項(xiàng)中常有這樣的問(wèn)題，Whatisthetextmainlyabout?請(qǐng)問(wèn)這是在考察學(xué)生什么認(rèn)知能力？A. 分析能力B. 綜合能力C. 評(píng)價(jià)能力D. 發(fā)明能力學(xué)生對(duì)_的探究應(yīng)是學(xué)生學(xué)習(xí)語(yǔ)言的最重要內(nèi)容，直接影響學(xué)習(xí)成效。A. 語(yǔ)篇理解B. 主題意義 C. 學(xué)習(xí)能力D. 思維品質(zhì)如下哪種體現(xiàn)屬于元認(rèn)知方略

10、？A. 運(yùn)用構(gòu)思謀篇布局、編輯等手段創(chuàng)立和完善文本。B. 借助語(yǔ)音、語(yǔ)調(diào)變化以及手勢(shì)眼神等手段進(jìn)行交流。C. 反思和鞏固所使用的有效的理解或體現(xiàn)。D. 有效地對(duì)所獲信息進(jìn)行篩選、分類(lèi)或重組。According to Parrot (1993), ethic devotion, _ and personal styles are three elements that contribute to the qualities of a good language teacher. A. moral principles B. patience C. enthusiasm D. profession

11、al qualities Very often there is a big gap between the language used in _ and the language learned in classrooms. A. real life B. tasks C. speaking D. context Ellis () considered that there are two key theoretical issues related to the _ method: the role of explicit knowledge in language learning an

12、d the value of discovery as a general method of learning. A. guided deductive B. guided inductive C. guided discovery D. guided interactional三、簡(jiǎn)答題（三題分值分別為：7分、8分、8分，共23分）What are common activities in while-listening stage? List at least four activities and give brief examples. (Please answer the ques

13、tion in English)In what way can prompts be used for language learning? (Please answer the question in English)3. 一般高中英語(yǔ)課程原則（）在原有語(yǔ)言技能的基本上增長(zhǎng)了一種看（viewing）的技能，為什么要增長(zhǎng)這個(gè)技能？在課堂教學(xué)中如何培養(yǎng)這個(gè)技能？（請(qǐng)用中文回答）四、論述題（每題15分，共15分）紀(jì)伯倫的詩(shī)歌On Children中這樣寫(xiě)道，Your children are not your children.They are the sons and daughters of

14、Lifes longing for itself.They come through you but not from you,And though they are with you, yet they belong not to you.You may give them your love but not your thoughtsFor they have their own thoughts.You may house their bodies but not their souls.For their souls dwell in the house of tomorrow,Whi

15、ch you cannot visit, not even in your dreams.本詩(shī)反映了作者什么觀(guān)點(diǎn)？請(qǐng)結(jié)合語(yǔ)言學(xué)習(xí)和教學(xué)原則兩方面談?wù)劚驹?shī)對(duì)你的啟示。（中英文回答均可）五、設(shè)計(jì)題（共60分）任務(wù)一：請(qǐng)根據(jù)所給材料（材料1）設(shè)計(jì)一種構(gòu)造化的知識(shí)圖（方式、圖形不限）。（本小題20分）任務(wù)二：請(qǐng)根據(jù)所給材料（材料2）分析一份教學(xué)設(shè)計(jì)稿（材料3），請(qǐng)回答（中英文均可）：1）該設(shè)計(jì)稿所體現(xiàn)的教學(xué)理念和教學(xué)措施，并加以闡明。（本小題20分）2）該設(shè)計(jì)稿中“目的設(shè)定”與“教學(xué)過(guò)程”與否相符，為什么？（本小題20分）材料1：材料2： Reading：What Do No. 5 High Scho

16、ol Students Do in Their Free Time （英語(yǔ)八上Unit 2 Section B）材料:3：教學(xué)設(shè)計(jì)稿【Teaching Objectives】Knowledge & Skills學(xué)習(xí)各類(lèi)頻度副詞學(xué)會(huì)體現(xiàn)一周幾次，一年幾次的頻度體現(xiàn)方式句型：How often + do/does/did + 主語(yǔ) + do sth. ? How many times ?培養(yǎng)學(xué)生，聽(tīng)、說(shuō)、讀、寫(xiě)能力自主學(xué)習(xí)，合伙討論能力Process& Methods運(yùn)用多媒體創(chuàng)設(shè)教學(xué)情境，提高授課效率運(yùn)用視頻引入主題，培養(yǎng)學(xué)生聽(tīng)課愛(ài)好運(yùn)用回答課上課后問(wèn)題，學(xué)習(xí)和鞏固知識(shí)運(yùn)用聯(lián)想的措施，反思自己的

17、健康問(wèn)題深化文章主題Emotion & Culture激發(fā)學(xué)生的學(xué)習(xí)熱情，培養(yǎng)合伙精神通過(guò)學(xué)習(xí)，養(yǎng)成健康的生活方式學(xué)會(huì)關(guān)懷她人【Difficulties & Focus】學(xué)習(xí)文章內(nèi)的生詞 exercise, popular, healthy, remember.學(xué)習(xí)文章內(nèi)的短語(yǔ) at least, for fun, the most popular, such as學(xué)習(xí)文章內(nèi)的句型 notat all “主線(xiàn)不，一點(diǎn)也不”， It is + adj. + to do sth. It is + adj. + for + n. Old habit die hard. (idiom) 積習(xí)難改學(xué)習(xí)重

18、點(diǎn)語(yǔ)法 How often & How many times I always/I often/I once a week【Teaching Procedure】Ts ActivitySs ActivityIntentionPre-classUsing a video to introduce the theme of the article and creating active class atmosphere. Ask the students to skim the article in 30 seconds, and the new words will show at the pp

19、t.Let the students be more interested in the article and learn the new words in this article.該視頻旨在倡導(dǎo)運(yùn)動(dòng)，為生生不息的生命而奔跑。激發(fā)了學(xué)生想要理解這篇文章的欲望。生活就是知識(shí)，對(duì)于她們熟悉的話(huà)題，學(xué)生們總能侃侃而談，信心倍增并且更加積極的參與到課堂活動(dòng)中。In-class1. Ask a question, and use different frequency adverbs to answer the question. Next ask another question, and use

20、 the times to answer. Then introduce the difference between the two questions.2. Introduce key sentences in this article. Third, introduce key phrases in this article, and ask students to use the phrases and translate four sentences into English.Know how to use the frequency adverbs or times to answer. Learn some important sentences and some key phrases in this article.運(yùn)用多媒體手段展示文章中的重點(diǎn)語(yǔ)法，重點(diǎn)詞組以及重點(diǎn)句型。讓學(xué)生對(duì)于新知識(shí)可以一目了然。保持學(xué)習(xí)新知識(shí)的愛(ài)好。Post-classAnalyzing some questions about the article. Using three charts and fill in the blanks can analyze the structure of this article easily. And