英语教学法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。
(完整版)《英语教学法》unit_1_language_and_learning
III. Views on language learning
1) What are the psycholinguistic and cognitive process involved in language learning ?
2) What are the conditions that need to be met in order for these learning process to be activated ?
English teaching arning
A common question asked by middle school students:
Is there any shortcut in English learning?
The answer:
If they think English is a communication tool, then they will try to teach the functional sentences, such as “Hello.” “How do you do.” “Good bye!” when greeting people; or sentences for going shopping.
Four theories of language learning:
Behaviourist theory Cognitive theory Constructivist theory Socio-constructivist theory
Behaviourist theory :
Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised
小学英语的教学方法有哪些精选5篇
小学英语的教学方法有哪些精选5篇小学英语教学法篇一1、直观教学法在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。
如在学习book ， pencil 等学习用品和apple ，orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。
2、情境教学法3、模仿练习法英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。
为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。
引领学生反复训练，鼓励学生大胆张口。
4、儿歌说唱法对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀，如：丁丁、丁丁真能干，学习思考用head，小小eye 看黑板，竖起ear认真听，mouth、mouth长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。
学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。
教学有法，教无定法，贵在得法。
我觉得小学生学英语就像学游泳一样，必须让学生泡在水中、潜到水里去，这样他最后才能成为一个熟练的游泳者，自在游泳乐在其中。
因此，英语教师应激发学生的学习兴趣，给学生尽量多地创造听、说、练的机会，让学生在动中学，学中乐，使之获得语言知识技能，真正达到轻松学英语、轻松用英语的目的。
5、表演法如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。
英语教学法一 2
英语教学法(1)试题中央广播电视大学2003—2004学年度第一学期“开放本科”期末考试英语(教)专业英语教学法(1)试题2004年1月Information for the examinees:This examination consists of THREE sections. They are:Section I: Basic Theories and Principles (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Basic Theories and Principles 30 pointsQuestions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on theAnswer Sheet.1. Which of the following activities is typical of the Grammar-translation Method?A. The students listen to and act on commands in the target language.B. The students whisper their words in the mother tongue to the teacher who then trans-late them into the target language.C. The students translate some sentences in the text into their mother tongue.2. Which of the following is true according to Krashen?A. Babies learn their mother tongue.B. Language acquisition can be achieved even without conscious effort.C. A foreign language learner should develop his language skills in the order of listening,reading, speaking and writing.3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners" needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative obieetives (e. g.telling directions, requesting information, expressing agreement, etc. ).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, ina grocery store, etc. )5. Which of the following is the teacher expected to do in a communicative activity?A. To offer the students as little help as possible.B. To check if the students have understood the instructions before the activity starts.c. To correct the students" errors immediately after they occur.6. Which of the following activities is communicative.*A. The students are required to answer the questions about a text,B. The students are required to make sentences using the given words or sentence struc-tures.C. The students are required to present their ideas on a topic.7. When a reader tries to guess the meaning of a new word based on the contextual clue,which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down Approach.C. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest,which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. When a teacher instructs the students to match the topic sentences with proper para-graphs, which one of the skills is he intending to develop of his students?A. Skimming.B. Scanning.C. Inferring.10" Which of the following activities is designed to practise the skill of Listening for Gist?A. After listening, the students are required to fill in the blanks with the words in thetext.B. After listening, the students arerequired to write a summary of the text.C. After listening, the students are required to make a dialogue based on the text.11. What shouId the teacher try to avoid when selecting listening materials?A. Te texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronun-elation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other languageskills.(3. Practising students" ability of matching the pre-listingpredictions with contents ofthe text.13. Which of the factors applies to the later stage of the PPP Model?A. Accuracy.B. Class work.C. Delayed correction.14. Which is the correct order of the following three speaking activitiesalong the Control-Communication Continuum?A. Scrambled dialogue, prompted dialogue, gapped dialogue.B. Gapped dialogue, scrambled dialogue, prompted dialogue.C. Prompted dialogue, gapped dialogue, Scrambled dialogue.15. For a teacher who teaches young learners English pronunciation, whichprinciple is hesuggested to follow?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving 30 pointsQuestions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify theproblem. Second, provide your solution according to the communicative languageteaching principles. You should elaborate on the problem(s) and solution(s) prop-erly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the nero words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the keyWords or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the students " language errors whenever he cat-ches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt theneed to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, theteacher sat downand corrected the students" home assignments till the time for thisactivity was up.20. A teacher was organizing an information-gap activity with his classof sixty students. Ittook him 5 minutes to get Worksheet A and B to the proper students.Soon after he in-structed the students to keep their eyes only on their own sheets,he found somestudents were looking at others" sheets. No sooner had he stoppedthem fromdoing thatthan several others in the front began to break the rule. The wholeclass had become outof control.Section ltl: Mini-lesson Plan 40 pointsQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the teaching plans.Write your answer on theAnswer Sheet.2t. Please design a pre-reading activity with the following text.Invitations in the USIn the US, there does not have to be any particular reason for aparty. Often it mayjust be for the fun if it. If nothing else, people may want to show off their house. Theaverage American is obsessed with home decorating, and after having spent a huge amountof time and money in fixing up the place, it is nice to have people come and admire the result.The invitation will probably come by telephone. You needn"t say yes or no on the spot,but you should provide an answer as ,soon as possible. If you are married, you can assumethat your spouse is invited; unless specified, your children are not.The dress code for a dinner party can be unpredictable, and it"s not only foreignerswho are puzzled by it. The problem is that there are very few conventions. People whowear a white shirt and tie to work every day may greet you at the door in jeans. However,if the party includes business associates, a suit is more likely to be in order. Among goodfriends, there"s less dressing up, and at a middle-class get-together, you are likely to findgentlemen without ties but weari,g good-looking sweaters and slacks. Other people, howev-er, may put orr suits aud dresses to go to friends" parties. Women ofteu dress up more than,meTz--perhaps because there are fewer opportunities left to wear a party dress. At anytime, a woman can always wear dressy pants with a blouse and fit in anywhere. In Ameri-ca, a skirt is more elegant and formal than pants. If you are suffering any doubts as towhat to wear, simply ask your hosts ("Is it dressy?”).Type of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. )Objective(s) of the activityClassroom organization of the activityTeacher’ role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures 1)2)3)4)22. Please design a post-istening activity with the following dialogue.Interviewer: Good evening, Monsieur Dupont , and welcome to the program !M. Dupont: Thank you!Interviewer: So what brings you to China, M. Dupont?M. Dupont: Well, my company has been doing research into wind farms foryears , and iscurrently building a wind farm in Canada--in fact, thebiggest wind farmin the country. We hope to develop a partnership with aChinese company tomanufacture, and build similar farms in China.Interviewer: Really! I thought that you had enough hydroelectric powerin Canada. Sowhy do you need wind farms ?M. Dupont : That"s a good question ! It"s true that we have a lot of cheappower from hy-droelectric sources in Canada.Interviewer: That"s because all the rivers and waterfalls you have there,I suppose.M. Dupont : That"s right! But wind power is even cheaper and cleaner, andwe have alsofound that a lot of other countries are very interestedin the technology wehave been developing.Interviewer: What do you mean by cleaner?M. Dupont: I mean less polluting. In Canada we are currently doing everything we can tocut down on green gas emissions--so we are constantly on the lookout for cleaner and cheaper forms of energy. We"ve found a number of people in Chinaare very interested in exploring wind power for the same reasons.Interviewer: That"s very interesting, M. Dupont. Good luck !M. Dupont: Thank you!Type of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. )Objective(s) of the activityClassroom organization of the activityTeacher’ role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures 1)2)3)4)中央广播电视大学2003—2004学年度第一学期“开放本科’’期末考试英语(教)专业英语教学法(1)试题答案及评分标准(供参考)2004年1月Section I: Basic Theories and Principles 30 points1. C2. B3. B4. C5. B6. C7. B8. A9. A 10. B11. B 12. C 13. C 14. B 15. CSection II: Problem Solving 30 points16. Problem: The lesson fails to help the students to improve their reading skills, because itfocuses totally on the meanings and uses of individual words or sentence pat-terns.Solution: The teacher is suggested to divide the class into three stages.In the pre-reading stage, the teacher can engage the studentsin some speaking activities to help them predict the contentsof the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students" schemataabout the topic that can facilitate their understanding of the text. Or ii necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teac. hercan design activities to develop the students" skills of skimming,scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but alse at the contextual and rhetorical levels. The teacher can also design somepost-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking orwriting con texts.17. Problem; The lesson started with the third stage of the PPP Model--thestage of pro duction but skipped the two important stagesbefore it--the stages of presen tation and practice.Solution; Before the students are asked :to talk freely about a topic,they should have rele vant language input. There[ore, on thestage of presentation the teacher can intro duce to them some vocabulary or some reading/listening materials related to thetopic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. Theteacher is then expected to give the students the opportunities to usethe newly-presented language items in a controlled framework. This maybe done by drills or prompted short dialogues. The focus of this practicestage should be on accuracy and therefore any language errors, oncespotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussionin this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teachershould refrain from frequently interrupting a student who is speaking for immediate cdrrection.18. Problem: The teacher should not stop the tape time and again toexplain a word or information point, because this is not the way peoplelisten in real lifeSolution: Anticipating some language or information barriers thestudents are likely to encounter in the process of listening, the teachercan design some pre-listening activities to get the students ready forthe contents and language of the text. An alternative is to have thestudents do some inferring activities while they are listening. In thisway they can not only have a purpose for listening, but also de-vetop theirability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected some other significant roles such as those of a prompter, assessor, resource person, etc.Solution: A qualified teacher has many roles to play in the classroom. The communicativelanguage teaching features a student-centered,"task-based and Process-oriented class. This does not diminish the teacher"s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher actsas a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster.The alternative rows of students are asked to turn around, so that half the class isfacing the student behind them. In this. way, only the front-facing rows can see theinformation on the blackboard or poster. Alternatively, two different posters canbe put up, one on the front blackboard and the other on the back wall. Then theone is visible to the front-facing students while the other can be seen by those fa-cing the back of the room. In either situation exists an information gap. The pairscan then exchange the information until they have completed the assigned task.Section III: Mini-lesson Plan 40 pointsType of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. ) 1分Objective(s) of the activity 1分Classroom organization of the activity 1分Teacher’ role(s)1分Students" role(s) 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 1分Solution(s) 1分Procedures 1) 2分2) 2分3) 2分4) 2分Type of the activity role-playObjective(s) of the activity 1. To arouse the students" interest inthe text2. To motivate the students to read the text by providinga purpose for reading3. To prepare the students for the content of the text byactivating their schemata about the topicClassroom organizationof the activity pair workTeacher"s role(s) controller, manager, prompter, resource, assessorStudents" role(s) contributor, performerTeacher working time 5-10minutesStudent working time 10-15 minutesTeaching aid(s) some magazine or newspaper pictures of American families hosting parties to motivate the students.Predicated problem(s) Some pairs may finish early.Solution(s) Instruct the students in the pairs who finish early to ex-change their roles.Procedures 1) The teacher elicits the questions as well as answers questions from the students regarding the Western etiquette of going for a party, and summarizes the information preferably in a table.2) The students form pairs: Suppose A has been invited to a party to be held at his American teacher"s home, he/she is now asking B, who is his good friend and a returned Chinese overseas student from the US, for his/her advice on the etiquette concerned.3) The students play the role of A or B and make a dialogue with their partners while the teacher moves around, monitoring the process and offering help with ideas or language when necessary. The students mayrefer to the information previously elicited from their classmates.4) Some pairs perform their role-plays in front of the classand the teacher comments on their uses of language.Type of the activity problem-solvingObjective(s) of the activity 1. To encourage the students to use the language they have learned through listening to the dialogue2. To give the students a real purpose for speaking to each other3. To practice the students" skills of expressing agreement and disagreementClassroom organization of the activity group work。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。
英语教学法教程(第二版)Unit 1要点(英文版)
Unit 1Further reading⏹Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000⏹How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1⏹Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989⏹How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15⏹Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995⏹How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .⏹How to teach speaking: Harmer, J. The Practice of English Language Teaching.new edition. Longman 1991. Chapter 8⏹How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981 Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10 How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8⏹How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.⏹Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003⏹《外语教学法丛书》20本Shanghai Foreign Language Education PressThe structural viewThe structural view sees language as a linguistic system.The system of language = the system of sounds +the system of words +the system of grammarThe functional view(The functional-notional view)The functional view sees language asa linguistic systemand asa means for doing thingsThe interactional viewThe interactional view sees language asa communicative tool(to build up and maintain relations between people).⏹The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.⏹The target of language learning is learning to initiate and maintain conversation with other people Two things are needed for communication⏹Rules of language form (grammar & vocabulary)⏹Rules of language use in a context (Is it appropriate to use this language item in this context?)Views on Language LearningBehaviorismThree basic behaviorist ideas about learning⏹1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.⏹2. Habit formation (Skinner and the sporty pigeon)⏹3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning⏹Environment: an event, a situation or another person (teacher or parent)Environment OrganismThe Cognitive theory⏹Chomsky:⏹Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)⏹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. (Language is generative. )Students should be asked to think rather than simply repeat.Constructivist views⏹Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.⏹Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.Social constructivism⏹Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.V ygotsky’s theory⏹V ygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.⏹V ygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.scaffolding⏹Scaffolding: the technique of changing the level of support over the course of a teaching session; amore-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.。
英语中常用的教学方法
英语中常用的教学方法英语中常用的教学方法精选篇1(一)认读游戏学习26个字母如同一年级小朋友学汉语拼音一样，有一个音与形的认识过程。
课堂上模仿、认读过程一长，学生很容易厌烦。
教学中，我常用“比一比，谁的音发得最佳”的竞赛来使学生集中注意力，养成仔细听音、观察口形、认真模仿的好习惯。
巩固字母的认读游戏很多，如“快速认读字母卡片记时赛”，出示三四张一组的字母卡片，迅速拿掉，让学生按顺序说出“你看到了什么?”;出一组卡片，让学生读过后，从中任意抽掉一张，然后打乱其余几张再出现，问“哪一张不见了?”，还有各种猜字母的游戏……。
学生十分喜欢做这类游戏，而教师又利用学生的兴趣，在玩玩赛赛中巩固了所教知识，教学效果很好。
(二)听辨音游戏要培养学生正确的语音，听力反应是相当重要的。
听辨音游戏可分两类：一类是书面练习，如 Listen and circle(圈出你所听到的字母)，Listen and tick，Listen and number等;另一类可以利用字母卡片来举一反三地做出许多种游戏，如“听音举卡片”、“听音举字母排队”等。
(三)听读游戏学习字母的主要目的是培养学生的认读能力。
认读有一个熟能生巧的过程，只有反复多读，才能达到熟练。
教学中，我尽量设计游戏，让学生高兴地练。
如：读字母找到相应卡片的“找朋友”游戏，紧张而又愉快的音乐传卡片认读游戏，“大字母与小字母连线”，“听字母圈字母”、“读字母涂颜色”等游戏，都是深受学生欢迎的。
英语中常用的教学方法精选篇2一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。
翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。
翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。
英语教学法教案(1)
课文教学教学的模式 课文整体教学的教学方法 课型示例 一、二 课文教学技能评价参考标准
课文教学 教学内容（ 前言）
英语课文是依据课程标准规定的教学目的编写的。 它综合体现语音、词汇和语法，是用作对学生进 行听、说、读、写技能训练和语言知识教学的综 合材料。课文是中小英语教科书的核心，学生学 习语音、语调、词汇、句型、语法等知识是围绕 课文进行的。课文作为一个含有完整的情节、具 体的人物事件及思想内容的语言材料，多角度、 多方面地训练学生“听、说、读、写”及英语理 解和思维的能力，因此搞好课文教学将有助于学 生进一步学好英语，课文教学的方法是否符合语 言教学的规律，也在很大程度上决定英语课堂教 学的成败。
教学重点、难点：了解整体教学课型的特点和模 式，掌握英语课文的一般方法和技能
教学内容、步骤和方法：
复习思考题：
课文教学 复习 思 考 题
1、课文教学有哪些常用方法? 2、初中高年级课文教学应如何进行? 3、高中课文教学应如何进行? 4、任选一篇课文，运用整体教学法进
行模拟教学或说课。
（4）“复—改—变—问”模式，从大到小 的模式。复，为复述/介绍课文；改，指简 化或扩展课文；变，为变换课文的表达法、 词序、语境、情景；问，为质疑提问或检 查提问。
课文教学 （教学内容和方法）
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内蒙古广播电视大学2010-2011学年度第二学期《英语教学法》期末试题注 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。
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.密 封 线 内 不 要 写 参 考 内 容8. Which of the following activities can be used at the practice stageof 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 ofa 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.密封线内不要写参考内容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.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.密 封 线 内 不 要 写 参 考 内 容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 Englishphonetic systems?A. English differentiates stressed syllables and unstressed syllables, and sodoes 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.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 mightbe the reasons? What will you do to get the children's attention? 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 organization Predicted problem(s) Solution(s) Procedure 1) 2) 3)密 封 线 内 不 要 写 参 考 内 容。