(完整word版)英语教学法简答题及答案

2.Whatarethedifferencebetweenlinguisticcompetenceand2.Whatarethedifferencebetweenlinguisticcompetenceand简答题1.Whatarethequalitiesofagoodlanguageteacher?non-intellectualqualitiesPsychologicalqualitiesareessentialfactors.strongwill-power（顽强的意志品质）goodmotivation（明确的动机）goodmotivation（明确的动机）perseverance（持之以恒的精神）out-goingcharacteristics（夕卜向的性格）IntellectualqualitiesLanguagelearningabilitySelf-studyabilityFourlanguageskillsabilityApplicationofCAIApplicationofCAI（computer-assistedinstruction）Teachingpracticequalitiesself-assessmentqualitiescommunicativecompetence?Whatiscommunicativecompetence?Itcoversavarietyofdevelopmentinsyllabusdesignandinthemethodologyofforeignlanguageteachingandincludesbothknowledgeabouthowtousethelanguageappropriatelyincommunicativesituation.Whatisdeductivemethodofteachinggrammar?Whatisinductivemethodofteachinggrammar?Deductivemethod:itrefersonreasoning,analysingandcomparison.First,theteacherwriteanexampleonboardordrawsattentiontoanexampleinthetextbook.Thentheteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralword.Inductivemethod:intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.Whataretheprinciplesforgoodlessonplanning?Variety:Planninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.Flexibility:Planningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.Linkage:Thestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.Learnability:Thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents'copingabilitywilldiminishtheirmotivation.Whatarethedifferencebetweenmacroplanningandmicroplanning?Ideally,lessonplanningshouldbedoneaytwolevels:macroplanningandmicroplanning.Theformerisplanningovertime,forinstance,theplanningforamonth,aterm,orthewholecourse.Thelatterisplanningforaspecificlesson,whichusuallylasts40or50minutes.Ofcourse,thereisnoclearcutdifferencebetweenthesetwotypesofplanning.Microplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.5.Whatarethecomponentsofalessonplan?5.Whatarethecomponentsofalessonplan?5.Whatarethecomponentsofalessonplan?5.Whatarethecomponentsofalessonplan?Teachingaims:Thefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.Languagecontentsandskills:languagecontents:structures(grammar),vocabulary,functions,topicsandsoon.Languageskills:communicativeskillsinvolvedinlistening,speakingreadingandwritingTeachingstagesandprocedures:Teachingstagesarethemajorstepsthatlanguageteachersgothroughintheclassroom.Proceduresarethedetailedstepsineachteachingstage.ThemostpopularlanguageteachingstagesarethethreePsmodel,whichincludepresentation,practiceandproduction.Whataretheaspectsofpronunciation?Pronunciationisanumbrellatermcoveringmangaspectsbesidessoundandphoneticsymbols,suchasstress,intonation,andrhythm.Whataretheprinciplesforteachinglistening?FocusonprocessCombinelisteningwithotherskillsFocusonthecomprehensionofmeaningGradedifficultylevelappropriately8.Whatarethepurposesforpre-listening,while-listeningand8.Whatarethepurposesforpre-listening,while-listeningand8.Whatarethepurposesforpre-listening,while-listeningand8.Whatarethepurposesforpre-listening,while-listeningandpost-listeningactivities?Pre-listening:Tosparkinterestandmotivatestudentstoattendtothespokenmessage,Toactivateorbuildstudents'priortopicalandlinguisticknowledge,Tosetpurposesforlistening.While-Listening:Tofosterstudents'comprehensionofthespeaker'slanguageandideas,Tofocusstudents'attentiononsuchthingsasthespeaker'sorganizationalpatterns,Toencouragestudents'criticalreactionsandpersonalresponsestothespeaker'sideasanduseoflanguage.Post-listening:Toexaminerelationshipsbetweenpriorknowledgeandexperience,andnewideasandinformationgainedfromthespeakerordiscussion,Toinviteandencouragestudentreflectionandresponse,Toclarifyandextendcomprehensionbeyondtheliteralleveltotheinterpretiveandcriticallevels..Canyounamesometypesofspeakingactivities?Controlledactivities:itmainlyfocusesonformandaccuracy.Semi-controlledactivities:itfocusesonmoreonmeaningandcommunication.Communicativeactivities:itallowsforrealinformationexchange..Whatisthebottom-upmodelofteachingreading?.Whatisthetop-downmodelofteachingreading?.Whatarethepurposesofpre-readingactivities?TointerestandmotivatestudentsToactivatestudentspriorknowledge.Whatistheprocessapproachtowriting?.Whatistheinterrelationshipbetweenlisteningandspeaking?Whatistheinterrelationshipbetweenreadingandwriting?.Whyshouldweintegratethefourskills?Whatisskillsintegration?Skillsintegrationgenerallyreferstolinkingtwoormoreofthetraditionalfourskillsoflanguagelearning:reading,writing,listening,andspeaking.Therearemanysituationsinwhichweusemorethanonelanguageskill.Anintegratingapproachforthedevelopmentofcommunicativeskillsintheclassroom,inwhichthefourskillsintheacquisitionofknowledgeofaforeignlanguagecanbetaughtinacoherentway,andpracticedtogether..WhataretheconditionsforlanguagelearningaccordingtoJaneWillisFrameworkforTask-BasedLeaning?Whataretheessentialconditionsandwhatisthedesirablecondition?EssentialanddesirableEssential:〔.Exposuretoarichbutcomprehensible