20162016科目代碼：833科目名稱：語(yǔ)言教學(xué)適用專業(yè)名稱：學(xué)科教學(xué)（英語(yǔ)）一、匹配題（10題，每題2分，合計(jì)20分） 心理 中介 隨 對(duì)外英語(yǔ)教學(xué) 二 teaching應(yīng)用語(yǔ)言學(xué)是外語(yǔ)學(xué)習(xí)和教學(xué)的研究 , ,psychology use,i,e,language communication. self-consistenl 5Adescriptive thestudy setting.對(duì)教學(xué)的研究在語(yǔ)言教學(xué) 能力對(duì)課堂教學(xué)的觀察研究設(shè)三（共5題，每題5分，合計(jì)25分 context語(yǔ)言語(yǔ) (綠書chapter1，P develoa toask arethe inthis in ---sociology,sociolinguistics, 社會(huì)科學(xué)---- management課堂管 (綠書chapter12，PClassroommanagementreferstothewaysinwhichstudentbehavior,movementandinteractionduringalessonareorganizedandcontrolledbytheteachertoenableteachingtotakeplacemosteffectively.Goodmanagerialskillsonthepartoftheteacherareanessentialcomponentofgoodteaching.inawell–managedclass,disciplineproblemsare activities: style交流的學(xué)習(xí)方 (綠書chapter3，P thrive run他們?cè)谝粋€(gè)運(yùn)行的課堂中茁壯成長(zhǎng)。 Approach方 (綠書chapter1，P teacheruses. beingapplied, theoretical -（41040分 grammar— classroom用在語(yǔ)法翻譯教學(xué)的主要技術(shù)是什么 itsname ofthe translationfrom or examples. grammaticalfeatures Atechnicalgrammaticalterminologyismotavoided.thelearnerisexpectedtostudyandmemorizeaparticularruleandexamples,forinstance,averbparadigmoralistofprepositions.Thismethodhasitsstrengths.first,itmakesgooduseofthespeaker’sfirstlanguageintheprocessoflearningasecondlanguage.Second,theexplicitlearningofgrammarmaybeashortcuttosomepeople.Thirdly,Grammar–Translationisaproblem-solvingtechnique,whichbenefitsadultlearnersparticularly.Fourthly,itisaneasyandstraightforwardmethodtousewhentheteacher’stargetlanguageproficiencyisnotsatisfactoryandFinally,itmeetsthelearner’sexpectation.-目標(biāo)語(yǔ)言熟練程度時(shí)，這是一個(gè)簡(jiǎn)單而直接的方法不滿意，最后，它符合學(xué)習(xí)者的期望。-What 終結(jié)性評(píng)價(jià)和形測(cè)試的區(qū)別是什么 （綠書Describedinbroadcategories,testingcanbeclassifiedaseithersummativeorformative.Summativetestingoftenoccursattheendofacourse,anditisdesignedtoevaluatethesumtotalofwhathasbeentaughtandlearned.thereareusuallynoopportunitiesforfurtherinputorperformance.themostcommonexampleofasummativetestisafinalexam.Formativetests,ontheotherhand,aredesignedtohelpfromorshapelearner’songoingunderstandingorskillswhiletheteacherandlearnersstillhaveopportunitiestointeractforthepurposesofrepairandimprovement.examplesofsuchatestincludequizzes,classinteractionactivitiessuchaspairedinterviews,andchapterorunittests.asufficientamountofformativetestingmustbedoneintheclassroominordertoenablestudentstorevisitandreviewthematerialinavarietyofways機(jī)會(huì)。總結(jié)測(cè)試的最常見(jiàn)的例子是期末考試。另一方面，形測(cè)試旨在幫助或塑造學(xué)習(xí)者的持續(xù)理解或技能，而教師和學(xué)習(xí)者仍然有機(jī)會(huì)進(jìn)行互動(dòng)，以夠以各種方式重新和材 合作學(xué)習(xí)的特點(diǎn)是什么 （綠書※Aclassroomthatiscooperativeusuallyinvolveslearner-centeredcharacteristics.asstudentsworktogetherinpairsandgroups,theyshareinformationandcometoeachother’said.※Cooperativelearningimpliesanemphasisoncollaborativeeffortsofstudentsandteachersworkingtightertopursuegoalsandobjectives.※Incooperativelearning,studentshelpotherstudentswithingroupsoffourtofive inanefforttoreachgoals.thereisaninterdependenceestablishedamongstudentsineachgroupastheystrivefortheachievementofgrouporindividualobjectives.Thistechniquedrawsfrombothbehaviorismandhumanism.Ontheonehand,itfrequentlyoffersgrouprewardsasitsprimemotivation:ontheother,iturgesstudentstodevelopmorefullytheirownindividualidentitieswhilerespectingthoseofother.※Extensiveresearchsuggeststhatcooperativelearningoftenproduceshigherincreasesretentionanddevelopsinter alskills.Cooperativelearninghasalsobeenshowntopromotehigherself-esteemandacceptanceofdifferences,aswellasfosteringresponsibility.Furthermore,itencouragecreativitybygivingstudentsopportunitiestoobservetheproblem-solvingapproachesandcognitiveprocessingstrategiesofothers.WhatiscurriculumtheoryconcernedwithsomescholarsassertthattheseisadifferencebetweenfacilitatingthedevelopmentofstrategiesreadersandteachingstrategiesHowwouldyouexplainthedistinction?你將如何解釋這種區(qū)別 （綠書chapter3，P49課后練習(xí)題Facilitatingthedevelopmentofstrategicreadersistotreatthemascapableandconsciousstrategyusersinlearningactivitiesandhelpthemwheneverandwhereverneeded,whileteachingreadingstrategiesistoteachlearnersaboutthosestrategiesandhowtoapplythemtoreadingactivities.促進(jìn)讀者的發(fā)展是將其視為有能力和有意識(shí)的用戶在學(xué)習(xí)活動(dòng)中，并在任何需要的時(shí)候幫助他們，而教學(xué)閱讀策略是教導(dǎo)學(xué)習(xí)者這些，以及如何將它們應(yīng)用于閱讀活動(dòng)。五論述題（共22040分 content---based task–based ★Contentsyllabusescertainlygivelearnersolotofexposuretothelanguagewhichisacquiredthroughthestudyofaseriesofrelevanttopics,andeachtopicexploitedinsystematicwaysandfromdifferentangles.★Task-basedsyllabusesrepresentaparticularrealizationofcommunicationlanguageteaching.andcenteronvarioustaskswhichareusuallypartsofsomebigtopic“jobinterview“,whichcanberealizedthroughvarioustaskssuchas“designingajobinterview“.However.theymightdifferinthattheo