英语教学法教程试题库(王蔷)
英语教学法教程试题库
Unit 1
Part I Read the following statements or questions and choose the best answer for each statement or question.
1. Much of human behavior is influenced by their_____ _____
A. experiences
B. wisdom
C. knowledge
D. parents
2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?
A. teaching attitude
B. definitions of language
C. structural view of language
D. functional view
3. What does the structural view of language see language?
A. a system of categories based on the communicative needs of the learner
B. a communicative tool to build up and maintain social relations between people
C. a linguistic system made up of various subsystems
D. a linguistic system and a means for doing things
4. What does the functional view of language see language?
A. a system of categories based on the communicative needs of the learner
B. a communicative tool to build up and maintain social relations between people
C. a linguistic system made up of various subsystems
D. a linguistic system and a means for doing things
5. What does the interactional view of language see language?
A. a system of categories based on the communicative needs of the learner
B. a communicative tool to build up and maintain social relations between people
C. a linguistic system made up of various subsystems
D. a linguistic system and a means for doing things
6. Which of the following teaching method is based on the behaviorist theory? B
A. Grammar translation
B. Audio-lingual
C. Task-based teaching and learning
D. Communicative teaching
7.What are the characteristics of audio-lingual method?
https://www.360docs.net/doc/572376099.html,nguage is learned by constant repetition and the the reinforcement of the teacher
B.Mistakes were immediately corrected, and correct utterances were immediately praised.
C.Students should be allowed to create their own sentences based on their understanding of certain rules.
D.Both A and B.
8.Which three groups can summarize all the elements of the qualities of a good teacher?
A.Ethic devotion, professional qualities and personal styles
B. Ethic devotion, professional qualities and individual freedom
C. Individual freedom, professional qualities and personal styles
D. Ethic devotion, personal styles and individual freedom
9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?
A.Learning from other’s experiences
B.Learning the received knowledge
C.Learning from one’s own experiences as a teacher
D.All of the above
10.What qualities are considered good qualities of a good teacher? D
A.Kind, humorous, well informed
B.Hard working, disciplined
C.Well prepared, dynamic and patient
D.All of the above
Part 2 Answer the following questions.
1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.
Unit 2
1.What is the ultimate goal of foreign language teaching?
A.Enable SS to use the foreign language in work or life.
B.Enable SS to achieve accuracy of English language structure.
C.Enable SS to achieve fluency of English language structure.
D.Enable SS to speak standard English.
2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?
A.Task-based teaching and learning
B. Communicative language teaching
C. Presentation, practice and production
D. Engage---study---activate
3.What is linguistic competence concerned with?
A.Appropriate use of the language in social context
B.Ability to create coherent written text or conversation and the ability to understand them
C.Strategies one employs when there is communication breakdown due to lack of resources
D.Knowledge of language itself, its form and meaning
4.What is pragmatic competence concerned with?
A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to understand them
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning
5.What is discourse competence concerned with?
A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to understand them
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning
6.What is strategic competence concerned with?
A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to understand them
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning
7.What is fluency competence concerned with?
A. Appropriate use of the language in social context
B. Ability to link units of speech together with facility and without strain or inappropriate
slowness or undue hesitation
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning
8.What are the principles of communicative language teaching?
https://www.360docs.net/doc/572376099.html,munication principle, task principle and meaningful principle
https://www.360docs.net/doc/572376099.html,munication principle, accuracy principle and meaningful principle
https://www.360docs.net/doc/572376099.html,munication principle, fluency principle and meaningful principle
https://www.360docs.net/doc/572376099.html,munication principle, task principle and purpose principle
9.What are the listening and speaking activities in traditional pedagogy?
A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.
B.Answer the questions according to what is heard; produce responses based on given clues
C.Retell what is heard
D.All of the above
10.What are the five components of communicative competence?
A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluency
B.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy
C.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluency
D.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy
Part 2 answer the following questions
1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?
Unit 4
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1.What should be included in a lesson plan?
A.Aims to be achieved
B.Materials to be covered
C.Activities to be organized
D.All of the above
2.What are the principles for good lesson planning?
A.Aim, variety, flexibility, learnability and linkage
B.Aim, preparation flexibility and linkage
C.Aim, micro-planning, macro-planning and flexibility
D.Aim, micro-planning, macro-planning and variety
3.What are the guidelines for writing teaching aims in a lesson plan?
A.Clear, brief
B.Specific, students-oriented
C.Specific, teacher-oriented
D.Both A and B
3.What are language contents?
A.Structures, vocabulary, functions and topics
B.Pictures, vocabulary, communication and topics
C.PPT, structures, aims and summary
D.Structures, aims, functions and topics
4.What are very commonly used teaching procedures and stages?
A.Presentation, practice and production
B.Pre-reading, while-reading and post-reading
C.Mechanical practice and meaningful practice
D.Both A and B
4.What is the function of optional activities?
A.Backups in case the lesson goes too fast and there are a few minutes left.
B.Prepared for good students
C.Prepared for bad students
https://www.360docs.net/doc/572376099.html,ed for emergency
5.Which part is to be finished after a lesson in a lesson plan?
A.Teaching aids
B. End of a lesson summary
C. Optional activities and assignments
D. After lesson reflection
Part 2 answer the following questions
1.What benefits can language teachers get from planning a lesson?
2.Explain five principles for good lesson planning in detail.
3.What does macro planning involve?
4.What are components of a lesson plan?
unit 5
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1.What are the possible roles of a teacher?
A.Controller, assessor
B. Organizer, prompter
C. Participant, resource-provider
D. All of the above
2.What role does a teacher play in the following activity?
The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.
A.Controller
B. Assessor
C. Organizer
D. Prompter
3.What role does a teacher play in the following activity?
T: do you have any hobbies?
S: yes, I like singing and dancing.
T: Uhm, and...?
S: I also collect coins.
T: Oh, really, how many...have you already...collected?
A.Controller
B. Assessor
C. Organizer
D. Prompter
4.What role does a teacher play in the following activity?
The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will
form group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.
A. Controller
B. Assessor
C. Organizer
D. Prompter
5.What role does a teacher play in the following activity?
When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”
A. Controller
B. Assessor
C. Organizer
D. Prompter
6.What role does a teacher play in the following activity?
While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.
A.Controller
B. Assessor
C. participant
D. Resource-provider
7.What role does a teacher play in the following activity?
The teacher asks a student a question “Have you ever bought clothes with problems?”If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.
A. Controller
B. Assessor
C. Organizer
D. Prompter
8.What role does a teacher play in the following activity?
When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.
A.Controller
B. Assessor
C. Organizer
D. Prompter
9.What role does a teacher play in the following activity?
When students are doing a group-work task, the teacher joins one or two groups for a short period of time.
A. Controller
B. Assessor
C. participant
D. Resource-provider
10.What role does a teacher play in the following activity?
the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.
A.Controller
B. Assessor
C. Organizer
D. Prompter
11.What role does a teacher play in the following activity?
The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.
A. Controller
B. Assessor
C. participant
D. Resource-provider
12. When is appropriate for the teacher to give classroom instructions to students?
A. Give directions to tasks or activities, checking comprehension, giving feedback
B. Providing explanations to a concept or language structure, drawing attention
C. Setting requirements, checking comprehension, assigning homework
D. All of the above
13.Why do novice teacher often have problems giving clear instructions?
A.Their language proficiency is low
B.They are fresh form the university
C.Their instructions are too short
D.They are not able to target their instructions to the level of the learners
14.What are not good rules to follow for making instructions effective?
https://www.360docs.net/doc/572376099.html,e simple instructions and make them suit the comprehension level of the students
https://www.360docs.net/doc/572376099.html,e the mother tongue only when it is necessary
https://www.360docs.net/doc/572376099.html,e body language to assist understanding
D.Not model the task or activity before letting students move into groups or pairs
15.Which of the following is the time when students work as a whole class?
A.When all the students are under the control of the teacher
B.When students work in pairs on an exercise or a task
C.When students work in small groups
D.When students are expected to work on their own at their own speed
16.Which of the following is the time when students work in a pair?
A. When all the students are under the control of the teacher
B. When students work in pairs on an exercise or a task
C. When students work in small groups
D. When students are expected to work on their own at their own speed
17.Which of the following is the time when students work in groups?
A. When all the students are under the control of the teacher
B. When students work in pairs on an exercise or a task
C. When students work in small groups
D. When students are expected to work on their own at their own speed
18.Which of the following is the time when students study by themselves?
A. When all the students are under the control of the teacher
B. When students work in pairs on an exercise or a task
C. When students work in small groups
D. When students are expected to work on their own at their own speed
19.Which of the following is the advantage of whole class work?
A.It is an ideal way to show materials and do presentations together.
B.It allows students to work together rather than under teacher’s guidance.
C.There is always a great chance of different opinions and contributions to the work.
D.It is less stressful.
20.Which of the following is the advantage of pair work?
A. It is an ideal way to show materials and do presentations together.
B. It allows students to work together rather than under teacher’s guidance.
C. It reinforces a sense of belonging among a group of members.
D. It is very stressful.
Part 2 answer the following questions
1.What six conditions have to be met in order to achieve efficient classroom management?
Unit 6
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1.Which of the following is true about pronunciation teaching?
A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.
B.Learners who have more exposure to english need less focus on pronunciation.
C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.
D.All of the above
2.What is the realistic goal of teaching pronunciation?
A.Consistency
B. Intellegibility
C. Communicative efficiency
D. All of the above
3.Which of the following do not belong to minimal pair?
A.Will well
B. Till tell
C. Fill fell
D. Well well
4.Which of the following belong to pronunciation perception practice?
https://www.360docs.net/doc/572376099.html,ing minimal pairs, odd one out
B. Which order, completion
C. Same or different
D. All of the above
5.Which type does the following production practice belong to?
The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.
A.Listen and repeat
B. Fill in the blanks
C. Make up sentences
D. Using meaningful context
6. Which type does the following production practice belong to?
She sells sea shells on the seashore.
A.Make up sentences
B. Using meaningful context
C. Using pictures
D. Using tongue twisters
7.What are the ways of practicing stress?
https://www.360docs.net/doc/572376099.html,e gestures
B. Use the voice
C. Use the blackboard
D. All of the above
8.What does the falling intonation on the statement “he is moved to Gla sgow.”indicate?
A.I am telling you something you do not know
B.I have not finished yet
C.I am asking a genuine question
D.I know you have told me before
9.What does the falling intonation on the question “where do you live ?” indicate?
A . I am telling you something you do not know
B. I have not finished yet
C. I am asking a genuine question
D. I know you have tole me before
10.What is reflected as important in the following example?
A.Would you please turn down the radio a little bit?
B.Sorry. ↘（no, I do not want to.）
Or B. Sorry? ↗（what did you say?）
A.Stress
B. Intonation
C. Sounds
D. Pitch
Part 2 answer the following questions
1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?
Unit 7
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1.Which of the following statement is not true?
A.Grammatical competence is essential for communication
B.There is a positive role of instruction for grammar learning
C.Grammar teaching can enhance learner proficiency
D.Grammar learning is completely useless for children.
2.Which of the following is not grammar presentation method?
A.Deductive method
B. Inductive method
C. Guided discovery method
D. Communicative teaching method
3.Which of the following steps are typical for the deductive grammar teaching method?
A. Give examples→explain rules→students do practice activities
B. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences
C. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentences
D. All of the above
4.What are two grammar practice activities?
A.Mechanical practice and meaningful practice
B.V olume practice and communicative practice
C.Interest practice and meaningful practice
D.Mechanical practice and success oriented practice
5.What are two broad categories of knowledge?
A.Implicit knowledge and explicit knowledge
B.Obvious knowledge and unobvious knowledge
C.Inductive knowledge and deductive knowledge
D. Refereed knowledge and inferred knowledge
Unit 8
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1.Which of the following statement is not true about vocabulary?
A.a vocabulary item can be more than one word
B.V ocabulary can not be taught. It must be learned by the individuals.
C.Words is best learned in context
D.An English-English dictionary is an important aid for students.
2.What does it mean to know a word?
A.knowledge its pronunciation and stress
B.know its spelling and grammatical properties
C.know its meaning and know when and how to use it
D.all of the above
3.what meaning is referred to if we say the meaning of “dog” is an animal with four
legs and a tail, often kept as a pet or trained for work?
A denotative meaning B. connotative meaning
C. extended meaning
D. inspired meaning
4.What meaning is referred to if we say the meaning of “dog”is friendship and
loyalty?
A denotative meaning B. connotative meaning
C. literal meaning
D. labeled meaning
5. What is referred to if we say “see a movie, watch a play, look at a picture”?
A. denotative meaning
B. connotative meaning
C. collocations
D. synonyms
6. Whatdo the following examples indicate?
Big, huge; enormous, immense; male, masculine
A.synonyms
B. antonyms
C. hyponyms
D. collocations
7.What are two categories of vocabulary?
A.receptive vocabulary and productive vocabulary
B.innate vocabulary and learned vocabulary
C.familiarvocabulary and unfamiliar vocabulary
D.new vocabulary and old vocabulary
英语教学法-王蔷-复习资料
Unit 1: language and language learning What is language:language is a system of signs, which is arbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society. Design features:refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability. Features of language 和views on language 在P-3 Several theories on language learning （behaviourist theory ,cognitive theory, constructivist theory, socio-constructivist theory）在P5-P6 A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence) Unit 2：communicative principles and TBLT CLT(goal在P-16): communicative language teaching TBLT(在P-27): Task-based language teaching Goal of foreign language teaching: to enable students to use the foreign language in work or life when necessary Difference between language use in real life and traditional pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18 Sever linguistics’ ideas about exercise types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(交际教学原则与任务型语言教学)【圣才出品】
第2章交际教学原则与任务型语言教学 2.1 复习笔记 本章要点： 1. Language use in real life vs. traditional pedagogy 语言在日常生活中的使用与传统教学法 2. The differences between language used in real life and language taught in the classroom 日常生活语言与课堂语言的不同 3. Definition of communicative competence and its five components 交际能力的定义和它的五个组成部分 4. Principles of Communicative Language Teaching 交际语言教学的原则 5. CLT and the teaching of language skills 交际语言教学与语言能力教学 6. Main features of communicative activities 交际活动的主要特点 7. T ask-based Language Teaching 任务型语言教学 8. Four components of a task
任务的四个部分 9. PPP and T ask-based Language Teaching 介绍，练习和产出与任务型语言教学 10. The steps to design tasks 设计任务的步骤 11. Appropriateness of CLT and TBLT in the Chinese context 交际语言教学的恰当性和中文环境的任务型语言教学 本章考点： 语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。 本章内容索引： Ⅰ. Language use in real life vs. traditional pedagogy Ⅱ. Communicative competence 1. Definition of communicative competence 2. Five components of communicative competence 3. Communicative competence and linguistic competence Ⅲ. Implications for teaching and learning Ⅳ. Principles of Communicative Language Teaching （CLT）
英语教学法教程教案(王蔷)
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
王蔷 英语教学法_英汉对照
A Course in English Language Teaching Unit 1 Language and Learning Views on language语言观 Structural view结构主义 as a linguistic system functional view功能主义 as a linguistic system but also a means for doing things,base on communicative functions Interactional view交互性 as a communicative tool Views on language learning and learning in general 1)Process-oriented theories过程指向论 concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2)Condition-oriented theories 强调条件理论 emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. Behaviourist theory 行为主义理论 =audio-lingual method听说教学法 A stimulus-response theory of psychology You can train an animal to do anything(within reason) if you
王蔷主编的《英语教学法教程》第二版-unit1
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
英语教学法教程-王蔷主编
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第4~6章【圣才出品】
第4章教案设计与书写 4.1 复习笔记 本章要点： 1. The significance of lesson planning 课程计划的重要性 2. Principles for good lesson planning 做好课程计划的准则 3. Macro planning vs. micro planning 宏观计划和微观计划 4. Components of a lesson plan 课程计划的构成因素 5. Sample lesson plans 课程计划的样本 本章考点： 课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。 本章内容索引： Ⅰ. The significance of lesson planning
1. Definition of lesson planning 2.The necessity of lesson planning for teachers 3. Benefits of lesson planning Ⅱ. Principles for good lesson planning Ⅲ. Macro planning vs. micro planning 1. Two levels of lesson planning 2. The advantage of a concrete teaching plan Ⅳ. Components of a lesson plan 1. Background information 2. T eaching aims 3. Language contents and skills 4. Stages and procedures 5. T eaching aids 6. End of lesson summary 7. Optional activities and assignments 8. After lesson reflection Ⅴ. Sample lesson plans Ⅵ. Conclusion Ⅰ. The significance of lesson planning（课程计划的重要意义） 1. Definition of lesson planning课程计划的定义 Lesson planning means making decisions in advance about what techniques,
王蔷《英语教学法教程》课后习题详解(听力教学)【圣才出品】
第9章听力教学 TASK 1 In your English learning experience, did you find listening more difficult? What are the main difficulties you have encountered? Can you think of any reasons why listening is a difficult skill to develop? Work in groups and pool your ideas. Key: The main difficulties may be quickly forgetting what is heard and unable to recognise words they know. The main reason why listening is so difficult to develop is that listening is often neglected in language teaching due to lack of teaching materials, both with print materials and audio or video tapes, lack of equipment in some schools; and lack of real-life situations where language learners need to understand spoken English. TASK 2 How many situations can you think of where you listen to other people in our native language? Work with a partner and think about all the different situations where you need to listen in a routine day. Key: The following list is adapted from Ur, 1996: 105.
王蔷《英语教学法》复习
Revision Contents: Unit 1 Language and Learning 1. What are the major views of language? What are their implications to language teaching or learning? Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation. Functional View: It 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. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the
王蔷英语教学法模拟题(附答案)
《英语教学法》模拟试题（附答案） 一、填空题（共10小题，每小题1分，共10分） 1.Among the four skills, foreign language learners often complain that l is the most difficult to acquire. 2.We are teaching our students English not only to help them pass exams, but also to prepare them to u English in real life. 3.In the traditional classroom, very often, too much attention has been paid to linguistic k , with little or no attention paid to practising language skills. 4.In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally become i writers. 5.If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together. 6.One of the general views on language is that language is a s__ of symbols. 7.In tr pedagogy, listening and speaking were treated as skills different from what takes place in reality. 8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation. 9.In meaningful practice the focus is on the production, comprehension or exchange of m . 10.People have d understanding of how a vocabulary item can be learned and consolidate. 二、配对题（共10小题，每小题2分，共20分） A B
王蔷英语教学法重点
Unit 1 Language and Learning 1.1 How do we learn language？ We learn language at different ages People have different experiences People learn languages for different reasons People learn languages in different ways People have different capabilities in language learning Learning can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality. 1. 2 What are the major views of language? 1) Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules. 2) Functional view: Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. 3) Interactional view: Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. 1.3Views on Language Learning Two broad learning theories： Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emphasize the nature of human and physical context. Behaviorist theory ? B. F. Skinner ? A stimulus-response theory of psychology ?Audio-lingual method ?The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. B.Cognitive theory ?Influenced by Noam Chomsky (revival of structural linguistics) ?Language as an intricate rule-based system ? A learner acquires language competence which enables him to produce language. ?One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. C.Constructivist theory ?Jean Piaget (1896—1980)
王蔷主编的《英语教学法教程》第二版-Unit-1
王蔷主编的《英语教学法教程》第二版-Unit-1
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language? 2.What are the common views on language? 3.What are the common views on language learning? 4.What are the qualities of a good language teacher? 5.How can one become a good language teacher? 1.1How do we learn languages? Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have
王蔷《英语教学法教程》知识点单元重点归纳
Unit 1 Knowledge:sth that can be learned Skills:sth that only can be gained through practice or training, Language skills:listening, speaking, reading and writing Language is a system of arbitrary vocal symbols used for human communication。 Views on language： 1、Structural view （language competence） —The founder：Saussure —The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology） 3、meaning for communication（syntax） —Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。 2 、Functional view —Representative：Johnson、marrow、swain canal (the core: grammar) —The function view not only sees language as a linguistic system but also a means for doing things —Learners learn a language in order to be able to doing things with it Use the linguistic structure to express functions 3、Interactional view （communicative competence） —Emphasis：appropriateness —Language is a communicative tool，which main use is to build up and maintain social relations between people —Learners need to know the rules for using the language in certain context —The structural view limits knowing a language to knowing its structural rules and vocabulary Language teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are learnt 5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teaching These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles View on language learning 1. Psycholinguistic: the relationship between language and thinking. 1)Thinking in language 2)Language is necessary for thought. 3)Language acquisition(语言习得) 4)Learners in their earlier years acquire control over essential structure of their language without special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.