《英语教学法》作业学习资料VIP

第1页共1页在您完成作业过程中，如有疑难，请登录学院网站“辅导答疑”栏目，与老师进行交流讨论！《英语教学法》作业PartIBasicIdeasinLanguageTeachingDirections:Inthispart,thereare24statementsaboutteachinginEnglish,andfouranswersaftereachone.Youaretochoosefromeachofthefollowingstatementsthebestansweraccordingtowhatwehavelearntinthebookof“ACourseinEnglishLanguageTeaching”.１．Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Ａ．Thisisthebehavioristviewoflanguage.Ｂ．Thisisthestructuralviewoflanguage.Ｃ．Thisisthefunctionalviewoflanguage.Ｄ．Thisistheinteractiveviewoflanguage.２．Learnersshouldknowthegrammarandvocabulary,butasimportantlytheyshouldknowtherulesforusingtheminswholerangeofcommunicativecontexts.Ａ．Thisisthebehavioristviewoflanguage.Ｂ．Thisisthestructuralviewoflanguage.Ｃ．Thisisthefunctionalviewoflanguage.Ｄ．Thisistheinteractiveviewoflanguage.３．Accordingtocognitivetheory,.Ａ．studentslearnlanguagebyrepeatingwhatteacherssayＢ．studentsareaskedtothinkandcreateＣ．studentslearnalanguageasanimalsdothingsＤ．studentsrespondwhenteachersgivestimulus４．Byaudio-linguamethod,studentsshouldalways.Ａ．beallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrulesＢ．betrainedtoformgoodhabitsinlearningＣ．relatetheirruleslearnedtotheirusesinreallifeＤ．beabletocommunicatewithothersinpractice５．Languageisregardedasacommunicativetool,whosemainusetobuildupandmaintainsocialrelationsbetweenpeople.Ａ．Thisistheinteractionalviewoflanguage.Ｂ．Thisisthefunctionalviewoflanguage.Ｃ．Thisviewoflanguagehasnobasisoftheory.Ｄ．Theviewmaybeoutofdateinlanguageteaching.６．WhatisthemainideaofCommunicativeApproach?Ａ．Toteachlanguageinaglobalandmeaningfulway.Ｂ．Toteachlanguageinacommunicativemethod.Ｃ．Toteachlanguageintrainingofhabits.Ｄ．Toteachlanguagebyaskingstudentstorepeatandmemorizeforms.７．Whatisagoodlanguageteacher?Ａ．ApersonwhohasagoodcommandofEnglish.Ｂ．Apersonwhoisarmedwithaspecificrangeofskillsandstrategies.Ｃ．Apersonwhohasethicdevotion,desirablepersonalstylesandprofessionalqualities.Ｄ．Apersonwhohasprofessionalcompetence.８．Toattaintheprofessionalcompetence,ateachershouldhavetraining,learning,practiceand.Ａ．experienceＢ．educationalpsychologyＣ．receivedknowledgeＤ．reflection９．AccordingtoHymes,inasuccessfullanguagecommunication,one’sutteranceshouldbeＡ．reliableandclearＢ．possibleandfeasibleＣ．appropriateandauthenticＤ．possible,feasible,appropriateandreallyused１０．Learningalanguagemeansbeingabletodothingswithitinsomesense..Ａ．Thisisthebehavioristviewoflanguage.Ｂ．Thisisthestructuralviewoflanguage.Ｃ．Thisisthefunctionalviewoflanguage.Ｄ．Thisistheinteractiveviewoflanguage１１．Behavioristviewoflanguageholds.Ａ．studentslearnlanguagebyrepeatingwhatteacherssayＢ．studentsareaskedtothinkandcreateＣ．studentslearnalanguageasanimalsdothingsＤ．studentsrespondwhenteachersgiveanswers１２．Ateachershouldhavetraining,learning,practiceandtoattaintheprofessionalcompetence,.Ａ．experienceＢ．educationalpsychologyＣ．receivedknowledgeＤ．reflection１３．Taskprinciplemeansactivitiesinwhichlanguageisusedforcarryingoutmeaningfultasksthatpromotelearning.Ａ．ThisistheviewofcommunicativeapproachaboutcompetenceＢ．Thisinvolvesthefunction/notionmethodＣ．Thisistheviewofbehaviorisminlanguageteaching.Ｄ．Notsure.１４．Wetrainstudentstolearnalanguagejustaswetrainanimalstodothings.Ａ．Thiscanbeclassifiedintofunctionalgrammar.Ｂ．Thetypicalbehavioristviewoflanguagelearning.Ｃ．Theviewistakenbythosewhoholdgrammar-translationmethod.Ｄ．Noneinhistoryhadtheviewoflanguagelearning.１５．AccordingtoChomsky,languageisnotaformofbehavior;itisanintricaterulebasedsystem.Ａ．Itisstillabehavioristview.Ｂ．Itisfunctionalviewoflanguage.Ｃ．Itisaudiolinguamethod.Ｄ．Itisthementalistview.１６．Mistakesshouldimmediatelycorrectedandcorrectutterancesshouldbeimmediatelypraised.Ａ．Audio-lingualmethodＢ．CommunicativeapproachＣ．MentalistviewＤ．Silentway１７．Languageisasystemofstructurallyrelatedelementsforthecodingofmeaning.Ａ．Structuralview.Ｂ．Mentalistview.Ｃ．MeaningfulwayoflearningＤ．Naturalapproach１８．Weallsetupourownperspectiveoftheworld,throughindividualexperiencesandschema.Ａ．MentalistoneＢ．NotbasedonanytheoryＣ．TypicalconstructivistviewoflearningＤ．Functionalone１９．Changesinbehaviorareobserved,andusedasindicatorsastowhatishappeninginsidethelearner'smind.Ａ．Audio-lingualoneＢ．ConstructivistviewＣ．BehavioristoneＤ．Cognitiveviewoflanguage２０．Languageteachingandlearningarefocusedonanewbehavioralpatternbeingrepeateduntilitbecomesautomatic.Ａ．BehavioristviewoflearningＢ．ConstructivismＣ．CognitiveviewＤ．Notsure２１．Listeningactivitiesalwaystestthestudents’memoryratherthanotherabilities.Ａ．Thetestisthetypicalonepracticedbycommunicativeapproach.Ｂ．Thiskindofviewisactuallythewayoffunctionalmethod.Ｃ．Anytraditionalteachingwaywilldointhisway.Ｄ．Memorytrainingisofcoursethecognitiveapproach.２２．Thecommunicativeactivitiesinclassroomshouldbetheonewith__________.Ａ．teacherinterventionＢ．materialsundercontrolＣ．simplelanguageandnovariantsＤ．contentonfocusnotforms２３．Process-orientedtheoriesareconcernedwith__________.Ａ．howmaterialsareorganizedtogetherＢ．howhypothesisistestedＣ．howthemindprocessesnewinformationＤ．howlearnersreceiveinput２４．Condition-orientedtheoriesemphasize__________.Ａ．thehumanandphysicalcontextinlearningＢ．thenatureofhabitformationＣ．themakingofinferenceＤ．thelearningprocessPartIITeachingActivitiesDirections:Thereare24activitiesdescribedbelow.Foreachone,youaretojudgewhetheritisthecommunicativeoneornot.Ifyouthinkitacommunicativeactivity,putatick(∨)inbracket,otherwise,markacross(×).２５．StudentAusesaquestionnairetointerviewhispartner,studentB,andmakesnotes.()２６．Astwostudentsaretalkingabouttheirexperience,theteacherasksotherstudentstotakedowntheirinformation.()２７．.Listeningtotapeswithheadphonesandthenansweringlisteningcomprehensionquestions.()２８．Whenreadinginaforeignlanguage,studentsareaskedtomentallytranslateeverythinginordertounderstand.()２９．“Writeacompositionwithatitleof‘ADayontheFactory’inclassroom”()３０．Information-gapactivitiesinspokenlesson.()３１．UseEnglish-Englishdictionarytounderstandthemeaningofvocabulary.()３２．Theteacherwritesasetofwordsontheblackboardandasksthestudentstofindthe“oddmanout”.()３３．Askstudentstoreadphonetictranscriptsofwords.()３４．Makestudentsingroupstosayoutgrammaticalrules.()３５．Teachershelplearnersinanywaythatmotivatesthemtoworkwiththelanguage.()３６．Thetargetlanguagesystemwillbelearnedbestthroughtheprocessofstrugglingtorepeatandpracticerotelearning.()３７．Patterndrillsarepracticedperipherally.()３８．Askstudentstouseauthenticandnaturallanguage.()３９．Inanyteachingclass,teachersingratethefourskills.()４０．Inteachingweshouldalwayspreventstudentsfrommakingerrors.()４１．Thelinguisticcompetenceisthedesiredgoalinteaching.()４２．Communicativeactivitiescomeafteralongprocessofrigiddrillsandexercises.()４３．Teacherspracticebottom-upmodeactivityandstartfromalinearprocessinreading.()４４．Tousetransitiondevicesothatvisualizationisrealizedinreading.()４５．Workinginlockstep,theteacherexpressesclearlyandasmuchaspossible.()４６．Tousesubstitutiondrillsandpromptsingrammarteaching.()４７．Anactivityinclassroomforstudentstopracticelanguage,whichinvolvesnodefiniteorcorrectanswersinthetask.()４８．Askstudentstobridgetheirinformationgapinspeaking.()PartIIITeachingPrinciplesDirections:Inthispartofthetest,therearesomeTeachingPrinciplesthatneedyourevaluation.Pleasechoosetheonesyouthinkthemcorrectandinaccordancewithwhatwehavelearntandputatick(∨)afterthem．４９．Themainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatextandtobeabletomakestudentsawareofthem.()５０．Agroupofstudentsworkingtogethertobrainstormtopicsandideaswillbemoreproductivebecausetheirthoughtscanbeinspiredbyeachother’sideas.()５１．Theteachingactivitiesmustbedesignedtobedonebytheindividualstudentsratherthanallofthem,andtheactivitiesshouldalsoinvolvetheteachercorrectingorevaluatinghowthestudentdotheseactivities.()５２．Ateacherisaresource-provider.()５３．Itisnottheteachers’worktochoosetopicsandtaskssoastoactivatestudentsinteaching.()５４．Teachersneednothaveextramaterialspreparedtocopewithslower/faster-workingstudents.()５５．Differentapproachesstipulatedifferentteacherroles,buttherearesomecommonrolesthatteachersplay.()５６．Teacherscandonothingtoincreaseandmaintainthemotivationofstudentsbythetypesoftasks.()５７．Teachinglisteningshouldfocusontheresultoflisteningratherthantheprocessoflistening.()５８．Thetricktoworkingwithdrillsistoworkonindividualsoundsformorethanfewminutesatime.()５９．Askstudentstomakealistofoptimalsolutionstotheproblemaddressed.()６０．Weshouldrequirethestudentstoacquirenative-likepronunciation.()６１．Goodplanningtacticsneverindicatetheimportanceofknowingwhatyouneedtotakewithyouortoarrangetohaveinyourclassroom.()６２．Thefirststepoflessonplanningwillalreadyhavebeenperformedforyou:choosingwhattoteach.６３．Ateachercanplaytherolesascontroller,assessor,organizer,prompter,participantandresourcesprovider,buttheyshouldnotplayallofthematonetime.()６４．Anormalclassshouldbeinsuchawayinwhichstudentscanraisequestionsandchallengestoteachers.()６５．Emotionscannotrunhighwheneverlanguagelearnersareaskedtodevelopnewpronunciationhabits.()６６．Inpractice,weneedmechanicalandmeaningfulpractice.OnewayistopracticeourpronunciationinEnglishchunks,ready-madechunks.()６７．Theintroductionofauthentictextsintothelearningsituation.()６８．Functionalgrammarholdsthatalanguagewillplaythreefunctions,theideaofwhichcanbeusedinteachingoflanguageskills.()６９．Takecareoftrivialdetailsinreadingandlisteningsothatstudentsmayhaveafullunderstandingofthetext.()７０．Inwriting,teachershelpstudentsrecognizetheirowncomposingprocess.()７１．Wedesignspeakingtasksthatdoallowoutspokenstudentstodominatediscussion.()７２．Weinteachingclarifyfixedrulesandstandards,andareconsistentinapplyingthem.()PartIVTeachingofLanguageandLanguageSkillsDirections:Inthispartofthetest,youaretodecidewhetheryouagreeordisagree.StatementstobejudgedforyouAgree/Disagree73.Languagesconsistof‘words’withequivalentsfromonelanguetoanother.74.Studentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully75.Badintonationandwrongstressleadtoseriousmisunderstandings.76.Ifnecessary,disagreewiththeinterviewer.77.Toprovidelearnerswithasenseofaccomplishment78.Theteachercanprovideanactionandlearnerwritedownwhattheythinkitis.79.Languagescanbetranslatedwithreferencetotheirequivalents.80.IfStudentswanttolearnaforeignlanguagesuccessfullytheyneedtostudydetailedgrammarrules81.Seriousmisunderstandingsoccuratleastinpartduetobadintonationandwrongstress.82.Weinterruptintervieweestohavemoremeaningfulcommunication.83.Tousepicturestofacilitatespeakingactivities.84.Tounderstandtheimplicitlystatedinformation.85.Inlistening,wetrytounderstandtherelationshipbetweenthespeakerandhisdegreebackground.86.Thediscoursehasnothingtodowithteaching.87.Studentspredictwhattheyarereading.88.Wemakeinferenceswhilereadingorlistening.89.Mainideaandsupportingdetailsaredistinguished.90.Teacherschoosetaskstoactivatestudents.91.Whilereading,werecognizeindicatorsintexts.92.Weshouldconfirmbutnotrejectthepredictions.93.Registeristakenintoconsiderationinteaching.94.Studentsmaynotpretendtobesomeoneelse.95.Studentsareaskedtoreconstructthetexttheyhear.96.Gettinginformationisnottheonlypurpose.PartVTeachingPlanningDirections:Inthispartofthetest,youaretogivea‘TeachingPlan’accordingtothematerial(atext)givenbelow.Yourplanshouldcover‘aims,languagecontents,stagesandprocedures’.(Text1.)Naturegivesplantsandtreesfourwaystoscattertheirseeds.Thefirstisbywind.Theseedofsomeplantsareverylight,likethedandelionandthesycamore.Theyhavewingsorparachutessothatthewindcancarrythemeasily.Thesecondisbybirdsandanimals.Someseeds,liketheseedsofburdocksticktothefurofanimals,anddropoffastheanimalsmoveabout.Birdscarryothers,suchasberries.Thethirdwayisbytheplantitself.Theplantitselftwistsandbreaksthewallsofthefruit.Itthrowsoutorshakesouttheseeds.Thelastisbywater.Theseedsfloatonthewatereitherbecausetheyareverylight,orbecausetheyhaveairinsidethem.LessonPlanAIMS:A)B)NEWLEXIS:A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage1:A)B)C)Stage2:A)B)C)Stage3:A)B)C)Homework:ReserveactivityVisualaids:(Text2．)Adoctorworkinginavillagewasveryannoyedbecausemanypeopleusedtostophiminthestreetandaskedhimforadvice.Inthisway,hewasneverpaidforhisservices,andhenevermanagedtoearnmuchmoney.Hemadeuphismindtoputanendtothis.Hewasstoppedbyayoungmanwhosaidtohim,“Oh,doctor,I’msogladtoseeyou.I’vegotaseverepaininmyleftside”.Thedoctorpretendedtobeinterestedandsaid,“Shutyoureyesandstickyourtongueoutofyourmonth”.Then,hewentaway,leavingthemanstandinginthestreetwithhistonguehangingout…andalargecrowdofpeoplelaughingathim.LessonPlanAIMS:A)B)NEWLEXIS:A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage1:A)B)C)Stage2:A)B)C)Stage3:A)B)C)Homework:ReserveactivityVisualaids:(Text３．)Clerk:Goodmorning,Sir.WhatcanIdoforyou?Monty:Goodmorning.I’velostmybriefcase.Clerk:Wheredoyouthinkyoulostit?Monty:Iwasonthe8:30traintoStockport.Clerk:Right.Canyougivemeyourname,Sir?Monty:Yes.MontyBall.Clerk:Andyouraddress?Monty:Iliveat26AshAvenue,Manchester.Clerk:Canyoudescribeyourbriefcase,please?Monty:Yes.It’sblackandmadeofleatheroneofthoseflatsidedones.Clerk:Anythinginit?Monty:Notmuch.Justmylunchandafewpapers.Clerk:Well,ifitturnsupwe’llletyouknow.Wherecanweringyou?Monty:Atmyofficethenumberis4837692.Clerk:Right,Mr.Ball.I’llseewhatIcando.Monty:Thanksalot.Bye.……………LessonPlanAIMS:A)B)NEWLEXIS:A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage1:A)B)C)Stage2:A)B)C)Stage3:A)B)C)Homework:ReserveactivityVisualaids:PartVICommentandEvaluationDirections:Inthispart,youaretogiveyourcommentorevaluationonthefollowingtermsinlanguageteaching.1.PrompterMacroplanningTraditionalpedagogyLanguageformRole-plays2.Function/notionapproachconsistencytask-basedmethoddeductiveandinductivemethodprompter3.Prompter:Linguisticcompetence:Role-plays:Bottom-upandTop-downmodels:Behaviorism:PartIBasicIdeasinLanguageTeachingDirections:Inthispart,therearetenstatementsaboutlanguageandlanguagelearning,Youaretomakeyourjudgmentwhethertheyarestructuralview,functionalview,interactionalview,ortheyarebehavioristtheory,cognitivetheoryorcommunicativeviewandwritedownyouranswersafterthesestatements.1.Daytodaylanguageuseinvolvesactivitiessuchasoffering,suggesting,advisingandapologizing.Learnerslearnalanguageinordertobeabletodothingswithit.2.Languageisasystemandsoitssubsystemsincludephonological,morphologicalandlexicalitemswhichconstitutesentence.Welearntheseitemssoastobeabletounderstandandproducelanguage.3.Teachingactuallyinvolvesendlesslistenandrepeatdrillingexcisesandpromotesreinforcement.4.Inthewholeprocessoflanguagelearning,stimulus-responsecanformverygoodhabitswhicharethebasisforgoodlanguagetraining.5.Whenwelearnlanguage,weshouldalwaysthinkandaskquestionsaboutnotonlyhowbutalsowhy.6.Learnersaretrainedtoexpressnotionsthatcompletetheirtasks.Thenotionsincludeconceptofpresent,pastandfuturetime,theexpressionsofcertaintyandpossibilityandsoon.7.Weshouldlearnlanguageinthewaythatisusedintherealworldandthereforewefrequentlybridgethegapbetweentheuseoflanguageinreallifeandtheteachingorlearningpedagogyinclassroom.8.Whenlearninglanguage,weshouldknownotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.9.Languageisalinguisticsystemmakeofvarioussubsystemsfromphonological,morphologicalandlexicaltosentences.Humanbeingsputalltheitemstogethertounderstandlanguageandproducelanguage.10.Languageisseenasalinguisticsystemandameansfordoingthings.Tocompletethese,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotion.11.Learnershavetostudythepatternsandrulesoflanguageabovethesentenceleveltolearnhowlanguageisusedindifferentspeechcontexts.12.Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.PartIITeachingActivitiesDirections:Therearefiveactivitiesstatedbelow.Foreachone,youaretodescribeitwithsimpleexample.1.(discoveringdifferences)2.(poolinginformationtosolveaproblem)3.(simulationactivity)4.(identifyingpictures)5.(workinpairs)6.(roleplaying)PartIIITeachingPrinciplesDirections:Inthispartofthetest,Wallace’s‘reflectivemodel’istobecompletedtodemonstratethedevelopmentofprofessionalcompetence.Youaretofilltheblankswithproperterms.2323465718910Note:Thepossibleselectedtermswouldbe:practice,languagelearning,languagepractice,ownexperience,ownknowledge,professionalcompetence,receivedknowledge,development,reflection,others’knowledge,others’experience,responseandstimuli,languagetraining,stage,goal,etc.11.Theefficientteachingimpliesthatweshouldknowthediscoursefeaturesofanytextandmakestudentswellinformedofthem.()Advantages/disadvantages:12.Toinspirestudents’productivethoughtsingroupdiscussionbymeansofbrainstormingtopicsandideas.()Advantages/disadvantages:13.Theteachercarefullydesignsactivitiesfortheindividualstudentstocompletethetasksandevaluatesthewholeprocess.()Advantages/disadvantages:14.Tovaryteachingtechniquesandtrainstudentslearningstrategyinclass.()Advantages/disadvantages:15.Extramaterialsarepreparedtocopewithslower/faster-workingstudents.()Advantages/disadvantages:PartIVTeacher’sroleinlanguageteachingDirections:Inthispartofthetest,therearethingslistedbelowthatteachersoftendointhelanguageclassroom.Youaretodecidewhatroletheteacherisplayingineachone.Putcorrespondinglettersinthebracketsa.controllerb.assessorc.organizerd.promptere.participant()1.Whenstudentsaredoingagroup-worktask,theteacherjointsonortwogroupsforsshortperiodoftime.()2.Theteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems?”Ifthestudentdoesn’tseemtobeready,theteachersays“forexample,ashirtwithout…”andpointstothebuttononhiswonshirtofjacket.()3.Theteacherwritesoneoffivenumbersonanumberofcards.Eachstudent