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】
王蔷《英语教学法教程》笔记和课后习题详解
王蔷《英语教学法教程》笔记和课后习题详解《英语教学法教程》（第2版）（王蔷主编，⾼等教育出版社）为普通⾼等教育“⼗五”国家级规划教材，适⽤于师范院校英语专业学⽣，也可⽤于中学英语教师的继续教育课程和各类英语教师的在职培训课程。
该书被很多院校指定为英语专业考研必读书和学术研究参考书。
作为该教材的学习辅导书，本书具有以下⼏个⽅⾯的特点：1．梳理章节脉络，浓缩内容精华。
每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进⾏了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容⼏乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。
本书章节笔记采⽤了中英⽂对照的形式，强化对重要难点知识的理解和运⽤。
3．解析课后习题，提供详尽答案。
本书收录了课⽂中的所有习题，并在参考教材附录的基础上对习题答案进⾏了完善和补充。
4．精选考研真题，补充难点习题。
本书精选名校近年考研真题及相关习题，并提供答案和详解。
所选真题和习题基本体现了各个章节的考点和难点，但⼜不完全局限于教材内容，是对教材内容极好的补充。
试读（部分内容）第1章 语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
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。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(英语教育资源的开发与利用)【圣才出品】
第17章英语教育资源的开发与利用17.1 复习笔记本章要点：1. Resources available for teaching可用的教学资源2. Finding or creating some resources yourself自己发现或创造资源3. Exploring hidden resources探索隐性资源4. Creating your own resources for teaching and learning创造自己的教学资源本章考点：可用的教学资源有哪些；自己发现或创造资源；探索隐性资源；创造自己的教学资源。
本章内容索引：Ⅰ. Resources available for teaching1. Definition of Resources2. Finding or creating some resources yourselfⅡ. Exploring hidden resourcesⅢ. ConclusionⅠ.Rsources available for teaching（可用的教学资源）1. Definition of Resources（教学资源的定义）It refers to books, any person, animals, or any object, that make teaching and learning easier, clearer and more interesting. Obviously, in teaching English, we will need different kinds of resources to make our teaching more effective. Some publishers nowadays provide teachers with a package of materials which include flashcards, pictures, storybooks, tapes or CD-ROMs.教学资源主要包括课本、人、动物以及任何让教学更简单、更清晰、更有趣的物体。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(综合技能)【圣才出品】
第13章综合技能13.1 复习笔记本章要点：1. Reasons for integrating the four skills整合四项技能的原因2. Ways to integrate the four skills整合这四项技能的方法3.Implications for teaching整合这四项技能对教学的启示4. Limitations of integrating the four skills整合这四项技能的缺陷本章考点：整合四项技能的原因；如何整合这四项技能；整合这四项技能对教学的启示；整合这四项技能的缺陷。
本章内容索引：Ⅰ. Reasons for integrating the four skillsⅡ. Ways to integrate the four skillsⅢ. Implications for teaching1. Focus on discourse2. Adjusting the textbook contents3. Adjusting the timetableⅣ. Limitations of integrating the four skillsⅤ. ConclusionⅠ. Reasons for integrating the four skills|（整合四项技能的原因）【考点：整合四项技能的原因】In our daily lives, we are constantly performing tasks that involve a natural integration of language skills simply because skills are rarely used in isolation. One’s overall competence in a foreign language involves performing effectively a combination of the skills.我们在现实生活中完成的任务需要综合四项技能。
王蔷《英语教学法教程》课后习题详解(外语课堂管理)【圣才出品】
第5章外语课堂管理TASK 1Brainstorm the issues that teacher roles are related to. Think about what a teacher does before the class, during the class and after the class. If possible, define some teacher roles. Then share your ideas in groups of four.Key: Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve.After the class the teacher is an evaluator, who evaluates not only how successfully he has conducted the class but also how efficient the learning activities have been.During the class, based on the functions the teacher performs in different activities, Harmer defines the teacher’s roles as controller, assessor, organiser, prompter, participant and resource-provider.TASK 2What do you think the teacher does when he/she is a controller, an assessor, an organiser, a prompter, a participant and a resource-provider respectively? When you are ready, work in groups of four and share your ideas.Key: As a controller, the teacher controls the pace so that activities run smoothly and efficiently;As an assessor, the teacher assesses students’performance and give them feedback;As an organiser, the teacher should design and organize meaningful tasks;As a prompter, the teacher should give appropriate prompts.As a participant, the teacher takes part in the activity besides monitoring class.As a resource-provider, the teacher should provide resources for students.TASK 3The following are things that teachers often do in a language classroom. Decide what role the teacher is playing in each activity. Put number 1-6 in the brackets. When you have finished, work in groups and compare your answers.( ) a. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.( ) b. 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?( )c.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 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.( ) d. 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 pa per, we say a piece of paper.”( ) e. The teacher asks students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to revise.( ) f. 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.( ) g. 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.( ) h. 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.( ) i. When students are doing a group-work task, the teacher joins one or two groups for a short period of time.( ) j. The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.( ) k. 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.Key: Numbers 1—6 represent six roles that teachers play.a (1),b (4),c (3),d (2),e (1), f(6), g (4), h (2), i (5), j (1), k (5)TASK 4Brainstorm the advantages and disadvantages of these four types of student grouping. Draw a table like the one below on a piece of paper and note down your ideas. When you are ready, work in groups of four and share your ideas.Key: (The students might come up with other reasonable answers.)According to Harmer (2001:114—118), different interaction patterns have both advantages and disadvantages. They are summarized below.TASK 5The following is a speaking activity. It has a topic and some questions. Think about how you will organize this speaking activity in your class. Write out the steps. Decide whether you are going to use whole class work, pair/group work or individual study. When you finish, compare your steps in pairs.Key: The following steps might apply:1) Whole class work: the teacher goes through the instruction with the students to make sure they know what to do exactly. If possible, give some hint.2) Group work: students work in groups of 4 and discuss what things they should use. Reach an agreement by the end of the discussion.3) Whole class work: group leaders report their discussion result to whole class,justifying their decision if necessary.TASK 6Listed below are some possible characteristics of a disciplined ELT classroom. Do you agree with them? Put a tick or a cross in the appropriate column. Can you add any more? When you finish, go into groups of four and decide on three most important characteristics which are always typical of a disciplined ELT classroom.Key: Most teachers would agree with items 1, 2, 3, 4, 6, 8.Item 1: This does not mean the class is always working together. It means the class is doing what the teacher wants the students to do and learning is taking place according to teachers’ plan.Item 2: The classroom should usually be quiet unless there are discussions or activities. Also, a quiet class means there is a general consensus between students and the teacher.Item 3: Cooperation between the teacher and students is vital in ELT classroom. Otherwise, there will be break-downs in language teaching and learning.。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(口语教学)【圣才出品】
第10章口语教学10.1 复习笔记本章要点：1. Characteristics of spoken language口语的特点2. Four common features of spoken language口语的四个共同特征3. Activities help prepare students for real-life speech in English 为学生做好日常口语准备的活动4. General principles of teaching speaking口语教学的普遍原则5. Two factors considered in designing speaking tasks设计口语任务要考虑的两个因素6. Common characteristics in successful speaking task成功的口语任务的共性7. Two types of communicative speaking activities两种不同类型的交际口语活动8. Some kinds of speaking activities几种不同类型的口语活动9. Advantages of using group in speaking tasks使用分组教学的优势本章考点：口语的特点及对教学的暗示；口语的四个共同特征；为学生做好日常口语准备的活动；口语教学的普遍原则；设计口语任务要考虑的两个因素；成功的口语任务的共性；两种不同类型的交际口语活动；几种不同类型的口语活动；使用分组教学的优势。
本章内容索引：Ⅰ. Differences between spoken and written language1. Characteristics of spoken language2. Four common features of spoken language3. Activities helpful to prepare students for real-life speech in English4. Some implications to teachingⅡ. Principles for teaching speakingⅢ. Designing speaking tasks1. Two factors considered in designing speaking tasks2. Common characteristics in successful speaking tasksⅣ.Types of speaking tasks1. Two major purposes for listening2. Two types of communicative speaking activities3. Some kinds of speaking activities4. Other speaking activitiesⅤ.Organizing speaking tasksⅥ.ConclusionⅠ.Differences between spoken and written language （口语与书面语的区别）【考点：口语的特点及对教学的暗示】Speaking is a skill that the students will be judged upon most in real-life situations.口语是用来判断学生在实际生活中使用最多的技能。
王蔷《英语教学法教程》配套题库【课后练习】(语音教学)【圣才出品】
第6章语音教学TASK 1Below are some statements about the views and methods of teaching English pronunciation. Read the statements carefully and decide if you agree or disagree with them. Try to give reasons for your decisions. When you are ready, go into groups of 4 and pool your ideas.Key: Students’ responses will vary. Ask students to justify their decisions.TASK 2Work in groups and brain any reasons why most learners of English as a foreign language cannot acquire native-like English pronunciation. When you are ready, join another group and compare your ideas.Key: First, many learners of English have missed their Critical Period to acquire native-like pronunciation. Second, most learners of English do not have enough exposure. Third, different students have different phonetic abilities due to biological and physiological differences.TASK 3Work in groups and brainstorm the most common problems that Chinese students experience with English pronunciation. Then discuss the possible causes for these problems and possible solutions.Key: One common problem in English learning is neglecting stress and intonation. When teaching pronunciation, we need to put the word in a sentence not just repeat it alone.TASK 4Imagine that you want to focus on a sound which your students are havingdifficulty with. Which of the following steps are necessary? In what order would you teach and practise the sound? On the line tick (√) the steps that you think are necessary. In the brackets, write the order numbers.( ) _____ Get students to repeat the sound in chorus.( ) _____ Explain how to make the sound.( ) _____ Contrast it with other sounds.( ) _____ Write words on the blackboard.( ) _____ Get individual students to repeat the sound.( ) _____ Say the sound in a word.( ) _____ Say the sound alone.( ) _____ Say the sound in meaningful context.Key: (2) √Get students to repeat the sound in chorus.(4) √Explain how to make the sound.(6) √Contrast it with other sounds.(8) ______ Write words on the blackboard.(3) √Get individual students to repeat the sound.(5) √Say the sound in a word.(1) √Say the sound alone.(7) √Say the sound in meaningful context.TASK 5Choose a problematic English sound and design a perception practice activity.When you are ready, go into groups of 5 and try out your activity in turns. Notice how effective your activity proves to be.Key: The teacher reads a series of words which have only one different sound. The students complete the words they hear. Here is an example. The teacher reads gate, late, mate, fate, date, hate, rate, and Kate and the students complete the following:_ate_ate_ate_at_ate_ate_ate_ateTASK 6The following is a word stress exercise taken from Senior English, (2004) Module 4. What would you do to help students practice them?1. Advert/advertisement2. popular/popularity3. celebrate/celebrity4. music/musician5. photograph/photographer6. organize/organization7. publish/publicity8. evacuate/evacuationKey: For this word stress exercise, you may first have students mark out thestress of each word and check in pairs. Then give them a chance to say the words out loud for the whole class to check together. Finally, you will play the recorder for students to listen and repeat after the recorder.TASK 7Look at the following sentences. Their meanings change if the stress is put on a different word. Read each sentence and discuss their meanings.Key:TASK 8Three ways to show the stress pattern Use gestures; Use the voice; Use the blackboard.Work in groups and demonstrate how you can apply the methods introduced above to show the stress pattern of the following words, phrases and sentences.Key: attractive; He was late again. When pronouncing these words and phrases, we can combine gestures and facial expressions, adjust our tone and voice or draw out the pattern of stress.TASK 9Work in groups. Demonstrate how you can indicate the normal intonation in the following sentences. Then change the intonation and see how the meaning can be changed.Key: Free answer. (When it is necessary to mark intonation, we often use rising or falling arrows, such as ↗and ↘. Another way to mark the change of intonation is to draw lines.)。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语音教学)【圣才出品】
第6章语音教学6.1 复习笔记本章要点：1. The role of pronunciation语音的角色2. Factors that determine whether students need to focus on pronunciation决定学生是否需要关注语音的因素3. Critical Period Hypothesis关键期假说4. The realistic goal of teaching pronunciation语音教学的实际目标5. Three aspects of pronunciation to teach语音教学的三个方面6. Focusing on a sound; Perception practice; Production practice单音练习; 知觉/领会性练习; 生成性练习7. Practicing stress and intonation 练习重音和语调本章考点：语音的作用；决定学生是否需要关注语音的因素；关键期假说；决定学生流利语音的因素；语音教学的实际目标；语音教学的三个方面；单音练习；知觉/领会性练习；生成性练习；两种不同类型的重音；表示重音类型的三种方式。
本章内容索引：Ⅰ. The role of pronunciationⅡ. The goal of teaching pronunciation1. Critical Period Hypothesis2. Factors that determine if the students can aquire native-like English pronunciation3. The realistic goal of teaching pronunciationⅢ. Aspects of pronunciation1. Three aspects of pronunciation to teach2. One common problem in learning pronunciationⅣ. Practicing sounds1. Focusing on a sound2. Perception practice3. Production practiceⅤ. Practicing stress and intonation1. Practicing stress2. Practicing intonationⅥ. ConclusionⅠ. The role of pronunciation（语音的作用）【考点：语音的作用；决定学生是否需要关注语音的因素】Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially learner factors.语言教学中是否需要特别关注语音取决于许多因素，尤其是学习者因素。
王蔷《英语教学法教程》配套题库【章节题库】(语音教学)【圣才出品】
第6章语音教学Ⅰ. Fill in the blanks.1. Besides sounds and phonetic symbols, the teaching of pronunciation also includes other aspects, such as stress, _____, and rhythm.【答案】intonation【解析】除了语音和音标，语音教学还包括其他方面，如重音、语调和韵律。
2. The teaching of pronunciation should focus on the students’ ability to _____ and _____ English sounds themselves.【答案】identify/ recognize/ distinguish，produce【解析】语音教学应该注重学生自己辨别和发出英语语音的能力。
3. Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially _____ factors.【答案】learner【解析】在语言教学中，许多因素尤其是学习者因素往往决定语音是否需要得到格外关注。
4. Language learning needs a lot of practice and this is especially true with pronunciation. As far as pronunciation is concerned, students benefit from both mechanical practice and _____ practice.【答案】meaningful【解析】语言学习需要大量的练习，语音学习尤其如此。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】第16章学习者个体差异与学习策略培养16.1 复习笔记本章要点：1. Understanding learner differences了解学习者的个体差异2. Eight different types of learners⼋种不同类型的学习者3. Multiple intelligence多元智能4. Learner training in language teaching语⾔教学中学习策略的培养5. Three areas for preparing learners to become autonomous 从三个⽅⾯让学习者成为⾃主学习者6. Two stages for learner training学习策略培养的两个阶段7. Some ideas adapted in learner training培养学习策略的⽅法本章考点：了解学习者的个体差异；⼋种不同类型的学习者；多元智能；语⾔教学中学习策略的培养；从三个⽅⾯让学习者成为⾃主学习者；学习策略培养的两个阶段；培养学习策略的⽅法。
本章内容索引：Ⅰ. Understanding learner differences1. Eight different types of learners2. Multiple intelligenceⅡ. Learner training in language teaching1. An understanding of learner training2. Three areas for preparing learners to become autonomous3. Two stages for learner training4. Some ideas adapted in learner trainingⅢ. ConclusionⅠ. Understanding learner differences（了解学习者的个体差异）【考点：学习者的个体差异；⼋种不同类型的学习者；多元智能】People learn in different ways. Some people learn better from seeing things and using diagrams while other people enjoy reading and writing more than seeing movies or watching television. Different people have different learning styles.⼈们的学习⽅式不同，⼀些⼈通过观察事物和图表获得更好的学习体验，⽽其他⼈⽐起看电影或电视则更喜欢阅读、写作。
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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 planning1. Definition of lesson planning2.The necessity of lesson planning for teachers3. Benefits of lesson planningⅡ. Principles for good lesson planningⅢ. Macro planning vs. micro planning1. Two levels of lesson planning2. The advantage of a concrete teaching planⅣ. Components of a lesson plan1. Background information2. T eaching aims3. Language contents and skills4. Stages and procedures5. T eaching aids6. End of lesson summary7. Optional activities and assignments8. After lesson reflectionⅤ. Sample lesson plansⅥ. ConclusionⅠ. 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,activities and materials will be used in the class.课程计划就是提前决定在课堂上使用什么技巧、材料、进行什么活动。
A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.课程计划是老师为实现所期望的教学效果而提前做的计划。
2. The necessity of lesson planning for teachers课程计划对教师的必要性Proper lesson planning is essential for both novice/beginner and experienced teachers.不管是对于新老师还是经验丰富的老师，备课都很有必要。
There is a common misconception that experienced teachers do not need to do lesson planning because they are already very familiar with what they are teaching and how they teach.有观点误认为经验丰富的教师不需要做课程计划，因为他们熟悉教学内容和教学方法。
All experienced teachers would agree that they need to plan their lessons simply because no teaching/learning situation is really static. Social and educational circumstances change, views of methodology change, and resources available change.经验丰富的老师认为备课有必要，因为教学过程不是静止的。
社会和教育环境、教学法、可用的教学资源都在变化。
3. Benefits of lesson planning课程计划的益处Language teachers benefit from lesson planning in a number of ways:语言教师从备课中获益很多：①A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.明确课堂目标和内容。
②It helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.区分一门课程的不同阶段，并明白不同阶段之间的关系，依次适当安排活动。
③Proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.预期课堂上可能出现的问题与解决办法。
④Good planning gives teachers, especially novice teachers, confidence in class. 为老师，尤其是新老师增加在课堂上的自信。
⑤When planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.清楚课上所需教学用具。
⑥Planning is a good practice and a sign of professionalism.备课是专业精神的体现。
⑦The plan will enable the teacher to improve class timing. The teacher soon learn to judge lesson stages and phases with greater accuracy.把握课程进度，精确掌握所处的课程阶段。
⑧Lesson plans are also an aid to continuing development.对持续发展有帮助。
⑨After the lesson, the teacher can add an evaluation to the plan, identifyingthose parts which went well and those which were less successful.课程结束，教师可根据每个阶段的进展程度进行课程评价。
Ⅱ. Principles for good lesson planning（做好课程计划的准则）Lessons may have different focuses. The actual content of any lesson will depend on what the teacher aims to achieve for the lesson, what type of students they have and what kind of teaching situation they are in. There are five major principles behind good lesson planning: aim, variety, flexibility, learnability, and linkage.课堂的侧重点可以不同。
课堂内容取决于教师想要达到的教学目标、学生的类型、以及教学情境。
好课程计划的5个准则：Aim means the realistic goals for the lesson. Aims are not the things teachers intend to do during the lesson, but the things that students are able to do by the end of the lesson.目标：有实际的学习目标，即课堂结束后，学生实际应掌握的能力。
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, motivating and never monotonous for the students.多样：设计多种不同的课堂活动、多样的教学材料，使学习有趣、有激励性。
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.灵活：使用一些不同的教学方法和技巧，使教与学更有效。