杭州师范大学外国语学院英语教学基础知识[专业硕士]历年考研真题及详解.pdf

目录2014年杭州师范大学844英语教学基础知识考研真题及详解2015年杭州师范大学846英语专业综合知识考研真题及详解2016年杭州师范大学846英语教学基础知识考研真题及详解2017年杭州师范大学845英语教学基础知识考研真题及详解2018年杭州师范大学845英语教学基础知识考研真题及详解2014年杭州师范大学844英语教学基础知识考研真题及详解一、选择题（共10小题，每题2分，共20分）1.Fluency is achieved largely by _.a.pronunciationb.grammatical itemsc.vocabularyd.chunksd【答案】语言的流利程度是通过语块实现的。【解析】2.The pseudo practice is beneficial only if the pre-service teachers take_ parisonb【答案】本题考查华莱士的“反思模型”。根据这一模型，教师在学【解析】习阶段之后为练习阶段。教师只有在教学实践中不断反思才能获益。不只是在一段时间的教学之后需要反思，在教学的过程中也要反思。3.Which of the following activities DOES NOT belong to pre-readingactivities?a.predictionb.making inferencesc.setting the scened.skimmingb【答案】读前活动包括提供背景信息，推断，略读等。推断属于读后活动。因此答案选b。【解析】4.The learning activity sculpture body language is designed fordeveloping _ intelligence.a.spatial visualizingb.bodily-kinestheticc.interpersonald.naturalisticb【答案】肢体语言可以提高学生的身体动觉智能。身体动觉智能是指用自己的全身或肢体动作解决问题的才能。【解析】5.Audio-lingual approach is based on _ view.a.structuralb.functionalc.cognitived.interactionala【答案】听说法基于结构主义观点。【解析】6._ theory considers that language is an intricate rule-basedsystem.a.Structuralb.Functionalc.Behavioristd.Cognitived【答案】认知学习理论主张语言是一个复杂的规则系统。这一观点由乔姆斯基提出。【解析】7.Efficient classroom management can be achieved by some conditions.One of them is that _.a.students play appropriate rolesb.students errors are treated properlyc.students can ask questions for teachers helpd.students can successfully finish task in group workb【答案】有效课堂管理需要6个条件：教师角色适当；教师给予学生清晰的授课指导；有助于学生学习的小组活动；教师提问问题适当；课堂有纪律，气氛和谐；学生的错误得到适当处理。【解析】8.Which of the following actions reflects teachers role as aPROMPTER in class?a.Students are taking turns to make sentences.When one makes anerror,the teacher asks him to revise.b.T:Have you ever bought clothes with problems?S:Uhm.T:For example,a shirt without.c.T:Please produce a conversation.S:Uhm.T:(Show a PPT with some language structures.)d.T:Please make a sentence with borrow.S:I borrowed a paper to write a letter.T:Well,we dont say a paper;we say a piece of paper.b【答案】教师发挥提示者作用，是指当学生不确定如何开始一项活动，或下一步该做什么，或下一步该说什么的时候，老师应该给出适当的提示。题干中老师问学生是否曾经买过有问题的衣服，学生觉得无从答起，于是教师提示学生“a shirt without.”。【解析】9.Which of the following ways of grouping students is more risky?a.Strong students and weak students are grouping separately.b.Grouping students according to seating arrangement.c.Students select their own group members.d.Grouping students by drawing lots.c【答案】本题考查课堂中的分组活动。在课堂中，学生不总是以班级为单位来学习，教师大部分时间会把学生分成不同大小的几个小组。根据不同的教学目的和教学活动，学生应该被合理分组。选项c中让学生自己挑选小组成员的分组方式风险较大，可能会使课堂活动失控。【解析】10.For grammar teaching,grammar should be built on _ relationsbetween individual lexical items and their subcategories.a.collocationalb.denotativec.connotatived.deductivea【答案】语法应该建立在个别词汇和范畴之间的搭配关系。【解析】二、判断题（共10小题，每题3分，共30分）1.Controlled practice includes:drilling,repetition,substitution,dialoguereading,etc.F【答案】本题考查3P教学模式中的控制性练习的类型。典型的PPP课堂首先由教师根据语境介绍新语言项目，然后组织练习，如操练、重复、对话等。因此该表述有误。【解析】2.Higher order questions require more reasoning,analysis andevaluation.T【答案】高阶问题涉及更多的推理、分析和评估。因此该表述正确。【解析】3.We should require the students to acquire native-like pronunciation.F【答案】语音教学的目的不是要求学生达到母语者的语音水平，而是要求学生尽可能准确发音，使对方能够在交流中理解自己的意思。因此该表述有误。【解析】4.Children do not need to learn grammar rules when learning a foreignlanguage.F【答案】在外语学习中，语法学习占据重要地位。语法学习可以提高学习者语言的准确度，使其句法系统内化。因此该表述有误。【解析】5.English-English explanations are the best way for vocabularyteaching.F【答案】词汇教学不仅局限于英英解释，还有教师用母语解释单词含义，通过语境学习词汇等。这些方法适用于不同的教学情境，无好坏之分。因此该表述有误。【解析】6.Dictogloss needs 4 stages:presentation,discussion,dictation,reconstruction.F【答案】合作听写的四个阶段为：presentation，dictation，reconstruction以及analysis&correction。因此该表述有误。【解析】7.Both listening and reading teaching need the way of interactivemodel.T【答案】无论是听力教学还是阅读教学都需要互动教学法。因此该【解析】表述正确。8.The difference between mapping and brainstorming is whetherstudents can organize their ideas.T【答案】本题考查过程写作中的步骤及其含义。头脑风暴指的是老师可以用头脑风暴列出相关话题，学生可根据自己兴趣选择和确定写作话题。找出文章主干是指帮助学生组织学生讨论写作细节，从学生所列的内容里选择对写作有用的信息，以连贯的或有逻辑的方式把这些内容组织成为一个令人信服的论点。因此该表述正确。【解析】9.TBL provides a paradigm for form-focused lessons.F【答案】任务型语言教学实际上是交际语言教学的进一步发展。它有着相同的信念，因为语言应该尽可能地接近现实生活中的语言。强调了形式教学与交际教学相结合的重要性。因此任务教学法并不仅仅关注语言形式，它更关注提高学生的语言交际能力。因此该表述有误。【解析】10.Chunks can be easily stored in memory,which helps us producelanguage more fluently.T【答案】语块是指包含多个单词的意群或词组。语块理论认为使用语言的流利程度不取决与大脑中存储了多少生成语法规则，而在于存储了多少预制性语块。因此该表述正确。【解析】三、简答题（本题共3小题，共25分）1.英语课程标准指出：义务教育阶段的英语课程具有工具性人文性性质？如何理解其中的“人文性”？请简答之。（7分）【答案】就人文性而言，英语课程承担着即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观和价值观的认任务。根据课程标准对于人文性的要求，教师在设置课程时也要注意培养学生的文化能力。例如在讲授基本英文知识时，融入文化知识的解读。改变传统课堂以教师为中心的模式，鼓励学生间进行讨论，培养学生的批判性精神。2.为什么要把“学习策略”列为英语课程目标之一？请简答之。（8分）【答案】（1）使用学习策略能够提高英语学习的效果。做任何事情都要讲究策略，英语学习也不例外。20世纪70年代以来，外语教育界的很多研究者对外语学习策略进行大量研究。一个比较可靠的结论是使用有效的外语学习策略，不仅可以大面积改进外语学习方式，提高学习效果和质量，还可以减轻学习负担。另外，把学习策略的培养渗透到教学，可以促进学习潜能偏低或智力发育迟滞学生的学习，减少他们学习的困难。（2）发展学习策略有助于学生形成自主学习能力。现代社会倡导终身学习的思想。自主学习能力是最终学习的前提，而形成有效的学习策略是发展自主学习能力的必经之路。因此，学生在校学习期间的一个重要任务是学会如何学习，以便他们走入社会之后能够真正实现自主地终身学习。（3）学习策略与教学策略相互促进。教师研究学习策略可以促进教学。教师通过了解学生的学习策略，可以调整自己的教学策略和教学方法，从而提高教学效果。另外，教师要在教学中引导和帮助学生培养学习策略。3.Would you please give some tips for MAKING QUESTIONS in classmore effective?(10分)【答案】(1)Questions should be closely linked to the learning objectives in thelesson;(2)Questions should be staged so that the level of challenge increases asthe lesson proceeds;(3)There should be a balance between closed and open,lower-order andhigher-order questions;(4)Wait time is important to allow students to think through theiranswers;(5)Students should be provided opportunities to ask their own questionsand seek their own answers;(6)A secure and relaxed atmosphere of trust is needed and studentsopinions and ideas are valued.四、论述题（本题共1小题，共15分）1.Illustrate the application of socio-constructivist theory to languageteaching.Socio-constructivist theory represented by Vygotsky(1978)emphasizes interaction and engagement with the target language in a socialcontext based on the concept of Zone of Proximal Development(ZPD)andscaffolding.In other words,learning is best achieved through the dynamicinteraction between the teacher and the learner and between learners.Withthe teachers scaffolding through questions and explanations,or with a morecapable peers support,the learner can move to a higher level ofunderstanding and extend his/her skills and knowledge to the fullest potential.【答案】五、设计题（本题共3小题，共60分）（一）就所给材料，设计导入方法，并写出教师的导入语言（共15分）1.导入方法（语言不限）（5分）；2.教师的导入语言（用英语）（10分）。（材料来源：PEP三年级上册，Unit 5）【答案】1.利用游戏，创设情境。2.Hello,everyone.How is your weekend?I have spent a very enjoyableweekend and I went picnic with my family.We ate lots of food.I also wantyou to experience such a lovely weekend.So in our class,lets stimulatepicnic.Now five students are arranged as one group.And each group hassome food,such as milk,cake and eggs.Then you have to speak English toeach other and now enjoy your“weekend”.（二）就所给的材料，给出相应设计（共25分）1.设计一个板书（10分）2.设计一个课堂交际任务（语言不限）（15分）需要涉及的内容含：任务名称、任务所需时间、任务目的、任务方式、任务要求、所要提供的材料等。（材料来源：Go for it七年级上，Unit 6）【答案】1.Do you like bananas?Yes,I do./No I dont.Do you like hamburgers?Yes,I do./No I dont.Do you like tomatoes?Yes,I do./No I dont.Do you like ice-cream?Yes,I do./No I dont.2.课堂任务：询问彼此是否喜欢某种东西，活动结束后复述出对方喜爱与不喜爱的东西；时间：15分钟；目的：在对话中联系“do you like.”的句式；任务要求：全程使用英语，不得说汉语。使用“do you like.”句式询问；提供材料：纸笔。（三）就所给的材料，设计一份教学简案（语言不限）（20分）（材料来源：人教版高中英语必修四，Unit 4，BodyLanguage）【答案】Teaching Key Points:guide students to learn something about bodylanguage.Teaching Difficult Points:introduce body language in English.Teaching Procedures:(1)Pre-readingThe teacher gives some body language;students guess what the meaningof the body language is.The teacher introduces some background information about bodylanguage.(2)While-readingAsk students to guess the meaning of bold words.Analyze the main idea of the passage.(3)Post-readingAnswer several questions.Introduce body language by themselves.2015年杭州师范大学846英语专业综合知识考研真题及详解一、判断题（每题3分，共30分）1.According to behaviourist theory,learning is a change of behaviorwhich can be predicted through the understanding of the learners cognitiveprocess.F【答案】本题考察语言学习的行为主义理论。行为主义学习理论是基于刺激反应的心理学理论，行为主义者认为语言也是一种行为，动物经过训练对刺激有反应，人类也可以一样，因此语言学习的过程也是习惯养成的过程，而不是改变习惯的过程，因此该表述有误。【解析】2.In audiolingual method,drill practice is the major activity to ensurethe accuracy in language learning.T【答案】本题考查听说法的主要特点。听说法包括无止境的“听并重复”的练习活动，听说法的要义在于语言是通过老师不断的重复和强化习得的。错误及时得到更正，正确的表达得到表扬。因此该表述正确。【解析】3.In task-based language teaching,activities are designed to combineform-focused teaching with communication-focused teaching.T【答案】本题考查任务型教学法的主要特点。任务型教学法是交际法的一种新的形态，是交际法的发展，它和交际法都以实际生活中的语言使用为中心，但强调将语言形式教学和交际教学结合起来。因此该表述正确。【解析】4.In order to achieve flexibility in language teaching,in lesson planningthe teacher needs to have a clear idea of what to achieve for the lesson andthen he needs to set a realistic goal for his teaching.F【答案】本题考查课程计划的准则。课程计划的灵活性准则要求教师使用一些不同的教学方法和技巧，使教与学更有效。而题干是对课程计划的目标准则的阐述，因此该表述有误。【解析】5.One of the realistic goals of teaching pronunciation is intelligibility.T【答案】本题考查语音教学的实际目标。语音教学的实际目标包括统一性即语音应该流畅、自然，可理解性即能被听者接受和理解，交际效果即语音应该能传达说话者想要传达的意思。因此该表述正确。【解析】6.Chunks can be easily stored in memory,which helps us producelanguage more fluently.T【答案】语块是指包含多个单词的意群或词组。语块理论认为使用【解析】语言的流利程度不取决与大脑中存储了多少生成语法规则，而在于存储了多少预制性语块。因此该表述正确。7.The difference between mapping and brainstorming is whetherstudents can organize their ideas.T【答案】本题考查写作教学中的过程写作法的主要步骤。其中，找出文章主干是的是帮助学生组织学生讨论写作细节，从学生所列的内容里选择对写作有用的信息。以连贯的或有逻辑的方式把这些内容组织成为一个令人信服的论点。而头脑风暴是指老师可以用头脑风暴列出相关话题，学生可根据自己兴趣选择和确定写作话题。因此该表述正确。【解析】8.The bottom-up process of reading is actually the process of decodingof linguistic signs.T【答案】本题考查自下而上型的阅读模式。自下而上型的阅读模式首先讲解新单词新句型，然后逐句讲解课文。阅读理解建立在理解和掌握所有新单词、新短语、新句型和大量的朗读练习的基础上。阅读中，信息传递成线性过程传递：字母单词短语从句句子段落篇章。因此该表述正确。【解析】9.For the learners of intrapersonal intelligence,teachers can providethem with some activities such as picture drawing,critical thinking and roleplaying.F【答案】本题考查语言学习者类型中的内省风格。内省型学习者适合独立学习，独立思考，因此不应该组织角色扮演这类的课堂活动，不利于他们发挥自己的学习优势。因此该表述有误。【解析】10.The comprehensive goal of the national English curriculum is basedon the structural view of language and the constructivist view of learning.F【答案】本题考查国家英语课程设置的理论基础。根据国家英语课程设置的原则：面向全体学生，注重素质教育；突出学生主体，尊重个体差异；整体设计目标，体现灵活开放；强调学习过程，倡导体验参与；注重过程评价，强调能力发展；开发课程资源，拓展学用渠道，可以看出其理论基础功能主义语言理论和建构主义学习理论。因此该表述有误。【解析】二、选择题（每题2分，共20分）1.The functional view not only sees language as a linguistic system butalso _.a.the combination of verbal and non-verbal codesb.a means for doing thingsc.the concepts of meaningd.the reflection of personal relationshipb【答案】本题考查功能主义语言理论。功能主义语言理论也叫语言交际理论，它认为语言是表达功能意义的工具。功能主义理论不仅把语言看作语言系统，同时把语言看成是做事的方式。【解析】2._ theory considers language as an intricate rule-based system.a.Structuralb.Functionalc.Behavioristd.Cognitived【答案】本题考查认知主义语言观。认知理论认为语言是一个复杂的规则系统。【解析】3.Which of the following DOES NOT belong to pre-reading activities?a.predictionb.making parisonb【答案】本题考查阅读教学中的读前活动。读前活动指的是学生在仔细阅读课文前所进行的活动。读前活动还可分为：推测、情景设置、略读和扫读。选项b中的推理是读后活动，指的是读者用自己掌握的背【解析】景知识来推断作者的隐含意义。推理就是把文章已经给出的意思同已具备的知识联系起来的过程。4.Efficient classroom management can be achieved by some conditions.One of them is that _.a.students play appropriate rolesb.students errors are treated properlyc.students can ask questions for teachers helpd.students can successfully finish task in group work.c【答案】本题考查有效的课堂管理需要满足的条件。要想实现有效的课堂管理，教师要承担合适的角色，提供清楚的指导，提出合适的问题，采取合适的学生分组方式，适当地纠正学生的错误以及课堂要具有纪律性和和谐性。【解析】5.Which of the following actions reflects teachers role as aPROMPTER in class?a.Students are taking turns to make sentences.When one makes anerror,the teacher asks him to revise.b.T:Have you ever bought clothes with problems?S:Uhm.T:For example,a shirt without.c.T:Please produce a conversation.S:Uhm.T:(Show a PPT with some language structures.)d.T:Please make a sentence with borrowS:I borrowed a paper to write a letter.T:Well,we dont say a paper,we say a piece of paper.b【答案】本题考查教师的促进者角色。促进者也就是在学生不清楚活动或者不知道下一步做什么或什么时，老师应该适当提示。例如暗示（时间、地点等），或引导（可通过“and.?”“Anything else?”“Yes,butwhy.?”等。）【解析】6.Which of the following ways of grouping students is more risky?a.Strong students and weak students are grouping separately.b.Grouping students according to seating arrangement.c.Students select their own group members.d.Grouping students by drawing lots.c【答案】本题考查课堂中的分组活动。在课堂中，学生不总是以班级为单位来学习，教师大部分时间会把学生分成不同大小的几个小组。根据不同的教学目的和教学活动，学生应该被合理分组。选项c中让学生自己挑选小组成员的分组方式风险较大，可能会使课堂活动失控。【解析】7.For grammar teaching,grammar should be built on _ relationsbetween individual lexical items and their subcategories.a.collocationalb.denotativec.connotatived.deductivea【答案】本题考查语法教学中的合成法。合成法教学认为语法教学应该是一致的、有建设性的、有一定语境的，有对比性的。其中一致性指的是语法应该建立在个别词汇项与其子范畴一致的基础上。【解析】8.Which of the following belongs to production practice ofpronunciation?a.Using minimal pairsb.odd man outc.listen and repeatd.which orderc【答案】本题考查语音教学中的生成性练习。语音教学中的生成性练习的目标是提高学生创造语音的能力。语音的生成性练习从机械模仿到能有意义的语境中发出语音显示出很大的不同。生成性练习的类型：跟读；造句；使用有意义的语境；采用图片；采用绕口令。【解析】9.According to Clark,Scarino and Brownell(1994:40),a task has fourmain components:_.a.a purpose,a context,a process,a productb.a purpose,a role,a process,a productc.a purpose,a situation,a process,a productd.a purpose,a context,a procedure,a producta【答案】本题考查任务型教学中任务的四个部分。任务是为了自己或他人而进行的工作，或无酬劳或有酬劳，对不同的人来说，任务的意思也不尽相同。任务的四个部分包括目的即确保学生具备进行任务的原因；语境可以是真实的、模拟的或者想象的，其中涵盖社会语言学的问题，如地点、参与者及其相互关系、时间以及其他重要因素；过程是让学生使用学习策略，诸如解决问题的策略、推理、问询、概念化以及交流；输出则是任务型教学法中会有某种成果，或有形（一份书面计划，一场话剧，一封信等）或无形（享受故事、学习其他国家等）。【解析】10.The process approach to writing follows the order:_.a.creating a motivation to write,mapping,brainstorming,freewriting,outlining,drafting,editing,revising,proofreading,conferencingb.creating a motivation to write,brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreading,conferencingc.creating a motivation to write,brainstorming,mapping,outlining,freewriting,drafting,editing,revising,proofreading,conferencingd.creating a motivation to write,brainstorming,mapping,freewriting,outlining,drafting,editing,proofreading,revising,conferencingb【答案】本题考查过程写作法的步骤。过程写作法把写作重心放在学生的写作过程上，学生在写作过程这一关键阶段也及时得到了老师和同学的帮助、反馈和指导。其包含激发写作动机，头脑风暴，找出文章主干，自由写作，列提纲，写草稿，编辑，审核，校对以及讨论。【解析】三、简答题（共20分）1.What is communicative competence?(6分)Communicative competence includes both the knowledge aboutthe language and the knowledge about how to use the language appropriatelyin communicative situations.Speakers not only have to know functionalmeaning of the language but also the social context where the message isgiven.There are five components of communicative competence,namely,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.【答案】【答题思路】本题考查交际能力的含义。首先分析什么是交际能力并陈述其组成部分。2.What are the different teacher roles in audiolingual method andcommunicative language teaching?(6分)【答案】(1)In audiolingual method,the teachers role is central and active.It is ateacher-dominated method.The teacher models the target language,controlsthe direction and pace of learning,and monitors and corrects the learnersperformance.The teacher must keep the learner attractive by varying drillsand tasks and choosing relevant situations to practice structures.(2)In the CLT,the teacher has two main roles.The first role is tofacilitate the communication p