英语教学法复习提纲

Unit1LanguageandLearning

1.Language:"Languageisasystemofarbitraryvocalsymbols

usedforhumancommunication."Itcanbeunderstoodin

thefollowingsixaspects:

Languageassystem;

Languageassymbolic;

Languageasarbitrary;

Languageasvocal;

Languageashuman;

Languageascommunication

2.Structuralview:

Thestructuralviewseeslanguageasalinguisticsystemmade

upofvarioussubsystems:fromphonological,morphological,

lexical,etc.tosentences.

3.Thefunctionalview:

Thefunctionalviewseeslanguageasalinguisticsystembut

alsoasameansfordoingthings.Mostofourday-to-day

languageuseinvolvesfunctionalactivities:greetings;offering,

suggesting,advising,apologizing,etc.

4.Theinteractionalview:

Theinteractionalviewconsiderslanguageasacommunicative

tool,whosemainuseistobuildupandmaintainsocial

relationsbetweenpeople.

5.Thelanguagelearningtheoryunderlyinganapproachor

methodusuallyanswerstwoquestions:

1)Whatarethepsycholinguisticandcognitiveprocesses

involvedinlanguagelearning?

2)Whataretheconditionsthatneedtobemetinorderfor

theselearningprocessestobeactivated?

6.Althoughthesetwoquestionshaveneverbeen

satisfactorilyanswered,avastamountofresearchhas

beendonefromallaspects,whichcanbebroadlydivided

intoprocess-orientedtheoriesandcondition-oriented

theories.

1)Process-orientedtheoriesareconcernedwithhowthe

mindprocessesnewinformation,suchashabitformation,

induction,makinginference,hypothesistestingand

generalization.

2)Condition-orientedtheoriesemphasizethenatureofthe

humanandphysicalcontextinwhichlanguagelearning

takesplace,suchasthenumberofstudents,whatkindof

inputlearnersreceive,andthelearningatmosphere.

7.Twotheories:

Someresearchersattempttoformulateteachingapproaches

directlyfromthesetheories.

1)Thebehavioristtheory(Skinner)--astimulus-response

theoryofpsychology

Thekeypointofthetheoryofconditioningisthat"you

cantrainananimaltodoanything(withinreason)ifyou

followacertainprocedurewhichhasthreemajorstages,

stimulus,response,andreinforcement"

2)Cognitivetheory(NoamChomsky):

Thetermcognitiveistodescribelooselymethodsinwhich

studentsareaskedtothinkratherthansimplyrepeat.

8.Avarietyofelementsthatcontributetothequalitiesofa

goodlanguageteacher:

1)ethicdevotion,道德素质

2)professionalqualities专业技能

3)personalstyles个人修养

Adjectiveswhichdescribefurtherqualities

EthicProfessionalpersonalstyles

devotionqualities

warm-heartedcreativeFlexible灵活的

hardworkingResourceful知Dynamics有动力

识渊博的的

enthusiasticauthoritativepatient

Caringwell-informedAttentive专心的

见多识广的

kindaccurateIntuitive有洞察

力的

well-preparedspeakingclearlyhumorous

准备充分的

disciplinedPersonally-

trained经过专业

训练的

9.Howcanonebecomeagoodlanguageteacher?

Wallace1s(1991)"Reflectivemodel"todemonstratethe

developmentofprofessionalcompetence(两种测试法：叙»填

表)

Wallace's(1991)"Reflectivemodel"

Stage1Stage2

Goal

Fromtheabovemodel,wecanseethedevelopmentof

professionalcompetenceforalanguageteacherinvolves

Stage1,Stage2,andGoal.Thefirststageislanguage

training.AllEnglishteachersaresupposedtohaveasound

commandofEnglish.Ofcourse,languageisalways

changingsolanguagetrainingcannevercometoanend.

Thesecondstageseemstobemorecomplicatedbecause

itinvolvesthreesub-stages:learning,practice,and

reflection.Thelearningstageisactuallythespecific

preparation(thatalanguageteachershouldmakebefore

theygotopractice.)Thispreparationcanbe:

1).learnfromothers'experience(empiricalknowledge来自

经验的知识)

2).learnreceivedknowledge(suchaslanguagetheories,

psycholinguistics,sociolinguistics,educational

psychology,languageteachingmethodology,etc.)

3).learnfromone'sownexperience

Bothexperientialknowledge(others'andone'sown)and

receivedknowledgeareusefulwhentheteachersgoto

practice.Thisisthecombinationof"craft"and"applied

science".Thelearningstageisfollowedbypractice.The

term"practice"canbeusedintwosenses.Inonesense,it

isashortperiodoftimeassignedforstudentteachersto

doteachingpracticeaspartoftheireducation,usually

underthesupervision监督oftheirinstructors.This

practiceisalsocalledpseudopractice.Theothersenseof

"practice"istherealworkthattheteacherundertakes

whenhefinisheshiseducation.

Unit2CommunicativePrinciplesandActivities

10.Theultimategoalofforeignlanguageteachingisto

enablethestudentstousetheforeignlanguageinworkor

lifewhennecessary.

11.ThegoalofCLT

ThegoalofCLTistodevelopstudents'communicative

competence,

12.Communicativecompetence:

Competencesimplymeansknowledgeofthelanguage

system:grammaticalknowledgeinotherwords.

13.Hymes(1979),communicativecompetenceincludesfour

aspects:

1)knowingwhethersomethingisformallypossible

(grammaticallyacceptable),whichisroughlyequivalentto

Chomsky'slinguisticcompetence交流内容是否规范

2)knowingwhethersomethingisunderstandabletohuman

beings;

3)knowingwhethersomethingisinlinewith、、有关

socialnorms;

4)knowingwhethersomethingisinfactdone:Dopeople

actuallyuselanguagethisway?

14.Basedontheconceptofcommunicativecompetenceand

aimingatdevelopingsuchcompetence,communicative

languageteachinghasthefollowingfeatures:

1)Itstressestheneedtoallowstudentsopportunitiesfor

authenticandcreativeuseofthelanguage.

2)Itfocusesonmeaningratherthanform.

3)Itsuggeststhatlearningshouldberelevanttotheneedsof

thestudents.

4)Itadvocates提倡task-basedlanguageteaching.Students

shouldbegiventaskstoperformorproblemstosolvein

theclassroom.

5)Itemphasizesafunctionalapproachtolanguagelearning

(i.e.whatpeopledowithlanguage,

suchasinviting,apologizing,greetingandintroducing,etc.).

15.RichardsandRodgers(1986:72)threeprinciplesof

Communicativelanguageteaching

1)Communicationprinciple:Activitiesthatinvolvereal

communicationpromotelearning.

2)Taskprinciple:Activitiesinwhichlanguageisusedfor

carryingoutmeaningfultaskpromotelearning.

3)Meaningfulnessprinciple:Languagethatismeaningfulto

thelearnersupportshelearningprocess.

16.Littlewood's(1981)classificationofcommunicative

activities:

1).Functionalcommunicativeactivities:

2).Socialinteractionactivities:

(1).Functionalcommunicativeactivities:

~Identifyingpictures

〜Discoveringidenticalpairs

〜Discoveringsequencesorlocations

~Discoveringmissinginformation

〜Discoveringmissingfeatures

~Discovering"secrets"

-Communicatingpatternsandpictures

~Communicativemodels

~Discoveringdifferences

〜Followingdirections

~Reconstructingstory-sequences

〜Poolinginformationtosolveaproblem

(2).Socialinteractionactivities:

〜Role-playingthroughcueddialogues

-Role-playingthroughcuesandinformation

-Role-playingthroughsituationandgoals

--Role-playingthroughdebateordiscussion

〜Large-scalesimulationactivities

~Improvisation

17.Ellis(1990)haslistedsixcriteriaforevaluating

communicativeclassroomactivities:

1).Communicativepurpose:

2).Communicativedesire:

3).Content,notform:

4).Varietyoflanguage:

5).Noteacherintervention:

Unit3LessonPlanning

18.Lessonplanning

Lessonplanningmeansmakingdecisionsinadvanceabout

whattechniques,activitiesandmaterialswillbeusedinthe

class.

19.Whyislessonplanningnecessary?

Properlessonplanningisessentialforbothnovice/beginner

andexperiencedteachers.

20.Benefitfromlessonplanninginanumberofways

1).Aclearlessonplanmakestheteacherawareoftheaims

andlanguagecontentsofthelesson.

2).Italsohelpstheteachertodistinguishthevariousstages

ofalessonandtoseetherelationshipbetweenthemso

thatthelessoncanmovesmoothlyfromonestageto

another.

3).Theteachercanalsothinkabouthowthestudentscanbe

fullyengagedinthelesson.

4).whenplanningthelesson,theteacheralsobecomes

awareoftheteachingaidsthatareneeded.

5).Lessonplanninghelpsteacherstothinkabouttherelative

valueofdifferentactivitiesandhowmuchtimeshouldbe

spentonthem.

6).Theteachersoonlearntojudgelessonstagesandphases

withgreateraccuracy.

7).Plansarealsoanaidtocontinuingimprovement.

8).Afterthelesson,theteachercanaddanevaluationtothe

plan,identifyingthosepartswhichwentwellandthose

whichwerelesssuccessful.

21.Therearefourmajorprinciplesbehindgoodlesson

planning:

1)variety,

2)flexibility,,

3)learnability,

4)linkage.

23.Definitionsofvariety,flexibility,learnability,andlinkage.

Varietymeansplanninganumberofdifferenttypesof

activitiesandwherepossibleintroducingstudentstoawide

selectionofmaterialssothatlearningisalwaysinteresting,

motivatingandnevermonotonousforthestudents.

Flexibilitymeansplanningtouseanumberofdifferent

methodsandtechniquesratherthanbeingaslavetoone

methodology.Thiswillmaketeachingandlearningmore

effectiveandmoreefficient.

Learnabilitymeansthecontentsandtasksplannedforthe

lessonshouldbewithinthelearningcapabilityofthestudents.

Ofcourse,thingsshouldnotbetooeasyeither.Doingthings

thatarebeyondorbelowthestudents'copingabilitywill

diminishtheirmotivation(Schumann,1999).

Linkagemeansthestagesandthestepswithineachstageare

plannedinsuchawaythattheyaresomehowlinkedwithone

another.Languagelearningneedsrecyclingand

reinforcement.

24.Lessonplanningshouldbedoneattwolevels:Macro

planningandmicroplanning:

Theformerisplanningovertime,forinstance,theplanning

foramonth,aterm,orthewholecourse.

Thelatterisplanningforaspecificlesson,whichusuallylasts

40or50minutes.

25.Macroplanninginvolves:

1)Knowingaboutthecourse:

2)Knowingabouttheinstitution:

3)Knowingaboutthelearners:

4)Knowingaboutthesyllabus:

26.Theadvantageofaconcreteteachingplan:

Teacherscanfollowitintheclassandcheckwhattheyhave

done;

Theplanwillbethebasisofarecordofwhathasbeen

coveredinclass;

Itwillmakeiteasiertomakeachievementtestslater;

Itwillbegoodrecordsfortheentirecourse.

27.Whatdoesalessonplaninclude?Threecomponents:

Teachingaims,

Languagecontentsandskills,

Teachingstagesandprocedures.

28.Theaimsofalessoninclude:

languagecomponentstopresent,

communicativeskillstopractice,

activitiestoconduct

materialstobeused

teachingaidstobeused.

29.Languagecomponentsandskills:

Bylanguagecontents,wemeanstructures(grammar),

vocabulary,functions,topicsandsoon.Bylanguageskills,we

meancommunicativeskillsinvolvedinlistening,speaking,

readingandwriting.

30.Teachingstagesandprocedures:

Teachingstagesarethemajorstepsthatlanguageteachers

gothroughintheclassroom.Proceduresarethedetailed

stepsineachteachingstage.

31.ThreeP'smodel:presentation,practiceandproduction.

(Atthepresentationstage,theteacherintroducesnew

vocabularyandgrammaticalstructureswithreferencetotheir

contextualizeduse.

Atthepracticestage,thelessonmovesfromcontrolled

practicetoguidedpracticeandfurthertotheexploitationof

thetextswhennecessary.

Attheproductionstage,thestudentsareencouragedtouse

whattheyhavelearnedandpracticedtoperform

communicativetasks.Atthislaststage,thefocusison

meaningratherthanformalaccuracy.)

32.Another3-stagesfrequentlyadvisedandadoptedin

readinglessons:

Pre-reading,

while-reading

post-readingstages.

(Thismodelisalsooftenappliedinlisteninglessons,which

havepre-listening,while-listeningandpost-listeningstages.)

35.Whenpresentinganewstructure(presentationstage),a

teacherneedstoconsiderthefollowing:

1)whentofocusonthestructureand

2)whentostudyitincontext;

3)whethertopresentthestructureorallyorinwrittenform;

4)whentogiveoutinformationandwhentoelicitfrom

students;

5)whenandhowtousevisualaidstohelpwiththe

presentation;

6)whattodoifstudentsfailtounderstand.

36.Samplelessonplans1

I.AIMS:a),b).c)(includefunction)

II.CONTENTS

1.PRONUNCIATION

2.NEWLEXIS:a),b),c)….

3.STRUCTURE/GRAMMAR:a),b).c)

III.TEACHINGAIDS:

IV.PROCEDURES(Itshouldbespecific)

1.WARM-UP(3minutes);a),b).

2.PRESENTATION(approx.7mins):a),b).c)

3.EXPLOITATION(approx.10mins);a),b).c)..„

4.PERFORMANCE(approx.15mins):a),b).c)

5.OTHERACTIVITIES:Checkyesterday'shomework

(approx.5mins).

6.Sethomework,page73,ex.4.

7.RESERVEACTIVITY:Substitution,game-like:

V.COMMENTS:(Filledinimmediatelyafterthelesson).a),

b).c)

Samplelessonplan2

I.AIMS:a)b)c).(includefunction)

II.CONTENTS

1.NEWVOCABULARY:threenewlexicalitems

2.NEWSTRUCTURE:Howabout-ing...?Function:making

suggestion.

3.ADDITIONALLANGUAGE:Declining:Idon'tfeellike-ing.

III.VISUALAIDS:Setofflashcardswithsuggestions

IV.PROCEDURE

1.WARM-UP:Game(3minutes),GoingonaPicnic:You

bringa/the/some...!

2.PRESENTATION(approx.10mins)

a)Newvocabulary:(threenewlexicalitemsabove)

b)Newstructure(flashcards)

c)Firstmodel,spoken(BBdrawingsofspeakers)

3.PRACTICE(approx.15mins)

a)Repetitiondrill(backwardbuild-ups)

b)Cuedsubstitution,choruswork

c)Publicpairs:cuedacceptance/refusalandcounter

suggestions(flashcards)

d)Ditto.Booksclosed

e)Publiccheck

3.PRODUCTION(toendoflesson,17mins)

a)Publicpairs,newsuggestions.

b)Privatepairroleplay;Newsuggestion,counter

suggestions,agreeingweekendactivities.

c)Actingout.Volunteerpairs.

d)Writeoutcreateddialogues.

4.HOMEWORK:Completewritingofdialogues.

(5.RESERVEACTIVITY:none)

V.COMMENTS:(Filledinimmediatelyafterthelesson).

Unit4ClassroomManagement

37.Teachers'roles:

Beforetheclass--Planner

Duringtheclass--1Controller,2Assessor,3Organizer

4Prompter,5Participant,6Resource­

provider

Aftertheclass--Evaluator

38.Furthercommentsonthedifferentrolesthatthe

teachersplayinthelanguageclassroom:

Controller:Theteachercontrols:

1).thespace(activitiesrunsmoothly),

2).thetime(dolockstepactivities)

3.thewholeclass(Sshaveequalchance)

4.theproduction(adegreeofaccuracy)

Assessor:Theteacherdoestwothings:

1).Correctingmistakes(notmakingabigfuss大惊小怪but

gentlebyHarmer)

2).Organizingfeedback(discouragingfortheteachertobe

critical不提倡吹毛疵,focusingonSs'

successprogress)

Organizer:Theteachershouldbeimportantanddifficultasit:

1).Usingcreative/unlimitedway

2).Envisaging设想activities,

3).Anticipatingtheproblems

4).Givingclearandconciseinstructions

5).Demonstrating

6.Usingnativelanguagetoclarifyifnecessary

7.Walkingaroundandmonitoring

8.Rectifying订正

9.Takingmentalnotes轮流惦记

Prompter:Theteachershoulddo:

1).Givinghints(justliketime,place...)

2).Elicitingmore(bysaying"and…？”"Anythingelse?”

Yes,butwhy...?

(Ss.readtheexample)

Participant:

Theteachershouldn,tdominateorappeartobe

authoritative.

Resource-provider:

Wehavecriticizedthejug-and-mugmethod,buttheteacher

shouldwithholdhis/herreadinesstoprovideresources.

39.WhatarethemostcommontypesofSsgrouping?And

theirdefinitions?

Lockstep,

Pairwork,

Groupwork,

Individualstudy:

40.FurthersuggestionsaboutSgrouping

Lockstep

Teacherspeakinglittle,Tryingtoelicitreplies/answers

Pairwork:

Teachergivingclearestinstructions,

Demonstrating,

Keepingeyeson,

Rearrangingtheseating,

Explainingtheproblem,

EncouragingSs

Groupwork:

GroupingSsaccordingtoseatingarrangement,

Ssselectingtheirowngroupmembers,

MixingstrongandweakSs,

GivingdifferenttaskstostrongandweakSsseparately,

GroupingSsbydrawinglots,

Allthesemethodshaveadvantagesanddisadvantages.

Individualstudy:Ithassomeconditions:1.Self-access

centers,

2.Materialsaimedat

self-instruction,

3.Flexibletime

arrangement

41.Harmer1ssuggestionsonmeasuresforundisciplined

actsandbadlybehavingSs:

1).Actimmediately

2).Stoptheclass

3).Rearrangetheseats

4).Changetheactivity

5).TalktoSsafterclass

6).Usetheinstitution制度

42.InordernottohurttheSs,Ur'sadviceonproblemsin

class:

l).Dealwithitquietly

2).Don*ttakethingspersonally对事不对人

3).Donotusethreats

Unit5TeachingPronunciation

43.Thegoalsofteachingpronunciation:目的

Consistency连贯性:Tobesmoothnatural

Intelligibility可理解f生:Tobeunderstandabletothelisteners

Communicativeefficiency:Tohelpconveythespeakers)

meaning

44.Threeaspectsofpronunciationtoteach?Stress,

intonation,rhythm

45.OnecommonprobleminlearningEnglishofSs:(Neglect

stressandintonation)

46.Waysofpracticingsoundsandtheirdefinitions:

Focusingonasound单音练习:(soundsdifficulttolearn)

Perceptionpractice知觉/领会性练习:(identify/distinguish

differentsounds)

Productionpractice生成性练习:(developSs'abilityto

producesounds)

47.Sixtypesofproductionpracticeactivities:

(1).Listenandrepeat

(2).Fillingtheblanks

(3).Makeupsentences

(4).Usemeaningfulcontext

(5).Usepictures

(6).Usetonguetwister

48.Practicingstress:

l).Twokindsofstress:word-levelstress;phrase-level

stress

2).Threewaystoshowstresspatternofwords:Use

gestures,usethevoice,usetheblackboard

49.Practicingintonation:

1).Therearemanysubtleways:surprise,complaint,'sarcasm

讥讽，friendliness,threatsetc.

2).Twowaystomakeintonation:rising/fallingarrows;draw

lines

Unit6.TeachingGrammar

50.Whataregrammarpresentationmethods?演示法

Deductivemethod演义/推论法；Inductivemethod归纳/诱导

法

51.Deductivemethod

1).Definition:Itreliesonreasoning,analyzingand

comparing.

2).Steps:givingrules/definitiongivingexamples

Forexample:(plural)"-s"s,x,ch.

es”...y.-ies

abookabus

abody

booksbuses

bodies

3).Advantages:Tobesuccessfulwithselectedand

motivated主动的students;

Tosavetime;

Tohelptoincreasestudents'confidencein

someexam.

4).Disadvantages:Toteachgrammarintheisolatedway;

Topaylittleattentiontomeaning;

Tobeoftenmechanicalpractice.

52.Inductivemethod

1).Definition:Itreliesoninducing诱导

2).Steps:giveexamplesinducerules

3).Forexample:(plural)"-s"s,x,ch.

es"...y.-ies

abookabus

abody

booksbuses

bodies

4).Advantages:Inductivemethodismoreeffectiveinthat

studentsdiscoverthegrammarrulesthemselveswhile

engagedinlanguageuse,

53.Ur'sdefinitionofgrammarpractice:

"Practicemaybedefinedasanykindofengagingwith结合/保

证thelanguageonthepartofthelearner,usuallyunderthe

teachersupervision,whoseprimaryobjective(aim/task)isto

consolidatelearning"(Ur,1988:11).

54.Ur'ssixfactorscontributetosuccessfulgrammar

practice:

1)Pre-learning.

2)Volumeandrepetition(容量/重复).

3)Success-orientation成功性联系.

4)Heterogeneity多样性.

5)Teacherassistance.

6)Interest.

55.Twocategoriesofgrammarpractice:Mechanicalpractice

Meaningfulpractice.

1).Mechanicalpracticeinvolvesactivitiesthatareaimedat

formaccuracy.

Twodrillsinmechanicalpractice:

(1)Substitutiondrillsinmechanicalpractice:thestudents

substituteapartinastructuresothattheygettoknow

howthatpartfunctionsinasentence.Sometimescertain

promptsaregiven.

Forexample(p64):

(2)Transformationdrillsinmechanicalpractice::the

studentschangeagivenstructureinawaysothattheyare

exposedtoanothersimilarstructure.Thetypeofexercise

alsohelpsthestudentstohaveadeeperunderstandingof

howthestructuresareformedandhowtheyareused.

Forexample(p65):

2).Meaningfulpractice.

Inmeaningfulpracticethefocusisontheproduction,

comprehensionorexchangemeaningthoughthe

students"keepaneyeon"thewaynewlylearned

structuresareusedintheprocess.Meaningfulpractice

usuallycomesaftermechanicalpractice.

56.Usingpromptsformeaningfulpractice:(提示/刺激物，题

词).Thiskindofpracticeisusuallymeaningfulpractice

1).Usingpictureprompts.Ssproducesentencesbasedon

thepicturesprovided

2).Usingmimeorgesturesasprompts.

3).Usinginformationsheetasprompts.E.g.:

NamesFavoriteFavoriteFavoriteHobbies

subjectssportsfood

LiLiMathbasketballporkmusic

SusanChinesePing-Pongeggsreading

DavidEnglishfootballIce-creamCollecting

stamps

4).Usingkeyphrasesorkeywordsasprompts.Thestudents

areaskedtoproducelanguagebasedonpicturesandkey

phrases(words)providedbytheteacher.

Forexample(p69).

5).Usingchainedphrasesforstorytelling.Hereisan

example.

7o'clock—gotup-hadbreakfast—hurriedtoschool—

schoolclosed—surprised—?

6).Usingcreatedsituations.

Unit7TeachingVocabulary

57.Theroleofvocabularyuncertaintystillremains

regarding(about)

Whatconstitutes(组/构成)avocabularyitem,

Whichvocabularyitemsshouldbetaughtandlearned,and

Howvocabularycanbetaughtandlearnedmost

effectively.

58.Sevensuggestionshelpingteacherstopresentnew

words:

1).Prepareexamplestoshowmeaning.

2).Askstudentstotellthemeaningfirst.

3).Thinkabouthowtoshowthemeaningofawordwith

relatedwordssuchassynonyms,antonymsetc.

4).Thinkabouthowtocheckstudents'understanding.

5).Thinkaboutthecontextinreallifewherethewordmight

beused.

6).Thinkaboutpossiblemisunderstandingorconfusionthat

studentmayhave.

59.Howdoyoupresentandexplainvocabularyifyouarea

teacher?

(Waystopresentandexplainvocabulary):

I)Drawpictures,diagramsandmapstoshowmeaningsor

connectionofmeanings;

2)Userealobjects(realia)toshowmeanings;

3)Mimeoracttoshowmeanings,e.g.brushingteeth,

playingPing-Pong;

4)Usesynonymsorantonymstoexplainmeanings;

5)Uselexicalsets,e.g.cook:fry,boil,bake,andgrill;

6)Translateandexemplify,especiallywithtechnicalwordsor

wordswithabstractmeaning;

7)Usewordformationrulesandcommonaffixes.

60.Whendoesvocabularylearningbecomemorefunand

effective?

(Whenstudentsstudyvocabularytogether,sayingroups,

throughvariousactivities,undertheteacher'ssupervision,

whenstudentsunderstandthemeaningofthenew

vocabulary)61.Somevocabularyconsolidationactivities

thatcanbedoneinclass.(12)

1)Labeling标注词汇：

2)Spottingthedifferences:

3)Describinganddrawing:

4)Playingagame:

5)Usingwordthermometers:

6)Usingwordseries

7)Worldbingo:

9)Oddmanout:

10)Synonymsandantonyms:

11)Usingwordcategoriesword:

12)Usingwordnet-work

62.Developingvocabularybuildingstrategies.

1).Reviewregularly:

2).Guessmeaningfromcontext:

3).Organizevocabularyeffectively:

4).Uselearnedvocabulary:

Whichcluescancontributetothediscovery(revealing)of

meaning.

(1)Thetopic;

(2)Thegrammaticalstructure;

(3)Thepossiblemeaningconnectionbetweenthegiven

wordandotherwords;

(4)Thelinguisticpatternwherethewordappears.

Unit8TeachingListening

63.Reasonsforpoorlistening:

1)Lackofteachingmaterials(audioandvideotapes);

2)Lackofequipment(tapeplayers,VCRs,VCDs,computers);

3)Lackoftraininginhowtousetheequipment;

4)Listeningisnotincludedonmanyimportanttests;

5)Lackofreal-lifesituationswherelanguagelearnersneedto

understandspokenEnglish;

6)Lessonstendtotestratherthantotrainstudents'listening

skills.

64.Whylisteningcanbemoredifficultthanreading:

1)Differentspeakersproducethesamesoundsindifferent

ways,

2)Thelistenerhaslittleornocontroloverthespeedofthe

inputofspokenmaterial;

3)Spokenmaterialisoftenheardonlyonce.Inmostcases,we

cannotgobackandlistenagain

4)Thelistenercannotpausetoworkoutthemeaning

5)Speechismorelikelytobedistortedbybackgroundnoise

orthemediathattransmitsounds.

6)Thelistenersometimeshastodealsimultaneouslywith

anothertaskwhilelistening,suchasformalnote-taking,

writingdowndirectionsormessagesfromtelephonecalls,

oroperatingequipmentwhilelisteningtoinstructions.

65.Onereasonforstudents'un