《中学英语教学法》复习思考题

1、0161）中学英语教学法复习思考题、判断正误题(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“listeners”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.语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用能力。()39.听、说、读、写是英语学习的手段。()40.语言和文化是密不可分的，学习语言就必须学习与之相联系的文化。二、填空题（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.英语课程标准采用国际通用的分级方式,将英语课程目标按照能力水平设为九个级别。课标要

26、求从三年级起开设英语课程。第二级为6年级结束时应达到的要求;第五级为9级结束时应达到的要求；第八级为高中毕业的基本要求；第九级为外国语学校和外语特色学校高中毕业课程目标的指导级。基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。语言知识包括语音、词汇、语法、功能和话题等五方面的内容。学习策略指学生为了有效地学习和发展而采取的各种行动和步骤。英语学习的策略包括认知策略、调控策略、交际策略和资源策略等。英语课程标准倡导任务型语言教学途径。英语课程的评价体系采用形成性评价与终结性评价相结

27、合的方式,既关注结果，又关注过程,使对学习过程和对学习结果的评价达到和谐的统一。三、配对题(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、简答题(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基础教育阶段英语课程的任务是什么？激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成

50、有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。35英语课程标准中提出的“基本理念”是什么？面向全体学生，注重素质教育整体设计目标，体现灵活开放突出学生主体，尊重个体差异采用活动途径，倡导体验参与注重过程评价，促进学生发展开发课程资源，拓展学用渠道什么是“情感态度”？根据教学实际谈谈如何在英语教学中实现这一教学目标。情感态度指兴趣、动机、自信、意志和合作精

51、神等影响学生学习过程和学习效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。保持积极的学习态度是英语学习成功的关键。教师应在教学中，不断激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立自信心，锻炼克服困难的意志，认识自己学习的优势和不足，乐于与他人合作，养成和谐健康向上的品格。通过英语课程，增强祖国意识，拓展国际视野。略什么是“学习策略”？学习策略指学生为了有效地学习和发展而采取的各种行动和步骤。英语学习的策略包括认知策略、调控策略、交际策略和资源策略等。认知策略是指学生为了完成具体学习任务而采取的步骤和方法；调控策略是指学生对学习进行计划、实施、反思

52、、评价和调整的策略；交际策略是指学生为了争取更多的交际机会、维持交际以及提高交际实效而采取的各种策略；资源策略是学生合理并有效利用媒体进行学习和运用英语的策略。如何在英语教学中渗透学习策略的培养？加强反思和监控根据学习风格调整学习策略注重交流和相互学习教师要为学习提供必要的指导五、活动设计(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咄电亞famousopersingers.MeiLanfangbeganlearningBeijingOperaatthea

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

59、ednioreth启rionehundredrolesrMeiLanfangwasthefirstpereonlointroduceBeijingOperatootherpartsofth*warkLHevisitedcountrieslikeJapanrtheUnitedStatesandRussiarDuringhisfir$tvisittoJapanin1919.thepeopletherepraisedhim韓performerofOrientalart”H*ma血寻聘atcontributiontotheculturalexchangebetweenChinaandthftWest,

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