2015年浙江温州大学英语教学法考研真题.doc

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2015 年浙江温州大学英语教学法考研真题 Part I Notion Explaining 名词解释 (20 points, 2 points for each) Directions: Explain the following ten notions. 1. communicative competence 2. curriculum 3. hidden resources 4. in-the –use evaluation of textbooks 5. the direct method 6. knowing a word 7. the bottom-up model for teaching listening 8. a process approach to writing 9. interactional view (on language) 10. brainstorming Part II Statement Judging 判断题 (20 points, 1point for each ) Directions: Read the following 20 statements, and decide which one of them is true or false. If the statement is true, put T in the bracket to the right of the sentence; if false, put F in the bracket. 1. Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact. ( Finocchiaro, 1964:8) 2. The functional view not only sees language as a linguistic system but also a means for remembering things. 3. Communicative competence includes knowledge of what to say, when, how, where, and to whom. 4. Communicative Language Teaching is, in fact, a further development of task-based

Language Teaching. 5. A PPP cycle leads from accuracy to fluency; a TBL cycle leads from fluency to accuracy (combined with fluency). 6. Teaching objectives should focus on the teachers’ performance rather than the learners’. 7. To develop students’ communicative competence means to develop their linguistic competence, pragmatic competence, discourse competence, strategic competence, and accuracy. 8. The Five-step Teaching Method includes such steps as Revision, Presentation, Practice, Production and Consolidation. 9. The impact of moral education can be enhanced by adapting a whole school approach to morality. 10. One of the possible assessment purposes is to discover learners’ weaknesses. 11. It is assumed that speech varies in different social circumstances and that there are speech varieties within a speech community. 12. Language and society are in many ways closely linked, either in education or in social science. 13. Stern (1999) thinks that language teaching has interacted for a long time with linguistics and with psychology, and that social science and language teaching have only recently come into contact with each other. 14. Language teaching can be defined as the activities which are intended to bring about language learning. 15. Controlled activities mainly focus on form and accuracy. Teachers don’t have to consider meaning when designing them. 16.The success of role-plays are affected by the following factors: the teacher’s enthusiasm;careful instructions; clear situations and roles. 17.Reading aloud without comprehension can be very difficult and it can easily destroy students’ self-confidence. 18.For silent reading, we need effective strategies such as skimming, scanning, predicting. Etc.to help us extract information efficiently.

19. Assessment is part of testing, but it is only one means of gathering information about a student. 20. Summative assessment is mainly based on testing. Part III Question answering 简答题 (30 points, 5 points for each ) Directions: Answer each of the following 6 questions. Your answers are suggested to show the basic principles or connotations contained in the questions. 1. How is task-based Language Teaching different from Communicative Language Teaching? 2. What are the differences between a weak version of Communicative Language Teaching and strong version of Communicative Language Teaching? And how should we apply them in English teaching? 3.What components does a language lesson plan usually have? How to use them in language teaching? 4.In professor Wang Qiang’s opinion, what are the six conditions to be needed in achieving efficient classroom management? Which component do you think is the most important? Why？ 5.What are the differences between assessment and evaluation? And what are the assessment purposes? 6.How can a teacher create his/her own resources for teaching and learning? Part IV Lesson Planning 教案设计 (40 points) Directions: The reading material -- Sally’s Email – in Appendix 1 is taken from the textbook learned by junior middle school students. You are invited to base on the material to design a 30- minute lesson. Following your designed lesson, you are asked to provide a rationale, describing why you design the lesson in this way, and what language teaching theory (or theories) supports you in planning the lesson.

1. Design a 30- minute lesson (20 points) 2. Describe the Rationale (20 points) Part V Learning Plan Evaluating 学案评价 (40 points) Directions: Read the following learning plan for a revision lesson, which is Module 4 in the English textbook for grade 7(see Appendix 2). You are asked to complete the following tasks: 1)Make comments on the learning plan by referring to related theories including the national ”English Curriculum Standards”;

2)List at least five advantages and disadvantages of the learning plan and analyze why they are such. 1. Make comments on the learning plan with theories. (20 points) 2. List and analyze the advantages and disadvantages. (20 points)

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