【優(yōu)質(zhì)】英語(yǔ)教學(xué)法復(fù)習(xí)

11F英語(yǔ)教育專(zhuān)業(yè)英語(yǔ)教學(xué)法復(fù)習(xí)提綱Unit1LanguageandLearning1.1Howdowelearnlanguage?(無(wú))1.2Whatarethemajorviewsoflanguage?Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntax.Tolearnalanguageistolearnitsvocabularyandstructuralrules.Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.可能出題方式：?jiǎn)雾?xiàng)選擇題view:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntax.Tolearnalanguageistolearnitsvocabularyandstructuralrules.A.StructuralB.FunctionalC.InteractionalD.Communicativeview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.A.StructuralB.FunctionalC.InteractionalD.Communicativeview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.A.StructuralB.FunctionalC.InteractionalD.Communicative1.3ViewsonLanguageLearningTwobroadlearningtheories：Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.Behavioristtheory■ B.F.SkinnerAstimulus-responsetheory of psychologyAudio-lingualmethodTheideaofthismethod is that languageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Cognitivetheory■Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.ConstructivisttheoryJeanPiaget(1896-1980)Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.Socio-constructivisttheoryLearningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.可能出題方式：一、填空題：.theoriesareconcernedwithhowthemindorganizesnewinformation..theoriesemphasizethenatureofhumanandphysicalcontext..methodisbasedonthebehavioristtheoryoflanguagelearning,theideaofwhichthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacherandmistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised..Oneinfluentialideaofapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules..Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedon_his/herownandwhatisalreadyknown..Socio-constructivisttheoryemphasizesthatlearningisbestachievedthroughthedynamicbetweentheteacherandthelearnerandbetweenlearners.二、單項(xiàng)選擇題：.theorybelievesthatthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.A.BehavioristB.CognitiveC.ConstructivistD.Socio-constructivist.theorybelievesthatlearningisbestachievedthroughthe_dynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.A.BehavioristB.CognitiveC.ConstructivistD.Socio-constructivist.Oneinfluentialideaofapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.A.behavioristB.cognitiveC.constructivistD.socio-constructivist1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.■ 可能出題方式(填空題)：Agoodlanguageteacherdoesnotonlydependonhis/herofthelanguagebutalsoavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.Agoodlanguageteacherdoesnotonlydependonhis/hercommandofthelanguagebutalsoavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion,qualityandpersonalstyles.1.5Howcanonebecomeagoodlanguageteacher?Stage1 2 Stage*口Wallace’s(1991)‘reflectivemodel’(Figure1.1,p.9)Stage1:languagedevelopmentStage2:learning,practice,reflection?Thelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:Learningfromothers'experienceLearningthereceivedknowledgeLearningfromone'sownexperiences?Thepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofone'spre-serviceeducation,usuallyunderthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducation?TeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoingGoal:professionalcompetence■ 可能出題方式(簡(jiǎn)答題)：答案見(jiàn)P.308WhyareStage1andStage2interrelatedbyadoublearrowline?Whyarepracticeandreflectionconnectedbyacircle?Whyisprofessionalcompetence’amovingtargetorhorizon,towardswhichprofessionalstravelalltheirprofessionallifebutwhichisneverfinallyattained?,WhereshouldaTEFLmethodologycourse(英語(yǔ)教學(xué)法)fillinthemodel?Unit2CommunicativePrinciplesandTask-basedlanguageteachingHowislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?（無(wú)）Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.Definition:CommunicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituationsFivecomponentsofcommunicativecompetence（Hedge2000）Linguisticcompetence（語(yǔ)言能力）Theknowledgeoflanguageitself,itsformandmeaning.Pragmaticcompetence（語(yǔ)用能力）Theappropriateuseoflanguageinsocialcontext.Discoursecompetence（語(yǔ)篇能力）One,sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem{Strategiccompetence （策略能力）Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.|Fluency （流利性）One'sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（過(guò)分的，不適當(dāng)?shù)模﹉esitation,可能出題方式：?jiǎn)雾?xiàng)選擇題Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichisto.A.todevelopstudents,linguisticcompetence B.todevelopstudents,pragmaticcompetenceC.todevelopstudents,communicativecompetenceD.todevelopstudents,discoursecompetenceLinguisticcompetence（語(yǔ)言能力）refersto.theknowledgeoflanguageitself,itsformandmeaning.theappropriateuseoflanguageinsocialcontext.one'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemstrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Pragmaticcompetence（語(yǔ)用能力）refersto.theknowledgeoflanguageitself,itsformandmeaning.theappropriateuseoflanguageinsocialcontext.one,sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemstrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Discoursecompetence（語(yǔ)篇能力）refersto.theknowledgeoflanguageitself,itsformandmeaning.theappropriateuseoflanguageinsocialcontext.one,sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemstrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Strategiccompetence（策略能力）refersto.theknowledgeoflanguageitself,itsformandmeaning.4theappropriateuseoflanguageinsocialcontext.one,sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemD.strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.2.3ImplicationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.■ 可能出題方式：一、填空題Teachingmustenablelearnerstograspthefivecomponentsofcompetence,butnotjustthelinguisticcompetence.Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthecompetence.二、正誤判斷題(T/F)( )Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.PrinciplesofCLT(無(wú))MajorActivityTypesofCLT(無(wú))SixCriteriaforevaluatingcommunicativeclassroomactivities(mainfeaturesofcommunicativeactivities?)CommunicativepurposeCommunicativedesireContent,notformVarietyoflanguageNoteacherinterventionNomaterialscontrol可能的出題方式：Putatick(J)intheboxifyouthinkthefollowingactivitymeetthesixcriteria(標(biāo)準(zhǔn))listedforevaluatinghowcommunicativeclassroomactivities.Putacross(X)ifyoudonotthinkso.Workinpairs:StudentA:Usethequestionnairebelowtointerviewyourpartner.Takenotesonthelines.StudentB:Closeyourbook.Listentoyourpartner,squestionsandanswerthemaccordingtoyourownsituation.QuestionnaireHowlonghaveyoubeenlearningEnglish?Whendidyoubegin? WheredidyoubeginlearningEnglish?HaveyoutakenanyEnglishexaminations?DoyouspeakEnglishoutsidetheclass?Sixcriteriaclassroomactivity1.communicativepurpose2.communicativedesire3.content,notform4.varietyoflanguage5.Noteacherintervention6.Nomaterialscontrol2.7WhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.可能的出題方式：填空題1.TBLTisafurtherdevelopmentof.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.isafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineteachingwithcommunication-focusedteaching.TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithteaching.2.7.1FourcomponentsofataskApurposeAcontextAprocessAproduct可能的出題方式：填空題Clark,ScarinoandBrownell(1994:40)believethatataskhasfourmaincomponents:a,acontext,aprocess,andaproduct.Clark,ScarinoandBrownell(1994:40)believethatataskhasfourmaincomponents:apurpose,a,aprocess,andaproduct.Clark,ScarinoandBrownell(1994:40)believethatataskhasfourmaincomponents:apurpose,acontext,a,andaproduct.Clark,ScarinoandBrownell(1994:40)believethatataskhasfourmaincomponents:apurpose,acontext,aprocess,anda.7.2Exercises,exercise-tasksandtasksExercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.可能的出題方式：填空題Studythefollowingthreeactivitiescarefullyanddecidewhichisatask,anexercise-task,oranexercise.Activity1AdangerousmomentStudentAHaveyoueverbeeninasituationwhereyoufeltyourlifeindanger?Describethesituationtoyourpartner.Tellhim/herwhathappened.Giveanaccountofhowyoufeltwhenyouwereindangerandafterwards.StudentBListentoyourpartner’snarrationaboutadangerousmomentinhis/herlife.Drawapicturetoshowwhathappenedtoyoupartner.Showhim/heryourpicturewhenyouhavefinishedit.Thisisa/an.Activity2AskingforhelpWorkinpairs.OnestudentlooksatcardA.TheotherlooksatcardB.Practisetheconversation.Takenotesofyourpartner,swordsintheblanks.CardAYouareastudent.Youwantyourfriendtohelpyouwithsomehomework.CheckifBisbusy. Askhim/hertohelpyou. Trytopersuadehim/her. Thankhim/her.CardBYouareastudent.Yourfriendwantsyoutohelphim/herwithhomework.Youarenotkeen.A: Tellhim/heryouarenotdoinganything.A: Refuse.Giveareason.A: B:Agreereluctantly.A: Thisisa/an.Activity3GoingshoppingLookatMary,sshoppinglist.ThenlookatthelistofitemsinAbdullah,sstore.Mary,sshoppinglist1.oranges2.eggs3.flour4.powderedmilk5.biscuits6.jamAbdullah,sstore1.bread2.salt3.apples4.CocaCola5.tinsoffish6.flour7.chocolate8.sugarWorkwithapartner.OnepersonbeMaryandtheotherpersonbeAbdullah.Makeconversationslikethis:Mary:Goodmorning.Doyouhaveanyflour?Abdullah:Yes,Ido./No,Imsorry,Idon,thaveany.Thisisa/an.DifferencesbetweenPPPandTBLT（無(wú)）Howtodesigntasks?Step1Thinkaboutstudents'needs,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5Preparingmaterials可能的出題方式：填空題Indesigningatask,therearebasicallyfivesteps:Step1Thinkaboutstudents5,interests,andStep2BrainstormpossibleStep3EvaluatethelistStep4ChoosetheStep5PreparingCLTandTBLTintheChinesecontext（無(wú)）Unit3TheNationalEnglishCurriculumAbriefhistoryofforeignlanguageteachinginChina（無(wú)）DesigningprinciplesfortheNationalEnglishCurriculumAimforeducatingallstudents,andemphasizequality-orientededucation.面向全體學(xué)生，注重素質(zhì)教育。Promotelearner-centeredness,andrespectindividualdifferences.以學(xué)生為中心，尊重個(gè)體差異。Developcompetence-basedobjectives,andallowflexibilityandadaptability.整體設(shè)計(jì)目標(biāo)，體現(xiàn)靈活開(kāi)放。Paycloseattentiontothelearningprocess,andadvocate（提倡）experientiallearningandparticipation.強(qiáng)調(diào)學(xué)習(xí)過(guò)程，倡導(dǎo)體驗(yàn)參與。Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.注重過(guò)程評(píng)價(jià)，強(qiáng)調(diào)能力發(fā)展。Optimize（拓寬）learningresources,andmaximize（最大限度）opportunitiesforlearningandusingthelanguage.開(kāi)發(fā)課程資源，拓展學(xué)用渠道?？赡艿某鲱}方式（判斷題T/F）：AccordingtothedesigningprinciplesfortheNationalEnglishCurriculum,theaimoftheNationalEnglishCurriculumistoeducateallstudents,andemphasizequality-orientededucation.AccordingtothedesigningprinciplesfortheNationalEnglishCurriculum,theNationalEnglishCurriculumpromoteslearner-centeredness,andrespectsindividualdifferences.AccordingtothedesigningprinciplesfortheNationalEnglishCurriculum,theNationalEnglishCurriculumdevelopscompetence-basedobjectives,andallowsflexibilityandadaptability.AccordingtothedesigningprinciplesfortheNationalEnglishCurriculum,theNationalEnglishCurriculumpayslessattentiontothelearningprocess,butadvocatesexperientiallearningandparticipation.AccordingtothedesigningprinciplesfortheNationalEnglishCurriculum,theNationalEnglishCurriculumattachesparticularimportancetoformativeassessment,andgivesspecialattentiontothedevelopmentofcompetence.AccordingtothedesigningprinciplesfortheNationalEnglishCurriculum,theNationalEnglishCurriculumneglectslearningresources,andminimizesopportunitiesforlearningandusingthelanguage.GoalsandobjectivesofEnglishlanguageteachingThenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners,positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.Theoveralllanguageabilityrequiredinthe2001NationalEnglishCurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandculturalunderstanding.可能的出題方式：?jiǎn)雾?xiàng)選擇題9

Thenewcurriculumisdesignedto,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.developstudents,speaking,listening,readingandwriting.developstudents,positiveattitude,motivation,confidenceandstrategiesforlife-longlearning.developstudents,languagemotestudents,overalllanguageability.OveralllanguageabilitymentionedintheNationalEnglishCurriculumrefersto.developingstudents,speaking,listening,readingandwriting.developingstudents'positiveattitude,motivation,confidenceandstrategiesforlife-longlearning.improvingstudents5languageknowledge.developstudents5languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.^Specializedskidscourses"ESPcoursesEnglish1-5*Cultural&IherarystudiescourseetCx(1口dFtM}RequiredCourses^Specializedskidscourses"ESPcoursesEnglish1-5*Cultural&IherarystudiescourseetCx(1口dFtM}RequiredCoursesElediweTrack1English^-7(12credits)CompulsoryEducation1Level5L白支白14Level3Level2.Level1RequiredQouE'stiElectiveTrack2RequiredQouE'stiElectiveTrack2BasicrequfrementsforSthgradersBasicrequirementsfor6thgradersThestandardsfordifferentlevelsofcompetence可能的出題方式：?jiǎn)雾?xiàng)選擇題Accordingtothefigureabove,thedesignofthenewNationalEnglishCurriculumdividesEnglishlanguageteachingandlearningintocompetence-basedlevels.A.6 B.9 C.5 D.8Accordingtothefigureabove,theprimaryphaseisdesignedintolevels.A.6 B.3 C.2 D.8Accordingtothefigureabove,Level1covers.A. Grade 3 and Grade 4 B. Grade5andGrade6C. Grade 4 and Grade 5 D. Grades3andGrade5Accordingtothefigureabove,Level2covers.A. Grade 3 and Grade 4 B. Grade5andGrade6C. Grade 4 and Grade 5 D. Grades3andGrade5Accordingtothefigureabove, areintendedforthejuniorhighschool10

phase.A.Grade3andGrade5 B.Grade5andGrade6C.Grade4andGrade5 D.Grades3andGrade53.6ChallengesfacingEnglishlanguageteachersEnglishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthecenteroflearning.Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.可能的出題方式(判斷題T/F)：AccordingtotheNewNationalEnglishCurriculum,Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.AccordingtotheNewNationalEnglishCurriculum,Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.AccordingtotheNewNationalEnglishCurriculum,Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputtheteachersatthecenteroflearning.AccordingtotheNewNationalEnglishCurriculum,Englishlanguageteachersareexpectedtousemoresummativeassessmentusingtests.AccordingtotheNewNationalEnglishCurriculum,Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.Unit4.LessonPlanning(備課)whyisLessonPlanningImportantAlessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Teachersbenefitfromproperlessonplansinanumberofotherways:口Toenabletheteachertoimproveclasstiming;口Lessonplansarealsoanaidtocontinuingdevelopment(plan(/practice(/reflection)可能的出題方式：?jiǎn)雾?xiàng)選擇題Aisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.A.taskB.teachingplanC.transitiondeviceD.assessmenttoolPrinciplesforGoodLessonPlanning(無(wú))11Whataremacroplanningandmicroplanning?MacroplanningPlanningoveralongperiodoftimewhichisoftendonebyagroupofteachers,itprovidesageneralguidanceforlanguageteachersMicroplanningPlanningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively?Microplanningisoftenanindividualactivityanddifferentteachersmayhavedifferentwaysofwritingtheirownlessonplans.可能的出題方式：填空題.Planningoveralongperiodoftimewhichisoftendonebyagroupofteachers,itprovidesageneralguidanceforlanguageteachers.Planningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.Alessonplanusuallyhasthefollowingcomponents:>Backgroundinformation>Teachingaims>Teachingcontentandskills>Teachingaids>Stagesandprocedures>Endoflessonsummary>OptionalactivitiesandAssignment(Homework)>AfterlessonreflectionUnit5ClassroomManagementClassroommanagementisthewayteachersorganizewhatgoesonintheclassroom.(68)thegoalofclassroommanagementistocreateanatmosphereconduciveto(有助于)interactinginEnglishinmeaningfulways(Gebhard,1996).Efficientclassroommanagementcanbeachievedwhenthefollowingsixconditionsaremet.Theteacherplaysappropriateroles.Theteacherprovidesclearerinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Thereisdisciplineaswellasharmonyintheclass.Theteacherasksappropriatequestions.Thestudents,errorsaretreatedproperly可能的出題方式：填空題Classroomisthewayteachersorganizewhatgoesonintheclassroom.(68)可能的出題方式：?jiǎn)雾?xiàng)選擇題Thegoalofclassroommanagementistoconduciveto(有助于)interactinginEnglishinmeaningfulways(Gebhard,1996).A.createanatmosphere B.controltheclassC.createatask D.haveadiscussion12Whatrolesdoestheteacherplay?Controller(whattolearn;howtolearn)Assessor(correctingmistakes;organizingfeedback)Organizer(students,activities)Prompter(whenssdon,tknowwhattodo…)Participant(inss'activities)Resource-providerTeachers'rolesarenotstatic.Theychangewiththedevelopmentofthesociety.口Newroles:口Teacherasfacilitator■Createapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidestudentsinplanningandassessingtheirlearninganddeveloptheirlearningstrategies…口Teacherasguide■Activatestudents,priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;evaluatestudents,developmentfairlyfromanall-roundperspective…口Teacherasresearcher可能的出題方式：?jiǎn)雾?xiàng)選擇題Theteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.Theaboveindicatestheroleoftheteacher——.A.assessorB.organizerC.controller D.participantAsfarastherolesoftheteacherintheclassroomareconcerned,thefollowingdialogueindicatestheroleoftheteacher——intheclassroom:T:Doyouhaveanyhobbies?S:Yes,Ilikesinginganddancing.T:Uhm,and...?S:Ialsocollectcoins.T:Oh,really,howmany…h(huán)aveyoualready.collected?A.assessorB.prompterC.controller D.participantTheteacherwritesoneoffivenumbers(1一5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup1,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.Theaboveindicatestheroleofteacher.A.assessorB.prompterC.organizer D.participantWhenastudenthasmadeasentencewithborrow,'Iborrowedapapertowritealetter,,theteachersays,‘Well,wedon'tsayapaper,wesayapieceofpaper.,Theaboveindicatestheroleofteacher.A.assessorB.prompterC.organizer D.participantWhenstudentsaredoingagroup-worktask,theteacherjoinsoneortwogroupsforashortperiodoftime.Theaboveindicatestheroleofteacher.A.assessorB.prompterC.organizer D.participantWhiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydon,tknow.Sotheyasktheteacher.Theaboveindicatestheroleofteacher.A.assessorB.prompterC.resource-providerD.participantCreateapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidestudentsinplanningandassessingtheirlearninganddeveloptheirlearningstrategies.The13aboveindicatesthenewroleoftheteacher.A.guideB.facilitatorC.researcherD.controllerActivatestudents,priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;evaluatestudents,developmentfairlyfromanall-roundperspective.Theaboveindicatesthenewroleoftheteacher.A.facilitatorB.guide C.researcherD.controller5.2Howtogiveeffectiveclassroominstructions?Classroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;Tousethemother-tongueonlywhenitisnecessary;GivestudentstimetogetusedtolisteningtoEnglishinstructions;Usebodylanguagetoassistunderstanding;Modelthetask/activitybeforelettings