1、杭 州 师 范 大 学 硕 士 研 究 生 招 生 考 试 命 题 纸杭 州 师 范 大 学2019 年招收攻读硕士研究生考试题 考试科目代码： 829 考试科目名称： 英语教学基础知识 说明：考生答题时一律写在答题纸上，否则漏批责任自负。一、判断题（每小题2分，共40分）1. When designing listening tasks, Anderson and Jynchclaim that it is very important to grade the difficulty level of the tasks into four categories. These are typ
2、e of language knowledge, type of language used, task on purpose in listening, and context in which the listening occurs. 2. Inferencing is a whole unit of communicative text, either spoken or written, which focuses on the way that the text is organized, its layout, the style of the language, the reg
3、ister. 3. Stress and phonics are as important as the sounds and should be taught from the very beginning of pronunciation teaching. 4. Hedge (2000) discusses five main components of communicative competence, they are linguistic competence, pragmatic competence, discourse competence, strategic compet
4、ence and expressional competence. 5. The structural view tries to know how to use the rules and vocabulary to do whatever it is one wants to do.6. Littlewood (1981) classified communicative activities into two categories, they are functional communicative activities and social context activities.7.
5、An effective reader can concentrate on the important bits, skim the rest, and skip the non-informative parts. 8. The outcome-oriented approach does no pay attention to what students do while they are writing; it attaches great importance to the content before they start writing and after they finish
6、 writing.9. The purpose for reading aloud is to appreciate a good piece of writing or to share information.10. Effective group work depends on careful preparation and meticulous management.11. In order to motivate students, we should advocate active writing, that is, ask our students to write things
7、 we write in reality or things they want to write about. 12. Learning, practice and thinking are three sub-stages involved in teachers professional development system raised by Wallace (1991). 13. Functional and social-interaction activities under the heading of communicative activities are communic
8、ative and more-contextualized. 14. Intrapersonal intelligence is the ability to understand another persons mood, feelings, motivations, and intentions. 15. 普通高中英语课程标准规定，通常情况下，学生完成6个学分的学习，可达到学业质量水平一，即满足高中毕业的英语学业要求；完成8个学分的学习，可达到学业质量水平二，即高考要求。16. “区分、分析和概括语篇中的主要观点和事实”，这是在培养学生的表达性技能。17. “通过图书馆、计算机网络等资源获
9、得更广泛的英语信息，扩充学习资源”属于认知策略。18. 义务教育阶段英语课程标准认为，“注重语言实践，培养学生的语言运用能力”主要表现为合理安排教学内容和步骤，组织多种形式的课堂互动。19. 高中英语学科的课程总目标是全面贯彻党的教育方针，培育和践行社会主义核心价值观，落实立德树人根本任务，在义务教育的基础上，进一步促进学生英语学科核心素养的发展，培养具有国际视野、中国情怀和跨文化沟通能力的社会主义建设者和接班人。20. 高中英语课程结构包括必修、选择性先修、选修三类课程构成。二、选择题（每小题2分，共12分）1. 阅读理解选项中常有这样的问题，Whatisthetextmainlyabout
10、?请问这是在考查学生什么认知能力？A. 分析能力B. 综合能力C. 评价能力D. 创造能力2. 学生对_的探究应是学生学习语言的最重要内容，直接影响学习成效。A. 语篇理解B. 主题意义 C. 学习能力D. 思维品质3. 以下哪种表达属于元认知策略？A. 利用构思谋篇布局、编辑等手段创建和完善文本。B. 借助语音、语调变化以及手势眼神等手段进行交流。C. 反思和巩固所使用的有效的理解或表达。D. 有效地对所获信息进行筛选、分类或重组。4. According to Parrot (1993), ethic devotion, _ and personal styles are three el
11、ements that contribute to the qualities of a good language teacher. A. moral principles B. patience C. enthusiasm D. professional qualities 5. Very often there is a big gap between the language used in _ and the language learned in classrooms. A. real life B. tasks C. speaking D. context 6. Ellis (2
12、002) considered that there are two key theoretical issues related to the _ method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning. A. guided deductive B. guided inductive C. guided discovery D. guided interactional三、简答题（三题分值分别为：7分、8分、8分
13、，共23分）1. What are common activities in while-listening stage? List at least four activities and give brief examples. (Please answer the question in English)2. In what way can prompts be used for language learning? (Please answer the question in English)3. 普通高中英语课程标准（2017年版）在原有语言技能的基础上增加了一个看（viewing）
14、的技能，为什么要增加这个技能？在课堂教学中如何培养这个技能？（请用中文回答）四、论述题（每题15分，共15分）纪伯伦的诗歌On Children中这样写道，Your children are not your children.They are the sons and daughters of Lifes longing for itself.They come through you but not from you,And though they are with you, yet they belong not to you.You may give them your love bu
15、t not your thoughtsFor they have their own thoughts.You may house their bodies but not their souls.For their souls dwell in the house of tomorrow,Which you cannot visit, not even in your dreams.本诗反映了作者什么观点？请结合语言学习和教学原则两方面谈谈本诗对你的启示。（中英文回答均可）五、设计题（共60分）任务一：请根据所给材料（材料1）设计一个结构化的知识图（方式、图形不限）。（本小题20分）任务二：
16、请根据所给材料（材料2）分析一份教学设计稿（材料3），请回答（中英文均可）：1）该设计稿所体现的教学理念和教学方法，并加以说明。（本小题20分）2）该设计稿中“目标设定”与“教学过程”是否相符，为什么？（本小题20分）材料1：材料2： Reading：What Do No. 5 High School Students Do in Their Free Time （英语八上Unit 2 Section B）材料:3：教学设计稿【Teaching Objectives】1. Knowledge & Skills（1） 学习各类频度副词（2） 学会表达一周几次，一年几次的频度表达方式（3） 句型：
17、How often + do/does/did + 主语 + do sth. ? How many times ?（4） 培养学生，听、说、读、写能力（5） 自主学习，合作讨论能力2. Process& Methods（1） 利用多媒体创设教学情境，提高讲课效率（2） 利用视频引入主题，培养学生听课兴趣（3） 利用回答课上课后问题，学习和巩固知识（4） 利用联想的方法，反思自己的健康问题（5） 深化文章主题3. Emotion & Culture（1） 激发学生的学习热情，培养合作精神（2） 通过学习，养成健康的生活方式（3） 学会关心他人【Difficulties & Focus】1. 学习
18、文章内的生词 exercise, popular, healthy, remember.2. 学习文章内的短语 at least, for fun, the most popular, such as3. 学习文章内的句型 notat all “根本不，一点也不”， It is + adj. + to do sth. It is + adj. + for + n. Old habit die hard. (idiom) 积习难改4. 学习重点语法 How often & How many times I always/I often/I once a week【Teaching Procedu
19、re】Ts ActivitySs ActivityIntentionPre-classUsing a video to introduce the theme of the article and creating active class atmosphere. Ask the students to skim the article in 30 seconds, and the new words will show at the ppt.Let the students be more interested in the article and learn the new words i
20、n this article.该视频旨在倡导运动，为生生不息的生命而奔跑。激发了学生想要了解这篇文章的欲望。生活就是知识，对于他们熟悉的话题，学生们总能侃侃而谈，信心倍增并且更加积极的参与到课堂活动中。In-class1. Ask a question, and use different frequency adverbs to answer the question. Next ask another question, and use the times to answer. Then introduce the difference between the two questions.
21、2. Introduce key sentences in this article. Third, introduce key phrases in this article, and ask students to use the phrases and translate four sentences into English.Know how to use the frequency adverbs or times to answer. Learn some important sentences and some key phrases in this article.利用多媒体手
22、段展示文章中的重点语法，重点词组以及重点句型。让学生对于新知识可以一目了然。保持学习新知识的兴趣。Post-classAnalyzing some questions about the article. Using three charts and fill in the blanks can analyze the structure of this article easily. And using some short answer questions can make students be more familiar with the article. The last quest
23、ion is the discussion question and can introduce the theme of the article.Discuss with classmates and answer questions in English. And students will be more familiar with this article. Guide students to reflect on the health of their lifestyle.通过小组讨论锻炼学生的口语表达能力，锻炼学生上课发言的胆量。这样的话能使学生在轻松活泼的气氛中学习和掌握知识。运
24、用最后一个开放性题目引出文章主题。SummaryList six key parts of this class. And sort out the details of each part. At last, express good wishes to the students.Take some notes in the book and be willing to have a healthy lifestyle.通过在多媒体中展示出所学部分，再各个部分进行细分，使这堂课的内容清晰明了。使学生的心理产生“学有所得”的感觉，并且引发学生反思自己的生活方式是否健康。深化文章主题。2019 年 考试科目代码 829 考试科目名称 英语教学基础知识 （本考试科目共 9页，第9 页）
