2011英语学科教学论考试说明

1 2010 2011 年第二学期年第二学期 英语学科教育学课程考试说明英语学科教育学课程考试说明 一 考试范围及要点 Unit 1 Language and Language Learning 1 2Views on Language structural view functional view interactional view P2 4 1 3Views on language learning and learning in general behaviourist theory cognitive theory constructivist theory P5 6 1 4What makes a good language teacher ethic devotion professional qualities and personal styles P7 8 Unit 2 Communicative Principles and Task based language teaching 2 2What is communicative competence linguistic competence pragmatic competence discourse competence strategic competence fluency P17 19 2 7Task based language teaching Definitions of a task components of a task exercises and tasks P27 28 2 8PPP and task based language teaching TBL and PPP models differences between the two models P31 33 2 9How to design tasks 5 steps P33 34 Unit 7 Teaching Grammar 7 2 Grammar presentation the deductive method the inductive method the guided discovery method P104 105 7 3 Grammar practice meaningful practice P110 111 Unit 8 Teaching vocabulary 8 2What does knowing a word involve P118 121 Unit 9 Teaching listening 9 3Characteristics of the listening process P138 139 Unit 10 Teaching speaking 10 2Principles for teaching speaking 7 principles P159 160 Unit 11 Teaching reading 11 6Principles and models for teaching reading P184 185 11 7Pre reading activities predicting setting the scene skimming and scanning P186 193 11 8While reading activities P194 201 11 9Post reading activities P201 204 Unit 12 Teaching writing 12 4A process approach to writing 213 221 二 考试题型 题量和赋分值 1 考试题型 判断题 单项选择题 填空题 名词解释 论述题 2 考试题量 判断题 10 小题 单项选择题 20 小题 填空题 10 小题 简答题 5 小题 论述题 1 题 3 各题赋分值 判断题 10 小题 20 分 单项选择题 20 小题 40 分 填空题 10 小题 10 分 简答题 5 小题 10 分 论述题 1 题 20 分 三 知识与能力测试等级 2 1 理解 2 记忆 3 熟悉 4 分析 5 应用 6 创新 四 考试形式 闭卷 五 填空范围 teaching Zone of Proximal Development constructivism education acquisition scanning Hyponyms 8Assessment Reading competence connotative meaning transition device Communicative language teaching task based language teaching communicative competence skimming Hyponyms connotative meaning attitude emotion denotative meaning a name a sign collocation synonyms antonyms hyponyms receptive vocabulary productive vocabulary communicative competence liguistic competence discourse pragmatic fluency strategic listening competence spontaniety context visual clues listener s response speaker s adjustment pre reading activities predicting setting the scene skimming scanning 六 简答题 1 Four components of a task Purpose make sure the students have a reason to undertake the task Context this can be real simulated or imaginary and invovles sociolinguistic issues such as the location the participants and their relationship the time and other important factors Process letting the students use learning strategies like problem solving reasoning inquiring conceptualising and communicating 3 Product there will be some form of outcomes both visible and invisible 2 Deductive method The deductive method relies on reasoning analyzing and comparing First the teacher gives an example or draws attention to an example in the textbook Then the teacher explains the underlying rules regarding the forms and positions of certain structural words Finally the students practice applying the rule to produce sentences with given prompts 3 Receptive and productive vocabulary Receptive vocabulary refers to words that one is able to recognize and comprehend in listening or reading but unable to use automatically in speaking or writing Eg Being able to recognize when it is heard knowing that there are some related words Productive vocabulary refers to the words that one can not only recognize in reading and listening but also able to use in speech and writing Eg Being able to write it with correct spelling being able to produce the word to express the meaning 4 Interactional view The interactional view considers language to be a communicative tool whose main use is to build up and maintian social relations between people The students not only needs to know the grammar and vocabulary of the language but also know the rule for using them in a whole range of communicative contexts 4 5 Strategic competence The strategic competence refers to the strategies one employs when there is a breakdown in communication due to lack of resources Such as using a similar phrase using a longer explaination 6 Functional view It not only sees language as a linguistic system but also a means for doing things 7 Pragmatic competence It concerns with the appropriate use of the language in social contexts In Hymes s words to know when to speak when not what to talk about with whom when where and in what manner 七 问答题 1 According to your own education experiences expound your views on the professional qualities of a good language teacher Then write down your answers on the Answer Sheet within 150 words I think professional qualities is the most important and difficult part among the three elements of being a good teacher ethic devotion professional qualities and personal styles There are some typical professional qualities such as well prepared accurate authoritative and so on And there are two stages of becoming a professionally competent teacher 5 stage 1 language development stage 2 learning practice and reflection 2 With the reform and development of basic education in China task based language teaching has been studied and tried Now it has been very popular term already The question is that Please expound the reasons of its popularity in modern language teaching especially in basic education 20 within 150 words In my opinion the reasons of TBLT s popularity are as follows As we know task is an activity which has a particular objective appropriate content a specified working procedu