knowing

1、语言观viewsonlanguagestructuralviewfunctionalviewinteractionalview

2、语言学习观viewsonlanguagelearning①behavioristtheorycognitivetheory

③constructivisttheorysocio-constructivisttheory

3、好教师的素质要素①ethicdevotion②professionalqualities③personalstyles.

补充的excellentteachers:flexibility,encouragement,enthusiasm,leadingby

example,integrity,neverstoplearning,goodcommunication.

4、语言教学的最终目标theultimategoalofELT:theultimateofforeignlanguage

teachingistoenablestudentstoutheforeignlanguageinworkorlifewhen

shouldteachthatpartofthelanguagethatwillbeud(rather

thanallpartofthelanguage).

5、交际能力communicativecompetencelinguisticcompetencepragmaticcompetence

③discourcompetence④strategiccompetence⑤fluency

6、交际语言教学的原则principlesofCommunicativeLanguageTeaching

①communicationprinciple②taskprinciple③meaningfulnessprinciple

7、评估交际教学的六个标准criteriaforevaluatingcommunicate

①communicativepurpo②communicativedesire③content,notform④

varietyoflanguage⑤noteacherintervention⑥nomaterialscontrol

8、任务型教学的特征task-badLanguageTeachingskillandknowledge

②processofdoing,thinkinginEnglish③product④context⑤purpo

9、任务型教学的定义和四要素：apieceofclassroomworkwhichinvolveslearners

incomprehending,manipulating,producingorinteractinginthetargetlanguage

②acontext③aprocess④aproduct

10、设计任务时的四种问题fourtsofquestionwhendesigningtasks:

whatistheobjectiveofthetask②whatisthecontentofthetask③howisthe

tasktobecarriedout④inwhatsituationisthetasktobecarriedout

11、设计任务的步骤①thinkingaboutstudents’needs,interests,andabilities

brainstormpossibletasks③evaluatethelist④choothelanguageitems⑤

preparingmaterials

12、语言教学的目标（课程目标）OverallLanguageAbilitylanguageknowledge:

phonetics,grammar,vocabulary,functions,topics②languageskills:listening,

speaking,reading,writing③learningstrategy:cognitive,lfmanagement,

communication,

resourcing④affectandattitude:international,perspectives,patriotism,confidence,

motivation⑤culturalawareness:knowledge,understanding,awareness.

13、教学计划lessonplan:alessonplanisaframeworkofalessoninWhich

teachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowthey

rwords,teachersneedtothinkabouttheaimsto

beachieved,materialstobecovered,activitiestobeorganized,andtechniquesand

resourcestobeudinordertoachievetheaimsofthelesson.

14、好教学计划的原则principlesforgoodlessonplanningaimvarietyflexibilitylearn

abilitylinkage

15、宏观计划内容whatdoesmacroplanninginvolve①knowingaboutthe

profession②knowingabouttheinstitutionknowingaboutthelearners④

knowingaboutthecurriculum/syllabus⑤knowingaboutthetextbook⑥

knowingabouttheobjectives

16、微观计划的组成microplanning(componentsofalessonplan):background

information,teachingaims,languagecontentsandskills,stagesandprocedures,

teachingaids,assignments,andteacher’safter-lessonreflection.

17、3P.①语言知识structure-badlesson:prentation,practice,production.②语

言技能skill-orientedlesson:pre-,while-,post-.

18、课堂管理classroommanagement:classroommanagementisthewayteachers

ributesdirectlytotheefficiencyof

teachingandlearningasthemosteffectiveactivitiescanbemadealmostulessif

oalofclassroom

managementistocreateanatmosphereconductivetointeractinginEnglishin

meaningfulways.

19、有效的课堂管理的六个条件：theteacherplaysappropriateroles.②theteacher

tsaregroupedinawaysuitableforthelearning

activities.④theteacherasksappropriatequestions.⑤thereisdisciplineaswellas

harmonyintheclass.⑥thestudents’errorsaretreatedproperly.

20、教师角色rolesofteachers①controller:controlthepace;controltime;control

thewholeclass.②asssor:asssthestudents’work;correctmistake;

r:designandorganizetasks④prompter:giveappropriate

prompts;participant:joinstudents⑥resource-provider：instructionmaterials.

newroles:facilitator;guide;rearcher.

21、课堂指令classroominstructions:classroominstructionsrefertothetypeof

clude①givingdirections

totasksoractivities,②providingexplanationstoaconceptorlanguagestructure,

③ttingrequirements,④checkingcomprehension,⑤drawingattention,motivating

learners,⑦givingfeedback,andassigninghomework.

22、有效的课堂指令规则rulestofollowformakinginstructionffective：usimple

instructionsandmakethemsuitthecomprehensionlevelofthestudents.②uthe

udentstimetogetudtolistening

toEnglishinstructionsandhelpthemmakeanefforttounderstandthem.23、学生

分组类型studentsgrouping：wholeclassworkpairworkgroupwork④individual

study

24、课堂纪律Disciplineinthelanguageclassroom:disciplineherereferstoacode

ofconductwhichbindsateacherandagroupofstudentstogethersothat

learningcanbemoreeffective.

25、课堂纪律的要素Whatcontributestodiscipline:①classroommanagement

②teachers’behavior③students’motivation

26、对无纪律课堂的措施measures①actimmediately②stoptheclassrearrangethe

classchangetheactivitytalktostudentsafterclass

createacodeofbehavior

27、课堂问题的建议adviceaboutproblemsinclassdealwithitquietly

②don’ttakethingspersonally③don’tuthreats

28、课堂上的问问题questioningintheclassroom：teachersuquestions①to

focusstudents’attention,②toinvitethinkingandimagination,③tocheck

understanding,④tostimulaterecallofinformation,

tochallengestudents,and⑥toassslearningQuestionsshouldbewiand

purpoful,contributingtotheoverallobjectivesof

thelesson,stimulatingthedevelopmentofknowledgeandthinking,aswellas

helpingtomaintaininteraction.

29、错误处理dealingwitherrors:whentocorrecthowtocorrectwhotocorrect

30、语法教学3P模式:

Ⅰ.prentation:①purpo:studentsperceivethestructure

——itsformandmeaning——inbothspeechandwriting,andtakeitintoshort-term

memory.②ways:thedeductivemethod;theinductivemethod;theguideddiscovery

method:步骤：createacontext,clearmodel,highlightrules,checkunderstanding.

Ⅱ.practice:purpo:thestructure

thoroughly,ortotransferwhattheyknowfromshort-termtolong-termmemory.

②ways:mechanicalpractice(substitutiondrills,transformationdrills);meaningful

practice(定义：inmeaningfulpracticethefocusisontheproduction,comprehensionor

exchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearned

structuresareudintheprocess).

③要素factors:⑪can’tbesaidtohavereallymasteredityet.

aimedatformaccuracy.⑬thestudentspayrepeatedattentiontoakeyelement

inastructure.⑭controlled/mechanicalandmi-controlled.⑮group.⑯ways.

Ⅲ.Production:purpo:thereisaneedformeaningfulpracticeandcommunicative

uofthestructuretaughtsothatstudentscanbehelpedtoachievebothaccuracy

andfluencyinlanguageu.②ways:communicativepractice(guessinggames,

completingthepicture,informationsheet,findsomeonewho,pairedcuecard,role

play,storytelling);task.

31、Asynthesisapproachtoteachinggrammar:collocational,constructive,contextual,

andcontrastive.

32、有效阅读者怎么做whatdoeffectivereadersdo:haveaclearpurpoinreading

readsilently③readphrabyphra,ratherthanwordbyword④

concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts⑤

udifferentspeedsandstrategiesfordifferentreadingtasks⑥perceivethe

informationinthetargetlanguageratherthanmentallytranslate⑦guessthe

meaningofnewwordsfromthecontext,orignorethem⑧haveandu

backgroundinformationtohelpunderstandthetext.

33、阅读策略readingstrategies:①specifyingapurpoforreading②

planningwhattodo③previewingthetext④predictingthecontentsofthetext

checkingpredictions⑥skimmingthetextforspecificdistinguishingmainideasfrom

supportingdetails⑧posingquestionsaboutthetextfindinganswerstopod

questions⑩connectingonepartofthetexttoanother34、Thethreemodelsfor

teachingreading:①bottom-upmodel②top-downmodelinteractivemodel

34、读前pre-readingactivities:①purpo:thepurpoofpre-readingisto

facilitate

35、while-readingactivities.②ways:predicting(predictingbadonthetitle,

predictingbadonvocabulary,predictingbadontheT/Fquestions);ttingthe

scene.读中While-reading:①fastreading:skimming;scanning.

readingindetail:transitiondevice（信息转换）purpo:focusattentiononthemain

meaningofthetext;beabletosimplify

sophisticatedinputsothatitbecomesthebasisforoutput;allowstudentsto

performtaskswhiletheyarereading;highlightthemainstructuralorganizationofa

text,andshowhowthestructurerelatestomeaning;involveallthestudentsin

clearlydefinedreadingtasks;precedeonestepatatime;whenaTDiscompleted,

uitasabasisforfurtheroralandwrittenlanguagepractice.⑫ways:picture;

drawings;maps;tables;treediagrams;cyclicdiagrams;piecharts;barcharts;

flowcharts;chronologicalquence;subtitles;notes.读后postreading

purpo⑪te

thetexttothestudents’ownknowledgeinterestsorview.⑬togivethestudents

thechancetoconsolidatethatlanguagebyusingitfreely.②activities:discussion

questions;reproducingthetext;roleplay;gap-filling;discussion

36、阅读理解问题的类型

typesofreadingcomprehensionquestions①questionsofliteralcomprehension②

questionsinvolvingreorganizationorreinterpretation③questionsforinferences④

questionsforevaluationorappreciation⑤questionsforpersonalrespon.

⑥understandingreferences.

fthefollowingistrueofcondlanguagelearning?

allearningcontext.

peoflearnerscan

benefitmostfromrealobjectinstruction?

elearners.

learners.

peofintelligenceiscooperativelearningbestsuitedfor?

ersonalintelligence.

sticintelligence.

esthefollowingpracti?*thecinemayesterday.

Peterand*dIzoenttothe*cinema

dIzoenttothecinema*yesterday.

arning

strategycanthefollowinghelptotrain?Matchtheadjectivesontheleftwiththe

nounsontheright.

HeavyDay

NiceBaby

CloBuilding

LightRain

TallFriend

CuteSmoker

fthe

followingisacommunicationgame?

-word

fthefollowingcanhelptrainspeaking?

ays.

fthefollowing

activitiesismostappealingtochildren"scharacteristics?-wordpuzzle.

grammarinstruction.

-play.

"stheteacherdoingbysaying"Whowantstohaveatry?"?

prompt.C,Evaluatingstudents"work.D.

Directingstudents~fthefollowingactivitiesis

themostsuitableforgroupwork?

elling.

fthefollowingbelongs

tolearningoutcomes?

-plays,B,eets.12.

Whichofthefollowingbestdescribesfirstlanguageacquisition?

lpairpractice.

fthefollowing

atingarrangementsismostsuitableforawholeclass

discussion?theteacherdoingintermsoferrorcorrection?

"S:Igotothetheatrelastnight."T:YouGOtothetheatrelastnight?

ting"thestudent"gthatthereisamistake.

theStudentwhetherhereallywenttothe

fthefollowingquestionscanbeudinthequestionnairefor

asssingparticipation?getallthequestionsrightintoday"s

class?

finishthetaskontime?uthestrategieswe

havelearnedtoday?

dyoudoinyourgroupworktoday?ng(20%)

thelearningstylesontheleftwiththetypeofactivitiesontheright.1)Visual

rk2)

etalking3)Auditorylearners

ting4)dmusic

listening

hetypesofintelligenceontheleftwiththeformoflearningontheright.

1)ands-onactivities

2)inghinking3)Spatial

izing

4)Bodily/he

activitiesontheleftwiththelanguagefocusontheright.

1)g

2)larylearningstrategy

3)ciation

4)gaccordingtothestory4.

Whatistheteacherdoing?

1)Now,ngunderstanding

2)Allright,theactivity

3)Canyoutwoshowushowtowork?tratingtheoperation

4)thestartthingstoday.

Tom,canyoutelluswhattheyare?heactivitieswiththerelevant

classroomarrangement.

1)lasswork

2)dualwork

3)rk

4)fthefollowing

rolesdotheprimaryschoolteachersplay?

oller.2.

Whichofthefollowingfeaturesaretrueofchildreninlearningalanguage?

enlearnEngliShbecau

theythinkitinteresting.

enarenotgoodatplanningandmonitoring.

enaregoodatunderstandingconcretethings.

fthefollowingbelongtoformativeasssment?

t

diaries.

tatementofChineandEnglishphoneticsystemsareright?

hhasasmanyas24vowels,hhasalot

ofcombinedconsonants,whileChinehasnone.

CStresscanchangethemeaningofawordinEnglish,andtonecanalsochange

hwordsoftenhavemorethanonesyllable,while

lassisnoisy,whichof

thefollowingshouldyouchootottletheclass?wholeclasstocopy

alistoffoodwordsontoapieceofpaperfromtheboard.

pupilstolistenandwritedownthenumberofpicturesyoustickonthe

blackboard.

childrentotakeouttheircardsanddopairedpractice.

ldrentopreparethedialoguetogetreadytoact.

Ⅰ．Choothebestanswer本题为单选题，共15个小题，30分，每题2分。

1．C2．D3．A4.A5．B6．C7．C8．D9．B10．D

11．C12．A13．D14．B15．DⅡ．Mstching本题为匹配题，

共5个小题，20分，每题4分，匹配对一项得1分。1．1)一一一B2)一一

一C3)一一一D4)一一一A2．1)一一一C2)一一一D3)一一一B

4)一一一A3．1)一一一B2)一一一C3)一一一D4)一一一A4．1)

一一一D2)一一一B3)一一一C4)一一一A5.1)一一一D2)一一一C

3)一一一A4)一一一B

Ⅲ．MuItiplechoicequestions本题为多项选择，共5个小题，20分，每题2分，

全部选项都选择正确方可得分。1．ABCD2．AD3．ACD

4．13CD5．AD