英语教学论思考题
鲁子问《英语教学论》课后习题(Chapter9 TeachingEnglishLanguage
Chapter 9 Teaching English Language Knowledge in SchoolsSection 1l. Based on your experience, do you think it is necessary to start teaching pronunciation when students are very young?Key: It’s not practical to teach students pronunciation at a young age, because English pronunciation requires particular movements of vocal organs. It may be difficult for them to understand and remember which parts should touch which parts. The best way to learn pronunciation at a young age is through listening and imitation.2. Do you think it is contradictory if we adhere to the principle of accuracy and the principle of communication in the process of teaching English pronunciation? Key: The principle of accuracy and the principle of communication are not contradictory in the teaching of English pronunciation in that the principle of accuracy is directed at the pronunciation of a single sound or word while the principle of communication focuses on the actual realization of ideal pronunciation. The two principles are interrelated: on the one hand, students who haven’t mastered the accuracy of pronunciation cannot go on with the principle of communication; on the other hand, without obeying the principle of communication, students’ accuracy in pronunciation is meaningless.Section 21. What do you think the differences are between the ways of teaching vocabulary, in junior and senior middle school?Key: In teaching junior middle school students, pronunciation of the words, common usages of the words and meanings should be included. Students should know how to read, write and use the word. However, when teaching senior middle school students, the teaching content should be expanded to some uncommon usages and meanings. Students should know how to use the word properly.2. Mr. Wang rarely explains the usage of vocabulary in English class, but his students remember the vocabulary very well. What is the secret behind Mr. Wang’s vocabulary teaching approach?Key: The secret may be that Mr. Wang gives lots of examples of the word that contain different usages of it. He shows the use of the words instead of explaining it. With the help of the context, students certainly can better understand how to use the word.Section 31. What do you think the main problems are which elementary and middle school grammar teaching is currently facing in China?Key: The main problems include: teachers spend much time explaining grammar points while students memorize them and do mechanical drills correspondingly,which makes grammar learning boring and less effective.2. Please analyze the following grammar teaching programs. What kinds of grammar teaching are reflected?(1) A. Showing rules,B. Giving examples.C. Students practicing.D. T eachers’ evaluations.E. Consolidation and reinforcement.(2) A. Leading in grammar points through situations.B. Discussion between teachers and students.C. Summarizing.D. Consolidation exercises.E. Comprehensive application.Key: (1) The first example is the deductive method. With this method, the teacher first presents the rules and gives example sentences to illustrate it. Then, students practise related sentence patterns. Finally, there will be some exercises to consolidate the grammar point taught. These are consistent with the steps in the first example.(2) The second example is the inductive method. With this method, grammar points are first presented but not explained. Then, they are elicited and concluded from the discussion between the teacher and students, which can be seen from example 2.3. Please analyze the advantages, and disadvantages of deductive and inductive grammar teaching.Key: Deductive grammar teaching is a process from theory to practice. It can save time and effort. But it also has drawbacks. For example, in the deductive method, students may lose the processing opportunities provided by observing, analyzing and solving grammar problems by themselves.In the inductive method, through analyzing, inducing, and summing up the rules of language use, students can deepen their comprehension of grammar, improve their abilities to discover and solve problems, and think logically. At the same time, this method can be time-consuming and less efficient.。
(0161)《中学英语教学法》复习思考题
（0161）《中学英语教学法》复习思考题一、判断正误题（8分）The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ).( ) 1. Role play and improvisation are social interaction activities.( ) 2. Discovering missing information and discovering differences and following directions are all functional communicative activities.( ) 3. Stress in pronunciation is sometimes as important as grammar.( ) 4. Students need to be able to write phonetic transcripts of words.( ) 5. Adult learners need to focus on pronunciation, but young learners don‟t.( ) 6. Students need to know phonetics in order to learn English.( ) 7. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( ) 8. If the students get enough chance to practise using a foreign language, they do not need to learn grammar.( ) 9. Teaching and learning grammar should focus on practice rather than the study of grammar itself.( ) 10. Grammar should be taught an practised in context.( ) 11. The best way to explain vocabulary is to translate.( ) 12. Words must be learned in language contexts.( ) 13. Knowing a word means that you know the pronunciation and meaning of it.( ) 14. Students‟ errors are a very useful way of showing what they have and have not lear nt. So instead of seeing errors negatively, asa sign of failure, we see them positively as an indication of what we still need to teach.( ) 15. Testing implies evaluation based on a collection of information about what students know and can do.( ) 16. Classroom climate is strongly affected by the teachers‟ attitude and behaviour.( ) 17. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.( ) 18. The students‟ native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 19. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.( ) 20. Students‟ errors are a sign of failure, so we must correct every mistake they make.( ) 21. Culture is received greater attention in the Communicative Approach.( ) 22. Spoken language is generally produced in informal, simple or commonvocabulary.() 23. All new words in a lesson are equally important.( ) 24.Classroom climate is strongly affected by both the teachers‟ attitude and the students‟ behavior.( ) 25. V ocabulary can be divided into productive and receptive.( ) 26. Communicative competence refers to knowledge of the grammar and vocabulary of the language.( ) 27. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 28. Written language is generally produced in fairly simple sentence structures.( ) 29. In the Communicative Approach, both teachers and students have multiple roles.( ) 30. Spoken language is sometimes produced in incomplete sentences.( )31. The skill practised in the pre-reading stage is anticipation.( ) 32. Communicative activities can be divided into functional communicative activities and social interaction activities.( ) 33. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.( ) 34. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from t he teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.( ) 35. Reading is an active process, during which the reader tries to understand the meaning of a given text.( )36. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.( ) 37. The skill practised in the pre-reading stage is inference.( ) 38. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.( ) 39. The typical example of functional communication activities is role play.( ) 40. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 41. Y ou glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 42. Types of mistakes are slips, errors and attempts.( ) 43. The language you are learning is called target language.( ) 44. There is an important difference between assessment and testing.( ) 45. In many cases the term “materials” is used in place of “textbooks”, which refers to anything that is used by teachers or students to facilitate the learning of a language.( ) 46. It‟s unnecessary for teachers to know how to evaluate, select and adapt textbooks.( ) 47. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.( ) 48. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.( ) 49. According to the Grammar Translation Methods, the spoken form of language is the most important aspect of language.( ) 50. Interactional view sees language as a linguistic system but also as a means for doing things.( ) 51. Functional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.( ) 52. Students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills.This describes the presentation stage.( ) 53. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. That‟s to say, I combinethe above 2 ways in my reading. This is the interactive model.( ) 54. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills. This refers to the production stage.( ) 55. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence pat terns, then I can rapidly and automatically get meaning from the text. This is the top-down model.( ) 56. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is the bottom-up model.( ) 57. Structural view sees language as a lin guistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.( ) 58. 语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用能力。
《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?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。
英语教学论试题及答案
英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，以下哪项不是教学目标的范畴？A. 语言知识B. 语言技能C. 情感态度D. 学习策略2. 根据克拉申的输入假说，语言习得的最佳条件是什么？A. 学习者对语言材料的理解B. 学习者对语言材料的重复C. 学习者对语言材料的注意D. 学习者对语言材料的翻译3. 以下哪个教学模式强调了学生中心和自主学习？A. 任务型教学B. 交际教学C. 语法翻译法D. 翻译教学4. 在英语教学中，以下哪项不是有效的课堂管理策略？A. 明确规则B. 积极反馈C. 忽视学生D. 及时纠正错误5. 英语教学中的“TPR”教学法是指什么？A. 任务反应教学B. 总过程反应教学C. 肢体反应教学D. 测试准备教学二、填空题（每空1分，共10分）6. 克拉申的________假说认为，语言输入应该是“可理解的”，即略高于学习者当前水平。
7. 英语教学中的“TBLT”是指________，这是一种以任务为中心的教学方法。
8. 教师在课堂上使用________可以提高学生的参与度，激发学生的学习兴趣。
9. 英语教学中，教师应该鼓励学生使用________来表达自己的观点和想法。
10. 教学评价的目的是________，以促进学生语言能力的发展。
三、简答题（每题10分，共20分）11. 简述英语教学中“以学生为中心”的教学理念。
12. 描述一下在英语教学中如何实施“形成性评价”。
四、论述题（每题15分，共30分）13. 论述英语教学中文化意识的重要性及其在教学中的应用。
14. 分析现代技术在英语教学中的应用，并讨论其对提高教学效果的影响。
五、案例分析题（20分）15. 阅读以下教学案例，分析教师的教学策略，并提出可能的改进建议。
案例描述：某英语教师在教授高中英语课程时，发现学生对英语语法的学习兴趣不高。
为了提高学生的学习兴趣，教师决定采用游戏化教学方法。
在课堂上，教师设计了一个语法游戏，让学生通过角色扮演和小组竞赛的方式，学习并应用英语语法规则。
英语教学论试题及答案
英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应注重培养学生的哪种能力？A. 应试能力B. 交际能力C. 语法分析能力D. 词汇记忆能力答案：B2. 以下哪项不是语言输入理论的组成部分？A. 可理解性输入B. 语言输出C. 语言习得D. 语言输入答案：C3. 交际语言教学法强调的是？A. 语言形式B. 语言功能C. 语言结构D. 语言规则答案：B4. 任务型语言教学法的核心是？A. 语法练习B. 词汇记忆C. 语言技能D. 完成具体任务答案：D5. 以下哪项不是英语教学中常用的教学方法？A. 直接法B. 翻译法C. 情景法D. 语法翻译法答案：D二、填空题（每题2分，共20分）1. 英语教学中，教师应通过______来激发学生的学习兴趣。
答案：多种教学活动2. 语言输入假说认为，语言习得需要______的输入。
答案：可理解性3. 交际语言教学法认为，语言教学的目的是让学生能够进行______。
答案：有效交际4. 任务型语言教学法强调通过______来学习语言。
答案：完成任务5. 英语教学中，教师应注重培养学生的______能力。
答案：自主学习能力三、简答题（每题10分，共30分）1. 简述任务型语言教学法的主要特点。
答案：任务型语言教学法的主要特点是将语言学习与实际使用结合起来，通过完成具体任务来促进语言知识的学习与应用。
2. 描述一下英语教学中如何有效地进行词汇教学。
答案：有效进行词汇教学的方法包括：使用上下文来教授词汇；通过多种活动让学生在实际语境中使用新词汇；鼓励学生使用词汇进行创造性写作或对话。
3. 论述英语教学中教师角色的变化。
答案：在英语教学中，教师的角色从传统的知识传授者转变为引导者、组织者和促进者，更多地鼓励学生自主学习，参与讨论和合作学习。
四、论述题（每题30分，共30分）1. 结合实际，论述英语教学中如何培养学生的跨文化交际能力。
答案：在英语教学中，培养学生的跨文化交际能力可以通过以下方式实现：首先，教师可以引入不同文化背景的阅读材料，让学生了解不同文化的特点；其次，通过角色扮演、模拟对话等活动，让学生在实际语境中练习跨文化交际；再次，鼓励学生参与国际交流项目，直接与不同文化背景的人交流；最后，教师应培养学生的批判性思维能力，帮助他们理解和尊重文化差异。
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》课后习题(Chapter2 ELTMethodsandApproache
Chapter 2 ELT Methods and Approaches in and outside ChinaSection 11. Based on what you just learned, give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key: Miss M should follow certain theories in teaching. She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace. Most importantly, she should take into consideration of students’ learning realities, including questions like: how do students like her teaching method? Have students achieved the supposed goals after the teaching? Does her teaching meet students’ present language level? Has the teaching covered less than expected or something unnecessary? She should first conduct a needs analysis of students, then works out the teaching plan based on the needs and finally assess teaching and learning after a certain period.2. What do you think is the best language teaching approach or method?Key: The Communicative Approach is the best language approach in that it covers the most important aspect of language learning: language is learned to communicate, to exchange meaning and information and to share feelings. It is the language in use that injects life and vitality into language and that makes it a more real existence of life. Language teaching and learning should be centered on communication, which should be regarded as a proper method and the finalgoal.Section 21. What is the problem with Mr. N’s complaints that the course book does not explain much about grammar, does not have enough grammar exercises, and has too many activities?Key: The problem is the contradiction between the design of textbook and the actual assessment of teaching and learning. The design of the textbook is based on the task-based approach: students are supposed to achieve learning goals through the completion of a series of tasks. The main activity involved is communication. However, Mr. N has to find lots of grammar materials outside the textbook for students because little is mentioned in the book and what is mentioned cannot meet the requirements of exams, which includes lots of grammar and little completion of tasks. There is certainly a gap between the textbook design and the assessment and this causes much challenge for both teachers and students. To bridge up the gap, either should be adjusted to adapt to the other.2. Consider the style of a teacher you know. Do you think his/her teaching is in line with the National Curriculum Standards? Please give reasons and examples. Key: My high school English teacher’s teaching is not consistent with the National Curriculum Standards. In the first place, the focus of his teaching is on vocabulary and grammar. English lessons are filled with mechanical andmeaningless drills instead of meaningful tasks. Besides, his teaching does not allow too much communication. Throughout the class, he spent much time explaining grammatical points and little time is devoted to communication. Finally, his teaching doesn’t encourage holistic development for he was always hastening for exams and ignoring students’ learning needs. There was no time for value-imparting or affection-influencing. All these contradicts with the National Curriculum Standards.。
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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。
24.什么叫交际能力？交际能力受哪些因素的影响？
25.详细谈一谈落实情景教学的关键是什么？
26.在教学过程当中怎么处理英语教学与母语的关系？。