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Ⅰ. Fill in the blanks.
1 The development of ELT since 1978 can be divided into three majorphases: Restoration, Rapid Development, and _____.
【答案】 Reform
【解析】 自1978年以来，英语作为一门外语的发展过程主要分为三个阶段：恢复，快速发展，以及改革。
2 It was in the _____ syllabus that the word “communication” wasused in the objectives of teaching for the first time.
【答案】 1993
【解析】 1993年的教学大纲首次使用“交际”一词作为教学目标。
3 The overallobjective of English course in the phase of basic education is to fosterstudents’ comprehensive ability in applyinglanguage, which is formed on the basis of the whole development of students’ language skill, _____, sentiment, _____ and _____.
【答案】 languageknowledge, learning strategies, cultural awareness
【解析】 基础教育阶段的英语课程的总目标是：在学生的语言技能、语言知识、情感态度、学习策略以及文化意识的整体发展的基础上，培养学生的综合语言运用的能力。
Ⅱ. Multiple Choice
1 From 1978 to 1982, English was gradually restored into the secondarycurriculum and the _____ began to be given more attention.
A. teaching methods
B. teachinggoals
C. teachingquality
D. teachingmaterials
【答案】 C
【解析】 从1978年到1982年，英语逐渐进入中学课程，教学质量（teachingquality）开始受到更多的关注。因此，本题正确答案为C。
2 A review of the curriculum prior 2000 indicated the followingareas that needed to be addressed EXCEPT _____?
A. There was an overemphasis on the delivery of knowledge about thelanguage while ignoring the development of students’language ability.
B. There was noconnection between different stages of schooling.
C. Littleallowance was made for catering individual learner differences.
D. Littleattention was given to the assessment of language ability and affective gains.
【答案】 B
【解析】 回顾2000年之前的课程，可以发现四个问题。首先，教学过于注重语言知识的传授，而忽视了学生语言能力的发展。其次，在不同的年级之间缺乏（lack of）连接。再次，很少考虑到学习者的个体差异。最后，几乎不关注语言能力和情感态度的测评。因此，本题正确答案为B。
Ⅲ. True or False.
1 Students’ overall development isthe motivation and goal of the National English curriculum for Nine-year CompulsoryEducation.
【答案】 T
【解析】 国家九年义务教育英语课程（制定）的动机和目标是学生的整体发展。
2 The National English curriculum aims education for all studentsand stresses quality-oriented education.
【答案】 T
【解析】 国家英语课程面向所有学生，强调素质教育。
Ⅳ. Explain the following terms.
1 National English Curriculum
【答案】
The NationalEnglish Curriculum for Nine-year Compulsory Education is part of the nationwidecurriculum innovation projects. It requires both primary and secondary schoolto achieve continuous development of English curriculum learning and dividesEnglish proficiency into nine competence-oriented levels. The performance goalsand detailed description for each level are given from the perspective oflanguage knowledge, language skills, affection, learning strategies andcross-cultural awareness.
2 CECS 2022
【答案】
CECS 2022 refersto English Curriculum Standards for Compulsory Education (2022 Edition),the updated curriculum standards for English education. It aimsat cultivating students’ core competencies. It focuses on four key components:language ability, cultural awareness, thinking capacity, and learning ability.Compared to its predecessor CECS 2011, CECS 2022 has a more systematicorganization structure and places greater emphasis on the integration ofinstrumental and humanistic aspects of English language teaching. It alsoincludes specific academic achievement standards to guide the assessment ofstudents’ progress and development.
Ⅴ. Essay questions
1 Comment on the design of thepresentation according to the concepts in NECS.
【答案】
The teacher designs activities in this course according to theconcepts in the NECS and the design reflects the teaching goals:
The concept of learner-centeredness is reflected in this course. Theteacher acts as an organizer and facilitator encourages learner to discover thelanguage rules by exploring; (Step 1—Step 4)
The teacher fosters learning strategies by providing opportunitiesfor learners to participate in learning activities, negotiate and cooperatewith the peers; (Step 4.1)
Both languageknowledge and language skill are emphasized. The knowledge (grammar in thislesson) is presented and consolidated through the practice of differentlanguage skills. (Step 1—Step4)
2 General Senior High School English Curriculum Standards (2017Edition) puts forward six essential elements of curriculum content. Whatare the six specific elements? And what is the relationship among these sixelements? [安徽师大2021研]
【答案】
The content structure of SECS 2017 and CECS 2022 includes sixcomponents, including thematic texts, text types, language knowledge, culturalknowledge, language skills and learning strategies. The relationships amongthese six elements are as follows:
①Thematic texts offer the themefor language learning, functioning on linking and organizing the other aspects.Thematic texts provide the contextual scope for language learning andcurriculum education. Themes can be categorized into three major areas: ‘manand himself’, ‘man and society’, and ‘man and nature’, with several sub-themesunder each main theme group.
②Text types are the main formsto elicit the language and cultural knowledge related to the themes. Theyinclude narratives, expositions, arguments, descriptions, and others. Each texttype has its own unique structure, language features, and communicativepurpose. Through studying different text types, students learn how to uselanguage effectively in various contexts and to appreciate the diversity oflinguistic expression.
③Language knowledge refers toall the linguistic elements, which can help form the contents and express themeanings. Language knowledge, including phonetics, vocabulary, grammar, andpragmatics, is the foundation upon which all language learning is built. Itenables students to understand and produce accurate and fluent language. Asstudents progress, they should develop a more nuanced understanding of languagestructures and functions, enabling them to communicate more effectively andexpressively.
④Cultural knowledge offers resourcesfor students to arouse cultural awareness, cultivate science spirits, form goodcharacters and develop correct values. It fosters intercultural understandingand empathy, preparing students to navigate a globalized world with confidenceand respect. By integrating cultural knowledge into their language learning,students can develop a more holistic and nuanced perspective on language andcommunication.
⑤Language skills offer studentsopportunities to get information, express themselves and communicate feelings.Language skills, such as listening, speaking, reading, writing, and viewing,are the practical manifestations of language learning. They allow students toapply their language knowledge in real-world contexts, enabling them tocommunicate effectively and achieve their communicative goals. As studentsdevelop their language skills, they should become more confident and proficientin using language for a variety of purposes.
⑥Learning strategies providesome approaches to improve students’ learning efficiency and effectiveness.Learning strategies are the tools and techniques that students use to enhancetheir language learning experience. They include metacognitive strategies (suchas planning and monitoring), cognitive strategies (such as summarizing andinferencing), communicative strategies (such as seeking clarification andnegotiating meaning), and emotional management strategies (such as regulatinganxiety and maintaining motivation). By adopting effective learning strategies,students can take greater control over their learning process, accelerate theirprogress, and achieve greater success.
In summary, the six components of the content structure in SECS 2017and CECS 2022 are interconnected and complementary. They work together toprovide a comprehensive and balanced curriculum that supports students’language learning and personal development. By engaging with thematic texts,exploring different text types, developing language knowledge, acquiringcultural knowledge, honing language skills, and adopting effective learningstrategies, the six components jointly contribute to the realization ofcurriculum goals and the continuous development of students' English languageabilities throughout their compulsory education.