教学技能考试复习和答题指引+学生版.doc

2016级教学技能考试复习提纲和答题指引一、术语解释 20%，4道题，每题5分。请根据你的理解使用准确明晰的语言解释以下术语，注意结合例子进行说明，要求英文作答。Try to use clear and accurate language while you define the terms. You need to give an example for illustration of each term.复习范围（考试将从以下术语中抽出4个进行检测）： 1. Accuracy practice: practice concentrates on accuracy in which all important mistakes will be corrected. Accuracy practices are essentially classroom activities, in which they place the emphasis on language learning. (P30)2. Active vocabulary: is made up of the words readily used and clearly understood by an individual when speaking and writing. Contrast with passive vocabulary which is made up of words that learners understand but are not yet able to use. For example, “right” is an active vocabulary for many primary students while “correct” is a passive for them.3. Control practice: Controlled practice is a stage in a lesson where learners practise new language in a limited form. It can be compared to free practice, which involves learners producing language using the target content freely. For example, the teacher has shown the learners the form and use of the past passive form. They now practise using the structure by completing sentences using cues, e.g. “My car (stolen) _ last week.”4. Corrective feedback: is a frequent practice in the field of education and in learning generally. An indication to a learner that his or her use of the target language is incorrect. It typically involves a student receiving either formal or informal feedback on his or her performance on various tasks by a teacher or others. For example, in early childhood, a parent or caregiver provides subtle corrections of a young childs spoken errors. Such feedback, known as a recast, often leads to the child repeating his or her utterance correctly (or with fewer errors) in imitation of the parents model.5. Demonstration: a method of teaching by setting an example to let students know exactly what is expected of them rather than just using simple explanation. For example, a question and answer pattern is to be passed from students to students down the lines of the desks in the classroom, it is best for the teacher first to explain, then ask one line to demonstrate.6. Elicitation: Elicitation is a technique by which the teacher gets the learners to give information rather than giving it to them. For example, a teacher elicits the rules for the structure of the first conditional by asking learners to look at some examples, then writing We make the first conditional in English with? on the board.7. guided writing: is an individual or group activity where learners use word maps to organize their ideas and write texts. For example, the learners have been looking at how conjunctions are used to contrast and compare ideas. They are now writing a short discursive essay on the subject of animal experimentation. The teacher is working with the groups to guide them in the correct use of the target language.8. Information gap: a situation where two students each have different sets of information. Such situations provide a real opportunity for students to use their English naturally and communicatively. For example, students share information about their families and then draw each others family trees, which is an information gap task.9. Interaction: In English Language Teaching, interaction patterns are the different ways learners and the teacher can interact in the class, including teacher to the whole group (T-Ss). Other patterns include pair work (S-S), and group work (Ss-Ss).Using the right interaction pattern is a fundamental factor in the success of any activity and the achievement of aims. For example, the class are doing a dictation activity. The interaction pattern is teacher to the whole group (T-Ss).10. Mind map: A mind map is a visual record of new vocabulary, or other content. Vocabulary mind maps are also known as word maps or spidergrams, and are organised in a way that shows groupings or relationships between the words. For example, the teacher writes a list of words based around the topic of food on the board. Learners organise the words in a mind map and then compare ideas on how they have grouped words and related them.11. process-oriented approach to teaching writing: focus on the processes writers use to complete their tasks, such as collecting information, organising ideas, drafting and revising, rather than just the features of the products of writing, such as letters, compositions, notes, reports etc. For example, a teacher can provide the language they need on demand as they work, rather than before they start by referring the learners to useful language lists or dictionaries, or by other learners.12. Scaffolding: refers to providing contextual supports for meaning through the use of simplified language, teacher modeling, visuals and graphics, cooperative learning and hands-on learning. The teacher of language learners has to facilitate that support. For example, the language that an interlocutor uses to support the communicative success of another speaker. It may include the provision of missing vocabulary or the expansion of the speakers incomplete sentence.13. text types: Texts are of many different kinds- menus, instructions, signs, information, stories, advertisements, hand-written notes, letters, telexes, reports. This list is almost endless. Each types of text is different from the others in purpose, and also different in structure and language. For example, when we look the posters in front of a theatre to know what time does the theatre start and we read newspaper to know what happened, we are actually reading different types of texts.14. display question: A question to which the asker already knows the answer.Teachers often ask these questions. For example, “What colour is your shirt?”to get the learner to display his or her knowledge of the language.15. referential question: A question to which the asker does not know the answer in advance. Also called genuine question or information questions. For example, “What did you do last weekend?”三、简答题 20%，2道题，每题10分。要求根据题目要求，结合普通高中英语课程标准（2017）理念与内容及案例进行回答（英文作答）。 1) 英语学科核心素养四要素：1. 语言能力：language ability 指听说读看写等方式理解和表达的能力2. 文化意识：cultural awareness 指对红外文化的理解和对优秀文化的认同，是学生在全球文化背景下表现的跨文化认知、态度和行为取向3. 思维品质: thinking cognitive 指思维在逻辑性、批判性、创新性等方面所表现的能力和水平4. 学习能力: learning ability 指学生积极运用和主动调适英语学习策略、提高英语学习去到、努力提升英语学习效率的意识和能力2）英语课程内容六要素1. 主题语境 theme : 包括人与自我、人与社会、人与自然2. 语篇类型 text type： 包括口头和书面语篇，以及连续性文本和非连续性文本3. 语言知识 language knowledge 涵盖语音知识、词汇知识、语法知识、鱼片知识和语用知识4. 文化知识 cultural knowledge 指中外优秀人文和科学知识5. 语言技能 language skills 分理解性技能和表达性技能，具体包括听说读写看6. 学习策略 learning strategies 包括元认知策略、认知策略、交际策略、情感策略3）落实培养学生英语学科核心素养的目标的教学建议：1. 以核心素养为目标，一句课程内容要求，开设好必修、选择性必修和选修课程2.