《英语教学法》作业参考答案学习资料VIP

第1页共1页以上仅为参考答案，简答、论述题均只列及主要的解题知识点，请您结合自我理解和课本内容进行知识掌握和巩固。如对答案等有疑义，请及时登录学院网站“辅导论坛”栏目，与老师交流探讨！《英语教学法》作业参考答案PartIBasicIdeasinLanguageTeaching１．B２．D３．B４．B５．A６．A７．C８．D９．D１０．C１１．A１２．D１３．A１４．B１５．Ｄ１６．Ａ１７．A１８．C１９．D２０．A２１．Ｃ２２．Ｄ２３．C２４．APartIITeachingActivities(客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５.×４６．×４７．×４８．∨PartIIITeachingPrinciples４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨PartIVTeachingofLanguageandLanguageSkills７３．disagree７４．ｄisagree７５．agree７６．agree７７．agree７８．agree７９．disagree８０．Disagree８１．Agree８２．agree８３．agree８４．Disagree８５．Disagree８６．ｄisagree８７．Agree８８．Agree８９．Agree９０．Agree９１．Agree９２．Disagree９３．Agree９４．Disagree９５．Agree９６．AgreePartVTeachingPlanning１．LessonPlanAIMS:A)TohavestudentslearnsimplepresenttenseB)ToknowscientificreportNEWLEXIS:A)seed,dandelion,sycamore,parachute,parachute,burdock,furB)scatter,stickto,twist,throwsout,shakesout,dropoutGRAMMAR/STRUCTURE:bywind,bybird,like,sothat..PROCEDUREWARM-UPACTIVITIES(5min)A)warm-up,game,pictureofNature,B)freediscussionofnaturalphenomenon,questionsC)reviewofpresenttensebyusingdailyexamplesStage1:PRESENTATIOON(10min)A)readaloud,generalimpressionofthestoryB)introduction,storyofseedsC)vocabulary,itsuseineverydaylife,Stage2:PRACTICE(15min)A)writemoreexamplesingroupsB)discussseedsandstudents’ownexperiencesC)givecuesforstudentstoaddmoretotheroleofNatureinscatteringseedseverywhereStage3:PRODUCTION(10MIN)A)writenaturalphenomenon,papersexchange,B)usepresenttensetoreport,arguments,C)makedialoguesaboutNatureHomework:writesomethingaboutwind,bird,rain,etc.Reserveactivity:analogyofseeds,humanbeingsandseedsVisualaids:flash,slideshow２．LessonPlanAIMS:A)Tolearnsimplepasttense,describepastactionsB)Tolearnthestructureof“todo”asobjectNEWLEXIS:beannoyed,manageto,makeupone’smind,putanendto,pretendto,outofmouth…GRAMMAR/STRUCTURE:toleavesomeonedoing,PROCEDUREWARM-UPACTIVITIES(5min)A)warm-up,game,pictureofseeingadoctorB)freediscussionofhospitalorclinicC)reviewofpasttensebyusingdailyexamplesStage1:PRESENTATIOON(10min)A)readaloud,generalimpressionofthestoryB)introduction,storyofthejoke,C)vocabulary,itsuseineverydaylife,Stage2:PRACTICE(15min)A)writemoreone’sownexperienceinhospitalingroupsB)discussdoctorsandpatientsandstudents’ownexperiencesC)givecuesforstudentstoaddmoretodoctors’wayofprescriptionintreatingpatientsStage3:PRODUCTION(10MIN)A)tellclasstheownstory,papersexchange,B)usepasttensetoreport,arguments,C)makedialoguesaboutseeingadoctorHomework:writesomethingaboutillnessReserveactivity:noneVisualaids:flash,slideshow,shortvideo‘aims,languagecontents,stagesandprocedures’.３．LessonPlanAIMS:A)Speakinglesson,forteachingchunksB)askforhelpNEWLEXIS:A)fewornoneB)namesofpeopleandplacesGRAMMAR/STRUCTURE:if….;canyou…?PROCEDUREWARM-UPACTIVITIES(5min)A)ListeningtothedialogueB)GamesC)AskstudentstosayanythingasiftheyhavelostsomethingStage1:PRESENTATIOON(10min)A)propernamesbackgroundknowledgeB)role-playbasedonthedialogueC)exerciseof“canI….canyou?”Stage2:PRACTICE(15min)A)examplesofchunksas“thanksalot”,“notmuch”,..B)ellipsisC)informalstyleinspokenlanguageStage3:PRODUCTION(10MIN)A)todesignanactivetopracticethewayofaskingforhelpinpairsB)askthemtopresenttheirpairworkC)explainthefunctionofeachchunksHomework:listenmoreReserveactivityVisualaids:noPartVICommentandEvaluation１．Prompter:inteachingsometimeteachersgivestudentshintstostartanactivity.Macroplanning:thegeneralaimsorideasabouttheteaching,notindetail.Thetimemaycoveraslongasaterm.Traditionalpedagogy:teacher-centered,audio-linguamethod,teachinglanguagecomponentsLanguageform:behavioristviewoflanguageemphasizestheimportanceoflanguageform,insteadoflanguagemeaning.Role-plays:interaction,meaningful,functional２．Function/notionapproach:theyregardlanguageasfunctionsandwehavesomenotionstorealizethesefunctionsConsistency:inlanguagelearning,pronunciationshouldbesmoothandnaturalTask-basedmethod:theteachingactivitiesarebasedonvarietyoftasksDeductiveandinductivemethod:twooppositewaysofgrammarteaching.Thatis,fromexamplestorulesandfromrulestoexamplesindetailPrompter:teacherssometimeshouldbeapersonalwaysgivinghintsorcuesorpromptstostudentssoastohelptheminlearning３．Prompter:teacherwhoprovidesthehintsorcuesforstudentsLinguisticcompetence:contrastedtocommunicativecompetenceRole-plays:tasksdesignedforstudentstoplaysomeonesoastopracticerealsituationBott