英語學(xué)科教學(xué)論期末考試整理

1、 yingyu英語學(xué)科教學(xué)整理1 縮寫PPP: presentation, practice, and productionTTT : Teacher Talking Time STT: Student Talking TimeEAP ：English for Academic PurposesESP： English for Specific Purposes ESEA: Engage-Study-Engage-ActivateIATEFL: The International Association of Teachers of English as a Foreign Language

2、TESOL: Teachers of English to Speakers of Other Languages (P185) EFL: teacher a teacher who teaches English as a foreign language p2ESA：engage study activateTQ： teaching aids SA: means stages where the teacher leads a question and answer session with the students SS: means pairworkTQ-SA: it means st

3、ages where the teacher leads a question and answer session with the studentsOHP: the overhead projector二Definition1.Schema: schema is a structured cluster of pre-conceived ideas about a specific theme, it helps us to organize our background knowledge about the reading material. 2. skimming and scann

4、ing：Skimming is a kind of reading skill which means getting a general idea of what the reading material is about. Scanning is a kind of reading skill which means searching for particular bits of information.3. language acquisition and language learning：language acquisition: gaining use of a language

5、 without any conscious learning4. Stereotype: Stereotype is a popular and highly exaggerated concept of a particular group of people. Concentrating on just a few features of the particular group, it is an image, conception, or belief which exaggerates, oversimplifies, and thus distorts the character

6、istics of people and their behavior. For example, one group might consider another to be backward, belligerent, sexy, or arrogant. In those traditional Chinese films, thieves and criminals are always those who have ugly faces and look violent. But in reality, people with ugly faces may also have a k

7、ind heart like the cartoon film “The Beauty and the Beast”. This kind of misconception is the result of stereotype.5. Gist listening: Listening exercise which require students to listen for the main idea6. comprehensible input: language which is certainly above the students productive level, but whi

8、ch they can more or less understand 7. attention span: the length of time you can concentrate on some idea or activity(internet P11)8. plateau effect: the phenomenon that people sometimes find they dont improve much or as fast as before.(P13)9. rough-tune: exaggerate the voice tone and gesture to he

9、lp get the meaning across/ rough-toning is that unconscious simplification which both parents and teacher use by exaggerating tones of voice, speaking with less complex grammatical structures than they would if they were talking to adults. When rough-toning, their vocabulary is generally more restri

10、cted. They dont set out to get the level of language exactly correct for their audience, but to rely on a general perception of what is being understood by the people listening to them. (P3)10. Interactional speech and transactional speechInteractional speech: communicating with someone for social p

11、urposes. It includes both establishing and maintaining social relationships. It is more unpredictable pattern.Transactional speech: communicating to get something done, including the exchange of goods or services. It is a highly predictable11. Parallel writing (P81): where students stick closely to

12、a model they have been given, and where the model guides their own efforts. It is especially useful for the kind of formulaic writing represented by postcards, certain kinds of letters, announcements and invitations, for example12. Accuracy and fluency : Accuracy: the extent to which students speech

13、 matches what people actually say when they use the target language. Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.13. overgeneralization:A process in which a learner extends the use of a gra

14、mmatical rule of linguistic item beyond its accepted uses, generally by making words or structures follow a more regular pattern. For example, use mans instead of men for the plural of man.14. Development error: An error in learner language that does not result from first language influence but rath

15、er reflects the learner's gradual discovery of the second language system. These errors are often similar to those made by children learning the language as their mother tongue. 15. Corpus: In linguistics, a corpus (plural corpora) or text corpus is a large and structured set of texts (now usual

16、ly electronically stored and processed). They are used to do statistical analysis and hypothesis testing, checking occurrences or validating linguistic rules on a specific universe. A corpus may contain texts in a single language (monolingual corpus) or text data in multiple languages (multilingual

17、corpus). Multilingual corpora that have been specially formatted for side-by-side comparison are called aligned parallel corpora.16. Information gap: Two speakers have different parts of information making up a whole. One person has information that the other lacks. The speaker has the information w

18、hich the listener does not know or the speaker wants to know information that the listener has. They have different information, and there is a gap between them. Students need to negotiate. In the classroom, the same kind of information gap will have to be created if we are to encourage real communi

19、cation.17. Strategy and skill: strategy:a systimatic and elaborate plan to achieve particular purposesskill:an ability that has been acquired by training三 Short questions:1. List at least four principles of teaching listening. The tape recorder is just as important as the tape. Preparation is vital.

20、 Once will not be enough. Students should be encouraged to respond to the content of a listening, not just to the language. Different listening stages demand different listening tasks. Good teachers exploit listening texts to the full.2. List at least four principles of teaching speaking.Be aware of

21、 the differences between second language and foreign language learning contexts. Give students practice with both fluency and accuracy.Plan speaking tasks that involve negotiation for meaning.Design classroom activities that involve guidance and practice in both transactional and interactional speak

22、ing.3. List at least four principles of teaching reading. reading is not a passive skill students need to be engaged with what they are reading students should be encouraged to respond to the content of a reading text, not just to the language. prediction is a major factor in reading match the task

23、to the topic good teachers exploit reading texts to the full4. List at least four principles of teaching writing.1) The type of writing we get students to do will depend on their age, interests and level. Our decisions will be based on how much language the students know, what their interests are an

24、d what we think will not only be useful for them but also motivate them as well.2) Provide opportunities for students to write -practice writing. 3) Make feedback and correction helpful and meaningful: over-correction ; Over-correction can have a very demotivating effect. As with all types of correc

25、tion, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other. One way of avoiding the 'over-correction' problem is for teacher to tell their students that for a particular piece of work they

26、are only going to correct mistakes of punctuation, or spelling, or grammar etc. This has two advantages: it makes students concentrate on that particular aspect, and it cuts down on the correction.4)Written symbolsAnother technique which many teachers use is to agree on a list of written symbols (S

27、= spelling, WO = word order etc.). When they come across a mistake they underline it discreetly and write the symbol in the margin.This makes correction look less damaging.5)Write a comment at the end of a piece of written work.Different forms of feedback are also very important.6)Correcting is impo

28、rtant, but it can be time-consuming and frustrating. Common sense and talking to students about it are the only solutions here.7)Correction is worthless if students just put their corrected writing away and never look at it again.5. List at least three special features about teaching listening. 1 Ta

29、pes go at the same speed for everybody. 2 Students have to be encouraged to listen for general understanding first rather than trying to pick out details immediately. 3 Spoken language has a number of unique features. 6.List at least four aspects that should be included in a teaching plan. It needs

30、to contain detailed information about the students. It has to contain what the teachers/students want to do. It will say how the teacher/students should do it. It will talk about what might go wrong (and how it can be dealt with) and how the lesson fits in with lessons before and after it.6.7. List

31、at least four teaching methods and approaches that have influenced current teaching practice.Grammar-translation, audio-lingualism, PPP(presentation practice production) , task-based learning, communicative language teaching8. List at least four differences between teaching adults and teaching child

32、ren.(P11)A. The first difference between adults and younger ages is that the former come to lessons with a long history of learning experience.B. Adolescents have their own histories.C. Adults are frequently more nervous of learning than younger pupils are.D. It is hard for the teachers of adolescen

33、ts to control the class.E. The adults may have a view of the importance of learning which makes them stick to a course of study in a specifically adult way.F. The adults do not necessarily need their learning to be camouflaged.9. List at least three reading skills that students need to acquire and e

34、xplain each of them. To scan the text for particular bits of information they are searching for. This skill means that students do not need to read every word and line, but to search for particular information. To skim a text to get a general idea. This skill means that students should not try to ga

35、ther all details or concentrate too hard on specifics. Students need to skim to get a general idea of what the reading material is about. To read for detailed comprehension. When looking for details, students are expected to concentrate on the minutiae of what they are reading.10. List at least four

36、 areas that teachers should consider when choosing textbooks.1. price 2. availability 3. layout and design 4. methodology 5. skills 6. syllabus 7. topic 8. stereotyping 9. teachers guide11. List at least four seating arrangements in the class.Orderly rows, circle, horseshoe, separate tables(P18)12.

37、List at least four pieces of equipment that you can make use of in an English class. the board; the computer; the dictionary; the overhead projector pictures and cards; the tape recorder; the video playback machine; the video camera13. List two popular information-gap activities.Two sets set A and s

38、et B making up a whole. Each set carries part of the information needed to solve a problem. Describe and DrawOne student has a picture. The partner has to draw the picture without looking at the original.The one with the picture will give instructions and descriptions, and the “artist” will ask ques

39、tions and draw.It is highly motivating, there is a real purpose for the communication (the information gap, completion of the task), and almost any language can be used. Remember to exchange the students roles if the activity is used more than once.14. List three types of writing rubrics.1)Non-weigh

40、ted rubric2) Weighted rubric3) Holistic rubric15. List the four alternatives that Neville Grant suggests when the teacher finds the text not appropriate. Neville Grants suggestionsOmission replacement addition adaptation 16. List at least four characteristics of good learners. (P10)a willingness to

41、listen; a willingness to experiment; a willingness to ask questions; a willingness to think about how to learn; a willingness to accept correction17. List at least two magazines you know concerning the teaching of English. TESOL in Context (Australia)ELT News and Views (Argentina)JALT News (Japan)Is

42、rael English Teaching Journal (Israel)UK journals:ELT Journal (published by Oxford University Press)Modern English Teacher (published by Prentice Hall Europe)English Teaching Professional (published by First Person Publishing)US journals:English Teaching Forum (published by the United States Informa

43、tion Service )TESOL Journal 18. What are the four stages of choosing a textbook? Analysis, Piloting, Consultation, Gathering opinions19. List at least three advantages of encouraging students to speak English in class. Rehearsal: A free discussion outside the classroom and a real-life role-play insi

44、de the classroom may help students understand what communication is. Feedback: Speaking activities may provide feedback, which is beneficial to both students and teachers.Engagement: Speaking activities can be highly motivating and involve more participation and enjoyment.20. What is the natural ord

45、er of language acquisition?(P24)Be exposed to itUnderstand its meaningUnderstand its formPractice it 21. What is the purpose of “activate” activities?(P26)Get the students using language as freely and “communicatively” as they can.Offer the students a chance to try out real langue use with little or

46、 no restrictiona kind of rehearsal for the real world.22. What is the purpose of “engage” activities?Arouse the students interest, thus involving their emotions so that they can learn better.23. List at least two principles of giving instructions. The instructions must be kept as simple as possible.

47、 The instructions must be logical. The instructions must be clear and well stated. It is important for the teachers to check that the students have understood what they have being asked to do. P424. What are the three basic level distinctions of language learners?(P13)Beginners; intermediate student

48、s; advanced students四. Discussions:1. What is accuracy? What is fluency? How to give students practice in both accuracy and fluency? State your point of view.Accuracy: the extent to which students speech matches what people actually say when they use the target language. Fluency: the extent to which

49、 speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.My point of view is to avoid interruptions and offer fluency-building practice. Making mistakes is a natural part of learning a new language. When students are repeating sen

50、tences trying to get their pronunciation exactly right, then the teacher will often correct appropriately every time theres a problem. But if students were involved in a passionate discussion, the teacher shouldnt interrupt. Otherwise the conversational flow may be destroyed.2. What are the key elem

51、ents in a lesson plan? How to design an effective lesson plan and make it feasible in the process of teaching? State your point of view.Coherence , variety。The first thing needs to detail is who the students are: How many are there in the class? What sexes? What are they like? Cooperative? Quiet? Di

52、fficult to contral? Experienced teachers have all this information in their heads when they plan; teachers in training will be expected to write it down.The next thing the plan has to contain is what the teachers/students want to do: study a piece of grammar, write a narrative, listen to an intervie

53、w etc. The third aspect of a plan will say how the teacher/students is/are going to do it. Will they work in pairs? Will the teacher just put on a tape or will the class start by discussing dangerous sports for example? Once again, an objective reader of the plan should be able to identify a logical

54、 sequence of classroom events。Lastly, the plan will talk about what might go wrong and how the lesson fits in with lessons before and after it.3. What should the teacher do if the students are uncooperative in the language classroom? There are a number of things teachers can do to try and solve the

55、problems of uncooperative classes.First of all, teachers can talk to individual members of the class outside the classroom. They can ask them what they feel about the class, why theres a problem and what they think can be done about it.Second, teachers can write to individuals. The same effect can b

56、e achieved simultaneously with all students by writing them a confidential letter. In the letter, the teacher says that she thinks theres a serious problem in the class and that she wants to know what can be done about it. Students can be invited to write back in complete confidence. The replies whi

57、ch are received will show what some of the problems are. The only disadvantage to having students write to the teacher individually is that the teacher then has to write back to each of them!Third, teachers can use activities. Teachers can make it clear that some of the more enjoyable activities whi

58、ch students like to do will only be used when the class is functioning properly. Otherwise, they will be forced to fall back on more formal teaching and language study.Fourth, teachers can enlist help. Teachers should not have to suffer on their own! They should talk to colleagues and, if possible, get a friend to come and observe the class to see if they notice things that the teacher himself or herself is not aware of.Last but not least, teachers can try making a languag