英语教学法考试重点（1）
中学英语教学法(1)
1．第1题In meaningful practice the focus is on the production, comprehension or exchange of ___.A.structuresB.sentencesC.formD.meaning您的答案：D题目分数：2.0此题得分：2.02．第2题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.03．第3题One of the reasons of providing the students with a variety of speaking activities is that the variety of activities helps ___.A.keep motivation highB.de-motivate studentsC.memorise the speechD.learn the dialogues by heart您的答案：A题目分数：2.0此题得分：2.04．第4题PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBL stands for___.A.Task Book LanguageB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning您的答案：D题目分数：2.0此题得分：2.05．第5题When we ask the students to do predicting tasks in listening, we should let students read/hear the listening comprehension questions ___.A.before they listenB.while they are listeningC.after their listeningD.none of the above您的答案：A题目分数：2.0此题得分：2.06．第6题Natural language, spoken or written, uses referential word such as pronouns to refers to people or things already mentioned previously in the context. Therefore, the activity …understanding references‟ can be performed in the ___ stage when teaching reading.A.pre-readingB.while-readingC.post-readingnguage-focus您的答案：B题目分数：2.0此题得分：2.07．第7题Role-playing through cue dialogues, role-playing through situation and goals, and role-playing through debates or discussion are examples of ___.A.mechanical practiceB.drilling languageC.pre-communicative activitiesD.social interaction activities您的答案：D题目分数：2.0此题得分：2.08．第8题According to Wang Qiang, pre-listening activities include predicting, setting the scene, ___, and listening for specific information.A.learning new wordsB.learning new grammarC.listening for the gistD.concluding您的答案：C题目分数：2.0此题得分：2.09．第9题The teacher provides a printed summary of a text with some wrong information, and asks the students to correct it. This kind of …false summary‟ activit y can be performed to check comprehension when teaching ___.A.speakingB.readingC.grammarD.writing您的答案：B题目分数：2.0此题得分：2.010．第10题In the traditional classroom, there is often too much focus on linguistic knowledge, with little or no attention paid to ___.A.knowledge of vocabularyB.knowledge of grammar rulesC.practising language skillsD.practising phonetics您的答案：C此题得分：2.011．第11题To help our students pass exams is one of the purposes of our English teaching. Another purpose, which is very important, is to prepare our students to ___.e English in real lifeB.obtain knowledge about languageC.make up sentencesD.get a good job in the future您的答案：A题目分数：2.0此题得分：2.012．第12题The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach ___; and we should teach language in the way it is used in the real world.A.that part of the language that will be usedB.all parts of the languageC.the language used in works of classical literatureD.spoken language only您的答案：A题目分数：2.0此题得分：2.013．第13题Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts‟ techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. Wallace (1991) uses a “reflective model” to demonstrate the development of a teacher, the process of which includes three stages moving from Stage One, language training, to the Goal of ___.A.professional competencemunicative competencenguage proficiencyD.an expert teacher您的答案：A题目分数：2.014．第14题The ___ of language sees language as a linguistic system made up of various subsystems: the sound system (phonology), the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).A.structural viewB.functional viewC.interactional viewD.behaviorist view您的答案：A题目分数：2.0此题得分：2.015．第15题The ___ 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.A.structuralB.constructivistC.behavioristD.cognitive您的答案：B题目分数：2.0此题得分：2.016．第16题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.017．第17题When teaching grammar, if the teacher follows the sequence of teaching activitiesof “teacher‟s presentation of an example →explanation of the rule →students‟practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.018．第18题According to Wang Qiang, pre-listening activities include predicting, setting the scene, listening for the gist, and ___.A.learning new wordsB.listening for specific informationC.learning new grammarD.concluding您的答案：B题目分数：2.0此题得分：2.019．第19题In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：B题目分数：2.0此题得分：2.020．第20题Jane Willis holds that the conditions for language learning are exposure to a richbut comprehensible language put, ___ of the language to do things, motivation to process and use the exposure, and instruction in language.A.chanceseC.contextD.knowledge您的答案：B题目分数：2.0此题得分：2.021．第21题Communicative Language Teaching (CLT) has expanded the areas covered by the previous approaches or methodologies, that is, CLT covers language content (to incorporate functions), ___ (cognitive style and information processing), and product (language skills).A.learning processB.teaching methodsC.conditionsD.messages您的答案：A题目分数：2.0此题得分：2.022．第22题If we believe that when we are reading, our brain receives visual information and at the same time interprets or reconstruct the meaning, and that the reading process does not only involve the printed page but also the reader‟s knowledge of the language in general, of the world and of the text types, we would follow the ___ in our teaching.A.Bottom-Up ModelB.Top-Down ModelC.Interactive ModelD.all of the above您的答案：C题目分数：2.0此题得分：2.023．第23题Which of the following would you NOT agree with?A.People have different experiences in learning a foreign language. Some find it eB.People learn languages for different reasons.C.People have different capacities in language learning.D.People have the same understanding about language learning.您的答案：D题目分数：2.0此题得分：2.024．第24题The concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects are examples of language ___.A.functionsB.notionsC.structuresD.behavior您的答案：B题目分数：2.0此题得分：2.025．第25题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.026．第26题According to Clark, Scarino and Brownell, the main components of a task include ____.A.exercises, exercise-tasks and tasksB.potential ineffectiveness for presenting new language items, time and learningC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：C题目分数：2.0此题得分：2.027．第27题According to Wang Qiang, information-gap activities, problem-solving, ___, “Dialo gues and role-plays”, and “Find someone who …” are some types of speaking tasks.A.reading aloud in chorusB.repeating what the teacher has saidC.reciting a dialogueD.“Change the story”您的答案：D题目分数：2.0此题得分：2.028．第28题In the inductive method of teaching grammar, the teacher induces the learners to realise grammar rules ___.A.by telling them the rulesB.by explaining in an explicit wayC.with explicit explanationD.without any explicit explanation您的答案：D题目分数：2.0此题得分：2.029．第29题According to Cheng Xiaotang (in Wang Qiang, 2006), classroom activities can be classified into ____.A.exercises, exercise-tasks and tasksB.presenting new language items, time and learning cultureC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：A题目分数：2.0此题得分：2.030．第30题Two characteristics of spoken language are spontaneity and ___.A.preparationB.time-constraintC.accuracyD.fluency您的答案：B题目分数：2.0此题得分：2.031．第31题One of the problems in vocabulary learning is that students ___.e context for their vocabulary learningB.try hard to understand the wordsC.treat vocabulary items indiscriminatelye a variety of vocabulary building strategies您的答案：C题目分数：2.0此题得分：2.032．第32题According to the ___ there are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced.A.Behaviourist theoryB.Cognitive theoryC.structural viewD.functional view您的答案：B题目分数：2.0此题得分：2.033．第33题Examples of pronunciation perception practice include ___.ing pictures and tongue twistersing minimal pairs, and “Odd one out”C.brainstorming and discussionD.all of the above您的答案：B题目分数：2.0此题得分：2.034．第34题Receptive skills of language include ___.A.listening and readingB.listening and speakingC.reading and writingD.speaking and writing您的答案：A题目分数：2.0此题得分：2.035．第35题When we are teaching pronunciation, ___ and intonation should be taught from the very beginning.A.knowledge about soundsB.phonetic rulesC.phonetic transcriptsD.stress您的答案：D题目分数：2.0此题得分：2.036．第36题According to Wang Qiang the while-listening stage is ___ for the teacher to control, because this is where the students need to pay attention and process the information actively.A.the easiestB.as easy as the pre-listening stageC.as easy as the post-listening stageD.the most difficult您的答案：D题目分数：2.0此题得分：2.037．第37题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.038．第38题In teaching grammar, substitution and ___ are examples of mechanical practice.ing chain phrases for story tellinging information sheets as promptsC.chain of eventsD.transformation drills您的答案：D题目分数：2.0此题得分：2.039．第39题The ___ view says that knowing how to do what you want to do also involves knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.A.structuralB.functionalC.interactionalD.behaviorist您的答案：C题目分数：2.0此题得分：2.040．第40题According to the ___ theory of language learning, the key point of the theory of conditioning is that …you can train an an imal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement‟ (Harmer, 1983:30).A.structuralB.behavioristC.process-orientedD.condition-oriented您的答案：B题目分数：2.0此题得分：2.041．第41题According to Littlewood (1981), discovering missing information, discovering missing features, and following directions are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.042．第42题According to J. Willis (1996), tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competencemunicative competenceC.an outcomeD.knowledge您的答案：C题目分数：2.0此题得分：2.043．第43题A question that views on language learning involve is “____?”A.What are the psycholinguistic and cognitive processes of language learningB.Why do human beings have languageC.How a language is different from anotherD.How do people use language when they have a desire to communicate您的答案：A题目分数：2.0此题得分：2.044．第44题When teaching pronunciation, we should ___.A.never use visual aidse explanation rather than demoe dictionaries to show the soundsD.bring variety to the classroom, for example, show British & American pronunciati您的答案：D题目分数：2.0此题得分：2.045．第45题Which of the following activities would BEST help to prepare students for their real life speech in English?A.Doing a drillB.Learning a piece of text or dialogue by heartC.Reading aloudD.Interviewing someone, or being interviewed您的答案：D题目分数：2.0此题得分：2.046．第46题Pre-reading activities include ___, setting the scene, skimming, and scanning.A.predictingrmation transfer activitiesC.reading comprehension questionsD.reproducing the text您的答案：A题目分数：2.0此题得分：2.047．第47题According to Wang Qiang, “Listen and tick”, “Listen and sequence”, “Listen and act”, “Listen and draw”, and “Listen and fill” are activities in the ___ stage of teaching listening.A.pre-listeningB.while-listeningC.post-listeningD.all of the above您的答案：B题目分数：2.0此题得分：2.048．第48题As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, and ___.municative efficiencyB.accuracyC.correctnessD.fastness您的答案：A题目分数：2.0此题得分：2.049．第49题In the traditional way of teaching reading, the teacher first introduces new words and structures, then goes over the text sentence by sentence, then asks some questions about the text, and then has the students read aloud the text. In this traditional way of teaching, the teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：A题目分数：2.0此题得分：2.050．第50题Suppose a teacher is teaching his students to read an interesting story about how a doctor makes a joke of a young man. The teacher wants the students to tell part of the story with some key words from the story like “a doctor – village – annoyed; people – stop – street – advice; never paid – never – money – made up his mind –put and end”. In which stage of teaching do you think the teacher should do this?A.At the pre-reading stage.B.At the while-reading stage.C.At the post-reading stage.D.At any of the three stages.您的答案：B题目分数：2.0此题得分：0作业总得分：98。
英语学科教学法复习Unit1-14
Unit 1ZPD: The Zone of Proximal Development1.What is ZPD ?The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.The zone of proximal development (ZPD) is the range of abilities that an individual can perform with assistance but cannot yet perform independently. These skills are called "proximal" because the individual is close to mastering them but needs more guidance and practice in order to perform these actions independently.2.Three factors of ZPD?1)The "More Knowledgeable Other": The more knowledgeable other is someone who has a higher level of knowledge than the learner.2)Social Interaction: During certain periods of a child's life, they may even look to peers more than they look to adults. Kids at this age often look to their peers for information about how to act and how to dress. In order for children to learn new skills, it is suggested pairing more competent students with less skilled ones.3)Scaffolding: When children are in this zone of proximal development, providing them with the appropriate assistance and tools gives students what they need to accomplish the new task or skill. These activities, instructions, tools, and resources are known as scaffoldingUnit 21.The goal of Communicative Language Teaching (CLT) ?To bridge the gap between classroom language teaching and real-life language usemunicative competence includes......?1)Linguistic competence:- Language itself: form & meaning2)Pragmatic competence:- to use language appropriately in social context3)Discourse competence:- to create coherent texts & to understand them4)Strategic competence:- communication breakdown due to lack of resourcesFluency:- without strain or inappropriate slowness or undue hesitation3.Three principle of CLT?1)Meaningfulness principle: Improve reading, listening and speaking skills and improve logical thinking ability2)Communication principle:Debate is a process that involves formal discussion on a particular topic3)Task principle: To present ideas in the most persuasive waymunicative activities?Identifying pictures Illustration exercise5.What is PPP?The Presentation, Practice and Production model of teachingPresentation of single new item; Practice of new items, drills, exercises, dialogues practice; Production: activity, role play or ask to encourage free use of language6.What is TBLT?TBLT means Task-Based Language Teaching.4 main component of task: a purpose, a context, a process, a productA communicative purpose: making sure the students have a reason for undertaking the taskA context: this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factorsA process: getting students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a letter, a picture, etc.) or invisible (enjoying a story, learning about another country, etc.)Features of task:Attention is focused on meaning rather than form.The language use is like the real-world communicationThere is some kind of information gap between the participants7.Differences between PPP and TBLT?PPP:students are required to use resources given by teachersTBLT:Students are free to choose the linguistic resources; rely on their own linguistic resources when completing the taskTBLT focus activities encourage students to think and analyze; PPP prefer to repeat and manipulateTBLT provide a more varied exposure to natural language than examples made to illustrate a single language item as in a PPP cycle8.What are the constraints of TBLT?1)The first is that TBLT may be not effective enough to present new language items.2)Second, culture of learning3)Third, level of difficulty4)Forth, time is also one of the constraints because teachers need to prepare tasks very carefully.Unit3 The National English Curriculum1.NFLTRA: The National Foreign Language Teaching & Research Association (NFLTRA) 中国教育学会外语教学专业委员会2.What did the national syllabus of ELT in 1978 mainly focus on?Basic language knowledge: listening, speaking, reading and writing3.In the 2001 National English Curriculum for Nine- year Compulsory Education syllabus, students' abilities to observe, to memorize, to think are emphasized. T/F (F)4.Four Major Phases of foreign language teaching in China?A phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20005.Can you give some tips for teachers to deal with changes and chal lenges in the process of curriculum reform ?an open mind training, Available resources, New ideas, Reflection.seminars on language teaching and observation of teaching.Change the view about language which is not a system of linguistic knowledge but a means for communication. More task-based activitiesMore formative assessmentProperly apply Modern technology in teachingTransform the role pf teacher from a knowledge transmitter to a multi-role educator.Unit41.Do experienced teachers need to do lesson planning? Why?Yes. Because lesson planning is also important for experienced teachers. Lesson planning means making decisions in advance about what to teach, how to teach and the time assignment of every teaching procedure. It can help teachers to be aware of the teaching objectives of a lesson. It can help teachers to distinguish various stages of a lesson. It can give teachers opportunities to anticipate potential problems and be prepared for some possible situations.For teachers, it can help their Professional development, Self-reflection, Confidence and TimemanagementTeaching lesson is not static. The content of lesson and the situation in class keep changing. So experienced teachers also need to do lesson planning.2.What are the principles for good lesson planning?Aim: The teacher needs to have a clear idea of what he/she would like to achieve for the lesson.Variety: Various activities and materials to ensure high motivation and interest.Flexibility: Extra and alternative tasks and activities.Learnability: The contents and tasks should be within the learning capability of the students.Linkage: The stages and steps are somehow linked with one another3.What does “ESA” stand for in successful teaching?Engage: To get students interested in what they learn When they are engaged, they learn better.Study: There must be some new language or new experience for students to learn.The construction of language is the main focus. Successful language learning: Explicit Learning+ Implicit LearningActivate: Students should have the chance to produce language in meaningful ways.It is a kind of rehearsal for the real world4.Think of three important components of a lesson plan and give your reasons.1)Background information---Ages; Grade; Genders; Time; Date; Duration; Specific needs analysis of the target learners.; What they know; What they need to know2)Teaching aims3)Language contents and language skills4)Stages and procedures5)Teaching aids6)End of lesson: summary---ake learning further and deeper; Refer back to learning objectives; Create a sense of achievement and completion of tasks; Develop a habit of reflection on learning; Stimulate interest, curiosity and anticipation of the next phrase of learning7)Optional activities and assignments---Backups in case the lesson goes too fast; Flexible to be cancelled if there is not enough time8)After lesson reflectionUnit51.How to make effective instruction ?Two general rules of giving instructions: They must be kept as simple as possible, and must be logical.Use simple instructions and make them suit the comprehension level of the students.The second rule is to use the mother-tongue only when it is necessary.The best thing to do is to model the task/activity before letting students move into group or pairs.2.The most difficult and important role that teachers have to play is Organiser3.How to choose the way of grouping according to different task requirements?Textbook P75-774. All –wh questions are open questions. True or False? ( F ).5. What are the difference between mistakes and errors?Errors are an inevitable part of learning processErrors tell us if extra teaching need to be done, what are misunderstood, errors help evaluate Ss’ learning Mistakes: a mistake refers to performance error that is either a random guess of a “slip of tongue”, and it is a failure performance to a known system. Every one makes mistakes, no matter in a native language or foreign language.Can be self-corrected, not related to language competence 语言控制能力不足引起的操作性错误嘴瓢Errors: have a direct relation with the learners’ language competence, which do not result from carelessness, but lack of knowledge in target languageCannot be self-corrected 系统性错误如果不纠正会一直错一直错6.What are the 6 levels of Bloom’s Taxonomy?Unit 61.What are the two kinds of stress that are important to achieving good pronunciation?1)word-level stressIt is very important to stress the proper syllable in multisyllabic words. It the wrong syllable is stressed, listeners often will not understnad what word is being pronounced.2)phrase-level or sentence-level stressEach phrase or sentence has one syllable which receives greater or more prominent stress than the others. The rules for predicting the stress of a phrase or sentence are less complex than predicting word-level stress and it depends a lot on the meaning one wants to express.2.Why intonation is important in pronunciation?Intonation can greatly affect the intention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc.According to Kelly(2005:11), intonation is “as important as grammar or lexis.’ Many people would agree that this is perhaps one of the last areas of language that foreign language learners can master and is very difficult to teach.In most English sentences, the pitch movement at the end is important for meaning. Student frequently find it difficult to repeat long sentences. In this case, the teacher should break the sentence down to bits and build up towards the complete sentence.Because of the importance of intonation of the end of the sentence, it is naturally better to break down from the end rather than the beginning.3.What is the Critical Period Hypothesis?The first few years of life is the crucial time in which an individual can acquire a first language if presentedwith adequate stimuli. If language input does not occur until after this time, the individual will never achievea full command of language—especially grammatical systems.4.What should be our realistic goal of 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.5.What is IPA?International Phonetic Alphabet是一套用来标音的系统，以拉丁字母为基础，由国际语音学学会设计来作为口语声音的标准化标示方法。
englishteaching英语教学法教程期末考试必考的知识点
englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。
英语教学法期末考试资料
Steps for teaching a grammatical item: 1.1.Provide a context 2.2.Help students to say the target language 3.3.Provide a written record 4.4.Personalize the target language 5.5.Help students to guess the grammar rules of the target language 6.6.Help students to understand the communicative importance of grammar 7.7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices). The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound ：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextV ocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning firstbefore it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil,bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what isalready known.7.T each vocabulary in chunks. Chunks refer to a group of words that go together to formmeaning. It is also referred to as meaning. It is also referred to as ‘‘pre-fabricated formulaic items pre-fabricated formulaic items’’.8.Think about the context in real life where the word might be used. Relate newly learnedlanguage to students language to students’’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation-- Songs and games-- semantic field and semantic mapping-- key word method-- vocabulary exercises-- regular reviewBlank filling1. Five main components of communicative competence:Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one refers to one’’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one means one’’s ability to s ability to ““link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2. Three principles of communicative language teaching(CLT): (1)Communication principle:Activities that involve real communication promote learning. (2) T ask principle:Activities in which language is used for carrying out meaningful tasks promote learning. (3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.3. Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3. Content, not form4. Variety of language5.No teacher intervention6.No materials control.4. PPP=Presentation, Practice, Production. (be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=T TBLT=Task-based Language T ask-based Language T ask-based Language Teaching eaching TBL=T ask-based Learning 5. How to design tasks? Five steps:1.Think about students students’’needs, interests, and abilities. 2.Brainstorm possible tasks. 3.Evaluate the list.4.Choose the language items. 5.Preparing materials.6. Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7. Components of a lesson plan: Background information, T 7. Components of a lesson plan: Background information, Teaching aims, Language contents eaching aims, Language contents and skills, Stages and procedures, T and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities eaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8. The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, T Resource-provider, Teacher eacher eacher’’s new roles: facilitator, guider, researcher.9. Classroom instructions: the type of language teachers use to organise or guide learning. How to make Classroom instructions effective: T to make Classroom instructions effective: To use simple instructions and make them suit the o use simple instructions and make them suit thecomprehension level of the students. T o use the mother-tongue only when it necessary.10. Student grouping: Whole class room, Pair work, Group work, Individual study.11. How to group: For pair work: Always follow a similar procedure; Assign roles clearly around the class; Demonstrate rather than explain; Keep an eye out for wanting interest. For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks 5)Group by draw lots.12. What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known An error has direct relation with the learner’’s language competence. Errors do not system. An error has direct relation with the learnerresult from carelessness or hesitation, but lack of knowledge in the target language. A mistake can be self-corrected; an error cannot be.13. How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14. When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down. Let a trivial mistake pass if most of the language is right. For some common mistakes, take a note in mind first and correct, after the studentstudent’’s performance.15. How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss ss’’ self-esteem and confidence. In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes. The whole class correction is used for main error types.。
英语教育专业教学法期末复习内容(1)
一.教学法流派：1）直接法：对待学生错误的态度:the direct method ,Errors are regarded natural and avoidable and can be self-collected.2）听说法：对待学生错误的态度；audio-lingual methodErrors should be corrected once discovered or spotted.全身反应法的定义The teacher gives the instruction and the students do the action as asked.With TPR the children listen to their teacher telling them what to do and then do it认知法的特征：主张创造性学习和对规则的学习；Rules learning and creative learning are very important .3）自然途径：克拉申，输入理论；情感过滤假设：内在动机，外在动机，工具性动机，综合性动机；情感因素The Natural ApproachA.Krashen’s five theories1. Learning and acquisition theoryLearning is a conscious process while acquisition is a subconscious process.2. Input theory△Input should be comprehensible△Ideal input should meet the 4 requirements: comprehensible, relevant and interesting, adequate, notgrammatically sequenced.△i+1 formula: I stands for the learner’s present language level. The input should be a little beyond the learner’s present language level.3.The affective filter hypothesisAffective factors such as interest, motivation, attitude, anxiety, self-image,self-concept, self-esteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and self-esteem are strong, then the filter effect will be strong too, and the learning result will be worse.Input-filter-LAD-practice-acquired ability4.Kinds of motivation:integrative motivation:indicates an interest in learning the language to meet and communicate with members of the second language community.instrumental motivation: refers to the practical and pragmatic one of learning the second language. Nowadays in China it is instrumental motivation that plays a major part.intrinsic motivation : has something to do with one’s real need extrinsic motivation.:is connected with external stimuli,including something like achievement, parents and teacher’s expectation and so on.5.Affective Factors--- motivation, self-confidence, self-esteem, anxiety, attitude interestCognitive Factors--- intelligence, aptitude sex age pesonality 6.交际法：交际教学的三个特征；Three feature of CLT（communicative approach are rmation gap. 2.feedback 3.choice.4.交际法的教学目标；the purpose of CLT is to develop student’s ability to use target language appropriately in a given social context.4）哪些活动属于交际性活动，哪些属于前交际活动；哪些属于机械性活动；Communicative activities: 1.problem-solving 2. discussion 3.debates 4.interview 5.fluency-focused games 6.ninformation gap activityPre-communicative activity:1. reading aloud 2.read after 3.immititation 4.pattern drill 5.transformation drill substitution drill (机械性活动)机械性活动属于前交际性活动，而前交际性活动属于非交际性活动。
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
英语教学法(1)
英语教学法(1) 试题注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明，并按题目要求和答题示例答题。
答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Ⅰ. Choose the best answer (30%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.C. Examples.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.8. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.B. Role-play.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.Directions: In this part, you are given five questions, Each question is followed by two columns of options. You are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) Visual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: You SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: You should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.Ⅲ. Multiple choice questions (10%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Yon may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.Ⅳ. Short Answer Questions (20%)Directions: In this part there are five questions about English Teaching Methodology. Write your answers in brief. You will be assessed in the points you present and the way you present them.1. What advantages do projects have in English instruction? How can we make better use of them?2. If some students withdraw from classroom activities with stories, what might be the reasons?3. Why can't testing fulfill the task of assessment?4. If some students are not directing their attention to the lesson, what might be the reasons? What will you do to get the children's attention?Ⅴ. Activity designing (20%)Directions: In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). You can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.Tom: There is a Chinatown in New York! There are a lot of Chinese shops and restaurants there. Darning: Really?Tom: Yes, and there's Chinese dancing.Darning: Let's go to Chinatown now.Objective(s)Classroom organizationPredicted problem(s)Solution(s)Procedure1)2)3)试题答案及评分标准Ⅰ. Choose the best answer本题为单选题，共15个小题，30分，每题2分。
英语教学法一
《英语教学法》一Ⅰ Fill in the blanks1. First of all, a teacher should be __ proficient _(1) in the English language. The importance of being a good language user involves four points. First, a language teacher is a__ modal _ (2) for students to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with__ confidence _ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, __ cooperate _ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to__ manage _ (5) class well, try new methods and adapt his or her teaching at any time.2 . Acquisition and learning There are two kinds of processes in SLA according to Krashen (1981, 1985, 1989). Acquisition: a _ subconscious __ (6) process which leads to the development of “_ competence __ (7) : and is not _ dependent __ (8) on the teaching of grammatical rules Learning: the __ conscious _ (9) study and knowledge of grammatical rules, which does not lead to_ acquisition __ (10) The two kinds of process are linked to two kinds of knowledge. Implicit knowledge: the L2 knowledge of which a learner is __ enabler _ (11) and therefore cannot ___ (12) . Explicit knowledge: the L2 knowledge of which a learner is aware and can verbalize on__ strategies _ (13). a. Learners progress along the storage _ errors __(14) order by understanding input that contains structures a little bit beyond their current level of competence _ acquisition __ (15). Eventually the ability to produce the language is said to emerge naturally, and need not be taught directly. b. Although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be _ interaction __ (16) disposed to ‘let in’ the input they comprehend. In other words, successful second language acquisition depends on the learner’s feelings. _ Approaches __ (17) attitudes (including a lack of motivation or self-confidence and anxiety) are said to act as _ Silent __ (18) , preventing the learner from making use of input, and thus hindering success in language learning. c. Input becomes comprehensible as a result of simplification and with the help of __ Syllable _ (19) and extralinguistic clues; “fine-tuning” (i.e. ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary. d. Learning and learned rules serve as a__ Intonation _(20) or editor of utterances initiated by he acquired system. e. Speaking is the result of acquisition not its cause; learner production does not contribute __ Spelling-pronunciation _ (21) to acquisition.3. For both native speakers and non-native speakers, fluency includes _ Rap __ (22), __ drills _ (23), _ composition __ (24) and _ deserves __ (25). Fluency is a general term for good speaking __ responses _ (26).4. For different level accuracy means different things which goes from __ comprehension _ (27) _ situations __ (28) to__ required _ (29) _ understanding __ (30) .5. In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not _ accuracy __ (31) accuracy at all.6. Humans acquire language by understanding messages or by receiving _ interaction __ (32) _ activities __(33) in the _ errors __ (34) process.7. Engaging learners in __ skills _ (35) interaction in the second or foreign language classroom is essential and involves the processes of both _ information __ (36) and __ scanning _ (37) __ ambiguity _ (38).8. In Krashen’s theory, adults have two distinctive ways of developing competence in second or foreign language learning, that is, __ genre _ (39) and _ style __ (40).9. The concepts of pronunciation are _ techniques __(41), _ process __ (42) and voiceless sounds, __ coherence _ (43) and consonant sounds, vowel letters and _ goals __ (44) letters, _ equipment __ (45), __ procedures _ (46) of English, _ follow-up notes __ (47) , __ evaluation _ (48) of speech .10. __ Knowledge _ (49) sounds are the ones produced when the vocal cards vibrate; voiceless sounds are the ones produced when the vocal sounds do not _ cohesiveness __ (50) .11. Open syllables: with one _ cohesiveness __ (51) letter at the end of the grammatical ___ (52) syllable (not the end of the word), which is not followed or closed by any other letter later be tidy go ruler with one _ encouraged __ (53) letter that is followed by a _ interaction __ (54)“e” at the end of the _ individual __ (55) syllablelie tie hoe toe true glue with one __ syllabus _ (56) letter followed by a single __ philosophy _ (57) letter (other than “r”) and then a __ operational _ (58) “e” at the end of the stressed syllable12. English is a language of rhythms. Mastering the rhythm of English is very important in terms of good pronunciation and effective speaking. English speech rhythm is characterized by __ political _ (59). A unit can be one or groups of words.A tone unit carried one central _ philosophy __ (60) syllable. Each unit should take about the same time to say even if the number of words in each unit is different.13. The relationship between spelling and sounds in English language is not simple and regular. So an alphabetic system with one symbol representing one __ curriculum _ (61) is needed, which is presented as a list of phonetic alphabet. In the _ objectives __ (62) phonetic symbols of the English language, package ___ (63) are vowel sound and 28 are __ adaptation _ (64) sounds. They are presents as the following chart, which is also called the _ throughout __ (65) , __ resourceful _ (66) .14. a. As for grammar, the structure connects __ practice _ (67) and _ communicative __ (68) in the language. b. The two general ways to classify grammar items are stimulation ___ (69) oriented and __ unpredictability _ (70) oriented. c. English language is a _forign__ (71) language.d. The two ways of teaching grammar are to teach grammar separately or to _ reliability __ (72) some time in class to do grammar teaching throughout the course. e. The instruction medium of grammar teaching can be either the __ beneficial _(73) language or the___ (74) language. f. Deductive learning is __ assessment _ (75) and covers more grammar in a period of time. g. Grammar teaching can be either __ immediately _ (76) or _ institution __ (77) or both. h. In Harmer’s opinion, a good presentation should be__ definition _ (78), _ development __ (79), interesting, _ construction __ (80) and productive.15. a. In general, vocabulary items can be classified into three aspects: _ achievement __(81) , _ authoritative __ (82) and _ reflection __ (83). b. Connotative meaning: the _ positive __ (84) meanings that a vocabulary item has beyond its _ reasoning __ (85) meaning. In other words, connotation is associated _ facilitates __ (86) or __ reflection _ (87) feelings that a vocabulary item evokes. It may or may not be indicated in a dictionary. c. There are two kinds of vocabulary learning: __developmenta_ (88) and _ judgment __ (89). ___ Generally (90) learning is to study words __ literal _ (91). _ understanding __ (92) learning and teaching is of__ vague _ (93) nature. It is not planned but drawn to attention in the process of learning and teaching. d. Vocabulary learning and teaching is a process to build up vocabulary ability. They are__ denotation _ (94), _ connotation __ (95), _ contextual meaning __ (96) and _ meaning relationship __ (97). e. Contextual meaning: the __ function _ (98) and _ mutual __ (99) meaning of a vocabulary item that is used in a certain __ functions _ (100). Some words are _easy__ (101); some are _different_ (102). Although they both have the same _meaning__ (103) but they are used in different context.Ⅱ. Explain the following terms1. Teacher as a language analystBeing an effective language analyst means not only the teacher possesses the knowledge about the language but also help students study the nature of the language with learning effects. Being an effective language analyst also means being able to conceptualize language phenomena as English is rich, complex and diverse (Wright 1991). No grammar books or dictionaries can include all language phenomena. So the teacher is required to theorize the language experience.2. Error analysisMaking errors is a conspicuous part of language learning. As a person starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes.3. Grammar: form and functionGrammar form is the language material that is structural and then grammar function is functions of the language. For beginners, studying structural English is more efficient because they can have a control over the language. For advanced learners, functional English is what they need because it is interesting, challenging and encouraging the use of English4. Fluency and accuracy(1): Awareness(2): Controlled drillsAgain the responses are very controlled, but learners can make a limited choice of vocabulary.(4): Guided, meaningful practice(5): (Structure-based) free sentence composition(6): (Structure-based) discourse composition(7): Free discourse5. Empathetic quality as a teacherFirst of all, a teacher is required to be proficient in the English language. He/she needs to be excellent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in students’ acquisition of the language. Second, a good command of English endows a teacher with confidence. A teacher’s confidence positively affects his or her speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also confidence. From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, cooperate with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to manage class well, try new methods and adapt his or her teaching at any time.6. Acquisition and learningAcquisition: a subconscious process which leads to the development of competence and is not dependent on the teaching of grammatical rules.Learning: the conscious study and knowledge of grammatical rules, which does notlead to acquisition.7. Syllable, open syllable and closed syllableIn language learning, input refers to the language that a learner receives through listening and reading, and from which he/she can learn. Whether input can be received or not depends on many factors, one of which is the difficulty level that decides whether the learner benefits or not. Output is the language that a learner produces in his/her speaking or writing. Interaction is a process by which more than two people communicate over the language use or material.8. Grammar Translation MethodGrammar Translation Method is a language teaching method in which translation and grammar studies are the main teaching and learning activities. The approach came from the traditional way of how Latin and Greek being taught in Europe before 19th century, which continued to be used in modern languages teaching such as French, German and English in the 19th century and is still used in many countries today in modified forms.9. IntonationIntonation means the rise and fall in voice tones like musical notes, from high to low, or from low to high. Such upward and downward movement of the voice creates the melody of the language. The musical notes are called pitches that indicate different meanings and help to express feelings and attitudes.10. Systematic teaching and unplanned teaching(1) SyllablesA syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vowel sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable.(2) Open syllables:with one vowel letter at the end of the stressed syllable (not the end of the word), which is not followed or closed by any other letterwith one vowel letter that is followed by a mute “e” at the end of the stressed syllablewith one vowel letter followed by a single consonant letter (other than “r”) and thena mute “e” at the end of the stressed syllable11. Individual differencesPeople write for different purposes or functions. With the development of written expression for social functions and communications, different genres came into beingwith required conventions in discourse. Teachers should have this in mind and build up learners’ awareness of genre writing12. The Audiolingual Method13. Spelling-pronunciation ruleStructural speaking activities are designed to practice grammar in oral production. There are many kinds of activities for improving language structures in spoken form. The following are some examples.Functional speaking activities are designed to use language to do things such as offering, suggesting, ordering food, etc. Functional activities help students to practice sentence patterns used in social functions. (Vocabulary is also improved here.)14. Listening comprehensionListening comprehension means the process of understanding speech in a second or foreign language. This process involves sound recognition and meaningful perception. It is auditory perception of information received through the ears and requires a listener to detect different kinds of acoustic signals and understand them as meaningful chunks of language15. Teacher as an enablerA teacher’s job is to guide and help students learn efficiently. The efficiency lies not only in being good at knowledge of and about the language but also in his/her ways or methods employed to achieve a desired purpose. In other words, in order to achieve a purpose such as motivating students, dealing with a language point, or improving reading ability, the teacher needs to try different ways to reach that purpose. This is called means and ends relationship (Dewey 1933). Means are various alternatives or suggestions; ends are the desired purposes. In order to reach desired aims, the teacher needs to make efforts to explore and employ different means.16. Learning styles and strategiesIn linguistics, cohesiveness means grammatical and/or lexical relationships between two elements in the discourse (Halliday and Hasan 1976). In classroom teaching characterized by a series of activities, cohesiveness can be defined as the connective relationships between classroom activities. This cohesiveness across activities has its own special characteristics.It is encouraged that we should do language learning through interaction. In a language classroom, interaction takes the form of student grouping: lockstep, pair work, group work and individual work17. Total Physical ResponseThe repertory grid technique can be a powerful heuristic tool used to facilitate reflection in the sense that it generates a list of personal constructs. This generating process helps us become aware of our own and other people's personal perspectives. Through constructing the difference between people, our thinking starts working conceptually by analyzing, comparing and evaluating. We label the differences according to our own judgment. It could be subjective, but this subjective thinking of construing assists us to produce our own theories. These theories are personal because they reveal our pattern of thinking or even the nature of thinking e.g. positive or negative.Ⅲ. Open questions1. Choose some vocabulary items from the textbook you are teaching or going to teach and design five activities for presentation and five for practice.First of all, a teacher is required to be proficient in the English language. He/she needs to be excellent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in students’ acquisition of the language. Second, a good command of English endows a teacher with confidence. A teacher’s confidence positively affects his or her speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also confidence. From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, cooperate with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to manage class well, try new methods and adapt his or her teaching at any time.2. What are the characteristics of good grammar presentation?Grammar Translation Method is a language teaching method in which translation and grammar studies are the main teaching and learning activities. The approach came from the traditional way of how Latin and Greek being taught in Europe before 19th century, which continued to be used in modern languages teaching such as French, German and English in the 19th century and is still used in many countries today in modified forms.3. What are differences between written text and spoken text? What implications do they have for teaching writing?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.4. Design a 40-minute pronunciation class.1. (1) SyllablesA syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vowel sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable.(2) Open syllables:(2) Open syllables:with one vowel letter at the end of the stressed syllable (not the end of the word), which is not followed or closed by any other letterwith one vowel letter that is followed by a mute “e” at the end of the stressed syllablewith one vowel letter followed by a single consonant letter (other than “r”) and thena mute “e” at the end of the stressed syllable(3) Closed syllables:with one vowel letter followed or closed by one or more than consonant letter (other than “r”) in a stressed syllable2. Intonation means the rise and fall in voice tones like musical notes, from high to low, or from low to high. Such upward and downward movement of the voice creates the melody of the language. The musical notes are called pitches that indicate different meanings and help to express feelings and attitudes.3. Pronunciation is a skill that requires acquisition much more than learning the knowledge about pronunciation.Students listen to the tape with words spoken to music with steady beat. As they listen,they do clapping and practice. This activity is liked by elementary school students and good for practicing stress and intonation.5. What errors do Chinese learners often make in their speaking and writing? How can you as a teacher deal with learner errors?Fluency is regarded as an important skill in English learning and speaking, but the understanding of it seems to be vague in our mind. This part tries to describe what is ‘fluency’ in terms of native speakers and non-native speakers.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.6. What function does interaction play in speaking development?Structural speaking activities are designed to practice grammar in oral production. There are many kinds of activities for improving language structures in spoken form. The following are some examples. Functional speaking activities are designed to use language to do things such as offering, suggesting, ordering food, etc. Functional activities help students to practice sentence patterns used in social functions. (Vocabulary is also improved here.)7. What makes a good language teacher?Making errors is a conspicuous part of language learning. As a person starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes. In language learning, input refers to the language that a learner receives through listening and reading, and from which he/she can learn. Whether input can be received or not depends on many factors, one of which is the difficulty level that decides whether the learner benefits or not. Output is the language that a learner produces in his/her speaking or writing. Interaction is a process by which more than two people communicate over the language use or material.《英语教学法》二Ⅰ Fill in the blanks1. a. Writing is the result of employing__ strategies _(1)to manages the composing _ process __(2), which is one of gradually developing a _ text __(3). It involves a number of activities: __ settinggoals _(4), generating _ ideas __(5)___(6) organizing information, selecting appropriate language, making a draft, reading and reviewing it,then revising and editing. b. To organize and connect information, there are two criteria: __ formulation _(7) accuracy and _ mention __(8). To be correct in _ sentence __(9) and _ organization __(10) is of utmost importance. Of all these activities, _acquaintance__(11) plays a central role in improving writing. c. writing is a process of __ formal _(12) and _ informal __(13) . d. According to Hedge, there are different genres into different types of writing, __ discourse _(14) _ provide __(15) __ context _ (16) _ contact __ (17)_ time __(18) __ space _ (19) . e. _ Detachment __(20) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps_ requires __(21) . Thinking not only _ grammar __(22) ideas but also_ vocabulary __ (23) and__ ongoing _ (24) ideas.2. a.A lesson plan involves _ speech __(24),__ regional _(25) materials and equipments,__ acquired _ (26), evaluation and_ intuitively __(27) . b.Before teachers start to consider planning their classes, they need to know the job of teaching, the _ amount __(28) and the students. c.Well-prepared teachers need to know six major areas of necessary knowledge. They are the _ comprehensive __(29)for the level, the__ description _(30) for the level, the _ specific __(31) available for the level.__ Coherence _ (32) in teaching, a repertoire of activities and_ individual __(33). d.The teachers need to know five areas of knowledge about the institution. They are__ objectives _(34), physical conditions,__ connective _ (35) ,__ wholeness _(36) and restrictions. e.Teachers need to know student’s_ syllabus __(37) ,_ activities __(38) , social background and_ institution __(39) . f. The four major areas about how the students feel about learning English and what they know are motivation and attitude, _ restrictions __(40) , knowledge and_ guarantees __(41) .3. Anderson’s theory is that of the acquisition of cognitive skills, on simple interpretation, ranging from __ specific _ (42) __ lexical _ (43) to_ elements __ (44) __ discourse _ (45) .4. Teachers should provide __ cohesiveness _ (46) _ connective __ (47) to prepare the learners with their storage of language information and __ cohesiveness _ (48)___ (49) for learners to communicate and to control their production. Teachers’ role is not limited as an imparter, instead teachers should be _ interaction __ (50) with learners too.5. Between input and output, there is, usually, a period of __ interaction _ (51) .6. Learning by doing encourages students to __ indicating _ (52) the language, which is a process of _ educational-cultural __ (53) that leads to high level of proficiency.7. There are two ways to improve students’ oral production. One is to practice speaking based on _ theoretical __ (54) and the other is based on _ orientation __ (55) and _ respect __ (56).8. There are two kinds of speaking activities. One is _ curriculum __ (57)_ reflective __ (58) exchange; the other is _ national __ (59) __ political syllabus _(60) exchange.9. A syllable is a part of word that contains __ detailed _ (61), _ operational __ (62) sound. It may also contain one or more __ statements _ (63) sounds. Usually the _ philosophy _ curriculum _ (64) of_ planned __ (65) sounds in the word determines the numbers of _ narrowly __ (66) .10. In every word of two or more __ defined _ (67), one syllable is _ objectives __ (68). This syllable is called a _ throughout __ (69), __ instructional _ (70 which means that the __ textbooks (71)ound in the syllable is said __ resourceful _ (72)nd _ package _ (73)than other vowel sounds in the same word.11. In front of the vowel letter there could be a __ software _ (74)etter but not other _ packages __ (75)letters.12. Knowing _ presentation __ (76) syllables and _ practice __ (77) syllables is helpful in spelling according to the _ communicative __ (78) or in __ interaction _ (79) according to the spelling. In an _ reference __ (80) syllable, the vowel letter is usually __ grammar _ (81) with the sound of the letter __ vocabulary _ (82) ; in a closed syllable, the _ pronunciation __ (83) letter is usually pronounced with a _ stimulation __ (84) vowel sound.13. Grammar Translation Method To learn a foreign language is aimed at being able to read its _ syllabus __(85), benefit from the __ confidence _ (86) discipline and _ classification __ (87) development.___ beneficial _ (88) and __ versus _ (89) are the major focus in teaching; __ measures _ (90) and_ successfully __ (91) are dealt with only a little or not at all. Vocabulary learning is conducted through ___ (92) lists, ___ (93) study and memorization. The ___ (94) is of utmost importance as the basis of teaching and learning of the language. Sentence learning is __ measure _ (95) of grammatical elements and _ assessment __ (96) into and out of the target language. ___ Formative (97) is strongly emphasized. Errors are avoided at any costs. Grammar learning is _ diagnostically __ (98) . The first step is presentation and study of rules; the second step is translation practice. Grammar points are organized systematically throughout the units of the textbooks. Classroom __ constructivism _ (99) is conducted in the native tongue, which is used to present and explain the target language and compare the similarities and differences between the native language and the target language.Ⅱ. Explain the following terms1.Writing genreWriting is the result of employing strategies to manage the composing process, which is one of gradually developing a text. It involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. It is a complex process which is neither easy nor spontaneous for many second language writers。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语教学法考试重点（1）Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that process Four components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location theparticipants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined actsand badly behaving students(1)Act immediately(2)Stop the class(3)Rearrange the seats(4)Change the activity(5)Talk to students after class(6)Create a code of behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。