《英語教學(xué)法》作業(yè)

1、 14/14英語教學(xué)法作業(yè) 英語教學(xué)法作業(yè) Part I Basic Ideas in Language Teaching Directions: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Cours

2、e in English Language Teaching”. To learn a language means to learn these structural items so as to be able to understand and produce language. This is the behaviorist view of language. This is the structural view of language. This is the functional view of language. This is the interactive view of

3、language. Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts. This is the behaviorist view of language. This is the structural view of language. This is the functional view of language. This is the

4、interactive view of language. According to cognitive theory, . students learn language by repeating what teachers say students are asked to think and create students learn a language as animals do things students respond when teachers give stimulus By audio-lingua method, students should always . be

5、 allowed to create their own sentences based on their understanding of certain rules be trained to form good habits in learning relate their rules learned to their uses in real life be able to communicate with others in practice Language is regarded as a communicative tool, whose main use to build u

6、p and maintain social relations between people. This is the interactional view of language. This is the functional view of language. This view of language has no basis of theory. The view may be out of date in language teaching. What is the main idea of Communicative Approach? To teach language in a

7、 global and meaningful way. To teach language in a communicative method. To teach language in training of habits. To teach language by asking students to repeat and memorize forms. What is a good language teacher? A person who has a good command of English. A person who is armed with a specific rang

8、e of skills and strategies. A person who has ethic devotion, desirable personal styles and professional qualities. A person who has professional competence. To attain the professional competence, a teacher should have training, learning, practice and . experience educational psychology received know

9、ledge reflection According to Hymes, in a successful language communication, ones utterance should be reliable and clear possible and feasible appropriate and authentic possible, feasible, appropriate and really used Learning a language means being able to do things with it in some sense. This is th

10、e behaviorist view of language. This is the structural view of language. This is the functional view of language. This is the interactive view of language Behaviorist view of language holds . students learn language by repeating what teachers say students are asked to think and create students learn

11、 a language as animals do things students respond when teachers give answers A teacher should have training, learning, practice and to attain the professional competence,. experience educational psychology received knowledge reflection Task principle means activities in which language is used for ca

12、rrying out meaningful tasks that promote learning. This is the view of communicative approach about competence This involves the function/notion method This is the view of behaviorism in language teaching. Not sure. We train students to learn a language just as we train animals to do things. This ca

13、n be classified into functional grammar. The typical behaviorist view of language learning. The view is taken by those who hold grammar-translation method. None in history had the view of language learning. According to Chomsky, language is not a form of behavior; it is an intricate rule based syste

14、m. It is still a behaviorist view. It is functional view of language. It is audio lingua method. It is the mentalist view. Mistakes should immediately corrected and correct utterances should be immediately praised. Audio-lingual method Communicative approach Mentalist view Silent way Language is a s

15、ystem of structurally related elements for the coding of meaning. Structural view. Mentalist view. Meaningful way of learning Natural approach We all set up our own perspective of the world, through individual experiences and schema. Mentalist one Not based on any theory Typical constructivist view

16、of learning Functional one Changes in behavior are observed, and used as indicators as to what is happening inside the learners mind. Audio-lingual one Constructivist view Behaviorist one Cognitive view of language Language teaching and learning are focused on a new behavioral pattern being repeated

17、 until it becomes automatic. Behaviorist view of learning Constructivism Cognitive view Not sure Listening activities always test the students memory rather than other abilities. The test is the typical one practiced by communicative approach. This kind of view is actually the way of functional meth

18、od. Any traditional teaching way will do in this way. Memory training is of course the cognitive approach. The communicative activities in classroom should be the one with_. teacher intervention materials under control simple language and no variants content on focus not forms Process-oriented theor

19、ies are concerned with_. how materials are organized together how hypothesis is tested how the mind processes new information how learners receive input Condition-oriented theories emphasize _. the human and physical context in learning the nature of habit formation the making of inference the learn

20、ing process Part II Teaching Activities Directions: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick( ) in bracket, otherwise, mark a cross(). Student A uses a questionnaire to int

21、erview his partner, student B, and makes notes. ( ) As two students are talking about their experience, the teacher asks other students to take down their information. ( ) . Listening to tapes with headphones and then answering listening comprehension questions. ( ) When reading in a foreign languag

22、e, students are asked to mentally translate everything in order to understand. ( ) “Write a composition wi th a title of A Day on the Factory in classroom” ( ) Information-gap activities in spoken lesson. ( ) Use English-English dictionary to understand the meaning of vocabulary. ( ) The teacher wri

23、tes a set of words on the blackboard and asks the students to find the “odd man out”. ( ) Ask students to read phonetic transcripts of words. ( ) Make students in groups to say out grammatical rules. ( ) Teachers help learners in any way that motivates them to work with the language. ( ) The target

24、language system will be learned best through the process of struggling to repeat and practice rote learning. ( ) Pattern drills are practiced peripherally. ( ) Ask students to use authentic and natural language. ( ) In any teaching class, teachers ingrate the four skills. ( ) In teaching we should a

25、lways prevent students from making errors. ( ) The linguistic competence is the desired goal in teaching. ( ) Communicative activities come after a long process of rigid drills and exercises. ( ) Teachers practice bottom-up mode activity and start from a linear process in reading.( ) To use transiti

26、on device so that visualization is realized in reading. ( ) Working in lockstep, the teacher expresses clearly and as much as possible. ( ) To use substitution drills and prompts in grammar teaching. ( ) An activity in classroom for students to practice language, which involves no definite or correc

27、t answers in the task. ( ) Ask students to bridge their information gap in speaking.( ) Part III Teaching Principles Directions: In this part of the test, there are some Teaching Principles that need your evaluation. Please choose the ones you think them correct and in accordance with what we have l

28、earnt and put a tick( ) after them The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them. ( ) A group of students working together to brainstorm topics and ideas will be more productive because their thoughts c

29、an be inspired by each others ideas. ( ) The teaching activities must be designed to be done by the individual students rather than all of them, and the activities should also involve the teacher correcting or evaluating how the student do these activities. ( ) A teacher is a resource-provider. ( )

30、It is not the teachers work to choose topics and tasks so as to activate students in teaching. ( ) Teachers need not have extra materials prepared to cope with slower/faster-working students. ( ) Different approaches stipulate different teacher roles, but there are some common roles that teachers pl

31、ay. ( ) Teachers can do nothing to increase and maintain the motivation of students by the types of tasks. ( ) Teaching listening should focus on the result of listening rather than the process of listening. ( ) The trick to working with drills is to work on individual sounds for more than few minut

32、es a time. ( ) Ask students to make a list of optimal solutions to the problem addressed. ( ) We should require the students to acquire native-like pronunciation. ( ) Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom

33、. ( ) The first step of lesson planning will already have been performed for you: choosing what to teach. A teacher can play the roles as controller, assessor, organizer, prompter, participant and resources provider, but they should not play all of them at one time. ( ) A normal class should be in s

34、uch a way in which students can raise questions and challenges to teachers. ( ) Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ( ) In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks,

35、ready-made chunks. ( ) The introduction of authentic texts into the learning situation. ( ) Functional grammar holds that a language will play three functions, the idea of which can be used in teaching of language skills.( ) Take care of trivial details in reading and listening so that students may

36、have a full understanding of the text. ( ) In writing, teachers help students recognize their own composing process.( ) We design speaking tasks that do allow outspoken students to dominate discussion. ( ) We in teaching clarify fixed rules and standards, and are consistent in applying them.( ) Part

37、 IV Teaching of Language and Language Skills Part V Teaching Planning Directio ns: In this part of the test, you are to give a Teaching Plan according to the material (a text) given below. Your plan should cover aims, language contents, stages and procedures. (Text 1.) Nature gives plants and trees

38、four ways to scatter their seeds. The first is by wind. The seed of some plants are very light, like the dandelion and the sycamore. They have wings or parachutes so that the wind can carry them easily. The second is by birds and animals. Some seeds, like the seeds of burdock stick to the fur of ani

39、mals, and drop off as the animals move about. Birds carry others, such as berries. The third way is by the plant itself. The plant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds. The last is by water. The seeds float on the water either because they are very l

40、ight, or because they have air inside them. Lesson Plan AIMS: A) B) NEW LEXIS: A) B) GRAMMAR/STRUCTURE: PROCEDURE Activities A) B) C) Stage 1: A) B) C) Stage 2: A) B) C) Stage 3: A) B) C) Homework: Reserve activity Visual aids: (Text 2) A doctor working in a village was very annoyed because many peo

41、ple used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, Im so glad to see you. Ive got a severe pain i

42、n my left side”. The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month”. Then, he went away, leaving the man standing in the street with his tongue hanging outand a large crowd of people laughing at him. Lesson Plan AIMS: A) B) NEW LEXIS: A) B) GRAMM

43、AR/STRUCTURE: PROCEDURE Activities A) B) C) Stage 1: A) B) C) Stage 2: A) B) C) Stage 3: A) B) C) Homework: Reserve activity Visual aids: (Text) Clerk: Good morning, Sir. What can I do for you? Monty: Good morning. Ive lost my briefcase. Clerk: Where do you think you lost it? Monty: I was on the 8:3

44、0 train to Stockport. Clerk: Right. Can you give me your name, Sir? Monty: Yes. Monty Ball. Clerk: And your address? Monty: I live at 26 Ash Avenue, Manchester. Clerk: Can you describe your briefcase, please? Monty: Yes. Its black and made of leatherone of those flat sided ones. Clerk: Anything in i

45、t? Monty: Not much. Just my lunch and a few papers. Clerk: Well, if it turns up well let you know. Where can we ring you? Monty: At my officethe number is 483 7692. Clerk: Right, Mr. Ball. Ill see what I can do. Monty: Thanks a lot. Bye. Lesson Plan AIMS: A) B) NEW LEXIS: A) B) GRAMMAR/STRUCTURE: PR

46、OCEDURE Activities A) B) C) Stage 1: A) B) C) Stage 2: A) B) C) Stage 3: A) B) C) Homework: Reserve activity Visual aids: Part VI Comment and Evaluation Directions: In this part, you are to give your comment or evaluation on the following terms in language teaching. 1.Prompter Macro planning Traditi

47、onal pedagogy Language form Role-plays 2. Function/notion approach consistency task-based method deductive and inductive method prompter 3.Prompter: Linguistic competence: Role-plays: Bottom-up and Top-down models: Behaviorism: Part I Basic Ideas in Language Teaching Directions: In this part, there

48、are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or they are behaviorist theory, cognitive theory or communicative view and write down your answers after these statements. 1. Day to day langu

49、age use involves activities such as offering, suggesting, advising and apologizing. Learners learn a language in order to be able to do things with it. 2. Language is a system and so its subsystems include phonological, morphological and lexical items which constitute sentence. We learn these items

50、so as to be able to understand and produce language. 3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement. 4. In the whole process of language learning, stimulus-response can form very good habits which are the basis for good language training. 5. When

51、we learn language, we should always think and ask questions about not only how but also why. 6. Learners are trained to express notions that complete their tasks. The notions include concept of present, past and future time, the expressions of certainty and possibility and so on. 7. We should learn

52、language in the way that is used in the real world and therefore we frequently bridge the gap between the use of language in real life and the teaching or learning pedagogy in classroom. 8. When learning language, we should know not only the language code or the form of language, but also what to sa

53、y to whom and how to say it appropriately in any given situation. 9. Language is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beings put all the items together to understand language and produce language. 10. Language is seen as a li

54、nguistic system and a means for doing things. To complete these, learners need to know how to combine the grammatical rules and the vocabulary to express notion. 11. Learners have to study the patterns and rules of language above the sentence level to learn how language is used in different speech c

55、ontexts. 12. A language learner acquires language competence which enables him to produce language. Part II Teaching Activities Directions: There are five activities stated below. For each one, you are to describe it with simple example. 1. ( discovering differences ) 2. ( pooling information to sol

56、ve a problem ) 3. ( simulation activity ) 4. ( identifying pictures ) 5. ( work in pairs ) 6. ( role playing ) Part III Teaching Principles Directions: In this part of the test,Wallaces reflective modelis to be completed to demonstrate the development of professional competence. You are to fill the

57、blanks with proper terms. Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, others knowledge, others experience, response and stimuli, language training, sta

58、ge, goal, etc. 11. The efficient teaching implies that we should know the discourse features of any text and make students well informed of them. ( ) Advantages/disadvantages: 12. To inspire stud ents productive thoughts in group discussion by means of brainstorming topics and ideas. ( ) Advantages/

59、disadvantages: 13. The teacher carefully designs activities for the individual students to complete the tasks and evaluates the whole process. ( ) Advantages/disadvantages: 14. To vary teaching techniques and train students learning strategy in class. ( ) Advantages/disadvantages: 15. Extra material

60、s are prepared to cope with slower/faster-working students. ( ) Advantages/disadvantages: Part IV Teachers role in language teaching Directions: In this part of the test, there are things listed below that teachers often do in the language classroom. You are to decide what role the teacher is playin