英語教學法復(fù)習資料

英語教學法名詞解釋1.structuralviewaboutlanguage：Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:thesoundsystem(phonology);thediscreteunitsofmeaningproducedbysoundcombinations(morphology),andthesystemofcombiningunitsofmeaningforcommunication(syntax).Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Whenthisstructuralviewoflanguagewascombinedwiththestimulus-responseprinciplesofbehaviouristicpsychology,theaudiolingualapproachtolanguagelearningemerged.2.functionalviewaboutlanguage：Inthe1960s,Britishlinguistsdevelopedasystemofcategoriesbasedonthecommunicativeneedsofthelearnerandproposedasyllabusbasedoncommunicativefunctions.Thefunctionalviewnoonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertobeabletodothingswithit.Inordertoperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Examplesofnotionsaretheconceptofpresent,past&futuretime,theexpressionsofcertaintyandsimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselvesbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.Therearetwokeytheoreticalissuesrelatedtothismethod:theroleofexplicitknowledgeinlanguagelearningandthevalueofdiscoveryasageneralmethodoflearning.Mechanicalpractice:Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.Bydoingmechanicalpractice,thestudentspayrepeatedattentiontoakeyelementinastructure.Substitutionandtransformationdrillsaremostfrequentlyusedinmechanicalpractice.Meaningfulpractice:Inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents"keepaneyeon'thewaynewlylearnedstructuresareusedintheprocess.Meaningfulpracticeusuallycomesaftermechanicalpractice.Forexample,afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives,thefollowingactivitycanbedoneasmeaningfulpractice.Denotativemeaning:Denotativemeaningofawordoralexicalitemreferstothosewordsthatweusetolabelthingsasregardsrealobjects,suchasanameorasign,hephysicalworld.Thisisusuallytheprimarymeaningofawordandmayseemrelativelyeasytolearn.However,problemsexistaswemaynotalwaysbeabletofindequivalentconceptsfromonelanguagetoanother.Forexample,theword'niece'and'nephew'inEnglishrefertoone'sbrothers'orsisters'daughtersandsons,whileinChinesethereisadistinctionmadebetweenthenamesusedtodescribeone'sbrother'schildrenandofone'ssister!s.Itisquiteeasytofindexampleslikethisinmanyotherareas.Ofteninsuchcases,newconceptswillhavetobeaddedtoone'svocabulary.Connotativemeaning:Aconnotativemeaningofawordrefersto"theattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader'sinterpretationoftheword5.Thesewouldincludewordsthatmayexpressapositiveornegativeattitudeorsubtlefeelingstowardssomething.AccordingtoHedge,"connotativemeaningderivesfromamixofcultural,political,social,andhistoricalsourcesandlearnerswillbeawareofthisphenomenonintheirownlanguage5butmaynotbesoawareofitinthetargetlanguage.AcaseinpointwouldbeanexamplegivenbyUr,whopointsoutthattheword'dog'withitsdenotativemeaningreferringtotheanimalitselfhasaconnotativemeaningoftenrelatedtofriendshipandloyalty.Butindifferentculturesthesamewordmayhavedifferentconnotativemeanings.Thesecondaspectofmeaningregardingvocabularylearninginvolvestheunderstandingofsenserelationsamongwords.Lexicalitemsofthiskindincludewordcollocations,synonyms,antonyms,andhyponyms.Collocation:Collocationsrefertowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.Forinstance,inEnglish,thewords'seel'watch',and'look'aresimilarinmeaningbutareoftenusedwithdifferentcollocationsaswewillsay"seeamovie',"watchaplay'and"lookatapicture5.Similarly,wesay"heavytraffic5,"heavysmoker:"heavyrain/snow/fog5butnever"heavyaccident5or"heavywind\ItisbelievedthatteachingwordcollocationsisamoreeffectivewaythanjustteachingonesinglewordatatimeasNationnotesthat"allfluentandappropriatelanguageuserequirescollocationalknowledge.'Receptiveandproductivevocabulary:Receptive/passivevocabularyreferstowordsthatoneisabletorecogniseandcomprehendinreadingorlisteningbutunabletouseautomaticallyinspeakingorwriting.Thosewordsthatoneisnotonlyabletorecognisebutalsoabletouseinspeechandwritingareconsideredasone'sproductive/activevocabulary.Atbeginnerlevel,mostnewwordslearnedbystudentsusuallyhaveimmediatepracticaluse,hencetheyquicklybecomeone'sproductivevocabulary.However,asstudentslearnmoreandmorewords,theywillfindthatforsomewordstheyareabletouseforspeakingandwritingbutforsomeotherwordstheycanonlyberecognisedwhenencounteredinreading.Also,formanyword,afterbeingencounteredmoreandmoretimestheygraduallyentersfromone'sreceptivetoone'sproductivevocabulary.Nationgivesamoredetailedexplanationaboutwhatwemeanbyreceptiveandproductivevocabulary.Fromhispointofview,receptiveknowledgeinvolves(1)beingabletorecognisethewordwhenitisheard;(2)beingfamiliarwithitswrittenformsothatitisrecognisedwhenitismetinreading;(3)recognisingthatitismadeupofsomepartsandbeingabletorelatethesepartstoitsmeaning;(4)knowingthatthewordsignalsaparticularmeaning;(5)knowingwhatthewordmeansintheparticularcontextinwhichithasjustoccurred;(6)knowingtheconceptbehindthewordwhichwillallowunderstandinginavarietyofcontexts;(7)knowingthattherearesomerelatedwords;(8)beingabletorecognisethatthewordhasbeenusedcorrectlyinthesentenceinwhichitoccurs;(9)beingabletorecognisethetypicalcollocations;(lO)knowingthatthewordisnotanuncommononeandisnotapejorativeword.Productiveknowledgeofawordincudesreceptiveknowledgeandextendsit.Itinvolves:(l)beingabletosayitwithcorrectpronunciationincludingstress;(2)beingablewriteitwithcorrectspelling;(3)beingabletoconstructitusingtherightwordpartsintheirappropriateforms;(4)beingabletoproducethewordtoexpressthemeaning;(5)beingabletoproducethewordindifferentcontextstoexpresstherangeofmeaningsofit;(6)beingabletoproducesynonymsandoppositesforit;(7)beingabletousethewordcorrectlyinanoriginalsentence;(8)beingabletoproducewordsthatcommonlyoccurwithit;(9)beingabletodecidetouseornotusethewordtosuitthedegreeofformalityofthesituation.TaxonomyproposedbyBloomKnowledge:recallingfacts,terms,andbasicconceptsComprehension:understandingoffactsandideasbyorganizing,comparing,translating,interpreting,describing,andstatingthemainideasApplication:applyingacquiredknowledge,facts,techniques,andrulesinadifferentcontextAnalysis:identifyingrelationships,causesormotives,andfindingevidencetosupportmainideasSynthesis:combiningelementsinadifferentwayandproposingalternativesolutions,creativethinkingEvaluation:presentanddefendopinionsbymakinganinformedjudgementaboutinformationorideasbasedonasetofcriteria.(language)ErrorsandmistakesAnerrorissomethingyousayorwriteconsideredtobeincorrectorwrong.Itisafailureduetothelackofthetargetlanguageknowledge.Amistakeisincorrectperformanceinspeechorwritingtoaknownlanguagesystem.QuestionsClosedandopenquestionsClosedquestionsrefertothosewithonlyonesinglecorrectanswer.Openquestionsrefertothosethatmayinvitedifferentanswers.DisplayquestionsandgenuinequestionsDisplayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswer,too.Genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontext,theyarethereforemorecommunicative.Lower-orderandhigher-orderquestionsLower-orderquestionsarequestionsthatsimplyrequirerecallingofinformationormemorizationoffacts.Higher-orderquestionsarethosethatrequiremorereasoning,analysis,andevaluation.TaxonomyproposedbyBloom做過的題Decidewhetherthefollowingstatementistrueorfalse.Itisacommunicativeactivityifstudentsaredoingworkfocusingontheaccuracyoflanguage.(F)Itisacommunicativeactivityifstudentsaremakingaconversationtopracticeacertaingrammaticalstructure.(F)Itisacommunicativeactivitywhenstudentsareaskedtoworkinpairtofindthedifferencesofthepicturestheyholdintheirhand.(T)Itisacommunicativeactivitywhenstudentsareplayingdifferentrolesthroughcueddialogues.(T)Itisacommunicativeactivitywhenstudentsareaskedtowritealettertotheirheadmasterfollowingasampleletterusingcertaingrammaticalstructures.(F)Itisacommunicativeactivityifstudentsareaskedtoreciteadialogueinthetextbyheart.(F)Itisacommunicativeactivitywhenstudentsaretalkingtoeachotherregardlessoflanguagerestrictions.(T)Itisacommunicativeactivityiftheteacheraskesastudentsaquestiontowhichthestudenthasalreadyknowntheanswer.(F)Itisacommunicativeactivityiftheteachercorrectsthestudents1grammarmistakeswhentheyareansweringaquestion.(F)Itisacommunicativeactivitywhenstudentsareworkinginpairsexchanginginformationtoeachother.(T)二、Fillineachoftheblankswithaproperwordorphraseinthefollowingtable.Eachwordorphrasecanbeusedonlyonce.PPP,TBLT,functional,accuracy,fluency,viewing,linguisticcompetence,culturalawareness,thinkingquality,learningabilityAtthebeginningofclass,theteacherpresentsandexplainsagrammaticalstructuretothestudentssothattheycanpracticethestructurefollowingthemodeltheteachersgave.ThisactivityrevealsanapproachofPPPIfalearnerknowstheknowledgeofthetargetlanguageandisabletousethelanguagecorrectlyinpronunciation,vocabularyandgrammar,wemaysaythatthelearnerhaslinguisticcompetence.Whenstudentsarereadingatextandtryingtofindoutthelogicrelationsbetweenparagraphs,theyarepracticingtheirthinkinpquality.IfstudentsareaskedtofindoutthelifestylesofthepeopleinanEnglishspeakingcountry,theyarefocusingonpracticingtheirabilityofculturalawareness.AtypicalTBLTcycleleadsstudentsfromfluencytoaccuracy.Itisaprocessofusingthetargetlanguagetolearnthelanguage.Ifstudentsareaskedtopracticeusingawordcorrectlyinforms,wemaysaythatthisactivityaimsforthestudentstoachievetheaccuracyofthelanguage.Whenstudentsareaskedtolookatadiagramorcartooninthetexttofigureouttheirimplicitmeaning,theyarepracticingtheskillofviewing.Whenstudentsareworkingingroupsinclasstodiscussorganizingaspringouting,theyareleadtousethetargetlanguagefromfluencytoaccuracy.Whentheteacherguidesstudentstomakeastudyplanforthemselves,he/sheiswillingtohelpthemtoachievelearningability.Whenstudentsareparticipatingaskingandgivingdirectionstoastrangerinthetargetlanguage,theactivitytheyaredoingrevealsthefunctionalviewoflanguage.三、Decidewhetherthefollowingstatementsaretrueorfalse.Properlessonplanningisessentialforonlynoviceteachers,seniororexperiencedteachersdonotneedtodolessonplanning.(F)Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.(T)Alessonplanissomethingthatateachermuststrictlysticktoduringthelesson.(F)Agoodlessonplanisthebackboneofthelessonanditcangiveteachers,especiallynoviceteachers,confidenceinclass.(T)Alessonplanisapieceofworkwrittenbytheteachertoentertaintheheadmasteroftheschool.(F)Ifateacherusesthesametextbookandsamematerialsforthenewstudentsastheoldones,he/shedoesnotneedtorewriteorrevisehis/herlessonplan.(F)Alessonplanshouldbelongenoughtocontaineverythingtheteacherpreparestosayandtodoinclass.(F)Alessonplancanensurethesuccessofthelessoniftheteacherfollowseverystepinthelesson.(F)四、Fillintheblankswithaproperwordinitsproperform.Eachwordcanbeusedonlyonceandthreewordsintheblankshallbeoddedout.(有三個詞或詞組不能用在空格里。)linkage,micro-planning,macro-planning,aim,variety,curriculum,flexibility,learnability,institution,production,objective,professionThefiveprinciplesofgoodlessonplanningareasfollows:Aimsaretherealisticgoalsforthelesson.Iftheteacherplansafewextraandalternativetasksandactivitiesfortheunexpectedclass,heorshefollowstheprincipleofflexibility.Ifthetasksorcontentspreparedforthestudentsarewithinthestudents5learningcapability,wecansaythattheprincipleoflearnabilityistakenintoconsiderationinlessonplanning.Ifinclassthestagesandstepsareillogicallyconnectedtoeachother,wemaysaythatthelessondoesnotfollowtheprincipleoflinkage.Varietyisalessonplanningprinciplemeaningplanninganumberofdifferenttypesofactivitiestokeepstudents,interestandmotivation.Macro-planningisplanningoveraperiodoftime,forexample,forawholeprogrammeorawhole-yearcourse.Knowingaboutwhatthelearnersareexpectedtoachieveandabletopossibility,therolesofagents,instrumentswithinasentence,andspecialrelationshipsbetweenpeopleandobjects.Linguisticcompetence:LinguisticcompetenceMsconcernedwithknowledgeofthelanguageitself,itsformandmeaning1.Morespecifically,itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.Hedgeemphasisesthatlinguisticcompetenceisanintegralpartofcommunicativecompetenceanditiswrongtothinkthatcommunicativelanguageteachingdoesnotaimforhighstandardoflinguisticcorrectness.Pragmaticcompetence:Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsocialcontext.Thatistosay,thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakers,andtheirrelationships.Theabovetaskshaveillustratedthispoint.InHymes'swords,toknow"whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner11Discoursecompetence:Discoursecompetencereferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.Inotherwords,itisone'sabilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscoursesuchas:'bydoafterasemester,forexample,isincludedinknowingabouttheobjectiveinmicroplanning.Acurriculumcanhelptheteacherknowabouttheprinciples,purposes,requirementsandtargetsspecifiedforthestudents.Whenstudentsaredoingactivitiesaimingatimprovingtheiractualuseoflanguage,itistheproductionstageofPPPmodel.五、Multiplechoice:Choosethebestanswer.Onlyoneansweriscorrect.Whenateachersaystothewholeclass,“Standupandactoutthedialogue：he/sheisplayingtheroleofa/an.A.facilitatorB.organizerC.assessorD.prompterAftertheclass,theteacheris,whoevaluatesnotonlyhowsuccessfullyhehasconductedtheclassbutalsohowefficientthelearningactivitieshavebeen.A.aresearcherB.aprompterC.anassessorD.aguideTheteacherhasawordinhismindandasksstudentstoguessbyaskingonlyyes/noquestionsuntiltheymakethecorrectguess.Whichofthefollowingisrighttodescribetheroleoftheteacherinsuchcontext?A.aprompterB.aparticipantC.anassessorD.aguideTherearerulestofollowformakinginstructionseffective.Thefirstistousesimpleinstructionandmakethemsuitthecomprehensionlevelofthe.A.teacherB.classmateC.studentD.textbookItreferstothetimewhenstudentsworkinsmallgroups.Eachgroupmayhave3,4,or5students,dependingontheactivity.A.IndividualstudyB.PairworkC.WholeclassworkD.Groupwork六、Decidewhetherthefollowingstatementsaretrueorfalse.Iftheproblemsinvolveonlyonestudent,theteacher'sactionshouldbeaquietresponsesothatitwillavoidotherstudents5attention.(T)Iftroublesomestudentsaresittingtogether,theteachershouldseparatethem.Besides,ifstudentsaremovedtothefrontoftheclasstheywillbehavebetter.(T)Bloomproposedataxonomyofquestionclassificationincludingknowledge,comprehension,application,analysis,synthesisandevaluation.(T)Anerrorreferstoaperformanceerrorthatiseitherarandomguessora"slipoftongue,anditisafailureperformancetoaknownsystem.(F)Amistakehasdirectrelationwiththelearners5languagecompetenceduetolackofknowledgeinthetargetlanguage.(F)七、Multiplechoice:Choosethebestanswer.Onlyoneansweriscorrect.Asforalessonplan,ateachersays,Mwhendolessonplanning,IalwayspreparesomeextraandalternativetasksandactivitiessothatIhavetheoptionstocopewiththeunexpectedsituation.HAccordingtotheteacher'swords,wecanknowthattheteacherfollowstheprincipleofinlessonplanning.A.linkageB.varietyC.flexibilityD.learnabilityWhatistheteacherdoingintermsoferrorcorrection?Igotothetheatrelastnight.YouGOtothetheatrelastnight?Correctingthestudent'smistake.Hintingthatthereisamistake.Encouragingpeercorrection.Askingthestudentwhetherhereallywenttothetheatre.Whenateacherintendstopresentorexplainanewlanguagepoint,whichofthefollowinggroupingmethodsismostlyrecommended?A.WholeclassworkB.PairworkC.GroupworkD.IndividualworkWhenstudentsaredoingactivities,theteacherwalksaroundandprovideshelpifnecessary,bothinideasandlanguage.Whatroleistheteacherplaying?A.OrganizerB.AssessorC.Resource-providerD.Prompter.Understandingallthepastformverbsinthedialogue11isatypicalexercisesfocusingon.A.useB.formC.meaningD.functionWhichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewstructureimmediatelyafterpresentationinclass?A.RoleplayB.GroupdiscussionC.PatterndrillsD.Writtenhomework.Whenteachingstudentshowtogiveappropriateresponsestocongratulationoranapology,theteacherisprobablyteachingat.A.lexicallevelB.sentencelevelC.grammaticallevelD.discourselevelWhenateachersaystothewholeclass,MStandupandactoutthedialogue11,he/sheisplayingtheroleofa/an.A.monitorB.organizerC.assessorD.prompterIfateacherasksstudentstocollect,compareandanalyzecertainsentencepatterns,he/sheaimsatdevelopingstudents'.A.discoursecompetenceB.culturalawarenessC.strategiccompetenceD.linguisticcompetenceWhichofthefollowingstatementsaboutalessonplanisinappropriate?ItisateachingguideItisablueprinttobestrictlyfollowed.Ittakesintoaccountsyllabusandstudents.Itdescribesinadvancewhatandhowtoteach.ThefirstPinthePPPteachingmodelstandsfor,whichaimstogetlearnerstoperceivetheformandmeaningofasentence.A.practiceB.productionC.presentationD.preparationThemainobjectiveofmechanicalpracticeistohelplearnerstoabsorbthoroughlytheofalanguageitem.A.meaningB.functionC.contextD.formIfateacherasksstudentstoconcentrateonsuchfeaturesasstructure,coherenceandcohesionofatext,he/sheaimsatdevelopingstudents1.A.strategiccompetenceB.culturalawarenessC.communicativecompetenceD.discoursecompetenceInwriting,studentsmaynotknowhowtoputsomethingintoproperEnglishandthusasktheirteacherforhelpandtheteacherhelpsthem.Heretheteacherplaystheroleofa/an.A.facilitatorB.assessorC.controllerD.participantWhichofthefollowingfocusesonaccuracyinteachinggrammar?A.SimulationB.SubstitutionC.RoleplayD.DiscussionWhichofthefollowingteacher'sinstructionscouldservethepurposeofelicitingideas?Shallwemoveon?Readafterme.Whatcanyouseeinthepicture?Whatdoestheword"quickly”mean?Whichofthefollowingisanexampleofteacher'sindirectcorrectivefeedback?Say"went"insteadofgo11.Weneveruse“at”thatway.ChoiceAisnottherightanswer.Whocanhelphimwiththissentence?Whichofthefollowingdoesateacherwanthis/herstudentstodevelopifhe/sheguidesthemtotakenotesusingkeywords,abbreviationsandsymbols.CulturalawarenessLanguageawarenessLearningstrategiesLanguageknowledgePopularasitmightbe,thePPPteachingmodelisnotconsideredappropriateforteaching,A.phoneticsB.grammarC.vocabularyD.readingToachievefluency,whenshouldcorrectionbeconducted?Afterclass.Themomenterroroccurs.Atthesummarystageoftheactivity.Duringthecourseofcommunication.八、Decidewhetherthefollowingstatementsaretrueorfalse.Intermsofpronunciation,studentsneedtobeabletoreadInternationalPhoneticAlphabets.(T)Poorpronunciationdoesnotcauseproblemsforthelearningofotherskills.(F)Bothconsistencyandaccuracyinpronunciationareveryimportant.(T)Adultlearnersneedtofocusonpronunciation,butyounglearnersdont(F)Stressandintonationinpronunciationaresometimesasimportantasgrammar.(T)Badpronunciationcanleadtoimportantmisunderstanding.(T)Inregardtopronunciation,intelligibilitymeansthatwhatissaidshouldbeunderstandabletothelisteners.(T)Minimalpairsarepairsofwordswhichhaveoneormoresoundsdifferentfromeachother.(F)Intermsofpronunciationpractice,gettingstudentstorepeatthesoundinchorusgiveseveryoneofthemachancetopracticesayingthesound.(T)Themeaningofasentencechangesifthestressisputonadifferentwordbythespeaker.(T)thesametoken','toputitinotherwords','first','second9,'atlast',andalsothereferencewordssuchas"they5,"that\hecontext.Itisthesecohesivewordswhichholdmeaningtogetherinasensibleway.Discoursecompetence,accordingtoHedge,alsoincludesone'sabilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation.Strategiccompetence:Strategiccompetenceissimilartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Onecancompensateforthisbysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation.Forexample,ifyouforgethowtosaycknife\youcanusegesturestoshowwhatyoumeanortoexplainitbysayingthatitisatoolonecanusetocutthings.Inthisway,theycankeeptheconversationgoingandpossiblygetinputfromtheotherend.Fluency:Thelastcomponentistermedasfluency,whichmeansone'sabilityto'linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation1.Recentresearchsuggeststhatteachinglearnerslexicalphrasesorchunksoflanguage,alsotermedas"prefabricatedlanguage'Jeanhelplearnersproducethelanguagemorefluently9becausetheycanbeeasilyretrievedfrommemory.Lewisalsostatesthat'fluencyisachievedlargelybycombiningchunks,reducingprocessingdifficulty'.Someexamplesofthesechunksare:'inmyopinion5,'inthesametoken5,'tomakealongstoryshorf,'tobeonthesafeside\'Iagreewiththisbut../,"takethingsforgranted9,"generallyspeaking5,etc.PPPteachingmodel:Presentation,PracticeandProduction.AtypicalPPPlessonwouldstartbytheteacherintroducinganewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading,etc.Studentsthenmoveontoproducethelanguageinamoremeaningfulway,suchasaroleplay,adrama,aninterview,etc.QuestionsTypes:Questionshavebeenclassifiedusingdifferentcriteria,mainlybasedonthelevelofthinkinginvolvedinansweringthequestions.Forexample,onetypeofclassificationmakesadistinctionbetweenclosedandopenquestions.Closedquestionsrefertothosewithonlyonesinglecorrectanswerwhileopenquestionsmayinvitemanydifferentanswers.Anotherclassificationmakesadistinctionbetweendisplayquestionsandgenuinequestions.Displayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers,too.Conversely,genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.Athirdclassificationmakesadistinctionbetweenlower-orderandhigher-orderquestions.Lower-orderquestionsrefertothosethatsimplyrequirerecallingofinformationormemorisationoffactswhilehigherorderquestionsrequiremorereasoning,analysis,andevaluation.ThefourthclassificationisataxonomyproposedbyBloom,whichunderpinsthedifferentquestiontypes.Bloom'staxonomy:Knowledge:recallingfacts,terms,andbasicconceptsComprehension:understandingoffactsandideasbyorganising,comparing,translating,interpreting,describing,andstatingthemainideasApplication:applyingacquiredknowledge,facts,techniquesandrulesinadifferentcontextAnalysis:identifyingrelationships,causesormotives,andfindingevidencetosupportmainideas,Synthesis:combiningelementsinadifferentwayandproposingalternativesolutions,creativethinkingEvaluation:presentanddefendopinionsbymakinganinformedjudgementaboutinformationorideasbasedonasetofcriteriaMethodsofcor