《英语教学论》课程作业与思考题
《英语教学论》课程作业习题集
《英语教学论》课程作业习题集英语教学论作业习题集Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when andhow it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than si mply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioristtheory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learne rs’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky (前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding 「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teach er’s scaffolding through questions and explanations, or with a more capable pe ers’ support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a furtherdevelopment of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learner s’ positive attitude, motivation, confidence as well asstrategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them sothat the lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise inclass so that they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy.7) The plan, with the t eacher’s comments and corrections, provides a useful, time-saving reference when the teacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility—means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students.Of course, things should not be too easy either. Doing things that are beyond or below thes tudents’ coping ability will diminish their motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The te acher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What a re the 3P’s model and 3-stage model?The 3P’s model refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicativetasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few wordsas possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students.The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged ratherthan direct teacher correction to avoid damaging student s’ self este em and confidence. Also, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which do n ot convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh,ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method: is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling;2) Spotting the differences;3) Describing and drawing;4) Playing a game;5) Using word series;6) Word bingo;7) Word association;8) Finding synonyms and antonyms;9) Using word categories;10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they aregoing to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other bodylanguage as well as the surrounding environment.e) listener’s res ponse: most of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions.2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.3)Interactive model: listening involves both bottom-upprocessing (recognizing sounds of words, phrases or structures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities: listening for the gist; listening for specific information; no specificresponses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling;dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do notdominate discussion.3) High motivation: vario us interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist ormain idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach: The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning.3. What types of activities can we use in teaching reading?Pre-reading Stage: The aims of the pre-reading stage is to arousing the students’ interest in the topic or type of text; motivating students to read the text by providing a purpose for reading; preparing the students for the content of the text.The activities for the pre-reading stage:1)predicting2)setting the sceneWhile-reading Stage: this stage mainly focuses on the exploitation of the text. It aims to help the reader understand the。
英语教育专业英语教学论课程习题
英语教育专业《英语教学论》课程习题Unit 5Part I . Decide whether the following statements are true or false. Write T for true and F for false. (20%)1. ( ) Classroom management is one of the lesson important factors that contribute to the efficiency of the teaching and learning activities.2. ( ) Making errors will lead to bad habit formation, so we should correct themwhenever they occur.3. ( ) In course design, language can be broken down into structures, or skills, or itcan be considered from what it is intended to achieve, such as functions.4. ( ) Knowledge of a language includes a knowledge of the appropriateness andthe functional value of the language.5. ( ) Students have to grasp the relationships between communicative functionsand sentences structures so as to communicate properly in real life.6. ( ) As a learner of English, you will be forgiven for errors of inappropriatenessif you can speak good English.7. ( ) Language processing involves far more than the literal meaning of a text ora speech.8. ( ) By saying that the teacher is a controller, we mean that he controls not onlywhat the students do, but when they speak and what language they use.9. ( ) Good learners never use linguistic knowledge of their mother tongue to helplearn a foreign language.10.( ) If you first identify the topic, purpose and structure of the text and thenmake guesses, predictions duri ng reading, you are using the “bottom-up” approachPart II. Matching (20%)Directions: In this part, you are given five questions, Each question is followed bytwo 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 ,D, Make sure each option can onlymatch 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. T: Parden? A. Correcting the student's mistakes byrepeating the wrong sentences2) S: I seed a film yesterday. B.Giving hints that there are mistakes in his speech.T: You SEED a film yesterday?3) S: I seed a film yesterday. C. Encouraging others to correct the mistake.T: You should say "saw", not "seed".4) S: I seed a film yesterday. D. Correcting the student's mistakes directly.T:What did he do? who 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 the pictures. B. Speaking.3) Decide on the right pictures according to the recording. C. Reading.4) Discuss hobbies according to the pictures. D. Writing. 4. Match the activities with the relevant classroom arrangement.1)checking answers A. Whole class work.2)an information gap task B. Individual work.3)drama performance C. Pair work.4)Doing written exercises D. Group work.5. What is the teacher doing?1) Now, it is your turn. A. Demonstrating the operation2) Ok, time is up. B. Giving the start3) Can you two show us how to act it out ? C. Checking understanding4) We are going to do two D. Ending the activitythings today. Tom, can you tell us what they are?Part Ⅲ：Choose the best answer for the following questions (30%)1. When the students are doing a group–work task. The teacher joins one or two groups for a short period of time.Which of the following roles does the teacher play?A. An organizer.B. An assessorC.A friend.D. A participant2. What is the teacher doing in terms of error correction?S: He have a car.T: He HAVE a car?A. Correcting'the student's mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the student whether he really have a car.3. 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.4. What role does a teacher take to create an environment in which learning can take place?A. InstructorB. Manager.C. AssessorD. Participant5. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?A. People.B. Environment.C. OrganizationD. stratigies6. Among the five subcategories of classroom management, that is people, language,environment, organization and tools, which of the following elements can be classified under environment?A. Textbook, exercise book, teacher's' book; and blackboardB. interaction between teacher and studentsC. Arrangement of desks and chairs.D. None of them7. What's the teacher doing by saying"yes, but why ---?"?A. Controlling discipline.B. Giving prompt.C. praising students' work.D. drawing students’ attention to the lesson.8. Which of the following activities is the most suitable for group work?A. Guessing gameB. Story tellingC. Information-gap.D. Drama performance9. If the class is too noisy, which of the following should you choose to settle the class?A. Give the naughty students public humilation by putting them in the corner .B. Use threatsC. Punish the whole class for the behaviour of a few .D. Stop the class and change the activity .10. Which of the following activities is the most suitable for pair work?A. Guessing gameB. Speech preparationsC. Dialogue readingD. Discussing a topicPart Ⅳ. Short Answer Questions (30%)Directions: In this part there are three questions about English Teaching Methodology. Write down your answers in brief. You will be assessed in the points you present and the way you present them. (30 points, 10 points each)1. What are classroom instructions? What aspects can we use classroom instructions? what are the rules to follow for making instructions effective?2. 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?3. What might be the reason if your students misbehave in class? Mention at least 3 reasons.试题答案及评分标准PartⅠ. Decide whether the following statements are true or false. (20%)1. T2. F3. T4. T5. T6. F7.T8. T9. F 10. FPartⅡ. Matching (20%)本题为匹配题，共5个小题，20分，每题4分，匹配对一项得1分。
鲁子问《英语教学论》课后习题（Chapter11TeachingEnglishReading
鲁⼦问《英语教学论》课后习题（Chapter11TeachingEnglishReadingChapter 11 Teaching English Reading and Writing in SchoolsSection 11. What are the differences between literal and inferred comprehension?Key: In literal comprehension, readers use their language knowledge to identify and understand the information explicitly stated in the text, while in inferred comprehension, it requires the combination of readers’ language competence, background knowledge and inference skills. Evaluative comprehension allows readers to analyse and evaluate a passage with the help of their own knowledge and values.2. Which teaching approach for reading, in your opinion, is most efficient for integrated reading competence? Why?Key: The interactive-compensatory approach is most efficient for integrated competence. This approach not only includes background information and prediction from th e context, but also the student’s ability to decode words and phrases. It also focuses on both the visual and non-visual information in the reading process. Visual information is gained directly from the printed page, while non-visual information comes from the reader's entire knowledge system. These can practise students’holistic reading ability.Section 21. Which writing approach do you often adopt in your teaching? What are the advantages and disadvantages?Key: I often adopt the process-oriented approach. With this approach, students analyse the topic and collect relevant information and materials. While students start drafting, the teacher will observe students’problems and provide help. After the drafting, the teacher will correct students’ drafts.The advantages are obvious in that it promotes students’autonomous learning and it’s student-centered. The disadvantages may be that it is too difficult for some students since they are mostly required to complete the writing task on their own.2. Which writing approach do you think fits your present teaching the most? Why? Key: The three-stage approach fits my present teaching the most because it is organized and systematic. In the pre-writing stage, students gets a clear idea of what they are going to write and gets fully prepared for the writing, as a result of which, the writing process will not be such a challenge. In the post-writing stage, suggestions and feedback are given by the teacher for further improvement.。
鲁子问《英语教学论》课后习题(Chapter12 TeachingEnglishLearnin
Chapter 12 Teaching English Learning Strategies in SchoolsSection 11. How do you think Ms Zhao should organize the content of her lecture?Key: Ms Zhao can organize her lecture as follows: 1) the definition of learning-strategy; 2) different kinds of learning-strategy; 3) the way to acquire suitable learning strategy.2. How should she classify English learning strategies?Key: She can classify English learning strategies into cognitive strategy, meta-cognitive strategy, affective-strategy and social strategy. Cognitive strategy is the system of methods we employ when we perceive, process, comprehend, memorize and retrieve information; metacognitive strategy is regarded as a system of methods by which learners monitor and control their own cognition; affective strategy is regarded as a system of methods by which learners control and regulate their motivation, emotion and attitude; social strategy is regarded as a system of methods by which learners use English to coordinate the relationships between themselves and others in social interactions and so that communication can be smoother.Section 21. Is Ms Zhou’s teaching approach appropriate for her students?Key: Obviously, Ms Zhou’s teaching approach is not suitable for her students and is more appropriate for postgraduates majoring in second language acquisition or English teachers. That’s because learning strategies are too theoretical and hollow for students to understand.2. How can she improve?Key: There is no need for her to specially introduce the learning strategies to students. She can try to mix the strategies with her teaching. For example, while she is teaching oral English, she can mention several strategies of improving spoken English. More importantly, she should remind students that different people should choose what’s best for himself or herself.。
英语教学论思考题
英语教学论思考题1.对于体验课程的理解。
2.师生如何共同参与课程开发。
3.如何理解“课程变成一种动态的，生长性的“生态体系”4.交往的基本属性，以及如何实现、利用这个属性。
5.接受学习和发现学习。
6.对“儿童文化”“童心童趣”内涵的理解？如何在课堂中挖掘童心童趣意义和积极性？7.因材施教与个性化教学的关系8.对于布鲁姆的话的理解。
9.第一个对初等教学的方法和心理学基础提出建议的人是谁，他有什么观点？10.生活化教学的理论基础和实践策略，请举例说明11.Learning（学得）和acquisition（习得）两者关系的处理。
并思考什么时候运用学得，什么时候运用习得。
12. 6~12岁儿童的学习心理是怎样的？可参考皮亚杰、夸美纽斯等人的理论。
13.各种课桌椅摆放形式的利弊/结合教学实践，什么情况下适合哪种课桌椅摆放形式？14.教师如何让学生能够全身心的投入学习？说说你曾经体验过的口耳手脑眼等多种练习形式并用的课堂/谈谈在今后你的教学中如何应用这些练习形式。
15.备课艺术的各种新理念如何在备课技巧中反映出来？16.任务型教学法如何运用，请结合具体教学内容和课标要求设计一个符合任务型教学法理念和原则的任务及其实施流程。
具体说说什么样的任务可以激发学生的学习兴趣？怎样实现将教师教的目标转变成学生学的目标？（怎样实现让学生以主动学习为任务？)17.怎样改善农村小学英语学习的现状18.英语教学主要用形成性评价，怎么落实形成性评价？19.如何养成按意群阅读的习惯？20.一名英语教师应该要有的专业素质和能力素质（教育管理能力，实践能力，科研能力）21.在具体教学中，如何帮助学生树立信心，克服害羞或焦虑心理？22.在教学实践当中，如何运用学习兴趣的这三个条件激发学生学习兴趣。
23.谈谈你对“教师把握好了兴趣的支点，就通过课堂教学这根杠杆成功的拖起好的教学成效。
”这句话的理解。
并“解释课堂教学这根杠杆”和“兴趣支点”之间的关系。
英语教育专业《 英语教学论》 课程习题
英语教育专业《英语教学论》课程习题Unit 4PartⅠ. Choose the best answer (20%)1. Which of the following statements about lesson planning is NOT true?A. Proper lesson planning is essential for both novice and experienced teachers.B. A lesson plann is a framework of a lesson.C. Experienced teachers needn’t do lesson planning.D. A lesson plan is also an aid to continuing improvement.2. What are the most important parts of a lesson plan?A. Textbooks and classroom aidsB. Anticipation of problems and flexibility in dealing with themC. Objectives of the lesson and procedure to achieve themD. Teaching aids3. Why do we need to design tasks to supplement the textbook?A. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs of their target students.C. Textbooks only cover a limited amount of language skills.D. Textbooks sometimes are beyond students’ learning capability4. Which of the following statements about macro planning is NOT true?A. Macro planning is planning over a longer period of time.B. Macro planning is often done by a group of teachers who are to teach the same course.C. Macro planning should be based on micro planning .D. Macro planning provides a general guidance for lanuage teachers but it is not enough for good teaching.5. Which of the following activities is most suitable for whole-class work?A. Presenting new languageB. Role-playC. Information gap.D. Writing summaries.6. Which of the following belongs to physical factors that affect the designing ofa lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.7. Macro planning involves the following:A. knowing about the teacher, the students, the book, the activities.B. knowing about the course, the institution, the learners, the syllabus.C. knowing about the aims, the focus, the material, the procedures.D. knowing about the content, the methods, the learners’ learning methods, theprocedures8. Which of the following questions can be used in the questionnaire for assessing participation?A. Did you understand all the questions in today's class?B. Did you finish the task on time?C. Can you use the skills we have learned today?D. What did you do in your group work today?9. Among the following factors that may affect a lesson plan, which one includes classroom size?A. Human factors.B. Physical conditions.C. Syllabus and testing.D. Background informaton10. Which of the following statements about teaching aims is is NOT true?A. One lesson may have a number of aims.B. Aim means the realistic goals for the lesson.C. Teaching aims sometimes are the same as teaching contents .D. Aims are not the things teachers intend to do during the lesson, but the thingsthat students are able to do by the end of the lesson .Part II. Decide whether the following statements are true or false. Write T for true and F for false. ( 20%)1.( ) To learn the use of comparative forms of adjectives belongs to teaching aims .2. ( ) When you do a starter, you should bear in mind it must directly contribute tothe overall lesson objectives.3. ( ) In a sense , macro planning is writing lesson plans for specific lessons.4. ( ) Not all new words in a lesson are equally important .5. ( ). A teacher’s reference book can help planning, but it cannot replace the teacher’s own ideas for what he or she wants to achieve in the class.6. ( ) Teaching stages refer to the major chunks of activities that teachers go through in a lesson.7. ( ) The end of lesson summary is a very important stage for the teacher to take learning further and deeper by helping students to refer back to the learning objectives .8.( ) Flexibility means the contents and tasks planned for the lesson should be within the learning capability of the studens.9. ( ) Good linkage makes the lesson transit from one stage to the next smoothly and students experience less anxienty .10. ( ) Teaching obj ectives shoud focus on the teachers’ performance rather than the learners’Part Ⅲ: Problem Solving (30%)Directions:Below are two situations in the classroom. Each has a problem. First, identify the problem.Second, provide your solution according to the principles of language teaching.1. When preparing a lesson, some teachers just rely on the teacher's book, Before teaching a lesson, they will just look up the new words in the dictionary and copy paraphrases from the teacher' s book onto the student' s book. In class, they will just follow the instructions provided by the teacher's book.2. In a listening lesson, the teacher first plays the recording for students to listen. Then he stops the recording from time to time trying to explain some difficult words and phrases in Chinese.Part Ⅳ：Mini-lesson Plan ( 30 %)The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the dialogue.Name of activity :Objective(s) of the activity: Classroom organization of the activity : Teacher's role :Students' role :Teacher working timeStudent working timeTeaching aids :Predicated problemsSolutions：Procedures:1)2)3)4)试题答案及评分标准PartⅠ. Choose the best answer (20%)1. C2. C3. B4. C5. A6.C7. B8. D9. B 10. CPart II. Decide whether the following statements are true or false. ( 20%)本题为判断题，共10个小题，20分，每题2分。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter8 ActivitiesofTeac
Chapter 8 Activities of Teaching English in SchoolsSection 11. What are the features of classroom teaching activities?Key: The features of classroom teaching activities include the following points: 1) they are designed according to students’needs; 2) they are conducive to students’language learning; 3) they are consistent with language learning theories.2. What should teachers pay attention to carrying out classroom teaching activities?Key: Teachers should pay attention to 1) the time of each teaching activity: an activity should be completed in a proper period of time and shouldn’t last too long nor too short; 2) students’ understanding of and reaction to the activities: if students don’t respond actively to the task, then the teacher should reflect upon the task and maybe adjust the task a little; 3) the consistency of activities and teaching goal: any activity that doesn’t conform to the supposed goal of teaching should be adapted.3. Please talk about the difficulties of designing classroom teaching activities and ways to overcome these difficulties based on your own teaching practice. Key: There are various difficulties: 1) the teacher may not know students’preferences of activities; 2) the teacher cannot successfully predict students’reactions to the activities; 3) the teacher doesn’t know what kind of teaching activity best suits students.To avoid the difficulties, the teachers should have a good knowledge of teachings goals and students’language level and learning styles before designing the activities. While designing the activities, the teacher can prepare extra activities in case students should fail to cooperate.Section 21. What are the features of extracurricular English activities for elementary and middle school?Key: The features include: 1) the extracurricular activities are consistent with The National Curriculum Standards; 2) they are interesting and can arouse students’interest and activate their motivation; 3) they are educational in that students can enhance their language learning.2. What should be focused on when English teachers in elementary and middle schools design extracurricular activities for students?Key: When designing extracurricular activities, teachers should pay attention to students’ learning needs, strike a balance between the time of extracurricular activities and the time of entertainment, provide samples and instructions of the activities and allows voluntary participation.。
《英语教学论》课程作业与思考题
《英语教学论》课程作业与思考题第一篇：《英语教学论》课程作业与思考题《英语教学论（一）》作业与思考第一单元语言观与语言学习观1.What are the three views on language?2.What are the views on language learning?3.What are the qualities of a good language teacher?第二单元交际教学原则和任务型教学思想1.What is communicative competence?2.What are the three principles of communicative language teaching?3.How is TBLT different from PPP?4.What is Task-based Language Teaching?第三单元国家英语课程标准1.What are the designing principles for the National English Curriculum 2001?2.What are the goals and objectives of English language teaching?3.What are the challenges facing English language teachers?第四单元备课与写教案1.Why is lesson planning necessary?2.What are the principles for good lesson planning?3.What are macro planning and micro planning?4.What are the components of a lesson plan?5.What are the 3P’s model and 3-stage model?第五单元课堂管理1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in theclassroom?第六单元语音教学1.What is the goal of teaching pronunciation?2.What aspects of pronunciation do we need to teach?第七单元语法教学1.What are the major types of grammar presentation methods?2.What are the major types of grammar practice activities?第八单元词汇教学1.What does knowing a word involve?2.How can we present new vocabulary items effectively?3.What are some effective ways to consolidate vocabulary?《英语教学论（二）》作业与思考第九单元听力教学1.What are the characteristics of the listening process?2.What are the models of teaching listening?3.What are the common activities in teaching listening?第十单元口语教学1.What are the main characteristics of spoken language?2.What are the characteristics of successful speaking activities?3.What are the main types of speaking activities?第十一单元阅读教学1.What are the main reading skills?2.What are the main reading models for teaching reading?3.What types of activities can we use in teaching reading?第十二单元写作教学1.What are the problems in writing tasks in existing textbooks and classroom teaching?2.What is called process approach to teaching writing?3.What are the main proceduresof process writing?第十三单元综合技能教学1.Why should we integrate the four skills?2.How do we organize activities of integrated skills?3.What are the implications for integrating teaching?第十四单元语言教学中的道德教育1.What does morality involve according to William J.Hutchins?2.State briefly the four models to moral development.第十五单元语言教学中的评价方法1.What is assessment? What are the differences between testing, assessment and evaluation?2.What are the purposes of assessment in language teaching?3.What are the methods of assessment?4.What are the assessment principles?第十六单元学习者个体差异与学习策略培养1.What is the theory of multiple intelligence? What are its implications for language teaching?2.What is learner training?第十七单元英语教育资源与技术的开发与利用1.How to use available resources?2.How to explore hidden resources?第十八单元教材的评估与改编1.What are the purposes for the teacher to evaluate and adapt textbook?2.What are the methods of evaluating textbooks?3.What are the features of good textbooks?4.How should the teacher select textbooks?5.What are the methods of adapting textbooks?外国语学院教师教育教研室编写第二篇：课程与教学论作业磨课，一种重要的教学研讨形式——《小稻秧脱险记》教学反思课堂回放：师：小朋友们读书读得真认真，小稻秧还带来了一些词语，想要考考大家呢！（课件出示词语）师：第一行谁来挑战？生：杂草、争吵。
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《英语教学论（一）》作业与思考
第一单元语言观与语言学习观
1. What are the three views on language?
2. What are the views on language learning?
3. What are the qualities of a good language teacher?
第二单元交际教学原则和任务型教学思想
1. What is communicative competence?
2. What are the three principles of communicative language teaching?
3. How is TBLT different from PPP?
4. What is Task-based Language Teaching?
第三单元国家英语课程标准
1. What are the designing principles for the National English Curriculum 2001?
2. What are the goals and objectives of English language teaching?
3. What are the challenges facing English language teachers?
第四单元备课与写教案
1. Why is lesson planning necessary?
2. What are the principles for good lesson planning?
3. What are macro planning and micro planning?
4. What are the components of a lesson plan?
5. What are the 3P’s model and 3-stage model?
1.What are the main roles teachers can play before, during and after the class?
2.How to give effective classroom instructions?
3.What are the different ways for student grouping?
4.How to ask effective questions?
5.How to treat students’ errors in the classroom?
第六单元语音教学
1.What is the goal of teaching pronunciation?
2.What aspects of pronunciation do we need to teach?
第七单元语法教学
1.What are the major types of grammar presentation methods?
2.What are the major types of grammar practice activities?
第八单元词汇教学
1. What does knowing a word involve?
2. How can we present new vocabulary items effectively?
3. What are some effective ways to consolidate vocabulary?
《英语教学论（二）》作业与思考
第九单元听力教学
1.What are the characteristics of the listening process?
2.What are the models of teaching listening?
3.What are the common activities in teaching listening?
1. What are the main characteristics of spoken language?
2. What are the characteristics of successful speaking activities?
3. What are the main types of speaking activities?
第十一单元阅读教学
1. What are the main reading skills?
2. What are the main reading models for teaching reading?
3. What types of activities can we use in teaching reading?
第十二单元写作教学
1.What are the problems in writing tasks in existing textbooks and classroom teaching?
2. What is called process approach to teaching writing?
3. What are the main procedures of process writing?
第十三单元综合技能教学
1. Why should we integrate the four skills?
2. How do we organize activities of integrated skills?
3. What are the implications for integrating teaching?
第十四单元语言教学中的道德教育
1. What does morality involve according to William J. Hutchins?
2. State briefly the four models to moral development.
第十五单元语言教学中的评价方法
1. What is assessment? What are the differences between testing, assessment and evaluation?
2. What are the purposes of assessment in language teaching?
3. What are the methods of assessment?
4. What are the assessment principles?
第十六单元学习者个体差异与学习策略培养
1. What is the theory of multiple intelligence? What are its implications for language teaching?
2. What is learner training?
第十七单元英语教育资源与技术的开发与利用
1. How to use available resources?
2. How to explore hidden resources?
第十八单元教材的评估与改编
1.What are the purposes for the teacher to evaluate and adapt textbook?
2.What are the methods of evaluating textbooks?
3.What are the features of good textbooks?
4.How should the teacher select textbooks?
5.What are the methods of adapting textbooks?
外国语学院教师教育教研室编写。