《中學英語教學法》復習思考題

1、0161）中學英語教學法復習思考題、判斷正誤題(5分)Thefollowingstatementsareaboutthefactspresentedinthetextbook,pleaseindicateinthebracketsbeforethestatementswhethertheyaretrue(T)or(F).()1.Knowingawordmeansthatyouknowthepronunciationandmeaningofit.()2.Studentserrorsareaveryusefulwayofshowingwhattheyhaveandhavenotlearnt.Soi

2、nsteadofseeingerrorsnegatively,asasignoffailure,weseethempositivelyasanindicationofwhatwestillneedtoteach.()3.Testingimpliesevaluationbasedonacollectionofinformationaboutwhatstudentsknowandcando.()4.Classroomclimateisstronglyaffectedbytheteachersattitudeandbehaviour.()5.IntheCommunicativeApproach,at

3、eacherisdescribedasan“instructor”andstudentsas“l(fā)isteners”inclass.()6.ThestudentsnativelanguagehasnoparticularroleintheCommunicativeApproach.Thetargetlanguageshouldbeusednotonlyduringcommunicativeactivities,butalsoinexplainingtheactivitiestothestudentsorinassigninghomework.()7.Wordswhichwewantstudent

4、stounderstand,butwhichtheywillnotneedtousethemselves.Wecallthispassivevocabulary.()8.Studentserrorsareasignoffailure,sowemustcorrecteverymistaketheymake.()9.CultureisreceivedgreaterattentionintheCommunicativeApproach.()10.Spokenlanguageisgenerallyproducedininformal,simpleorcommonvocabulary.()11.Alln

5、ewwordsinalessonareequallyimportant.()12.Classroomclimateisstronglyaffectedbyboththeteachersattitudeandthestudentsbehavior.()13.Vocabularycanbedividedintoproductiveandreceptive.()14.Communicativecompetencereferstoknowledgeofthegrammarandvocabularyofthelanguage.()15.Post-readingworkusuallycontributes

6、tothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.()16.Writtenlanguageisgenerallyproducedinfairlysimplesentencestructures.()17.IntheCommunicativeApproach,bothteachersandstudentshavemultipleroles.()18.Spokenlanguageissometimesproducedinincompletesentences.()19.Theskil

7、lpractisedinthepre-readingstageisanticipation.()20.Communicativeactivitiescanbedividedintofunctionalcommunicativeactivitiesandsocialinteractionactivities.()21.Onewaytoteachreadingisfollowingtheframework:presentation,practiceandproduction.Eachstagehasadifferentgoalanddealswithdifferentreadingstrategi

8、es.()22.Studentsaregiventhestructureincontextandareaskedtoworkouttheruleforthemselves.Theyaregivenguidancefromtheteacherinusingevidencefromthecontexttoworkouttheusageofthestructure.Thisiscalledtheinductivemethod.()23.Readingisanactiveprocess,duringwhichthereadertriestounderstandthemeaningofagiventex

9、t.()24.Iftheaimofactivityistocheckthatstudentscanusetheverbscorrectly,youhavetocorrectanymajorerrors,especiallythoseinvolvingtheverbsyouhavetaught,ortheactivitywillloseitspoint.()25.Theskillpractisedinthepre-readingstageisinference.()26.Wordswhichwewantstudentstounderstand,butwhichtheywillnotneedtou

10、sethemselves.Wecallthisactivevocabulary.()27.Thetypicalexampleoffunctionalcommunicationactivitiesisroleplay.()28.Thetargetlanguageshouldbeusednotonlyduringcommunicativeactivities,butalsoinexplainingtheactivitiestothestudentsorinassigninghomework.()29.Youglancequicklythroughatextinordertofindaspecifi

11、cpieceofinformation,thisskilliscalledscanning.()30.Typesofmistakesareslips,errorsandattempts.()31.Thelanguageyouarelearningiscalledtargetlanguage.()32.Thereisanimportantdifferencebetweenassessmentandtesting.()33.Inmanycasestheterm“materials”isusedinplaceof“textbooks”,whichreferstoanythingthatisusedb

12、yteachersorstudentstofacilitatethelearningofalanguage.()34.Itsunnecessaryforteacherstoknowhowtoevaluate,selectandadapttextbooks.()35.Itisclearlywhethersomeonecanbecomeagoodlanguageteachersolelydependsonhis/hercommandofthelanguage.()36.FLTMisasciencewhichstudiestheprocessesandpatternsofforeignlanguag

13、eteaching,aimingatrevealingthenatureandlawsofforeignlanguageteaching.()37.AccordingtotheGrammarTranslationMethods,thespokenformoflanguageisthemostimportantaspectoflanguage.()38.語言技能包括聽、說、讀、寫四個方面的技能以及四種技能的綜合運用能力。()39.聽、說、讀、寫是英語學習的手段。()40.語言和文化是密不可分的，學習語言就必須學習與之相聯(lián)系的文化。二、填空題（20分）Fillintheblankssoastoco

14、mpletethedescriptionsofdifferenttheoriesoflanguagelearning.Inreallife,therearetwowaysinwhichweoftenlisten,theyareandAgoodspeakingsyllabusshouldincludetopics,functionsandOnewaytohelpstudentsusenaturalintonationistopractisesayingthesentenceinsections,startingwiththeendofthesentenceandgraduallyworkingb

15、ackwardstothebeginning.Thistechniqueisknownas.Teachingisathree-wayrelationshipbetween,thematerialsheorsheisusing,TOC o 1-5 h zand.Theteacherdividesthewholeclassintopairs.Everystudentworkswithhisorherpartner,andallthepairsworkatthesametime,itissometimescall.Withpairsofstudentsspeakinginturninfrontoft

16、heclassiscalled.Thebackgroundknowledgeneededtointerpretagiventextiscalled.usuallycontributestothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.Activitiesthataretrulycommunicativehavethreefeatures:,choice,andSomefactorswillinfluenceourlessonplanning,theyarecurriculuman

17、dBasicquestiontypesare,andTOC o 1-5 h zWhenwewriteacommentonobservation,wecanfollowtheSSSS+Sprocess:sympathise,and.Controlledpracticecanbedividedintotwotypes,theyareandTheruleisgivenfirstandexplained.Thestudentsthenhavetoapplytheruletogivensituations.Thisiscalled.Inreallife,languageisusedtoperformce

18、rtain;intraditionalpedagogy,theteachingfocusisonratherthanfunctions.JamesAsherwasthefounderof.Theskillpractisedinthepre-readingstageis.Alessonshouldinvolvethe,andofbothlearnersandteachers.ItcanberegardedasaprocessofThreeapproachestowardsreadingandlisteningare,and.Thereareavarietyofelementsthatcontri

19、butetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion,and.Inthepasthalfcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,andReadingisanprocess,duringwhichthereadertriestounderstandtheme

20、aningofagiventext.TOC o 1-5 h zLessonplanningshouldbedoneattwolevels:and.Theprocessofwritingisgeneratingideas,and.Roleplayisawayofbringingsituationsfromreallifeintotheclassroom.Whenwedoit,weaskstudentstoimagine.Theymayimagine:,orboth.Theteacherdividestheclassintosmallgroupstoworktogether,itiscalled.

21、Littlewood(1981)proposedtwomaincategoriesofcommunicativeactivities,namely:and.Vocabularycanbedividedintotwokinds,theyareand.Communicativecompetenceistheabilitynotonlytoapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowandtousethesesentencesandto.Knowingawordme

22、ansthatyouknow,andAnimportantfeatureoftodayslanguageclassroomisthatstudentsdonotalwaysstudyasonebiggroup.Rather,formuchoftheclasstime,studentsarebrokendowntogroupsofdifferentsizes.Themostcommonstudentgroupingsare,and.Therealisticgoalsofteachingpronunciationshouldbe,and.Aclosestudyontheassessmentpurp

23、oseswillmakeitclearthatallthepeopleinvolvedineducationhavesomereasonstoconsiderassessmentnecessary.Theyareadministrators,teachers,parentsandstudents.Besidestesting,therearemanyotherwaystogatherinformation,suchasteachersassessment,continuousassessment,studentsself-assessment,andportfolios.Inpractice,

24、todevelopstudentscommunicativecompetencemeanstodeveloptheirlanguageskills,namely,listening,speaking,readingandwriting.Readthroughthefollowingitemsanddecidewhichbelongtomacroplanningandwhichbelongtomicroplanning.Writedownlessonnotestoguideteaching.Decideontheoverallaimsofacourseorprogram.Designactivi

25、tiesandproceduresforalesson.Studythetextbooksandsyllabuschosenbytheinstitute.Decidewhichskillsaretobepractised.Prepareteachingaids.Allocatetimeforactivities.Preparegamesorsongsforalesson.Preparesupplementarymaterials.Decidewhichlanguagepointstocoverinalesson.英語課程標準采用國際通用的分級方式,將英語課程目標按照能力水平設為九個級別。課標要

26、求從三年級起開設英語課程。第二級為6年級結束時應達到的要求;第五級為9級結束時應達到的要求；第八級為高中畢業(yè)的基本要求；第九級為外國語學校和外語特色學校高中畢業(yè)課程目標的指導級。基礎教育階段英語課程的總體目標是培養(yǎng)學生的綜合語言運用能力。綜合語言運用能力的形成建立在學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識等素養(yǎng)整體發(fā)展的基礎上。語言知識包括語音、詞匯、語法、功能和話題等五方面的內容。學習策略指學生為了有效地學習和發(fā)展而采取的各種行動和步驟。英語學習的策略包括認知策略、調控策略、交際策略和資源策略等。英語課程標準倡導任務型語言教學途徑。英語課程的評價體系采用形成性評價與終結性評價相結

27、合的方式,既關注結果，又關注過程,使對學習過程和對學習結果的評價達到和諧的統(tǒng)一。三、配對題(5分)Readandmatch.PartIa.Activevocabularyd.Passivevocabularyg.Thetop-downmodelb.Structuralviewc.Interactionalviewe.Thebottom-upmodelf.Functionalviewh.Theinteractivemodeli.Intheproductionstagej.Inthepresentationstagek.Inthepracticestage()1.Wordswhichwewants

28、tudentstounderstand,butwhichtheywillnotneedtousethemselves.()2.Thisviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.()3.Learnershavetheopportunitytointegratethenewlanguageitemswiththeoldthroughactivitiesthatgivefreeandextensiveexpressionaimedatdevelopingfluencyskills.()4.Whenreadinga

29、text,Istartbypredictingtheprobablemeaning,thenIgettoreadandunderstandthewordsandphrasesinthetexttocheckwhetherthatisreallywhatthewritermeans.SometimesIgotheotherwayround.Thatstosay,Icombinetheabove2waysinmyreading.()5.Thisviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainso

30、cialrelationsbetweenpeople.()6.Iusuallystartreadingatextbyrecognisingwords,wordconnections,andphrasepatternsaswellassentencepatterns,thenIcanrapidlyandautomaticallygetmeaningfromthetext()7.Thisviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems.Tolearnalanguagemeanstolearnthesestructuralite

31、mssoastobeabletounderstandandproducelanguage.()8.Whenreadingatext,Ifirstidentifythetopic,purposeandstructureofthetext,thenImakeguesses,predictionsduringreading.Inthisway,Icreatemeaningfromthetextasawhole.()9.Studentsaregiventheopportunitiestousethenewlypresentedlanguageitemsinacontrolledframework.Th

32、ismaybedonebydrills,orbyrepeatingpartsofthedialoguepresentedinthefirststage.Thisstageisintendedtodevelopaccuracyskills.()10.Wordswhichstudentswillneedtounderstandandalsousethemselves.Part2Thefollowingarethingsthatteachersoftendointhelanguageclassroom.Decidewhatroletheteacherisplayingineachactivity.P

33、utnumber1-6inthebrackets.Whenyouhavefinished,workingroupsandcompareyouranswers.mpter5.participant6.resource-provider()a.Theteachergivesstudentstwominutestoskimatext,andwhentimeisup,he/sheasksstudentstostopandanswersomequestions.()b.T:Doyouhaveanyhobbies?S:Yes,Ilikesinginganddancing.T:Uhm,and.?S:Ials

34、ocollectcoins.()c.Theteacherwritesoneoffivenumbers(15)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup1,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.()d.Whenastudenthasmadeasentencewith“borrow”,“Ib

35、orrowedapapertowritealetter”,theteachersays,“Well,wedontsayapaper,wesayapieceofpaper”.()e.Theteacherasksthestudentstotaketurnstomakesentenceswithanewlylearnedstructure.Ifsomeonemakesanerror,theteacheraskshimorhertorevise.()f.Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseapar

36、ticularwordtheydontknow.Sotheyasktheteacher.()g.Theteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems?”Ifthestudentdoesntseemtobeready,theteachersays“forexample,ashirtwithout.andpointstothebuttonsonhisownshirtorjacket.()h.Whenthestudentshaveingroupsdecidedwheretogoforaspringouting,the

37、teacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.()i.Whenstudentsaredoingagroup-worktask,theteacherjoinsoneortwogroupsforashortperiodoftime.()j.Theteacherasksthestudentstoproduceconversations(eitherorallyorinwriting)byusingparticularpatternsorexpressionstheyhavejustlearned.四、簡答題(25分)Ans

38、werthefollowingquestions.Whydoteachersaskquestionsinclass?Whatarethecausesofmistakes?Whatdoesknowingawordmean?Howcouldyouwritesomethingontotheblackboardbutstillkeeptheattentionoftheclass?Howtodevelopyourself-evaluation?Therearedifferenttypesofframeworksforplanningalesson.Whatarethey?Herearesomewayso

39、fpracticingthestructure:substitution,freesubstitution,repetition,picturepromptsandsinglewordprompts.Puttheminorderofdifficultyandgiveyourreasons.Whatisasuccessfulspeakingactivity?Howtopresentastructure?Describethefollowingquestioningstrategies.AQWhatdoesalessonplanconsistof?Whataretheadvantagesofusi

40、ngpairworkandgroupwork?Whatproblemsmighttherebe?Whyarestage1andstage2interrelatedbyadoublearrowline?Whyarepracticeandreflectionconnectedbyacircle?Writedownfiveimportantcharacteristicsofgoodteachingandbadteaching.Thenevaluateyourself.Howfararethesefivecharacteristicstrueofyourownteaching?Howtoorganiz

41、epairwork?Whatarethebasicprinciplesofpositiveerrorcorrection?Howtoanalyzetheaimsofalesson?Whydopeoplelisten?Listfivetypesofactivitiesdoneinthewhile-readingstage.Listfivetypesofactivitiesdoneinthepost-readingstage.TherearefivestepsintheteachingofJEFC.Whatarethey?Listeightvocabularyconsolidationactivi

42、tiesthatcanbedoneinclass.Whatislinguisticcompetence?Whatiscommunicativecompetence?Whatareprinciplesforgoodlessonplanning?Whataretheprinciplesforteachinglistening?Whatareassessmentmethods?Whatarethepossibleadvantagesanddisadvantages?Howcanonebecomeagoodlanguageteacher?Reflectonyourexperiencesoflearni

43、ng/teachingEnglishinmiddleschool.Whichmethoddidyourteacher/youusemostoftentoteachgrammar?Howeffectivewasit?WhyistheGrammar-TranslationMethodstillpopularintheworld?TheGrammar-TranslationMethodisstillpopularintheworldbecauseithasthefollowingadvantages.TheGrammar-TranslationMethod,thefirstlanguageismai

44、ntainedasthereferencesysteminthelearningofthesecondlanguage.Translationfromonelanguagetoanotherplaysacertainpartinlanguagelearning.Comparisonbetweentwolanguageshelpsstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.Systematicstudyofgrammaticalrulesplaysanimportantr

45、oleinfosteringstudentsabilityofreadingcomprehensionandproducinggrammaticallycorrectsentences.Ithasspecialimportanceforstudentsinteacherscollegesforwhomagoodmasteryofthegrammarsystemofthetargetlanguagewillhelpthemintheirfutureteaching.Thefocusonunderstandingliterarytextsprovidesthesituationsinwhichre

46、adingandwritingabilitiesarewelltrained.TheGrammar-TranslationMethodmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.Itisrelativelyeasytoapply.WhatdoyouthinkwillbethetrendofFLTinChinainthenextcentury?InthenextcenturythetrendofFLTwillnotsimplyteachstudentslanguage,butprovideplenty

47、ofopportunitiesforstudentstousethelanguage,andtheyshouldlearnthelanguageforthepurposeofusingit.Themethodappliednextcenturyshouldalsobeeclectic,butthiseclecticismisbasedonsoundtheoreticalprinciplesandeffectivepracticeresults.WhydoweuseEnglishsongsinclass?Songscanincreasemotivationtolearnlanguageasstu

48、dents.Songsgivestudentsintensivepracticeinselectedpatterns,butwithoutboredom.Songsgivestudentspronunciationpractice-instressandrhythmaswellasinindividualsounds.SongscanprovidestudentswithaninsightintoEnglishculture.Songscanalwaysbeenjoyableandmemorable.Singingsongsisagroupactivity,anactofcooperation

49、,whichhelpstobringthegrouptogetherandhelpsstudentslearnalanguagemoreeffectively.Whatarethebasicproceduresofdesigningfreewritingtasks?GettingideasonthetopicSelectingandexpandingoneideaMakinganoutlineWritingandimprovingadraftWritingthefinalversion34基礎教育階段英語課程的任務是什么？激發(fā)和培養(yǎng)學生學習英語的興趣，使學生樹立自信心，養(yǎng)成良好的學習習慣和形成

50、有效的學習策略，發(fā)展自主學習的能力和合作精神；使學生掌握一定的英語基礎知識和聽、說、讀、寫技能，形成一定的綜合語言運用能力；培養(yǎng)學生的觀察、記憶、思維、想象能力和創(chuàng)新精神；幫助學生了解世界和中西方文化差異，拓展視野，培養(yǎng)愛國主義精神，形成健康的人生觀，為他們的終身學習和發(fā)展打下良好的基礎。35英語課程標準中提出的“基本理念”是什么？面向全體學生，注重素質教育整體設計目標，體現(xiàn)靈活開放突出學生主體，尊重個體差異采用活動途徑，倡導體驗參與注重過程評價，促進學生發(fā)展開發(fā)課程資源，拓展學用渠道什么是“情感態(tài)度”？根據(jù)教學實際談談如何在英語教學中實現(xiàn)這一教學目標。情感態(tài)度指興趣、動機、自信、意志和合作精

51、神等影響學生學習過程和學習效果的相關因素以及在學習過程中逐漸形成的祖國意識和國際視野。保持積極的學習態(tài)度是英語學習成功的關鍵。教師應在教學中，不斷激發(fā)并強化學生的學習興趣，并引導他們逐漸將興趣轉化為穩(wěn)定的學習動機，以使他們樹立自信心，鍛煉克服困難的意志，認識自己學習的優(yōu)勢和不足，樂于與他人合作，養(yǎng)成和諧健康向上的品格。通過英語課程，增強祖國意識，拓展國際視野。略什么是“學習策略”？學習策略指學生為了有效地學習和發(fā)展而采取的各種行動和步驟。英語學習的策略包括認知策略、調控策略、交際策略和資源策略等。認知策略是指學生為了完成具體學習任務而采取的步驟和方法；調控策略是指學生對學習進行計劃、實施、反思

52、、評價和調整的策略；交際策略是指學生為了爭取更多的交際機會、維持交際以及提高交際實效而采取的各種策略；資源策略是學生合理并有效利用媒體進行學習和運用英語的策略。如何在英語教學中滲透學習策略的培養(yǎng)？加強反思和監(jiān)控根據(jù)學習風格調整學習策略注重交流和相互學習教師要為學習提供必要的指導五、活動設計(25分)1.Presentandpractisethestructureso.that：followingthestagesSituationsandexampletoshowmeaning;Modelthestructure;ModeltheexampleontheboardandOtherexample

53、s.Thenpractiseitmeaningfully.Drawtwopicturesthatfitthedialogue.Thenpresentandpracticethereflexivepronouns.A:LookatthisphotoofShelley!Shelleyisfallingoffherbike.B:Ihopeshedidnthurtherself.A:No,shedidnthurtherself.Shewasallright.A:HeresanotherphotoofShelley.B:Look!Shesswimmingverywell.Ididntknowshecou

54、ldswim.Whotaughther?A:Nobody!Shetaughtherself.B:Didshelearnallbyherself?Howclever!Hereispartofafirstyearlesson.Threedifferentteachersareabouttoteachthelesson.Whichteacherhastheclearestideaoftheaimofthelesson?AndWhy?WhendoyouWhendoesyourfriendgetup?eatbreakfast?washyourface?gotoschool?finishschool?go

55、tobed?Inthemorning.Intheafternoon.Intheevening.Atnight.Whendoyoucleanyourteeth?meetyourfriends?playgames?learnEnglish?Designsixtasksforpre-readingstage,while-readingstageandpost-reading.Qu-yuanwasbornaroundtwothousandyearsageinChina.Hisjobwastogiveadvicetotheemperor.Theemperoralwaystookhisadvice.How

56、ever,theemperordiedandtheemperordidnotlikelisteningtoQu-yuan.Qu-yuanfinallylosthisjob.Qu-yuanwasverygoodatwritingpoems.Hebecameafamouspoet.However,hewasalwayssad.Hewassadbecausethenewemperordidnottakehisadviceandthecountrylostabattle.Hejumpedintoariveranddied.Itwasthefifthdayofthefifthlunarmonthinth

57、atyear.Nowadays,peopleeatricedumplingsandhaveDragonBoatracestocelebratethisfestival.Designfivereadingtasksforpre-readingstage,while-readingstageandpostreading-stage.MeiLanhngwasbomon22Octodw1094inJiangsuprov(n.Bothhisfattierandgrandfather咄電亞famousopersingers.MeiLanfangbeganlearningBeijingOperaatthea

58、geofeightHejoinedXilianchengTheatiiealCompanyattheof14andstartedperforminginShanghaiandothercities-KebecameFamousbeforehereachedth*ageof20”Lanfangwasmostfartiausforplayingfemaleroles,HealsoaddednewelementssuchasChirwMkurvgfuandanewmuskelisistrwtventtotheartofBeijingOpera.Duringhisactingcar&et;heplay

59、ednioreth啟rionehundredrolesrMeiLanfangwasthefirstpereonlointroduceBeijingOperatootherpartsofth*warkLHevisitedcountrieslikeJapanrtheUnitedStatesandRussiarDuringhisfir$tvisittoJapanin1919.thepeopletherepraisedhim韓performerofOrientalart”H*ma血尋聘atcontributiontotheculturalexchangebetweenChinaandthftWest,

60、DuringtbtAntiJapaneseWar,MeiLnfangreiusedtoperformfortheJapaneseartny,Peopleadmiredhisstronglaveforhiscountry-MeiLanfangdiedon7August196】fnBeijingHEsfamousplysincludeJFarewellMyConcubine.TheRrunk-mRefliJtv+StF卄princFIowqTLookatthetextbelow,whichistakenfromoneoftheschooltextbooksandtrytoworkoutwhatis