英语教学法基础课后习题及答案

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英语教学法基础课后习题及答案

英语教学法基础课后习题及答案第1章1、什么就是英语教学法?她得研究对象与研究内容就是什么?英语教学法作为一门独立得学科,有着自己得研究内容、研究目得、研究方法、有自己得理论与区别于其她学科、包括与它相关学科得特点。

研究对象就是英语教学,具体来说,就就是人们就是怎样学习英语得,人们又应该如何去教英语。

研究内容:语言就是什么?学习英语就是一个怎样得过程?学习英语有什么样得规律?教授英语应该遵循什么样得原则？教学过程就是怎样得、有什么特点？教授英语可使用什么方法与技巧？等等。

２、人们就是怎样研究英语教学法得？ﻩ遵循着科学得实验得方法，人们一般就是通过观察或者归纳，总结有关语言教学得现象,提出假设,然后通过控制有关变量对假设进行检测,最后做出实验得结论。

研究还可以通过自然观察与有目得调查进行，对语言错误、某种教学策略或学习得策略,可以通过观察与调查,把它记录下来,进行分析、归纳与总结,最后提出研究得结论。

3、为什么说英语教师也要掌握与语言教学有关得学科如教育学、心理学、语言学、哲学等有关知识？作为一门独立得学科，英语教学法不但有自己得理论,还有着与其她学科密切得联系与区别于其她学科得特点。

在不同得历史时期发展起来得教学法,如语法翻译法、直接法、听说法、口语法或情景法等可视为就是英语教学法得理论。

与此同时,英语教学法也应用语言学,心理学，教育学等学科得理论以及与这些学科有关得其她学科得理论,如心理语言学，社会语言学等来研究教与学得内容、教与学得过程、教与学得规律、教与学得技巧与方法等问题。

4、您能说出语言就是什么吗？母语学习得环境与第二语言与外语学习得环境有什么不同?语言就是个系统,并且就是个生成系统,它有着自身得结构;就是一套任意得符号，就是声音符号,也可能就是视觉符号;就是一种交际得工具；在语言社团或语言文化中发生作用;就是为人类所独有。

英语在不同得国家里起着不同得作用。

由于作用不同,英语可以就是母语或第一语言。

《英语教学法》练习题参考附标准答案专升本

《英语教学法》练习题参考附标准答案专升本《英语教学法》练习题一参考答案专升本一. Fill in the blanks1. (1)permanent (2)particular (3)situation (4)facilitating (5)debilitating2. (6)structuralist 7)imperative 8)behaviorism (9)action-based (10)sentence-based(11)meaning (12)situations (13)physical (14)performers(15)interaction二. Explain the following terms1. The Silent Way is a teaching method devised by Caleb Gattegno. The key sense of the Silent Way is that the teacher should be silent as much as possible in the classroom and learners should be encouraged to think about language features and produce as much language as possible.2. Generally speaking, there are four types of listening situations: real-life listening, classroom listening, practice listening and test listening.3. According to Cummingsworth (1995: 7), textbooks serve as:a resource for presentation material (spoken and written)a source of activities for learner practice and communicative interactiona reference source for learners on grammar, vocabulary, pronunciation, etc.a source of stimulation and ideas for classroom language activitiesa syllabus (where they reflect learning objectives which have already been determined)a resource for self-directed learning or self-access worka support for less experience teachers who have yet to gain in confidence4. Backwash is a term that refers to the effect of testing on teaching and learning, which can be either harmful or beneficial.5. Language Awareness is defined as 'a person's sensitivity to and conscious awareness of the nature of language and its role in human life' (James and Garrett 1991:4).6. Summative assessment is int ended to measure learners’ achievement.Summative assessment:- is not necessarily prepared and carried by the class teacher - does not necessarily relate immediately to what has been taught- the judgment about a learner’s performance is likely to feed into record-keeping and be used for administrative purposes, e.g. checking standards and targets- is frequently externally imposed, e.g. by an institution or a ministry of education.三. Fill in the blanks1. (1)experience (2)cognition (3)mastery (4)structural(5)oral (6)autonomous (7)generalizations (8)refrain2. (9)interference (10)intralingual (11)developmental (12)transfer (13)generalization(14)rules (15)hypothesis (16)progressive (17)process(18)proficiency四. Open questions1. Surely students will make mistakes in their speaking practice. How teachers deal with students’mistakes and errors is very important for individual learners.If we correct too much, we might kill students’ enthusiasm or willingness to go on speaking. If we do not correct at all, some of the mistakes can be fossilized. We teachers need to know the nature of what kinds of mistakes students make so they we can deal with their mistakes or errors scientifically. For discussion on learners’ errors and mistakes, they have been discussed in Unit 3. Deep understanding of error analysis can help better operation and management in teaching speaking.2. As non-native speaker, we often come across difficulties in the process of reading. We do not feel comfortable if we do not understand every word, every phrase or every sentence. We do not feel like understanding the text. Also we often tend to make a text reading become grammar and vocabulary learning. Because of these two factors, we do not tolerate ambiguities in reading. But we need to and we have to. If we try to understand every word, time, ability and availability of help are limited. The result can be working on one text like a snail so that we end up reading a little. If we tolerate ambiguities and continue to read, we can develop reading skills in the process, and as we go further, our improvement will self solve some problems we had in previous processes.3. 写出教材名称及合理的选择理由即可五. Open questions1. Type DescriptionStructural The contents of the syllabus are organized around grammatical and phonological structures, which are usually sequenced from easy to difficult or frequent to less frequent. Some syllabuses are grammatical; some are lexical and some are both grammatical and lexical.Functional Functions (such as identifying, reporting,correcting, describing, etc.) are the organizing principle, sequenced by some sense of chronology or usefulness of each function. The contents can be: talking about yourself, starting a conversation and making an appointment, etc.Notional Conceptual categories called notions are the basis of organization, sequenced by some sense of chronology or usefulness of each notion. For example, properties and shapes, location, measurement, etc.Situational Situational syllabuses take real-life context of language uses called situations (such as at the bank, at the supermarket, at a restaurant, etc.) as the organizing principle—sequenced by the likelihood that students will encounter them. For example, introductions, getting acquainted, at the housing office, etc.Topical A topical syllabus is like a situational one, except that the headings are broadly topic based. In topical syllabuses, topics or themes (such as health, food, clothing, etc.) form the organizing principle—sequenced by the likelihood that students will encounter them. The topics can be: trends in living, issues in society and family etc.Skills Skills serve as the basis for organization sequenced by some sense of chronology or usefulness of each skill. The skills can be listening for gist, listening for main ideas, listening for inferences, scanning a reading passage for specific information, etc.Task Task syllabuses specify activity-based categories such as drawing maps, following directions, following instructions, etc. Tasks serve as the basis for organization, sequenced by some sense of chronology or usefulness of notionsQuality In recent years, the concepts about quality educationare added to syllabuses. Suchqualities refer to academic, social and personality abilities, for example, discovery learning, autonomous learning and learning strategies; working with others, solving problems, building up positive and healthy personality. Quality contents are only part of the syllabus.2. Because of the great achievement of science and technology in the 18th and 19th centuries, technical rationality became dominant, characterized by the prevailing concept that human progress could be achieved through science and technology (Sch?n 1983 and Hettne 1990). This form of thinking was termed as the mechanistic paradigm in the West (Pike and Selby 1988) and the authoritative paradigm in China. The development and decline of the two paradigms represent the rise of reflection.3. 写出针对提问的三个例子即可。

英语教学法答案

《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree ８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examples to rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situation Bottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory7. functional view8. structural view9. behaviorist theory10. behaviorist theory11. cognitive theory12. functional viewII答案空缺IIIIV1-5 a, b, c, d, e6-10 e, d, c, b, aV答案空缺。

中学英语教材教法_习题集(含答案)

一、论述题1.结合中学教学实践，谈谈阅读教学的策略和主要教学法2.结合中学教学实践，分析为何词汇是中学英语教学的根基；有哪些重要的词汇有效教学方法？3.在中学英语教学中，有人提倡淡化语法；有人提倡继续保持语法教学的地位；因为语音、语法和词汇是语言的三要素。

对此，谈谈你个人的观点。

4.听力和阅读是输入性技能，口语和写作时输出性技能。

针对中学英语教学实际，怎样提高阅读和写作教学水平和效果？5.试述课堂组织中教师的角色。

6.试述学习动机的作用。

7.试述课堂组织教学的意义和内容。

8.什么是有效提问？构成有效提问的因素及有效提问的标准是什么？9.课堂评估的含义、意义及其影响因素是什么？10.词汇教学的模式有哪些及怎么选择？词汇教学有哪些原则？11.根据你的中学英语教学实践，谈谈怎么开展阅读教学？12.就中学英语写作教学策略而言，这些策略有哪些？你认为它们合适吗？你认为还有哪些写作教学策略？13.以你的观点，语法教学该有哪些模式？语法教学该有哪些策略？14.什么是认知策略和元认知策略？它们各有哪些？你认为应该怎么培养中学生英语学习中的认知策略和元认知策略？15.根据你的教学经验来看，哪些因素能够促成成功的中学英语学习？中学英语成功学习者具有哪些一般特征？16.具体性教学策略一般有哪些？17.教学策略一般有哪些？18.激励策略使用过程中，一般遵循哪些激励原则？19.影响有效提问的因素有哪些？20.课堂评估的原则一般有哪些？21.简介课堂评估策略22.词汇教学的内容一般有哪些？23.词汇教学的一般原则是什么？24.词汇教学策略展示阶段的教学策略有哪些？25.略谈阅读教学的原则26.阅读教学的三段教学步骤指的是什么？27.听力教学的目标是什么？28.词汇教学策略中，运用阶段的教学策略有哪些？29.写作教学的模式一般有哪些？30.显性语法教学和隐性语法教学有何区别？31.阅读教学的注意事项是什么？32.词汇教学策略中，测评阶段的教学策略有哪些？33.影响听说教学效果的因素一般有哪些？34.写作教学的一般原则有哪些？35.语法教学模式主要有哪些？36.常见阅读教学策略有哪些？37.你认为，听说教学的模式应该是什么？38.写作教学策略主要有哪些？39.语法教学有哪些基本原则？40.认知策略和元认知策略的内涵是什么？三、名词解释题（略）……答案1.结合中学教学实践，谈谈阅读教学的策略和主要教学法。

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.。

教学法答案

答案：一．填空题1. Key: aim, flexibility, linkage2. Key: language skills, affects, culture awareness3. Key: macro, micro4. Key: stages and procedures, after lesson reflection5. Key: engage, study, activate二．T or F1. T P552. F P663. T P594. F P565. F P51三．名词解释1.第51页第二段: 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. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.2.第52页第五段3.第54页第三段micro planning is planning for a specific unitor a lesson which usually lasts from one to two weeks or forty to fifty minutes respectively. It is often an individual activity and different teachers may have different ways of writing their own lesson plans.4.第59最后一段a starter is an activity or a series of activities that a teacher does at the beginning of the lesson, which, though does not take long in a lesson, can fulfill a wide range or purpose.5.第66页倒数第二段 E stands for engage—to get students interested in what they learn; S stands for study—there must be some new language or new experience to be gained; and A stands for activate—students should have the chance to produce language in meaningful ways.四．简答题1. Language teachers benefit from lesson planning in a number of ways.Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson. Ts need to know what their Ss to be able to do at the end of the lesson and they can plan the activities and choose the techniques accordingly.Secondly, it helps distinguish the various stages of a lesson andsee the relationship between them so that the activities of different difficult levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning give Ts the opportunities 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.Fourthly, good planning gives Ts, especially novice Ts, confidence in class. They know what they are going to do next therefo re they can pay more attention to Ss’ reaction and performance in class rather than themselves.Fifthly, when planning the lesson, the T also becomes aware of the teaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism. P522. Macro planning is planning over a longer period of time, for instance, planning for a whole programme or a whole-year course. This is often done by a group of teachers who are to teach the same course. In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall feeling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the syllabus/curriculumKnowing about the textbookKnowing about the objectives3. background information, teaching aims, language contentsand skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection. P54-P554. Lessons may have different focuses, grammar, vocabulary, reading or writing. There are five major principles behind good lesson planning: Aim, variety. Flexibility, learn ability and linkage.Aim: the realistic goals for the lesson.Variety: different types of activities and a wide selection of materials.Flexibility: extra and alternative tasks and activitiesLearn ability: the contents and tasks should be within the learning capability of the students.Linkage: the stages and steps are somehow liked with one another. P53-P545. 第59页第三段first it is clear and easy to conduct by theteachers. Secondly, it is easy to evaluate as there are often cleargoals to be obtained. Thirdly, there is the belief that learningwith a focus on rules can be automatized through practice as aset of habits.。

王蔷《英语教学法教程》课后习题详解(教学评价)【圣才出品】

第15章教学评价TASK 1What is assessment? The following is a list of understanding given by different teachers about assessment. Tick the ones that are closest to your understanding. Then compare and discuss them with a partner.( ) It’s to do with testing.( ) Finding out how good you are at something.( ) I use it to keep a check on my learners, by spelling tests, small quizzes and things like that.( ) It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.( ) I feel as though it’s a big stick hanging over our heads, teacher evaluation and all that.( ) Finding out strengths and weaknesses of our students and ourselves.( ) I use tests in my classroom. I also use quizzes—as a way of keeping a check on the students’ learning. I also mark their work, sometimes with a grade but usually a comment.( ) It is to do with record-keeping, collecting information about how well the students are doing.( ) I think it has something to do with evaluation?(Adapted from Conner, 1991:2) Key: ( ) It’s to do with testing.( ) Finding out how good you are at something.( ) I use it to keep a check on my learners, by spelling tests, small quizzes and things like that.( ) It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.( ) I feel as though it’s a big stick hanging over our heads, teacher evaluation and all that.( √) Finding out strengths and weaknesses of our students and ourselves.( ) I use tests in my classroom. I also use quizzes—as a way of keeping a check on the students’ learning. I also mark their work, sometimes with a grade but usually a comment.( √) It is to do with record-keeping, collecting information about how well the students are doing.( ) I think it has something to do with evaluation?TASK 2Read the definitions again and draw your own diagram to demonstrate your own understanding of the three terms and their relationships. Does the diagram you created help you, to some degree, understand the relations among the three terms? Explain to each other how testing is related to assessment and assessmentto evaluation.Key:TASK 3What do you think are the purposes of assessment? The chart below has twelve possible purposes of assessment. Do you agree with them? If yes, choose six items that you think are the most important purposes of assessment. Then add one or two assessment purposes that you think apply to ELT classroom.Key:TASK 4According to what you have understood from the above discussions, complete the following table and then discuss it with a partner.Key:TASK 5Work in pairs and answer the following question: Besides testing, what are the other methods that can be used to gather information about the knowledge and performance of language learners? Please give examples if possible. When you are ready, join another pair and compare your ideas.Key: Teacher’s observations, continuous assessment, students’self-assessment, project work, and portfolios.TASK 6Suppose you have been teaching a Senior 1 class for a year. Now you are given the chance to assess the students’ overall language achievement in whatever methods you like. How would you do it? Write out your steps and reasons for doing so.Key:TASK 7What are the possible advantages and disadvantages of different assessments based on different criteria? Discuss the question in groups of 4 and note down your ideas in the chart below.。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】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。

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。

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英语教学法基础课后习题及答案第1章1、什么是英语教学法？他的研究对象和研究内容是什么？英语教学法作为一门独立的学科，有着自己的研究内容、研究目的、研究方法、有自己的理论和区别于其他学科、包括与它相关学科的特点。

研究对象是英语教学，具体来说，就是人们是怎样学习英语的，人们又应该如何去教英语。

研究内容：语言是什么？学习英语是一个怎样的过程？学习英语有什么样的规律？教授英语应该遵循什么样的原则？教学过程是怎样的、有什么特点？教授英语可使用什么方法和技巧？等等。

2、人们是怎样研究英语教学法的？遵循着科学的实验的方法，人们一般是通过观察或者归纳，总结有关语言教学的现象，提出假设，然后通过控制有关变量对假设进行检测，最后做出实验的结论。

研究还可以通过自然观察和有目的调查进行，对语言错误、某种教学策略或学习的策略，可以通过观察和调查，把它记录下来，进行分析、归纳和总结，最后提出研究的结论。

3、为什么说英语教师也要掌握与语言教学有关的学科如教育学、心理学、语言学、哲学等有关知识？作为一门独立的学科，英语教学法不但有自己的理论，还有着与其他学科密切的联系和区别于其他学科的特点。

在不同的历史时期发展起来的教学法，如语法翻译法、直接法、听说法、口语法或情景法等可视为是英语教学法的理论。

与此同时，英语教学法也应用语言学，心理学，教育学等学科的理论以及与这些学科有关的其他学科的理论，如心理语言学，社会语言学等来研究教与学的内容、教与学的过程、教与学的规律、教与学的技巧和方法等问题。

4、你能说出语言是什么吗？母语学习的环境与第二语言和外语学习的环境有什么不同？语言是个系统，并且是个生成系统，它有着自身的结构；是一套任意的符号，是声音符号，也可能是视觉符号；是一种交际的工具；在语言社团或语言文化中发生作用；是为人类所独有。

英语在不同的国家里起着不同的作用。

由于作用不同，英语可以是母语或第一语言。

虽然英语在讲英语的国家里是作为母语，在不同地区和国家里，英语的发音是不尽相同的。

英语在一些国家或地区虽不是母语，但起着官方语言的功能，它是法律界、政府部门、学校、商界和大众媒介的主要语言。

在很多国家，英语既不是母语也不是第二语言，但英语也有它的用场——作为外语存在。

英语是学校课程的一部分，是升入高一级学校入学考试中的一个科目。

5、为什么说认识语言的本质和特征有利于我们探讨英语教学的问题？认识语言的本质和特征，有利于我们探讨英语教学的问题，因为对语言的不同的看法会导致我们在英语教学研究中采取不同态度和方法。

如果我们把语言看成是一种任意符号，而这种符号首先是有声的，我们在英语教学中就会强调口语教学，加强听说方面的训练，我们会“听说领先”。

如果我们把语言看做交际工具，我们会以能否成功地进行交际作为学习语言成功的标志，我们也会在教学中让学生参加各种语言交际活动，使学生在语言交际中学习语言。

如果我们相信语言和语言学习具有共同特征，我们也会去寻找学习者学习语言的共同方法。

共同策略，看哪一种方法，哪一种策略更有利于语言学习。

6、举例说明英语教学法与教育学、心理学、语言学等相关学科的关系。

英语教学属于教育范畴，教育学的原则、原理和方法对外语教学有指导作用并能在英语教学中得到应用。

在研究英语教学法时，我们会应用教育学的理论去处理教学中出现的问题。

教育学提出“教师主导，学生主体”的思想，为我们正确处理教师与学生之间的关系，摆正教师和学生英语教学中的作用提出了原则和依据。

我们还可以应用教育测量理论和方法去进行测试命题和测试结果的研究、英语教学实验的设计、数字的处理和对英语教学工作进行评估等。

语言学士研究语言系统的科学，英语教学法是研究一种语言——英语的教学的学科，两者的研究都涉及语言，因此它们之间的密切关系是不言而喻的。

人们对语言不同的观点、不同的认知导致了不同的英语教学法。

比如听说法和情景法是以结构主义语言理论为基础建立起来的教学方法。

语言学的其他分支对英语教学法也有影响。

这些语言学的分支能为英语教学研究提供丰富的材料，社会语言学有助于培养学生使用得体语言的能力。

英语教学是教师与学生双方之间的教学活动，对认识过程中心心理现象的理解对学生个性心理的掌握，能帮助教师认识学习过程的特点，遵照学习英语的规律，结合学生的个性特征，寻找出能加快英语学习，帮助不同学习学好英语的教学路子。

如斯金纳的“操作条件反射论”、布鲁纳的“认知发现学说”，外语阅读的相互作用模式——“图式理论”。

第２章１、为什么可以说目前外语教学很多有争论的问题其实都不是什么新问题，今天的争论只不过是我们对外语教学史不同时期曾经提出过的问题作出反应而已？懂得外语教学法的历史能帮助我们了解在历史长河的不同阶段出现过的外语教学法，这些教学法是在一定的历史条件下发展起来的，一种教学方法被另一种教学方法所替代。

不同的教学只是适合当时的社会需求，没有一种教学方法会一成不变的被延续下去的。

２、语法－翻译法是怎样建立起来的？语法－翻译法注意系统语法的讲授、词形的变化、词类的变格等的讲解并使用翻译作为教授掌握语言的手段。

在１９世纪中期，外语课本都围绕着语法点来编写，当时的课本也有翻译练习，练习包括两部分，即把母语译成外语和把外语译成母语。

主张语法－翻译法的学者认为外语学习的目的在于培养阅读外国文学作品的能力或通过外文学习来磨炼智慧，促使智力发展。

该方法编出的课本大部分取材于文学作品，教师在课堂上使用母语进行教学，课堂的主要活动是语法规则的系统讲解和课文句子翻译。

３、在１９世纪中后期，为什么都出现过外语教学改革？到了１９世纪中期，欧洲大陆资本主义的发展促进了各国人民之间的往来，在交往中，口头交际是最常用的也是最直接的。

由于口头交际需要的增加，欧洲人越来越发现语法－翻译法的不足：不能用来培养学生的口头表达能力和聆听理解能。

为适应社会发展的需要，一些学者对当时的外语教学作了一些改革尝试。

１９世纪下半叶起，斯威特、菲埃托和帕西等人继承了改革派的思想并领导着当时的外语教学改革潮流。

国际音标的问世使人们能把有声的语言用书面的方式记录下来，为教授口语提供了有用的工具。

斯威特主张外语教学应从口语教学开始而不是以文学语言的教授开始。

艾菲托坚持认为口语应该成为教学的基础，指出语言不是有孤立的词汇构成的，而是由词组、口语句型和有意思的句子构成的。

４、在建立情景法时，哪些英国语言学家作出较大的贡献？帕尔默和霍恩比就是两位杰出的代表。

他们创立了一套教学法理论的原则：如何选择词汇及语法内容的选择性原则；如何安排教学内容的分级原则；如何进行教学示范的授课原则。

帕尔默与韦斯特编写《英语基础2000词表》，与霍恩比等语言学家一起对英语语法结构进行了分析和归纳，总结出英语的句型：动词句型25种，形容词句型3种，名词句型6种。

《英语句型和惯用法》。

5、以听说法为例，说明教学法的发展与社会环境、社会需要联系密切。

尽管在60年代以前听说法和情景法风行一时，但不久人们便发现学生虽然在课堂进行了大量的语言结构和技巧的操练，但是还是无法像人们期待那样的在课后的交际中运用自如，所以到了60年代后期乔姆斯基对听书法提出了挑战，外界也做出了强烈反应，人们对过去的外语教学法进行反思，才导致了60年代后各种教学法的产生。

由此看出，教学法的发展要顺应社会发展需要，要结合不断变化着的社会环境作出更进一步的改变。

6、乔姆斯基的理论对外语教学产生了什么样的影响？乔姆斯基批判听说法的结构主义语言观和行为主义的语言学习观，他认为语言不是一种习惯体系，而是受规则支配的体系。

人们学习语言不是单纯模仿记忆，而是创造性的活用语言。

他对听说法的批判在语言学界，外语教育界引起了强烈反响，人们开始对那种句型操练，背诵记忆的听书法提出质疑，一些学者从乔姆斯基理论出发，提出了“认知教学法”，主张听说读写同时进行。

7、交际法是在一个怎样的历史环境中发展起来的？70年代的欧洲在政治、经济、科学和文化方面发展都较快，为加强各国相互之间的联系和合作，成立了欧洲共同体。

为了解决共同体内各国人民相互交往时出现的语言障碍，负责文化和教育合作的文化委员会在1971年组织了专家研究和探讨是否可以对成人开设一个单元-学分制度的教学课程。

英国专家威尔金斯提出了从功能和交际角度给语言下定义，并讨论制定一个交际性教学大纲，如亚历山大编写《主导英语》，BBC出版《跟我学》。

8、现代外语教学改革有哪些特点？它所研究的一个趋向是研究重点的转移，教授方法转向学习方法；第二个趋向是把教学方法的改革扩大到教学大纲的改革上去；第三个趋向是教学手段的现代化。

9、1950年至1966年期间，我国英语教学的主要特点是什么？在外语教学方面，当时被视为苏联唯一正统的外语教学法“自觉对比法”得到了介绍、提倡和推广，并被视为我国惟一的外语教学法。

在新中国成立后很长一段时间里，中国外语教学的基本路子是语法-翻译法。

10、为什么说从1978年到现在这段时间的外语教学繁荣发展，成果累累？1978年教育部贯彻邓小平同志“要重视中小学教育”的指示，为更快，更多地培养人才，颁布《全日制十年制中小学英语教学大纲（试行草案）》，教育部还组织专家学者开始编写中、小学各科包括英语的通用教材。

在编订过程中，专家们既参考了不少听说法和情景法的教材，也考虑到中国外语教学的实际情况。

1993年又颁布了《九年义务教育全日制初级中学英语教学大纲》。

1977年以后，高等学校的英语教学也起了很大的变化。

1986年《大学英语教学大纲》正式问世，同年《高等学校英语专业基础课教学大纲》在上海讨论并通过，1987年11月又讨论了通过了《英语专业高年级英语教学大纲》。

第3章2.尽管语法-翻译法有不少缺点，但它仍然在国内、外的不少学校使用，对此现象你能解释吗？使用语法-翻译法的目的是通过学习外语培养其阅读文学作品的能力，通过背诵语法规则、背诵词汇。

应用语法规则做翻译练习等，学生们可以得到很多逻辑。

思维的练习。

从而使智慧得到磨练。

语法-翻译法重视词汇和语法的学习强调阅读和写作两个方面能力的培养。

在该教学法中，教室是课堂教学的权威、知识的传授者和课堂教学的组织者。

学生在教学中接受教师的教导并按教师的指示去做。

及时纠正学生的错误并提供练习的正确答案。

3.直接法可以在中国教堂使用么？为什么？使用直接法的教师旨在培养学生使用外语进行交际的能力，重点培养学生口头交际的能力。

阅读和书写的练习都是根据口头联系过的材料来设计的。

由于对口头表达能力的偏重，教师从一开始就重视训练学生良好的发音和扩大学生的词汇量。

教师和学生有着一种搭档或伙伴关系，学生可以向教师提问和回答教师的问题，教师可以向学生提问和回答学生的问题，再者，学生也可以与学生进行对话和讨论问题。

4.情景法和听说法有什么相同和不同的地方？试举例说明。