鲁子问《英语教学论》课后习题(Chapter11 TeachingEnglishReading
《怎样教英语》精读笔记 第11章
第11章：如何使用教科书（How to use textbooks）■11-1：教科书之外的不同选择（what are the different options for textbook use？）◆11-1-1：如何决定是否使用教科书（how to decide to use textbook or not）；【1】→准确的语言水平（right language level）；【2】→适合的内容（suitable contents）；【3】→富有逻辑的课程顺序（logical lesson sequencing）；◆11-1-2：不合宜教科书的四种解决方案（four alternatives for inappropriate textbooks）；【1】→删减课程以解决不合宜问题（to omit the lesson to solve the problem of inappropriacy）；【2】→替换教科书（to replace textbook lesson）；【3】→补充教科书，以扩充学生对语言和话题的参与度（to add，extending students’engagement with language or topic）；【4】→改编，使用相同的基础材料，但按照教师的风格处理（to adapt，using same basic materials，but doing it in his or her own style）；◆11-1-3：创造性的使用教科书是首要的教学技能之一（using textbooks creatively is one of the premier teaching skills）；--------------------------------------------------------------------■11-2：补充、改编和替代的范例（what do adding，adapting and replacing look like？）◆11-2-1：实例1：补充—中级（Example 1：addition--intermediate）；【1】→个人参与：（personal engagement）★学生讨论单词问题，褒义和贬义（students discuss questions，positive or negative meaning）；★学生罗列最喜欢的词语（students list favorite words）；★询问学生单词在发音和拼写上是否与母语相似（ask students whether words look or sound like words in their language）；★询问学生最有用的单词（ask students about the most useful words）；★让学生与词义进行身体接触（ask students to physically Engage with meaning of words）；【2】→单词学习：（word study）★罗列重音位于不同位置的单词的清单（make a list of words stressed on the first，second，third syllables）；★形容词变动词，和动词变形容词（adjectives changed into verbs，or verbs changed into adjectives）；★识别复合名词（identify compound words）；★通过添加‘un’‘in’来构成反义词（make contrary meaning by adding ‘un’or‘in’）；★给出形容词比较级（give adjectives comparative form）；★规则动词过去式及发音（past form of regular verbs and their sounds；）★使用单词表来唤醒学生的单词及语法规则（using word list reminds students of some of rules governing words and grammar）；【3】→单词游戏：使用列表中的单词扩充所给句子（word games：using words from list to expanse a given sentence）；◆11-2-2：实例2：改编—初级/初中级（Example 2：adaptation—elementary/pre-intermediate）；【1】→学生就给定的情景编写电话对话内容（students write telephone dialogues for given situation）；【2】→表演（act out）；【3】→分角色表演总部会议，以决定是否让员工随意着装（role-play head office meeting to decide whether to let staff dress informally or not）；【4】→教师巡视聆听（teacher goes around listening）；◆11-2-3：实例3：替代—中下级（Example 3：replace—lower intermediate ）；【1】→给定教科书要求学生练习‘would like’结构，有点无聊（textbook given wants students to practice ‘would like’，a bit boring）；【2】→教师将自己的想法与结构练习进行融合（teacher combines structure practice with idea before）；【3】→问学生问题（ask students questions）；【4】→学生听并完成图表（students listen and complete a chart）；【5】→学生说出颜色、情绪和温度（students say color，mood and temperature）；【6】→学生结对对比答案（students compare answers in pairs）；【7】→学生写一段描写音乐的语段（students write a paragraph describing music）；------------------------------------------------------------------- ■11-3：究竟为何要使用教科书？（so why use textbooks at all？）◆11-3-1：教科书是语言材料的汇集（textbooks are collections of material）；◆11-3-2：对于学生来说（for students）；【1】→学生对于教科书感觉更加积极自信（feel more positive about textbooks）；【2】→教科书安心可靠（textbook is reassuring）；【3】→学生有机会展望未知，复习已知（give chance to prepare for what’s coming and review what they have done）；【4】→浏览可视化材料，也是一种享受（enjoy looking at visual material）；◆11-3-3：对于教师（for teachers）；【1】→教科书具备连贯的教学大纲（consistent syllabus）；【2】→教科书的词汇都是精心选择的（vocabulary being chosen with care）；【3】→教科书有阅读、听力材料及练习册作为补充（having reading，listening material and workbooks to back up）；【4】→教科书有独立的教学顺序（have dependable teaching sequences）；【5】→教科书提供教师可依赖的东西（offer teachers something to fall back）；------------------------------------------------------------------■11-4：教师如何选择教科书（how should teachers choose textbooks？）◆11-4-1：需要考量的九个方面（nine main areas to be considered）；【1】→价格（price）；【2】→易得性（availability）；【3】→编排与设计（layout and design）；【4】→教学法（methodology）；【5】→技能（skills）；【6】→教学大纲（syllabus）；【7】→话题（topics）；【8】→陈规陋习（stereotyping）；【9】→教师指南（teacher’s guide）；◆11-4-2：四步流程（4-stage procedure）；【1】→分析（analysis）；【2】→试用（piloting）；【3】→咨询（consultation）；【4】→收集意见（gathering opinions）；-------------------------------------------------------------------。
研究生英语多维教学教程探索课本教学材料原文及课后题(11课)
Unit 1 travel languageThe Academie Francasie has for decades been the watchdog over the French language. A few years ago, French sensitivity to the influx of English words became so great that law for the purification of French was adopted. The law covers even technical applications. For example, in theory, it is now compuslory in France to refer to the Boeing 747 as a gros-porteur, leasing as credit-bail, etc. the list is very long and detailed and applies to all facets of life. Mr. Chirac, the French President, might well expand on this list and come up with some new French terms for words such as “internet”or “byte stream”just to name a couple. The mind boggles at what the world might face.Unfortunately (or perhaps not), the English language is not so protected. Quite apart from the unforgivable deviations from the king’s English prevlent in America, where “honour”is commonly written as “honor”and “night”as “nite,”many well-tested has also been give new meanings, making communication somewhat difficult. For example, the boot of a car has become to be called a trunk –a word reserved in England for the main part of a tree. The bonnet is a hood, good old nappies are diapers, and a baby’s matinee jacket is a vest. It’s obvious that the two countries are indeed separated by what once was a common language! From an American point of view, of course, it could be argued that the British speak English with a speech deficiency.Even worse English, however, is in use. Anyone who travels in foreign countries and observes it on menus and posters, in hotels, and indeed in everyday life can testify that whatused to be the king’s lingo has become in these places but a poor relation thereof. Allow me to elaborate.The travel writer Perrot Phillips has taken pains to highlight some of his experiences, which I feel should not be withheld from a wider readership. He refers to a Dutch bulb catalogue which promised customers “a speedy execution”and to an East Berlin cloakroom sign that requested guests to “please hung yourself here.”One hopes that nobody took the advice literally.To these I can add some of my own experiences, encountered in long years of traveling the world. There was, for example, the observation in an Ostend novelty shop that “revolting new ideas”were being marketed, and the boast of some Bombay bakers that “we are No. 1 loafers, best values in whole town.”I realized how far Christinanity had come when I read in Hong Kong the following call by a dentist: The teeth they are extracted here by the latest Methodists.I fear it can not be answered with certainty whether these actually illustrate a progressive use of English or are simply reflections of local usages. I feel quite strongly, however, that the Haifa Medical Association should have prevented one of its members from claiming on his brass plate that he is a “Specialist in Women and Other Diseases.”Hotels seem to revel in their multilingual signs. One supposes these signs were designed to facilitate the use of modern services in otherwise sterile and barely functional establishments. Nevertheless, the unsuspecting guests confronted in a Brussels hotel with the followinginstruction for the use of the life (elevator) might well prefer to walk: “To move the life, push button to wishing floor. If the cabin should enter more persons, each one should push number of wishing floor. Driving is then going alphabetically by natural order. Button retaining pressed position shows received command for visiting station.”The less sophisticated notice in Istanbul (“To call room service, please to open door and call ROOM SERVICE”) at least does not confront the guest with electronics that might not always work. In Turkey, the delight in “straight talk”expresses itself in the by-now-famous Ankara brochure which advises, “Visit our restaurant where you can eat Middle East foods in an European Ambulance.”A note on a Swiss menu that “Our wines leave nothing to hope for”was equally inviting.Eastern European courtesies have never left the once grand hotels of the former Austro-Hungarian empire. A notice in the hotel rooms that “the honoured guests are invited to take advantage of the chamber maids from 12-14 o’clock”might, however, result in some unplanned traffic jams. A recent Moscow exhibition’s announcement drew attention to “a showing of 300 paintings by Russian artists, most of whom were executed in the last ten years”–hardly a welcoming thought to the occasional visitor.A Bangkok laundry’s advertisement to the visiting public (“Leaving your clothes here and enjoy yourself”) could also be seen as a invitation to extracurricular activities in that Far Eastern capital of fun.In Rome, a laundry advertised a similar invitation: Ladies, leave your clothes here and spendthe afternoon having a good time.It should not surprise the traveller that nightspots advertise their wares in Europe in many and diverse language. The German preoccupation with Majorca led a Munich nightclub to copy a trilingual Palma announcement that dancing was going on in what is indeed a surprising way. The notice read, “Baile! Baile! Baile!”in Spanish, “T anz! T anz! Tanz!”in German, and “Balls! Balls! Balls!”in what was meant to be English. We are spared the upper Bavarian version of the activity.The Black Forest Germans, on the other hand, are known to be rather prudish in their outlook, but is it really necessary to post a sign: “It is strictly forbidden on our Black Forest camping site that people of different sexes, for example men and women, live together in one tent unless they are married with each other for that purpose.”I am told that for the otherwise unsuspecting tourist, the following sign proved a real crowd puller. Parrot Phillips claims it to be true that in an Austrian hotel room he found the sign: “If service required, give two strokes to the maid and three to the valet.”There are undoubtedly more and varied versions of the use of English, unprotected as our language is from the interference of emerging and ambitious entrepreneurs. Nevertheless, I prefer seeing English develop as the lingua franca around the world rather than being suffocated for the sake of so-called purity by some ill-advised legislative process.Unit 2 Lies and TruthWhat is truth? –and the opposite question that goes with it: what makes a lie?Philosophers, teachers, and religious leaders from all cultures and periods of history have offered many answers to these questions. Among Euro-North-American writers, there is general agreement on two points. The first is that what we call a “lie”must be told intentionally –that is, if someone tells an untruth but they believe it to be true, we don’t consider them a liar. The second point is that practically everyone lies, and lies frequently. But there the agreement ends.One rather extreme point of view is that lying is always bad and that we should try to find ways avoid doing it. The reason is that lying hurts not only the listener, but also the liar. Each lie makes the next one easier to tell, and the liar comes not only to disrespect herself, but to mistrust others, whom she believes will lie as easily as she. In a society, where lying is common, trust becomes impossible, and without trust, cooperation can not exist. Furthermore, by lying to people, we remove their power to make important choices about how to spend money, what future career to take, what medical treatment to take.Toward the opposite extreme is the position that although some lies are evil, many others are not –in fact, they are necessary to hold our society together. We lie in harmless ways to protect other’s feelings and to better our relationship. These are not lies that try to hurt others. We laugh at the boss’s joke which we have heard before and which she doesn’t tell very well; we pretend interest in a friend’s story of something uninteresting that happened to him. If someone asks us a question that is very personal and is none of their business, we may lie in response. Sometimes we lie to protect the reputation or even the life of another person.On a larger scale, government may protect national security by lying.Each person seems to have some point at which they draw the line between an acceptable lie and a bad lie. Obviously, this point varies from individual to individual and from culture to culture. A sometimes painful part of growing up is realizing that not everyone shares your own individual definition of honesty. Your parents and your culture may teach you that liars suffer, but as you go through life, you find that often they don’t: in fact, dishonest people often seem to prosper more than honest ones. What are you to do with this realization? It may make your moral beliefs look weak and silly in comparison, and you may begin to question them. It takes a great deal of strength and courage to continue living an honest life in the face of such reality.Little white lies: This is our name for lies that we consider harmless and socially acceptable. They are usually told to protect the liar or the feelings of the listener. Most of them would be considered social lies, and they include apologies and excuses: “I tried to call you, but your line was busy.”“You’re kidding! You don’t look like you’ve gained a pound.”Some people, however, would consider it acceptable to lie to save themselves from responsibility in a business transaction: “After I got home, I noticed that it was broken, so I’m returning it and would like my money back.”Occasionally a “little white lie”may have a very profound effect on the lives of the listeners, and may even backfire. Author Stephanie Ercsson tells of the well-meaning U.S. Army sergeant who told a lie about one of his men who had been killed in action. Thesergeant reported the man as “missing in action,”not killed, so that the military would continue sending money to the dead man’s family every month. What he didn’t consider was that because of his lie, the family continued to live in that narrow space between hope and loss, always watching for the mail or jumping when the telephone or the doorbell rang. They never were able to go through the normal process of sorrowing for, and then accepting, the death of their father and husband. The wife never remarried. Which was worse, the lie or the truth? Did the sergeant have the right to do what he did to them?What we really mean when we call an untruth a “little white lie”is that we think it was justifiable. Into this category fall many of the lies told within the walls of government. A person may lie to government, or a government official may lie to the public, and believe that by doing so, he becomes a hero. Clearly, however, one person’s “little white lie”is another person’s “dirty lie.”That brings us to the second category:Dirty lies: There are lies told with intent to harm the listener or a third party and to benefit the liar. Into this category fall the lies of some dishonest salespersons, mechanics, repairmen; husbands or wives who are having an affair with someone else; teenagers who lie to get out of the house in order to do things that their parents would die if they knew about it; drug addicts who beg family members for money to support their habit. Dirty lies my be told to improve one person’s reputation by destroying another’s, to hurt a colleague’s chances of promotion so that the liar will be advanced.Lies of omission: Some people believe that lying covers not only what you say, but alsowhat you choose not to say. If you’re trying to sell a car that burns a lot of oil, but the buyer don’t ask about that particular feature, is it a lie not to tell them? In the United States, a favorite place to withhold the truth is on people’s income tax returns. The government considers this an unquestionable lie, and if caught, these people are severely punished. If omission can be lying, history books are great liars. Until recently, most U.S. history textbooks painted Christopher Columbus purely as a hero, the man who “discovered America,”and had nothing to say about his darker side. Moreover, most Native American and African-American contributors to science, technology, invention, literature, art, discovery, and other areas of civilization used to be omitted form children’s schoolbooks. Many people considered this a lie, and today’s history books usually mention at least some of it, though not as much as some people might like.False promises: This category is made up of promises that the promiser knows are false, that he has no intention of keeping even as the world leave his lips. While some are fairly harmless and social, others are taken more seriously and can hurt the listener: “I’ll never do it again, I promise.”Advertisers and politicians suffer from terrible stereotypes because of the false promises of some of their number: “Lose 50 pounds in two weeks.”“Read my lips: No new taxes.”Probably everyone would agree that if we make a promise but have no intention of keeping it, we lie. But what if we really do plan to keep it, and then something happens to prevent it? Consider the journalist who promises not to indentify his resources, but then is pressured by his newspaper or by the law. How far should he go to keep his word?If he breaks his promise, is he dishonest?Lies to oneself: This is perhaps the saddest and most pathetic kind of lying. These are the lies that prevent us from making needed changes in ourselves: “I know I drank/spent/ate too much yesterday, but I can control it any time I really want to.”But there is a fine line between normal dreams and ambitions on the one hand, and deceiving ourselves on the other, and we have to be careful where we draw it. It’s common for young people to dream of rising to the top of their company, of winning a Nobel Prize, of becoming famous or rich; but is that self-deception, or simply human nature? Were they lying to themselves? More likely, they really believed that such a future was open to them, because they had seen it happen to others. We shouldn’t be too hard on ourselves, but if we have turned a blind eye to our faults, we should take an honest look in the mirror.There is no question that the terms “lying”and “honesty”have definitions that vary across culture boundaries. Members of one culture may stereotype members of another as “great liars,”“untrustworthy,”or “afraid to face the truth.”But what may lie behind these differences is that one culture values factual information even if it hurts, while another places more value on sensitivity to other people’s feelings. While the members of each culture believe that of course their values are the right ones, they are unlikely to convince members of other cultures to change over. And that’s “the truth.”Unit 3 Generation XIt’s often said that kids today aren’t what they used to be. But is this new generation ofteenagers and young adults, commonly referred to as “Generation X”or the “baby busters,”really so different from previous generations? What makes them tick? What impact will they have on us and our institutions as we move into the future?Current TrendsTwenty years ago, employers didn’t worry about finding enough good people. Just like a box of tissues, there was always another candidate that would pop right up. But the 18-year baby boom of 1946-1964, when birth rates peaked at 25.3 births per 1,000 population, was followed by the 11-year “baby bust,”when the rate fell to a low of 14.6 births per 1,000. This means the smallest pool of entry-level workers since the 1930s. “Generation X,”as they were dubbed in a 1991 novel by Canadian writer Douglas Coupland, realize the numbers are on their side. They are now mainly in their 20s, and they see themselves as very marketable in the workplace. They feel that they can be patient when choosing a job, and they can look for the best wages.This generation has watched more TV, and as a result has probably witnessed more violence and murders, than any generations in history. In addition, their gloomy view of the world has been shaped by numerous negative events, such as the Persian Gulf War, escalating crime, riots, AIDS, the nuclear threat, and pollution.They parents practiced birth control and abortion and were highly concerned about “making it”financially. About 40% of X’ers are products of divorce, and many were brought up in single-parent homes. The emotional upheaval and conflict this causes helped shapetheir view of the family and the world. It seems to have sent out a negative message to X’ers about their value and worth.Many young believe that their economic prospects are gloomy. They believe that they will not do as well financially as their parents or their grandparents. They know that the average income for young people, even with two or three college degrees, has declined significantly over the past generations. Many feel that their chances of finding the job and salary they want are bleak.Couple with the high divorce rate with the fact that many were latchkey children and you get a generation who may have had more time alone than any in history. They are also the first to spend considerable time in day care. At home, they were weaned on TV, high tech, video games, and computers. They became independent at a young age. Many had to grow up fast, taking on family responsibilities or part-time jobs to help out. All this has helped them become very freedom-minded, individualistic,and self-absorbed.Many resent the fact that their parents were not home to spend more time with them. An often heard sentiment is that things will be different when they raise their own families.The loyalty and commitment to the workplace that previous generations had is gone. Generation X’ers watched their grandparents slave away only to receive a gold watch and pension upon retirement. Thirty or more years of loyalty sometimes ended with a security guard helping them to clean out their desks and escorting them out the door. Their parents’dedication to the company has been repaid with downsizing and layoffs.Young people feel there is no such thing as job security. They feel they don’t want to wait around and pay their dues when there is no long-term commitment from the top. They can’t believe that their boomer bosses spend 60 or more hours a week at a job that they constantly complain about. They strongly believe there is life after work.Generation X’ers take longer to make job choices. They look upon a job as temporary instead of as a career, partly because they want to keep their options open. They are always looking to jump ship when they can upgrade their situation. They will often leave a job at the hint of a better position.This generation seems to do things at a much later age than their parents. They graduate from college later, stay at home longer, and marry much later. Many who leave home come back again, sometimes more than once. This is due in part to the high cost of living and the fact that many have piled up huge studentloan debts. In contrast with the baby boomers, who couldn’t wait to leave home, Generation X’ers save their money so they can live better when they do leave. It may be that some just want to delay the time when they are on their own, because they spent so much time alone as children.Many of X’ers’parents were busy in the morning getting ready for work and too tired to have any quality time with their children at night. X’er classrooms were often overcrowded. It was hard for the X’ers to get noticed, so as adults they have a need to be noticed. Often, they seek that attention in the workplace.Whether from watching TV or from being spoiled by their guilt-ridden, seldom-homeparents or grandparents, X’ers have come to expect a whole lot for nothing. They have a strong propensity for instant gratification, wanting it all and wanting it fast. Their favorite TV programs are soap operas. They would like their world to be filled with the same good-looking people, dressed in the latest fashions, with lots of money and prestige, and without having to work too hard.It is not uncommon for X’ers to get out of high school and expect to be paid well despite minimal skills. Many disdain low-wage “McJobs”at fast-food chains. Young college graduates look to start at high paying positions with power and perks. They have little patience for working their way up.Yet, the X’ers feel that making money is not as important as experiencing life. To be a workaholic is to have no life. Consequently, a paradox exists between how they view life and what they think they need from it.Future TrendsThe first boomers are only 10 or 12 years away from retiring –and finally out of the way of the next generation. The X’ers will begin to take over in politics, arts and culture, education, media, and business. This should lead to a time of better problem solving and quicker solutions, as they hate political maneuvering and want to get to solutions in a fast, no-nonsense way.X’ers don’t like the fact that their parents spent so many hours working. They promise to do better with their children, being more accessible and providing a more stable home life.Since many of them will marry later when they are more mature, the divorce rate will finally begin to dip.When X’ers control the organizations of tomorrow, they will create a shorter workweek, so people will have more time to spend with their families and leisure activities. Productivity won’t suffer, as technology will enable people to be more productive. In addition, the X’ers’disdain for office politics and desire to solve problems faster will improve productivity. If organizations do not manage their human resources better, X’ers will leave to find or create a more humane workplace.Many Generation X’ers have a freedom-minded and individualistic nature. They like to be left alone to solve problems. They are a perfect group to become consultants, as already evidenced by so many venturing out on their own.Organizations will come to rely on the X’ers’entrepreneurial spirit to foster innovation. They will create systems that will allow “intrapreneurs”to create and run small businesses within a business. The organization’s financial support will allow young people to research and create new products at unparalleled rates. Outside entrepreneurs of this generation will team up with these “intrapreneurs”to create joint ventures.Generation X’ers have started to use their technology skills to create virtual businesses, and they will be the driving force behind this marketplace in the future. They have been quick to take advantage of the lower overhead and quick start-ups that the Internet provides. Being able to reach millions of people with new ideas and products instantly attracts thisgeneration.Generation X has evolved in dramatically different ways than previous generations. What motivated past generations is far different from what motivates this new breed. But the changes will be for the better in many ways. Kids may not be what they used to be, but if we listen, there is a lot we can learn from them. The future will be a better place if we do.Unit 4 SuccessA young man of humble origins came to New York from the Midwest to seek his fortune. He dreamed, in the American way, of becoming a millionaire. He tired his luck on Wall Street. He was diligent and shrewd and, when he had to, devious. He put together the National Worldwide Universal deal and he did some things with an electronics acquisition that wouldn’t bear explaining. He succeeded even beyond his dream: he made twelve million dollars.At first the young man assumed that everything was working out splendidly. “Isn’t is grand?”he said to his wife, once it was apparent that he had made twelve million dollars.“No, it isn’t,”his wife said. “You’re a nobody.”“But that’s impossible,”the young man said. “I’m rich person. We live in an era that celebrates rich people. Rich people are shown in the newspapers in the company of moviestars and famous novelists and distinguished dress designers. The names of the richest corporate raiders are known to every schoolboy. There are rich real estate sharks whose faces appear on the covers of glossy magazines.”“Yours won’t,”his wife said. “You’re a nobody.”“But I have twelve million dollars,”the young man said.“So do a lot of people,”his wife said. “They’re nobodies, too.”“I could buy our way onto the committees of important charity balls,”the young man said. “Then we’d be mentioned in the columns.”“Don’t kid yourself,”his wife said. “The important committees are already filled with people who are really rich. People like us would end up working on something like a dinner dance to benefit the American Psoriasis Foundation.”“But I own a co-op apartment on Fifth Avenue that’s worth two million dollars,”the young man said.“Two-million-dollar co-ops are a dime a dozen,”his wife said, “so to speak.”“I have a stretch limousine,”the young man said. “It’s twenty-one and half feet long.”“Nobody famous has ever ridden it,”his wife said. “Henry Kissinger and Calvin Klein have never heard of you. You’re a nobody.”The young man was silent for a while. “Are you disappointed with me?”he finally said to his wife.“Of course I’m disappointed in you,”she said, “When you asked me to marry you, you said you would surely amount to something. How was I to know that you’d turn out to be a nobody?”For a moment the young man looked defeated. Then he squared his shoulders and cleared his throat. “I’ll make them pay attention,”he said, “I’ll buy a professional football team and argue a lot with the coach in public. Celebrities will join me to watch big games from the owner’s box.”“You can’t buy a professional football team for twelve million dollars”his wife said. “Professional football teams cost big bucks.”“Then I’ll buy a magazine and appoint myself chief columnist,”the young man said. “A tiny but exceedingly flattering picture of me will run next to my column every week. The owners of professional football teams will invite me to watch big games from the owner’s box.”“You might be able to buy one of those weekly-shopper throwaways for twelve million dollars, but not a real magazine,”his wife said, “You can’t buy a real magazine for chicken feed.”“Is that what you call what we have?”the young man asked. “Is twelve million dollars chicken feed?”“It’s not a big bucks,”his wife said. “What can I tell you?”“But that’s not fair,”the young man said. “I’m a young man of humble origins who madetwelve million dollars. I succeeded even beyond my dream.”“Some of those things you did with the electronics acquisition probably weren’t fair either,”his wife said. “Fair isn’t being measured these days. What they measure is money.”“Then I’ll get more money,”the young man said. “I’m going to go back to Wall Street and make fifty million dollars.”But before the young man could make fifty million dollars a man from the Securities and Exchange Commission came and arrested him for having committed insider-trading violations in the electronics acquisition.The young man was taken away from his office in handcuffs. A picture on the front page of the afternoon paper showed him leaving his arraignment, trying to hide his face behind an $850 Italian overcoat. A long article in the morning paper used him as an example of a new breed of Wall Street traders who were the victims of their own greed, probably because of their humble origins. His friends and associates avoided him.Only his wife stuck by him. She tired to see the bright side. “For someone with twelve million dollars,”she said to the young man, “you’re getting to be pretty well known.”Unit 5 Women, Men & MoneyAha, Money. It’s probably the only thing that complicates life between the sexes as much as。
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。
Unit 11 课后练习及参考答案
4. There was no hope of a __r_e_co_n_c_i_lia_t_io_n___ (reconcile) between the families.
A. satisfactory B. adequate
C✓. reasonable
D. acceptable
7. Anyone who is accused of abusing their children is investigated very thoroughly by the social services.
7. The police were obviously anticipating a _c_o_n_f_ro_n_t_a_t_io_n_ (confront) as they were heavily armed.
8. The _d_e_n_ia_l____ (deny) by the factory management about its emission of polluted water into the river was proved a lie in the court.
He compelled his daughter to study the subject she does not like.
2. acknowledge v. 承认，公认，告知收到，表示感谢，注意到 acknowledgement n. 承认，确认，感谢 e.g. 他不愿认输。
英语教学法 第二版 课前问题答案总汇.doc
Unit 1 Language and Learning2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1)Behaviorist theory2)Cognitive theory3)Constructivist theory4)Socio-constructivist theory4. What makes a good language teacherprofessional competence1)Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared2)Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative3)Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherWallace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1 Language use in real life vs. traditional pedagogyLanguage used in real lifeTo perform certain communicative functionsBoth receptive skills and productive skillsContext-relatedLanguage taught in the classroomTo focus on forms (structures or patternsTo focus on one or two language skills and ignore the otherTo isolate language from its context2. The goal of CLTThe goal of CLT is to develop students' communicative competence,2 What is communicative competenceboth the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations3.Five components of communicative competence1)Linguistic competence,2)Pragmatic competence,3)Discourse competence,4)Strategic competence5)Fluency3.Implications for teaching and learning:（同上）4.Principles in communicative language teaching1)Communication principle:Activities that involve real communication promotelearning.2)Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:Language that is meaningful to the learning supports the learning process.-_-||4.Main features of communicative activitiesA classification of communicative activities1)Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationFollowing directionsReconstructing story-sequences…2)Social interaction activitiesRole-playing through cued dialoguesRole-playing through debate or discussionLarge-scale simulation activities….Six criteria for evaluating communicative activities1)Communicative purpose2)Communicative desire3)Content, not form4)Variety of language5)No teacher intervention6)No materials controlTBLT:a further development of communicative language teaching. it share the same beliefs, as language should be learned as close as possible to how it is used in real life. however, it stressed the importance to combine form-focused teaching with communication-focused teachingA task is believed to have four components:1)a purpose,2)a context,3)a process, 4)a product.6.Differences between PPP and TBLT1.The way students use and experience language2.TBL can provide a context for grammar teaching and form-focused activities7.Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners?7.Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1)A phase of restoration (1978-1985)2)A phase of rapid development (1986-1992)3)A phase of reform (1993-2000)4)A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability4)Pay close attention to the learning process, and advocate experiential learning and participation5) Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th graders-_-zLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning1.what is a Lesson plana Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it1.Why is lesson planning important?1)Makes teachers aware of the aims and language contents of the lesson,2)Helps teachers distinguish the various stages of a lesson and see the relationship between them3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers’ awar eness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism2.Principles for good lesson planning1)Aim,2)Variety,3)F lexibility, 4)Learnability ,5)Linkage3.Macro planning vs. micro planningMacro planning; is planning over timemicro planning: is planning for a specific lesson3Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectivesponents of a lesson plan1)Background information2)Teaching aims3)Language contents and skills4)Stages and procedures5)Teaching aids6)end of lesson summary7)optional activities and Assignments8)after-lesson reflection5.Sample lesson plansUnit 5 Classroom Management1.What roles does the teacher playBefore the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer ,4 Prompter , 5 Participant, 6 Resource-providerAfter the class---Evaluatornew roles: facilitators, guides, researchers2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of the students. To use the mother-tongue only when it is necessary.3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4 Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior4. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take thin gs personally3).Do not use threats5How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：1)Direct teacher correction2)Indirect teacher correction3)Self correction4)Peer correction5)Whole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的1)Consistency 连贯性: To be smooth natural2)Intelligibility可理解性:To be understandable to the listeners3)Communicative efficiency: To help convey the speakers’ meaning3. Three aspects of pronunciation to teach?Stress, intonation, rhythm5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:Use gestures, use the voice, use the blackboard7. Practicing intonation:Use hand or arm movement to indicate change of intonatonrising/falling arrows;draw linesUnit 7. Teaching Grammar1.The role of grammar in language learningGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (grammatical competence is essential for communication). However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.ways of presenting/ teaching grammar1the deductive method2the inductive method3the guided discovery method3. grammar practice activitiesMechanical practicemeaningful practiceTwo types of practice can be combined.Using prompts (pictures, mimesor gestures, information sheet, key phrases or key words, chaind phrases, created situations) has proved to be an effective way of grammar practice.Unit 8 Teaching Vocabulary1. What does knowing a word involve?its pronunciation and stress;its spelling and grammatical properties;its meaning;how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare for possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spot the differences:3) Describe and draw4) Play a game:6) Use word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Use word net-work13)use the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students’ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English 2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show3.The characteristics of listening in real life1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment4 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:4. model of teaching listening:bottom-up model up- bottom model5.the teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.2.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.3.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood’s (1981) framework for defining s peaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities5,How to organise speaking activities.Using group work in speaking tasksUnit 11 Teaching Reading1. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questio…4.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one’s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop sight vocabulary is to read extensively (‘Familiarity breeds automaticity’)5. Some principles for teaching reading(:1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.6.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model7.Three stages of reading:Pre-reading activities; *Predicting* Setting the scene* Skimming* ScanningWhile-reading activities;1)Focusing on the results of readingMultiple-choice questions;T/F questions;open questions,paraphrasing, translation2)Focusing on the process of understandingInformation transfer activities, ( with a transition device)comprehension questionsUnderstanding referencesMaking inference s …Post-reading ActivitiesTraditional: questions; paraphrasing; translationSuggestion:*Discussion*Role -play* Gap-filling* Retelling* WritingReading comprehension questions1).Questions for literal comprehension.2).Questions involving reorganization or reinterpretation.3).Question for inferences.4).Questions for evaluation or appreciation..5）question for personal responseUnit12 Teaching Writing1.What do we write?Writing is a real-life reality. We write letters, journals, notes, instructions, posters, essays, reports, menus, etc.2.Why do we write?We write for various reasons1)to convey messages,2)to keep a record of what is in our mind,3)to communicate with their teacher4)to raise awareness of how language works,5) to become more familiar with the linguistic and social conventions of writing in English, etc.3.How do we write?Writing can be both collaborative and solitarywe all have our own ways of writing.4.A communicative approach to writingSs are motivated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent)Writing for an intended audience: creative writing intended to be read by other people 5.Problems in writing tasks1)They are mainly accuracy-based.2)They are designed to practice a certain target structures.3)There is insufficient preparation before the writing stage.4)There is no sense of audience.5)There is no sense of authenticity.6)Ss are given ideas to express rather than being invited to invent their own.7)There is no opportunity for creative writing, for expressing unusual for original ideas.8)Many of them are test-oriented.6.How to make a writing task more creative and communicative?Questions that the writer considers:Why should I write about the sports I like? (for communication)For what purpose?Who is going to read my writing? (a sense of audience)7.A process approach to writingFeatures of process writing1)Focus on the process of writing that leads to the final written product;2)Help ss understand their own composing process;3)Help ss build repertoires of strategies for prewriting, drafting, and rewriting;4)Give ss time to write and rewrite;5)Place central importance on the process of revision;6)Let ss discover what they want to say as they write;7)Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8)Encourage feedback both from the instructor and peers;9)Include individual conferences between T and S during the process of composition Procedures of process writing1)Creating a motivation to write;2)Brainstorming;3)Mapping;4)Free writing;5)Outlining;6)Drafting;7)Editing;8)Revising;9)Proofreading;10)Conferencing.8.Motivating students to write1)Make the topic of writing as close as possible to ss’ life.2)Leave ss enough room for creativity and imagination.3)Prepare ss well before writing.4)Encourage collaborative group writing as well as individual writing.5)Provide opportunities for ss to share their writings.6)Provide constructive and positive feedback.7)Treat ss’ errors strategically.8)Give ss a sense a achievement from time to time.9.Designing writing tasksWriting tasks should be motivating and communicative.Self-study sample tasks on pagesing the Internet to promote process writing。
《英语教学论》练习测试题库
华中师范大学网络教育学院《英语教学论》练习测试题库及参考答案题型判断正误填空名词解释简答论述分值2020103020每小题分值1253*5, 5*320每套题题量2010281总题量804010405答题时间2020103020判断题1. Language is a logical system.nguage is capable of producing new forms and meanings.3.Minimal pairs are pairs of words that differ only in one sound.4.The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5.In general, a rising intonation is seen as being more impolite that a falling one.6.Conscious knowledge of rules does not help acquisition according to Krashen.7.The goal of foreign language teaching is to produce over-users of monitor.8.Krashen believes that adults are better language learners, while children are better language acquirers.9.For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10.The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11.One function of a language can only be expressed by one structure.12. A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.ually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14.The stages of a lesson overlap.15.At each stage of the lesson, activities focus on all four skills.16.Lesson plans are useful only before the lesson.17.If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18.There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson. 19.In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20.It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21. A real good lesson plan should be long and complicated with detailed lesson notes.22.Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23.All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24.Writing a comment after each lesson is a useful habit for a teacher to get into.25.It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26.Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27.The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28.The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.29.In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.30.The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31.Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32.Learning is more effective when the learners are actively involved in the learning process.33.With regard to syllabus design, the Communicative Approach emphasizes topics.34.Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35.The Total Physical Response method emphasizes comprehension and the use of physical actions to teacha foreign language at an introductory level.36.The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37.In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38. A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39.The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40.The vowel is produced without (or with little) restriction during its production and is always voiced.41.Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42.Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.43. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44.The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45.Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46.Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.ually low key is used for emphasis and contrast; mid key indicates an expected, neutral attitude; and low key provides low information.48.Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is usedfor questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.49.The most powerful signal of stress is a change of pitch on the vowel.50.Syllables are short when they are stressed.51.Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.52.Metaphor is a way of talking about one thing in terms of another. It is a device for creating and extending meaning.53.The relationship between the spoken and written word is identical in English.54.Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55.Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56.An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57.An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58.In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59.In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60.The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61.If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62.An important part of the skill of listening is being able to predict what the speaker is going to say next63.In an English class we are usually concerned with casual listening.64.It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65.Students almost always enjoy listening to stories.66.If the teacher were talking too much in class the students would not be learning.67.Listening activities can only be conducted with the whole class.68.When the students listen to recorded materials there is very little opportunity for immediate interaction.69.Silent reading involves looking at the text and saying the words silently to yourself.70.There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.71.To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.72.The teacher can help the students to read a text by reading it aloud while they follow in their books.73.Normally when we read our eyes flick backwards and forwards over the text74.In order to understand a text well, it is absolutely necessary to understand every word in the first place.75.Authentic materials can only be used in the classroom for beginners.76.Texts are usually used in English classes for two main purposes: as a way of developing readingcomprehension and as a way of learning new language.77.Through reading the students not only learn new language, but also develop their reading skills.78.When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79.Planned conversations usually degenerate into silence or involve only a small number of students.80.If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.判断题答案1.F2.T3.T4.T5.F6.T7.F8.T9.T10.F11.F12.F13.F14.T15.F2.16.F17.T18.T19.T20.F21.F22.T23.T24.T25.F26.T27.T28.T29.T30.T31.T32.T33.F34.F35.T36.F37.F38.T39.T40.T41.T42.T43.F44.T45.F46.T47.F48.T49.T50.F51.T52.T53.F54.T55.F56.F 57.T 58. F59.T 60.T61.F62.T63.F64.T65.T66.F67.F68.T69.F70.F71.F72.F73.T74.F75.F76.T77.T78.T79.T80.T填空题1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.2.Linguistics is the study of language as a system of human ____.3.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4._____ is the study of second and foreign language teaching and learning.5.Sociology is the study of language in relation to ____, such as social class, educational level and so on.6.At a macro level, society and community influence classroom teaching ____.7.The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8.The goals for secondary education are ____ from those for higher education.9.Syllabus determines teaching aims, objectives, contents and ____.10.Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11.The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.12.The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13.The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14.According to the functionalists, language has three functions: ____, expressive, and social.15.____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16.According to Skinner, language behavior can only be studied through observation of the ____ factors.17.According to the behaviorists, all learning takes place through ____.18.Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19.The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20.Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21.If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______ .22.The cardinal rule means _________________ .23.“Knowing English” must mean knowing how to __________ in English.24.The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25.The attitudinal and emotional factors can be expressed in an item of vocabulary. These are often referred to as ____.26.____ refers to varieties of language defined by their topic and context of use.27.Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.28.There is a lack of consistency between ____ and pronunciation in English.29.Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30.The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms. Each form is the ____ of the grammarian’s analysis.31.Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32.When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33.The complex form-function relationship is not a simplified, a one-to-one ____.34.________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35.________ is often described as the music of speech—the way the voice goes up and down as we speak.36.Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37.At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38.When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.39. A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.40.The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.填空题答案1.pedagogymunicationnguage4.Applied linguistics5.social factors6.indirectly7.economic8.different9.methods10.principles11.functional12.structural13.SVO14.descriptive15.Syntax16.external17.habit formation18.behavior19.interplay20.universal grammar21.topic 22.one thing at a municatee25.connotation or affective meaning26.Register27.hyponyms28.spelling29.structure30.product nguage use 32.skill33.correspondence, or: relationship34.Sounds35.Intonation36.structure37.the grammar-translation method38.approach39.method40.overgeneralization名词解释题目1.Approach2.technique3.method4.methodology5.sociolinguistics6.SR-model7.phoneme8.casual listening9.The Audiolingual Method10.The Communicative Approach名词解释答案1. When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2. When we talk about a technique, we mean a procedure used in the classroom. Techniques are the tricks in classroom teaching.3. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4. Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5. Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6. SR-model refers to a connection which is established between a stimulus or stimulus situation (s) and the organism’s response (R) to this stimulus.7. A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature.8. When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.9. The Audiolingual Method is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.10. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.简答题1.How do you understand the difference between approach, method, and technique?2.What are the three views of language that support popular foreign language teaching?3.What are the elements with which a method is concerned?4.What are the points of concern of methodology?5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacherhave in order to do his/her job well?6.In what sense can an understanding of the context of education contribute to language teaching andlearning?7.Why do we say assessment has great backwash effects on foreign language teaching and learning?8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?9.Does Krashen’s theory of second language acquisition begin with theories, or with data?10.What is the role of formal learning according to the monitor hypothesis?11.According to Krashen, there is only one way for human to acquire language. What is it?12.What is the function of the affective filter?13. What are some of the main stages of a lesson?14. What is the focus of a Grammar-Translation classroom?15. What language skills are emphasized by the Grammar-translation Method?16. What are the main techniques used in a Grammar-Translation classroom?17. What specific aspects does communicative competence include?18. What language skills are emphasized by the Direct Method?19. How should language rules be learned according to the Direct Method?20. Why is first language forbidden in a Direct Method classroom?21. How can we describe the main proficiency goal of the teaching and learning of pronunciation?22. What kind of words tend to be stressed, and what kind of words tend to be unstressed?23. Why should we teach pronunciation and intonation in context?24. What are the two functions of intonation?25. What are the techniques which you can use to teach intonation in a meaningful way?26. What kind of knowledge do you need to have if you say you know a word?27. What are the three main forms of word building in English?28. How do you decide whether a word should enter the students’ active or passive vocabulary?29. What are the six principles to remember when presenting new vocabulary in class?30. What tricks can a teacher teach his students to use to memorize vocabulary?31. What is the relationship between the grammatical forms of a language and their communicativefunctions?32. What are the three different views on grammar teaching?33. What is the major difference between deductive learning of grammar and inductive learning ofgrammar?34. What are the two objectives in presenting a new structural item?35. What are the factors that contribute to successful practice of grammar?36. Why is listening important in learning English?37. What’s the difference between casual listening and focused listening?38. What are some of the advantages of using a cassette recorder?39. What kind of questions should we ask our students when we want to give them a reason to read?40. Why do we say that reading aloud is not very useful for reading a text in class?简答题答案1.When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning. When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure. A method will consist of a number of techniques, probably arranged in a specific order. The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes. If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.They are the structural view; the functional view and the interactional view.3.There are six elements:1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials; and6.the techniques and procedures to use.4.The points of concern of methodology include:a. the study of the nature of language skills (eg. reading, writing, speaking, listening) and procedures forteaching themb. the study of the preparation of lessons plans, materials, and textbooks for teaching language skillsc. the evaluation and comparison of language teaching methods (eg. the Audiolingual Method)d. such practices, procedures, principles, and beliefs themselves. (Richards, et al, 1985: 177)5.He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy. He should also know that a lot of variables influence classroom teaching. Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching. If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6.Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method. Other things influence English language teaching (ELT) greatly. Refer to the nine variables discussed in the text.7.Both positive and negative backwash effects. Assessment can provide teachers with feedback for lesson planning and remedial work. Students can also get information about their learning and progress, thereforehave a sense of achievement. Through assessment they get to know their problems and areas for further study and improvement. However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Krashen’s theory of second language acquisition begins with theories or assumptions, not with data. He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. Acquisition initiates the speaker’s utterances and is responsible for fluency. Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.By understanding meaningful messages or comprehensible input; the formula is i + 1.12.According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it. The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence; if the filter is “up”, the input is blocked and does not reach the LAD. Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”13.Here are some of the main stages of a lesson:a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way. Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely. Like practice,production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or thestudents listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or asa preparation for a new presentation.<0225>14.The focus of a Grammar-Translation Method is grammar. The process of learning grammar is considered an important means of training mental abilities. The teaching materials are arranged according to the grammatical system.15.Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study. This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1) Reading, 2) Translation, 3) Deductive teaching of grammar, 4) Analysis and comparison, 5) Memorization, 6) Reading comprehension questions, and 7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.Communicative competence includes:a) knowledge of the grammar and vocabulary of the language,b) knowledge of rules of speaking (eg. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations),c) knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations,d) knowing how to use language appropriately.18.Conversational skills are emphasized, though the teaching of all four skills is considered important. Reading and writing exercises should be based upon what the students have practiced orally first. Pronunciation is paid attention to from the beginning.19.Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned. Students work out the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best be learned by being used actively in the classroom.20.The direct methodologists view foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language form s and meanings in the target language. Mother tongue is considered as an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learn the rules, but to provide direct practice in speaking and listening。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第11~13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11~13章【圣才出品】第11章阅读教学11.1 复习笔记本章要点：1. Reading aloud and silent reading朗读和默读2. Features of effective readers有效率的读者的特征3. Strategies involved in reading comprehension 阅读理解策略4. Two broad levels in reading两种阅读⽔平5. The role of vocabulary in reading词汇在阅读中的作⽤6. Sight vocabulary视觉词汇7. Three models of teaching reading三种阅读教学模式8. Three stages involved in T eaching Reading阅读教学的三个阶段9. Pre-reading activities读前活动10. While-reading activities读中活动11. Purposes of transition device转换⼿法的⽬的12. The classification of Reading comprehension questions阅读理解题的分类13. Types of post-reading activities读后活动类型本章考点：朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读⽔平；词汇在阅读中的作⽤；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换⼿法的⽬的；阅读理解题的分类；读后活动类型。
本章内容索引：Ⅰ. Reflecting on your own reading experiencesⅡ. The way of reading1. Reading aloud and silent reading2. Features of effective readersⅢ. The content of readingⅣ. Strategies involved in reading comprehension1. Definition of reading2. Two broad levels in readingⅤ. The role of vocabulary in reading1. The importance of vocabulary2. Sight vocabularyⅥ. Principles and models for teaching reading1. Three models of teaching reading2. Three stages involved in teaching reading Ⅶ. Pre-reading activities1. Definition of pre-reading activities2. Predicting3. Setting the scene4. Skimming5. Scanning6. Summary on pre-reading activitiesⅧ. Whi le-reading activities1. Information transfer2. Purposes of transition device3. Reading comprehension questions4. Understanding references5. Making inferences6. Summary on while-reading activitiesⅨ. Post-reading activities1. Objectives2. Requirements3. Types of post-reading activitiesⅩ. ConclusionⅠ. Reflecting on your own reading experiences （反思⾃⼰的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.我们在很⼩的时候开始⽤母语阅读了，我们都受到某些作者或书籍的影响。
英语教学论_课程
英语教学论_课程（一）《英语教学论》课程一、单项选择题Section I: Basic Theories and PrinciplesQuestions 1—10 are based on this part.Directions: Choose the best answer for the following questions and write your answers in the brackets.1. Which is true of the Natural Order of language acquisition? ()A. The Natural Order, consists of Listening to a great deal of meaningful language input, then Speaking, then Reading to a great deal of meaningful input, and finally Writing.B. The Natural Order, consists of Speaking to a great deal of meaningful language input, then Listening, then Reading to a great deal of meaningful input, and finally Writing.C. The Natural Order, consists of Listening to a great deal of meaningful language input, then Speaking, then Writing to a great deal of meaningful input, and finally Reading.D. The Natural Order, consists of Reading to a great deal of meaningful language input, then Speaking, then Listening to a great deal of meaningful input, and finally Writing.2. Which is true of authenticity? ()A. Language is simplified in some way for the convenience of learners of the language.B. An authentic text is one that has been written specially for language students.C. Authenticity in the language classroom includes the use of authentic materials, designing authentic classroom activities, and the teacher speaking authentically to the students.D. It is not close to the sort of thing one would do in real life.3. Reading is ()A. Reading is recognizing the written words in a text.B. Reading is the ability to articulate the words and pronounce them correctly.C. Reading is an active process. It constantly involves guessing, predicting, checking and asking oneself questions.D. Reading is the ability to remember words only.4. Pre-listening activities may serve several purposes except ()A. they can help students establish listening expectations.B. students use the information or language they acquired to do something else.C. pre-liste ning activities can activate students’ prior knowledge about the topic.D. they can arouse studen ts’ interest in learning.5. In ______stage, 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. ()A. practiceB. presentationC. productionD. preparation6. A child watches cartoon on TV. Please choose why people listen in this situation. ()A. to extract informationB. to maintain social relationsC. to be entertainedD. to study7. Which of the following belongs to live presentation?()A. Published cassettesB. Friend’s talkC. Video tapesD. Recorded pop songs8. Which word has a positive connotation?()A. arrogantB. confidentC. stubbornD. mean9. A lesson plan is NOT influenced by ()A. physical conditionB. human factorsC. syllabusD. stationery10. The procedure of designing free writing tasks does NOT include ()A. getting ideas on the topicsB. selecting one ideaC. expanding one ideaD. editing二、简答题Section II: Problem SolvingDIRECTIONS: Situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; secondly, provide your own solutions according to the communicative language teaching principles and explain in details.1. Some teachers pay particular attention to the comfort ofthe classroom, and the learning environment: the lights are soft, the chairs are comfortable, there is soothing music playing in the background, texts are read to the students gently by the teacher. Finally the texts are given to the students with a parallel translation in their mother tongue and they work through it asking the t eacher questions about things they don’t understand in it.What do you like about this method? Why do you think translations of the text are given? What have we gained from the Humanists in our approach to teaching a foreign language?2. Read the following listening text, and try to design five different post-listening activities for it. You also need to make a brief statement of the purpose of your activity.Kate is going to the supermarket to buy some food. First, she decides what she needs to buy at home. How much bread does she need? What kind of vegetables? Is there enough fruit? Next, Kate makes a shopping list. She is going to buy two chickens, some cabbages, four tomatoes and two loaves of bread. She is going to buy 3 bottles of milk a nd 12 eggs. But she’s afraid she hasn’t got enough money, so she’ll have to stop at the bank on her way to the supermarket.(From Senior English Text book, Listening Workbook, Book 2A, PEP)3. There are different styles of grammar teaching and each style of grammar teaching has its benefits and drawbacks. Could you think over inductive grammar teaching and try to fill in the following tables with as many comments as you can.Inductive Grammar TeachingBenefits Drawbacks三、案例题Section III: Mini-lesson Plan or Text AnalysisDIRECTIONS: Read the following text carefully and complete the teaching plan.The text is a dialogue for teaching speaking for primary students. Design activities for teaching speaking in context if necessary.Chen: Welcome to our school!This is t he teacher’s office.That is my classroom.Visitor A: How many students are there in your class?Chen: Forty-five.Visitor B: Do you have a library?Chen: Yes.Visitor A: Do you have lunch at school?Chen: Yes! The canteen is on the first floor.This way, please.Your lesson plan should include the following aspects:Lesson Plan:1) Name(s) of activity (ies)2）Objective(s) of the activity(ies)3) Type(s) of the activity (ies)4) Classroom organization of the activity (ies)5) Teacher’s role(s)6) Students’ role(s)7) Teacher working time8) Student working time9) Teaching aid(s)10) Predicated problem(s)11) Solution(s)12) Homework13) ProceduresA. PreB. WhileC. Post。
《英语教学论》课程作业与思考题
《英语教学论》课程作业与思考题第一篇：《英语教学论》课程作业与思考题《英语教学论（一）》作业与思考第一单元语言观与语言学习观1.What are the three views on language?2.What are the views on language learning?3.What are the qualities of a good language teacher?第二单元交际教学原则和任务型教学思想1.What is communicative competence?2.What are the three principles of communicative language teaching?3.How is TBLT different from PPP?4.What is Task-based Language Teaching?第三单元国家英语课程标准1.What are the designing principles for the National English Curriculum 2001?2.What are the goals and objectives of English language teaching?3.What are the challenges facing English language teachers?第四单元备课与写教案1.Why is lesson planning necessary?2.What are the principles for good lesson planning?3.What are macro planning and micro planning?4.What are the components of a lesson plan?5.What are the 3P’s model and 3-stage model?第五单元课堂管理1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in theclassroom?第六单元语音教学1.What is the goal of teaching pronunciation?2.What aspects of pronunciation do we need to teach?第七单元语法教学1.What are the major types of grammar presentation methods?2.What are the major types of grammar practice activities?第八单元词汇教学1.What does knowing a word involve?2.How can we present new vocabulary items effectively?3.What are some effective ways to consolidate vocabulary?《英语教学论（二）》作业与思考第九单元听力教学1.What are the characteristics of the listening process?2.What are the models of teaching listening?3.What are the common activities in teaching listening?第十单元口语教学1.What are the main characteristics of spoken language?2.What are the characteristics of successful speaking activities?3.What are the main types of speaking activities?第十一单元阅读教学1.What are the main reading skills?2.What are the main reading models for teaching reading?3.What types of activities can we use in teaching reading?第十二单元写作教学1.What are the problems in writing tasks in existing textbooks and classroom teaching?2.What is called process approach to teaching writing?3.What are the main proceduresof process writing?第十三单元综合技能教学1.Why should we integrate the four skills?2.How do we organize activities of integrated skills?3.What are the implications for integrating teaching?第十四单元语言教学中的道德教育1.What does morality involve according to William J.Hutchins?2.State briefly the four models to moral development.第十五单元语言教学中的评价方法1.What is assessment? What are the differences between testing, assessment and evaluation?2.What are the purposes of assessment in language teaching?3.What are the methods of assessment?4.What are the assessment principles?第十六单元学习者个体差异与学习策略培养1.What is the theory of multiple intelligence? What are its implications for language teaching?2.What is learner training?第十七单元英语教育资源与技术的开发与利用1.How to use available resources?2.How to explore hidden resources?第十八单元教材的评估与改编1.What are the purposes for the teacher to evaluate and adapt textbook?2.What are the methods of evaluating textbooks?3.What are the features of good textbooks?4.How should the teacher select textbooks?5.What are the methods of adapting textbooks?外国语学院教师教育教研室编写第二篇：课程与教学论作业磨课，一种重要的教学研讨形式——《小稻秧脱险记》教学反思课堂回放：师：小朋友们读书读得真认真，小稻秧还带来了一些词语，想要考考大家呢！（课件出示词语）师：第一行谁来挑战？生：杂草、争吵。
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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
1 / 2
十万种考研考证电子书、题库视频学习平台
圣才电子书
www.100xuexi.com
Chapter 11 Teaching English Reading and Writing in Schools
Section 1
1. What are the differences between literal and inferred comprehension?
Key: In literal comprehension, readers use their language knowledge to identify
and understand the information explicitly stated in the text, while in inferred
comprehension, it requires the combination of readers’ language competence,
background knowledge and inference skills. Evaluative comprehension allows
readers to analyse and evaluate a passage with the help of their own knowledge
and values.
2. Which teaching approach for reading, in your opinion, is most efficient for
integrated reading competence? Why?
Key: The interactive-compensatory approach is most efficient for integrated
competence. This approach not only includes background information and
prediction from the context, but also the student’s ability to decode words and
phrases. It also focuses on both the visual and non-visual information in the
reading process. Visual information is gained directly from the printed page,
while non-visual information comes from the reader's entire knowledge system.
These can practise students’ holistic reading ability.
Section 2
2 / 2
十万种考研考证电子书、题库视频学习平台
圣才电子书
www.100xuexi.com
1. Which writing approach do you often adopt in your teaching? What are the
advantages and disadvantages?
Key: I often adopt the process-oriented approach. With this approach, students
analyse the topic and collect relevant information and materials. While students
start drafting, the teacher will observe students’ problems and provide help.
After the drafting, the teacher will correct students’ drafts.
The advantages are obvious in that it promotes students’ autonomous
learning and it’s student-centered. The disadvantages may be that it is too
difficult for some students since they are mostly required to complete the writing
task on their own.
2. Which writing approach do you think fits your present teaching the most? Why?
Key: The three-stage approach fits my present teaching the most because it is
organized and systematic. In the pre-writing stage, students gets a clear idea of
what they are going to write and gets fully prepared for the writing, as a result of
which, the writing process will not be such a challenge. In the post-writing stage,
suggestions and feedback are given by the teacher for further improvement.