温州大学2021年考研真题：909英语教学法

2021年硕士研究生招生考试试题

科目代码及名称： 909英语教学法

适用专业（方向）： 045108学科教学（英语）

请考生按规定用笔将所有试题的答案写在答题纸上，在此试题纸上答题无效

Part I Terminology Explaining  (20 points, 共5小题，每题4分)

1. mechanical practice

2. aim (as a principle for lesson planning)

3. kinesthetic intelligence

4. continuous assessment

5. the Critical Period Hypothesis

Part II Statement Judging (True或False，20 points, 共10小题，每题2分)

1. Grant’s three-part questionnaire helps teachers examine to what extent a textbook suits the students, the methods and the syllabus and examination.  

2. The eight different types of learners (based on Reid, 1998a) include visual learners, auditory learners, tactile learners, kinesthetic learners, group learners, individual learners, motivation oriented learners and reflective learners.

3. “I am partial to textbooks with illustrations, graphs, charts, and pictures.” This is an example to explain Bodily Intelligence.

4. Formative assessment is sometimes termed as classroom assessment as well.

5. Integrating the skills means that you are working at the level of realistic communication, not just at the level of vocabulary and sentence patterns.

6. An error has nothing to do with the language competence, but a result from temporary breakdown.

7. Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any efforts.

8. Those words that one is not only able to recognize but also able to use in speech and listening are considered as one’s productive vocabulary.

9. Classroom instructions include all classroom language that teachers may use for teaching purposes as well as for managing teaching.

10. According to Wang Qiang (2006), after deciding on the teaching stages, the next thing is to design teaching content for each stage.

Part III Question Answering (20 points, 共2小题，每题10分)

1. What do hidden resources refer to? How can you use hidden resources to create your own resources for teaching and learning?

2. What does Cultural awareness, one of the four elements of the core literacy of the English subject refer to according to the English Curriculum Standards (2017, 中华人民共和国教育部)? Why to develop students’ cultural awareness?

Part IV Discussion (40 points，共3小题, 第一题15分, 第二题10分，第三题15分)

1. Analyze the language of the passage.

2. Analyze the structure of the passage.

3. Analyze the author’s writing purpose of the passage.

材料一

To Wuhan boy, his doctor mom is a superhero fighting bad guys

By Zhou Lihua and Liu Kun in Wuhan and Li Hongyang in Beijing | chinadaily.com.cn | Updated: 2020-02-12 20:52

In the eyes of five-year-old Youyou, his mother is like Ultraman, a superhero in a cartoon series, who is fighting bad guys every day.

His mother, Lu Jingjing, a dermatologist at Wuhan Children's Hospital, is now working at the mobile cabin hospital at the Wuhan International Conference & Exhibition Center, taking care of novel coronavirus-infected patients.

Since Lu left home for the cabin hospital on Feb 4, Youyou has kept asking his mother through video chat: Mom, how many viruses did you beat today?

The mother of Youyou and a one-year-old daughter, Lu was sent to do support work at a community quarantine center on Feb 2 and then to the cabin hospital two days later.

While she was packing to leave for the cabin hospital from home, Youyou cried and tried to stop Lu from leaving, knowing he would not see his mother for a long time.

Lu patiently explained to him what the virus is, and told him that she would fight the virus with the cartoon superhero, Ultraman.

"He then calmed down and let me go because in his mind, Ultraman is the strongest in the battlefield and could definitely help me win,” Lu said.

Since then, her son keeps asking through video chat how many viruses Lu has killed every day and helps her add them up.

"He may not know clearly about why I'm away from home, but he knows that I'm fighting against the super virus with the weapons of doctors," she said.

"He told me that he had planted a cherry tree and would reward me with cherries when I get back. Every time he said 'Mom, I miss you', I couldn't stop bursting into tears."

Lu and her husband had planned to visit her parents in their hometown in East China’s Shandong province during Spring Festival but after the outbreak of the novel coronavirus, they chose to stay.

Her husband, who is serving in the army, is taking care of the children at home now and voluntarily helps with disinfection around their residential community.

Lu didn't let her parents know she is now working with novel coronavirus-infected patients.

"I am a dermatologist so my parents think that the virus has nothing to do with my department and I am staying away from infected patients,” she said.

When they asked for a video chat, Lu would say she was working in the dermatology clinic and instead let her husband and children chat with them.

"We should win the battle with the virus as soon as possible, so that medical staff and patients can go back home," she said.

Lu is one of the 24 medical staff from Wuhan Children's Hospital that is now working as support at other hospitals. Besides working at the mobile cabin hospital at the exhibition center, others are at different quarantine centers.

The Wuhan Children's Hospital is receiving children that are infected with the novel coronavirus.

(来源：“ To Wuhan boy, his doctor mom is a superhero fighting bad guys，” China Daily, assessed October 28, 2020,https://link.233.com/20220/a/202002/12/WS5e43f4fea31012821727714b_2.html )

Part V Teaching Design (50 points, 共2小题, 第一题20分, 第二题30分)

Suppose you are going to teach the following lessons to senior high school students, design lesson plans for your teaching.

1.Design the grammar teaching activities for the following passage (材料二）. (Hints: learning objectives; teaching procedures; time allocations; justifications; and blackboard design)

材料二

(来源: 人教社，高中英语模块2 Unit1 Cultural Heritage, p.6 Discovering Useful Structures)

2. Write a lesson plan. Lesson Type: Reading for writing. (材料三-1、2） (Hints: learning objectives; teaching procedures; time allocations; justifications; and blackboard design)

材料三-1

(来源: 人教社，高中英语模块2 Unit1 Cultural Heritage, p.8 Reading for Writing)

材料三-2

(来源: 人教社，高中英语模块2 Unit1 Cultural Heritage, p.9 Reading for Writing)

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