英语教学法复习

1、Revision contents:Unit 1 Language and Learning Views on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the language” rather than “teach about the language”.

2、What are the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.5. The quality of a good language teach

3、er includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. Unit 2 Communicative Principles and ActivitiesWha

4、t is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3 The overall language ability required in the 2001 National English Curriculum

5、 includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 5 Classroom Management What is classroom management?Types of stude

6、nt grouping and their advantages and disadvantages The role of the teacher - contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal

7、with errors?Unit 6 Teaching PronunciationCritical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds. Unit 7 Teaching GrammarGrammar presentation methodsGrammar practice is usually divided i

8、nto two categories, mechanical practice and meaningful practice.Unit 8 Teaching VocabularyWhat does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new words How to consolidate vocabulary?Developing vocabulary building strategiesUnit 9 Teaching Lis

9、teningCharacteristics of listening processPrinciples and models for teaching listening As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10 Teaching SpeakingWhat are the ch

10、aracteristics of spoken language? Discuss their implications to teaching. Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11 Teaching readingThe role of vocabulary in reading: sight vocabulary Skills involved in reading comp

11、rehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learners vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of te

12、aching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the

13、major functions of pre-reading activities?Unit 12 Teaching WritingWhat is the main idea of communicative approach to writing? What is the main idea of the process approach to writing?Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the f

14、ollowing questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functiona

15、l syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations is the teacher

16、 playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play

17、.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph a

18、nd then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several qu

19、estions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old peoples life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and an

20、swer the multiple-choice question.In this dialogue, the speakers are talking about_.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English ha

21、ve?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure

22、 of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate

23、junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best

24、answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use- for students to rearrange the sentences in the right order.A. co

25、hesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline- is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and

26、 explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in -and if they are -and again

27、 and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultII. Definition Directions: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Informatio

28、n-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what youve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engag

29、ement with the target language in a social context.2. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on t

30、heir own understanding of certain rules. 4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher - contoller, assessor, orga

31、nizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually div

32、ided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situatio

33、ns in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet. 1In one of the lessons. Mr. Li arr

34、anged the students into groups to talk about what they want to be when they grow up. To ensure that they applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was

35、talking in Chinese.Problems:1) Maybe the topic does not correspond with the students current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk. 2) The activity is much controlled. They may like to talk about their h

36、obbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active. 3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have diff

37、iculty in expressing themselves in English, they will switch to Chinese. 4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part. Solutions:1）The teacher can ask the students to talk about

38、 their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club. 3) Its better to explain to the students the value of such kind of activity. 4) The teacher can circula

39、te around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students.Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to stud

40、ents ability. News reports from China Daily are too difficult for middle school students. 2) The content of news reports may not be relevant to the course requirement of middle school English. Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt th

41、e material or select those reports which are easier to read and more relevant to students interests. 2) If he can, it is better to select news reports from other newspapers which are relevant to the students life and study. It is necessary to bear in mind the students needs when selecting materials

42、for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。)3. When two students were acting a scene in a restaurant, one of the students tended to pause and make some grammatical mistakes. To help the student, the teacher gave hints here and there, and helped him to get his language right.Problems:1）This i

43、s a communicative activity. The teacher should allow the students enough freedom instead of issuing too much control.2) The teacher should no, correct the errors here and there because the focus of the activity is on fluency, not on accuracy or form. Teachers intervention may divert the students att

44、ention from negotiating and exchanging information.3) The teacher neednt give the students hints while they are acting the scene.Solutions:1) It is advisable that the teacher wait until the activity has been completed before he gives feedback on the language and corrects the errors. 2) The teacher c

45、an let the students go on and wait until they finish before he gives comment on their performance.(问题部分要求写出两点，解决方式可以只写一点。)4. The following is what happens to most reading lessons.The teacher asks one student to read the text paragraph by paragraph, and then he asks the students to paraphrase some se

46、ntences, translate some sentences and answer some questions. At the end of the lesson, he asks the students to fill in the blanks based on the text. Problems:1) This kind of approach fails to take the text as a whole. In this approach, reading becomes language study, which contradicts the objective

47、of reading instruction. 2) This approach does not help to train reading strategies like skimming, scanning, inferring and so on. 3) This approach can help to solve the problem of vocabulary and structures in reading, but fails to help enrich students background knowledge and thus powerless in constr

48、ucting students schema. Solutions;1) First make clear the objectives of the reading lesson and then design activities to attain the objectives. 2) There should be activities to train reading skills and strategies.3) There should be information understanding, information transferring and information

49、application activities.(两部分都须写出至少两点)5. This is what usually happens in a listening lesson.The teacher plays the recorder, students listen and do the multiple choice, sentence completion questions in the listening course book. Now and then, the teacher stops and nominates some students to check other

50、 students understanding. At the end of the lesson, as the text book requires, the teacher arranges the students into pairs or groups to conduct some dialogue(s) or discussion.Problems:1) The teacher follows the course blindly and cannot make adaptation in accordance with the students needs and diffe

51、rent course requirements. 2) Multiple choice and sentence completion exercises are too artificial and cannot help to train real-life listening skills. In real life, we seldom listen to make multiple choices or fill in blanks. 3) The dialogue and discussion come too late. When they are conducted at t

52、he end of the lesson, it gives a feeling that the teacher can arrange no more activities and students tend to prepare for leaving.4) This kind of approach is too rigid and cannot motivate the students. Solutions:1) The teacher should adapt the course materials. It is necessary to make adjustments to

53、 suit the different needs of students and different course requirements. 2) There should be pre-Listening tasks. 3) The instruction should focus on training of real life listening abilities instead of simply the ability of making multiple choices.4) The teacher should do more than just press the but

54、ton. He should try his best to facilitate listening in class. It is necessary to design a variety of listening activities to foster listening strategies.(每部分要求至少回答出两点。) 6. In a writing lesson, the teacher writes the topic Environmental Awareness on the blackboard, and then asks the students to write

55、 an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Problem： As the teacher asks the students to finish the writing task in class, it is better not to adopt such product-oriented approach. Even using this approach the teacher should do more than jus

56、t assigning the writing task. The teacher should help the students gather materials and generate ideas, monitor the writing process, and make sure students writing are to the requirement.Solution： It is better to adopt the process approach. If the process approach is adopted, there should be pre-wri

57、ting stage, writing stage, revising stage and also rewriting. For example, the teacher uses a brainstorming activity to ensure good thinking on the part of the students. As there will be no good writing without good thinking. Activities can be designed for students to make an outline. And it is bett

58、er for them to make two drafts. When the students finish the first draft, the teacher can give some suggestions for peer or group editing and then ask the students to write the second draft.7. At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned. Problem： The activity does not practice the grammar but test it. Multiple ch