《英语教学法》期末试卷A
王蔷《英语教学法教程》配套题库【章节题库(1-8章)】【圣才出品】
第1章语言和语言学习Ⅰ.Fill in the blanks.1.The way language teachers teach in the classroom is to some extent influenced by the way they_____languages.【答案】learned【解析】语言教师学习语言的方式从某种程度上影响他们的课堂教学方式。
2.Different views on language generate different_____.【答案】teaching methodologies【解析】对语言的不同观点会产生不同的教学方法。
3.In the past century,language teaching and learning practice has been influenced by three different views of language:the_____view,the_____view and the_____ view.【答案】structural,functional,interactional【解析】上世纪的语言教学和语言学习受三种语言观的影响：结构主义，功能主义，交互主义。
4._____theories are concerned with how the mind organises new information such as habit formation,induction,making inference,hypothesis testing and generalization.【答案】Process-oriented【解析】以（认知）过程为导向的理论力图解释大脑怎样组织新信息，如习惯的形成，归纳，推断，假设的验证，以及概括。
5._____theories emphasize the nature of the human and physical context in which language learning takes place,such as the number of students,the kind of input learners receive,and the atmosphere.【答案】Condition-oriented【解析】以（学习）条件为导向的理论注重人的本质和语言学习的物理环境，如学生的人数，学习者接收的语言输入类型，以及学习气氛。
englishteaching英语教学法教程期末考试必考的知识点
englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。
2015春《中学英语教学法》作业-92分
1．第1题PPP ａnd TBL are two approaches to language teaching. PPP stands for presentation, practice ａnd production, ａnd TBL stａnds for___.A.Task Book Language standsB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning您的答案：D2．第2题Jane Willis holds that the conditions for language learning are exposure to a rich but comprehensible language put, ___ of the language to do things, motivation to process ａnd ｕｓｅ the exposure, ａnd instruction in language.您的答案：B3．第3题您的答案：C4．第4题The idea of the audio-lingual method, which was based on the behaviorist theory of language learning, was that language is learned by constant ___, during which mistakes were immediately corrected, ａnd correct utterances were immediately praised.A.cognitive processingB.meaningful practiceC.repetition ａnd reinforcementD.imitation ａnd communication您的答案：C5．第5题The guided discovery method is different ｆrom the inductive method because the process of the discovery ___ ａnd the rules are then elicited ａnd taught explicitly.A.is carefully guided ａnd assisted by the teacherB.is made by the students themselvesC.takes place automaticallyD.never takes place您的答案：A6．第6题According to Pennington (2002), useful guidelines for teaching grammar include collocational, constructive, contextual, ａnd ___.您的答案：C7．第7题Vocabulary building strategies outside classrooms include reviewing regularly, ___, organizing vocabulary effectively, ａnd using learned vocabulary.A.neglecting the meaningB.remembering the translationC.reciting the spellingD.guessing meaning ｆrom the context您的答案：D8．第8题According to Wang Qiang, to answer the question “Can the students achieve the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.A.ethic devotion, professional qualities, ａnd personal styleB.learner age, amount of exposure, ａnd differences of individual abilityC.teacher factors, learner factors, ａnd school factorsD.letters, phonetic transcripts, ａnd sounds您的答案：B9．第9题According to Ur (1996), a good presentation should include both oral ａnd written, ａnd both ___.A.reading ａnd writingB.listening ａnd readingC.vocabulary ａnd grammarD.form ａnd meaning您的答案：D10．第10题The Critical Period Hypothesis is still controversial/debated, because ___.A.both positive ａnd negative answers have been given by researchersB.no researches have been doneC.the hypothesis does not exit at allD.researchers are not interested in it at all您的答案：A11．第11题According to Ur (1996), if the structure is not easy for the learners to discovery themselves even with a context provided, it is better to teach the rule ___.A.implicitlyB.explicitlyC.in an abstract wayD.in a simple way您的答案：B12．第12题When teaching pronunciation, we should ___.A.drill an individual sound for more than a few minutes a timeB.ｃreate a pleasant, relaxed, ａnd dynamic classroomC.ask the students to imitate for a long timeD.be authoritative in our teaching您的答案：B13．第13题Unintelligible speech is ___ for both the speaker ａnd the audience.您的答案：B14．第14题The three aspects of pronunciation are ___ each other. They are interrelated.A.not united withB.not isolated ｆromC.split withD.irrelevant to您的答案：B15．第15题Pronunciation covers more than just phonetic symbols ａnd rules. it also includes ___, ａnd all these are not isolated ｆrom each other.A.letters, phonetic transcripts, ａnd soundsB.sounds, letters, ａnd wordsC.sounds, words, ａnd grammarD.stress, intonation, ａnd rhythm您的答案：D16．第16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 ___.您的答案：C17．第17题According to some scholars Task-based Language Teaching is, in fact, ___ Communicative Language Teaching.A.exactly the same asB.a further development ofC.opposite toD.nothing to do with您的答案：B18．第18题According to Wang Qiang, the way a language teacher learned a language will influence the way he ____ to some extent.A.learns a languageB.teaches a languageC.learns his mother tongueD.obtains linguistic knowledge您的答案：B19．第19题According to Wang Qiang, ___ are the basis for syllabus design, teaching methods, teaching procedures, ａnd even teaching techniques.A.values of lifeB.styles of lifeC.views on languageD.views on culture您的答案：C20．第20题Explanation of phonetic rules should ___ at the beginning stage of teaching pronunciation.A.always be adoptedB.take placeC.be emphasizedD.be avoided您的答案：D21．第21题您的答案：B22．第22题Those words that one is not only able to recognize but also able to ｕｓｅ in speech ａnd writing are considered as one’s ___.A.receptive ｏr activeB.productive ｏr passiveC.receptive ｏr passiveD.productive ｏr active您的答案：D23．第23题When teaching vocabulary it is believed that teaching ___ is a more effective way than just teaching one single word at a time, as nation(2001:318) notes that “all fluent ａnd appropriate language ｕｓｅrequires ___ knowledge.”A.word collocations … collocationalB.meaning … meaningfulC.denotative meaning …denotativeD.connotative meaning …connotative您的答案：A24．第24题“Try to provide a visual ｏr physical demonstration whenever possible, using ___ to show meaning” is one of the ways of presenting new wｏrds suggested in Wang Wiang’s book (2005).A.a verbal contextB.lexical sets ｏr hyponymsC.pictures, photos, video clips, mime ｏr gesturesD.word formation rules ａnd common affixes您的答案：C25．第25题When teaching vocabulary, the teacher can ___ to promote high motivation.A.apply rote learningB.separate the words ｆrom the contextC.neglect the students’ learning processD.relate newly learned language to students’ real life您的答案：D26．第26题According to Nation (2001) receptive knowledge of vocabulary involves the following except___.(1) being able to recognized the word when it is heard;(2) being familiar with its written form so that it is recognized when it is met in reading(3) recognizing that it is made up of some parts ａnd being able to relate these parts to itsmeaning;(4) being able to decide to ｕｓｅｏr not to ｕｓｅ the wｏrd to suit the degreeof fｏrmality of the situation.A.(1)B.(2)C.(3)D.(4)您的答案：D27．第27题According to Nation (2001) productive knowledge of vocabulary involves the following except ___.(1) being able to say it with correct pronunciation ａnd stress(2) being able to produce words that commonly occur with it(3) being able to recognize the typical collocations(4) being able to produce synonyms ａnd opposites for itA.(1)B.(2)C.(3)D.(4)您的答案：C28．第28题When teaching new words that are difficult for the students to understand, for example, some technical words ｏr wｏrds with abstract meanings, the teacher can ___.A.teach them in chunksB.ｕｓｅ synonyms ｏr antonymsC.translate ａnd exemplifyD.ｕｓｅ a verbal context您的答案：C29．第29题According to Nation (2001) productive knowledge of vocabulary involves the following except ___.(1) being able to ｕｓｅ the word correctly in an ｏriginal sentence(2) being able to produce the word in different contexts to express the range ofmeanings of it(3) being able to decide to ｕｓｅｏr not to ｕｓｅ the wｏrd to suit the degreeof fｏrmality of the situation(4) knowing that the wｏrd is not a uncommon one ａnd it is not a pejｏrative wｏrdA.(1)B.(2)C.(3)D.(4)您的答案：B题目分数：0.030．第30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 ___.您的答案：C31．第31题According to Wang Qiang, some people regard teaching as ____, while others regard it as ____.A.a craft; an applied scienceB.a profession; an interestC.a theory; a practicenguage learning; language training您的答案：A32．第32题您的答案：A题目分数：0.033．第33题The guided discovery method is similar to the inductive method because the students ___.A.are told rules by the teacher at the beginningB.are induced to discover rules by themselvesC.make grammar analysis by themselvesD.never know the rules您的答案：C题目分数：0.034．第34题According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar point”, ___.A.“listen ａnd repeat” ａnd “listen ａnd tick”B. “checking” ａnd “trying it out”C.“listen ａnd circle” ａnd “listen ａnd write”D.“listen ａn d correct” ａnd “listen ａnd fill”您的答案：B35．第35题<p><span style=font-family: times= new= lang=EN-US>Ways of consolidating new words suggested in Wang Qiang’s book (2000) include the following EXCEPT___.</span></p>A.copying the wordsing word net-working categoriesing the Internet resources for more ideas您的答案：D题目分数：0.036．第36题您的答案：D37．第37题According to Ur (1996), for ensuring understanding, plenty of contextualized examples of the target structure are necessary, ａnd ___ can aid comprehension.A.visual materialsB plex terminologyC.teacher’s grammar analysisD.students’ grammar analysis您的答案：A38．第38题您的答案：B39．第39题According to Wallace, the development of a teacher consists of three stages. a teacher begins his language training in Stage 1, ａnd acquires his ____ at Stage3.A.linguistic competenceB.professional competenceC.own experienceD.received knowledge您的答案：B40．第40题When teaching pronunciation, the goal of Consistency means that the pronunciation should be ___.您的答案：B41．第41题您的答案：A42．第42题One of the reasons why the deductive method is criticized is that ___ in the method.nguage is taught in a contextB.much attention is paid to meaningC.the practice is often mechanicalD.not enough explanation is provided您的答案：C43．第43题As far as pronunciation is concerned, students benefit from both ___.A.spelling ａnd meaningB.vocabulary ａnd grammarC.reading ａnd writingD.mechanical practice ａnd meaningful practice您的答案：D44．第44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：C45．第45题The term communicative competence ___ chomsky’s term linguistic competence, the latter meaning knowledge of the language system, ｏr grammatical knowledge in other wｏrds.A.is smaller in scope thanB.is larger in scope thanC.has nothing to do withD.is exactly the same as您的答案：B46．第46题One possible solution to bridge the gap between classroom language teaching ａnd real-life language ｕｓｅ is the adoption of ___.A.traditional pedagogyB.teacher-centered teachingC municative Language TeachingD.Grammar-Translation Method您的答案：C47．第47题According to Wang Qiang, one question that all approaches of language teaching should answer is “___?”A.What is a mother tongueB.What is a second/foreign languageC.What is EnglishD.What is language您的答案：D48．第48题According to Wang Qiang, the three different views of language are ___.A.the structural view, the systematic view, ａnd the functional viewB.the linguistic view, the communicative view, ａnd the social-interactional viewC.the vocal view, the visual view, ａnd the vocal-visual viewD.the structural view, the functional view, ａnd the interactional view您的答案：D49．第49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：B50．第50题Vocabulary building strategies include reviewing regularly, ___, organizing vocabulary effectively, ａnd using a dictionary.A.reciting the spellingB.guessing meaning ｆrom the contextC.neglecting the meaningD.remembering the translation您的答案：B。
王蔷《英语教学法教程》配套题库【章节题库】(外语课堂管理)【圣才出品】
第5章外语课堂管理Ⅰ. Fill in the blanks.1. Student grouping is an important feature of today’s language classroom. The most common student groupings are whole class work, _____, group work and _____.【答案】pair work，individual study【解析】学生分组是当今的语言课堂的重要特征。
最常见的学生分组方式有班级活动、两人一组、小组讨论以及单独学习。
2. The goal of classroom management is to create a(n) _____ conductive to interacting in English in meaningful ways.【答案】atmosphere【解析】课堂管理的目标是创造一个有意义的用英语进行互动的学习氛围。
3. Harmer defines the teacher’s ro les as _____, assessor, organiser, prompter, _____ and resource-provider.【答案】controller，participant【解析】哈墨认为教师的角色有控制者（controller）、评定者（assessor）、组织者（organiser）、督促者（prompter）、参与者（participant）和资源提供者（resource-provider）。
4. Organising _____ is an effective wa y to assess students’ performance so that they see the extent of their success or failure.【答案】feedback【解析】组织反馈是评估学生表现的有效方式，它可以看出学生的成绩。
英语教学法教程期末考试串讲稿
Unit 1 Language and language learning1.2 views on languagein the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
王蔷《英语教学法教程》配套题库【课后练习】(语音教学)【圣才出品】
第6章语音教学TASK 1Below are some statements about the views and methods of teaching English pronunciation. Read the statements carefully and decide if you agree or disagree with them. Try to give reasons for your decisions. When you are ready, go into groups of 4 and pool your ideas.Key: Students’ responses will vary. Ask students to justify their decisions.TASK 2Work in groups and brain any reasons why most learners of English as a foreign language cannot acquire native-like English pronunciation. When you are ready, join another group and compare your ideas.Key: First, many learners of English have missed their Critical Period to acquire native-like pronunciation. Second, most learners of English do not have enough exposure. Third, different students have different phonetic abilities due to biological and physiological differences.TASK 3Work in groups and brainstorm the most common problems that Chinese students experience with English pronunciation. Then discuss the possible causes for these problems and possible solutions.Key: One common problem in English learning is neglecting stress and intonation. When teaching pronunciation, we need to put the word in a sentence not just repeat it alone.TASK 4Imagine that you want to focus on a sound which your students are havingdifficulty with. Which of the following steps are necessary? In what order would you teach and practise the sound? On the line tick (√) the steps that you think are necessary. In the brackets, write the order numbers.( ) _____ Get students to repeat the sound in chorus.( ) _____ Explain how to make the sound.( ) _____ Contrast it with other sounds.( ) _____ Write words on the blackboard.( ) _____ Get individual students to repeat the sound.( ) _____ Say the sound in a word.( ) _____ Say the sound alone.( ) _____ Say the sound in meaningful context.Key: (2) √Get students to repeat the sound in chorus.(4) √Explain how to make the sound.(6) √Contrast it with other sounds.(8) ______ Write words on the blackboard.(3) √Get individual students to repeat the sound.(5) √Say the sound in a word.(1) √Say the sound alone.(7) √Say the sound in meaningful context.TASK 5Choose a problematic English sound and design a perception practice activity.When you are ready, go into groups of 5 and try out your activity in turns. Notice how effective your activity proves to be.Key: The teacher reads a series of words which have only one different sound. The students complete the words they hear. Here is an example. The teacher reads gate, late, mate, fate, date, hate, rate, and Kate and the students complete the following:_ate_ate_ate_at_ate_ate_ate_ateTASK 6The following is a word stress exercise taken from Senior English, (2004) Module 4. What would you do to help students practice them?1. Advert/advertisement2. popular/popularity3. celebrate/celebrity4. music/musician5. photograph/photographer6. organize/organization7. publish/publicity8. evacuate/evacuationKey: For this word stress exercise, you may first have students mark out thestress of each word and check in pairs. Then give them a chance to say the words out loud for the whole class to check together. Finally, you will play the recorder for students to listen and repeat after the recorder.TASK 7Look at the following sentences. Their meanings change if the stress is put on a different word. Read each sentence and discuss their meanings.Key:TASK 8Three ways to show the stress pattern Use gestures; Use the voice; Use the blackboard.Work in groups and demonstrate how you can apply the methods introduced above to show the stress pattern of the following words, phrases and sentences.Key: attractive; He was late again. When pronouncing these words and phrases, we can combine gestures and facial expressions, adjust our tone and voice or draw out the pattern of stress.TASK 9Work in groups. Demonstrate how you can indicate the normal intonation in the following sentences. Then change the intonation and see how the meaning can be changed.Key: Free answer. (When it is necessary to mark intonation, we often use rising or falling arrows, such as ↗and ↘. Another way to mark the change of intonation is to draw lines.)。
王蔷《英语教学法教程》配套题库【章节题库】(语言教学中的德育)【圣才出品】
第14章语言教学中的德育Ⅰ. Fill in the blanks.1. There is a Chinese saying that ‘Teachers are engineers of the soul’. This suggests that teachers are not just responsible for students’ intellectual or physical development; teachers are also responsible for students’ _____ development.【答案】moral【解析】中国有句话说“教师是人类灵魂的工程师”。
这意味着教师不仅要做好学生的智育或体育工作，还要做好学生的德育工作。
2. There are a variety of ways to focus on moral learning. Some approaches can be _____, others can involve students in exploring moral issues themselves. Teachers have to choose the approach which best suits their circumstances.【答案】teacher-centred【解析】开展德育学习的方式有很多。
有的方法以教师为中心，有的方法让学生自己探索道德问题。
教师要具体情况具体分析。
3. There are two aspects to the role of moral educator. First, the teacher can serve asa _____ for the students to imitate. The second aspect is for the teacher to make appropriate decisions as a _____.【答案】role model, curriculum developer【解析】德育者有两种角色。
王蔷《英语教学法教程》配套题库【章节题库】(语音教学)【圣才出品】
第6章语音教学Ⅰ. Fill in the blanks.1. Besides sounds and phonetic symbols, the teaching of pronunciation also includes other aspects, such as stress, _____, and rhythm.【答案】intonation【解析】除了语音和音标，语音教学还包括其他方面，如重音、语调和韵律。
2. The teaching of pronunciation should focus on the students’ ability to _____ and _____ English sounds themselves.【答案】identify/ recognize/ distinguish，produce【解析】语音教学应该注重学生自己辨别和发出英语语音的能力。
3. Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially _____ factors.【答案】learner【解析】在语言教学中，许多因素尤其是学习者因素往往决定语音是否需要得到格外关注。
4. Language learning needs a lot of practice and this is especially true with pronunciation. As far as pronunciation is concerned, students benefit from both mechanical practice and _____ practice.【答案】meaningful【解析】语言学习需要大量的练习，语音学习尤其如此。
《中学英语教学法》模拟试题
《中学英语教学法》模拟试题（第一套）一、填空题（答案必须写在“答卷”上。
每空1分，共10分。
）1.One of the general views on language is that l___ is a set of symbols.2.In traditional pedagogy, listening and speaking were treated as skills differentfrom what takes place in r__.3.Introduction to phonetic rules should be a__ at the beginning stage of teachingpronunciation.4.In meaningful p___ the focus is on the production, comprehension or exchange ofmeaning.5.People have different understanding of h__ a vocabulary item can be learned andconsolidate.6.Among the four skills of language, l___ and reading are both receptive skills.7.To help our students pass exams is one of the purposes our English teaching, butanother purpose, which is very important, is to prepare our students to u__ English in real life.8.In the traditional classroom, very often, too much attention has been paid tolinguistic knowledge, with little or no attention paid to practising language s__. 9.In the process approach to writing, the teacher provides guidance to the studentsthrough the writing process, and gradually withdraws the guidance so that the s__ finally become independent writers.10.If a teacher first asks the students to read a poster, then to have a discussion aboutthe poster, and then to make a poster of their own, we can say that this teacher is integrating r__, speaking and writing skills together.二、配对题（答案必须写在“答卷”上。
(完整版)《英语教学法》Unit_3_The_National_English_Curriculum
Unit 3 The National English Curriculum1.Teaching Aims:students get some ideas of the history of English teaching in China, know about the situation of middle school English teaching as well as the ideas of the new English Curriculum standard.2.Teaching Content:a. the history of English teaching in Chinab. some information of ELT in Chinac. variety of English teaching in the worldd. the new English curriculum3.Teaching Procedures:a. the history of English teaching in China•20世纪中国中小学课程标准（教学大纲）英语发展概况•1904年，《奏定中学堂章程》把“外国语”列为中学堂科目。
•1912年，教育部公布了《小学校令》，在《教科及编制》一章中提及可加设英语或别种外国语。
外国语安排在高小第三学年，每周3小时，教学“读法、书法、作法、语法”。
同年，教育部公布《中学校令施行规则》，规定外国语以英语为主。
1916年，教育部公布《高等小学校令施行细则》，在高小开设两个学年的外语，每周2小时，要旨“在使儿童略识外国语文以供实用”。
•1923年，制订了《新学制课程纲要初级中学外国语课程纲要（暂以英文为例）》。
同年，颁布《新学制课程纲要高级中学公共必修的外国语课程纲要》。
1929年，制订了《初级中学英语暂行课程标准》和《高级中学普通科英语暂行课程标准》。
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《英语教学法》期末试卷A
▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
▆ 《英语教学法》试卷共2页（第 1 页）答案务必写在对应的作答区域内，否则不得分，超出黑色边框区域的答案无效！▆《英语教学法》期末考试A 卷
姓名：专业：学号：学习中心：
成绩：
一、名词解释（ 40分） 1. 教学资源
答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通
常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。
从广义上来讲，教学资源可以指在教学过程中被教学者利用的一切要素，包括支撑教学的、为教学服务的人、财、物、信息等。
从狭义上来讲，教学资源（学习资源）主要包括教学材料、教学环境及教学后援系统。
2. 英语写作策略
教材是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练. ．巧背单词.词汇是进行书面表达的基础.初学英语写作的学生容易忘记单词或把汉英词汇等同起来.因此,坚持每天听写、默写不失为掌握巩固词汇的有效途径.教师应打破常规,立足于词汇系统之上,即不仅要求学生写出所听到的单词,还要求学生写出与该单词有关的同义、近义、反义、词形变化（过去式、过去分词、-ing 形式、比较级、最高级等）或词性变化等,使得所学词汇有最大限度的复现机会. 3. 教学设计
教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。
4. 发现式教学法
发现教学法亦称假设法和探究法，这是一种基于问题学习的教学
方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。
二、论述题（ 30分）
1. PWP 教学过程的本质特征是什么？
当我们关注学习bai 过程时，我们可以把学习过程划分du 为 Pre-learning, While-learning, Post-learning 三个阶zhi 段
dao ，这就是 PWP 教学过程。
Pre-learning （学习前）阶段是教师进行教学准备、学生自我准备、教师激活学生学习新的语言知识、形成新的语言运用能力所需的知识、能力的阶段，其目的是为新语言内容的学习进行准备。
这一阶段包括是课堂教学之前的一切准备活动，也包括课堂教学中开始学习新的语言内容之前的导入、启动、复习、激活等活动。
While-learning （学习中）阶段当然就是学习新语言的阶段，一般是在课堂进行，但也可以是学习在课堂之外的自我学习活动。
在这一阶段，教师进行知识呈现、讲解，引导学生进行训练，学生通过学习掌握语言内容，形成运用能力。
Post-learning （学习后）阶段是学习新语言之后的评价、运用阶段，这一阶段应该是课堂之外的运用活动阶段，因为课堂内的活动本质上都属于学习阶段的活动，即使是课堂内的运用活动也是促进学习的运用活动。
PWP 教学过程可以用于英语教学的每一项具体语言教学内容，在技能教学中表现为不同的具体形式，如听力中的 Pre-listening, while-listening 和post-listening ，口语中的Pre-speaking, while-speaking 和 post-speaking ，阅读中的 Pre-reading, while-reading 和 post-reading ，写作中的 Pre-writing, while-writing 和post-writing 。
2. 英语教学中如何进行教材的整合。
请举例说明。
教科书不是教学的全部内容，教材是可变的、发展的和开放的。
因此，英语教师在教学过程中，应该灵活地对教材进行必要的整合。
那么，英语教师该如何进行教材的整合呢？本人认为可以从以下几个方面来进行。
第一、对教材进行添加。
添加包括延伸和扩展两种形式。
延伸是指教师提供更多同类型的材料，因而是数量上的变化。
比如，针对学生发音困难的情况可以添加一些语音的对比练习；在讲授有关职业名称的单词时，针对大部分学生都在农村的实际情况，添加了farmer 、worker 等职业名称；在七年级上册学完第六单元
后，可以添加一些陈述句变为一般疑问句的方法、陈述句变为否定句的方法以及一般疑问句变为陈述句的方法等等。
扩展是教师对教学内容的加宽，提高课堂趣味性。
例如，在教学《新目标英语》八年级上册第八单元sectionb 时，可以让学生互相调查休息日他们想做什么事和不做想什么事，并说出原因;在讲授九年级第十三单元sectionb 时，可拓展让学生给一些公益广告写广告词。
这样使教学内容更面向学生的生活世界和社会实践，关注学生的学习经验。
当前，中学英语课堂教学重“精”轻“泛”，可理解性语言的输入量十分有限，严重制约了学生语言运用能力的发展。
因此，教师应根据需要对教材内容进行延伸和适当的补充。
中学生正处于记忆的黄金年龄段，教师应引导学生记忆单词，扩大词汇量，使他们成为高效的学习者。
教师还应适时增加相关的阅读和写作训练，或让学生在阅读的基础上展开讨论等。
教材中有一些涉及高科技领域的文章很多学生不太理解，教师可补充和配备一些图片，以便学生更全面形象地理解。
例如，在学完《新目标英语》第十单元sectionb3a 课文后，让学生利用因特网去收集当今中学生最喜欢的职业方面的知识，并写一篇英语报道。
实际上，学生通过阅读获取知识和信息的过程就是在用语言做事，体现了语言的交际教学思想。
所谓添加就是补充更多的材料。
在
传授语言知识的同时，把跨文化意识注入到教学中，让学生了解英语国家的历史地理、风十人情、传统习惯、生活方式和价值观念，提高学生对文化差异的敏感性和鉴别能力，培养初步的跨文化的交际能力。
如，在上完九年级第九单元后，可添加雨伞及中国四大文明的
知识，让学生进一步用被动语态来描述这些物品。
拓宽了学生的历史知识面。
三、教学任务设计（ 30分）
请根据所给材料，设计相关课型的教学过程。
要求：1. 写出教学过程，设计的教学任务/活动至少应有四项。
2. 每项教学任务/活动请写出设计意图。
Text （针对八年级学生设计一节阅读课的教学过程）
If you go to a formal western dinner party for the first time, you ’d better know about western table manners. It ’s polite to follow them.
When you sit down at the table, take your napkin and put it on your lap. When you start dining, you should keep the fork in your right hand. If you use your knife, then put the fork in your left hand. The dinner always starts with a small dish. It ’s polite to eat up the food on your plate, so don ’t take more food。