the communicative competence in spoken english(英语专业论文)本科学位论文

英语专业毕业论文选题★试论《失乐园》中Satan的形象On the Image of Satan in Paradise Lost ★Fielding小说的现实主义意义The Realistic Significance of Henry Fielding’s Fiction★《傲慢与偏见》中经济对婚姻的影响The Economic Influence on Marriage in Pride and Prejudice★桑提亚哥——海明威笔下的硬汉Santiago: A typical Hemingway’s Hero★论Robert Frost的诗歌创作On Robert Frost’s Poetry★《了不起的盖茨比》中的象征Symbolism in The Great Gatsby★华滋华斯诗歌的自然观On William Wordsworth’s Naturalism★论叶芝诗歌中的宗教思想On Religions Thoughts in W. B. Yeats’ Poetry★劳伦斯笔下的女性形象On the Female Characters in D. H. Laurence’s Fiction★试析哈代对英国诗歌之贡献On Hardy’s Contributions to English Poetry★欧内斯特?海明威小说中的悲剧色彩The Tragic Color of Ernest Hemingway's Novels★欧内斯特??海明威战争小说中的人道主义分析On the Humanism in Ernest Hemingway's War Stories★亨利·詹姆斯作品中的心理描写On the Psychological Descriptions in Henry James’ Novels★D. H. 劳伦斯小说中女性人物形象分析An Analysis on Women Images in D.H. Lawrence’s Novels★爱米丽·迪金森的诗歌艺术特色On Artistic Features of Emily Dickinson’s Poetry★欧·亨利短篇小说主题分析The Thematic Analysis of O’ Henry’s Short Stories★杰克·伦敦《海狼》的心理分析Psychoanalysis of Jack London’s The Sea Wolf★杜拉斯小说中的中国情结The Chinese Complex in Marguerite Duras’ Fiction★人性的扭曲与异化——论卡夫卡的《变形记》The Distort and Alienation of Human Nature——On Kafka’s the Metamorphosis★《廊桥遗梦》的弗洛伊德主题Freudianism in The Bridges of Madison County★西奥多??德莱塞《嘉利妹妹》中的自然主义Naturalism in Theodore Dreiser’s Sister Carrie★《麦田里的守望者》中的象征主义★从《秀拉》的男性人物形象看托妮??莫里森的女权思想Toni Morrison’s Feminist Vision Reflected in the Characterization of Sula’s Male Characters★论马克吐温小说的黑色幽默On the Black Humor in Mark Twain Novels★埃兹拉庞德诗歌的意象主义分析Imagism in Ezra Pound’s Poetry★从功能语法角度分析演讲词的语境和衔接Analysis on Textual Context and Cohesion in Speech Writing★大学生英语语用能力研究An Investigation of the Pragmatic Abilities of College Students★语用迁移与语用失误对跨文化交际的影响★语境再现在阅读理解中的作用★英汉致使动词的对比研究 A Contrastive Study of English and Chinese Causative Verbs★英语委婉语的交际功能 A Contrastive Study of Lexical Features of English Advertisement and Chinese Advertisement★英语委婉语的文化内涵的研究Study of Culture Connotation of English Euphemism★后置形容词初探A Tentative Study of Post-posed Adjectives★跨文化交际中的语用失误Pragmatic Failures in Cross-cultural Communication★外语多媒体设计的语言学思考 A Linguistic Point of View on Design of Foreign Language Multi-media★文化语境与词汇内涵意义（Context of Culture and Connotative Meaning of Words）★论新闻英语中的连贯问题On Coherence in News English★论语篇中的英语习语On English Idioms in Text★论形体语言在交际中的作用Functions of Body Language in Communication★英汉拒绝语的对比研究The Contrastive Study on the English and Chinese Expressions in Refusing or Declining★英汉习语的文化差异及翻译The Cultural Difference and Translation of English and Chinese idioms★英语典故性成语的来源与汉译Derivation and Translation of English Phrasal Literary Quotations★论as…as…的用法与翻译On the Use and Translation of “as…as…”★浅析汉英翻译种的中式英语On the Chinglish in C-E Translation★试论英汉翻译中的文化冲突A Study on Cultural Conflicts in E-C Translation★英汉翻译中修辞手段初探On Rhetorical Methods in E-C Translation★英语课堂中的文化教学Culture Teaching in an EFL Class★论交际英语课堂教学的活动衔接On the Cohesiveness between Activities in a Communicative English Class★论中学生词汇学习策略On Vocabulary Learning Strategy for Middle School Students★试谈如何使用模拟辩论英语口语教学法The Teaching Methods by Means of Simulating Debate on Spoken English★英语教学中的文化意识Culture Consciousness in the English Language Teaching★文化差异与英语词汇教学Cultural Difference and Teaching of English Vocabulary★交际性语言与英语课堂语境构建Communicative language and the Construction of English Classroom Context★网络英语及其对英语教学的影响★合作学习在英语教学中的应用Application of Cooperative Learning To English Teaching★语境理论在英语阅读教学中的作用On Theory of Context In English Reading Teaching★如何有效地利用母语思维提高学生的英语写作能力On Effectively Applying First Language to Improving Students’ Writing Proficiency★作文评阅中的困惑与自主学习理念的切入Evaluation on Compositions in ELT: Facilitating Stu dents’ Autonomous Learning★学会学习——中国外语学习者学习策略研究Learn How to Learn——A Study on Chinese EFL learners’ Learning Strategies★英语听力学习策略对听力能力的影响Influence of Learning Strategies upon English Listening Comprehension★中学生英语学习动机与英语教学Middle School Students’ L earning Motivation and It’s Implications In ELT★减少焦虑：从英语课堂活动做起 Decreasing Anxiety Through ELT Classroom Activities★英语课堂中的互动：情感与认知 Interaction in EFL Classroom: Affection and Cognition★英语课堂中的文化冲击——促进学生积极参与之良方 Cultural Shock in ESL Classroom ——An Approaching to Encouraging Active Participation★英语写作教学中的“结果法”与“过程法”之比较 A Comparison Between 〝Product Approach〞and〝Process Approach〞★元认知与大学英语词汇学习Metacognition and EFL Learners’ Vocabulary Learning★意识培养：英语语法教学的新思路The Awareness-raising Approach: A New Prospective on Grammar Teaching★语言学习任务和自主性学习On Language Learning Tasks and Learner Autonomy★课堂焦虑与中学生口语表达能力关系Correlations between Anxiety and College Students’ Oral Performance★阅读与写作的互动及其教学思考Developing Interactive Reading and Writing in Classroom Teaching★论外国文化知识在外语学习中的重要性On the Importance of Foreign Culture Knowledgein Foreign Language learning★翻译教学法之我见On the Teaching of Translation★影响EFL课堂互动的情感因素研究 A Study of the Affective Factors Influencing EFL Class Interaction★中学生词汇学习策略调查 A Survey to the Lexicon Acquisition Strategies of Middle School Students★EFL课堂互动中教师的中介作用 A Study of the Teacher as Mediator in EFL Classroom Interaction★EFL课堂教学中的教师提问与课堂互动 A study to the role of question in EFL Classroom interaction★英语专业学生在写作中运用的交际策略研究 A study to the Application of Communicative Strategies in English Major’s Writing★EFL课堂教学心理环境调查与分析 An Investigation and Analysis to the Psychological Environment of EFL Class★英语专业与非专业学生英语学习风格对比研究 A contrastive study to the Learning styles of English Majors and Non-English Majors★英语专业学生阅读策略调查研究 A Survey to the Reading Strategies of English Majors★英语专业学生写作中的母语迁移现象 A Study to Native Language Transfer in English Major’s Writing★元认知策略在英语专业学生听力理解中的应用 A Study of the Application of Metacognitive Strategy in Listening Comprehension of English Majors★EFL课堂互动模式研究 A Study of the Interaction Patterns of EFL Class★EFL课堂互动中的错误纠正 A Study of Error Correction in EFL Classroom Interaction★英语专业学生学习动机调查与分析 A Survey and analysis to the Motivation of English Majors★英语教师课堂行为与学生学习动机相关研究 A Study to the Relationship between Teacher Behavior in classroom and Students’ Motivation★互动教学中语法教学的地位 The Role of Grammar Teaching in Interactive Teaching★听力理解中的形式逻辑问题研究On Formal Logic in listening comprehension of English★听力能力培养与词汇教学 on the cultivation of listening and teaching of vocabulary★刍议外报外刊阅读与英语阅读能力的培养On Reading Foreign Newspapers and Magazines and Reading Ability Training★英语教学中学生兴趣的激发Cultivation of Students’ Interest in English Teaching★怎样组织英语语言学教学中的课堂讨论How to Organize Linguistic Seminars in China★怎样充分利用第二课堂活动来提高学生语言技能与运用能力How to Make Full Use of the Extra Curriculum to Improve Students’ Language Skills their Applying Ability★阅读技巧与阅读能力培养Reading Skills and Reading Ability Training★英语听力理解的主要障碍及对策Major Interferences in Listening Comprehension and its Counter-measures★英语语调教学探讨English Intonation Teaching Research★试析英语写作汉式英语产生的根源An Analysis of the Causes of Chinglish in English Writing★英汉语篇阅读模式差异对英语写作的影响The Influence of English and Chinese Context Patterns on English Writing★自我监控策略与二语写作：大学生英语写作策略研究Self-monitoring strategy and EFL Writing: A Strategy-based study on Chinese Learners’ writing★影响中国中学生英语写作的因素Factors Affecting Chinese Middle School Students’ English Writing教师话语与第二语言习得Teacher Talk and Second Language Acquisition★论泛读与词汇习得On the Role of Extensive Reading in Vocabulary Acquisition★英语词汇教学方法探讨An Inquiry into Teaching Approach to English Vocabulary★试论英美文化课程在英语专业能力培养中的作用On the Course of British and American Culture: Its Function in the Development of English Competence for English Majors★EFL课堂中的小组活动研究 A Study of Group Work in EFL Class★怎样组织英语语言学教学中的课堂讨论How to Organize Linguistic Seminars in China★试论英语专业人才如何突出专业优势The English Specialty: Ways Out★英语流行语的文化因素Cultural Factors of English Catchwords★浅谈非语言交际中的身势语Body Language in Non verbal Communication★英汉语中称谓的差异及其成因★英汉姓名的文化阐释Cultural Interpretations of English and Chinese Names★身势语在不同文化下的差异Different Body Languages In Different Cultures★英语语调在口头语篇中的意义The Communicative Value of Intonation in Spoken Discourse★On the politeness and cooperation used in the language learning★语言学习中的礼貌和合作原则★非言语行为在跨文化交际中的功能Functions of Non-verbal Behavious in Intercultural communication★英汉礼貌用语对比研究The Contrastive Study on the Courteous Expressions in English and Chinese★中西方不同思维模式在宗教文化中的体现The Presentation of Different Thinking Modes in Chinese and Western Religious Culture。

Unit 1 When was it invented ?教案【学习内容】Grammar Focus, 3a, 3b and 4 of Unit 1 When was it invented ?【学情分析】本节课学习任务是完成课文Grammar Focus, 3a, 3b and 4 部分的学习。

本单元要求学会谈论重要发明的历史及用途，然后针对各项发明的用处及特点，发表自己的看法，并说明理由。

话题一直是围绕着历史上和日常生活中的重要发明，通过使用“Passive V oice”形式的句型，循序渐进地展开讨论。

课本设计的活动情景能够自然地引发学生的好奇心，大家积极地投入到话题讨论中，寓教于乐，容易引起学生的兴趣；同时，它也有利于开阔学生的思路，培养创造精神，展开丰富的想象力，人人都能成为“小发明家”。

学生在第一课时学习了本单元的Section A 中的1a至2c部分，基本能听懂、会说本单元要求掌握的部分重要词汇；在图片，相关信息等提示的帮助下，能较好地运用重要句型和掌握主动语态和被动语态及相互转换。

但是本班的学生两极分化比较严重，有一部分学生基础知识不牢固，前面提到的学过的单词和句型就忘得差不多了，特别是对于课文中的语法—主动语态和被动语态，被动语态的一般现在时和一般过去时混为一谈。

所以教师在课堂教学中应面向整体，及时复习相关的知识，包括重要词汇和句型，前后知识的衔接。

同时在设计上要注意活动的多样性，激发他们的兴趣，让每一位学生能得到不同程度的收获。

【单元整体目标】重点词汇：salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident重点句型：When was the telephone invented? I think it was invented in 1876.技能目标：能够谈论发明的历史和用途。

佛山中考英语听说考试评分标准The Foshan Junior High School English listening and speaking exam scoring criteria play a crucial role in assessing students' language proficiency and communication skills. The evaluation standards are designed to ensure fairness and accuracy in grading, providing a comprehensive overview of students' performance in the exam.First and foremost, the listening section of the exam evaluates students' ability to comprehend spoken English. This includes understanding main ideas, details, and implied meanings in various audio materials. Students are expected to demonstrate good listening skills by accurately grasping the content of the recordings and responding appropriately to questions. The scoring criteria forthis section typically focus on accuracy, comprehension, and overall performance in listening tasks.In addition to listening skills, the speaking section of the exam assesses students' ability to express themselves fluently and coherently in English. This involves speaking clearly, using appropriate vocabulary and grammar, and organizing ideas effectively. Students are evaluated on their pronunciation, intonation, and overall communicative competence in speaking tasks. The scoring criteria for this section emphasize fluency, accuracy, coherence, and overall communicative effectiveness in spoken English.Furthermore, the scoring criteria for the Foshan Junior High School English listening and speaking exam may also consider students' ability to interact in English. This includes engaging in conversations, discussions, and role-plays with other students or the examiner. Students are evaluated on their ability toinitiate and sustain communication, respond to questions and prompts, and demonstrate effective interpersonal skills in English. The scoring criteria for interactive tasks focus on interaction, negotiation, collaboration, and overall communicative competence in English.Moreover, the scoring criteria for the exam may take into account students' use of language functions and communicative strategies in listening and speaking tasks. This includes the ability to use appropriate language for different purposes, such as describing, narrating, explaining, persuading, and expressing opinions. Students are expected to demonstrate a range of language functions, such as asking for clarification, giving opinions, agreeing and disagreeing, and making suggestions. The scoring criteria for language functions and communicative strategies emphasize students' ability to use language effectively and appropriately in various communicative contexts.Additionally, the scoring criteria for the exam may also consider students' overall performance and improvement in English listening and speaking skills. This includes their progress in developing listening comprehension, speaking fluency, vocabulary knowledge, grammar accuracy, and communicative competence over time. Students are encouraged to reflect on their strengths and weaknesses in English listening and speaking, set goals for improvement, and take steps to enhance their language skills. The scoring criteria for overall performance and improvement aim to motivate students to become more confident, proficient, and effective communicators in English.In conclusion, the Foshan Junior High School English listening and speaking exam scoring criteria are designed to assess students' language proficiency and communication skills in a comprehensive and systematic manner. By evaluating students' listening comprehension, speaking fluency, interactive abilities, language functions, communicative strategies, overall performance, and improvement in English, the scoring criteria provide valuable insights into students' strengths and areas for development. Students are encouraged to prepare thoroughly for the exam, practice listening and speaking skills regularly, seek feedback from teachers and peers, and strive to achieve their full potential in English communication.。

安庆师范学院外国语学院2007—2008学年度第二学期期末考试《英语教学理论及方法》课程试卷（B卷）注意事项1. 本试卷共四大题, 第I 、II大题做在客观题答题卡上，第III 、IV大题做在主观题答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。

2.考生答卷时必须准确填写院系、班级、姓名、学号等栏目，字迹要清楚、工整。

I. Multiple ChoicesDirections:In this part, you are given twenty questions or incomplete sentences which are followed by four choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question or complete the sentence. Mark the corresponding letter on the Answer Sheet for the objective items (30 points;1.5 points each).1. Which of the following statement about task-based language teaching is NOT true?A. Students should be given tasks to perform or problems to solve in the classroom.B. Students are task-driven.C. Task-based language teaching is student-centered.D. Task-based language teaching follows the PPP model.2. What type of learners can benefit most from acting things out or miming thingswith their bodies?A. Kinesthetic learners.B. Tactile learners.C. Auditory learners.D. Visual learners. 3. What type of intelligence are problem-solving activities best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical/Mathematical intelligence.D. Linguistic intelligence.4．The _______ view of language sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.A. structuralB. functionalC. mentalistD. interactional5. The role of the teacher changes following the aims of the class. The teacher may function more as a(n) if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.A. controllerB. resource-providerC. participantD. organizer 6．Which of the following activities is NOT suitable for consolidating vocabulary?A. Labelling.B. Using minimal pairs.C. Odd man out.D. Word association.7. The behaviorist theory of language learning was initiated by , who applied Watson and Raynor’s theory of conditioning to the way human acquire language.A. HarmerB. SkinnerC. HymesD. Chomsky8. Which of the following statements about assessment is NOT true?A. Summative assessment is mainly based on testing.B.Testing is part of assessment, only one means of gathering information about astudent.C.Individual-reference assessment is based on how well the learner is performingrelative to his or her own previous performance, or relative to an estimate of his or her individual ability.考试答案不得超过此线D.Formative assessment focuses on the final product or result of learning ratherthan the process of learning.9. Which one of the main components of communicative competence is concerned with the appropriate use of language in social context?A. Linguistic competence.B. Pragmatic competence.C. Discourse competence.D. Strategic competence.10．Integration of the four skills is concerned with realistic communication. This means that we are teaching .A. at the discourse levelB. at the sentence levelC.at the level of phrasesD. at the level of individual words11. When a student has made a sentence “I go to the theatre last night.”, the teacher says, “You GO to the theatre last night?”. What is the teacher doing in terms of error correction?A. Correcting the student's mistake.B.Hinting that there is a mistake.C.Encouraging peer correction.D.Asking the student whether he really went to the theatre.12. Considering our English learning context, our realistic goals of teaching pronunciation should include the following except .A. consistencyB. intelligibilityC. communicative efficiencyD. native-like pronunciation13. Which of the following is NOT one of the major objectives of pr-listening activities?A. To activate students’ prior knowledge about the topic.B. To smooth away linguistic difficulties.C. To provide a variety of types of tasks for the students to do while they arelistening.D. To motivate the students.14. Which of the following activities can help students prepare for spontaneous speech?A. Reading aloud.B. Giving a prepared talk.C. Doing a drill.D. Interviewing someone, or being interviewed.15. Based on our understanding of the nature of reading, we believe effective readers do the following except .A. They have a clear purpose in reading.B.They read silently.C.They have and use background information to help understand the text.D.When reading in English, they mentally translate everything in order tounderstand.16. One excellent way to make speaking tasks communicative is to use activities,in which the student have different information and they need to obtain information from each other to finish a task.A. role-playingB. BingoC. information-gapD. simulation17. One of the major principles behind good lesson planning is , which meansthe contents and the tasks planned for the lesson should be within the capability of the students, following the principle of i+1.A. varietyB. flexibilityC. learnabilityD. linkage18. In what situation does the following conversation involve the correct register use?__ Hi, Charlie, can you give a hand?__ Sure, Peter. What’s up?__ I can’t get this to work.__Why don’t you try to use a screwdriver?A.Wife to HusbandB.Friend to FriendC.Management to StaffD.Man speaking to Stranger19．Which of the following is NOT considered to be a essential condition for language learning?A. Exposure to a rich but comprehensible input of real spoken and written languagein use.B. Use of the language to do things (i.e. exchange meanings).C. Motivation to listen to and read the language and speak and write it (i.e. toprocess and use the exposure).D. Instruction in language (i.e. chances to focus on form).20. The new National English Curriculum is designed to promote the students’overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and .A. cultural understandingB. motivationC. confidenceD. intelligence II. True or FalseDirections: In this part, you are given thirty statements about English teaching. Read these statements carefully and decide whether they are true or false. Mark “A” for “True”, “B” for “False”on the Answer Sheet for the objective items (30 points; 1 point each).21.The understanding of the nature of language provides the basis for a particularteaching method. Different views on language generate different teaching methodologies.22.Discourse features include aspects such as: the way the text is organized, itslayout, the style of the language and the register23.Based on the theory of conditioning, Skinner suggested language is also a form ofbehavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as cognitivism.24.The goal of communicative language teaching is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.25.In Hymes’s words, there are “rules of use without which the rules of grammarwould be useless”, which simply means, besides grammatical rules, language use is governed by rules of use.26.Generally speaking, in communicative language teaching, the teacher is afacilitator of students’learning. His role is less dominant than in a teacher-centred method.27.Stress and intonation are as important as the sounds themselves and should betaught from the very beginning.28.Task-based Language Teaching is, in fact, a further development ofCommunicative Language Teaching. However, it stresses the importance to combine form-focused teaching with communication-focused teaching.29.An important feature of today’s language classroom is that students do not alwaysstudy as one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are whole class work, pair work, group work, and individual work.30.It is very important to make students aware that not all words are equallyimportant and that effective ways of vocabulary learning help to reduce forgetting.31.The presentation stage of the PPP model is for the teacher to present the newlanguage to the students in meaningful contexts and make sure they understand what it means and how it is used. So this stage is usually teacher-controlled and there is much emphasis on accuracy at this stage.32.Good teachers plan their classes minutely so that everything they do isprearranged, and once they are in the classroom, they follow their plan without deviation.33.An important type of pre-reading activity is setting the scene, which meansgetting the students familiarized with the cultural and social background knowledge relevant to the reading text.34.The way to transfer information from one form to another is called a transitiondevice. In teaching reading, when information in text form is transferred to visual form, it can be more effectively processed and retained.35.Role-play is a very common language learning activity where students playdifferent roles and interact from the point of view of the roles they play.36.A PPP cycle leads from accuracy to fluency, a TBL cycle leads from fluency toaccuracy (combined with fluency).37.When a communicative activities starts, the teacher is left nothing to do, sincenon-teacher-intervention is important in a genuine communicative activity.He can sit in front of the class and do some private reading until the time is up. 38.Post-reading activities usually contribute to the development of all the languageskills and may involve using other skills than just reading.39.Pronunciation is an umbrella term covering many interrelated aspects besidessounds and phonetic symbols, such as stress, intonation, and rhythm.40.Children do not learn grammar rules when they acquire their first language, sothey do not need them either when learning a foreign language. 41.The bottom-up model of teaching reading reflects the belief that one’sbackground knowledge plays a more important role than new words and new structures in reading comprehension.42.There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the post-listening stage.43.The fact that speech is spontaneous means that it is full of false stats, repetitions,incomplete sentences, and short phrases.44.The theory of multiple intelligences implies that our teaching should be able todevelop as much as possible students’different potentials in their intelligences, giving everyone the chance to demonstrate and use their potentials to the fullest possible.45.The process approach to writing does not only pay attention to what students dowhile they are writing, it also attaches great importance to what the students do before they start writing and after they finish writing.46.Although popular, the three P’s model is not always applicable in var iouslanguage classes, especially the skill-oriented lessons.47.Making errors will lead to bad habit formation, so we should correct themwhenever they occur.48.Teachers have the responsibility to provide multiple opportunities for theirstudents to develop different learning styles.nguage acquisition is a subconscious process where language is acquired as aresult of natural and largely random exposure to language.50.In the following activity the teacher acts as an assessor:T: Do you have any hobbies?S: Yes, I like singing and dancing.T: Uhm, and …?S: I also collect coins.III. Short Answer QuestionsDirections: In this part, there are two questions about English teaching. Choose ONE of them and write down your answers in brief. You will be assessed in the points you present and the way you present them (15 points).1. What are the reasons for using group work in the language teaching classroom,especially in speaking tasks?2. Some teachers say, “During a communicative activity, whenever a teacher findsa mistake, no matter in what sense, grammatical or cultural or any other aspect,he should stop the student and correct it.” Do you think it is the correct thing for the teacher to do in class? Give your reasons.IV. Lesson PlanningDirection:Suppose you are to teach a class of 40 senior middle school students. Design an outline lesson plan of the first 45-minute period for the reading text given. Make sure you include clear objectives, reasonable procedure (stages and steps), assumed time, organization type, clear instructions, teaching aids, etc.(25 points).安庆师范学院2007—2008学年度第二学期期末考试《英语教学理论及方法》（B卷）主观题答题纸院系班级姓名学号□□□□□□□注意事项1.本试卷共四大题, 第I 、II大题做在客观题答题卡上，第III 、IV大题做在此答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。

Unit 1 How often do you exercise?Ⅰ．Teaching Aims and Demands1．Knowledge ObjectsNames of activities.Adverbs of frequency.What do you usually do on weekends?—I often go to the movies.2．Ability ObjectsWriting skill.Listening skill.Communicative competence.3．Moral ObjectTake exerciseⅡ．Teaching Key Points◆what does she do on weekends?—She often goes to the movies.◆How often do you exercise?—Three times a weekⅢ．Teaching MethodsDiscover method.Listening and writing methods.Pairwork.Ⅳ．Teaching AidsA tape recorder.Large monthly calendar showing the days of the week.A projector.Ⅴ．Teaching ProceduresStep Ⅰ Greet the classStep Ⅱ Section A 1a (This activity introduces the key vocabulary.)●Look at the picture. Ask a few students to say what they see in thethought bubbles. Each thought bubble shows something that a person does on weekends.●Name each activity. Ask students to repeat each one.Saying,One girl isshopping.Another girl is reading.This boy is exercising.Another boy is watching TV.These girls are skateboarding.●Point out the sample answer.Then ask the students to list all theactivities in the thought bubbles.They can use bilingual dictionaries to help tnem.Ask the student who finishes first to write the answers on the board.●Check the answers on the board and ask students to correct their ownactivities.Answers:watching TV readingskateboarding exercisingshoppingStep Ⅲ1b This activity gives students practice in understanding the target language in spoken conversation.●Point to each scene in Activity. Ask students to look at each pictureand tell what the person does on weekends.●Play the recording the first time.Students only listen.●Play the recording a second time.Point to the pictures.This timesay,Listen to the conversation.The people are talking about what they do on weekends.Listen to the recording and write the letter of one activity（a through e）after the word in the list.For example,on the recording someone says,I always go shopping.Shopping is a letter in the picture in activity 1a.So you put an“a”after the word always in this list.Repeat the explanation,if necessary.●Ask students to complete the activity individually.●Check the answers.Answersalways a usually coften e sometimes dhardly ever d never aTapescriptReporter: What do you usually do on weekends?Boy 1: I usually exercise.Girl 1: I always go shopping.Boy 2: Eeeeew…I never go shopping. I can't stand shopping.Girl 2 : I often go skateboarding.Boy 2 : And I sometimes watch TV.Reporter: How about you?Girl 3: I hardly watch TV. I love reading.Reporter: Oh, why is that?Girl 3: Oh, I don't know. I guess I just like reading books.Step Ⅳ1c PairworkFirst,ask two students to read the sample in speech bubbles.What do you usually do on weekends ?I often go to the movies.Now work with a partner. Make your own conversation about the people in the picture. For example.Picture a:What does she do on weekends ?She often goes shopping.Then have students work in pairs. Make their own conversations about the people in the picture. Then ask some pairs to present their conversations to theclass.Picture b:What does she do on weekends?She often does reading.Picture c:What does he usually do on weekends?He often does exercise.Picture d:What does he usually do on weekends?He often watches TV.Picture e:What do they usually do on weekends?They often do skateboarding.Step ⅤSummary and HomeworkThis class we've learnt some names of activities…keep a weekend diary showing what you do on weekend. You can write down what they do from the time you get up to the time you go to sleep. You can use a dictionary to learn new vocabulary words if necessary. I'll ask you to read your diaries to the class.。

（0161）《中学英语教学法》复习思考题一、判断正误题（8分）The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ).( ) 1. Role play and improvisation are social interaction activities.( ) 2. Discovering missing information and discovering differences and following directions are all functional communicative activities.( ) 3. Stress in pronunciation is sometimes as important as grammar.( ) 4. Students need to be able to write phonetic transcripts of words.( ) 5. Adult learners need to focus on pronunciation, but young learners don’t.( ) 6. Students need to know phonetics in order to learn English.( ) 7. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( ) 8. If the students get enough chance to practise using a foreign language, they do not need to learn grammar.( ) 9. Teaching and learning grammar should focus on practice rather than the study of grammar itself.( ) 10. Grammar should be taught an practised in context.( ) 11. The best way to explain vocabulary is to translate.( ) 12. Words must be learned in language contexts.( ) 13. Knowing a word means that you know the pronunciation and meaning of it.( ) 14. Students’ errors are a very useful way of showing what they have and have not lear nt. So instead of seeing errors negatively, as a sign of failure, we see them positively as an indication of what we stillneed to teach.( ) 15. Testing implies evaluation based on a collection of information about what students know and can do.( ) 16. Classroom climate is strongly affected by the teachers’ attitude and behaviour.( ) 17. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.( ) 18. The students’ native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining theactivities to the students or in assigning homework.( ) 19. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.( ) 20. Students’ errors are a sign of failure, so we must correct every mistake they make.( ) 21. Culture is received greater attention in the Communicative Approach.( ) 22. Spoken language is generally produced in informal, simple or commonvocabulary.() 23. All new words in a lesson are equally important.( ) 24.Classroom climate is strongly affected by both the teachers’ attitude and the students’ behavior.( ) 25. V ocabulary can be divided into productive and receptive.( ) 26. Communicative competence refers to knowledge of the grammar and vocabulary of the language.( ) 27. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 28. Written language is generally produced in fairly simple sentence structures.( ) 29. In the Communicative Approach, both teachers and students have multiple roles.( ) 30. Spoken language is sometimes produced in incomplete sentences.( )31. The skill practised in the pre-reading stage is anticipation.( ) 32. Communicative activities can be divided into functional communicative activities and social interaction activities.( ) 33. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.( ) 34. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of thestructure. This is called the inductive method.( ) 35. Reading is an active process, during which the reader tries to understand the meaning of a given text.( )36. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point. ( ) 37. The skill practised in the pre-reading stage is inference.( ) 38. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.( ) 39. The typical example of functional communication activities is role play.( ) 40. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 41. You glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 42. Types of mistakes are slips, errors and attempts.( ) 43. The language you are learning is called target language.( ) 44. There is an important difference between assessment and testing.( ) 45. In many cases the term “materials” is used in place of “textbooks”, which refers to anything that is used by teachers or students to facilitate the learning of a language.( ) 46. It’s unnecessary for teachers to know how to evaluate, select and adapt textbooks.( ) 47. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.( ) 48. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.( ) 49. According to the Grammar Translation Methods, the spoken form of language is the most important aspect of language.( ) 50. Interactional view sees language as a linguistic system but also as a means for doing things.( ) 51. Functional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.( ) 52. Students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the firststage. This stage is intended to develop accuracy skills. This describes the presentation stage. ( ) 53. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. SometimesI go the other way round. That’s to say, I combine the above 2 ways in my reading. This is theinteractive model.( ) 54. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills. This refers to theproduction stage.( ) 55. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text. This is thetop-down model.( ) 56. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is thebottom-up model.( ) 57. Structural view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.( ) 58. 语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用能力。

智慧树知到《英语教与学（吉林联盟）》章节测试答案第一章1、 The __ view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc.A:functionalB:structuralC:interactionalD:cognitive答案: structural2、 Which of the following subsystem does not belong to Structural view?A:PhonologyB:morphologyC:phoneticsD:syntax答案: phonetics3、 Which statement of the following is not true?A:A good foreign language teacher solely depends on his/her command of the language.B:To give a concise definition of language has always been difficult for linguists and philologists.C:Much of human behavior is influenced by their experiences.D:The way language teachers teach in the classroom is to some extent influenced by the way they learned languages.答案: A good foreign language teacher solely depends on his/her command of the language.4、 The answer to the question: “What is language?” is NOT the basis for____?A:Syllabus designB:teaching methodologyC:teaching proceduresD:learning procedures答案: learning procedures5、Language can be seen as a whole with three dimensions. Which of the following is not one of the three dimensions?A:sytaxB:formC:meaningD:use答案: sytax第二章1、Linguistic Competence is concerned with __ , its form and meaning.A:the knowledge of the language itselfB:the appropriate use of the languageC:communicative breakdownD:link units of speech together答案:the knowledge of the language itself2、Of the following __ does not belong to the Three principles of CLT. A:communication principleB:fluency principleC:task principleD:meaningfulness principle答案:fluency principle3、There are __ Versions of CLT.A:FiveB:fourC:ThreeD:Two答案:Two4、There are __ interconnected characteristics as a description of CLT.A:sevenB:sixC:fiveD:four答案:seven5、CLT suggests a focus on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of __ .A:pragmaticB:authenticC:communicative competenceD:complementary principles答案:communicative competence第三章1、Four dimensions of teaching and learning tasks represented by the “four eyes”: Involvement, __ , Induction, Incorporation.A:Inquiry.B:Research.C:Quest.D:Review.答案:2、A task is an activity which requires learners to use language, with emphasis on __ , to attain an objective.A:form.B:meaning.C:context.D:grammar.答案:3、In a traditional language classroom, the teaching focus is often on __ rather than functions.A:grammar.B:contexts.C:vocabulary.D:forms.答案:4、Tasks are activities where the target language is used by the learner for a __ purpose in order to achieve an outcome.A:communicativeB:educationalC:expansive.D:conversational.答案:5、TBLT is a very __ form of teaching and learning.A:tractable.B:manageable.C:flexible.D:compliant.答案:第四章1、Knowledge of grammar is viewed as one of the many components which underlay the notion of ____.A:spoken competenceB:communicative competenceC:writing competenceD:listening competence答案:2、The deductive method gets straight to the point and can therefore be ___.A:negativeB:difficultC:time-savingD:low-effective答案:3、Which is not the problems and difficulties for grammar teaching? A:Over emphasis on grammarB:Dull presentationC:Lack of practiceD:Understanding sentences easily答案:4、The principle of teaching grammar is______.A:singleB:reproductiveC:arbitraryD:unknown答案:5、Grammar can help us to _ what we read and hear.A:ignoreB:confuseC:forgetD:understand答案:第五章1、In general, words can be divided into two groups, they are __ words.A:receptive; productiveB:notional; functionC:active; passiveD:single-morpheme; compound答案:2、Style, known as the level of formality, as well as styles such as humorous, ironic, literary, etc. Here are four words, “children, nippers, offspring and kids”, the children can be described as __ .A:neutralB:formalC:colloquialD:humorous答案:3、__ involves recognizing the word when it is heard,being familiar with its written form, and knowing that the word signals a particular meaningA:Productive knowledgeB:Receptive knowledgeC:Cognitive knowledgeD:Social knowledge答案:4、Finding synonyms and antonyms, using word net-work and using the Internet resources for more ideas can be seen as the ways to __ .A:present vocabularyB:remember vocabularyC:consolidate vocabularyD:practice vocabulary答案:5、Providing a visual or physical demonstration and providing different contexts can be seen as the ways to __ .A:presenting vocabulariesB:remembering vocabulariesC:consolidating vocabulariesD:practicing vocabularies答案:第六章1、The listening activities must have a real ,communicative __ .A:aimB:goalC:purposeD:object答案:2、The listening activities must use __ language normally used in everyday life. A:realB:actualC:trueD:authentic答案:3、The activities must offer many environmental __ to meaning.A:clewB:cueC:hintD:clue答案:4、We must do many things to __ information that we are receiving.A:mannerB:stepC:courseD:process答案:5、The activities must require listeners to respond in some __ fashion.A:significanceB:make senseC:meaningfulD:be of concern答案:第七章1、People use different language in different contexts. It is very important for students to have a chance to experience the language in meaningful __ practice.A:ContextualizedB:PersonalizedC:Structure-basedD:Fluency- based答案:2、When we design speaking practices, we need to ensure that the interaction is __ and participation is __ .A:Minimum, meaningfulB:Meaningful, minimumC:Meaningful, maximumD:Maximum,meaningful答案:3、For every teacher, __ practice means that teachers can help students learn better by personalizing the context so that students can talk or write about their own experiences and opinions.A:ContextualizingB:PersonalizingC:Structure-basedD:Fluency- based答案:4、The classroom is the best place where students can become aware of the speaking strategies and practice them consciously in order to use them successfully in real life situations. Therefore, making the best use of __ environment to provide sufficient language input and practice for the students.A:Textbook learningB:Outdoor learningC:Group learningD:Classroom learning答案:5、One common issue in speaking activities is that students often produce one or two simple utterances in the foreign language and spend the rest of the time chatting in their __ .A:Second languageB:First languageC:Native languageD:Gesture language答案:第八章1、Which of the following is not the reason why we read ?A:Reading for survival.B:Reading for learning and information.C:Reading for entertainment or pleasure.D:Reading for make a living.答案:2、Which of the following does not belong to the Top-ten Reading Strategies? A:Scanning for details.B:Searching for answers.C:Distinguishing facts and opinions.D:Identifying cause and effect.答案:3、Which of the following dose not belong to the six principles for teaching reading? A:Exploit the reader’s background knowledge.B:Build a strong vocabulary base.C:Work on increasing reading rate.D:Find the author’s secret.答案:4、Which is the right order of the Bottom-up model ?A:Introducing new vocabulary and new structures, going over the text, followed by some questions and answers and reading aloud practice.B:Going over the text, introducing new vocabulary and new structures, followed by some questions and answers and reading aloud practice.C:Going over the text, followed by some questions and answers and reading aloud practice, introducing new vocabulary and new structures.D:Introducing new vocabulary and new structures, followed by some questions and answers and reading aloud practice, going over the text.答案:5、What is the purpose of scanning?A:To locate specific information.B:To get students familiarized with the cultural and social background.C:To read quickly to get the gist.D:To make a prediction.答案:第九章1、Preparation __ the writing stage is insufficient.A:beforeB:agoC:earlierD:previously答案:2、We may have some __ long before we put them on paper.A:ideaB:ideasC:thoughtD:thinks答案:3、To think __ and put down all possible ideas that come to their minds.A:largelyB:bigC:importantlyD:freely答案:4、It can be changed as the writer has __ ideas.A:betterB:improveC:overcomeD:exceed答案:5、At this stage, the __ of ideas are more important than getting grammatical structures, punctuation or spelling correct.A:developedB:developmentalC:developmentD:developing答案:第十章1、Aim means the __ goals for the lesson.A:authenticB:realisticC:trueD:lifelike答案:2、The teacher needs to have a_____ idea of what he/she would like to achieve for the lesson.A:clearB:obviousC:apparentD:evident答案:3、Flexibility means preparing some __and alternative tasks and activities as the classA:otherB:anotherC:extraD:the other答案:4、Students find out sentences that show the __ of the Great WallA:featureB:lineamentC:characteristicD:boast答案:5、 Ask students to do brainstorming of the __ information in a cutting.A:helpfulB:assistantC:usefulD:beneficial答案:第十一章1、说课的定义：教师在备课的基础上，面对同行或教研人员等，讲述自己的教学设计及其理论依据，然后由听者评说，达到互相交流、共同提高的一种 __ 活动。

聊天不能太死板英语作文当然，我会尽量写得活泼一些，也保证篇幅不低于800字。

In today's interconnected world, communication has become more diverse and dynamic than ever before. Whetherit's chatting with friends, engaging in professional discussions, or expressing oneself creatively, the use of language plays a crucial role. In this essay, I will delve into the importance of flexible language use and how it contributes to effective communication.First and foremost, flexibility in language allows individuals to adapt to different social contexts. For instance, in informal settings such as chatting withfriends or family members, using colloquial language, slang, and emojis can add a sense of warmth and familiarity to the conversation. On the other hand, in formal settings like business meetings or academic presentations, employing a more professional tone with precise vocabulary andstructured sentences is essential to convey credibility andexpertise.Moreover, being able to switch between different registers of language enhances one's communicative competence. Communicative competence refers to not only linguistic knowledge but also the ability to use language appropriately in various situations. This includes understanding cultural nuances, nonverbal cues, andcontext-specific communication norms. For instance, when interacting with people from different cultural backgrounds, being aware of their preferred communication styles can prevent misunderstandings and promote mutual understanding.Furthermore, flexible language use fosters creativity and innovation. Language is not merely a tool for conveying information but also a medium for expressing emotions, thoughts, and ideas. By experimenting with different linguistic styles, metaphors, and rhetorical devices, individuals can craft compelling narratives, persuasive arguments, or artistic expressions that resonate withothers on a deeper level. This creativity is especially valuable in fields such as literature, advertising, andpublic speaking.In addition to spoken language, the advent of digital communication platforms has further diversified the ways people interact with language. From social media posts to instant messaging apps, individuals have embraced new forms of expression that blend text, images, videos, and memes. This digital language landscape offers both challenges and opportunities. On one hand, it requires adapting to shorter formats, visual storytelling, and internet memes to engage with online communities effectively. On the other hand, it opens up avenues for global communication, cross-cultural exchange, and collaborative creativity on a scale never seen before.However, with this linguistic flexibility comes the responsibility to use language ethically and responsibly. In an age of misinformation and online toxicity, the words we choose can have a significant impact on others. Therefore, promoting digital literacy, critical thinking, and respectful communication practices is essential to harness the full potential of flexible language use whilemitigating its potential risks.In conclusion, language is a dynamic and versatile tool that shapes our interactions, perceptions, and experiences. By embracing linguistic flexibility, we can navigatediverse communication contexts, unleash creative potentials, and foster meaningful connections in our personal and professional lives. As we continue to evolve in a rapidly changing world, let us cherish the richness of language and harness its power for positive communication and understanding.。

2024福建专升本英语题目2024 Fujian Specialty Promotion Examination English SubjectIn the ever-evolving landscape of higher education, the annual Fujian Specialty Promotion Examination holds immense significance for individuals seeking to expand their academic horizons and unlock new opportunities. As the year 2024 approaches, the English subject within this examination presents a unique set of challenges and considerations for aspiring students.The Fujian Specialty Promotion Examination serves as a gateway for those aspiring to further their studies and embark on a new academic journey. The English subject, in particular, plays a crucial role in assessing the candidates' proficiency in the language which has become an essential tool for global communication and academic success. This examination not only evaluates the students' command of the English language but also their ability to comprehend and analyze complex information, think critically, and effectively communicate their ideas.One of the primary objectives of the English subject in the 2024 Fujian Specialty Promotion Examination is to assess the candidates'grasp of fundamental language skills such as grammar, vocabulary, and reading comprehension. Aspiring students must demonstrate their ability to understand and interpret a variety of texts, ranging from academic articles to literary works. This evaluation not only tests the candidates' linguistic abilities but also their capacity to engage with and extract relevant information from diverse sources.In addition to the emphasis on language proficiency, the English subject in the 2024 Fujian Specialty Promotion Examination also places a strong emphasis on the candidates' ability to express themselves effectively in writing. This component of the exam challenges the students to showcase their skills in organizing their thoughts, crafting coherent and well-structured responses, and communicating their ideas with clarity and precision. The writing tasks may encompass a range of genres, from persuasive essays to analytical responses, requiring the candidates to adapt their writing style and approach to the specific demands of each prompt.Another crucial aspect of the English subject in the 2024 Fujian Specialty Promotion Examination is the assessment of the candidates' listening and speaking skills. The exam may incorporate listening comprehension exercises, where students are required to demonstrate their ability to understand spoken English in various contexts, such as lectures, conversations, or presentations. The speaking component of the exam may involve tasks like individualinterviews, group discussions, or oral presentations, allowing the examiners to evaluate the candidates' fluency, pronunciation, and overall communicative competence in the English language.Preparing for the English subject in the 2024 Fujian Specialty Promotion Examination requires a comprehensive and strategic approach. Aspiring students must engage in extensive practice, both in terms of language skills and exam-specific techniques. This may involve regular reading of diverse English-language materials, engaging in conversation practice, and familiarizing themselves with the format and expectations of the examination.Furthermore, effective time management and examination strategies are crucial for success in the English subject. Candidates must learn to allocate their time efficiently, prioritize tasks, and develop techniques to address different question types effectively. Additionally, a strong foundation in exam-taking skills, such as effective reading, note-taking, and essay-writing strategies, can significantly contribute to the candidates' overall performance.In conclusion, the English subject in the 2024 Fujian Specialty Promotion Examination presents a multifaceted challenge for aspiring students. It demands a comprehensive understanding of the language, the ability to effectively communicate in various modes, and the strategic application of exam-specific skills. By dedicatedpreparation, unwavering commitment, and a deep appreciation for the significance of English proficiency in the modern academic and professional landscape, candidates can strive to excel in this crucial component of the examination and unlock the doors to their desired academic and career aspirations.。

授课题目：Language in Mission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, body andconclusion”;5.To read with the skill “reading for the key ideas in sentences”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read wit h the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body and conclusion”;教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning?— I always feel it difficult t o…—It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning?—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learningby doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching? Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father? (Para. 1)A tedious oddity: a father he is obliged to listen to and a man absorbed in therules of grammar.2)Why was the writer shocked by his student’s answer? (Paras. 2-4)3)She is unable to describe her excursion to Europe with the right words.4)What conclusion did the writer draw from the example of his student?(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency? (Paras.6-7)6)The learning environment is misleading.7)Why should students not be blamed for their language deficiency?(Paras.6-7)8)They are not learning the language adequately and efficiently in school.9)How should grammar be taught as far as the writer is concerned?(Paras.8-10)10)Grammar must be handled delicately, step by step. An effective way ofteaching could arouse children’s interest in learning English grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)BodyExplains why stud ents shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just likedriving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。

英语4级组成部分Here is an essay on the topic "Components of College English Level 4" with more than 1000 words:College English Level 4 is a critical milestone in the journey of language learning for many students in China. This standardized test, often referred to as CET-4, evaluates the proficiency of English language skills, including listening, speaking, reading, and writing. As an integral component of the college curriculum, CET-4 plays a pivotal role in shaping the academic and professional trajectories of students.The listening section of CET-4 is designed to assess a student's ability to comprehend and interpret spoken English in various contexts. This section typically includes dialogues, interviews, lectures, and news reports, covering a wide range of topics from daily life to academic and professional settings. Students are required to demonstrate their understanding of the main ideas, specific details, and implied meanings within the audio passages. The level of difficulty in this section gradually increases, challenging students to hone their listening comprehension skills and adapt to different accents and speaking styles.The reading section of CET-4 evaluates a student's proficiency in comprehending written English. This section often comprises different types of texts, such as news articles, academic essays, and literary excerpts. Students are required to demonstrate their ability to identify main ideas, understand relationships between ideas, and draw inferences from the given passages. Additionally, they may be asked to complete tasks related to vocabulary, grammar, and text structure, ensuring a comprehensive assessment of their reading abilities.The writing section of CET-4 is a crucial component that assesses a student's proficiency in written English expression. This section typically includes a writing task, such as a narrative, descriptive, or argumentative essay, where students are required to demonstrate their ability to organize their thoughts, use appropriate language, and convey their ideas effectively. The writing task is often based on a given prompt or scenario, challenging students to think critically and articulate their perspectives in a clear and coherent manner.The speaking section of CET-4 is a relatively new addition, reflecting the growing emphasis on oral communication skills in language learning. This section evaluates a student's ability to engage in spontaneous conversations, express their opinions, and respond to various prompts. Students may be asked to describe images, discusstopics related to daily life or academic studies, or engage in role-playing scenarios. The speaking section aims to assess the student's fluency, pronunciation, vocabulary, and overall communicative competence in English.Preparation for CET-4 involves a multifaceted approach that encompasses both academic and practical aspects. Students are encouraged to consistently practice their English skills, engage in extensive reading and listening, and participate in speaking activities to improve their language proficiency. Additionally, they may attend supplementary courses or workshops that focus on exam-specific strategies and techniques, helping them navigate the various sections of the test effectively.Beyond the immediate goal of passing the CET-4 exam, the skills and knowledge gained through this process have far-reaching implications for students' academic and professional trajectories. Proficiency in English, as demonstrated by a successful CET-4 performance, can open doors to a wide range of opportunities, including access to prestigious universities, international internships or exchanges, and employment in multinational organizations. Furthermore, the ability to communicate effectively in English can enhance a student's competitiveness in the job market, as it is increasingly recognized as a valuable asset in the global economy.In conclusion, the components of College English Level 4 (CET-4) are crucial in shaping the linguistic and academic development of students in China. The comprehensive assessment of listening, reading, writing, and speaking skills not only evaluates their current proficiency but also serves as a catalyst for their continued growth and achievement. By mastering the various elements of this standardized test, students can unlock a world of possibilities, positioning themselves for success in their academic pursuits and future career endeavors.。

Learning English Language by Radio in Primary Schools in KenyaByFlorence Y. Odera (PhD)P.O.Box 2303, Kisumu, KenyaE-mail:Introduction and background informationOne of the objectives of teaching English in primary schools in Kenya is to enable the learners to communicate fluently, independently and accurately in English Language in every day life. (Kenya Institute of Education Primary syllabus vol, 2002). This means that at the end of Primary Education course, all pupils are expected to have acquired a sufficient command of English in spoken and written forms to enable them to communicate fluently, follow subject courses and textbook, and read for pleasure and for information. Being an integral subject in the curriculum, a declining standard of performance in English at primary level should worry many teachers and stakeholders in education sector, because when primary children join secondary schools with poor English language they will continue with poor knowledge of the language. Even though some researchers and linguistics (Ngonga 2002, and Bett 2008) have dedicated a considerable amount of time to unravel the cause of poor performance in English language, there is an urgent need for us to reflect on the causes and possible remedies to avert this situation. They noted that some of the factors as attitudes, lack of adequate resources, the growth of ”sheng”as well as use of mother tongue. Sheng was originally a slang language that blended Kiswahili and English, created by the children of Nairobi City living in Eastland area. Gradually this language incorporated other ethnic Kenyan languages. The interference of “Sheng” a street slang continues to havoc on the English language acquisition in primary and secondary schools and the children face a lot of problem with spoken English. At the beginning, “sheng” was confined to urban centres but it slowly infiltrated rural areas.The process of language acquisition entails learners to practice all the four skills in all contexts so as to grasp how to manipulate it. Spoken English has been overridden by “sheng” as most learners are comfortable using it than English. The use of sheng must be discouraged at all costs. For these reasons, the Kenya Government introduced schools radio lessons to enhance the teaching and learning of English language by reinforcing the teachers work, and to help them develop efficient communication skills in English language. It was also hoped that the use of radio lessons would help to improve students spoken and written English and also to set up a uniform standard of English in all schools in Kenya. Therefore, all primary schools were expected to incorporate radio lessons in teaching and learning English language.However, despite all the government effort to improve English language proficiency in primary schools through a policy of school radio Broadcast to schools pupils graduating from primary schools cannot communicate effectively in English language. It was therefore necessary to find out the extent of implementation of school radio program government policy in primary schools.Benefits of using Radio broadcast English lessons.Odera (2006) writing on the use of school radio program in schools, noted that radio technology is viewed by teachers as a useful tool for teaching and learning languages like English, French, German, and Kiswahili at all levels of education. Language programmes on radio helps to increase the students mastery of vocabulary and pronunciation as students learn to imitate the radio presenters. She further noted that if this learning resource is carefully selected and used, then learning becomes more interesting effective and meaningful.The use of radio lessons motivates the learners if they are used in such a way as to stimulate learning (Bates 1984). Radio also helps the learners and the teacher to avoid falling back to mother tongue. Broadcast lessons helps to simplify language teaching process and makes it perfect. Odera (2008) adds that broadcast helps to provide opportunity to provide stimulating and rehearsing communicative situation to be encountered outside the language classroom.Language is an integral part of human behaviour. It is a skilled behaviour which is only effective when two or more people are involved and more so in using audio or face to face communication, Since the introduction of school radio broadcast, the emphasis has been on role played by the classroom teacher who is expected to be a facilitator doing only what is directed by the radio teacher. The rationale is that learners benefit from listening to the well researched English lessons and learn the language taught by prepared radio presenters.Language therefore functions as a means of communication between two or more people. The sender is the teacher and the receiver (who are the pupils). The sender of the message (the teacher) may intend to instruct or direct learners. For example, when an English teacher teachers the preposition on -a pencil on the table and under the table the learner wi ll be shown and asked ‘’ is the pencil on the table? The classroom teacher also responds to the radio teachers’’ instruction. Therefore, before a teacher start teaching language to any child it is important to know what stage of language learning the child is and to be aware of what level of language learning the class has reached. This important because children who are taught in English for the first time experience problems to understand the words, sentences structures, phrases and pronunciation of words. School radio lessons are very useful and are used to improve the quality of learning new English words and to set up standard for the spoken and written English (Thompson 1982).Furthermore, school radio broadcast English program aims to assist teachers and pupils to develop further the necessary language skills which enable them to improve on their spoken and written English. It also aims to improve their command of the various sentences structure, vocabulary, various grammatical errors, structures encountered in primary English language and widening their horizon and scope in all subjects (Bates 1984).Experts in Linguistics have demonstrated that communicative competence in any language requires more than simply knowing pronunciation of word formation and vocabulary (KIE 2002). The learner needs to understand how to organise speech beyond the level of single sentences, about how the language is used in different situations (Odera 1996). Scholars Heininch Russell, Molenda and Smaldino (2002),noted the value of radio technology and recommended its use to increase and improve learners imagination and listening skills. They recognised the importance of radio as a medium that relies on a single sense (hearing) and with which listening is the only method of learnImprove students confidence in spoken EnglishThe use of radio has been widely argued to be capable of motivating learners to develop confidence to learn and communicate effectively in English Language. This includes listening to radio presents as they talk and pronounce different words correctly. This helps listeners to set up pattern of speech, phrase, and sentence pattern through distance learning (Odera 2006)English language is the base on which the whole school curriculum stands in Kenya. It is important to note that a child’s personal development stems from his/her ability to speak, to read, and to write. Learning to speak relies heavily on listening, and that all the linguistic skills can best be fostered when the child has experiences directly gained from listening and seeing.. Therefore, lack of set standard leads to confusion among teachers and pupils when they are teaching and learning English language. This has also been confirmed by a report in the East African Standard Newspaper of 19TH June 2010 which indicated that teachers of English are confused because primary schools books lack uniformity and standard format English books from different publishers give varying orders of adjectives. For example, in Longman publisher standard eight English books the order is listed as opinion, size, shape, age, colour, nationality and materials. But the progressive English for standard eight lists the order as size, general descriptions, age, shape, colour, material and noun. The same series for standard five gives the order as size, colour, material and noun in English. It is common to use more than one adjective before a noun that is are put in the right order according to type.The use of schools broadcast helps such pupils to learn the concepts and provides a uniform standard in teaching and learning English and removes any form of confusion in teaching and learning English. The program supports the teachers work because thebroadcast materials are well researched and produced by English experts (Odera 2008), would remove all these confusion and provide a uniform standard of.Theoretical frameworkThis study is guided by the work of (Bates 1984) who identified different aims and objectives of the use of Educational radio broadcast in teaching and learning which includes: to improve the quality of learning and education, extend educational opportunities through distance learning, improving the quality of classroom instruction, teaching communication skills and supporting teachers work as well up grade their qualification.Research questionsThis study was guided by the following questionsDo schools have functional radio sets?Are teachers using radio lessons in teaching and learning English language?What support materials are available for teachers to use during broadcast to schools? How do teachers prepare their learners to listen to broadcast lessonAre there factors affecting the use of radio in teaching and learning?MethodologyThe research design used was the descriptive survey design that included both qualitative and quantitative methods of data collection and analysis. Area of study was Kisumu district and the participants consisted of 40 head teachers, 40 English teachers and 400 pupils. Saturated sampling technique was used to select head teachers and English teachers, while purposive sampling was used for pupils. Data was collected by use of questionnaires for pupils and English teachers, while semi-structured interview was used to collect information from head teachers. The population and sample of the participants are displayed in table one.Data collection instrumentsThe instruments that were used in collecting data from the participants were questionnaires and unstructured semi-structured interviews, but secondary data was collected by looking at the documents. Data collected was analysed by use descriptive statistics. This included the use of frequency counts, percentages, graphs and tables.Data AnalysisThe data analysis included use of qualitative and quantitative methods. The data obtained from interviews using semi-structured method, both basic descriptive statistics and qualitative techniques were used to demonstrate to readers the different groups of data, their characteristics, range and average. Similarly, qualitative data obtained from closed ended responses were analysed using descriptive statistics such as frequencies, and percentages, tables and graphical presentation where necessary (Gall& Borg 2006). All the research findings are presented in the following section.Research findingThe participants who took part in the study included head teachers, English teachers and pupils of standard seven. Participants experience with the use of schools broadcast in teaching and learning. The results showed that all head teachers had experience with the use of radio in classroom instruction. 50% of the English teachers had more experience but 30% had some experience while 20% of them had a little experience. Further analysis revealed that the teachers who had little experience were the ones who were new in the teaching profession and had not been exposed to school radio program.Availability of Radios and support materialsThe findings showed that Availability of radio sets in the study schools. The findings indicated that 50% of the schools had purchased radio sets. 10% had radio sets there not functioning and forty percent had no radio sets. Further examinations showed that some teachers used their own radio sets which they use to listen to schools broadcastEnglish lessons on their own and later they use the knowledge and the information to teach English later on.Head teachers’ response to the use of radio lessonsMost of the head teachers 50% reported that they provided teachers with radios and support material and schools broadcast time table. Another 40% of them indicated that they provided suitable classrooms but had not purchased radio sets and other support materials.English teachers use of schools radio lessonsOne of the objectives of this study was to identify the extent to which schools radio programs are used in teaching and learning English in primary schools. 40% of the English teachers reported they listened to radio English programmes with the learners at the time of the time of the interview, 10% of them indicated that they were planning to introduce radio lessons in teaching/learning English while, 10 of them did not have any plan to use radio lessons. The other 40% did not listen to schools broadcast.Preparation for the use of Broadcast to schoolsPreparation included having English subject syllabus, schemes of work incorporating English radio lessons. Only 20% of the English teachers had schemes of work indicated radio lessons. The other 50% had schemes of work without radio lessons but 30% had not prepared their schemes of work.Lesson planningThe results showed that only 20% of the English teachers had consistently had lesson notes, while majority of them did not prepare lesson plans but used radio in teaching and learning. Planning properly for a radio lesson is extremely important for the successful use of radio broadcast programmes in teaching and learning (Thompson 1982, Sharp 1985).Using radio to teach sentence structure,Most of the English teachers indicated that radio lessons helps to improve teaching and learning sentence patterns. The amount of use however, varied greatly. 20% of them reported using English radio lessons according to the Broadcast to school time table. 30% were frequent users of programmes once or twice a week. While 50% did not listen to English radio programmes. None of them reported using recorded versions of the broadcasts.Providing standard of spoken and written EnglishThe results indicated that radio broadcast lessons provide short sentences and short story to teach new words. This helps to pupils to improve mastery of the content and understand grammar and phrases. Most of the teachers reported that English radio lessons are presented in a good way. The programmes include music, songs and drama, and good points that relate to the syllabus. It teaches new words, pronunciation of words that improves learners spoken and writing skills. English teacher agreed that primary children who use mix language: Kiswahili, English and vernacular change the way they talk after listening to radio presenters. 30% of them praised the radio lessons because they are well prepared, presented and provide interesting and enjoyable learning experiences. 30% of them saw the program helping pupils to improve the spoken English language.Expanding knowledge of English languageEnglish teachers reported that when schools broadcast English programme is on all those listening whether school children or those at home benefits and learn the language as well. In this way radio helps to teach English language to all people in the country.The other use of English radio lesson reported by the teachers was that it motivates pupils to want to learn English language. The program stimulates thinking, imagination because radio uses music and different sound effects to make learning enjoyable. All the teachers acknowledged also that radio lessons act as a reference source which helps them to revise what they have taught. They also acknowledgedthat radio lessons provide them with correct usage of certain English words where an English text book is not available.Some of the pupils 60% also noted that radio teachers makes them feel confidence when they speak English language especially when the radio teacher ask them to repeat sentences, new words and the songs. Another teacher supported the pupils comment and said that when the radio teacher says something new, they write it down then we discuss this in the class after the broadcast. This helps them to increase their vocabulary. They also use the new words to write sentences. In this way they learn correct pattern of written and spoken words and not mixing with sheng.’ConclusionThis study established that some of primary school teachers in Kisumu District have access to schools broadcast and listen to English lessons. All the head teachers had experience with the use of school radio programmes. Most of them also purchased radio sets for use during broadcasts to schools program.50% of the English teachers listened to English radio lessons and valued the program very much. They also noted that Schools broadcast provide them with well research English language that helps to correct the confusion posed by different English text books they come across. This they believed helps to remove the confusion when they teach the subject. The pupils also acknowledged the benefits of listening to English radio lesson, and noted that they gain confidence when they speak English Language after listening to radio program and this helps them to avoid mixing English sentence with “sheng.” The study therefore recommends that all schools should listen to English radio programs. The Quality Assurance Officers from the Ministry of Education should ensure that English teachers use schools broadcast to help improve the quality of English in schools.ReferencesBates, A. (1984). Broadcasting in Education: An Evaluation. London: ConstableBett, J.(2008). Classroom Interaction in English language classes in public Secondary Schools in Kerich Municipality. Unpublished Med Thesis. Maseno : Masaeno UniversityBorg, R. (2007). Educational Research. An Introduction. 6th Edition. New York: Longman.Brown et. Al. (1985). A.V. Instruction: Technology, Media and Methods. New York: MaGraw-Hill.Ellington, H. et al. (1995), Hand book of Educational Technology. London: Kogan Page.Heinich, R.Molenda, M. Russell, J.D. & Smaldino, S. E. (2002), Instructional Media and the New Technology of Instruction, New York: MacmillanMinistry Of Education (2002). Primary Education Syllabus. Nairobi: Kenya Institute of EducationNgonga, B. (2002). An Assessment of English Language Teacher Education in the light of classroom needs. A Case Study of Maseno University: Unpublished PhD Thesis. Maseno University.Odera, F. Y. (1996), School Radio Broadcasting: A Case Study Of Its Use In Selected Institutions in Nyanza Province, Kenya.Odera, F.Y. (2008). Learning Kiswahili Language by Radio at Distance in Secondary Schools in Nyakach, Nyando District, Kenya.Owino, R. (1991). “The Falling Stan dard of English Language in Kenya schools. Myth or Reality.” Paper presented to conference on the role of language and literature in the curriculum. Nairobi: Bristish Council.Sharp, C. (1995). Viewing. Listening, Learning. The Use and Impact of Schools Broadcasting. Berkshire: NFERThompson, R. H. J. (1982) Kenya Institute of Education: Educational Media Service Radio/Tape programmes Printed materials. Nairobi: KIE。

2023年英语新课标一、二、全国甲乙卷全文共3篇示例，供读者参考篇1The 2023 English New Curriculum for the National A and B ExaminationsIn 2023, the Ministry of Education in China introduced a new English curriculum for the national A and B examinations. The aim of the new curriculum is to better equip students with the necessary language skills to thrive in an increasingly globalized world. The curriculum focuses on developing students' proficiency in listening, speaking, reading, and writing in English.The new curriculum for the A examination includes a greater emphasis on vocabulary and grammar, with a focus on how these elements can be used in real-life situations. Students will be required to complete tasks such as writing emails, giving presentations, and participating in group discussions. This will help students to develop their communication skills and become more confident in using English in a practical context.In terms of reading and listening, the new curriculum includes a wider range of texts and audio materials for studentsto engage with. This will help students to improve their comprehension skills and broaden their knowledge of the English language. Additionally, there will be a focus on critical thinking skills, with students being required to analyze and evaluate texts in order to develop a deeper understanding of the content.For the B examination, the new curriculum places a greater focus on writing skills, with students being required to write essays, reports, and letters. The curriculum also includes tasks that require students to demonstrate their ability to use English creatively, such as writing short stories or poems. This will help students to develop their writing skills and express themselves more effectively in English.In terms of speaking and listening, the new curriculum for the B examination includes tasks that require students to engage in spoken interaction, such as role plays, discussions, and presentations. This will help students to improve their fluency and pronunciation, as well as their ability to communicate effectively in English.Overall, the new English curriculum for the 2023 national A and B examinations aims to provide students with a solid foundation in English language skills that will enable them tosucceed in the modern world. By focusing on practical, real-life tasks and a wide range of texts and audio materials, the curriculum aims to develop students' proficiency in listening, speaking, reading, and writing in English. With these new changes, students can look forward to a more dynamic and engaging English learning experience.篇2The 2023 English new curriculum standards for primary schools in China have been highly anticipated by students, teachers, and parents alike. With the introduction of the new curriculum, there will be changes to the content covered in the exams, as well as adjustments to the testing format. In this article, we will discuss the key points of the new curriculum standards for both the first and second volumes of the national exams.The first volume of the English exam will focus on listening, speaking, reading, and writing skills. Students will be required to demonstrate proficiency in all four areas in order to pass the exam. The listening section will test students' ability to understand spoken English, while the speaking section will assess their ability to communicate verbally. The reading and writing sections will test students' comprehension and writing skills, respectively.In the second volume of the exam, students will be tested on their knowledge of grammar and vocabulary. This section will require students to demonstrate their understanding of English grammar rules and use of vocabulary. In addition, students will be required to write essays and short compositions to showcase their writing skills.The new curriculum standards aim to provide a more comprehensive assessment of students' English abilities, while also encouraging the development of critical thinking and problem-solving skills. By focusing on all four language skills –listening, speaking, reading, and writing – students will be better prepared to communicate effectively in English.Overall, the new curriculum standards for the 2023 English exams are designed to promote a more holistic approach to English language learning, with an emphasis on practical communication skills. Students who are able to demonstrate proficiency in all areas of the exam will be well-prepared to succeed in their future academic and professional endeavors.篇3Title: Analysis of the 2023 New English Curriculum Standards for National Exam Papers A and BIntroductionThe year 2023 marks the implementation of the new English curriculum standards for the national exam papers A and B in China. These new standards aim to enhance students' English language proficiency, critical thinking skills, and overall academic abilities. In this analysis, we will delve into the key changes and features of the 2023 English curriculum standards for national exam papers A and B.Key Changes in the New Curriculum StandardsOne of the key changes in the 2023 English curriculum standards is the increased emphasis on communicative competence. Students are now required to engage in more interactive and real-life communication tasks, such as role-plays, group discussions, and presentations. This shift from rote memorization to practical communication skills is designed to better prepare students for real-world language use.Another notable change is the integration of global issues and perspectives into the curriculum. Students will be exposed to a wider range of topics, including environmental sustainability, cultural diversity, and social justice. By exploring these global issues, students can develop a more nuanced understanding of the world and cultivate empathy towards others.Furthermore, the 2023 English curriculum standards place a greater emphasis on critical thinking and analytical skills. Students are encouraged to analyze and evaluate complex texts, formulate well-reasoned arguments, and support their opinions with evidence. Through these activities, students can develop their cognitive abilities and become more proficient in academic discourse.Features of the New Curriculum StandardsThe 2023 English curriculum standards for national exam papers A and B also feature a more integrated approach to language learning. Instead of compartmentalizing language skills, such as reading, writing, listening, and speaking, students are now encouraged to practice these skills in a more holistic manner. For example, students may engage in a reading and writing activity that involves analyzing a text and then composing a response.Another prominent feature of the new curriculum standards is the inclusion of authentic materials and tasks. Students will encounter a variety of texts, such as newspaper articles, podcasts, and videos, that reflect real-world language use. By engaging with authentic materials, students can improve their languageproficiency and develop a deeper understanding of English language and culture.Furthermore, the 2023 English curriculum standards emphasize the development of learner autonomy andself-regulation. Students are encouraged to set learning goals, monitor their progress, and reflect on their learning experiences. By taking an active role in their learning, students can become more independent and motivated language learners.ConclusionIn conclusion, the 2023 English curriculum standards for national exam papers A and B represent a significant shift towards a more communicative, global, and critical approach to language learning. By emphasizing communicative competence, global perspectives, critical thinking skills, and learner autonomy, these new standards aim to equip students with the necessary skills and competencies to succeed in both academic andreal-world contexts. It is hoped that these changes will not only improve students' English language proficiency but also foster a deeper appreciation for language and culture.。

When I was preparing the postgraduate entrance examination of NNU(Nanjing Normal University),some of these following concepts had been tested,but there's no specific or clear explanation in the textbook required by the university.As in preparing the second-round examination I read them in other relevant books, I wrote down here for your reference.Hope they are useful to some of you.1. Acculturation(同化过程）is a process in which members of one cultural group adopt the beliefs and behaviors of another group.2. Adjacency pair（相邻语对）;a sequence of two utterances by different speakers in conversation. The second is a response to the first, such as question/answer sequences and greeting/greeting exchange.3. affix: a bound morpheme that is attached to a stem and modifies its meaning in some way.4. agreement (concord)（一致）: a grammatical phenomenon in which the form of one word in a sentence is determined by the form of another word which is grammatically linked to it. E.g. in the sentence The boy goes to school every day.There is an agreement in number between boy and goes.5.articulators（发音器官): the tongue,lips,and velum, which change the shape of the vocal tract to produce different speech sounds.6.aspect(体）: the grammatical category representing distinction in the temporal structure of an event. English has two aspect construction---the perfect and the progressive.(完成体和进行体)7.aspiration(吐气）; the puff of air that sometimes follows the pronounciation of a stop consonant.E.g. /p/ in the word pit.8.consonant（辅音）; a speech sound produced by partial or complete closure of part of the vocal tract, thus obstructing the airflow and creating audible friction. Consonants are described in terms of voicing, place of articulation, and manner of articulation.9. converstional implicature（会话含义）:meanings that are explicable in the light of converational maxims.municative competence（交际能力）; the ability to use language appropriately in social situations.11. constituent（成分）: a syntactic unit that functions as part of a large unit within a sentence; typical constituent types are verb phrase, noun phrase, prepositional phrase and clause.12.case(格)：the grammatical category in inflectional languages by which the form of a noun or noun phrase varies for grammatical or semantic reasons. English has only one case distinction in nouns—the genitive case(所有格), but English pronouns have three forms that correspond to three of the six cases in Latin.13.clause（小句）: a grammatical unit that contains a subject and a predicate. It may be a sentence or part of a sentence.14.closed class（封闭词类）: a group of words whose membership is small and does not readily accept new members.15.coinage（创新词）: the construction and addition of new words.16.distribution(分布）: the set of positions in which a given linguistic element or form can appear in a language.17.duality（双重结构）: a type of double-layer structure in which a small number of meaningless units are combined to produce a large number of meaningful units.18.entailment（包含）; the relationship between two sentences where the truth of one(the second)is inferred from the truth of the other.19.euphemism（委婉语）: a word or phrase that replaces a taboo word or is used to avoid reference to certain acts or subjects,e.g. powder room for toilet.20.garden path sentence（花园小径句）: a sentence in which the comprehender assumes a particular meaning of a word or a phrase but later discovers that the assumption was incorrect, forcing the comprehender to backtrack and reinterpret the sentence21.free variation;(自由变异) a relation between two speech sounds such that either one can occur in a certain position and the substitution of one for the other never makes any difference in the meaning of the word. For instance, the unexploded(失去爆破) stop /d/ in the phrase Good morning is in free varitation with the exploded(爆破)counterpart.22.inflection（屈折变化）: the morphological process by which affixes combine with words or stems to indicate such grammatical categories as tense or plurity.ernment（支配）: the grammatical phonomenon in which the presence of a particular word in a sentence requires a second word which is grammatical linked with it to appear in a particular form. E.g. a preposition or a verb requires that the pronoun following it be in the objective form,as in with me,to him.nguage universal(语言共性): any property that is shared by most,if not all, human lanugages.25.lingua franca: ( 通用语) A language variety used for communication among groups of people wo do not otherwise share a common language. For example, English is the lingua franca of the international scientific community.26.macrosociolinguistics; The study of the effect of language on society.27.microsociolinguistics: The study of the effect of any and all aspects of society,including cultural norms, expetations and contexts,on the way language is used. It is often simply called sociolinguistics.28.paradigmatic relation: (纵组合关系)The substitutional relation between a set of linguistic items,that is,linguistic forms(letters,words and phrases)can be substituted for each other in the same position in a word or sentence. E.g, b,p,s,f are in paradigmatic relation in the words bit,pit,sit,fit, so are Nature,Beauty, Love, Honesty in the sentences:Nature purifies the mind.Beauty purifies the mind.Love purifies the mind.Honesty purifies the mind.29.syntagmatic relation: (横组合关系) The relation between any linguistic elements which are simultaneously present in a structure. E.g. in the word bit, b, i,t are in syntagmatic relation, so are nature, purifies, the, mind, in the sentence Nature purifies the mind.30.presupposition（预设）: implicit assumptions about the world acquired to make an utterance meaningful or appropriate,e,g, “ some tea has already been taken”is a presuppostion of “Take some more tea”.31.prototype(典型): What members of a particular community think of as the best example of a lexical category,e.g.for some English speakers “cabbage”(rather than,say,carrot)might be the prototypical vegetable.32.root(词根): the morpheme that remains when all affixes are stripped from a complex word. E.g. system from un- + system + atic + ally.33.stem（词干）: the base to which one or more affixes are attached to create a more complex form that may be another stem or a word.34.taboo（禁忌语）:words that are offensive or embarrassing, c onsidered inappropriate for “polite society”, thus to be avoided in conversation.35.selectional restriction(选择限制): a restriction on the combining of words in a sentence resulting from their meaning.36.linguistic universal:(语言共性) The linguistic universals are principles that enable children to acquire a particular language unconsciously, without instruction in the early years of life. As a whole they are referred to as Universal Grammar.37.contrastive distribution(对比分布)：If the speech sounds occur in the same phonetic context and the substitution results a contrast in meaning, we say they are in contrastive distribution.38.immidiate constituent analysis（直接成分分析法）is the technique of breaking up sentences into word groups by making successive binary cuttings until the level of single words is reached.39.endocentric construction: (向心结构或内心结构)One construction whose distribution is functionally equivalent, or approaching equivalence, to one of its constituents. The typical English endocentric constructions are noun phrases and adjective phrases.40.exocentric construction(离心结构或外心结构)the opposite of endocentric construction,refers to a group of syntactically related words where none of the words is functionally equivalent to the whole group. Most constructions are exocentric.41.politeness can be defined as the means employed to show awareness of another person’s public self-image.42.PP(politeness principle)tact maxim;generosity principle;approbation maxim;modesty maxim;agreement maxim;sympathy maxim.43.irony(反语)is the use of words to express something other than and especially the opposite of the literal meaning of the utterance.44.code-switching: (语码转换) means the alternation between two or more languages,language varieties or registers in communication.45.affective filter(情感过滤)：A screen of emotion that can block language acquisition or learning if it keeps the learners being too self-conscious or too embarrassed to take risks during communicative exchanges.46.Conversion（转类构词）is a change in the grammatical function of a word without adding or removing any part of it. A word belonging to one part of speech is extended to another part of speech. It is also called functional shift or zero derivation.47.lexical meaning VS grammatical meaning(词汇意义与语法意义)The meaning of a sentence is carried by the words proper as well as by the patterns of word order that is part of the grammatical system of a language. The part of the sentence meaning contributed by words is called the lexical meaning and the part of sentence meaning that depends upon the way the words are put together is called grammatical meaning, in which the function words and the word order play a very important role.48.paralinguistic meaning VS non-linguistic meaning (副语言意义与非语言意义)In human communication, apart from the linguistic meaning conveyed by language itself,there are numerous paralinguistic meanings and non-linguistic meanings that are perceived simultaneously by the hearer. Paralinguistic meanings are those attached to the verbal expressions by quality of voice,tempo of speech,posture,facial expression and gestures. Non-linguistic meanings are thoseindicated by non-verbal noises such as cough, sigh, tongue-clicking, various kinds of body languages and different contexts of situation.49.denotation VS connotation (外延与内涵)Denotation is a straightforward, literal meaning of the word every member of the language speaking community will agree on. Connotation is not the basic meaing of the word but some emotive or evaluative meaings associated with the word by individual language users in their mind.50.linguistic relativity VS linguistic determinism (语言相对论与语言决定论)The Sapir-Wholf Hypothesis states that there is a systematic relationship between the grammatical categories of the language a person speaks and how that person both understands the world and behaves in it. It boils down to two principles: linguistic relativity and linguistic determinism.Linguistic relativity states that disctinctions encoded in one language are unique to that langage alone, and that there is no limit to the structural diversity of languages.Linguistic determinism refers to the idea that the language we use determines, to some extent, the way in which we view and think about the world around us. This concept has two versions; strongdeterminism and weak determinism. The strong version, which has few followers today, holds that language actually determines thought, whereas that weak version, which is widely accepted today, merely holds that language affects thought.。

中国本科生的英语水平In recent years, the proficiency of English among Chinese undergraduates has seen a significant improvement. The integration of English into the curriculum from an early age has played a crucial role in this advancement.Despite the progress, the focus on written English often overshadows the development of oral skills. Many studentsfind themselves proficient in reading and writing but struggle with speaking and listening. This gap highlights the need for a more balanced approach to language learning.The use of technology has become an invaluable tool in bridging this gap. Online platforms and language learning apps provide interactive and immersive experiences, helping students to practice and improve their spoken English.Cultural exchange programs and international collaborations have also contributed to the enhancement of English skills among Chinese students. Exposure to native speakers and diverse accents helps in understanding the nuances of the language.However, challenges remain. The pressure to achieve high scores in standardized tests can sometimes lead to rote learning, which may not necessarily reflect true language proficiency. There is a need to shift the focus towards communicative competence.To address these issues, educational institutions are encouraged to adopt a more holistic approach to English education. This includes incorporating real-life scenarios, encouraging peer-to-peer interactions, and providing opportunities for students to engage with the language beyond the classroom.In conclusion, while the English proficiency of Chinese undergraduates has made considerable strides, there is still room for growth. A more comprehensive and practical approach to language learning will be key to further enhancing their abilities.。

英语口语评价English proficiency is often judged by fluency, pronunciation, and the ability to convey thoughts clearly.It's not just about knowing the language; it's about using it effectively in conversation.For beginners, the focus is on building confidence and understanding basic phrases. They should aim to express simple ideas and ask questions without hesitation, embracing the occasional mistake as a learning opportunity.Intermediate speakers should work on expanding their vocabulary and grasping more complex sentence structures. They need to practice using idiomatic expressions and colloquialisms to sound more natural.Advanced learners should concentrate on refining their pronunciation and intonation to sound more native-like. They should also be able to engage in nuanced discussions and express abstract concepts with ease.In any evaluation of spoken English, the ability tolisten and comprehend is just as important as speaking. Active listening skills allow for better interaction and understanding in conversations.Non-native speakers often face challenges such as accent and cultural nuances. However, with consistent practice andexposure to various accents, they can improve their overall communicative competence.Lastly, the ultimate goal of spoken English evaluation should be the ability to communicate effectively in a variety of social and professional settings, demonstrating not just linguistic skills, but also cultural awareness and adaptability.。

英语的总结Summary of English (1000 words)English is one of the most widely spoken languages in the world, with over 1.5 billion people using it as either a first or second language. It is the official language of many countries and is taught as a second language in schools across the globe. This linguistic dominance has made English a lingua franca for international communication and has contributed to its status as a global language.The origins of English can be traced back to the Germanic tribes that settled in Britain around the 5th and 6th centuries. Old English, heavily influenced by Germanic languages, was the earliest formof the language. Over the centuries, English went through various changes and was influenced by many different languages, including Latin, French, and Scandinavian languages.Modern English is characterized by a large vocabulary and complex grammar rules. It is an alphabetic language, with 26 letters in its alphabet. Unlike some other languages, English has a relatively simple phonetic system, with each letter generally representing a specific sound. However, English spelling can be challenging due to its historical development and the influence of other languages.English has four main skills: listening, speaking, reading, and writing. Listening and speaking are considered the productive skills, while reading and writing are the receptive skills. These skills are typically taught in language classes, with an emphasis oncommunicative competence. English proficiency is often measured using standardized tests such as the TOEFL or IELTS.English is used as a medium of instruction in many academic fields, making it important for students seeking higher education. It is also the language of business and international trade. Many multinational corporations require employees to have a good command of English. English proficiency is also crucial for individuals who want to work in the tourism industry, as it allows for effective communication with tourists from different countries.English literature has a rich history and has produced some of the most renowned writers and poets in the world. Works of Shakespeare, Dickens, Austen, and many others have had a significant impact on literature and continue to be studied and admired today. English literature provides a window into the culture, history, and values of English-speaking countries.The English language has also been greatly influenced by technology and the internet. The rise of social media platforms and online communication has led to the development of new vocabulary and language patterns. Emoticons, hashtags, and abbreviations have become common in informal online communication. English has also become the dominant languageof the internet, with the majority of online content being in English.Learning English as a second language can be challenging, as it requires a solid understanding of grammar, vocabulary, and pronunciation. However, there are numerous resources available for learners, including textbooks, online courses, and languageexchange programs. It is recommended to practice English regularly through speaking, reading, and writing to develop fluency and accuracy.In conclusion, English is a global language that is spoken by billions of people worldwide. Its importance in international communication, education, and business cannot be underestimated. Learning English opens up opportunities for personal and professional growth and provides a means to connect with people from different cultures. The impact of English on literature, technology, and the internet further highlights its significance in today's world.。