《英语教学法程》王蔷复习题.pdf

陕西师范大学陕西师范大学 英语教学法教程英语教学法教程 复习题复习题 Unit 1 3 Unit 2 3 Unit 3 3 Unit 4 3 Unit 5 4 Unit 6 4 Unit 7 4 Unit 8 4 Unit 9 4 Unit 10 5 Unit 11 . 5 Unit 12 5 Unit 13 5 Unit 14 7 Unit 15 7 综合复习题 . 9 第三模块 复习题 第三模块 复习题 Unit 1 Views on language Views on language learning 1. What are the major views of language? What are their implications to language teaching or learning? 2. Some language teachers argue that we should “teach the language” rather than “teach about the language”. What are the major differences between these two approaches to language teaching? 3. Audiolingual approach to language learning 4. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context. 5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles. 6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. Unit 2 What is communicative compentence? Try to list some of its components. Principles in communicative language teaching/ strong version and week version List some of the communicative activities. What is a task/its components Unit 3 The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding. 4. Lesson Planning What is lesson planning? Principles for good lesson planning Components of a lesson plan Unit 4 1. What is the Grammar-Translation Method? 2.What is the Functional-Notional syllabus? 3.Whats the difference between Grammar-Translation Method and the Functional-Notional Approach? 4. What is Sociolinguistics? Can you give some examples in your daily life? 5. What is Language acquisition and language learning? 6.What is the Natural Order of language acquisition? Unit 5 What is classroom management? Types of student grouping and their advantages and disadvantages The role of the teacher - contoller, assessor, organizer, prompter, participant, resource provider The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers. Classification of questions How to deal with errors? Unit 6 Critical Period Hypothesis The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency. List some methods of practicing sounds. Unit 7 Grammar presentation methods Grammar practice is usually divided into two categories, mechanical practice and meaningful practice. Unit 8 What does knowing a word involve? Receptive vocabulary and productive vocabulary. List some ways of presenting new words How to consolidate vocabulary? Developing vocabulary building strategies Unit 9 Characteristics of listening process Principles and models for teaching listening As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage. Unit 10 What are the characteristics of spoken language? Discuss their implications to teaching. Information-gap activities List some of the speaking tasks that the students are often asked to do in language classroom Unit 11 The role of vocabulary in reading: sight vocabulary Skills involved in reading comprehension Models for teaching reading Stages involved in Teaching Reading Problems in reading are often seen as a failure to recognize words that may not exist in the learners vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons. In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities? Unit 12 What is the main idea of communicative approach to writing? What is the main idea of the process approach to writing? Unit 13 I: What is the teachers role in communicative Language teaching? II: Decide which of the followings are “ traditional teaching methods” and which are communicative teaching methods”. 1. The teacher tries to help them remember the meaning of each word by reading it mechanically again and again. 2. Students read the pattern drills aloud and then translate them one by one into Chinese. (or: first target language into mother tongue, then mother tongue into target language.) 3. “Jigsaw” listening or reading- the students read or listen to different texts, then they exchange with each other the information they have gained from them. 4. The teacher refers to a picture，which everyone in the class can see and asks questions about the picture. 5. Mini-research and questionnaires-students walk around the class to do a mini-investigation on certain topic they are interested in by asking the other students question. 6. The students read aloud the new words and expression by imitating their teacher or by listening to the tape. 7. Students make sentences following the given pattern or sentence structure. 8. Students present their own ideas or opinion on certain topic. 9. Students read the text aloud. 10. Students speak according to the roles assigned to them in a given situation 11. Students do the written exercises, such as filling in the blanks with the correct forms of the verbs, adverbs, or prepositions, or they do multiple choice exercises . 12. The text would be read aloud sentence by sentence and each one would be translated. 13. The language is natural, so students will learn how speakers of the language actually use it. 14. Students can learn more about the language by examining the discourse (how the text is organized and language is used to hold it together) and more about the background culture, which will help them comprehend future texts. 15. The teacher teaches grammar rules. The teacher explains and illustrates them by pointing to examples in the text or by thing examples from dictionaries or grammar books. 16. Real life is brought into the classroom, so that students are doing in class to what they might have to do later in life. 17. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions. 18. Students in pairs are given different bits of information. By sharing this separate information they can complete a task. 19. Students in groups do debating, arguing about the advantage and disadvantage of T.V. 20. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions. III: Look at the following role definitions and the list of some a teachers functions. For each of these functions, decide which role is most appropriate ( in some cases more than one role may be involved) Roles a. diagnostician b. planner c. manager controller e. participant f. instructor g. assessor h. prompter 1. to find out (as far and as consistently as possible the needs, interests, language difficulties and preferred learning styles of the students. 2. to foster a group feeling(cooperation, liking, common aims, mutual confidence, etc) 3. to ensure that learners have clear short and long-term learning objectives. 4. to assess the progress of individual and of the class as a whole 5. to ensure that learners are aware of this progress. 6. to encourage students to take responsibility for their learning. 7. to vary patterns of interaction within the lesson according to the precise aims and the nature/feeling of the group. 8. to ensure that the students find their involvement sufficiently challenging. 9. to analyse and present realistic chunks of the target language for students to process. 10. to select and introduce activities and materials for language work. 11. to help students develop positive, individual strategies for learning. Unit 14 1. What is bottom-up approach and top-down approach? 2. What area the four main reading strategies? Describe their differences. When do you use these reading strategies? 3. Whats pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities. 1 What is bottom-up approach and top-down approach? 2 What area the four main reading strategies? Describe their differences. When do you use these reading strategies? 3. whats pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities. Unit 15 As a successful listener, he should be able to demonstrate his success by correctly reproducing the aural message, requires important information. The purpose for listening in real life are: : a. get information b. to maintain social relations c. to be entertained. Language and background knowledge constitute the two main sources of information For different purpose people use different listening skills; a. listening for a general idea b. listening for specific information c. listening for detailed information d. listening for inferring information ( listen to decode what is indirectly expressed, including the relationships between speaker, the moods or attitudes of the speaker, the physical setting of the text. e. note-taking Guidelines for designing effective listening tasks: a. the listening skill the students are required to develop b. students interests, needs, language level and potential problems c. the class size, time available, teaching aids Designing tasks to develop the skill of listening for general idea a. decide a title b. write out the answers c. write a summary d. look at a list of words and circle those used by the speaker e. fill in blanks f. sequencing the main points conducting a listening class the teacher can be thought of as a “director” and the students “actors” Task for director: a. gives an introduction b. monitor and observe c. make comments or diagnose problems the teachers role in listening class is just like director. A listening class is divided into three stages: pre-listening, while-listening and post-listening stages. Pre-listening stage a period before the students start listening. The main tasks of the pre-listening stage are a. introduce about the topic b. introduce the type of the text c. introduce some background information d. make predictions about the content and make a list of words which may occur in the listening text. While-listening stage It is the period in which the students perform the act of listening. This is the stage in which students actually carry out all the activities while the teacher observes and operates the machine. The tasks in this stage are: a. listening for general idea b. listening for specific information c. listening for inferring Activities: a. filling details in a form b. labeling a piece of graphic material c. taking notes d. correcting something already written e. ticking off items in a list f. drawing the picture or diagram g. carrying out actions h. arranging events or information in the correct sequence i. judging whether some statements about the listening text are true or false Post-listening stage: a period after listening Tasks: a. checks students answers b. points out their problems c. explains the listening text d. oral summary e. written summary f. create the situation for students to do role-play g. express your own view about the topic of the text. h. solve a given set of problems using the information you have learnt from the text i. hold discussion with your group on the topic j. write a letter to complain about the situation described in the listening text. k. write the same situation in your experience 综合复习题 综合复习题 Exercises for the course of English teaching methodology I. Multiple choice Directions：Choose the best answer for the following questions and write your answers on the answer sheet. 1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones? A. Structural syllabus. B. Situational syllabus. C. Functional syllabus. 2. Which of the following is a communicative activity? A. Listen to the weather broadcast and fill in a form. B. Listen to the weather broadcast and talk about a picnic. C. Transfer the information from the weather broadcast into a table. 3. In which of the following situations is the teacher playing the role of a prompter? A. Explain the language points and meanings of words and sentences. B. Give examples of how to do an activity after the explanation and instructions. C. Elicit ideas from students. 4. Which of the following is a social interaction activity? A. Information gap. B. Role-play. C. Information transfer. 5. What reading approach is based on the assumption of reading as a guessing game? A. The top-down approach. B. The bottom-up approach. C. The interactive approach 6. What reading strategy does the following activity help to train? The students were asked to read each paragraph and then match the paragraph with relevant headings. A. Inferring. B. Scanning. C. Skimming. 7. Which of the pre-reading activities exemplifies the bottom-up approach? A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people. B. The teacher raises several questions about old people and asks the students to discuss in pairs. C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old peoples life. 8. What listening skill does the following activity help to train? Listen to the folio-wing text and answer the multiple-choice question. In this dialogue, the speakers are talking about_. A) going to a picnic B) attending a concert C) having a party A. Listening for gist. B. Listening for specific information. C. Listening for detailed information. 9. Which of the following features does spoken English have? A. It is generally produced in fairly simple sentence structures. B. It is produced with little redundancy. C. It is produced with good organization. 10. What should a required lesson plan look like? A. a copy of explanation of words and structures B. a timetable for activities C. transcribed procedure of classroom instruction 11. For better classroom management, what should the teacher do while the students are doing activities? A. participate in a group B. prepare for the next procedure C. circulate around the class to monitor, prompt and help 12. Which of the following activities can best motivate junior learners? A. games B. recitation C. role-play of dialogues 13. To cultivate communicative competence, what should correction focus on? A. linguistic forms B. communicative strategies C. grammatical rules 14. Which of the following activity is most productive? A. read the text and then choose the best answer to the questions B. discuss on the given topic according to the text you have just read C. exchange and edit the writing of your partner 15. To help students understand the structure of a text and sentence sequencing, we could use- for students to rearrange the sentences in the right order. A. cohesive devices B. a coherent text C. scrambled sentences 16. The purpose of the outline- is to enable the students to have a clear organization of ideas and a structure that can guide them . A. in the actual writing B. in free writing C. in controlled writing 17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called . A. deductive grammar teaching B. inductive grammar teaching C. guiding discovery 18. It is easier for students to remember new words if they are designed in -and if they are -and again and again in situations and contexts. A. context, same B. context, different C. concept, difficul II. Definition Directions: Define the following terms 1. Communicative compentence 2. Lesson planning 3. Classroom management 4. Receptive vocabulary and productive vocabulary. 5. Sight vocabulary 6. Information-gap activities 7. Display questions 8. Task 9. Audiolingual approach to language learning 10.Reading III. Blank filling Directions: fill in blanks according to what youve learn in the course of foreign language teaching. 1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context. 2. The quality of a good language teacher includes ethic devotion, professional quality and personal styles. 3. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. 4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding. 5. The role of the teacher - contoller, assessor, organizer, prompter, participant, resource provider The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers. 6.The goal of teaching pronunciation should be