英语教学法简答题

(完好word版)英语教课法简答题及答案(完好word版)英语教课法简答题及答案(完好word版)英语教课法简答题及答案简答题Whatarethequalitiesofagoodlanguageteacher?a.non-intellectualqualitiesPsychologicalqualitiesareessentialfactors.strongwill-power（坚毅的意志质量）goodmotivation（明确的动机）goodmotivation（明确的动机）perseverance（持之以恒的精神）out-goingcharacteristics（外向的性格）b.IntellectualqualitiesLanguagelearningabilitySelf-studyabilityFourlanguageskillsabilityApplicationofCAIc.ApplicationofCAI(computer-assistedinstruction)d.Teachingpracticequalitiese.self-assessmentqualities2.Whatarethedifferencebetweenlinguisticcompetenceandcommunicativecompetence?Whatiscommunicativecompetence?1)Itcoversavarietyofdevelopmentinsyllabusdesignandinthemethodologyofforeignlanguageteachingandincludesbothknowledgeabouthowtousethelanguageappropriatelyincommunicativesituation.Whatisdeductivemethodofteachinggrammar?Whatisinductivemethodofteachinggrammar?1)Deductivemethod:itrefersonreasoning,analysingandcomparison.First,theteacherwriteanexampleonboardordrawsattentiontoanexampleinthetextbook.Thentheteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralword.2)Inductivemethod:intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.Whataretheprinciplesforgoodlessonplanning?1)Variety:Planninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.Flexibility:Planningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.3)Linkage:Thestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.4)Learnability:Thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.Whatarethedifferencebetweenmacroplanningandmicroplanning?Ideally,lessonplanningshouldbedoneaytwolevels:macroplanningandmicroplanning.Theformerisplanningovertime,forinstance,theplanningforamonth,aterm,orthewholecourse.Thelatterisplanningforaspecificlesson,whichusuallylasts40or50minutes.Ofcourse,thereisnoclearcutdifferencebetweenthesetwotypesofplanning.Microplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.5.Whatarethecomponentsofalessonplan?Teachingaims:Thefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.Languagecontentsandskills:languagecontents:structures(grammar),vocabulary,functions,topicsandsoon.Languageskills:communicativeskillsinvolvedinlistening,speakingreadingandwritingTeachingstagesandprocedures:Teachingstagesarethemajorstepsthatlanguageteachersgothroughintheclassroom.Proceduresarethedetailedstepsineachteachingstage.Themostpopularlanguageteachingstagesarethethree’Psmodel,whichincludepresentation,practiceandproduction.6.Whataretheaspectsofpronunciation?Pronunciationisanumbrellatermcoveringmangaspectsbesidessoundandphoneticsymbols,suchasstress,intonation,andrhythm.Whataretheprinciplesforteachinglistening?FocusonprocessCombinelisteningwithotherskillsFocusonthecomprehensionofmeaningGradedifficultylevelappropriately8.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.9.Canyounamesometypesofspeakingactivities?Controlledactivities:itmainlyfocusesonformandaccuracy.Semi-controlledactivities:itfocusesonmoreonmeaningandcommunication.Communicativeactivities:itallowsforrealinformationexchange.10.Whatisthebottom-upmodelofteachingreading?11.Whatisthetop-downmodelofteachingreading?12.Whatarethepurposesofpre-readingactivities?TointerestandmotivatestudentsToactivatestudents’priorknowledge13.Whatistheprocessapproachtowriting?14.Whatistheinterrelationshipbetweenlisteningandspeaking?Whatistheinterrelationshipbetweenreadingandwriting?15.Whyshouldweintegratethefourskills?Whatisskillsintegration?Skillsintegrationgenerallyreferstolinkingtwoormoreofthetraditionalfourskillsoflanguagelearning:reading,writing,listening,andspeaking.Therearemanysituationsinwhichweusemorethanonelanguageskill.Anintegratingapproachforthedevelopmentofcommunicativeskillsintheclassroom,inwhichthefourskillsintheacquisitionofknowledgeofaforeignlanguagecanbetaughtinacoherentway,andpracticedtogether.16.WhataretheconditionsforlanguagelearningaccordingtoJaneWillisFramework’forTask-BasedLeaning?Whataretheessentialconditionsandwhatisthedesirablecondition?EssentialanddesirableEssential:1.Exposuretoarichbutcomprehensibleinputofrealspokenandwrittenlanguageinuse2.Useo