857英语教学法真题库详解文档格式.docx

857英语教学法真题库详解文档格式.docx

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D. 

parents 

2. 

What 

basis 

syllabus 

design, 

teaching 

methodology, 

assessment 

procedures 

in 

classroom?

B

attitude 

definitions 

language 

structural 

view 

functional 

3. 

does 

see 

language?

C

a 

system 

categories 

based 

on 

communicative 

needs 

learner 

tool 

to 

build 

up 

maintain 

social 

relations 

between 

people

linguistic 

made 

various 

subsystems 

means 

doing 

things 

4. 

D

people 

5. 

interactional 

B

6. 

Which 

method 

behaviorist 

theory?

Grammar 

translation 

Audio-lingual 

Task-based 

learning 

Communicative 

7. 

are 

characteristics 

audio-lingual 

method?

Language 

learned 

constant 

repetition 

reinforcement 

teacher 

Mistakes 

were 

immediately 

corrected, 

correct 

utterances 

praised. 

Students 

should 

be 

allowed 

create 

their 

own 

sentences 

understanding 

certain 

rules. 

Both 

A 

8. 

three 

groups 

can 

summarize 

all 

elements 

qualities 

good 

teacher?

A

Ethic 

devotion, 

professional 

personal 

styles 

individual 

freedom 

Individual 

freedom, 

9. 

purposeful 

preparation 

that 

normally 

receives 

before 

he 

starts 

practice 

teaching?

Learning 

from 

other’s 

received 

one’s 

as 

teacher

All 

above 

10. 

considered 

Kind, 

humorous, 

well 

informed 

Hard 

working, 

disciplined 

Well 

prepared, 

dynamic 

patient 

2 

Answer 

questions. 

1.A 

possess 

many 

qualities. 

List 

you 

think 

most 

important 

explain 

reasons. 

Dynamic,well-informedandwell-prepared,Ithinkthesethreequalitiesarethemostimportantasateacher.Firstly,thedynamic,well-informedandwell-preparedteachersarealwaysconfidentwhocanmaketheclassactiveandinteresting.Secondly,theyalwayskeeptheteachingaimsinmindandtrytoachievethegoalaccordingtotheteachingplan.Thirdly,Theycandistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.Fourthly,theycanparticipatepotentialproblemsandsolvethemproperly.Fifthly,theyhaveasystematicknowledgeofteachingandtheclasswillbeingooddiscipline.

2

ultimate 

goal 

foreign 

Enable 

SS 

use 

work 

life. 

achieve 

accuracy 

English 

structure. 

fluency 

speak 

standard 

English. 

possible 

solution 

bridge 

gap 

classroom 

real-life 

use?

Presentation, 

production 

Engage---study---activate 

competence 

concerned 

with?

Appropriate 

context 

Ability 

coherent 

written 

text 

conversation 

ability 

understand 

them 

Strategies 

one 

employs 

when 

there 

communication 

breakdown 

due 

lack 

resources 

Knowledge 

itself, 

its 

form 

meaning 

pragmatic 

discourse 

strategic 

link 

units 

speech 

together 

with 

facility 

without 

strain 

inappropriate 

slowness 

undue 

hesitation 

principles 

Communication 

principle, 

task 

principle 

meaningful 

principle

purpose 

listening 

speaking 

activities 

traditional 

pedagogy?

Listen 

texts 

either 

read 

pre-recorded 

tape;

repeat 

what 

heard. 

according 

heard;

produce 

responses 

given 

clues 

Retell 

heard 

five 

components 

competence?

Linguistic 

competence, 

strategetic 

grammar 

1.What 

differences 

used 

real 

life 

under 

1）Inreallife,languageisusedtoperformcertaincommunicativefunctions,e.g.togivedirections,toexchangeinformation,ortomakeacomplaint,etc;

intraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.

2）Forvariousreasons,traditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Inreallanguageuseweuseallskills.

3）Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.

2.Fourcomponentsofatask.

1）Apurpose:

makingsurethestudentshaveareasonforundertakingthetask.

2）Acontent:

thiscanbereal,authenticorimaginary,andinvolvesociolinguisticissues,suchasthelocation,theparticipatesandtheirrelationship,thetimeandotherimportantfactors.

3）Aprocess:

gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualizingandcommunicating.

4）Aproduct:

therewillbesomeformofoutcome,eithervisible（e.g.awrittenplan,aplay,aletter,etc）orinvisible（e.g.enjoyingastory,leaningaboutanothercountry,etc）.

Unit3

DesigningprinciplefortheNationalEnglishCurriculumfornine-yearcompulsoryeducation.

1）Aimforeducatingallstudents,andemphasizequality-orientededucation.

2）Promotelearnerscentredness,andrespectindividualdifferences.

3）Developcompetence-basedobjectives,andallowflexibilityandadaptability.

4）Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.

5）Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

4

1 

included 

lesson 

plan?

Aims 

achieved 

Materials 

covered 

Activities 

organized 

planning?

Aim, 

variety, 

flexibility, 

learnability 

linkage 

flexibility 

micro-planning, 

macro-planning 

variety 

guidelines 

writing 

aims 

Clear,