Mechanical Practice
教学法 grammar practice
Created situation:
If
you were a stranger in this town.you want to buy some fruit,post a letter,and see a movie at night.ask about the places.
Can
you tell me …
Please turn to page 110
let’s play games !
Obviously there is no correct or wrong answer in this task. All depends on the students’ experience and the actual local commodity prices.
Thank you for your listening !
Using prompts for practice
Breif introduction:
In
grammar practice, prompts is usually considered as meaningful practice.
Engaged in such an activity, students practise the target structure while negotiating meaning.
What are the advantages of meaningful practice?
自由讨 论即可
Of course there is no clear cut between mechanical and meaningful practice. Very often an activity can have elements of both.
英语教学法教程第二版unit7
The purpose
At first let’s look at a form about grammar in language of the task is
learning and decide if you agree with them or not. Try to give not to seek
1. The role of grammar in language learning
in this class.
2. The major types of grammar presentation methods
3. The major types of grammar practice activities. 三. The role of grammar in language learning
teaching, but
rather to raise
awareness of
issues
in
grammar
for using the language is just as important.
teaching.
If students get enough chance to practice using a foreign
draws attention to an example in the textbook. Then, the teacher the
explains the underlying rules regarding the forms and positions of advantages
certain structural words.
if target structure.
英语教学法第七单元Teaching-grammar
Presentation知 Practice练 Production用
Understanding Accuracy Use and Fluency
(1)presentation
The teacher introduces new language in particular communicative situations, focusing on its meaning, form and on its function.The emphasis at this stage is on meaning and form.
Hinkel and Fotos, 2002)
Most research has agreed that there is a positive role of instruction for grammar learning.
Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
Aims of the unit:
1.The role of grammar in ELT 2.Grammar presentation methods 3.Grammar practice
The role of grammar in ELT
The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.
机械类专业课程名称中英文对照.
机械类专业课程名称中英文对照机械制图Mechanical Drawing可编程序控制技术Controlling Technique for Programming金工实习Metal Working Practice毕业实习Graduation Practice理论力学Theoretical Mechanics材料力学Material Mechanics数字电子电路Fun dame ntal Digital Circuit机械控制工程Mechanical Control Engineering可靠性工程Reliability Engineering机械工程测试技术Measurement Techniques of Mechanic Engineering 计算机控制系统Computer Control System机器人技术基础Fun dame ntals of Robot Tech niq ues最优化技术Techniques of Optimum工程测试与信号处理Engineering Testing & Signal Processing金属工艺及设计Metal Technics & Design机械工业企业管理Mecha nic In dustrial En terprise Man ageme nt机械零件课程设计Course Design of Machinery Elements投资经济学Investment Economics现代企业管理Moder n En terprise Admi ni strati on市场营销学Market Selling生产实习Production Practice课程设计Course Exercise有限元法FI nite Element金工实习Metalworking Practice液压传动Hydraulic Transmission微机原理及接口技术Prin ciple & In terface Tech nique of Micro-computer 微机原理及接口技术Prin ciple & In terface Tech nique of Micro-computer 数控技术Digit Control Technique 活塞膨胀机Piston Expand er活塞式制冷压缩机Piston Refrigerant Compreessor活塞式压缩机Piston Compressor活塞式压缩机基础设计Basic Design of Piston Compressor活塞压缩机结构强度Structural Intensity of Piston Compressor活赛压机气流脉动Gas Pulsation of Piston Pressor货币银行学Currency Banking基本电路理论Basis Theory of Circuit基础写作Fun dame ntal Course of Compositi on机床电路Machine Tool Circuit机床电器Machine Tool El ectric Applianee机床电气控制El ectrical Control of Machinery Tools机床动力学Machine Tool Dynamics机床设计Machine Tool design机床数字控制Digital Control of Machine Tool机床液压传动Machinery Tool Hydraulic Transmission机电传动Mechanical & Electrical Transmission机电传动控制9 Mechanical & electrical Transmission Control机电耦合系统Mechanical & Electrical Combination System机电系统计算机仿真Computer Simulation of Mechanic/EI ectrical Systems机电一体化Mechanical & Electrical Integration机构学Structuring机器人Robot机器人控制技术Robot Control Technol ogy机械产品学Mechanic Products机械产品造型设计Shape Design of Mechanical Products机械工程控制基础Basic Mechanic Engineering Control机械加工自动化Automation in Mechanical Working机械可靠性Mechanical Reliability机械零件Mechanical El ements机械零件设计Course Exercise in Machinery Elements Design机械零件设计基础Basis of Mach in ery Eleme nts Design机械设计Mechanical Designing机械设计基础Basis of Mechanical Designing机械设计课程设计Course Exercise in Mechanical Design机械设计原理Principle of Mechanical Designing机械式信息传输机构Mechanical Information Transmission Device机械原理Principle of Mechanics机械原理和机械零件Mechanism & Machinery机械原理及机械设计Mechanical Designing机械原理及应用Mechanical Principle & Mechanical Applications机械原理课程设计Course Exercise of Mechanical Principle机械原理与机械零件Mechanical Principl e and Mechanical Elements 机械原理与机械设计Mechanical Principl e and Mechanical Design 机械噪声控制Control of Mechanical Noise机械制造概论Introduction to Mechanical Manufacture机械制造工艺学Tech no logy of Mecha ni cal Manu facture机械制造基础Fun dame ntal of Mecha ni cal Manu facture机械制造基础(金属工艺学Fun dame ntal Course of Mecha nic Manu facturi ng (Metal 机械制造系统自动化Automation of Mechanical Manufacture System机械制造中计算机控制Computer Control in Mecha nical Manu facture互换性与技术测量El ementary Technol ogy of Exchangeability Measurement焊接方法Welding Method焊接方法及设备Welding Method & Equipment焊接检验Welding Testing焊接结构Welding Structure焊接金相Welding Fractography焊接金相分析Welding Fractography Analysis焊接冶金Welding Metallurgy焊接原理Fun dame ntals of Weldi ng焊接原理及工艺Fun dame ntals of Weldi ng & Tech nology焊接自动化Automation of Welding工程材料的力学性能测试Mecha nic Test ing of Engin eeri ng Materials工程材料及热处理Engin eeri ng Material a nd Heat Treatme nt工程材料学Engineering Materials工程测量Engineering Surveying 工程测试技术Engineering Testing Technique 工程测试实验Experiment on Engineering Testing 工程测试信息Information of Engineering Testing 工程动力学Engineering Dynamics 工程概论Introduction to Engineering 工程概预算Project Budget工程经济学Engineering Economics工程静力学Engineering Statics工程力学Engineering Mechanics工程热力学Engineering Thermodynamics工程项目评估Engineering Project Evaluation 工程优化方法EngineeringOptimizational Method 工程运动学Engineering Kinematics工程造价管理Engineering Cost Management 工程制图Graphing of Engineering 电机学Electrical Motor电机学及控制电机El ectrical Machi nery Con trol & Techno logy。
学科英语王蔷英语教学法作业习题集(重要参考)
英语教学论作业习题集Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 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.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you ca n train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than s imply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky(前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a hig her level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?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 form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between themso that the lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arisein class so that they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how muchtime should be spent on them. The teacher soon learns to judge lesson stages and phases withgreater accuracy.7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving referencewhen the teacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility—means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’ coping ability will diminish the ir motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teachingtakes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The teacher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s m odel refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few words as possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making apresentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. Also, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which d o not convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method:is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice,the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling;2) Spotting the differences;3) Describing and drawing;4) Playing a game;5) Using word series;6) Word bingo;7) Word association;8) Finding synonyms and antonyms;9) Using word categories;10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: m ost of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaningrecognitions2)Top-down model: listening for the gist and making use of the contextual clues and backgroundknowledge to construct meaning are emphasized.3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words,phrases or structures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities:listening for the gist; listening for specific information; no specificresponses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach: The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning.3. What types of activities can we use in teaching reading?。
英语教学法unit7-teaching-grammar
❖ It is believed that the rules will become evident if the students are given enough appropriate examples.
It is generally believed that
❖ Grammar teaching is less important for children than for adults;
❖ Grammar teaching is less important in listening and reading than in writing.
❖Grammar teaching can be seen in most formal classroom language teaching.
7.2 Grammar presentation methods
❖The deductive method ❖The inductive method ❖The guided discovery method ❖Teaching grammar using listening
❖ The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.
中学英语教学法 第二次导学课4
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 中学英语教学法第二次导学课4 中学英语教学法第二次导学课主讲：陈道明（华南师范大学外文学院）chendm@1/ 55学习建议1. 要利用网络课件学习； 2. 要在线听“导学课”（共四次），或通过学习中心下导学课的录像(也可以在我给你们开的公共邮箱gdchendm@下载) ，重看录像； 3. 在BBS（交流园地）的“资源区”上下载“导学课”的 PPT ，复习PPT上的内容； 4. 学习《英语教学法教程》的相关章节； 5. 在BBS上下载“自测题”，解压，做题。
理解题目的意思；6. 经常访问BBS，提出问题，参与讨论； 7. 按时完成网上作业。
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 第二次导学课内容? Task-based Language Teaching ? Teaching Pronunciation ? Teaching Grammar ? Teaching Vocabulary3/ 55Task-based Language Teaching (TBLT)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Approach and MethodApproachMethod 1 Method 2 Method X5/ 55Communicative ApproachCLTTBLT/TBL---------------------------------------------------------------最新资料推荐------------------------------------------------------ What is a “task”?According to M. H. Long (1985:89): A task is “ a piece of work for oneself or forothers, freely or for some reward.” e.g. painting a fence; dressing a child; filling outa form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter; weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc.7/ 55Pedagogical tasks def ined by David Nunan (1989: 8) :… a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Will, J. (1996: 23)? Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.9/ 55Clark, Scarino and Brownell (1994:40):Four main components of a task? A purpose: a reason for undertaking the task.? A context: can be real simulated or imaginary (location, participants, time, etc.)? A process: to use learning strategies (problem solving, reasoning, inquiring, conceptualising, communicating, etc.)? A product: some form of outcome, visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Exercises, exercise-tasks, and tasks? Tasks: focusing on the complete act of communication.? Exercises: focusing on individual aspects of language, such as vocabulary, grammar or individual skills.? Exercise-tasks: halfway between tasks and exercises.11/ 55A taskA dangerous momentStudent AHave you ever been in a situation where you felt you life was in danger? Describe the situation to your partner. Tell him/her what happened. Give an account of how you felt when you were in danger and afterwards.Student BListen to your partner’s narration about a dangerous moment in his/her life. Draw a picture to show what happened to your partner. Show him/her your picture when you have finished it.---------------------------------------------------------------最新资料推荐------------------------------------------------------ An exerciseGoing shoppingLook at Mary’s shopping list. Then look at the list of items in Abdullah’s store.Mary’s shopping list1. oranges 2. eggs 3. flour 4. powdered milk5. biscuits6. jamAbdullah’s store1. bread 2. salt 3. apples 4. Coca Cola5. tins of fish 6. four 7. chocolate 8. sugar9. curry powder 10. biscuits 11. powdered milk 12. dried beansWork with a partner. One person be Mary and the other be Abdullah. Make conversations like this:Mary: Good morning. Do you have any flour?Abdullah: Yes, I do.OrMary: Good morning. Do you have any jam?Abdullah: No, I’m sorry. I don’t have any.13/ 55PPP and TBLT---------------------------------------------------------------最新资料推荐------------------------------------------------------ Jane Willis’ (1996) TBL frameworkTask cycleLanguage focus15/ 55---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTaskPlanningReportSs do the task, in pairs or smallgroups.T monitors from a distance.Ss prepare to report to the whole class (orally or in writing) how they did thetask, what they decided or discovered.Some groups present their reports to the class, or exchange written reports, and compare results.Ss may now hear a recording of others doing a similar task and compare how they all did it.17/ 55Language focusAnalysisSs examine and discussspecific features of thetext or transcript of the recording.AnalysissT conducts practice of new words, phrasesand patterns occurring in thedata, either during or afterthe analysis.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTask Planning ReportSs hear task recording or read textLanguage focusAnalysis & practice: Review & repeat task.PPP Presentation of single ‘new’ itemPractice of new item: drills exercises, dialogue practiceProduction Activity, role play or task to encourage ‘free’ use of L.19/ 55Teaching Pronunciation (Unit 6)? Components of pronunciation ? The goal of teaching pronunciation ? Practising pronunciation---------------------------------------------------------------最新资料推荐------------------------------------------------------ Components of pronunciation1. Simple sounds 2. Stress 3. Intonation 4. Rhythm21/ 55What should we teach whenteaching pronunciation?? We should pay attention to the distinction between pronunciation and phonetics.? The teaching of pronunciation should focus on the students’ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students.? Introduction to phonetic rules should be avoided at the beginning stage.? Stress and intonation should be taught from the very beginning.---------------------------------------------------------------最新资料推荐------------------------------------------------------ The goal of teaching pronunciationThe realistic goals: 1. Consistency: Be smooth and natural.(连贯性)（fluency） 2. Intelligibility: Be understandable.(可辨认性，可理解性) 3. Communicative efficiency: Convey themeaning that is intended.（交际的有效性）23/ 55Practising pronunciation? Mechanical practice and Meaningful practice? Perception practice and Production practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Mechanical practice? Pronunciation is difficult to teach without drills on sounds.? However, drilling an individual sound for more than a few minutes a time may be boring and demotivating.? Sometimes we can make mechanical practice, i.e. drilling, more interesting and motivating, e.g. by playing games.25/ 55Meaningful practice? It is important to combine drilling pronunciation exercises with more meaningful exercises. e.g.1. A polliwog looks for his mom.2. A card game: What can you see?---------------------------------------------------------------最新资料推荐------------------------------------------------------ Perception practiceAim: to develop the ability to identify and distinguish between different soundsWays of perception practice: ? Using minimal pairs: will, well; till, tell; fill, fell ? Which order? 1. bear 2. tear 3. ear ? Same or different? met, meet; well, well; well, will ? Odd man out: bit, bit, bit, pit ? Completion: ate, ate, ate, ate, ate, …27/ 55Production practiceAim: to develop the ability to produce soundsWays of production practice:? Listen and repeat.? Fill in the blanks by saying words containing certain sounds. (p.55)? Make up sentences. e.g. last, fast, calm, dark…? Use meaningful context, e.g. role play the dialogue? Use pictures. (p.56) This is old Jack. He has a black cat…? Use tong ue twisters. (p.56) She sells seashells on the seashore. Five wives drank five bottles of fine wine.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some essentials of teaching pronunciation? Create a pleasant, relaxed, and dynamic classroom.? Use gestures. ? Build-up Students’ confidence. ? Bring variety to the classroom, e.g. Br. &Am. ? Use demo rather than explanation. ? Use visual aids.29/ 55Teaching Grammar (Unit 7)? Grammar presentation methods? Grammar practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar presentation methods? The deductive method ? The inductive method31/ 55The deductive method? The deductive method relies on reasoning, analysing and comparing.The deductive method is criticized because:? Grammar is taught in an isolated way; ? Little attention is paid to meaning; ? The practice is often mechanical.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Merits of the deductive method? It could be very successful with selected and motivated students.? It could save time when students are confronted with a grammar rule which is complex but which has to be learned.? It may help to increase student’confidence in those examinations which are written with accuracy as the main criterion of success.33/ 55The inductive method? In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.? It is believed that the rules will become evident if the students are given enough appropriate examples.? It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Distinction between Deduction and Induction ingrammar teaching? Deductive teaching ? Inductive teachinge.g.e.g.e.g.Rulee.g.e.g.Rulee.g.e.g. e.g.35/ 55Usually no clear-cut distinction? In practice, the distinction between the deductive method and the inductive method is not always apparent.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practiceAccording to Ur, 6 factors contribute to successful practice.37/ 55According to Ur, 6 factorscontribute to successful practice? Pre-learning.（预习） Learners benefit from clear perception and short-term memory of the new language.? Volume and repetition. （反复复习）The more exposure to or production of language the learners have, the more likely they are to learn.? Success-orientation. （成功感）Practice is most effective when based on successful practice.? Heterogeneity. （水平要求的多样性）Practice should be able to elicit different sentences and generate different levels of answers from different learners.? Teacher assistance. （教师的辅助）The teacher should provide suggestions, hints and prompts.? Interest : （趣味性）an essential feature that is closely related to concentration---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practice? Mechanical practice ? Meaningful practice39/ 55Mechanical practiceMechanical practice involves activities that are aimed at form accuracy.e.g. ? Substitution, and ? Transformation drills---------------------------------------------------------------最新资料推荐------------------------------------------------------ Meaningful practice? In meaningful practice the focus is on the production, comprehension or exchange of meaning, though the students “keep an eye on” the way newly learned structures are used in the process.? e.g.:41/ 55Pair work: Look at the table below. Rank the itemson the left column according to the criteria listed on the top.Cheap Healthy Tasty Fattening ImportantBeer Water FruitCigarettesAlcohol Milk---------------------------------------------------------------最新资料推荐------------------------------------------------------ There is no clear-cut distinction between mechanical practice and meaningful practice.e.g. Chain of events? If I went for a sail, there might be a storm.? If there were a storm, my yacht would sink.? If my yacht sank, I would die. ? If I died, my parents would cry. ?…43/ 55Some forms of meaningful practice? Using prompts for practice–Picture, mime or gestures, information sheets, key phrase or key words, chained phrases for story telling? Using created situations: for simulative communication (role-play). e.g.–Your are a stranger in this town. … – There was a robbery yesterday in theneighbourhood. …---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some suggestions about teaching grammar1. Teach only those rules that are simple and typical.2. Teach useful and important grammar points. 3. Teach grammar in context. 4. Use visible instruments such as charts,tables, diagrams, maps, drawings, and realia (pl. of realis) to aid understanding; 5. Avoid difficult grammatical terminologies as much as possible. 6. Allow enough opportunities for practice. 7. Live with the students’ mistakes and errors.45/ 55Teaching Vocabulary (Unit 8)? Presenting new words ? Consolidating vocabulary ? Developing vocabulary buildingstrategies---------------------------------------------------------------最新资料推荐------------------------------------------------------ Presenting new wordsSome suggestions: ? Provide creative examples. ? Elicit meaning from the students before tellingthem. ? Use related words such as synonyms, antonymsetc. to show the meaning. ? Think about how to check students’understanding. ? Relate the new word(s) to real life context(s). ? Predict possible misunderstanding or confusion.47/ 55Some more suggested ways? Use pictures, diagrams and maps to show the meaning;? Use realia (plural of realis); ? Use pantomimes or actions; ? Use lexical sets;e.g. cook, fry, boil, bake, grill, roast ? Translate and exemplify, esp. with technicalor abstract words; ? Use word formation rules and common affixes.e.g. deduction, induction---------------------------------------------------------------最新资料推荐------------------------------------------------------ How do we teach the new words, e.g., 20 new words, in a unit of atextbook?? Do we teach all the 20 word at a time in an isolated way, i.e., without context? or:? Do we use context and allow the new words to occur in a natural way?49/ 55A possible way? Before reading the text: T: We are going to read a story about NelsonMandela, the first black president of South Africa. Which of the following words do you think may be used in the story? prison, rights, violence, lawyer, youth, league, position, matter, fact, president; vote, accept; continue black, equal, poor, young, wrong, worried Make a guess.。
机械工程专业英语单词
Lesson1BasicConceptsinMechanics 机械学的基本概念mechanicsn.力学modifyv.修改，调解，变更manageablea.可控制【管理】的inclinev.（使）倾斜rampn.斜板，斜坡【道】slopev.（使）倾斜frictionn.摩擦rollv.滚动multipliern.放大器，乘法器broomn.扫帚convertv.转变【化】handlen.手柄【把】sweepv.扫荡【描】，掠过efficiencyn.效率gaugevt.测【计】量，校验bearingn.轴承idealmechanicaladvantage理想的机械效益neglectvt.忽略Lesson2BasicAssumptioninPlastic ityTheory塑性理论的基本假设assumptionn.假定plasticityn.塑性investigatev.调查，研究deformationn.变形metalformingprocess金属成型工艺【过程】strain(rate)n.应变【速率】strengthn.强度stressn.应力yieldstress屈服应力flowstress流动应力tensilestress拉【伸】应力compressivestress压【缩】应力shearstress剪【切】应力geometryn.几何形状elastica.弹性的springbackn.回弹bendingn.弯曲，折弯precisionforming精密成型tolerancen.公差continuumn.连续（体）metallurgicala.冶金（学）的grainn.晶粒dislocationn.位错（uni-,tri-,multi-）axiala.（单，三，多）轴（向）的anisotropyn.各向异性cylindricala.圆柱体的cross-sectionn.横截面platenn.（工作）台板，模板coincidewith一致，相符validityn.正确有效，合法withease轻（而）易（举）的，很容易的Lesson3OptimizationforFiniteEle mentApplications有限元优化的应用optimizationn.优化，优选（法）finiteelement有限元iterativea.反复的，迭代的alternativen.a.交替（的），可供选择的manuala.手动的，人工的trial-and-error试凑法biasvt,n.（使）偏向【重、差】adesktopplatform（计算机）桌面平台constrain(t)v,n.强制，约束responsen.反【响】应，灵敏度parametern.参数parametrica.参数的preprocessvt.预（先）加工，预处理meshn,v.网格，啮合capabilityn.能力，性能，容量loopn.环，回路，循环posev.提出modeln.模型，样品displacementn.位移，排量，替换bucklingn.弯【翘】曲，挠度factorn.因素gradientn.坡【梯】度，斜率flurn.【电，磁，热，光】通量，流量multidisciplinarya.多学科的deflectionn.偏移【转，离】，挠曲Lesson4Metals金属toughnessn.韧性corrosionn.腐蚀dumpv.倾倒，堆放recylev.反复【循环】利用coppern.铜aluminumn.铝bronzen.青铜（器）alloyn.合金wearv.磨损metallica.（含）金属（制）的specificationn.操作规程，技术要求，说明书extractvt.提炼，萃取ironn.铁carbonn.碳ferrousa.（含）铁的ferrousmetals黑色金属leadn.铅zincn.锌tinn.锡oren.矿（石）mineraln,a.矿物（的）impurityn.杂质，不纯Lesson5MetallicandNonmetallicMa terials金属和非金属材料magnesiumn.镁nickeln.镍brassn.黄铜lustern.光泽ductilityn.延展性，可锻性itislikelythat很可能itiscertainto(inf.)必然，一定densityn.密度bedistinguishedfrom与…区分coefficientn.系数inconnectionwith关于，与…相关【结合】categoryn.种类hardnessn.硬度elasticityn.弹性beamn.横梁，一束（光）penetrationn.贯穿，渗透abrasionn.磨损【耗】rolln,v.轧辊，滚，轧milln.轧钢机，铣床springn.弹簧permanenta.永久的rupturen.破【开】裂stampn.冲压hammern.（锻）锤Lesson6PlasticsandOtherMaterial s塑料和其他材料inorganicacid无机酸sulphuricacid硫酸hydrochloricacid盐酸solventn.溶剂carbontetrachloride四氯化碳rigida,n.坚硬的，刚性（的），刚度mould(mold)n.模子，塑模，铸模decorationn.装饰fabricatevt.制造【备】，生产injectionmolding注射模塑（法）blowmolding吹塑（法）compressionmolding压塑（法），模压（法）extrusionn.挤压vacuumforming真空模塑（法）powdermetallurgy粉末冶金constituentn,a.组成【的，部分】，组元simultaneouslyadv.同时subsequentlyadv.随后coherenta.互相凝聚的，协调一致的fusionn.熔化，熔接crystallinen,a.结晶【的】，晶体【的】restrictionn.限制【定】，节流blendn,v.混合【物】，融合pressn,v.压力机，压制homogeneousa.均匀的sintern,vt.烧结【物】Lesson7DieLifeandDieFailure模具的寿命和失效dien.模具，锻【冲】模，凹模dielife模具寿命diefailure模具损坏deteriorationn.变坏，退化，损耗surfacefinish表面光洁度breakdownn.破坏，击穿lubricationn.润滑crackingn.裂纹breakagen.断裂moden.方式，状态，模式thermalfatigue热疲劳layern.层abrasiven,a.（研）磨料（的），磨损（的）impressionn.模膛，型腔（槽）heatchecking热裂纹，龟裂steepn,a.陡（坡）的，急剧的reversaln.颠倒，相反overloadn,v.（使）过【超】载initiationn.开【初】始，发【产】生discretea.不连续的，单个的variablen.变量cavityn.模膛，型槽stockn.坯料，原材料impactn,v.冲击，碰撞Lesson8ColdWorkingandHotWorking 冷加工和热加工cold[hot]working冷热加工forgingn.锻造，锻件classificationn.分类recrystallizationn.再结晶takeplace发生strain[deformation]hardening应变【变形】硬化bereferredtoas叫做，称为，被认为是warmworking温加工，温锻ultimatea,n.最终的，首要的，极限stressrelieving消除应力处理austenitica.奥氏体的stainlesssteel不锈钢annealingn.退火grainsize晶粒度solidsolution固溶体refinementn.精炼【制】，细化hazardn.危险，未知数，意外事件inherenta.固有的，先天的，本质的sensitivea.灵敏的，敏感的abnormala.非正常的criticalstrain临界应变Lesson9Casting铸造castingn.铸造【件】die-castingn.模铸【件】foundryn.铸造【车间】pourv.浇注suitabilityn.适应性pigiron生铁cupolan.冲天炉，化铁炉erosionn.腐蚀，（侵、烧）蚀ladlen.铁水包graphiten.石墨solidifyv.（使）凝固disjoinv.拆散，分开ingotn.（钢）锭destructivea.破坏（性）的，有害的retardvt,n.（使）延缓，推迟solventn,a.溶剂（的）copper-basealloy铜基合金Lesson10MetalFormingProcessesin Manufacturing制造中的金属成形工艺machine-building机械制造plasticworking塑性加工billetn坯料，锻坯blankn.坯料，（冲压）板坯configurationn.外形，配置，排布stroken.行程，冲程amortizev.阻尼，缓冲，分期偿还reliabilityn.可靠性，安全性drawingn.（锻坯）拔长，【线，管材】拉拔deepdrawing深冲（压）brakeforming【压】折弯（机）成型stretchforming张拉成型militaryn,a.军队【事，人】（的）consumergoods消费品integrityn.完整性，完全（善）jetengine喷气发动机turbinen.涡【汽】轮（机），透平（机）regarding考虑到，关于Lesson11Forging锻造armorn.铠甲immortalizevt.（使）不朽（灭）blacksmithn.锻工mechanicalpress机械压力机hydranlicpress液压机anviln.（锤）砧，砧座craftsmann.技工handlingn.处理，装卸，搬运flexibilityn.柔（韧）性，灵活性drawnout拔长upsetn.镦粗，顶锻closedimpressiondie闭式模锻rapid-impactblow快速冲击，猛打verticala.立式的ramn.锤头，滑块，活动横梁blockn.（模）块draftn.模锻斜度symmetricala.轴对称的sizingn.整形，校正，定径dropforging落锻，锤模锻impressiondieforging模锻finalforging终锻overheatn.过热furnacen.【熔，高】炉pyrometern.高温计Lesson12BenefitsandPrinciplesof Forging锻造的优点和工作原理metalworkingn.金属压力加工kneadv.揉搓【制】refinev.精炼【制】，细化porosityn.多孔性，疏松orientv.（使）定【取】向flowline流线stressfield应力场manualskill手工技巧atone’scommand自由使用，支配soundnessn.致密性，坚固性，无缺陷attainablea.可达【得】到的opendieforging自由锻grossn.总共，重大confinevt.限制，约束convertv.转变【换】，更换brokenup破【断】裂，分散microshrinkagen.显微缩孔eliminationn.消除，淘汰alignv.调整，对中，校直Lesson13Welding焊接weld(ing)v,n.焊接，熔焊pressurewelding压力焊spotwelding点焊buttwelding对头（缝）焊fusionwelding熔焊，熔接fiux-shieldedarcwelding熔剂保护电弧焊diversityn.不同多样性fasten(ing)v,n.连接（件），紧固（件）shieldingn.遮护，屏蔽solder(ing)v,n.软钎焊，（低温）焊料bismuthn.铋cadmiumn.镉rivetn,v.铆钉，铆接brazen,vt.硬钎焊，铜焊oxidationn.氧化fluxn.焊接，助溶剂squeezev.挤压oxy-acetylenen,a.氧（乙）炔（的）torchn.焊炬electroden.电（焊）极，焊条fillern.填充（剂）overlapv.搭接，重叠strikev.攻【打】击，放电Lesson14HeatTreatment热处理heattreatment热处理microstructuren.显微组织low-carbonsteel低碳钢prescribev.规定，指示microscopica.显微的，微观的spheroidizingn.球化（处理）normalizingn.正火，（正）常化annealingn.退火hardeningn.淬火temperingn.回火soaking(=holding)n.均热，保温retardingmedia延缓介质prolongeda.长时间的，持续很久的criticaltemperature临界温度globulara.球形（状）的carbiden.碳化物，硬质合金quenchingn.淬火，骤冷removaln.除去，放出Lesson15IntroductiontoMechanism 机构介绍mechanismn.机械，机构，机构学kinematica.=kinematical运动的，运动学的kinematicchain运动链linkn.构件，杆件.v.连接【结】definitea.确定的constraineda.约束的，限定的unconstraineda.无约束的linkagen.连杆（组，机构）jointn.结【接】台，铰链.a.连接的，联合的pinn.销【钉】，铰销revolutionv.旋转，转动.n.回转体prismatica.棱柱（形）的nonlineara.非线性的four-barlinkage四杆机构kinematicchain运动链primemover原动者【机】，驱动件couplern.连接件，连杆pivotn.枢（轴），轴销，回转副，旋转中心configurationn.外形，构造，结构inversionn.转换，更换slider-crankmechanism曲柄滑块机构multiloopn.多环链，a.多回路的sketchn.草【简，示意】图，v.画草图，草拟skeletondiagram草图，示意图，简图envisionv.想象binarya.二【双，复】的，二元的ternarya.三元的ternarylinks三杆组quaternarya.四元的quaternarylinks四杆组cam凸轮camfollowern.凸轮从动件gearn.齿轮sprocketn.链轮beltn.【皮，布，钢】带pulleyn.带轮sphericala.球的，球面的helicala.螺旋的three-dimensional三维的，空间的intuitivelyadv.直觉【观】地synthesisn.合成（法），综合kinematiciann.运动学研究者（家）innatea.先天的，固有的Lesson16MovementAnalysis运动分析criterion(pl.criteria)n.（判断）标准，判据，准则branchn,v.分（部，支）transmissionangle传动角rockn.摆动，v.摇动oscillatev.摆动，摇动parallelogramn.平行四边形antiparallelogramn.反平行四边形framen.机架，构架impartv.给予，分给toimpartMtoN把M给Ntorquen.力矩，扭矩dynamica.=dynamical动力的，动力学的inertian.惯性（物），惯量statica.=statical静力【学】的，静的indexn.指数，指标frictionn.摩擦thumbn.拇指，v.用拇指翻ruleofthumb根据经验和实际所得的做法matrixn.矩阵determinantn.行列式derivativen.导数derivativeofMwithrespecttoNM对于N的导数movabilityn.可动性，易动性parametern.参数discountv.打折扣，忽视absolutea.绝对的graphicala.图形的，图解的polygonn.多边形theoremn.定理stressn.应力bearingn.轴承centripetala.向心的Lesson17KinematicSynthesis运动的综合packagingmachinery包装机械lubricationn.润滑specificationn.技术要求actuationn.驱动jerkn.震动，冲击axisn.(pl.axes)轴【线，心】，中心线contourn.外形，轮廓线eccentricityn.偏心【度，率】gearration齿轮【速，齿数】比topologicallyadv.拓扑学地customarya.通常的，习惯的correlatev.使相关，使发生关系analogn.=analogue类似（物），模拟linearanalog线性模拟secondacceleration二阶加速度higheracceleration高阶加速度paraphrasev.释义，意译describev.叙述，描述，作…运动categoryn.种类，类别deliberationn.慎重考虑provincen.省，领域preconceivev.预想，事先想好analogcomputer模拟计算机tracev.追踪，描画timingn.定时，计时，配时pitchv.投掷trajectoryn.轨迹embedv.嵌入，夹在层间orientationn.（定）方位，（取）方向scoopn.勺子，铲斗，v.挖，掘，铲Lesson18CamsandGears凸轮和齿轮camn.凸轮gearn.齿轮curven.曲线a.弯曲的grooven.槽，沟matev.配合，啮合cylindricala.圆柱的two-dimensionalorplaner两维的或平面的three-dimensionalorspatial三维的或空间的normaln.法线a.垂直的complementn,a.余角，余的collineara.共线的laterala.横向的，侧向的stemn.杆guiden.导向件【器，装置】，导槽（座）intermittenta.间断的，不连续的dwelln,v.停止，小停顿inertiala.惯性的，惯量的engagev.啮合rackn.齿条noncirculara.非圆的conjugatea.共轭的，n.共轭值（线）cycloidala.摆线的involveda.渐开线的，n.渐开线tolerancen.间隙，公差spurgear直齿圆柱轮radiala.径向的，沿半径的offsetn,vt.偏移，偏心a.偏心的diskcam盘形凸轮tangentn.切线a.相切的，切线的concentrica.同圆（的），同心（的）camshaftn.凸轮轴pitchcurve节线herringbonea.人字形的intersectv.横穿，相交parallelhelicalgear斜齿轮，平行轴螺旋齿轮crossedhelicalgear交错轴螺旋齿轮facegear端面齿轮spiralbevelgear螺旋齿圆锥齿轮wormn.蜗杆skewbevel斜齿圆锥齿轮hypoidgear准双曲面（直角交错轴双曲面）齿轮addendum(pl.addenda)n.齿顶，齿顶高projectv.伸出，突出clearancen.间隙dedendum(pl.dedenda)n.齿根，齿根高toothspace齿间距backlashn.间隙，齿隙Lesson19Screws,fastenersandjoin ts螺纹件、紧固件和联接件screwn.螺钉，螺丝，v.旋紧，攻丝fastenern.紧固件jointn.连【联】接，接合boltn.螺栓nutn.螺母capscrew有头螺钉setscrewn.定位【固定，调整】螺钉rivetn.铆钉，v.用铆钉铆接keyn.键weldn,v.焊接，熔焊brazen,v.钎焊，铜焊clipn.夹子，v.夹住，夹紧synonymousa.同意义的monotonousa.单调的taintn.污点，污染v.弄脏tougha.坚韧的ductilea.可延伸的，有延展性的，韧性的tightenv.上紧，拉紧twistv.扭转jumbon.大型喷气式客机titaniumn.钛close-tolerance高精密度的toolingn.工具，刀具v.用刀具（切削）加工proliferatev.增殖，增殖assemblyn.安装，装配，组件tapn.丝锥，v.攻螺丝studn.双头螺栓resemblev.类似，像threadn.螺纹（线），v.车螺纹drilln,v.钻孔hexagonhead六角头fillistern.凹槽flathead平头hexagonsockethead六角沉头disassemblev.拆开tensilea.拉【张】力的，受拉的shearn.剪切【力】v.剪切【断】hardenv.使硬【化】washern.垫圈preloadn.预载荷fatiguen.疲劳micrometern.千分尺，千分表elongationn.拉【伸】长modulusn.(pl.moduli)模数，模量wrenchn.扳手dialn.刻度盘fractionala.分数的，小数的Lesson21Helical,WormandBevelGea rs斜齿轮、蜗杆蜗轮和锥齿轮helicalgear斜齿轮wormn.蜗杆，螺杆bevelgear圆锥齿轮helixn,a.(pl.helices或helixes)螺旋线，螺旋线的righthand右手，右旋的helicoidn.a.螺旋【面，体】，螺旋（状，纹）的wrapv.缠绕unwindv.解开，展开generatev.产生，展成（加工）engagementn.啮合，接触diagonaln,a.对角线（的）objectionablea.该反对的，不能采用的spiraln,a.螺旋线（的），卷线（的）spiralgear螺旋齿轮meshn.啮合wormgear蜗轮pinionn.小齿轮pitchcylinder节圆柱concavea.中凹的curvaturea.曲率screw-like像螺丝（杆）的threadn.线状物，螺纹线envelopv.包围，封闭enclosev.包围leadangle导角castv.铸造millv.铣削outboarda,ad.外侧的，向外pronounceda.明确的，显着的stressn.应力tapereda.锥形的positivelyad.确定地，强制（传动）地Pitch-linevelocity节线速度automobiledifferential汽车差速器gearingn.齿轮传动（装置）offsetn.偏置，横距hypoida.准双曲面的hyperboloidn.双曲面，双曲面体Lesson22Shafts,ClutchesandBrake s轴、离合器和制动器shaftn.轴clutchn.离合器braken.制动器pulleyn.（皮，胶）带轮flywheeln.飞轮sprocketn.链轮，星轮bendingmoment弯曲力矩torsionala.扭转的statica.静（力，态）的axlen.心轴，轮轴spindlen.心轴，主轴deflectionn.偏移，弯曲filletn.圆角，倒角peeningn.喷射（加工硬化法）shotpeening喷丸硬化stiffa.刚性的inertian.惯性，惯量slippagen.滑动actuationn.驱动，开动coefficientn.系数staticsn.静力学rimn.边缘，轮缘shoen.闸瓦，制动片【块】bandn.带，条conen.圆锥miscellaneousa.（混）合的，杂项的assumev.假设，承担staticala.=static,静态的equilibriumn.平衡reactionn.反应，反力overload-releaseclutch超载释放（保护）离合器magneticfluidclutch磁液离合器shiftv.变换，（使）移动levern.杆，（手）柄jawn.颚板，夹爪ratchetn.棘轮circumferentiallyadv.周围地，圆周地matev.配合，啮合，联接synchronousa.同步的lineardrive线性驱动装置clickingn.‘卡塔’声freewheelv.空转couplingn.联轴器sleeven.套筒flatn.平面（部分）a.平的peripheryn.圆周，周边wedgen.楔（形物）v.楔入pawln.棘爪powdern.粉末mixturen.混合物electromagnetica.电磁的coiln.线圈excitationn.刺激，激励shearinga.剪切的lockupn.锁住Lesson41DefinitionofRoboticsand theRobotSystemmanipulatorn.操作器，控制器，机械手peripherala.周围的，外围的idiotn.白痴integratev.使成为一体，使结合起来hardautomation刚性自动化ahostof许多Lesson42BasicsofComputers(I)executev.执行binarya.二进制的readonlymemory(ROM)只读存储器randomaccessmemory(RAM)读写存储器，随机存储器erasablea.可擦去的volatilea.可丢失的Lesson43BasicsofComputers(二)harsha.恶劣的robusta.稳定的configurationn.结构，组态MorseCode莫尔斯电码sufficev.足够interferencen.干扰fluctuationn.脉动，波动expendablea.可消耗的intermediatea.中间的adaptorn.转换器transformern.变压器rectifiern.整流器capacitorn.电容器Zenerdiode齐纳（稳压）二极管buffern.缓冲寄存器comeacross碰到Baudrate波特率Lesson44ProgrammableControllersalbeitconj.虽然light-emittingdiodes发光二极管relayladderlogic继电器梯形逻辑图archaicallya.古体的，旧式的retentionn.保留，保持verseda.熟练的，精通的fluidicsn.射流sheera.完全的，绝对的profligatea.浪费的proprietarya.专利的，专有的booleanexpression布尔表达式Lesson45CAD/CAMComputed-aideddesign(CAD)n.计算机辅助设计Computed-aidedmanufacturing(CAM )n.计算机辅助制造automaticfactoryn.自动化工厂draftingn.制图Computer-aidedengineeringn.计算机辅助工程managementinformationsystemsn.管理信息系统graphicsterminaln.图像终端ashareddatabasen.公用数据库three-dimensionala.三维的keyboardn.键盘lightpen=lightpenn.光笔magnifyv.放大flipv,n.翻转copyv.拷贝amirrorimage镜像symmetricala.对称的artworkn.印刷线路原图Geometricmodelingn.几何模型制造kinematicsn.运动学Lesson48FlexibleManufacturingSy stems fexiblemanufacturingsystems(FMS)柔性制造系统flexiblemanufacturingcelles(FMC)柔性制造单元automatedguidedvehicles自动搬运小车conveyorn.传送装置palletloadingandunloadingcarts 上下料小车partprogram零件程序database数据库dataprocessingnetworks数据处理网络inspectionprogram检测程序robotprogram自动机程序real-timecontroldata实时控制数据theControlhierarchy控制层次real-timefaultrecovery实时故障恢复unmannedoperation无人化操作chipremovel排屑modulen.模块，组件intelligentnode智能节点。
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3. Theoretical Foundation
---initiators: Russian psychologist Pavlov American psychologists: John. B. Watson B. F. Skinner
3. Theoretical Foundation
S-R theory/classical conditioning The experiment of the rat light (stimulus)---press the bar (response)---a tasty food pellet (reinforcement)
Language/Structure pattern (stimulus) Learners’ repetition/substitution (response) Teacher’s encouragement/criticism (reinforcement)
Mechanical Practice
---theoretical explanation & practical training
1. Introduction
The organization and the general process of a Task-Based classroom teaching includes:
Mechanical practice is evolved from Behaviorism. It is postulated that mechanical practice helps form good learning habit. It is regarded as the first step to master language.
3. Theoretical Foundation
Behaviorism/ Behavioral Psychology: ---It is a branch of psychology, which highlights that human beings and animal behaviors can and should be studied in terms of physical process only. It leads to the theories of learning, which explains how an external event (stimulus) causes a change in the behavior of an individual (response) without using concepts like mind, idea, or any kind of mental behaviors.
input
practice
mechanical practice
output
meaningful practice
communicative practice
ቤተ መጻሕፍቲ ባይዱ
2. Mechanical Practice
---Does it mean dull, inflexible, rigid?
---Mechanical practice is a process in which learners receive the new language knowledge by means of imitation, repetition, memorization, substitution drills.