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1. One of the componentsof communicative competence is _____ competence, which is concerned with theappropriate use of the language in social context. That is to say, the choice ofthe vocabulary and structures depends on the setting, the relative status ofthe _____, and their relationships.（山东师范大学2018研）
【答案】 pragmatic，speakers
【解析】 本题考查的是语用能力的定义。语用能力是在社会环境中恰当使用语言的能力。根据相关情境、谈话者的社会地位以及人际关系来选择相应的词汇与结构。
2. Task-based language teaching hasstressed the importance to combine ______ teaching with communication-focusedteaching.（安徽师范大学2015研）
【答案】 form-focused
【解析】 本题考查的是任务型教学的内涵。它是交际法的一种新的形态，是交际法的发展，它和交际法都以实际生活中的语言使用为中心，但强调将语言形式教学和交际教学结合起来。
3. The skills of listening and _____ are often thought of as passiveskills. However, they are not at all.（山东师范大学2017研）
【答案】 reading
【解析】 本题考查的是听说读写技能的分类。技能可分为两类，包括被动技能和主动技能。其中，听和读属于被动技能，说和写属于主动技能。
4. In the understandingof communicative language teaching, three principles have been generally agreedupon, namely, _____ principle, _____ principle, and _____ principle.
【答案】 communication，task，meaningfulness
【解析】 人们对交际教学法的理解遵循三个原则，即交际原则、任务原则、意义原则。
5. The translation of communicative competencein language teaching practice is to develop learners’ language skills, namely, _____, _____, _____ and _____.
【答案】 listening，speaking，reading，writing
【解析】 交际能力在语言教学实践中是指学习者语言技能的发展，即听、说、读、写（技能）。
6. The key assumption in _____ is that studentslearn the language through engaging in a variety of communicative activities.
【答案】 CLT
【解析】 交际教学法的关键性假设是学生通过一系列的交际活动来学习语言。
7. _____ can provide a context for grammar teaching andform-focused activities.
【答案】 TBLT
【解析】 任务教学法可以为语法教学和以（语言）形式为主的活动提供一个情境。
8. According to Canale and Swain, communicative competence consistsof the following four categories: linguistic competence, sociolinguistic competence,_____ and _____.
【答案】 discourse competence，strategiccompetence
【解析】 根据卡纳尔和斯温的观点，交际能力由四大类组成，即语言能力、社会语言能力、语篇能力以及策略能力。
9. Some of the popular tasks types in the English classroom include:_____, simulations, _____, listening to authentic material, discussions,decision-making, and _____.
【答案】 role-plays，problem-solving，information gaps（其他答案：debate，brainstorming，jigsawactivity ...顺序可变。）
【解析】 在英语课堂中比较受欢迎的任务类型包括角色扮演、模拟场景、解决问题、听真实语言材料、讨论、做决定、信息差、辩论、拼读活动等。
10. In a traditional language classroom, the teaching focus isoften on _____ rather than _____.
【答案】 forms，functions
【解析】 在传统语言课堂中，教学重点常常是（语言）形式而不是（语言）功能。
11. The _____ method emphasized reading and writing skills andvirtually ignored listening and speaking skills.
【答案】 grammar-translation
【解析】 语法翻译法注重读写技能，而几乎忽略听说技能。
12. The goal of CLT is to develop students’ _____.
【答案】 communicative competence
【解析】 交际教学法（communicative languageteaching）的目标是提高学生的交际能力（communicative competence）。
1. The ability to create coherent writtentext or conversation and the ability to understand them are usually referred toas _____.（江苏大学2018研）
A. linguisticcompetence
B. pragmaticcompetence
C. discoursecompetence
D. strategic competence
【答案】 C
【解析】 本题考查的是有关交际能力组成部分的知识点。其中话语能力指的是能做出连贯完整的文章，造出适当的话语并理解它们的能力。因此正确答案为C。
2. Which of the following does NOT belong to strategic competence?
A. using a similar phrase
B. using gestures
C. ending the conversation
D. using a longer explanation
【答案】 C
【解析】 策略能力是指交际出现障碍时所采用的策略。当很难表达某个意思时，说话者可以使用相近的短语（using a similar phrase），运用手势（using gestures），或者进行具体解释（using a longerexplanation），以便让谈话继续进行。因此，本题正确答案为C。
3. Which of the following is NOT thedefinition of a task in Task-based Language Teaching?
A. A piece of classroom work in which learners’attention is principally focused on both meaning and form.
B. An activity where the target language is used bythe learner for a communicative purpose.
C. A range of work plans which have the overallpurpose of facilitating language learning.
D. An activity which requires learners to arrive atan outcome.
【答案】 A
【解析】 任务教学法中的任务有多种定义。纽南认为任务是课堂作业（a piece ofclassroom work），它要求学习者把注意力放在意义（meaning）而不是语言形式（form）上，运用目的语理解、表达和交际。威利斯认为学习者在任务中运用目的语进行交际以达到预期结果。布林认为任务是为了学习语言而制定的一系列行动计划。普拉布认为任务是一项活动，要求学习者实现一定的结果。因此，本题正确答案为A。
4. Which of the following is NOT a problemproposed by CLT?
A. It is questioned whether CLT is culturallyappropriate.
B. It is very difficult to design a syllabus with aone to one correspondence between a function and a form.
C. CLT was developed in the early 1970s in Europe.
D. Some people doubt that whether CLT is suitablefor all age level of learners.
【答案】 C
【解析】 交际教学法存在争议。交际教学法产生于20世纪70年代的欧洲，基于贸易和商业往来中的交际需要。这种教学法是否适用于不同国家、地区和环境中的学习者还是一个问题。交际教学法注重语言的功能，然而目前的教学大纲很难在语言功能和形式之间建立有效的连接。另外，交际教学法是否适用于不同年龄段的学习者受到质疑。因此，本题正确答案为C。
5. Which of the following is Littlewood’s classification of communicativeactivities?
A. Functional communicative activities andgrammatical activities.
B. Functional communicative activities and socialinteraction activities.
C. Grammatical activities and social interactionactivities.
D. Grammatical activities, functional communicativeactivities and social interaction activities.
【答案】 B
【解析】 利特尔伍德将交际活动分为两类：功能交际活动和社会交往活动。因此，本题正确答案为B。
6. The value of an activity should be judgedaccording to _____.
A. What the activity is aimed at.
B. In what context the activity is used.
C. None of the above.
D. Both A and B.
【答案】 D
【解析】 活动的价值应该通过活动的目标和情境来衡量。因此，本题正确答案为D。
1. PPP stands for Preparation,Presentation, and Practice.（天津师范大学2011研）
【答案】 F
【解析】 本题考查的是PPP的含义。PPP代表的是展示，练习和产出，不包括准备。因此该表述错误。
2. Very often there is abig gap between the language used in real life and the language learned inclassrooms.
【答案】 T
【解析】 通常现实生活中使用的语言和教室里学习的语言之间存在很大区别。
3. One language form may express a numberof communicative functions and one communicative function can also be expressedby a variety of language forms.
【答案】 T
【解析】 一种语言形式也许可以表达多个交际功能，而一种交际功能也可以由不同的语言形式来表达。
4. Communicativecourses focus on meaning, not form.
【答案】 F
【解析】 交际课程既重视意义，也注重形式。
5. Communicative Language Teaching has replaced theprevious approaches or methodologies.
【答案】 F
【解析】 交际教学法并没有取代以前的教学方法，而是对原来的教学方法进行了扩展。
6. Task-based Language Teaching has stressed the importance tocombine form-focused teaching with communication-focused teaching.
【答案】 T
【解析】 任务教学法强调结合以（语言）形式为主的教学和以交际为主的教学的重要性。
7. In a Task-Based Language Teaching framework, the contextis already established by the task itself.
【答案】 T
【解析】 在任务教学法的框架中，任务本身设定了情境。
8. The goal of Communicative Language Teaching is to developstudents’ communicative competence, which according to Hymes, refers to theabilities not only to apply the grammatical rules of language, but also to knowwhen and where to use these sentences to whom.
【答案】 T
【解析】 交际语言教学的目标是培养学生的交际能力。根据海姆斯的观点，交际能力不仅仅是运用语法规则的能力，还是知道何时何地将这些句子用于何人的能力。
9. Focus on form refers to the practice of explicitly drawingstudents’ attention to linguistic features with the context of meaning-focusedactivities.
【答案】 T
【解析】 形式为主（的教学法）是指在以意义为主的活动的情境中，明显将学生的注意力吸引到语言特征上。
10. Task-based Language Teaching emphasizes a clear connectionbetween the things learners do in class and the things they will ultimatelyneed to do outside of the classroom.
【答案】 T
【解析】 任务语言教学法强调学习者在课堂上所做的事情和他们最终需要在课外做的事情之间要有清晰的连接。
11. Successful instructional sequences should be built on apre-task, task and follow-up cycle.
【答案】 T
【解析】 成功的教学顺序应该建立在任务前，任务中，任务后的循环的基础上。
12. In TBLT, the four components of a taskare: a purpose, a context, a process and a product.
【答案】 T
【解析】 在任务教学法中，任务的四个组成部分是：目的、语境、过程和结果。
13. PPP model means Practice, Perfection,and Persistence.
【答案】 F
【解析】 PPP模式是指呈现（presentation），练习（practice）和产出（production）。
14. In TBLT, task is the same as exercises.
【答案】 F
【解析】 在任务教学法中，任务和练习是两个不同的概念。
15. The ultimate goal of foreign languageteaching is to enable students to use the foreign language in work or life whennecessary.
【答案】 T
【解析】 外语教学的最终目标是使学生在必要的时候能够在工作和生活中运用外语。
1. Communicative competence（湖南师范大学2018研）
Key: Communicative competence, whichincludes both the knowledge about the language and the knowledge about how touse the language appropriately in communicative situations. It has five maincomponents. Namely, linguistic competence, pragmatic competence, discoursecompetence, strategic competence, and fluency. Communicative competence entailsknowing not only the language code or the form of language, but also what tosay to whom and how to say it appropriately in any given situation.
2. Linguisticcompetence
Key: Linguisticcompetence is concerned with knowledge of the language itself, its form andmeaning, e.g. spelling, pronunciation, vocabulary, word formation, grammaticalstructure, sentence structure, and semantics.
3. Pragmatic competence
Key: Pragmaticcompetence is concerned with the appropriate use of the language in socialcontext. In Hymes’ words, it involves the knowledge of ‘when to speak, when not, what totalk about with whom, when, where and in what manner’.
4. Discourse competence
Key: In Canaleand Swain’s words, discourse competence refers toone’s ability to create coherent written text or conversation and the abilityto understand them. In other words, it is one’s ability to express or tounderstand a topic logically and coherently by effectively employing orcomprehending the cohesive markers used in the discourse.
5. Strategic competence
Key: Strategic competence refers to strategies one employs whenthere is communication breakdown due to lack of resources. For example, one cansearch for other means of expression such as using a similar phrase, usinggestures, or using a longer explanation.
6. Fluency
Key: According to Hedge, fluency meansone’s ability to link units of speech together with facility and without strainor inappropriate slowness or undue hesitation. In other words, it means respondingcoherently within the turns of the conversation, linking words and phrases,using intelligible pronunciation and appropriate intonation, and doing all thiswithout undue hesitation.
7. Communicative Language Teaching (CLT)
Key: Communicative Language Teaching is used to bridge the gap between classroom language teachingand real-life language use. The goal of CLT is to develop students’communicative competence. The key assumption in CLT is that students learn thelanguage through engaging in a variety of communicative activities.
8. Task-based Language Teaching (TBLT)
Key: It is anapproach to pedagogy in which the point of departure is an inventory of thingsthat people do with language rather than a list of grammatical items.
9. PPPmodel
Key: PPPmodel refers to the Presentation, Practice and Production model of teaching. A typical PPP lesson starts by the teacher introducinga new language item in a context followed by some controlled practice. Studentsthen move on to produce the language in a more meaningful way.
10. Information gap
Key: Information gap is a situationwhere information is known by only some of those present.
1. Define the concept in Task-Based Language Learning.（首都师范大学2018研）
Key: Task-basedlanguage teaching (TBLT), also known as task-based instruction (TBI), focuseson the use of authentic language and on asking students to do meaningful tasksusing the target language. Such tasks can include visiting a doctor, conductingan interview, or calling customer service for help. Assessment is primarilybased on task outcome (in other words the appropriate completion of real worldtasks) rather than on accuracy of prescribed language forms. This makes TBLTespecially popular for developing target language fluency and studentconfidence. Task-based language learning has its origins in communicativelanguage teaching (CLT), and is a subcategory of it.
A task is an activity which requires learners touse language, with emphasis on meaning, to attain an objective.
There are six principles teacher can follow whendesign tasks:
（1） A task should have a clear purpose.
（2） A task should have some degree ofresemblance to real-world events
（3） A task should involve information seeking,processing and conveying.
（4） A task should involve the students in somemodes of doing things
（5） A task should involve meaning-focused use oflanguage
（6） A task should end with a tangible product.
2. How will you implement Task-based Language Teaching (TBLT) in a large multilevel English class in China?（安徽师范大学2015研）
Key: In China,most of schools favor large-class teaching. Large class means there are a largenumber of students in one class usually with over 50 people. These students arein different proficiency levels. Based on such situation, I will implement Task-based Language Teaching in the following steps. (1) First, proficiencytest is necessary. I can know their learning degree based on their test results.The result is relatively scientific and can give me a reference to decide howmuch time and focus I should spend on each student. (2) Second, I will dividemy students into several groups according to their learning level. Each groupwill be allocated a corresponding task from the same content. They need tofinish the task by their joint efforts. I will pay more attention to theweakest group. (3) Finally, I will ask the representatives of each group toshow their joint results and give them feedback on their progress. They areallowed to pick another group’s task to do.
3. What are the basicfive steps in designing tasks?
Key: The basic five steps in designing tasks are:
Step 1 Think about students’ needs, interests,and abilities;
Step 2 Brainstorm possible tasks;
Step 3 Evaluate the list;
Step 4 Choose the language items;
Step 5 Prepare materials.
1. Compare Communicative Language Teaching with The Audiolingual Method in termsof goals, activity design, teachers’ roles, students’ roles.（首都师范大学2017研）
Key:
Communicative language teaching (CLT), or the communicative approach, is an approach to language teachingthat emphasizes interaction as both the means and the ultimate goal of study.
Language learners in environments utilizing CLT techniques, learnand practice the target language through the interaction with one another andthe instructor, the study of “authentic texts” (those written in the targetlanguage for purposes other than language learning), and through the use of thelanguage both in class and outside of class.
Learners converse about personal experiences with partners, andinstructors teach topics outside of the realm of traditional grammar, in orderto promote language skills in all types of situations. This method also claimsto encourage learners to incorporate their personal experiences into theirlanguage learning environment, and to focus on the learning experience inaddition to the learning of the target language.
According to CLT, the goal of language education is the ability tocommunicate in the target language. This is in contrast to previous views inwhich grammatical competence was commonly given top priority. CLT also focuseson the teacher being a facilitator, rather than an instructor. Furthermore, theapproach is a non-methodical system that does not use a textbook series toteach English, but rather works on developing sound oral/verbal skills prior toreading and writing. In a word, the teacher has two main roles: the first roleis to facilitate the communication process between all participants in theclassroom, and between these participants and the various activities and texts.The second role is to act as an independent participant within thelearning-teaching group. The latter role is closely related to the objectivesof the first role and arises from it. These roles imply a set of secondaryroles for the teacher; first, as an organizer of resources and as a resourcehimself, second as a guide within the classroom procedures and activities.... Athird role for the teacher is that of researcher and learner, with much tocontribute in terms of appropriate knowledge and abilities, actual and observedexperience of the nature of learning and organizational capacities.
The audio-lingual method is a style of teaching used in teachingforeign languages. It is based on behaviorist theory, which postulates thatcertain traits of living things, and in this case humans, could be trainedthrough a system of reinforcement. The correct use of a trait would receivepositive feedback while incorrect use of that trait would receive negativefeedback.
The audio-lingual method advised that students should be taught alanguage directly, without using the students’ native language to explain newwords or grammar in the target language and focusing on teaching vocabulary.Rather, the teacher drilled students in the use of grammar.
Applied to language instruction, and often within the context of thelanguage lab, it means that the instructor would present the correct model of asentence and the students would have to repeat it. The teacher would thencontinue by presenting new words for the students to sample in the samestructure. In audio-lingualism, there is no explicit grammar instruction:everything is simply memorized in form.
The idea is for the students to practice the particular constructuntil they can use it spontaneously. The lessons are built on static drills inwhich the students have little or no control on their own output; the teacheris expecting a particular response and not providing the desired response willresult in a student receiving negative feedback. This type of activity, for thefoundation of language learning, is in direct opposition with communicativelanguage teaching.
2. How do second/foreign language teachers designteaching stages for a new structure-based lesson and atask-based lesson? Why should they be designed differently?（湖南师范大学2018研）
Key:
（1） Task-based Language Teaching is widely promoted in Englishlanguage teaching nowadays. A task has four main components. ①a purpose: making sure thestudents have a reason for undertaking the task. ②a context: this can be real, simulated orimaginary, and involves sociolinguistic issues such as the location, theparticipants and their relationship, the time, and other important factors. ③a process: getting the studentsto use learning strategies such as problem solving, reasoning, inquiring,conceptua4ising and communicating. ④a product: there will be some form of outcome, either visible orinvisible.
A new structure-based lesson involves three stages. ①Presentation of single “new” item. ②Practice of new item: drills, exercises, dialoguepractice. ③Production:Activity, role-play or task to encourage “free” use oflanguage.
（2） There are many differences between a newstructure-based lesson and a task-based lesson, as follows: ①In a new structure-basedlesson, with the presentation of the target language coming first, this contexthas to be invented. In a TBL framework, the context is already established bythe task itself. By the time learners reach the language focus phase, thelanguage is already familiar. ②The process of consciousness raising used in the TBL language focusactivities encourages students to think and analyze, not simply to repeat,manipulate and apply. ③Listening and reading, both part of the TBL framework, provide amore varied exposure to natural language than examples made up to illustrate asingle language item as in a new structure-based lesson. ④The exposure in the TBL frameworkwill include a whole range of words, collocations, lexical phrases and patternsin addition to language forms pre-selected for focus. Students will realizethere is more to language than verb tenses and new words. ⑤In a new structure-basedlesson, it is the teacher who pre-selects the language to be taught. During the TBL analysis stage, learners are free to ask about any aspects of language theynotice.
3. What is linguistic competence? What is linguistic performance?（首都师范大学2017研）
Key:
Linguistic competence is the system oflinguistic knowledge possessed by native speakers of a language. According to Chomsky, competence is the ideal language system that enables speakers toproduce and understand an infinite number of sentences in their language, and todistinguish grammatical sentences from ungrammatical sentences. This isunaffected by “grammatically irrelevant conditions” such as speech errors. In Chomsky’s view, competence can be studied independently of language use.
The term linguistic performance was used todescribe “the actual use of language in concrete situations”. It is used todescribe both the production, sometimes called parole, as well as thecomprehension of language.
Part of the motivation for the distinctionbetween performance and competence comes from speech errors: despite having aperfect understanding of the correct forms, a speaker of a language mayunintentionally produce incorrect forms. This is because performance occurs inreal situations, and so is subject to many non-linguistic influences. Forexample, distractions or memory limitations can affect lexical retrieval andgive rise to errors in both production and perception or distractions. Suchnon-linguistic factors are completely independent of the actual knowledge oflanguage, and establish that speakers’ knowledge of language (their competence)is distinct from their actual use of language (their performance).
4. Some say thatcommunicative Language Teaching cannot be used in the Chinese schools. Do youagree with it or not? Explain.（首都师范大学2013研）
Key:
（1） I don’t agree withthis view. The choice of specific language teaching method depends on theteachers’ view on language and on language learning and there is no one singleperfect language teaching method that can be employed by all the teachers.There are some advantages of Communicative Language Teaching in China.
（2） There are several major characteristics ofcommunicative language teaching: emphasis on learning to communicate in thetarget language, the introduction of authentic texts into learning situations;focus on the learning process; make use of learner’s own personal experiences;create real communication situations in the classroom; the role of the teacher:facilitator of students’ learning; manager of classroom activities; advisor andco-communicator. The role of the learner: negotiator, communicator,contributor, and independent learner; features of communicative activities:information gap choice of form and content feedback; classroom environment:cooperation and empathy; student-centered; tolerance of errors; working insmall groups.
（3） Based on those characteristics above, it isclear that in the language teaching context of China, to employ Communicative Language teaching can generate many good results. First, it is helpful forarousing learner’s interest and motivation for learning language because itputs the learner at the center status. Second, it is effective in improvinglearners’ communicative competence, which is a weak point of most language learnerin China because the traditional language teaching methods pay much attentionto grammar and vocabulary. Third, communicative language teaching classprovides learners with authentic contexts and students can use the targetlanguage to communicate with each other in real situations. Last, communicativelanguage teaching requires the teacher to be tolerant to the learner errors,which can help increase learners’ confidence in using the target language andimprove their communicative competence on the whole.
（首先表明个人观点，然后结合交际法教学的特点，分析交际法在中国教学情境下有何优势或劣势。）
5. Can you brieflyexplain the criteria for evaluatingcommunicative classroom activities?
Key:
Yes. According to Ellis, the six criteria for evaluatingcommunicative classroom activities are:
（1） Communicative purpose: The activity must involve the students inperforming a real communicative purpose rather than just practising languagefor its own sake. There must be some kind of ‘information gap’ that studentsseek to bridge when they are communicating.
（2） Communicative desire: The activity must create a desire tocommunicate in the students.
（3） Content, not form: When the students are doing the activity,they must be concentrating on what they are saying, not how they say it. Theymust have some ‘message’ that they want to communicate.
（4） Variety of language: The activity must involve the students inusing a variety of language, not just one specific language form.
（5） No teacher intervention: The activity must be designed to bedone by the students working by themselves rather than with the teacher.
（6） No materials control: The activity should not be designed tocontrol what language the students should use. The choice about what language to use should rest with the students.
6. What are the mainfeatures of communicative activities?
Key:
（1） functional communicative activities:Identifying pictures, discovering identical pairs, discovering sequences orlocations, discovering missing information, discovering missing features,discovering ‘secrets’, communicating patterns and pictures, communicativemodels, discovering differences, following directions, reconstructingstory-sequences, pooling information to solve a problem.
（2） social interaction activities: role-playing through cueddialogues, role-playing through cues and information, role-playing throughsituation and goals, role-playing through debate or discussion, large-scalesimulation activities, improvisation.
Or: elaborate on the following three aspects
（1） learner-centredness
（2） communication
（3） context
Or: elaborate on the following six aspects
（1） communicative purpose
（2） communicative desire
（3） content, not form
（4） variety of language
（5） no teacher intervention
（6） no materials control